English as an additional language, how to meet these
needs throughout the day during ELA and other content
areas (through integrated ELD), and how to address these
needs strategically during a time specifically designated for
this purpose (through designated ELD).
The CA ELD Standards serve as a guide for teachers to
design integrated ELD and designated ELD. They highlight
and amplify the language in the CA CCSS for ELA/Literacy
critical for children in transitional kindergarten through
grade one to develop to maintain a steady academic and
linguistic trajectory. They identify goals and expectations
for how EL children at various levels of English language
proficiency interact with content and use English in
meaningful ways while developing English as an additional
language.
Integrated and Designated English Language Development
Integrated ELD refers to ELD throughout the day and across the disciplines for all EL children.
In integrated ELD, the CA ELD Standards are used in ELA and in all other subjects in tandem with
the CA CCSS for ELA/Literacy and other content standards to support ELs’ linguistic and academic
progress. Throughout the school day, EL children in transitional kindergarten through grade one
engage in activities in which they listen to, read, interpret, discuss, and create a variety of literary
and informational text types. They build confidence and proficiency in demonstrating their content
knowledge through oral presentations, writing and creating, collaborative conversations, and using
multimedia. In addition, when teachers support children’s development of language awareness,
or knowledge of how English works in different situations, EL children gain an understanding of
how language functions as a complex, dynamic, and social resource for making meaning. Through
intellectually rich activities that occur across the disciplines and throughout the day, EL children
develop proficiency in understanding and using increasingly advanced levels of English.
In transitional kindergarten through grade one, ELs’ language and literacy skills and content
knowledge are enhanced through engaging and playful ways of using English. These include teacher
read alouds of complex texts, shared book reading, singing songs and chanting poems and rhymes,
and drama (including Readers Theater) during which children act out characters. Shared book reading
experiences (also known as dialogic reading or interactive
shared book reading) are designed to simulate the parent-
child at-home reading experience in which children interact
with an experienced reader around a text. The experienced
reader reads aloud to children using texts large enough for
everyone to see (e.g., big books, poems on chart paper) so
that children can follow along visually and simultaneously
hear a fluent reading of the text. Children are encouraged
to participate in the reading of the text by asking and
answering questions, reading along chorally, retelling the
text, or offering alternate endings.
Teacher read alouds of complex literary and informational
texts that include rich discussions about the content of the
texts are critical for EL children. Interactive read alouds are
also an effective way to develop young children’s general
academic and domain specific vocabulary, especially when
... teachers consider how EL
children learn English as an
additional language, how to
meet these needs throughout
the day during ELA and
other content areas (through
integrated ELD), and how to
address these needs strategically
during a time specifically
designated for this purpose
(through designated ELD).
Integrated ELD refers to ELD
throughout the day and
across the disciplines for all EL
children. In integrated ELD, the
CA ELD Standards are used in
ELA and in all other subjects
in tandem with the CA CCSS
for ELA/Literacy and other
content standards to support
ELs’ linguistic and academic
progress.Transitional Kindergarten to Grade 1 Chapter 3 | 167