texts are read aloud repeatedly. For example, when a general academic word is encountered (e.g.,
when words like extraordinary, magnificent, or spectacular are used instead of good), teachers
explicitly draw their students’ attention to the word, provide
a quick explanation of the word, distinguish it from the
more everyday word (good), and discuss the contribution
of the more sophisticated word to the meaning of the
story. In addition, teachers encourage children to use the
words and emphasize that learning lots of “fancy” or “big
kid” words gives children more flexibility in expressing their
ideas, thereby developing students’ awareness of language
as well as their abilities to use academic language. Some
of the general academic words from the text are taught
more intensively so that students begin to use the words
confidently in their speaking and writing. Discussing what
is happening in books and devoting explicit attention to vocabulary is important for all children, but
it is critical for EL children because school may be the only place where this occurs in English. While
the principal content objectives during a teacher read aloud in ELA are driven by the CA CCSS for
ELA/Literacy, these examples illustrate how the CA ELD Standards are used in tandem with content
standards.
Designated ELD is a protected time during the regular school day during which teachers use the
CA ELD Standards as the focal standards in ways that build into and from content instruction so that
ELs develop critical English language skills, knowledge, and abilities needed for learning content in
English. Designated ELD is not separate and isolated from ELA, science, social studies, mathematics,
and other disciplines. It is a protected opportunity during the regular school day designed to support
ELs in developing the discourse practices, grammatical structures, and vocabulary necessary for
successful participation in school tasks across content areas. A logical scope and sequence for English
language development is aligned with the texts used and tasks implemented in ELA and other content
instruction.
Designated ELD is an opportunity to amplify the language ELs need to develop in order to be
successful in school; it is also an opportunity to augment instruction to meet the particular language
learning needs of ELs at different English language proficiency
levels. The main instructional emphasis in designated ELD in
transitional kindergarten through grade one is oral language
development, including collaborative conversations and
vocabulary. Designated ELD instruction also involves some level
of reading and writing, including reinforcement of foundational
skills in English, since designated ELD builds into and from
content instruction.
Examples of designated ELD that builds into and from
content instruction are provided in selected snapshots in the
grade-level sections of this chapter. Lengthier vignettes for
ELA/literacy and designated ELD instruction also are provided
in the grade-level sections. (For an extended discussion of integrated and designated English language
development, see chapter 2 in this ELA/ELD Framework.)
Discussing what is happening
in books and devoting explicit
attention to vocabulary is
important for all children,
but it is critical for EL children
because school may be the
only place where this occurs in
English.The main instructional
emphasis in designated ELD
in transitional kindergarten
through grade one is oral
language development,
including collaborative
conversations and
vocabulary.168 | Chapter 3 Transitional Kindergarten to Grade 1