The main instructional emphasis in designated ELD is oral language development, including
collaborative discussions, retellings of events and stories, language awareness, and a strong emphasis
on general academic and domain-specific vocabulary knowledge. However, other understandings
about literary and informational texts enter into designated ELD instruction, as well. During designated
ELD children discuss ideas and information from ELA and other content areas using the language
(e.g., vocabulary, grammatical structures) of those content areas and also discuss the new language
they are learning to use. For example, a teacher leads her students in a discussion about a word used
to describe a character (e.g., She stomped out of the room.) and how the word creates a nuance
in understanding that is different from other words (e.g., skipped). This leads to a discussion of the
effect that different words have on readers and listeners and how speakers and writers can make
choices about the language to achieve different effects.
Snapshots of designated ELD instruction linked to particular
content areas are provided in the kindergarten and grade one
sections of this chapter. Two vignettes—one for ELA instruction
(with integrated ELD) and a second for designated ELD that builds
into and from the first vignette—are provided in the next section.
For an extended discussion of how the CA ELD Standards are used
throughout the day in tandem with the CA CCSS for ELA/Literacy
and other content standards and as the principal standards during
designated ELD, see the overview of the span in this chapter. See
also chapter 2 in this ELA/ELD Framework.ELA/Literacy and ELD in Action in Transitional Kindergarten
The research-based implications for ELA/literacy and ELD instruction are outlined in the overview
of the span of this chapter and in chapters 1 and 2. In the following section, detailed examples
illustrate how the principles and practices discussed in the preceding sections look in California
classrooms. The vignettes provided here are not intended to present the only approaches to teaching
and learning. Rather, they are intended to provide two concrete illustrations of how teachers enact the
CA CCSS for ELA/Literacy and the CA ELD Standards in integrated and strategic ways to support deep
learning for all students.
Both the CA CCSS for ELA/Literacy and the CA ELD Standards emphasize the importance of oral
language development and frequent exposure to rich texts in the early years of schooling. Because
young children’s listening comprehension generally outpaces their ability to read independently,
teacher read alouds are of critical importance. (See the discussion on reading aloud earlier in this
chapter. See also the discussion and figure 2.3 in chapter
2.) When teachers read aloud sophisticated literary and
informational texts, they expose children to rich language
(including general academic and domain-specific vocabulary
and complex grammatical structures), new ideas, and
content knowledge that children may not be able to access
through independent reading. Rich read-aloud experiences
using complex texts in English are especially critical for EL
children, who may not have these experiences at home. In
bilingual programs, teacher read alouds in both languages of
instruction are essential for biliteracy development. Equally
important as listening to teacher read alouds and other
opportunities to hear rich language models, young children
Because young children’s
listening comprehension
generally outpaces
their ability to read
independently, teacher
read alouds are of critical
importance.Rich read-aloud experiences
using complex texts in English
are especially critical for EL
children, who may not have
these experiences at home. In
bilingual programs, teacher
read alouds in both languages
of instruction are essential for
biliteracy development.Transitional Kindergarten Chapter 3 | 189