English Language Development

Figure 9.13. Components of Four CA CCSS for ELA/Literacy

CA CCSS for ELA/Literacy Among the components are the following:

RF.1.2c Isolate and pronounce initial, medial

vowel, and final sounds (phonemes) in spoken

single-syllable words.

• Isolate and pronounce
  
  
  • initial sounds (phonemes) in spoken single-
    syllable words
  
  
  • medial vowel sounds (phonemes) in spoken
    single-syllable words
  
  
  • final sounds (phonemes) in spoken single-
    syllable words
  
  
  
  

RI.5.5 Compare and contrast the overall structure

(e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or

information in two or more texts.

• Identify an overall
  
  
  • chronology text structure
  
  
  • comparison text structure
  
  
  • cause-effect text structure
  
  
  • problem/solution text structure
  
  
  
  


• Compare overall chronology and comparison text
  structures (and other combinations of overall text
  structures) of two or more texts


• Contrast overall cause/effect and problem/solution
  text structures (and other combinations of overall
  text structures) of two or more texts
  SL.2.1 Ask and answer questions about key
  details in a text read aloud or information
  presented orally or through other media.
  a. Give, restate, and follow simple two-step
  directions.


• Ask questions about


• details in a text read aloud


• information presented orally or through other
  media


• Answer questions about


• details in a text read aloud


• information presented orally or through other
  media


• Give simple two-step directions


• Restate simple two-step directions


• Follow simple two-step directions
  WHST.9–10.4 Produce clear and coherent writing
  in which the development, organization, and style
  are appropriate to task, purpose, and audience.


• Produce clear and coherent writing in which the


• development is appropriate to task, purpose,
  and audience


• organization is appropriate to task, purpose,
  and audience


• style is appropriate to task, purpose, and
  audience

A significant aspect of the CA CCSS for ELA/Literacy and the CA ELD Standards is student
engagement with complex texts. All students are provided abundant opportunities, along with
appropriate instructional support, to engage with texts that are more challenging than those they can
read independently. In chapter 2 of this framework, figure 2.10 displays strategies for supporting all
learners’ engagement with complex text and additional supports for linguistically diverse learners.
Here, figure 9.14 duplicates figure 2.10 and adds a column in which particular supports for students
with learning disabilities or who are experiencing difficulty with reading are offered. The figure
provides general guidelines, and any of the strategies may be useful for any student. It is important
that teachers know their students, assess their understanding during instruction, and appreciate
that students’ successful engagement with complex texts demands well-planned and thoughtfully
implemented teaching.

924 | Chapter 9 Access and Equity