english-language development standards for california public schools kindergarten through grade

8/14/2019 English-Language Development Standards for California Public Schools Kindergarten Through Grade

1/91

English-LanguageDevelopment Standardsfor CaliforniaPublic Schools

Kindergarten ThroughGrade Twelve

Adopted by theCalifornia State Boardof Education

July 1999

California Department of Education Reposted June 9, 2009


2/91

English-Language

Developm ent Standards

for California

Public Schools

Kind ergarten ThroughGrad e Twelve



3/91

Publishing Information

When theEnglish-Language Development Standards for California PublicSchools, Kindergarten Through Grade Twelve was adopted by the CaliforniaState Board of Education in July 1999, the members of the State Board werethe following: Robert L. Trigg, President; Kathryn Dronenburg, Vice-President; Marian Bergeson; Susan Hammer; Carlton J. Jenkins; MarionJoseph; Yvonne Larsen; Monica Lozano; Janet Nicholas; Vicki Reynolds;and Richard Weston.

This publication was edited by Faye Ong, working in cooperation withLilia G. Sanchez, Consultant, Language Policy and Leadership Office. Itwas designed and prepared for printing by the staff of CDE Press, with thecover and interior design created and prepared by Juan D. Sanchez.Typesetting was done by Jeannette Huff. It was published by the CaliforniaDepartment of Education, 1430 N Street, Sacramento, California (mailingaddress: P.O. Box 944272, Sacramento, CA 94244-2720). It was distributedunder the provisions of the Library Distribution Act and Government CodeSection 11096.

2002 by the California Department of EducationAll rights reserved

ISBN 0-8011-1578-7

Ordering Information

Copies of this publication are available for $12.50 each, plus shipping andhandling charges. California residents are charged sales tax. Orders maybesent to the California Department of Education, CDE Press, Sales Office,P.O.Box 271, Sacramento, CA 95812-0271; FAX (916) 323-0823. See page90 for complete information on payment, including credit card purchases,and an order blank. Prices on all publications are subject to change.

A partial list of other educational resources available from the Departmentappears on page 89. In addition, an illustratedEducational Resources

Catalog describing publications, videos, and other instructional mediaavailable from the Department can be obtained without charge by writing tothe address given above or by calling the Sales Office at (916) 445-1260.

Notice

The guidance inEnglish-Language Development Standards for CaliforniaPublic Schools, Kindergarten Through Grade Twelve is not binding on localeducational agencies or other entities. Except for the statutes, regulations,and court decisions that are referenced herein, the document is exemplary,and compliance with it is not mandatory. (SeeEducation Code Section

Prepared for publication33308.5.) by CSEA members.



4/91

Contents

Californ ia English-Langu age Proficiency Assessm ent Project ............................................................. iv

Executive Sum mary .....................................................................................................................................1

Int rod uction .................................................................................................................................................11

English-Language Development Standards ...........................................................................................15

Listen ing and Speaking .........................................................................................................................16

Strategies and Ap plications ..............................................................................................................16

Reading ....................................................................................................................................................25

Word Analysis ....................................................................................................................................25

Fluency and Systematic Vocabu lary Development .......................................................................36

Read ing Com preh ension ..................................................................................................................48

Literary Response and Analysis ......................................................................................................59

Writing .....................................................................................................................................................69

Strateg ies and Ap plications ..............................................................................................................69

English-Language Con vent ions .......................................................................................................79

Glossary ........................................................................................................................................................ 85

Selected References .....................................................................................................................................86

ii i



5/91

California English-Language

Proficiency Assessment Project

Assembly Bill 748, enacted in 1997, requires

that the test or tests assessing the progress of

English learners tow ard achieving fluency in

English be aligned with state stand ards for

English-language developm ent. The San

Diego County Office of Education, under

contract with the Standard s and Assessment

Division of the California Department of

Education, nam ed an adv isory committee of

state and national leaders to assist in the

developm ent of the English-langu age devel

opm ent (ELD) stand ard s. A list of the Califor

nia English-Language Proficiency Assessmen t

Project advisory committee mem bers and

their affiliations follows:

Adel Nadeau, Chair, San Diego Cou nty Office of

Education

Tim All en, San Diego City Unified School District

Bob Anderson, California Department of Educa

tion

Nancy Brynelson , California Department of

Education

Frances Butler, Center for the Study o f Evaluation,

University of California, Los Angeles

Ruben Carriedo , San Diego City Un ified School

District

Richard D iaz, California Departm ent of Edu cation

Richard Duran, University of California, Santa

Barbara

Mark Fetler, California Departm ent of Edu cation

Sara Fields, California Association of Teachers of

English to Speaker s of Other Langu ages

Jim Grissom, California Departm ent of Edu cation

Elizabeth Hartung-Cole, Long Beach Unified

School District

Donna Heath, San Dieguito Union High School

District

Natalie Kuhlman, Teaching Eng lish to Speakers

of Other Langu ages Board

Magaly Lavadenz, Loyola Marymount University

Barbara Merino , University of Ca lifornia, Dav is

Basha Millhollen, California Department ofEducation

Ofelia Miramontes, University of Colorad o,

Boulder

Alberto Ochoa, San Diego State University

David Ramirez, California State University, Long

Beach

Rosalia Salinas, San Diego County O ffice of

Education

Robin Scarcella, University of Ca lifornia, Irvine

Jerome Shaw, WestEd

Leonore Spafford, Secretary, San Diego CountyOffice of Education

Shelly Spiegel-Coleman, Los Angeles Coun ty

Office of Education

Gwen Stephens, California Department of

Education

Aida Walqui, Stanford University

Terry Wiley, California State University, Long

Beach

Sandy Williams, Escondido Union High School

District

Richard Wolfe, Ontar io Institute for Stud ies inEducation

Gay Wong, California State University, Los

Angeles

Charlene Zawacki, Escondido Union School

District

Note: The affiliations of persons named in this list were

current at the time this docum ent was developed.

iv



6/91

Executive Summary

The following pages present a summ ary as they move toward full fluency in English.

of the English-language developm ent (ELD) The levels throu gh which English learners

standa rds for each dom ain (listening and progress are identified as beginning, interme

speaking, reading, and wr iting ). The sum - diate, an d advanced. For each ELD standard

mary is designed to give an overview of the sum mary indicates the Englishlanguage

wh at students mu st know and be able to do arts substrand associated with it.

1



7/91

Summary

LISTENING AND SPEAKING

Strategies and Applications

Beginning ELD level*Englishlanguage arts

substrand

Comprehension Answer simp le questions with one- to two-word responses.

Respond to simple d irections and questions by u sing physical actions

and other m eans of nonverbal commu nication (e.g., matching objects,

pointing to an answ er, draw ing pictures).

Begin to speak with a few words or sentences by using a few stand ard

English gramm atical forms and sound s (e.g., single words or ph rases).

Use comm on social greetings and simple repetitive ph rases indepen

dently (e.g., Thank you , Youre welcome).

Ask and answer questions by using phrases or simp le sentences.

Retell stories by using appropriate gestures, expressions, and illustra

tive objects.

