In addition to using the CA CCSS for ELA/Literacy to
examine student writing and provide timely and targeted
feedback to all students, teachers of ELs can use the CA ELD
Standards to analyze their students’ writing to determine
how well they are using particular language resources to
meet the expectations of different text types, such as general
academic and domain-specific vocabulary, expanded noun
phrases, text connectives to create cohesion, and so forth.
The CA ELD Standards also support teachers in determining
the types of writing outcomes that may be appropriate for
EL students at different English language proficiency levels.
Teachers should differentiate instruction to address their EL
students’ current level of skills and abilities and to stretch
them to higher levels of writing ability. Teachers can share
mentor texts—that is, texts that are excellent examples
of the focus of instruction, such as the organization of particular text types, the vocabulary used to
create precision, or transitional phrases that help create cohesion. The authors’ craft is discussed and,
as appropriate to the purpose, emulated. This provides a scaffold for students to advance their writing
abilities. Chapter 8 in this ELA/ELD Framework provides an example of writing by an EL student with
annotations based on the CA ELD Standards.
English learners may also need attention in specific areas to ensure their full inclusion in grade-
level writing tasks and activities. Depending on their region of origin and extent of school experiences
in their home country and in the U.S., EL students may need clarification or explanation of cultural or
historical background on topics that are assumed to be familiar to native English speakers schooled
in the U.S. In addition, ELs may need specific and explicit instruction in particular areas of English
grammar, conventions, and vocabulary—incorporated into the actual practice of their expression of
ideas and content. The CA ELD Standards serve as a guide for planned scaffolding of writing tasks for
students at different English language proficiency levels (Emerging, Expanding, Bridging) on specific
standards, and they can also help teachers notice particular aspects of students’ writing so they can
provide just-in-time scaffolding.
Discussing
Collaborative discussions at all grade levels are a
priority in both the CA CCSS for ELA/Literacy and the
CA ELD Standards. By the end of grade five, students
developed skills in discussing texts and grade-level topics,
carrying out assigned roles (SL.5.1b) and responding
to specific questions to clarify, follow up or otherwise
contribute to discussions (SL.5.1c). They practiced
reviewing the key ideas expressed in discussions and
drawing conclusions (SL.5.1d) as well as paraphrasing
and summarizing text read aloud or information
presented in diverse media and formats (SL.5.2). By the
end of grade five, students learned to identify reasons
and evidence provided by speakers or media sources
for particular points and identify and analyze any logical fallacies (SL.5.3). They also learned to adapt
their speech to a variety of contexts, using formal English as appropriate (SL.5.6).
Teachers can share mentor
texts—that is, texts that are
excellent examples of the
focus of instruction, such as the
organization of particular text
types, the vocabulary used to
create precision, or transitional
phrases that help create
cohesion. The authors’ craft is
discussed and, as appropriate
to the purpose, emulated.The CA ELD Standards serve as
a guide for planned scaffolding
of writing tasks for students
at different English language
proficiency levels (Emerging,
Expanding, Bridging) on specific
standards, and they can also help
teachers notice particular aspects
of students’ writing so they can
provide just-in-time scaffolding.Grades 6 to 8 Chapter 6 | 525