every time newcomer EL students read a text in English, but
from time-to-time. This level of scaffolding simultaneously
supports text comprehension, language awareness, and
students’ awareness of the learning strategies they are
applying.
English learners at the Expanding and Bridging levels
of English language proficiency likely require less intensive
linguistic support, but they also need appropriate levels of
scaffolding to fully engage with rich learning. They may
need open sentence frames for articulating their ideas,
paragraph frames for supporting writing, and explicit
vocabulary instruction for using new general academic
words in speaking and writing, for example. English learners
at the Expanding and Bridging levels of English language
proficiency can be expected to provide more detailed textual evidence in their responses, while
students at the Emerging level may communicate the same evidence using fewer details. All students
need varying levels of scaffolding depending on the task, the text, and their familiarity with the
content and the language required to understand and engage in discussion. Figure 5.16 presents a
section of the CA ELD Standards useful for planning instructional support, differentiated by proficiency
level, to help ELs respond to text-dependent questions about complex texts during ELA and integrated
ELD instruction.
Figure 5.16. Using the CA ELD Standards in Integrated ELD
CA ELD Standards, Part I: Interacting in Meaningful WaysEnglish Language Development Level Continuum
Emerging Expanding Bridging- Supporting opinions
a. Support opinions by
expressing appropriate/
accurate reasons using textual
evidence (e.g., referring to
text) or relevant background
knowledge about content,
with substantial support.
11. Supporting opinions
a. Support opinions or
persuade others by expressing
appropriate/accurate reasons
using some textual evidence
(e.g., paraphrasing facts)
or relevant background
knowledge about content,
with moderate support.
11. Supporting opinions
a. Support opinions or
persuade others by expressing
appropriate/accurate reasons
using detailed textual
evidence (e.g., quotations
or specific events from text)
or relevant background
knowledge about content,
with light support.
Designated ELD is a protected time during the regular school day when qualified teachers work
with EL students grouped by similar English proficiency levels. Teachers focus on the critical language
students need to develop in order to be successful in school subjects. Designated ELD time is an
opportunity to help EL students develop the linguistic resources of English they need to engage with,
make meaning from, and create new content in ways that meet the expectations of the CA CCSS
for ELA/Literacy and other content standards. Accordingly, the CA ELD Standards are the primary
standards used during this designated time. However, the content focus is derived from ELA and other
areas of the curricula. The main instructional emphases in designated ELD are the following:
English learners at the
Expanding and Bridging levels
of English language proficiency
can be expected to provide
more detailed textual evidence
in their responses, while
students at the Emerging level
may communicate the same
evidence using fewer details.Grade 4 Chapter 5 | 445