RI.K–1.4). Children make progress toward crafting their written language (including through dictation)
in such a way as to express an opinion (W.K–1.1), inform or explain (W.K–1.2), and narrate events
(W.K–1.3). In doing so they employ different text structures, grammatical structures, and vocabulary.
They build skill in the effective use of language as they engage in focused discussions on grade-level
topics and texts (SL.K–1.1). And, they build skill in determining the meaning of words that are used in
texts and in grade-level content (L.K–1.4), examining word relationships (L.K–1.5) and appropriately
using new language (L.K–1.6). The CA ELD Standards in total center on building ELs’ proficiency in
the range of rigorous academic English language skills necessary for participation in and achievement
of grade-level content. The CA ELD Standards amplify the emphasis on language development and
language awareness in the CA CCSS for ELA/Literacy.
Transitional kindergarten, kindergarten, and grade one instruction places a premium on language
development for all children. Because language is acquired largely through exposure to and purposeful
use of language in a range of meaningful contexts, teachers establish language-rich environments for
children. They model the use of broad vocabulary and varied grammatical and discourse structures as
they interact with children, deliver instruction and facilitate
learning experiences across the curricula, and discuss
classroom routines. They read aloud texts that stretch
children’s language, drawing attention to and commenting
on interesting sentences and discourse structures and
new or key vocabulary. They engage children in genuine
discussions about their experiences, their interests, current
events, and the curricula. They provide stimulating, social
learning activities and investigations that fuel conversations.
They act on the knowledge that children learn language by
using it.
These opportunities for oral language are crucial for
children’s language development, whatever the primary/
home language and language of instruction. They are also
central to learning an additional language (as in the case
of ELs learning English and children participating in dual
immersion programs). In addition, they are vital for children who may have had limited exposure to
the kind of language found in written texts (Dickinson and Smith 1994).
The CA ELD Standards highlight and amplify language development. Part I of the CA ELD
Standards, “Interacting in Meaningful Ways,” ensures that EL children have opportunities to use
English to engage in dialogue with others (collaborative mode), comprehend and analyze texts
(interpretive mode), and create oral and written texts (productive mode). Part II, “Learning About
How English Works,” focuses on developing children’s abilities to use the language resources English
affords for different purposes and contexts. Students learn how language is used to create different
text types (e.g., how a story is typically organized sequentially with predictable stages, how an opinion
piece is organized around a stated point of view and explained with reasons and information), how
descriptive vocabulary or prepositional phrases can enrich and expand their ideas (e.g., I like pizza. →
Pizza is scrumptious.), and how language can be used to combine or condense their ideas in particular
ways (e.g., She’s a doctor. She’s amazing. She saved the animals. → She’s the amazing doctor who
saved the animals.)
The next section focuses on vocabulary instruction. It is followed by a brief discussion of the
impact of reading aloud to children on their language development. Teaching language conventions is
addressed in the forthcoming section on effective expression.
Transitional kindergarten,
kindergarten, and grade one
instruction places a premium
on language development for
all children. Because language
is acquired largely through
exposure to and purposeful
use of language in a range of
meaningful contexts, teachers
establish language-rich
environments for children.142 | Chapter 3 Transitional Kindergarten to Grade 1