(W/WHST.6–8.1c, 2c), and as they made presentations,
they used precise language, domain specific vocabulary, and
appropriate transitions to clarify relationships and create
cohesion (SL.6–7.4a).
Both the CA CCSS for ELA/Literacy and CA ELD Standards
for grades nine through twelve reflect the importance of
students’ continuing development of academic language
and show how students’ language skills increase in breadth
and complexity as they progress through high school.
Students demonstrate new understandings and increasing
sophistication in the use of language when reading, writing,
speaking, and listening. New to this span in terms of
developing and using academic language in the CA CCSS for
ELA/Literacy across all disciplines are the following:- Applying knowledge of language to understand how language functions in different contexts,
to make effective choices for meaning or style, and to comprehend more fully when reading or
listening (L.9–12.3); writing and editing work so that it conforms to guidelines in a style manual
(L.9–10.3a); varying syntax for effect and applying understanding of syntax in the study of
complex texts (L.11–12.3a) - Identifying and correctly using patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical, advocate, advocacy) (L.9–10.4b); applying
knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the
meaning of scientific and mathematical terminology (L.11–12.4b) - Analyzing the role of figures of speech in text and analyzing nuances in the meaning of words
with similar denotations (L.9–12.5a–b) - Acquiring and using academic and domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career readiness level and demonstrating
independence in gathering vocabulary knowledge (L.9–12.6) - In ELA and H/SS, analyzing the cumulative impact of
word choices on meaning and tone (RL.9–10.4), including
words with multiple meanings or language that is
particularly fresh, engaging, or beautiful (RL.11–12.4);
analyzing how an author uses and refines the meaning of
a key term or terms over the course of a text (RI/RH.11–
12.4) - Using words, phrases, clauses (W/WHST.9–12.1c), and
varied syntax (W/WHST.11–12.1c) to link the major
sections of the text - Using varied syntax to link major sections of a
presentation to create cohesion and clarity
(SL.11–12.4b)
All the CA ELD Standards center on building ELs’ proficiency in the rigorous academic English
language skills necessary for participation in and achievement of grade-level content. For example,
in grades nine through twelve, the collaborative strand now focuses on ELs sustaining and extending
conversations and written exchanges (ELD.9–12, Standards 1–2), expressing and defending nuanced
opinions (ELD.PI.9–12.3), and adjusting language choices according to context (ELD.PI.9–12.4). The
interpretative strand focuses on ELs discussing a variety of social and academic topics and detailed
and complex questions (ELD.PI.9–12.5) and using detailed sentences and a range of general academic
All the CA ELD Standards
center on building
ELs’ proficiency in the
rigorous academic English
language skills necessary
for participation in and
achievement of grade-level
content.... students’ language skills
increase in breadth and
complexity as they progress
through high school.
Students demonstrate new
understandings and increasing
sophistication in the use of
language when reading,
writing, speaking, and
listening.
682 | Chapter 7 Grades 9 to 12