as discussed in chapters 2 and 9, California takes an additive
stance to language development for all children. This
ELA/ELD Framework views the “non-standard” dialects of
English (such as African American English or Chicana/Chicano
English) that linguistically and culturally diverse students may
bring to school from their homes and communities as valuable
assets, resources in their own right, and solid foundations to
be built upon for developing academic English.
Students with disabilities are a diverse group with varying
needs and abilities, and with appropriate strategies, supports,
and accommodations, they, too, engage in an intellectually
rich and engaging curriculum that supports their achievement
of grade-level standards. (See chapter 9 of this ELA/ELD
Framework.)
This chapter provides guidance for supporting all children’s
achievement of the grades two and three CA CCSS for ELA/Literacy and, additionally for ELs, the CA
ELD Standards. It begins with a brief discussion of the integrated and interdisciplinary nature of the
language arts. It then highlights the key themes of ELA/literacy and ELD instruction, and outlines
appropriate ELD instruction. Grade-level sections provide additional guidance for grade two and grade
three and include snapshots and longer vignettes of practical application of this guidance.
An Integrated and Interdisciplinary Approach
As noted in previous chapters, reading, writing, speaking, listening, and language are not
independent processes; rather, they are interdependent. The CA CCSS for ELA/Literacy and the CA
ELD Standards recognize the interrelationships among these communicative acts and call for their
integration in the ELA/literacy and ELD curriculum. Instruction is organized so that the strands
of Reading, Writing, Speaking and Listening, and Language develop together and are mutually
supportive.
The CA CCSS for ELA/Literacy and the CA ELD Standards also recognize the role that the
language arts play across the curricula. The language arts are used to acquire knowledge and inquiry
skills in the content areas. Children read to gain, modify, or extend knowledge or to learn different
perspectives. They write to express their understandings of new concepts and also to refine and
consolidate their understandings of these concepts. They engage in discussion with others to clarify
points; ask questions; summarize what they have heard,
read, or viewed; explain their opinions; and collaborate on
projects, research, and presentations. They acquire language
for new concepts through reading and listening and use this
language in speaking and writing. As the language arts are
employed in the content areas, skills in reading, writing,
speaking, listening, and language are further developed.
The reciprocal relationship between the language arts and
content learning is apparent throughout California’s subject
matter content standards. Examples from grades two and
three include the following:- Construct an argument with evidence that in a particular habitat some organisms can survive
well, some survive less well, and some cannot survive at all. (Grade Three Next Generation
Science Standard 3-LS4-3)
This ELA/ELD Framework
views the “non-standard”
dialects of English (such as
African American English or
Chicana/Chicano English)
that linguistically and
culturally diverse students
may bring to school from
their homes and communities
as valuable assets...The language arts are used to
acquire knowledge and inquiry
skills in the content areas.
Children read to gain, modify,
or extend knowledge or to
learn different perspectives.286 | Chapter 4 Grades 2 and 3