Foundational Skills
As noted previously, foundational skills instruction for ELs needs to be differentiated based on
a variety of factors, including age, similarities between the primary language and English, and oral
language proficiency in English. For ELs enrolled in a mainstream program in which English is the
medium of instruction, teachers provide foundational literacy skills in English as specified in the
CA CCSS for ELA/Literacy using the CA ELD Standards guidance charts (included in the grade-span
chapters of this ELA/ELD Framework) to plan differentiated instruction based on student needs.
For ELs enrolled in an alternative bilingual program (e.g., dual immersion, two-way immersion,
developmental bilingual), teachers use the CA CCSS for ELA/Literacy and the CA ELD Standards in
tandem with the CCSS-aligned primary language standards
to develop students’ foundational literacy skills in both the
primary language and English. Building foundational skills in
English according to a careful scope and sequence is critical
to ensure that ELs develop the foundational literacy skills to
accurately and fluently decode complex texts in English as
they enter into the upper elementary grades.
It is important to note that pronunciation differences due
to native language, dialect influences, or regional accent
should not be misunderstood as decoding or comprehension
difficulties. In addition, both teachers and ELs need to
understand the importance of making meaning as students
practice and develop fluent decoding skills. Some ELs may not
know the meanings of the words they decode, and teachers should teach students the meanings of as
many of the words they decode as possible, emphasizing meaning making while decoding to reinforce
the importance of monitoring their own comprehension while reading.
Approaches to Teaching and Learning
Approaches to teaching and learning support the implementation of the goals, instructional
context, and key themes for ELA, literacy, and ELD instruction described throughout this ELA/ELD
Framework. Described in this section are approaches for enacting effective teaching methodologies,
providing culturally and linguistically responsive instruction, and supporting students strategically. All
require purposeful planning and collaboration among teachers, specialists, and other leaders.
Intentional Teaching
Effective teaching is intentionally planned regardless of the model of instruction. While variations
occur in response to student learning and events in the moment, or even as a part of an instructional
model, the purposes of instruction are clear and coherent. The goals for instruction are collaboratively
determined by the instructional team in response to assessed student needs and the curriculum.
Instruction is planned to build students’ skills, knowledge, and dispositions for learning over the course
of each teaching unit and year. Selected instructional methods are well matched to instructional goals,
content, and learners’ needs and maximize opportunities for applying and transferring knowledge to
new settings and subjects.
Building foundational skills in
English according to a careful
scope and sequence is critical
to ensure that ELs develop
the foundational literacy skills
to accurately and fluently
decode complex texts in
English as they enter into the
upper elementary grades.Essential Considerations Chapter 2 | 91