Snapshot 3.3. Animal Informational Alphabet Books
Integrated ELA, Science, and Visual Arts in Transitional Kindergarten (cont.)Related California Preschool Learning Foundations (60 months):
Reading 3.2 Match more than half of uppercase letter names and more than half of lowercase letter names to their
printed form.
Reading 3.3 Begin to recognize that letters have sounds.
Scientific Inquiry 2.1 Record information more regularly and in greater detail in various ways, with adult assistance,
including pictures, words (dictated to adults)...
Life Sciences 1.1 Identify characteristics of a greater variety of animals and plants...English Language Development in Transitional Kindergarten
From their first days in transitional kindergarten, EL children learn English, learn content
knowledge through English, and learn about how English works. English language development occurs
throughout the day and across the disciplines (integrated ELD)
and also during a time specifically designated for developing
English based on EL student’s language learning needs
(designated ELD). Approaches to integrated and designated ELD
vary depending on the program of instruction (e.g., mainstream
English, alternative bilingual programs). The CA ELD Standards
serve as a guide for teachers to meet the English language
development needs of their EL students in both integrated and
designated ELD. The CA ELD Standards are used in tandem
with California’s Preschool Learning Foundations (including the
Foundations in English Language Development) and the CA CCSS for ELA/Literacy for Kindergarten, as
well as other related content standards.
While integrated ELD occurs throughout the school day, designated ELD is a time during the
regular school day when teachers work with EL children grouped by similar English language
proficiency levels and focus on critical language the students need to be successful in school tasks.
Emphasis is placed on supporting even the youngest learners to develop more sophisticated, or
academic use of English (e.g., using the verb trampled rather than walked on). Conversational, or
everyday, English is also a focus for development, particularly for ELs at the Emerging levels of
proficiency who need this type of English to communicate
in everyday school tasks and engage meaningfully with
their peers. Designated ELD time is an opportunity to
focus on and delve deeper into the linguistic resources
of English that EL children need in order to engage with
content, make meaning from it, and create oral and
written texts in ways that meet the expectations of the CA
CCSS for ELA/Literacy, the California Preschool Learning
Foundations, and other content standards. Accordingly,
the CA ELD Standards, along with the English-Language
Development Foundations of the California Preschool
Learning Foundations, are the primary standards used
during this designated time. However, the content focus is
derived from other areas of the curricula.
From their first days in
transitional kindergarten,
EL children learn English,
learn content knowledge
through English, and learn
about how English works.While integrated ELD occurs
throughout the school day,
designated ELD is a time during
the regular school day when
teachers work with EL children
grouped by similar English
language proficiency levels and
focus on critical language the
students need to be successful in
school tasks.188 | Chapter 3 Transitional Kindergarten