Snapshot 3.11. Expanding Sentences and Building Vocabulary
Designated ELD Connected to ELA/Social Studies in Grade One (cont.)Mr. Dupont also delves more deeply into some of the general academic and domain-
specific vocabulary critical for discussing and writing opinions and ideas on the topic (e.g.,
courage, determination, honesty). He teaches the words explicitly, paying careful attention
to the conceptual understanding of the terms, rather than merely providing short definitions.
He structures opportunities for his students to engage in collaborative conversations in which
they use several of the words in extended exchanges, and he supports the children to use the
words accurately and appropriately by providing sentence frames that contain the words (e.g.,
I show responsibility when I ___. Honesty is important because ___.).
Mr. Dupont thinks strategically about how oral language can serve as a bridge to written
language in order to prepare his students for writing their opinion texts, and he observes his
students during social studies and ELA to see how they are applying the language they are
learning in designated ELD.CA ELD Standards (Bridging): ELD.PI.K–1.1, 3, 6, 10, 12b; ELD.PII.K–1.4–5, 6
CA CCSS for ELA/Literacy: RI.1.1; SL.1.1, 4, 6; L.1.6
Related CA History–Social Science Standard:
1.5.1 Recognize the ways in which they are all a part of the same community; sharing principles, goals, and
traditions despite their varied ancestry; the forms of diversity in their school and community; and the benefits and
challenges of a diverse population.Additional examples of designated ELD linked to different content areas, including one for dual
language programs, are provided in the kindergarten grade-level section of this chapter.
ELA/Literacy and ELD in Action in Grade One
The research-based implications for ELA/Literacy and
ELD instruction are outlined in this chapter in the overview
of the span, and in chapter 2 of this ELA/ELD Framework.
In the following section, detailed examples demonstrate
implementation of the principles and practices discussed in this
chapter. The examples are not intended to present the only
approaches to teaching and learning. Rather, they are concrete
illustrations of how teachers might implement the CA CCSS
for ELA/Literacy and the CA ELD Standards in integrated ways
that support deep learning for all students.
Both the CA CCSS for ELA/Literacy and the CA ELD
Standards acknowledge the importance of immersing children
in complex texts. Because young children’s listening comprehension generally outpaces their ability
to read independently, teacher read alouds are of critical importance. (See the discussion of reading
aloud earlier in this chapter. See also the discussion and figure 2.3 in chapter 2.) When teachers read
aloud well-written literary and informational texts, they expose children to rich language (including
vocabulary and complex grammatical structures), new ideas, and content knowledge children may not
be able to access on their own through independent reading. Young children need many opportunities
to discuss the texts teachers read aloud. These discussions about texts help build both content
knowledge and oral language development, and they serve as a bridge to successful reading and
writing. Teacher read alouds are of critical importance for EL children because school may be the
Teacher read alouds are of
critical importance for EL
children because school may
be the only place where they
engage in listening to and
discussing texts read aloud in
English.Grade 1 Chapter 3 | 261