It is important to note that, even as children are
learning English as an additional language, California
values the primary languages of its students and
encourages continued development of those languages.
This is recognized by the establishment of the State
Seal of Biliteracy. (See the introduction to this ELA/ELD
Framework.) In addition, and as discussed in chapters
2 and 9, California takes an additive stance to language
development for all children. This framework views the
“non-standard” dialects of English that linguistically
and culturally diverse students may bring to school
from their homes and communities as valuable assets,
resources in their own right and solid foundations to be
built upon for developing academic English. The goal is
to support all students to add academic English to their
linguistic repertoires while also maintaining the languages
and different varieties of English that are used in homes and communities. This additive approach
promotes both positive self-image and school success.
Similarly, California classrooms are learning environments where students with disabilities, a
diverse group of children with varying needs and abilities, are supported to engage in an intellectually
rich and engaging curriculum that supports their achievement of grade-level standards with the
appropriate strategies, supports, and accommodations to do so. See chapter 9 of this ELA/ELD
Framework.
This chapter provides guidance for supporting all students’ achievement of the CA CCSS for
ELA/Literacy (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf) and, additionally
for ELs, the CA ELD Standards (http://www.cde.ca.gov/sp/el/er/eldstandards.asp) in grades four and
five. It begins with a brief discussion of the importance of the integrated and interdisciplinary nature
of the language arts. It then highlights the key themes of ELA/literacy and ELD instruction for the span
and describes appropriate ELD instruction. Grade level sections provide additional specific guidance for
grade four and grade five.
An Integrated and Interdisciplinary Approach
As in every grade level, ELA/Literacy and ELD instruction in the fourth- and fifth-grade span
reflects an integrated and interdisciplinary approach to learning. Instruction in both ELA/literacy and
ELD is organized in such a way that acknowledges and capitalizes on the fact that reading, writing,
speaking and listening,^1 and language develop together and are mutually supportive. The CA CCSS for
ELA/Literacy strands are not treated in isolation from one another in the classroom; rather, instruction
is integrated. Likewise, the CA ELD Standards call for integration of the language arts. English learners
in grades four and five interact in meaningful ways with text and with others, learn about how English
works, and continue to strengthen their foundational literacy skills, all of this working in concert to
support successful comprehension and effective expression.
The CA CCSS for ELA/Literacy and the CA ELD Standards also recognize the role that the language
arts play across the curricula. Through the language arts, students acquire knowledge and inquiry
skills in the content areas. They read to gain, modify, or extend knowledge or to learn different
1 As noted throughout this framework, speaking and listening should be broadly interpreted. Speaking and listening should
include deaf and hard of hearing students using American Sign Language (ASL) as their primary language. Students who
are deaf and hard of hearing who do not use ASL as their primary language but use amplification, residual hearing, listening
and spoken language, cued speech and sign supported speech, access general education curriculum with varying modes of
communication.
... California classrooms are
learning environments where
students with disabilities, a diverse
group of children with varying
needs and abilities, are supported
to engage in an intellectually rich
and engaging curriculum that
supports their achievement of
grade-level standards with the
appropriate strategies, supports,
and accommodations to do so.
394 | Chapter 5 Grades 4 and 5