Organization and

Delivery of Oral

Communication

Begin to be understood when speaking, but u sage of standard English

gramm atical forms and sound s (e.g., plurals, simple past tense,

pronou ns [he or she]) may be inconsistent.

Orally comm un icate basic personal needs and desires (e.g., May I go

to the bath room?).

Englishlanguage artssubstrand

Intermediate ELD level*

Comprehension Ask and answer instructional questions by using simple sentences.

Listen attentively to stories and information an d identify imp ortant

details and concepts by using both verbal and n onverbal responses.

Ask and answer instructional questions with some supp orting ele

ments (e.g., Which p art of the story w as the m ost importan t?).

Comprehension and Participate in social conversations w ith peers and adu lts on familiar

Organization and topics by asking and answering questions and soliciting information.

Delivery of Oral

Communication

Organization and Make oneself und erstood when speaking by u sing consistent stan-

Delivery of Oral dard English gramm atical forms and sound s; however, some ru les are

not followed (e.g., third-person singular, male and female pronouns).Communication

*The ELD standard s mu st be app lied ap propriately for stud ents in each grade level from kindergarten through grade tw elve.

2



8/91

Summary


Strategies and Applications (Continued)

Englishlanguage arts

substrand Advanced ELD level*

Comprehension Demonstrate und erstanding of most idiomatic expressions

(e.g., Give me a hand ) by respond ing to such expressions and

using them app ropriately.

Organization and Negotiate and initiate social conversations by questioning, restating,

Delivery of Oral soliciting information, and paraph rasing the comm un ication of

Communication others.

*The ELD standards must be applied appropriately for students in each grade level from kindergarten through grade twelve.

3



9/91

Summary

READING

Word Analys is, Fluency, and Systematic Vocabulary Development


substrand

Beginning ELD level*

Phonemic Awareness

and Decoding and

Word Recognition

Recognize and p rodu ce the English ph onemes that are like the ph o

nemes students hear and produ ce in their primary language.

Recognize and p rodu ce English p honem es that are unlike the pho

nemes students hear and produ ce in their primary language.

Phonemic Awareness, Produ ce most English phonem es while beginning to read aloud.

Decoding and Word

Recognition, Concepts

About Print

Vocabulary and

Concept Dev elopment

Produ ce simp le vocabulary (e.g., single word s or very short p hrases)

to commu nicate basic needs in social and academic settings

(e.g., locations, greetings, classroom objects).

Demonstrate comprehension of simple vocabulary w ith an app ropri

ate action.

Retell stories by using simp le word s, phrases, and sentences.

Recognize simple affixes (e.g., educate, education), prefixes (e.g., dislike,

preheat), synonym s (e.g., big, large), and antonym s (e.g., hot, cold).

Begin to use know ledge of simple affixes, prefixes, synonym s, and

antonyms to interpret the meaning of unknown words.

Recognize the difference between the use of the first- and third-person

points of view in p hrases or simp le sentences.


4



10/91

Summary

READING

Word Analys is, Fluency, and Systematic Vocabulary Development (Continued)


substrandI Intermediate ELD level*

Phonemic Awareness,

Decoding and Word


About Print

Produ ce English phonemes wh ile reading aloud.

Recognize sound/ symbol relationships and basic word -formation

ru les in w ritten text (e.g., basic syllabication rules and phonics).

App ly knowledge of English p honem es in oral and silent reading to

derive mean ing from literature and texts in content areas.

Vocabulary and

Concept Development

Use more complex vocabulary and sentences to commu nicate needs

and express ideas in a wider variety of social and academic settings.

Recognize simp le antonyms and synonym s (e.g., good, bad, blend, mix)in written text. Expand recognition of them and begin to use app ropri

ately.

App ly knowledge of vocabulary to discussions related to reading

tasks.

Read simple vocabulary, ph rases, and sentences indep enden tly.

Read narrative and expository texts aloud with the correct pacing,

intonation, and expression.

Use expand ed vocabulary and d escriptive words in oral and written

responses to w ritten texts.

Recognize and understand simple idioms, analogies, and figures of

speech in written text.

Recognize that some words have multiple meanings and ap ply this

knowledge to written text.

Recognize the function of connectors in w ritten text (e.g.,first, then,

after that, finally).


5



11/91

Summary

READING

Word Analys is, Fluency, and Systematic Vocabulary Development (Continued)



Phonemic Awareness,

Decoding and Word


About Print

Apply knowledge of sound / symbol relationships and basic word-

format ion rules to der ive meaning from written text (e.g., basic syl

labication ru les, regular and irregular plurals, and basic phonics).

Vocabulary and

Concept Dev elopment

App ly knowledge of academic and social vocabulary w hile reading

independently.

Be able to use a standard dictionary to find th e meanings of un famil

iar words.

Interpret the meaning of unknown word s by using know ledge gained

from previously read text.

Understand id ioms, analogies, and m etaphors in conversation and

written text.


6



12/91

Summary

READING

Reading Comprehension


substrand


Comprehension and Respond orally to stories read aloud and use physical actions and

Analysis o f Grade- other means of nonverbal communication (e.g., matching objects,

Level Appropriate Text pointing to an answ er, draw ing pictures).

Respond orally to stories read aloud , giving one- to two-word re

sponses in answer to factual comprehension qu estions (who, what,

when, where, an d how).

Understand and follow simple one-step d irections for classroom-

related activities.

Structural Features

of Informational

Materials

Identify the basic sequence of events in stories read aloud, using

importan t word s or visual representations, such as pictures and story

frames.

Respond orally to stories read aloud , using ph rases or simple sen

tences to answer factual comprehension questions.


I Intermediate ELD level*

Comprehension and

Analysis o f Grade-

Level-Appropriate Text

Understand and follow simple w ritten directions for classroom-

related activities.

Read text and orally iden tify the main ideas and d raw inferences

about the text by using d etailed sentences.

Read an d identify basic text features, such as the title, table of con-

tents, and chapter head ings.

Respond to comprehension questions about text by using d etailed

sentences (e.g., The brown bear lives with h is family in the forest).

Structural Features

of InformationalMaterials

Ident ify, using key words or phrases, the basic sequence of events in

stories read.


7



13/91

Summary

READING

Reading Comprehension (Continued)



Comprehension and

Analysis of Grade-

Level-Appropriate Text

Read and orally respond to familiar stories and other texts by answer

ing factual comprehension questions about cause-and-effect relation-

ships.

Read and orally respond to stories and texts from content areas by

restating facts and details to clarify ideas.

Explain how understand ing of text is affected by patterns of organiza

tion, repetition of main ideas, syntax, and word choice.

Write a brief sum mary (two or th ree paragraph s) of a story.


8



14/91

Summary

WRITING

Strategies and Appl ications


substrand


Penmanship Copy th e alphabet legibly.

Copy w ords p osted and commonly u sed in the classroom (e.g., labels,

number nam es, days of the week).

Organization and Focus Write simp le sentences by using key words common ly used in th e

classroom (e.g., labels, num ber nam es, days of the week, and months).

