- Comparing formal and informal uses of English (in grade two) (L.2.3a) and recognizing and
observing differences between conventions of spoken and written standard English (in grade
three) (L.3.3) - Choosing words and phrases for effect (in grade three) (L.3.3a)
- Using knowledge of the meaning of individual words to predict the meaning of compound words
(L.2.4d) - Using glossaries and beginning dictionaries, both print and digital, to determine or clarify the
meaning of words and phrases in all content areas (L.2–3.4) - Demonstrating understanding of word relationships and nuances in word meanings, including
(in grade three) distinguishing the literal and non-literal meanings of words and phrases in
context and distinguishing shades of meaning among related words that describe states of mind
or degrees of certainty - Using adjectives and adverbs to describe in grade two (L.2.6)
- Determining the meaning of, acquiring, and using accurately grade appropriate conversational,
general academic, and domain-specific words and phrases (in grade three) (L.3.6, R.3.4)
The CA ELD Standards amplify the emphasis on
language, particularly on the development of academic
language and language awareness. This emphasis includes
students using academic language meaningfully in
conversations, oral presentations, and various writing tasks
and selecting and adapting language strategically according
to purpose, text type, task, and audience. English learners
learn to interpret, analyze, and evaluate how writers and
speakers use language by explaining how well the language
used supports opinions or presents ideas (ELD.PI.2–3.7), and
they analyze the language choices of writers and speakers
by distinguishing how their choice of words with similar
meanings evoke different effects on the reader or listener
(ELD.PI.2–3.8). This amplification of the CA CCSS for ELA/Literacy also includes a strong emphasis
on selecting a wide variety of general academic and domain-specific words, synonyms, antonyms,
and non-literal language to create precision and shades of meaning while speaking and writing (ELD.
PI.2–3.12).
Part II of the CA ELD Standards and the CA CCSS for ELA/Literacy highlight the importance
of developing deep awareness of how English works on multiple levels, including discourse, text,
sentence, clause, phrase, and word. This multiplicity requires teachers to think strategically about
the types of learning experiences that will support their EL students at varying English proficiency
levels to build up and use the linguistic resources and content knowledge necessary for participating
in academic discourse. While teachers continue to help their EL students develop the type of English
used in social situations and, importantly, allow students to use social English, “imperfect” English, and
their primary language as they engage in academic tasks, all of the CA ELD standards in Part I and II
are focused on developing ELs’ proficiency in academic English across and within the disciplines.
Students’ language develops when they have ample opportunities to hear, read, and use language
in speaking and writing. Therefore, teachers should serve as excellent models of language use and
ensure that children have many opportunities to use language for a variety of purposes in a variety
of stimulating contexts. Classrooms that are silent for hours suggest lost opportunities for language
development.
Part II of the CA ELD
Standards and the CA CCSS
for ELA/Literacy highlight the
importance of developing
deep awareness of how
English works on multiple
levels, including discourse, text,
sentence, clause, phrase, and
word.Grades 2 and 3 Chapter 4 | 295