where, when, how, and so forth.). She also provides sentence frames for discussing their ideas for
their original stories in pairs or small groups or paragraph frames for writing descriptions of settings
or characters in their stories, and she also provides bilingual dictionaries so the students can include
precise vocabulary (e.g., to describe characters or settings) and text connectives (e.g., a little while
later... , all of a sudden.. .) to introduce transitions or plot twists.
Students at the Expanding and Bridging levels of English language proficiency may or may not
need this level of linguistic support, depending on their prior experiences, skills, and abilities. However,
all students need differing levels of scaffolding depending on the task, the text, and their familiarity
with the content and language required to understand and engage in discussion. For example, as
they advance along the ELD continuum and write longer and more detailed stories with increasing
independence, ELs at the Bridging level of English language proficiency may need substantial
scaffolding in attending to register, including an understanding of their audience’s expectations for
the type of language that should be used in different kinds of stories (mysteries versus folktales, for
example). Figure 5.24 presents a section of the CA ELD Standards a teacher might use in planning this
type of differentiated instructional support during ELA.
Figure 5.24. Using the CA ELD Standards in Integrated ELDCA ELD Standards, Part I: Interacting in Meaningful WaysEnglish Language Development Level Continuum
Emerging Expanding Bridging- Writing
a. Write short literary and
informational texts (e.g.,
a description of a camel)
collaboratively (e.g., joint
construction of texts with
an adult or with peers) and
sometimes independently.
10. Writing
a. Write longer literary and
informational texts (e.g.,
an informative report on
different kinds of camels)
collaboratively (e.g., joint
construction of texts with
an adult or with peers) and
with increasing independence
using appropriate text
organization.
10. Writing
a. Write longer and more
detailed literary and
informational texts (e.g., an
explanation of how camels
survive without water for a
long time) collaboratively
(e.g., joint construction of
texts with an adult or with
peers) and independently
by using appropriate text
organization and growing
understanding of register.
Designated ELD is a protected time during the regular school day when qualified teachers work
with EL students grouped by similar English proficiency levels in which the focus of instruction is the
critical language students need to develop in order to be successful in school subjects. Designated
ELD time is an opportunity to help EL students develop the linguistic resources of English they need
to engage with, make meaning from, and create new 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 this designated time. However, the content focus is derived from ELA
and other areas of the curricula. 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 fifth-grade texts and tasks
482 | Chapter 5 Grade 5