each grade level for students whose first language is English, and chapter 9 provides guidance for
serving students who experience difficulty with literacy. Chapters 3–7 also discuss foundational skills
instruction for ELs who may require it due to their particular background experiences and learning
needs.
Amplification of the Key Themes in the CA ELD Standards
The CA ELD Standards amplify the importance of the key themes for ELs at all English language
proficiency levels. The CA ELD Standards in Part I focus on meaningful interaction with others and
with oral and written texts via three modes of communication:
collaborative, interpretive, and productive. The standards in Part
II focus on how English works to make meaning via three broad
language processes: structuring cohesive texts, expanding and
enriching ideas, and connecting and condensing ideas. Part III of
the CA ELD Standards highlights the importance of considering
individual background knowledge and skills when providing
foundational skills instruction for ELs who require it. In addition
to amplifying the key themes, the CA ELD Standards signal
to teachers how ELs at particular stages of English language
development (Emerging, Expanding, Bridging) can be supported
to develop the language knowledge, skills, and practices called
for in the CA CCSS for ELA/Literacy and other content standards.
Meaning Making and Content Knowledge
As do all students in instruction based on the CA CCSS for ELA/Literacy, ELs at every level of
English language proficiency interpret oral and written texts on a regular and frequent basis. They
use comprehension strategies and analytical skills to grasp texts’ meanings demonstrating their
understandings differently across the three English language proficiency levels. When explaining
their thinking about the literary and informational texts they read closely (ELD.PI.K–12.6) or listen
to actively (ELD.PI.K–12.5), ELs at the Emerging level of English language proficiency typically
need substantial support, such as sentence frames or graphic organizers. They may convey their
understandings by using short sentences and a more limited set of vocabulary than students at the
Expanding or Bridging levels. However, as the CA ELD Standards indicate, ELs at all three proficiency
levels are able to engage in intellectually-rich activities in which meaning making and developing
content knowledge are the focus.
Language Development and Effective Expression
The CA ELD Standards amplify the emphasis the CA CCSS for ELA/Literacy place on developing
language awareness and flexible use of English across disciplines, topics, audiences, tasks, and
purposes. This amplification is featured prominently in both Parts I and II of the CA ELD Standards.
For example, in Part I, students develop language awareness when analyzing and evaluating the
language choices speakers and writers make for their effectiveness in conveying meaning (ELD.
PI.K–12, Standards 7–8), when selecting particular vocabulary or other language resources to write for
specific purposes or audiences (ELD.PI.K–12.12), or when adjusting their own language choices when
interacting through speaking or writing (ELD.PI.2–12.4). Knowledge of how English works is a major
focus of Part II of the CA ELD Standards. English learner students develop proficiency in structuring
cohesive texts, using their understanding of text organization and cohesive devices (e.g., linking words
and phrases) (ELD.PII.K–12, Standards 1–2), and they apply their growing knowledge of language
resources to create precise and detailed texts that convey meaning effectively (ELD.PII.K–12,
Standards 3–7).
The CA ELD Standards
amplify the emphasis the
CA CCSS for ELA/Literacy
place on developing
language awareness and
flexible use of English
across disciplines, topics,
audiences, tasks, and
purposes.90 | Chapter 2 Essential Considerations