Write phrases and simple sentences that follow English syntactical

order.


Intermediate ELD level*

Organization and Focus Follow a mod el given by the teacher to independently write a short

paragraph of at least four sentences.

Organization and Write legible, simp le sentences that respon d to top ics in langu age arts

Focus, Penmanship and other content areas (e.g., math, science, historysocial science).

Organization and Focus Create cohesive paragrap hs that d evelop a central idea and consis

tently use standard English gramm atical forms even thou gh somerules may n ot be followed.

Write simp le sentences about an event or a character from a wr itten

text.

Produce independ ent writing that is und erstood w hen read bu t may

includ e inconsistent use of standard gram matical forms.


substrandAdvanced ELD level*

Organization and Focus Develop a clear thesis and su pp ort it by using analogies, quotations,and facts approp riately.

Write a multiparagrap h essay with consistent use of stand ard gram

matical forms.


9



15/91

Summary

WRITING

English-Language Conventions


substrand Beginning, intermediate, and advanced ELD levels*

Capitalization Use capitalization wh en w riting ones own nam e.

Use capitalization at the beginning of a sentence and for proper

nouns.

Punctuation Use a period at the end of a sentence and a qu estion mark at the end

of a question.

Capitalization, Produ ce independ ent writing that includes pa rtial consistency in the

Punctuation, and use of capitalization and periods an d correct spelling.SpellingProdu ce independ ent w riting w ith consistent use of capitalization,

pu nctuation, and correct spelling.


10



16/91

Introduction

The EnglishLanguage Arts Content Stan

dards for California Public Schools (1998) and

theReading/Language Arts Framework for

California Public Schools (1999), both adopted

by the State Board of Edu cation, define what

all students in California, including studentslearning English as a second language, are

expected to know and be able to do. The

English-language development (ELD)

standards are designed to supplement the

Englishlanguage a rts content standa rds to

ensu re tha t limited-English proficient (LEP)

students (now called English learners in

California) develop proficiency in both the

English language an d the concepts and skills

contained in the Englishlanguage arts

content standards.The ELD stand ards w ere developed by a

committee comp osed of 15 practitioners of

and experts in English-language d evelop

ment and assessment. The standard s are

designed to assist teachers in moving En

glish learners to fluency in English and

proficiency in the Englishlanguage arts

content standard s. The ELD standards w ill

also be used to develop the California

English-Language Developm ent Examina

tions. The standard s were reviewed byteachers through out California and were

presented to the California State Board of

Education in January 1999. After the State

Board meeting in January, the draft stan

dard s were posted on the Internet for public

comment. The standard s were app roved by

the State Board dur ing Apr il 1999 contingent

on some m odifications and add itions to

better align the ELD standards with the

Englishlangu age arts content standard s

that had been adop ted by the State Board in

Janu ary 1997. The State Board gave final

approval to the ELD stand ard s in July 1999.TheReading/Language Arts Frameworkis

based on the assump tion that all stud ents

will attain p roficiency in the English

language arts standards, but the framew ork

also recognizes that not all learners will

acquire skills and knowledge at the same

rate. There are 1.4 million English learners in

California. More than 40 percent of stud ents

in California speak a language other than

English, and about 25 percent of stud ents in

California are not yet fluen t in English.Those stud ents enter school with language

abilities very different from monolingual

English-speaking stud ents, who begin

school with speaking vocabularies of be-

tween 2,000 and 8,000 word s.

Generally, monolingual English speakers

have mastered basic English sentence struc

tu res before entering school. English learners

enter California p ublic schools at all grad e

levels with limited or no kn owledge of

English vocabulary an d sentence structure.Many of these children are un familiar with

the Roman a lphabet, and those who know

the alphabet often have to learn new sound s

for many of the letters. English learner s

need to catch u p w ith the states monolin

gual English sp eakers. The ELD standard s

add ress the skills English learners mu st

11



17/91

acquire in initial English learn ing to enable

them to become proficient in the English

language arts standards.

TheReading/Language Arts Framework

specifies that teachers must p rovide stud ents

with straightforward assessments of their

proficiency in English at every stage of

instruction so that students und erstand what

to do to improve. The processes by w hich

students d evelop proficiency in a second

language differ from the experiences of

monolingual English speakers. Gramm atical

structures that m onolingu al English sp eak

ers learn early in their langu age develop

ment may be learned mu ch later by stud ents

learning English as a second language.

Progress to full competency for English

learners depend s on the age at which a

child begins learning English an d the rich

ness of the childs English env ironment. The

English-language development standards

provide teachers with u sable information to

ensure that English-language developm ent

is occurring ap prop riately for all stud ents,

includ ing English learners w ho enter school

in:

Kindergarten through grade two

Grades three through tw elve, literate in

their primary language

Grades three through twelve, not

literate in their primary language

The ELD stand ards for grad es three

through tw elve are designed for students

wh o are literate in their pr imary language.

Students who enter California schools in

those grad e levels not literate in their p rimary langu age need to be taught the ELD

literacy standa rds for earlier grade levels,

includ ing those stand ards related to phone

mic awareness, concepts of print, and d ecod

ing skills.

TheReading/Language Arts Framework

add resses universal access to mastering the

language arts stand ards. At each grad e level

suggestions are made to teachers for ensur

ing that th e needs of English learners are

add ressed. The ELD stand ards encapsu late

those suggestions by explicitly stating what

all students need to know and be able to do

as they learn English and m ove toward

mastery of the Englishlangu age arts stan

dard s for their grade levels.

The ELD stand ards define the levels of

proficiency requ ired for an English learner

to m ove through the levels of English-

language developm ent. The standa rds are

designed to m ove all stud ents, regardless of

their instructional program , into the m ain-

stream Englishlangu age arts cur riculum .

The levels of proficiency in a second lan

guage have been w ell documented through

research, and the ELD standard s were

designed around those levels to provide

teachers in all types of program s with clear

benchmarks of p rogress. The ELD standards

provide d ifferent academ ic pathways, which

reflect critical developmen tal d ifferences, for

students who enter school at various grade

levels.

The ELD stand ards are w ritten as path-

ways to, or benchmarks of, the English

language ar ts standard s. At the early profi

ciency levels, one ELD standard may be a

pathway to attain several Englishlanguage

arts standard s. At the more ad vanced levels,

the skills in the ELD stand ard s begin to

resemble those in the Englishlanguage arts

standards and represent the standards at

wh ich an English learner h as attained

academic proficiency in English. The ELDstandards integrate listening, speaking, reading,

and writing and create a distinct pathway to

reading in English rather than delaying the

introduction of English reading.

All English learners, regardless of grade

level or primary-language literacy level,

must receive reading instruction in English.

12



18/91

English learners are to learn to read in

English while they are acqu iring oral English

fluency. English learner s in kindergarten

through grade tw o are to demonstrate

proficiency in the Englishlanguage arts

standa rds of phonemic awareness, decoding,

and concepts of print app ropriate for their

grade levels. These standa rds are embed ded

in the ELD stand ard s. English learners in

grades three through tw elve must d emon

strate p roficiency in those essential begin

ning read ing skills by the time they reach

the ear ly intermediate level of the ELD

standards. This expectation h olds tru e for

students wh o enter school regardless of

wh ether they a re literate or not literate in

their primary language.

