English Language Development in Grade One
From their first days in grade one, 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 students’
language learning needs (designated ELD). Approaches to ELD vary
depending on the program of instruction (e.g., mainstream English,
alternative bilingual program). The CA ELD Standards serve as a
guide for teachers to meet the English language development needs
of their EL students and are used in tandem with the CA CCSS for
ELA/Literacy, as well as other related content standards.
Most ELD instruction occurs throughout the school day through content instruction with integrated
ELD. Designated ELD is a protected time during the regular school day when teachers work with EL
children grouped by similar English language proficiency levels on critical language students need
to develop in order to be successful in school. In designated ELD there is a strong emphasis on
developing academic English. Designated ELD time is an opportunity to focus on and delve deeper
into the linguistic resources of English that EL children need 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 and other content standards. Accordingly, the CA ELD Standards are the primary
standards used during this designated time. However, the content focus is derived from other areas of
the curricula.
The main instructional emphases in designated ELD are oral language development, including
collaborative discussions, language awareness, and general academic and domain-specific vocabulary.
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 writing activity in which students write opinion
pieces about a story they read during ELA. She structures a question in such a way as to promote the
use of particular language (e.g., Why did you enjoy this book? Why do you think other children would
enjoy reading this book? Give three reasons.). She provides
support for children to discuss their ideas using new vocabulary
and grammatical structures by giving them an open sentence
frame (e.g., I enjoyed this book because . Other children
might enjoy this book because .). During designated ELD,
teachers ensure that EL students have the time and opportunity
to discuss their ideas using new language that they need to
fully engage in ELA and other content areas. 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 the discussion in chapter 2 in this ELA/ELD Framework. Snapshots 3.9 and 3.10 provide brief
glimpses of designated ELD instruction.
From their first days in
grade one, EL children
learn English, learn
content knowledge
through English, and
learn about how
English works.During designated ELD,
teachers ensure that EL
students have the time and
opportunity to discuss their
ideas using new language
that they need to fully
engage in ELA and other
content areas.258 | Chapter 3 Grade 1