English Language Development

(e.g., consequently, as a result). Teachers might also provide bilingual dictionaries and thesauruses, so

students can include precise vocabulary related to the topic. Teachers also teach some high leverage

general academic vocabulary (justified, deliberate) explicitly, making sure to draw students’ attention

to cognates.

Students at the Expanding and Bridging levels of English language proficiency likely do not need

this level of linguistic support. What support is given may be shared between content instruction/

integrated ELD and designated ELD time. However, all EL students need varying levels of scaffolding

depending on the task, the text, and their familiarity with the content and the language required to

understand and engage in discussion. Figure 7.27 presents a section of the CA ELD Standards (ELD.

PI.11–12.12) teachers can use, in tandem with the CA CCSS for ELA/Literacy and other content

standards, to plan instructional support differentiated by proficiency level and need for scaffolding.

Figure 7.27. Using the CA ELD Standards in Integrated ELD

CA ELD Standards, Part I: Interacting in Meaningful Ways

English Language Development Level Continuum

Emerging Expanding Bridging

12. Selecting language
    resources
    a. Use familiar general
    academic (e.g., temperature,
    document) and domain-
    specific (e.g., cell, the
    Depression) words to create
    clear spoken and written
    texts.
    b. Use knowledge of
    morphology to appropriately
    select basic affixes (e.g., The
    news media relies on official
    sources.).
    12. Selecting language
    resources
    a. Use an increasing variety
    of grade-appropriate general
    academic (e.g., fallacy,
    dissuade) and domain-
    specific (e.g., chromosome,
    federalism) academic words
    accurately and appropriately
    when producing increasingly
    complex written and spoken
    texts.
    b. Use knowledge of
    morphology to appropriately
    select affixes in a growing
    number of ways to manipulate
    language (e.g., The cardiac
    muscle works continuously.).
    12. Selecting language
    resources
    a. Use a variety of grade-
    appropriate general (e.g.,
    alleviate, salutary) and
    domain-specific (e.g.,
    soliloquy, microorganism)
    academic words and
    phrases, including persuasive
    language, accurately and
    appropriately when producing
    complex written and spoken
    texts.
    b. Use knowledge of
    morphology to appropriately
    select affixes in a variety of
    ways to manipulate language
    (e.g., changing inaugurate to
    inauguration).

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 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.

788 | Chapter 7 Grades 11 and 12