The ELD stand ards m ay be u sed as crite

ria to d evelop the entry-level assessments

and the assessments to monitor stud ent

prog ress called for in theReading/Language

Arts Framework.

English learners w orking at the ad vanced

level of the ELD stand ards are to d emon

strate proficiency in the Englishlanguage

arts standard s for their grade level and for

all prior grade levels. This expectation

means th at English learners mu st acquire

prerequisite skills at earlier p roficiency

levels.

Teachers are to m onitor the stu dents

acquisition of English and provide correc

tion so that kind ergarten studen ts working

at the advanced ELD level and students in

all other grad es working at the early ad

vanced level will have internalized English-

language skills to such a d egree that the

teacher will often observe the stu dents

correcting their own gramm ar, usage, and

word choices in sp eaking, reading, and

writing.

13



19/91

English-Language Development Standards

The ELD standard s are designed to assist

classroom teachers in assessing the progress

of English learners toward attaining full

fluency in English. The strategies used to

help students attain proficiency in English

differ according to the age at wh ich a student begins learn ing English; therefore, the

standa rds includ e outcomes for students

wh o begin learning English in kind ergarten

through grade two, grades three through

five, grades six through eight, and grad es

nine through tw elve. The stand ards in those

grade ranges were developed to help teach

ers move English learners to full fluency in

English and to proficiency in the English

language ar ts standard s. English learners at

the ad vanced level of the ELD standards areto demonstrate p roficiency in all stand ards

detailed in this docum ent and all language

arts standard s for the grades in wh ich they

are enrolled. English learners at the interme

diate level of these ELD stand ards should be

able to demonstrate p roficiency in the

language arts standards for all prior grade

levels. Teachers w ill need to work concur

rently with this document and the English

Language Arts Content Standards for CaliforniaPublic Schools, Kindergarten Through Grade

Twelve (1998) to ensu re tha t English learners

achieve proficiency.

The ELD standard s are comprehensive,

with more detailed p roficiency levels than

were included in the Executive Summ ary.

This refinemen t is needed so that teachers

can better assess the p rogress of their stu

dents. The p roficiency levels are as follows:

Beginning

Early intermediate

Intermediate

Early advanced

Advanced

15



20/91



The listening and speaking standards for

English learners identify a students compe

tency to understand the English langu age

and to prod uce the language orally. Stud ents

mu st be p repared to u se English effectively

in social and academic settings. Listening

and speaking skills provide one of the most

importan t building blocks for the foundation

of second -langu age acquisition and areessential for developing read ing and wr iting

skills in English. To develop proficiency in

listening, speaking, reading, and writing,

students mu st receive instruction in reading

and wr iting w hile developing fluency in oral

English.

Teachers must u se both the ELD and the

Englishlanguage arts stand ards to ensure

that English learners develop proficiency in

listening and speaking and acquire the

concepts in the Englishlangu age arts

standa rds. English learners achieving at the

advanced level of the ELD standards shou ld

dem onstrate proficiency in the language arts

standa rds at their own grad e level and at all

prior grade levels. This expectation means

that by th e early advanced ELD level, all

prerequisite skills needed to achieve the

level of skills in the Englishlanguage ar tsstanda rds m ust have been learned . English

learners must develop both fluency in

English and proficiency in the language ar ts

standa rds. Teachers must ensu re that En

glish learners receive instruction in listening

and speaking that w ill enable them to m eet

the speaking applications stand ards of the

language arts standards.

16



21/91

Listening and Speaking


Grades K2 Grades 35 Grades 68 Grades 912

Comprehension Begin to speak a few

words or sentences by

using some English

phonemes and

rudimentary English

grammatical forms

(e.g., single words or

phrases).

Begin to speak a few


using some English

phonemes and

rudimentary English

grammatical forms


phrases).



using some English

phonemes and

rudimentary English

grammatical forms


phrases).



using some English

phonemes and

rudimentary English

grammatical forms


phrases).

Answer simple

questions with one- totwo-word responses.

Answer simple

questions with one- totwo-word responses.

Ask and answer

questions by usingsimple sentences or

phrases.

Ask and answer

questions by usingsimple sentences or

phrases.

Respond to simple

directions and

questions by using

physical actions and

other means of

nonverbal communi

cation (e.g., matching

objects, pointing to an

answer, drawing

pictures).

Retell familiar stories

and participate in

short conversations

by using appropriate

gestures, expressions,

and illustrat ive

objects.

Demonstrate

comprehension of

oral presentations

and instructions

through nonverbal

responses

(e.g., gestures,

pointing, drawing).

Demonstrate

comprehension of

oral presentations

and instructions

through nonverbal

responses.

Orally identify types

of media

(e.g., magazine,

documentary film,

news report).

Comprehension a nd

Organization and

Delivery of Oral

Communication

Independently use

common social

greetings and simple

repetitive phrases

(e.g., Thank you,

Youre welcome).

Independently use

common social


repetitive phrases

(e.g., May I go and

play?).

Independently use

common social


repetitive phrases

(e.g., Good morning,

Ms. ___).

Analysis and

Evaluation of

Oral and Media

Communications and

Comprehension

Respond with simple

words or phrases to

questions about

simple written texts.

Beginning ELD levelEnglishlanguagearts substrand

17



22/91



Comprehension Begin to be under-

stood when speaking

but may have some

inconsistent use of

standard English

grammatical forms

and sounds

(e.g., plurals, simple

past tense, pronouns

such as he or she).

Begin to be under-

stood when speaking

but may have some

inconsistent use of

standard English

grammatical forms

and sounds



such as he or she).

Begin to be under-

stood when speaking

but may have some

inconsistent use of

standard English

grammatical forms

and sounds



such as he or she).

Begin to be under-

stood when speaking

but may have some

inconsistent use of

standard English

grammatical forms

and sounds



such as he or she).

Ask and answer

questions by using

phrases or simple

sentences.

Ask and answer

questions by using

phrases or simple

sentences.

Ask and answer

questions by using

phrases or simple

sentences.

Ask and answer

questions by using

phrases or simple

sentences.

Restate and execute

multiple-step oral

directions.

Restate and execute

multiple-step oral

directions.

Restate and execute

multiple-step oral

directions.

Comprehension and

Organization and

Delivery of Oral

Communication

Retell familiar stories

and short conversa

tions by using appro

priate gestures,expressions, and

illustrative objects.

Orally ident ify the

main points of simple

conversations and

stories that are readaloud by using

phrases or simple

sentences.

Restate in simple

sentences the main

idea of oral presenta

tions in subject-matter content.

Restate in simple

sentences the main

idea of oral presenta

tions in subject-matter content.

Orally communicate

basic needs

(e.g., May I get a

drink?).

Orally communicate

basic needs

(e.g., May I get a

drink of water?).

