English Language Development

Figure 4.30. Using the CA ELD Standards in Integrated ELD

CA ELD Standards, Part I: Interacting in Meaningful Ways

English Language Development Level Continuum

Emerging Expanding Bridging

6. Reading/viewing
   closely
   Describe ideas, phenomena
   (e.g., insect metamorphosis),
   and text elements (e.g., main
   idea, characters, setting)
   based on understanding of a
   select set of grade-level texts
   and viewing of multimedia
   with substantial support.
   6. Reading/viewing
   closely
   Describe ideas, phenomena
   (e.g., how cows digest food),
   and text elements (e.g., main
   idea, characters, events)
   in greater detail based on
   understanding of a variety of
   grade-level texts and viewing
   of multimedia with moderate
   support.
   6. Reading/viewing
   closely
   Describe ideas, phenomena
   (e.g., volcanic eruptions),
   and text elements (e.g.,
   central message, character
   traits, major events) using
   key details based on
   understanding of a variety of
   grade-level texts and viewing
   of multimedia with light
   support.

Designated ELD is a protected time during the regular school day during which qualified teachers
work with EL children grouped by similar English language proficiency levels. During this time,
teachers focus on the critical language students need to develop to be successful in school subjects.
Designated ELD time is an opportunity to support EL students to develop the linguistic resources
of English that they need to engage with, make meaning from, and produce content in ways that
meet the expectations of the CA CCSS for ELA/Literacy and other content standards. Accordingly,
the CA ELD Standards are the primary standards used during designated ELD instruction. However,
the content focus is derived from ELA and other content areas. The main instructional emphases in
designated ELD are the following:

• Building students’ abilities to engage in a variety of collaborative discussions about content and
  texts


• Developing students’ understanding of and
  proficiency using the academic vocabulary and
  various grammatical structures encountered in
  third-grade texts and tasks


• Raising students’ language awareness, particularly
  of how English works to make meaning, in order
  to support their close reading and skilled writing of
  different text types
  Students build language awareness as they come
  to understand how different text types use particular
  language resources (e.g., vocabulary, grammatical
  structures, ways of structuring and organizing whole
  texts). Language awareness is fostered when students
  have opportunities to experiment with language, shaping
  and enriching their own language using these language
  resources. During designated ELD instruction, children
  engage in discussions related to the content knowledge

Students build language

awareness as they come to

understand how different text

types use particular language

resources (e.g., vocabulary,

grammatical structures, ways of

structuring and organizing whole

texts). Language awareness is

fostered when students have

opportunities to experiment with

language, shaping and enriching

their own language using these

language resources.

Grade 3 Chapter 4 | 373