Using Language Conventions
Contributing to effective expression is students’ command over language conventions, such as
grammar and usage in writing and speaking (L.4–5.1 and L.4–5.3) and capitalization, punctuation,
and spelling in writing (L.4–5.2). Command of conventions is critical across all of the strands of the
CA CCSS for ELA/Literacy and the CA ELD Standards but is most explicitly addressed in the Language
and Writing strands. Students continue to develop their use of conventional grammatical structures in
writing and speaking, and conventions are tied explicitly to meaningful and effective communication.
Detailed information about conventions addressed in the span is provided in the grade level sections.
Regarding spelling development, see figure 4.7 and accompanying discussion in chapter 4 of this
ELA/ELD Framework.
Content Knowledge
Standards related to content areas other than ELA/Literacy
and ELD are provided in other curriculum frameworks and model
curriculum published by the California Department of Education
(http://www.cde.ca.gov/ci/cr/cf/allfwks.asp). However, given
the deeply intertwined relationship between content knowledge
and ELA/literacy and ELD and the clear call for an integrated
curriculum, brief discussions of content learning are included
throughout this framework.
As noted in chapter 2 of this ELA/ELD Framework,
research indicates that knowledge plays a significant role in
text comprehension. Indeed, acquisition of knowledge in all
content areas is a crucial component of literacy and language
development, and meaning making with text not only requires the ability to employ comprehension
strategies such as questioning, summarizing, and comprehension monitoring, it also demands
some knowledge of the topic of the text (Lee and Spratley 2010). Thus, the content areas should
not be overlooked in order to devote more attention to the English language arts. Knowledge
enables students to better comprehend text and the language arts are tools to acquire and develop
knowledge. The English language arts and the content areas develop in tandem. As the content areas
are addressed, so too are the language arts as students engage in reading, writing, speaking and
listening and language development in every curricular area and as they build the knowledge that will
enable them to interact more meaningfully with subsequent texts.
Students who receive specialized instructional
services, including ELs and students with disabilities, will
be disadvantaged if they are removed from the general
education classroom during subject matter instruction
in order to receive these services. High priority must be
given to ensuring that all students have access to grade-
level content instruction. Therefore, careful consideration
should be given to the timing of special services—crucial
as they are—in order to minimize disruption to subject
matter learning. Planning for meeting the needs of all
learners should be part of the Mutli-Tiered System of
Supports (MTSS)—a systemic process for examining the
various needs and support requirements of all learners
and developing schedules that allow time to adequately
address these needs without removing students from coreIndeed, acquisition of knowledge
in all content areas is a crucial
component of literacy and
language development, and
meaning making with text not
only requires the ability to employ
comprehension strategies such as
questioning, summarizing, and
comprehension monitoring, it
also demands some knowledge
of the topic of the text.Grades 4 and 5 Chapter 5 | 413