- Ask questions, based on observations, to classify different objects by their use and to identify
whether they occur naturally or are human-made. (NGSS K-PS1-c) - Use the vocabulary of theatre, such as actor, character, cooperation, setting, the five senses,
and audience, to describe theatrical experiences. (California Kindergarten Visual and Performing
Arts Theatre Content Standard 1.1) - Describe, extend, and explain ways to get a next element in simple repeating patterns.
(California CCSS Grade One Mathematics Standard 4.1) - Educate family and peers to protect against skin damage from the sun. (California Grade One
Health Standard 8.1.P) - Describe the rights and individual responsibilities
of citizenship. (California Grade One History–Social
Science Content Standard 1.1)
California’s public school programs, including
transitional kindergarten, kindergarten, and grade one,
ensure that the strands of Reading, Writing, Speaking
and Listening, and Language are taught as mutually
supportive elements of the language arts and are a rich
and thoughtful aspect of instruction in every subject
area.
Similarly, in classrooms with ELs, the components
of the CA ELD Standards—“Interacting in Meaningful
Ways,” “Learning About How English Works,” and “Using Foundational Literacy Skills”—are integrated
throughout the curricula, rather than being addressed exclusively during designated ELD. (See
chapter 2 and subsequent sections of this chapter for discussions of integrated and designated ELD.)
Snapshots and longer vignettes of practice presented in grade-level sections of this chapter illustrate
how the CA CCSS for ELA/Literacy strands, the CA ELD Standards, and content area instruction can be
integrated to create an intellectually rich and engaging early literacy program.
Key Themes of ELA/Literacy and ELD Instruction
This section discusses each of the five themes of California’s
ELA/literacy and ELD instruction described in the introduction
to this framework and chapters 1 and 2 as they pertain to
transitional kindergarten through grade one (see figure 3.1):
Meaning Making, Language Development, Effective
Expression, Content Knowledge, and Foundational
Skills. Impacting each of these for ELs is learning English
as an additional language, and impacting all students is the
context in which learning occurs. Displayed in the white field of
the figure are the characteristics of the context for instruction
called for by this ELA/ELD Framework. Highlighted in figure 3.2
is research on motivation and engagement, discussed in
the introduction and chapter 2 of this framework. Teachers in
the grade span recognize their critical role in ensuring children’s initial steps on the exciting pathway
toward ultimately achieving the overarching goals of ELA/literacy and ELD instruction (displayed in the
outer ring of figure 3.1): students develop the readiness for college, careers, and civic life; attain the
capacities of literate individuals; become broadly literate; and acquire the skills for living and learning
in the 21st century.
Snapshots and longer vignettes of
practice presented in grade-level
sections of this chapter illustrate
how the CA CCSS for ELA/Literacy
strands, the CA ELD Standards,
and content area instruction
can be integrated to create an
intellectually rich and engaging
early literacy program.Teachers in the grade span
recognize their critical
role in ensuring children’s
initial steps on the exciting
pathway toward ultimately
achieving the overarching
goals of ELA/literacy and
ELD instruction...134 | Chapter 3 Transitional Kindergarten to Grade 1