Orally communicate

basic needs (e.g., I

need to borrow a

pencil).

Orally communicate

basic needs (e.g., Do

we have to

________?).

Recite familiar

rhymes, songs, and

simple stories.

Recite familiar

rhymes, songs, and

simple stories.

Prepare and deliver

short oral presenta

tions.

Prepare and deliver

short oral presenta

tions.


Englishlanguage

arts substrand

Early intermediate ELD level

18



23/91



Comprehension Ask and answer

instructional ques

tions by using simple

sentences.

Ask and answer

instructional ques

tions with some

supporting elements

(e.g., Is it your turn

to go to the computer

lab?).

Respond to messages

by asking simple

questions or by briefly

restating the mes

sage.

Listen attentively to

stories and informa

tion and identify

important details and

concepts by using

both verbal and

nonverbal responses.


stories and informa

tion and identify


concepts by using

both verbal and



stories and informa

tion and identify


concepts by using

both verbal and



stories and informa

tion and identify


concepts by using

both verbal and


Comprehension a nd

Organization and

Delivery of Oral

Communication

Make oneself under-

stood when speaking

by using consistent

standard English

grammatical forms

and sounds; however,

some rules may not be

followed (e.g., third-person singular, male

and female pronouns).

Participate in social

conversations with

peers and adults on

familiar topics by

asking and answering

questions and solicit

ing information.


conversations with

peers and adults on

familiar topics by



ing information.


conversations with

peers and adults on

familiar topics by



ing information.


conversations with

peers and adults on

familiar topics by



ing information.

Retell stories and talk

about school-relatedactivities by using

expanded vocabulary,

descriptive words,

and paraphrasing.

Retell stories and talk

about school-relatedactivities by using

expanded vocabulary,

descriptive words,

and paraphrasing.

Identify the main idea

and some supportingdetails of oral

presentations,

familiar literature,

and key concepts of

subject-matter

content.

Identify the main idea

and some supportingdetails of oral

presentations,

familiar literature,

and key concepts of

subject-matter

content.


Englishlanguage

arts substrand

Respond to messages

by asking simple

questions or by briefly

restating the mes

sage.

Make oneself under-

stood when speaking

by using consistent

standard English

grammatical forms





Make oneself under-

stood when speaking

by using consistent

standard English

grammatical forms





Make oneself under-

stood when speaking

by using consistent

standard English

grammatical forms





Intermediate ELD level

(Continued on p. 20)

19



24/91



Prepare and ask basic

interview questions

and respond to them.

Organization and

Delivery of Oral

Communication

Identify a variety

of media messages

(e.g., radio, television,

movies) and give

some details support

ing the messages.


Englishlanguage

arts substrand

Intermediate ELD level (Continued)

Prepare and deliver

short presentations

on ideas, premises, or

images obtained fromvarious common

sources.

Prepare and deliver

short presentations

on ideas, premises, or

images obtained fromvarious common

sources.

20



25/91



Comprehension Listen attentively to

stories and informa

tion and orally

identify key details

and concepts.


more complex stories

and information on

new topics across

content areas and

identify the main

points and supporting

details.


more complex stories

and information on

new topics across

content areas and

identify the main


details.

Comprehension a nd

Organization andDelivery of Oral

Communication

Retell stories in

greater detail byincluding the

characters, sett ing,

and plot.

Summarize major

ideas and retellstories in greater

detail by including

the characters,

setting, and plot.

Retell stories in

greater detail byincluding the

characters, setting,

and plot.

Summarize literary

pieces in greaterdetail by including

the characters,

setting, and plot and

analyzing them in

greater detail.

Make oneself under-

stood when speaking

by using consistent

standard English

grammatical forms,

sounds, intonation,

pitch, and modulationbut may make random

errors.

Participate in and

initiate more ex-

tended social conver

sations with peers and

adults on unfamiliar

topics by asking and

answering questions

and restating and

soliciting information.

Recognize appropri

ate ways of speaking

that vary according to

the purpose, audi

ence, and subject

matter.

Recognize appropri



the purpose, audi

ence, and subject

matter.

Recognize appropri



the purpose, audi

ence, and subject

matter.

Recognize appropri



the purpose, audi

ence, and subject

matter.


Englishlanguage

arts substrand

Participate in and

initiate more ex-





answering questions

and restating and


Participate in and

initiate more ex-





answering questions

and restating and


Participate in and

initiate more ex-





answering questions

and restating and


Make oneself under-

stood when speaking

by using consistent

standard English

grammatical forms,

sounds, intonation,


errors.

Make oneself under-

stood when speaking

by using consistent

standard English

grammatical forms,

sounds, intonation,


errors.

Make oneself under-

stood when speaking

by using consistent

standard English

grammatical forms,

sounds, intonation,


errors.

Early advanced ELD level


21



26/91



Prepare and deliver

brief oral presenta

tions/reports on

historical investiga

tions, a problem and

solution, or a cause

and effect.

Comprehension and

Organization and

Delivery of Oral

Communication

Ask and answer

instructional

questions with more

extensive supporting

elements

(e.g., Which part of

the story was the

most important?).

Respond to messages

by asking questions,

challenging state

ments, or offering

examples that affirm

the message.

Respond to messages

by asking questions,

challenging state

ments, or offering

examples that affirm

the message.

Use simple figurative

language and idiomatic expressions

(e.g., Its raining

cats and dogs) to

communicate ideas to

a variety of audiences.



(e.g., heavy as a ton

of bricks, soaking

wet) to communicate

ideas to a variety of

audiences.



(e.g., sunshine girl,

heavy as a ton of

bricks) to communi

cate ideas to a variety

of audiences.

Prepare and deliver

presentations that

use various sources.

Prepare and deliver

presentations that

follow a process of

organization and use

various sources.


Englishlanguage

arts substrand

Early advanced ELD level (Continued)

Ask and answer

instructional

questions with more

extensive supporting

elements

(e.g., Which part of

the story was the

most important?).

22



27/91



Comprehension Listen attentively to

stories and informa

tion on new topics

and identify both

orally and in writing

key details and

concepts.


stories and informa

tion on topics;

identify the main


details.


stories and informa

tion on topics;

identify the main


details.

Demonstrate an

understanding of

idiomatic expressions(e.g., Give me a

hand) by responding

to such expressions

and using them

appropriately.

Demonstrate an

understanding of

idiomatic expressions(e.g., Its pouring

outside) by respond

ing to such expres

sions and using them

appropriately.

Demonstrate an

understanding of

figurat ive languageand idiomatic

expressions by

responding to such

expressions and using

them appropriately.

Demonstrate an

understanding of

figurat ive languageand idiomatic

expressions by

responding to such

expressions and using

them appropriately.

Identify strategies

used by the media to

present information

for various purposes

(e.g., to inform,

entertain, or per

suade).

Comprehension a nd

Organization and

Delivery of Oral

Communication

Negotiate and initiate

social conversations

by questioning,

restating, soliciting

information, and

paraphrasing the

communicat ion of

others.



by questioning,


information, and

paraphrasing the

communicat ion of

others.



by questioning,


information, and

paraphrasing the

communicat ion of

others.



by questioning,


information, and

paraphrasing the

communication of

others.

