LITERACY changes the WORLD CNUSD literacy guiding principles

We believe 21st century literacy proficiency provides access to academic achievement and social-emotional well-being. In addition, literacy and language proficiency expands students’ opportunities for career and college success and for a full and wise participation in a democratic society and global economy. We believe it is our ethical duty to ensure that our students not only learn content, but further, deepen their understandings of self and others. Therefore, when students do not learn, it is our shared responsibility to adjust, differentiate, and transform instruction.

School should help all students achieve their highest potential.

"Schools should have clear systems in place for analyzing data and supporting students for refocusing and intensifying instruction for students who experience difficulties and/or advanced learners are provided instruction of adequate depth and complexity" (Introduction, 7).

"High expectations should be matched by high levels of support. Support for students comes in many forms, including, but not limited to, temporary scaffolding and grouping, culturally and linguistically responsive instruction, tiered interventions, and varied instructional approaches" (Introduction, 8).

ELA/literacy and ELA curricula should be well designed, comprehensive, and integrated.

"Learning goals should be clear; skills and content should be thoughtfully and coherently sequenced and articulated across grade levels and disciplines" (Introduction, 9).

"Curriculum should offer students opportunities to interact deeply, as readers and writers, with a range of high-quality texts--different types, genres, topics, disciplines, lengths, and complexities--that ignite their interest, build their knowledge, touch their hearts, and illuminate the human experience" (9).

The responsibility for learners' literacy and language development is shared.

"Whether in self-contained or departmentalized programs, ELA, ELD, and content teachers should work closely with administrators, site-and district-level specialists, and one another to create the environment and means to ensure that all children and youth meet the rigorous standards" (Introduction, 8).

"Teachers should be well prepared and knowledeable about child and adolescent development, disciplinary content, the CA CCSS for ELA/Literacy and the CA ELD Standards, learning, and teaching" (8).

Effective teaching is essential to student success.

"We acknowledge that the value of professional learning that is “sustained, focused on important content, and embedded in the world of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement” (Introduction, 9).

"We recognize that a well-designed curriculum, though crucial, is insufficient for ensuring students' success. Instructional decisions regarding methods and materials--decisions made both with thoughtful planning and in the moment--determine the extent to which and excellent curriculum benefits students" (9).

Motivation and engagement play crucial roles in learning.

"Interest in the topic, opportunities to control their own learning, and a growing sense of mastery can propel students to reach far beyond their current instructional levels" (Introduction, 10).

"Building curiosity for the world around them and an enduring interest in the world of words and ideas are essential foundations for attaining the levels of literacy, language and content knowledge essential to eventual career and college success and thoughtful participation in civic life" (10).

Use the above link to define and understand the THEMES of the ELA/ELD Framework
Use the above link to better understand the CONTEXT for learning of the ELA/ELD Framework.


Created with images by US Department of Education - "LEEHS 25" • ambermb - "school backpack childhood" • Hans - "glasses read learn"

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