rich activities that occur across the disciplines, ELs develop proficiency in understanding and using
advanced levels of English and in shifting registers based on discipline, topic, task, purpose, audience,
and text type.
Designated ELD is a protected time during the regular school day during which teachers use
the CA ELD Standards as the focal standards in ways that build into and from content instruction
so that ELs develop critical English language skills, knowledge, and abilities needed for content
learning in English. Designated ELD should not be viewed as separate and isolated from ELA, science,
social studies, mathematics, and other disciplines but rather as a protected opportunity during the
regular school day to support ELs in developing the discourse practices, grammatical structures,
and vocabulary necessary for successful participation in academic tasks across the content areas. A
logical scope and sequence for English language development is aligned with the texts used and tasks
implemented in ELA and other content instruction.
Designated ELD is also an opportunity to amplify the
language ELs need to develop in order to be successful in
school and to augment instruction to meet the particular
language learning needs of ELs at different English language
proficiency levels. Examples of designated ELD that builds
into and from content instruction are provided in brief
snapshots in the grade-level sections. Lengthier vignettes
illustrating ELA/literacy with integrated ELD and aligned
designated ELD instruction also are provided in the grade-
level sections. (For a lengthier discussion of integrated and
designated English language development, see chapter 2 of
this ELA/ELD Framework.)
A logical scope and sequence
for English language
development is aligned with
the texts used and tasks
implemented in ELA and other
content instruction.318 | Chapter 4 Grades 2 and 3