Consistently use

appropriate ways ofspeaking and writing


the purpose, audi

ence, and subject

matter.

Consistently use



the purpose, audi

ence, and subject

matter.

Consistently use



the purpose, audi

ence, and subject

matter.

Consistently use



the purpose, audi

ence, and subject

matter.


Englishlanguage

arts substrand

Advanced ELD level


23



28/91



Speak clearly and

comprehensibly by

using standard

English grammatical

forms, sounds,

intonation, pitch, and

modulation.

Narrate and para-

phrase events in

greater detail by

using more extended

vocabulary.

Identify the main

ideas and points of

view and distinguish

fact from fiction in

broadcast and print

media.

Prepare and deliver

presentations and

reports in various

content areas,

including a purpose,

point of view,

introduction,

coherent transition,

and appropriate

conclusions.

Prepare and deliver

presentations and

reports in various

content areas,

including a purpose,

point of view,

introduction,

coherent transition,

and appropriate

conclusions.

Speak clearly and

comprehensibly by

using standard

English grammatical

forms, sounds,


modulation.

Speak clearly and

comprehensibly by

using standard

English grammatical

forms, sounds,


modulation.

Speak clearly and

comprehensibly by

using standard

English grammatical

forms, sounds,


modulation.

Comprehension and

Organization and

Delivery of Oral

Communication


Englishlanguage

arts substrand

Advanced ELD level (Continued)

24



29/91

READING

Word Analysis

For all stud ents, developing skills in

reading English begins with a solid under-

standing of the relationships between En

glish sounds and lettersthe relationships

between the spoken and written language.

For the English learner those concepts are

first developed through the recognition and

prod uction of English soun ds. Stud ents need

to learn first those sound s that exist and thenthose that d o not exist in their first language.

Stud ents then are taugh t to transfer this

knowledge to the printed language. As

students develop know ledge of the corre

spondence between sounds and printed

symbols, they also develop skills to deal

with English morphemes (e.g., prefixes,

suffixes, root words). Those word -analysis

skills are some of the bu ilding blocks stu

den ts need to develop fluency in English

and literacy skills.Native speakers of English are expected to

recognize and prod uce all the English

sound s by no later than first grade. This

knowledge is then u sed in ph onics instruc

tion when children learn to match the En

glish sound s with printed letters and use

this knowledge to decode and encode

word s. English learners in kind ergarten

through grade tw o are to demonstrate

proficiency in those Englishlanguage arts

standards pertaining to phonemic aware

ness, concepts about p rint, and d ecoding

standa rds app ropriate for their grade levels

by the time they reach the ad vanced level of

the ELD standard s.

Because the Englishlanguage arts stan

dard s are essential for all stud ents learning

to read in English, English learners in grad es

three through twelve should be proficient in

those stand ards related to phonemic aware

ness, concepts about print, and decoding no

later than at the early intermed iate level.

Except w here it is necessary for instruction

to use nonsense words for teaching and

assessing students, such as in phonemic

awareness and early decoding instruction,

care should be taken to ensure that stud ents

work w ith vocabulary and concepts that aremeaningful and und erstandable to them.

For kindergarten throu gh grade two, the

Englishlangu age arts standards p ertaining

to phonemic awareness, concepts about

print, and decoding/ word recognition have

been incorpora ted into the ELD standa rds.

Those langu age arts standard s serve as signs

of whether English learners are m aking

app ropriate progress toward becoming

proficient readers. The ELD standard s

indicate the grade span in w hich stud entsare to demonstrate proficiency, the language

arts substrand, and the num ber of the

targeted language arts stand ard. Nonreaders

of any age must move through the same

sequence of skills wh en learning to read .

Therefore, the instru ctional sequence for

kindergarten through grade tw o should be

used as a gu ide for English-language d evel

opm ent and read ing instruction at all grade

levels.

The instructional sequence for teachingphonemic awareness, concepts about pr int,

and decod ing skills is more specific in the

kindergarten-through-grade-two span

because the langu age arts standard s for

those grades focus primarily on d eveloping

literacy fluency. In grades three throu gh

twelve, students m ust greatly increase their

25



30/91

content know ledge while learning English

literacy skills. Older stud ents w ith prop erly

sequenced instruction may achieve literacy

more rapid ly than very youn g children do.

In the ELD stand ards pathw ays are

provided that enable stud ents of all ages to

build literacy skills. The langu age ar ts

standards for grades three through twelve

have linking ELD standards in each grad e

span that are d esigned to h elp students

achieve proficiency in their grad e-level

language arts standa rds by the time they

reach the ad vanced level of the ELD stan

dard s. Stud ents at the ad vanced level in ELD

are expected to demonstrate proficiency in

the language arts standa rds for their own

grade and for all prior grad es.

One reason for incorporating the language

arts stand ards for kindergarten through

grade two into the ELD standa rds is to

clarify a point: Kindergarten and first-grade

students at the ad vanced level in the ELD

standards a re also expected to be p roficient

in the language arts stand ards for their

grad e level. No limited-English-proficient

student is expected to learn the language

arts standard s beyond his or her grade level.

26



31/91

Reading

Word Analysis

Recognize the most

common English

morphemes in

phrases and simplesentences (e.g., basic

syllabication rules,

phonics, regular and

irregular plurals).


Englishlanguagearts substrand

Concepts About

Print, Phonemic

Awareness , and

Voca bulary and

Concept Develop

ment

Recognize English

phonemes that

correspond to

phonemes students

already hear and

produce in their

primary language.

Recognize English

phonemes that

correspond to

phonemes students

already hear and

produce while

reading aloud.

Recognize and

correctly pronounce

most English

phonemes while

reading aloud.

Recognize and

correctly pronounce

most English

phonemes while

reading aloud.

Phonemic Awareness

and Decoding and

Word Recognition

Recognize sound/

symbol relationships

in ones own writing.

Recognize the most

common English

morphemes in

phrases and simplesentences.

Beginning ELD level

27



32/91

Reading

Word Analysis

Concepts About

Print, Phonemic

Awareness, a nd

Voca bulary a nd

Concept Develop

ment

Produce English phonemes that

correspond to phonemes students

already hear and produce, including

long and short vowels and initial and

final consonants.

EnglishLanguage Arts ContentStandards

Kindergarten: Phonemic Aware-ness

1.7 Track (move sequent iall y fromsound to sound) and represent the

number, sameness/ di ff erence, andorder of two and three isolatedphonemes (e.g., / f, s, th/,/ j, d, j/) .

1.10 Identi fy and produce rhymingwords in response to an oral

prompt.Grade One: Phonemic Awareness1.4 Distinguish initial, medial, and

fi nal sounds in single-syllablewords.

While reading

aloud, recognize

and produce

English pho

nemes that do

not correspond

to phonemes

students already

hear and

produce (e.g., a

in catand final

consonants).

Produce most

English pho

nemes compre

hensibly while

reading aloud

ones own

writing, simple

sentences, or

simple texts.

