- Trace why their community was established, how individuals and families contributed to its
founding and development, and how the community has changed over time, drawing on maps,
photographs, oral histories, letters, newspapers, and other primary sources. (California Grade
Three History–Social Science Content Standard 3.3.3) - Use addition and subtraction within 100 to solve word
problems involving lengths that are given in the same
units, e.g., by using drawings (such as drawings of
rulers) and equations with a symbol for the unknown
number to represent the problem. (California Grade
Two CCSS Mathematics Standard MD.5) - Explain commonalities among basic locomotor and
axial movements in dances from various countries.
(California Grade Two Visual and Performing Arts
Dance Content Standard 3.2) - Describe and record the changes in heart rate before,
during, and after physical activity. (California Grade
Three Physical Education Standard 4.8)
Similarly, the components of the CA ELD Standards—
”Interacting in Meaningful Ways,” “Learning About How English Works,” and “Using Foundational
Literacy Skills”—are integrated throughout the curricula, rather than being addressed exclusively
during designated ELD. The CA ELD Standards guide teachers to support their EL students to fully
engage with the grade-level curricula that the CA CCSS for ELA/Literacy and other content standards
call for while developing linguistically in an accelerated time frame.
Key Themes of ELA/Literacy and ELD Instruction
This section discusses each of the five themes of California’s ELA/literacy and ELD instruction
described in the introduction to this framework and chapters 1 and 2 as they pertain to grades two
and three (see figure 4.1): Meaning Making, Language
Development, Effective Expression, Content Knowledge,
and Foundational Skills. Impacting each of these for ELs is
learning English as an additional language, and impacting all
students is the context in which learning occurs. Displayed in the
white field of the figure are the characteristics of the context for
instruction called for by this ELA/ELD Framework. Highlighted
in figure 4.2 is research on motivation and engagement,
discussed in chapter 2 of this framework. Teachers in the grade
span recognize their critical role in ensuring children’s initial
steps on the exciting pathway toward ultimately achieving the
overarching goals of ELA/literacy and ELD instruction (displayed
in the outer ring of figure 4.1): students develop the readiness for college, careers, and civic life;
attain the capacities of literate individuals; become broadly literate; and acquire the skills for living and
learning in the 21st century.
They [students] 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.Teachers in the grade span
recognize their critical
role in ensuring children’s
initial steps on the exciting
pathway toward ultimately
achieving the overarching
goals of ELA/literacy and
ELD instruction...Grades 2 and 3 Chapter 4 | 287