Figure 6.14. 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., an
argument for protecting the
rainforests) collaboratively
(e.g., with peers) and
independently.
10. Writing
a. Write longer literary and
informational texts (e.g., an
argument for protecting the
rainforests) collaboratively
(e.g., with peers) and
independently using
appropriate text organization.
10. Writing
a. Write longer and more
detailed literary and
informational texts (e.g., an
argument about protecting
the rainforests) collaboratively
(e.g., with peers) and
independently 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 ELs. Students are grouped by similar English proficiency levels, and teachers focus on critical
academic language students need to develop to be successful in academic subjects. Designated ELD
time is an opportunity to delve more deeply into the linguistic resources of English that ELs need to
develop to engage with and make meaning from content, express their understanding of content, 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.
(For more detailed information on integrated and designated ELD, see the grade span section of this
chapter and chapter 2 in this ELA/ELD Framework.)
ELA/Literacy and ELD in Action in Grade Six
Both the CA CCSS for ELA/Literacy and the CA ELD
Standards acknowledge the importance of reading
complex texts closely and thoughtfully to derive
meaning. Accordingly, teachers prepare reading
lessons carefully and purposefully before teaching.
This preparation includes selecting challenging texts
worth reading and rereading; reading the texts ahead
of time to determine why the text might be challenging
and identify the language that may be complicated or
unfamiliar; and planning a sequence of tasks and a
series of lessons that build students’ abilities to read
complex texts with increasing independence. This
process also requires teachers to analyze the cognitive
and linguistic demands of the texts, including the
sophistication of the ideas or content, students’ prior
knowledge, and the complexity of the vocabulary,
sentences, and organization.
As discussed in the section on
meaning making, teachers
should model for students the
close reading of texts by thinking
aloud, highlighting the literal
and inferential questions they ask
themselves as readers and pointing
out language and ideas they notice
while reading. Teachers guide
students to read complex texts
frequently and analytically using
concrete methods with appropriate
levels of scaffolding.566 | Chapter 6 Grade 6