Produce most

English pho

nemes compre

hensibly while

reading aloud

ones own

writing, simple

sentences, or

simple texts.

Recognize English phonemes that do

not correspond to sounds students

hear and produce, (e.g., a in catand

final consonants).

EnglishLanguage Arts Content

StandardsKindergarten: Phonemic Aware-ness

1.7 Track (move sequent iall y fromsound to sound) and represent the

number, sameness/ di ff erence, andorder of two and three isolated

phonemes (e.g., / f, s, th/ ,/ j,d,j/).1.10 I denti fy and produce rhyming

words in response to an oralprompt.Grade One: Phonemic Awareness

1.4 Distinguish initial, medial, andfi nal sounds in single-syllable

words.


Englishlanguage

arts substrand

Early intermediate ELD level


28



33/91

Reading

Word Analysis

Recognize obvious

cognates

(e.g., education,

educacin; actually,actualmente) in

phrases, simple

sentences, litera

ture, and content

area texts.

Decoding and Word

Recognition and

Voca bulary and

Concept Develop

ment

Recognize common

English morphemes

in phrases and

simple sentences

(e.g., basic syllabi-

cation rules and

phonics).

Use common

English morphemes

in oral and silent

reading.

Use common

English morphemes

in oral and silent

reading.

Recognize obvious

cognates

(e.g., education,

educacin; actually,actualmente) in

phrases, simple

sentences, litera

ture, and content

area texts.


Englishlanguage

arts substrand

Early intermediate ELD level (Continued)

29



34/91

Reading

Word Analysis

Phonemic

Awareness

Pronounce most English phonemes

correctly while reading aloud.

EnglishLanguage Arts ContentStandardsKindergarten: Phonemic Aware-

ness1.7 Track (move sequent iall y from

sound to sound) and represent thenumber, sameness/ di ff erence, and

order of two and three isolatedphonemes (e.g., /f, s, th/ ,/ j, d,

j /).Grade One: Phonemic Awareness1.5 Disti nguish long- and short-

vowel sounds in orally statedsingle-syllable words (e.g., bit/

bite) .1.6 Create and say a series of

rhyming words, including consonant blends.1.7 Add, delete, or change target

sounds to change words(e.g., change cowt o how; pant o

an).1.8 Blend two to four phonemes

into recognizable words(e.g., /c /a / t / = cat ; / f / l /a / t / =flat).

1.9 Segment single syll able wordsinto their components

(e.g., /c /a / t / = cat; / s/ p/ l / a/ t / =splat; / r/ i/ ch/ = rich) .

Pronounce most

English pho

nemes correctly

while reading

aloud.

Decoding and

Word Recognition

Recognize sound/symbol relation-

ships and basic word-formation rules

in phrases, simple sentences, or

simple text.


StandardsGrade Two: Decoding and WordRecognition

1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.) .

Use common

English mor

phemes in oral

and silentreading.

Apply knowledge

of common

English mor

phemes in oraland silent

reading to derive

meaning from

literature and

texts in content

areas.

Apply knowledge

of common

English mor

phemes in oraland silent

reading to derive

meaning from

literature and

texts in content

areas.


Englishlanguage

arts substrand

Intermediate ELD level


30



35/91

Reading

Word Analysis

Recognize and name all

uppercase and lowercase

letters of the alphabet.

EnglishLanguage Arts

Content StandardsKindergarten1.1 Identify the front cover,

back cover, and title page ofa book.

1.2 Foll ow words from leftto right and from top tobottom on the printed page.

1.3 Understand that printedmaterials provide informa

tion.

1.4 Recognize that sentences in print are made upof separate words.1.5 Distinguish letters from

words.Grade One

1.1 Match spoken words toprinted words.

1.3 Identify letters, words,and sent ences.

Identify cognates

(e.g., agona,

agony) and false

cognates (e.g., xito,

exit) in literature

and texts in content

areas.

Identify cognates

(e.g., agona,

agony) and false

cognates (e.g., xito,

exit) in literature

and texts in content

areas.

Concepts About

Print



Intermediate ELD level (Continued)

Decoding and

Word Recognition

31



36/91

Reading

Word Analysis

Phonemic

Awareness a nd

Decoding and

Word Recognition

Use common English morphemes to

derive meaning in oral and silent reading

(e.g., basic syllabication rules, regular and

irregular plurals, and basic phonics).


StandardsKindergarten: Phonemic Awareness

1.8 Track (move sequentially f romsound to sound) and represent changes

in simple syllables and words wit h t woand three sounds as one sound is

added, substituted, omitted, shifted, orrepeated (e.g., vowel-consonant,consonant-vowel, or consonant-vowel-

consonant).1.9 Blend vowel-consonant sounds

orally to make words or syllables.1.11 Disti nguish orally stated one-syllable words and separate into

beginning or ending sounds.1.12 Track audit ori ly each word in a

sentence and each syllable in a word.1.13 Count the number of sounds in

syllables and syllables in words.

Apply knowl

edge of common

English

morphemes in

oral and silent

reading to

derive meaning

from literature

and texts in

content areas.

Apply knowl

edge of word

relationships,

such as roots

and affixes, to

derive meaning

from literature

and texts in

content areas.

Apply knowl

edge of word

relationships,

such as roots

and affixes, to

derive meaning

from literature

and texts in

content areas

(e.g., remove,

extend).

Grade Two1.1 Recognize and use knowledge of

spelli ng patt erns (e.g., di phthongs,special vowel spellings) when reading.

1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-

consonant-vowel = su/ per; vowel-consonant/ consonant- vowel = sup/per).

1.3 Decode two-syllable nonsensewords and regular multisyllable words.

1.5 Identi fy and correct ly use regularplurals (e.g., -s, -es, -ies) and i rregular

plurals (e.g., fly/ flies, wife/ wives).1.6 Read aloud fluentl y and accuratelyand with appropriate intonation and

expression.


Englishlanguage

arts substrand

Early advanced ELD level


32



37/91

Reading

Word Analysis

Grade One: Decoding and Word

Recognition1.10 Generate t he sounds from all

the letters and letter patterns,including consonant blends and

long- and short-vowel patterns(i.e., phonograms), and blend

those sounds into recognizablewords.1.11 Read common, irregular sight

words (e.g., the, have, said, come,give, of) .

1.12 Use knowledge of voweldigraphs and r-controlled letter-

sound associations to read words.1.13 Read compound words andcontractions.

1.14 Read i nflect ional f orms

(e.g., -s, -ed, -ing) and root words(e.g., look, looked, looking) .1.15 Read common word families

(e.g., -ite, -ate).1.16 Read aloud with fluency in amanner that sounds like natural

speech.

Recognize sound/symbol relationship

and basic word-formation rules in

phrases, simple sentences, or simple

text.

EnglishLanguage Arts ContentStandardsKindergarten: Decoding and Word

Recognition1.14 Match all consonant and

short-vowel sounds to appropriateletters.

1.15 Read simple one-syllable andhigh-frequency words (i.e., sightwords).

1.16 Understand that as let ters ofwords change, so do the sounds

(i.e., the alphabetic principle).

