but they can be. For example, the family or community of some students in rural regions may have
deep and specialized knowledge of farming practices, cooking, or herbal medicines. In urban settings,
some children may have experiences learning technical procedures, such as bicycle or car mechanics
or navigating mass transit. These types of experiences and knowledge can be drawn on to enhance
what is happening in the classroom, such as science units
involving plant biology, ecology, physics, or chemistry.
When teachers are aware of their students’ “funds of
knowledge,” they can create “zones of possibilities,” in which
academic learning is enhanced by the bridging of family and
community ways of knowing with the school curriculum (Moll
and Gonzalez 1994).
Teachers can incorporate culturally responsive instruction
by building on background knowledge and experiences
gained in the home and community to promote the
development of academic English, as well as to promote
a positive self-image in students and respect for different
cultures and languages (Au 2009; Hollins 2012; Hooks 1994;
Irvine and Armento 2001). More information about culturally
and linguistically responsive teaching is provided later in this
chapter and in chapter 9 of this ELA/ELD Framework.
Students with disabilities also benefit from learning environments in which teachers take the time
to understand the specific nature of their learning needs and goals and value all students as capable
learners with the ability to engage in rich and complex instruction. Valuing intellectual difference and
viewing students from the perspective of their abilities, rather than disabilities, are key. Students who
are deaf and whose primary language is ASL, for example, represent
a unique culture that views its members not as disabled but as
linguistically diverse. Appreciating these distinctions and designing
environments and instruction using the principles of Universal Design
for Learning (UDL) that provide multiple means of representation,
expression, and engagement can ensure that first teaching is
appropriately differentiated to meet the needs of all learners. See
chapter 9 for more information on UDL and supporting students with
differing abilities and disabilities.
Ensuring Intellectual Challenge
The CCSS were developed amidst calls for increased U.S. global competitiveness and higher
levels of education for all citizens. Citing the demands of the 21st century workplace, the NGA/
CCSSO created standards that are comparable in rigor to the educational expectations of the highest
performing countries in the world. The CA CCSS for ELA/Literacy and CA ELD Standards require deep
and critical thinking about complex texts and ideas and the application and expression of that thinking
through speaking^2 and writing. These expectations advocate for a culture of intellectual rigor in which
academic initiative is modeled, honored, and realized across a range of subjects.
By ensuring that intellectual challenge is a vital element of the context of schooling, California
aims to develop the intellectual assets of all young people—not just for the purpose of competing in
2 As noted throughout this framework, speaking and listening should be broadly interpreted to include signing and viewing
for students who are deaf and hard of hearing whose primary language is American Sign Language (ASL). Students who
are deaf and hard of hearing who do not use ASL as their primary language but use amplification, residual hearing, listening
and spoken language, cued speech and sign supported speech, access general education curriculum with varying modes of
communication.
Teachers can incorporate
culturally responsive instruction
by building on background
knowledge and experiences
gained in the home and
community to promote the
development of academic
English, as well as to promote a
positive self-image in students
and respect for different
cultures and languages.Valuing intellectual
difference and viewing
students from the
perspective of their
abilities, rather than
disabilities, are key.66 | Chapter 2 Essential Considerations