All of Part II focuses on enacting understandings of how written (and spoken) language works: how
different text types are organized, how to make texts more cohesive, how to expand ideas and enrich
them, how to connect ideas in logical ways that create
relationships between them, and how to condense multiple
ideas to create precision. These understandings are critical
for successful writing, particularly as ELs increasingly use
writing to communicate their understandings of texts they
read in language arts and other content areas.
Discussing
Prior to the second- and third-grade span, children
learned to follow agreed-upon rules for discussions, respond
to the comments of others, engage in multiple exchanges on
the same topic, and ask questions to clear up any confusion
(SL.K–1.1). They learned to ask and answer questions about
texts read aloud, information presented orally or through other media, and by peers (SL.K–1.2-3).
They produced complete sentences when appropriate to the task and situation (SL.K–1.6). CA ELD
standards focused on ELs learning a variety of discourse practices in order to contribute effectively
to the conversations (ELD.PI.K–1.1). In transitional kindergarten through grade one, all children had
many experiences communicating their thoughts, opinions, and knowledge to diverse partners, and
instruction included attending to and responding and building on the thoughts of others.
In grades two and three, children continue to build skill in discussion and to apply their skills to
grade-level topics and texts. Among the discussion skills new to the grades two and three span are the
following:
- Gaining the floor in respectful ways during discussions (SL.2–3.1)
- Coming to discussions prepared in grade three (SL.3.1)
- Staying on topic in grade three (SL.3.1)
- Recounting or describing key ideas (grade two) and the main ideas and supporting details
(grade three) from a text read aloud or information presented in diverse media (SL.2–3.2)
The CA ELD Standards amplify this focus on discussion, and collaborative conversations—about
content and about language—permeate both Parts I and II. Much of second language development
occurs through productive and extended collaborative discourse about topics that are worthy of
discussion. The CA ELD Standards call for ELs to contribute meaningfully in collaborative discussions
in a variety of settings (e.g., whole class, small group,
partner), including sustained and extended dialogue
(ELD.PI.2–3.1). When engaged in conversations with others,
ELs offer opinions and negotiate with others using particular
language moves (e.g., “I agree with... , but.. .”; “That’s a
good idea, but.. .”) (ELD.PI.2–3.3), and they learn to shift
registers, adjusting and adapting their language choices
according to purpose, task, and audience (ELD.PI.2–3.4).
Frequent, daily verbal interaction is critical for all
learners to develop communicative competence and
for ELs to progress along the ELD continuum. Through
collaborative discussions with peers about academic content,
students learn to convey information, exchange ideas, and
support their opinions with evidence. Each of these verbal
communicative acts serves to support children’s abilities
Prior to the second- and third-
grade span, children learned
to follow agreed-upon rules
for discussions, respond to the
comments of others, engage
in multiple exchanges on the
same topic, and ask questions
to clear up any confusion.The CA ELD Standards amplify
this focus on discussion, and
collaborative conversations—
about content and about
language—permeate both
Parts I and II. Much of second
language development
occurs through productive
and extended collaborative
discourse about topics that are
worthy of discussion.Grades 2 and 3 Chapter 4 | 301