children have been taught, the discrepancy should be noted and
mentioned in a manner appropriate for the learner. Decodable
texts, as discussed in the overview of the span in this chapter,
are particularly appropriate for practicing emerging phonics skills
as they are being learned. Some children need more practice
with decodable texts than other children. A consistent approach
is especially important for children who are experiencing difficulty
with the alphabetic code. In other words, they should be
exposed to texts that support their developing skills rather than
to a mix of books (i.e., some that are decodable and others that
include few decodable words) that may confuse them as they
attempt to apply their knowledge. Ongoing assessment is crucial
to the extent that it informs instruction.
Phonics and word recognition instruction for ELs is differentiated based on students’ prior literacy
experiences, their oral proficiency in English, and similarities between the primary language and
English. Students are carefully assessed in English and the primary language, when possible, to
determine the most appropriate sequence of instruction. Decoding skills that students have developed
in their primary language can be transferred to English (August and Shanahan 2006, Bialystok 1997,
de Jong 2002, Lindholm-Leary and Genesee 2010) with appropriate instruction in the similarities and
differences between the familiar writing system and the English writing system. Instruction can be
accelerated by building on what students already know.
Attention to oral language is important, and teachers ensure that children know the meanings of
the words they are learning to decode. Pronunciation differences due to influences from the primary
language, home dialect of English, or regional accent should not be misunderstood as difficulty with
decoding. In addition, although pronunciation is important,
overcorrecting it can lead to self-consciousness and inhibit
learning. Rather, teachers check students’ comprehension of
what they read, respectfully model how words are pronounced
in standard English, and draw attention to differences between
pronunciations of different dialects of English. (For additional
information on different dialects of English, see chapter 9 of
this ELA/ELD Framework.)
Teachers of EL children enrolled in an alternative
bilingual program (e.g., dual immersion, two-way immersion,
developmental bilingual) use the CA CCSS for ELA/Literacy
and the CA ELD Standards in tandem with the CA CCSS-
aligned primary language standards to guide instruction both
in English and the primary language. The development of
foundational skills in two languages is carefully coordinated.
Children who are deaf and do not have auditory access to spoken language face challenges when
asked to pronounce words because they cannot hear themselves or spoken language models in their
environment. Rather than focusing on the pronunciation of the words, teachers check the student’s
vocabulary comprehension.
Some children need more
practice with decodable
texts than other children.
A consistent approach
is especially important
for children who are
experiencing difficulty with
the alphabetic code.Attention to oral language
is important, and teachers
ensure that children know
the meanings of the words
they are learning to decode.
Pronunciation differences due
to influences from the primary
language, home dialect of
English, or regional accent
should not be misunderstood
as difficulty with decoding.Kindergarten Chapter 3 | 217