inhibit learning. Rather, teachers should check for students’
comprehension of what they are reading, respectfully model
how words are pronounced in standard English, and point
out differences between pronunciations of different dialects
of English or pronunciations influenced by the primary
language as appropriate. (For additional information on
different dialects of English, see chapter 9 in this ELA/ELD
Framework.)
The primary way to support students’ fluency is to
ensure accuracy in decoding and engagement in wide,
extensive reading of texts that are neither too simple nor
too challenging. In addition, students should have authentic
reasons to reread text because rereading also supports
fluency. For example, they may reread text several times as
they rehearse for recording narration in a digital presentation
or prepare for a poetry reading or other performance.
For information on teaching foundational skills to middle school students who need it, see the
section on supporting students strategically that follows in the overview of the span. See also chapter
9 on access and equity in this ELA/ELD Framework.
Foundational Skills for English Learners
English learners come to middle school with varying levels of English language proficiency.
Depending on their prior educational experiences in their home country and in the United States,
ELs also have varying degrees of skills and abilities in foundational reading and writing in English.
Some ELs have had the benefit of developing foundational literacy skills in their native language and
can transfer this knowledge—including decoding skills and using an alphabetic writing system—to
English (August and Shanahan 2006; de Jong 2002; Lindholm-Leary and Genesee 2010). As noted in
chapter 6 of the CA ELD Standards, literacy instruction for ELs needs to be adapted based on each
student’s literacy profile, which includes the student’s level of oral proficiency in the native language
and in English; the student’s level of schooling and previous literacy experiences in his or her native
language; how closely the student’s native language is
related to English; and, for students with native language
literacy, the type of writing system used.
Foundational literacy skills, as described in the CA
CCSS for ELA Reading Standards for Foundational Skills
(K–5), are the same for all students who need to learn
basic reading and writing skills, including middle and
high school students. However, the way the skills are
taught and how quickly the students can be expected
to acquire the basic skills and move on to higher level
reading and writing depend on their age, cognitive level,
and previous oral and written literacy experiences in
their native language and/or in English. Since the CA
CCSS for ELA foundational skills standards are intended
to guide instruction for students in kindergarten through
grade five, these standards need to be adapted, using
appropriate instructional strategies and materials to meet
the literacy needs of ELs at the middle grades, and addressing the need to teach foundational literacy
skills in an accelerated time frame. In particular, the curriculum needs to be flexible so that it can
The primary way to support
students’ fluency is to ensure
accuracy in decoding and
engagement in wide, extensive
reading of texts that are
neither too simple nor too
challenging. In addition,
students should have authentic
reasons to reread text because
rereading also supports
fluency.Since the CA CCSS for ELA
foundational skills standards are
intended to guide instruction for
students in kindergarten through
grade five, these standards need
to be adapted, using appropriate
instructional strategies and
materials to meet the literacy
needs of ELs at the middle grades,
and addressing the need to teach
foundational literacy skills in an
accelerated time frame.Grades 6 to 8 Chapter 6 | 539