Page Chapter at a Glance
16 CA CCSS for ELA/Literacy
16 Background
17 Intent of the CA CCSS for ELA/Literacy
18 New Emphases in the CA CCSS for ELA/Literacy
20 Nature of the CA CCSS for ELA/Literacy
22 Key Themes of the CA CCSS for ELA/Literacy
23 Organization and Structure of the CCSS for ELA/Literacy
28 Numbering and Abbreviations of the CA CCSS for ELA/Literacy
28 CA ELD Standards
28 Background
30 Intent of the CA ELD Standards
30 New Emphases in the CA ELD Standards
31 Using the CA ELD Standards
32 Nature of the CA ELD Standards
34 Goal and Critical Principles for ELD
36 English Language Proficiency Levels
38 Organization and Structure of the CA ELD Standards
45 Numbering and Abbreviations of the CA ELD Standards
45 Interrelationship of the CA CCSS for ELA/Literacy and the CA ELD Standards
49 Works CitedT
he ELA/ELD Framework provides guidance on the implementation of two sets of standards:
the CA CCSS for ELA/Literacy and the CA ELD Standards. Although two separate documents,
these standards are inextricably linked in their conception and realization in California’s
classrooms. Literacy and language are fundamental elements of every discipline and should be
taught in ways that further students’ development of their skills, abilities, and knowledge in literacy,
language, and the specific area of study. Students who are ELs have the added task of navigating the
path toward mastery of academic literacy and content knowledge while simultaneously developing full
proficiency in English as an additional language.
This chapter outlines the essential elements of each set of standards and discusses their
background, intent, nature, and organization and structure. The chapter concludes with an
examination of the interrelationships between the CA CCSS for ELA/Literacy (http://www.cde.ca.gov/
be/st/ss/documents/finalelaccssstandards.pdf) and the CA ELD Standards (http://www.cde.ca.gov/sp/
el/er/eldstandards.asp). If language arts instruction is provided in a language other than English (e.g.,
in an alternative bilingual program), instruction in that language should be designed according to the
same standards and principles indicated for language arts and literacy instruction in this framework.
Some bilingual programs also have a version of the CCSS for the designated language other than
Overview of Standards Chapter 1 | 15