Distinguish

between cognates

and false

cognates in

literature and

texts in content

areas.

Distinguish

between cognates

and false

cognates in

literature and

texts in content

areas.

Grades K2 Grades 35 Grades 68 Grades

Englishlanguage

arts substrand

Early advanced ELD level (Continued)

Phonemic

Awareness and

Decoding and

Word Recognition

912

33



38/91

Reading

Word Analysis

Decoding and

Word Recognition

Apply knowledge of common mor

phemes to derive meaning in oral and

silent reading (e.g., basic syllabication

rules, regular and irregular plurals, and

basic phonics).

EnglishLanguage Arts ContentStandardsKindergarten

1.14 Match all consonant and short-vowel sounds to appropriate letters.

1.15 Read simple one-syllable and

high-frequency words (i.e., sightwords).

1.16 Understand that as letters ofwords change, so do the sounds

(i.e., the alphabetic principle).Grade One

1.10 Generate the sounds from allthe letters and letter patterns,

including consonant blends and long-and short-vowel patt erns(i.e., phonograms), and blend those

sounds into recognizable words.

1.11 Read common, irregular sightwords (e.g., the, have, said, come,give, of).

1.12 Use knowledge of voweldigraphs and r-controlled letter-sound associations to read words.

1.13 Read compound words andcontractions.

1.14 Read inflectional forms (e.g., -s,-ed, -ing) and root words (e.g., look,

looked, looking).1.15 Read common word families(e.g., -ite, -ate) .

1.16 Read aloud with fluency in amanner that sounds like natural

speech.



Advanced ELD level

Apply knowledge

of word relation-

ships, such as

roots and affixes,

to derive

meaning from

literature and

texts in content

areas.

Apply knowledge

of word relation-

ships, such as

roots and affixes,

to derive

meaning from

literature and

texts in content

areas.

Apply knowledge

of word relation-

ships, such as

roots and affixes,

to derive

meaning from

literature and

texts in content

areas.


34



39/91

Reading

Word Analysis

Apply knowledge

of cognates and

false cognates to

derive meaning

from literature

and texts in

content areas.

Grade Two

1.1 Recognize and use knowledge of spelling patterns(e.g., diphthongs, special vowel

spellings) when reading.1.2 Apply knowledge of basic

syllabication rules when reading(e.g., vowel-consonant- vowel =

su/ per; vowel-consonant/consonant-vowel = sup/ per) .1.3 Decode two-syllable

nonsense words and regularmulti syllable words.

1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr.,

St .).1.5 Identify and correctly useregular plurals (e.g., -s, -es,

-ies) and irregular plurals(e.g., fly/ flies, wife/ wives) .


Englishlanguage

arts substrand

Advanced ELD level (Continued)

Apply knowledge

of cognates and

false cognates to

derive meaning

from literature

and texts in

content areas.

Decoding and

Word Recognition

35



40/91

READING

Fluency and Systematic

Vocabulary Development

As the English learner recognizes and

prod uces the sounds of English, the stud ent

is simultaneously building vocabulary.

Learning n ew labels for concepts, objects,

and actions is a key bu ilding block for the

integration of the language. The pathw ays in

the English-language developm ent (ELD)

standard s lead to the achievement of fluentoral and silent reading. Those pathw ays are

created by bu ilding vocabulary and are

demonstrated through actions and spoken

word s, ph rases, and sentences and by

transferring this und erstanding to reading.

The successful learning of a second language

requires that the instruction of students be

highly integrated to includ e all langu age

skills and challenging activities that focus on

subject-matter conten t (Brinton , Snow, and

Wesche 1989). Therefore, at the higherproficiency levels, the studen t is asked to

app ly knowledge of vocabulary to literature

and subject-matter texts and achieve an

app ropriate level of independen t reading.

At the lower ELD proficiency levels,

reading m aterials should be at the stud ents

developm ental level. Grade-level reading

materials should be used with stud ents

working at the advan ced level. In add ition

to demonstrating proficiency in the ELD

standards, stud ents at the advanced level

mu st also demonstrate p roficiency in theEnglishlanguage a rts standards at their

own grad e level and at all prior grade levels.

To ensu re each stud ents success, schools

mu st offer instruction leading to proficiency

in the language arts standa rds. Instruction

mu st begin as early as possible within the

framework of the ELD stand ards. To ensure

that all English learners achieve p roficiency

in the language arts stand ards, teachers

mu st concurrently use both docum ents: the

Englishlanguage arts standard s and theELD standards.

36



41/91

Reading

Fluency and Systematic Vocabulary D evelopment



Voca bulary and

Concept Develop

ment

Recognize simple

affixes ( e.g., educate,

education), prefixes

(e.g., dislike),

synonyms (e.g., big,

large), and antonyms

(e.g., hot, cold).

Read aloud simple

words (e.g., nouns

and adjectives) in

stories or games.

EnglishLanguageArts Content

StandardsKindergarten1.17 Identify and

sort common wordsin basic categories

(e.g., colors, shapes,foods).

Read aloud simple

words (e.g., nouns

and adjectives) in

stories or games.

Read aloud simple

words presented in

literature and

subject-matter texts;demonstrate compre

hension by using one

to two words or

simple-sentence

responses.

Read aloud simple

words presented in

literature and

subject-matter texts;demonstrate compre

hension by using one

to two words or

simple-sentence

responses.

Respond appropri

ately to some social

and academic

interactions

(e.g., simple question/

answer, negotiate

play).

Respond appropri

ately to some social

and academic

interactions

(e.g., simple question/

answer, negotiate

play).

Respond with

appropriate short

phrases or sentences

in various social and

academic settings

(e.g., answer simple

questions).

Respond with

appropriate short

phrases or sentences

in various social and

academic settings

(e.g., answer simple

questions).

Create a simple

dictionary of words

frequently used by the

student.

Use an English

dictionary to find the

meaning of simple

known vocabulary.

Beginning ELD level


37



42/91

Reading



Englishlanguage

arts substrand

Beginning ELD level (Continued)

Produce simple

vocabulary (singlewords or short

phrases) to communi

cate basic needs in

social and academic

settings

(e.g., locations,

greetings, classroom

objects).

Produce simple


phrases) to communi

cate basic needs in

social and academic

settings

(e.g., locations,


objects).

Produce simple


phrases) to communi

cate basic needs in

social and academic

settings

(e.g., locations,


objects).

Produce simple


phrases) to communi

cate basic needs in

social and academic

settings

(e.g., locations,


objects).

Voca bulary a nd

Concept Develop

ment (The standards

are also addressed in

Listening and

Speaking.)

Demonstrate

comprehension of

simple vocabulary

with an appropriate

action.

Demonstrate

comprehension of

simple vocabulary

with an appropriate

action.

Retell simple stories

by using drawings,

words, or phrases.

Retell simple stories

by using drawings,

words, or phrases.

Retell stories by using

phrases and sen

tences.

38



43/91

Reading


english-language development standards for california public schools kindergarten through grade

Documents