The writing standards, too, reflect an emphasis on meaning. Children’s writing (as dictated or
independently produced) is about something: the expression of opinions (W.K–1.1), the conveyance of
information (W.K–1.2), and the telling of stories (W.K–1.3). Furthermore, children share their writing
with others and respond to their questions and suggestions
to better communicate their ideas and information in written
language (W.K–1.5). In other words, writing is not simply
copying text, a rote act devoid of meaning. It is using the
understanding that print is meaningful and purposeful in
concert with the skills that are being acquired to create and
communicate ideas and information.
The speaking and listening standards also focus on
meaning. Beginning in the first years of schooling, children
are taught to participate in conversations that center on the
meaning of texts, media, and peers’ and adults’ comments
(SL.K–1, Standards 1–3) as well as to express ideas and
thoughts so that others understand (SL.K–1, Standards 4–6).
Children learn to ask and answer questions in order to seek
help, get information, or provide clarification (SL.K–1, Standards 1–3).
Language standards, too, include a focus on meaning. Children determine and clarify the meaning
of words and phrases based on grade-level reading and content, and they use newly acquired
language meaningfully (L.K–1, Standards 4–6).
The CA ELD Standards also center on meaning making.
Children learn to interact in meaningful ways (Part I) through
three modes of communication: collaborative, interpretive,
and productive. In order to engage meaningfully with oral^3
and written texts, they continue to build their understanding
of how English works (Part II) on a variety of levels. They
learn how different text types are organized and structured
to achieve particular social purposes, how texts can be
expanded and enriched using particular language resources,
and how ideas can be connected and condensed to convey
particular meanings.
In short, Meaning Making is a clear theme in the CA
CCSS for ELA/Literacy and the CA ELD Standards at all grade
levels, and the transitional kindergarten through grade one
span is no exception. In the next section, guidance centers
on meaning making with text.
Meaning Making with Text
In this section, which focuses on meaningful interactions with text, the terms meaning making and
comprehension are used interchangeably. (See a definition of meaning making in figure 2.6 in chapter
2 of this ELA/ELD Framework.) Many factors influence comprehension of text, including proficiency
with language (especially academic language, that is, complex sentence and discourse structures
and vocabulary), content knowledge, and knowledge of and skill with the alphabetic code. These are
addressed briefly in figure 3.3 and more extensively in subsequent subsections of this chapter.
3 For students who are deaf and hard of hearing who use American Sign Language as their primary language, the term
oral refers to the use of sign language.
Many factors influence
comprehension of text,
including proficiency with
language (especially academic
language, that is, complex
sentence and discourse
structures and vocabulary),
content knowledge, and
knowledge of and skill with the
alphabetic code.... writing is not simply
copying text, a rote act devoid
of meaning. It is using the
understanding that print is
meaningful and purposeful
in concert with the skills that
are being acquired to create
and communicate ideas and
information.
Transitional Kindergarten to Grade 1 Chapter 3 | 137