English Language Development

Figure 7.20. Using the CA ELD Standards in Integrated ELD

CA ELD Standards, Part II: Learning About How English Works

English Language Development Level Continuum

Emerging Expanding Bridging

1. Understanding text
   structure
   Apply analysis of the
   organizational structure of
   different text types (e.g., how
   arguments are organized by
   establishing clear relationships
   among claims, counterclaims,
   reasons, and evidence) to
   comprehending texts and
   to writing brief arguments,
   informative/explanatory texts
   and narratives.
   
   
   1. Understanding text
      structure
      Apply analysis of the
      organizational structure of
      different text types (e.g., how
      arguments are organized by
      establishing clear relationships
      among claims, counterclaims,
      reasons, and evidence) to
      comprehending texts and
      to writing increasingly clear
      and cohesive arguments,
      informative/explanatory texts
      and narratives.
      
      
      1. Understanding text
         structure
         Apply analysis of the
         organizational structure of
         different text types (e.g., how
         arguments are organized by
         establishing clear relationships
         among claims, counterclaims,
         reasons, and evidence) to
         comprehending texts and to
         writing clear and cohesive
         arguments, informative/
         explanatory texts and
         narratives.
      
      
      
      
   
   
   
   

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 linguistic needs, and teachers
focus on critical academic language the students need to develop to be successful in content subjects.
Designated ELD time is an opportunity for teachers to focus deeply on the linguistic resources of
English that ELs need to develop to engage with and make meaning from academic content, express
their understandings 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
curricular areas.

Students entering U.S. schools in ninth and tenth grades at the lower levels of English language
proficiency need to develop these skills in an intensive and accelerated program of English language
development study so that their academic studies are not compromised. Long-term English learners,
that is, students who have been in U.S. schools for more than five years and have still not advanced
beyond the Expanding level of proficiency in English, also need intensive instruction in academic
English. Long-term English learners need to be explicitly taught how to recognize and analyze
academic vocabulary, sentence structures, discourse structures, and text structures, and should be
expected to actively and accurately use academic language in their own oral and written expression.
For additional information on a comprehensive approach to ELD that meets the unique needs of ELs at
different levels of English language proficiency, see English language development in the overview of
the grade span in this chapter.

Snapshot 7.5 provides an illustration of a newcomer program for recently-arrived EL students
in grade ten. In this example, a team of teachers works together to jointly plan curriculum and
instruction, devise specific program supports, and teach newcomer EL students.

738 | Chapter 7 Grades 9 and 10