advanced learners, and students with disabilities. Sharing responsibility for student learning means
that all teachers are responsible for meeting the needs of students and providing appropriate
instruction. ELD instruction and literacy instruction do not occur in just one setting; they occur in
all classrooms as well as in designated settings. A range of collegial structures, both formal and
informal, should be instituted. They can include grade-level and department meetings, professional
learning community meetings, critical friends groups of various sizes, student study teams, and more.
Importantly, there should be cross-departmental and cross-specialty groups established to plan for
various student groups and for specific instructional approaches.
Planning lessons and units together is an effective collaborative practice. When planning together,
teachers should enact the principles and practices discussed throughout this framework. Lesson
planning should incorporate the cultural, linguistic, and background experiences students bring to the
classroom, the assessed needs of students, and anticipate year-end and unit goals. Unit planning is a
complex process that requires teachers to simultaneously consider the specific instructional activities
(e.g., hands-on investigations) students experience; the texts students read, interpret, and discuss;
the big ideas and essential content understandings students acquire; the types of language students
use in speaking and writing; the various tasks that support students to engage meaningfully with
content, texts, and one another; the culminating tasks teachers guide their students to successfully
perform; and, of course, the clusters of CA CCSS for ELA/Literacy, CA ELD Standards, and appropriate
content standards that inform all of these considerations. Because of the intricate and complex nature
of unit and lesson planning, clusters of standards should not be identified in isolation of discussions
about specific texts, tasks, scaffolding techniques, and performance tasks. Rather, teachers’
understandings of the standards should inform initial planning; as the planning process evolves, the
clusters of standards actually in focus may shift because of the texts and tasks of units and lessons.
The framing questions in figure 11.5 provide a tool for planning.
Figure 11.5. Framing Questions for Lesson Planning
Framing Questions for All Students Add for English Learners- What are the big ideas and culminating performance
tasks of the larger unit of study, and how does this
lesson build toward them? - What are the learning targets for this lesson, and what
should students be able to do at the end of the lesson? - Which clusters of CA CCSS for ELA/Literacy does this
lesson address? - What background knowledge, skills, and experiences do
my students have related to this lesson? - How complex are the texts and tasks?
- How will students make meaning, express themselves
effectively, develop language, and learn content? How
will they apply or learn foundational skills? - What types of scaffolding, accommodations, or
modifications will individual students need for effectively
engaging in the lesson tasks? - How will my students and I monitor learning during and
after the lesson, and how will that inform instruction?- What are the English language
proficiency levels of my
students? - Which CA ELD Standards
amplify the CA CCSS for
ELA/Literacy at students’
English language proficiency
levels? - What language might be new
for students and/or present
challenges? - How will students interact in
meaningful ways and learn
about how English works in
collaborative, interpretive,
and/or productive modes?
- What are the English language
986 | Chapter 11 Implementing Instruction