English Language Development

Figure 3.6. Selected Academic Vocabulary and Complex Grammatical Structures from

Surprising Sharks by Nicola Davies

General Academic

Vocabulary

Domain-Specific

Vocabulary

Complex Grammatical Structures

avoid (p. 10)

blend (p. 10)

patterned (p. 11)

replace (p. 16)

basic (p. 17)

sensitive (p. 20)

detect (p. 21)

fins (p. 14)

scales (p. 15)

gill (p. 15)

cartilage (p. 17)

plankton (p. 22)

species (p. 23)

• Inside the gill slits there is a very thin layer
  of skin that lets oxygen from the water get
  into the shark’s blood, just as our lungs let
  oxygen from the air into our blood when
  we breathe. (p. 15)


• Every animal has nerves, which are like
  cables carrying electrical messages around
  the body. (p. 21)

Teachers encourage reading aloud at home. They collaborate with parents and other caregivers to
share ways of reading aloud, including ways that support school learning. Parents or other caregivers
of ELs are encouraged to read aloud in the child’s primary language.

Teachers ensure that they and others read aloud from a wide range of books. In addition to
promoting language development, exposure to myriad genres and topics contributes to children’s
progress toward becoming broadly literate, which is one of the overarching goals of California’s
ELA/literacy and ELD instruction. (See the introduction and chapter 2 of this ELA/ELD Framework
and the outer ring of figure 3.1 for a discussion of goals. See also the section in chapter 2 on reading
aloud.)

Effective Expression

In the earliest grades, children begin to make progress toward
expressing themselves effectively. They use their developing language
to make their wishes and opinions known. They convey information in
such a way that others can understand. They ask questions to meet
their cognitive (and other) needs and satisfy their curiosity. Multiple
standards across the strands of Reading, Writing, Speaking and
Listening, and Language contribute to children’s progress in effective
expression. This section includes an overview of effective expression
in writing, discussing, and presenting, as well as using grade-
appropriate language conventions. Additional guidance is provided in
the grade-level sections of this chapter.

Writing

The writing standards reflect an emphasis on meaningful and skillful communication. Children’s
writing (as dictated or independently produced) is about something: the expression of opinions
(W.K–1.1), sharing of information (W.K–1.2), and telling of stories (W.K–1.3). Furthermore, children
share their writing with others and respond to their questions and suggestions to more effectively
communicate their thinking in written language (W.K–1.5). In other words, as noted in the previous
section on meaning making, writing is not simply copying text. It is using the understanding that print
is purposeful in concert with the skills that are being acquired to create and communicate, to express
ideas and information—for oneself or for others.

In the transitional kindergarten through grade one span, children begin to express themselves
through writing by making marks, drawing, and dictating their ideas to an adult or older student.

Transitional Kindergarten to Grade 1 Chapter 3 | 145