speak (SL.K–5, Standards 1–3), and present ideas and information (SL.K–5, Standards 4–6). They
engage in research to build and share knowledge with others (W.K–12, Standards 7–9). The CA ELD
Standards facilitate ELs’ acquisition and expression of knowledge in all content areas.
Reciprocity is pivotal; content knowledge contributes to advancement in reading, writing, and
language, and skill in the language arts enables the acquisition, construction, and expression of
content knowledge. Willingham (2009) highlights the
importance of knowledge in bridging gaps in written text.
Since most texts make assumptions about what a reader
knows, the information necessary to understand a text is
not necessarily explicitly provided. The role of knowledge
in resolving ambiguity in comprehension can be important
as well. Studies indicate that students who know more
about the topic of a text comprehend better than what
might be predicted by their reading skills (Willingham,
2009).
How is content knowledge best developed? It is the
result of many practices, but first and foremost is the
place of content instruction within the school schedule.
From the earliest grades, children need to learn history/
social studies, science, mathematics, literature, languages,
physical education, health, and the visual and performing arts. They learn these subjects through
hands-on and virtual experiences, explorations and inquiries, demonstrations, lectures, discussions,
and texts. It is essential that students be provided robust, coherent programs based on content
standards. Whether students encounter content texts within their language arts, designated ELD,
or within a designated period for the subject, content texts should be consistent with the content
standards for the grade and reinforce content learning. Students also pursue their own interests
through content texts, chiefly by means of an independent reading program.
Developing foundational skills in reading should occupy an important space in the school day in the
early grades. Providing extra time for students who are experiencing difficulty in reading during the
early grades and beyond is also important. However, focusing on language arts or strategy instruction
to the exclusion of content instruction does not result in
better readers and writers. Rather, school teams need to
make strategic decisions in planning school schedules and
establishing grouping to meet the needs of students for
learning foundational skills and content.
Content knowledge is also built by reading a wide range
of texts both in school and independently. Students should
read widely across a variety of disciplines in a variety of
settings to learn content and become familiar with the
discourse patterns unique to each discipline. (See section
on wide reading and independent reading earlier in this
chapter.) In addition, students who engage in inquiry- and
project-based learning, including civic learning experiences,
have opportunities to read and hear content texts within real-world contexts that enhance students’
engagement by piquing their interests and connecting with their own lives.
Content knowledge is strengthened as students become proficient readers, writers, speakers,
and listeners. As students progress through the grades, their increasing skill in the strands of the
language arts supports their learning of content. From the earliest grades, students learn that texts
are structured differently in different disciplines, that words have different meanings depending on
From the earliest grades, children
need to learn history/social studies,
science, mathematics, literature,
languages, physical education,
health, and the visual and
performing arts. They learn these
subjects through hands-on and
virtual experiences, explorations
and inquiries, demonstrations,
lectures, discussions, and texts.Content knowledge is
strengthened as students
become proficient readers,
writers, speakers, and listeners.
As students progress through
the grades, their increasing skill
in the strands of the language
arts supports their learning of
content.88 | Chapter 2 Essential Considerations