Goals of CA ELD Standards:
The CA ELD Standards align with the expectations for achieving college and career readiness described in the CA CCSS for ELA/Literacy. At all grade and proficiency levels, ELs must have full access to high-quality English language arts, mathematics, science, and social science content (as well as other subjects), at the same time that they are increasing their English language proficiency.
The CA ELD Standards support this dual effort by providing standards:
~ essential for language development and academic success;
~ with clear connections to curriculum and assessments;
~ aligned with the expectations of the CA CCSS for ELA/Literacy
The CA ELD Standards align with the expectations for achieving college and career readiness described in the CA CCSS for ELA/Literacy. At all grade and proficiency levels, ELs must have full access to high-quality English language arts, mathematics, science, and social science content (as well as other subjects), at the same time that they are increasing their English language proficiency.
The CA ELD Standards support this dual effort by providing standards:
~ essential for language development and academic success;
~ with clear connections to curriculum and assessments;
~ aligned with the expectations of the CA CCSS for ELA/Literacy
Expectations of English Learners—and of Teachers :
The CA English Language Development are organized into 3 parts.
The first two describe specific expectations of ELs as they build on existing language skills and knowledge and progress toward full engagement with grade-level material in all content areas. The third part guides teachers to support students who may need basic reading and writing instruction.
Part I: Interacting in Meaningful Ways.
English learners participate in meaningful and intellectually challenging tasks in three ways:
Collaboratively, by communicating with others about social and academic topics
Interpretively, by understanding written and spoken information
Productively, by writing or presenting to explain ideas and information
Part II: Learning About How English Works.
English learners comprehend and produce academic texts in various content areas.
English learners use language to create organized texts, expand and enrich ideas, and connect and condense ideas.
Part III: Using Foundational Literacy Skills.
This section emphasizes how all teachers play a crucial role in developing the literacy of ELs.
English learners at all grades require specialized instruction to learn foundational literacy skills, based on their age, previous literacy, and educational experiences.
For ELs new to California schools in grades six through twelve, teachers also need to provide learning activities and materials to help students achieve all language skills, including literacy in English, as quickly as possible.
The CA English Language Development are organized into 3 parts.
The first two describe specific expectations of ELs as they build on existing language skills and knowledge and progress toward full engagement with grade-level material in all content areas. The third part guides teachers to support students who may need basic reading and writing instruction.
Part I: Interacting in Meaningful Ways.
English learners participate in meaningful and intellectually challenging tasks in three ways:
Collaboratively, by communicating with others about social and academic topics
Interpretively, by understanding written and spoken information
Productively, by writing or presenting to explain ideas and information
Part II: Learning About How English Works.
English learners comprehend and produce academic texts in various content areas.
English learners use language to create organized texts, expand and enrich ideas, and connect and condense ideas.
Part III: Using Foundational Literacy Skills.
This section emphasizes how all teachers play a crucial role in developing the literacy of ELs.
English learners at all grades require specialized instruction to learn foundational literacy skills, based on their age, previous literacy, and educational experiences.
For ELs new to California schools in grades six through twelve, teachers also need to provide learning activities and materials to help students achieve all language skills, including literacy in English, as quickly as possible.