Conventions taught in previous grades are reinforced in this grade, particularly those displayed in
the language progressive skills chart provided by the CDE (2013b, 40), which include the following:
Grade Three- L.3.1f Ensure subject-verb and pronoun-antecedent
agreement. - L.3.3a Choose words and phrases for effect.
Grade Four - L.4.1f Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons. - L.4.1g Correctly use frequently confused words (e.g.,
to/too/two; there/their). - L.4.3a Choose words and phrases to convey ideas
precisely. - L.4.3b Choose punctuation for effect.
Spelling instruction continues (L.5.2e) and is closely aligned with vocabulary instruction in Greek
and Latin affixes and roots (L.5.4b) and with decoding instruction that addresses morphological
components of multisyllabic words (RF.5.3a). See the discussion of spelling in chapter 4 of this
ELA/ELD Framework.
It is critical for teachers of ELs to use the CA ELD Standards as a guide for what they can
reasonably expect their EL students at different English language proficiency levels to be able to do
in terms of language conventions. While the goal for all students is to use English purposefully with
as few errors as possible, students who are learning English as an additional language will likely
make approximations in word choice and grammar that are a normal part of language development.
Teachers should observe their students’ language use carefully and make strategic choices in terms
of the type of feedback they provide students. English learners should receive explicit messages
from teachers and other adults that the classroom environment is a safe place to take risks with
speaking and writing in English and that it is through meaningful interactions with English and others
that language develops. This does not mean that teachers should ignore incorrect grammatical
constructions or vocabulary choices, but that they should provide judicious feedback to students that
is understandable and purposeful and that also leads to greater student autonomy in refining and
revising one’s own language use.
Content Knowledge
In grade five, teachers ensure that the content standards for all
subject matter (e.g., science, social studies, the arts) are addressed
in depth—and, importantly, that every student has access to the
content. They do this by ensuring that all students are present
for content instruction (rather than being removed to receive
special services, for example) and by implementing instructional
approaches that are appropriate for the range of learners. Teachers
recognize the importance of students learning content for its own
sake as well as for its role in literacy and language development.
Because disciplinary texts differ from one another in terms of
presentation of information, language use (including vocabulary,
syntax, and larger text structures), the roles and use of graphics
and images, and so on, teachers provide explicit instruction in how
to make meaning with the texts of different disciplines.
While the goal for all students
is to use English purposefully
with as few errors as possible,
students who are learning
English as an additional
language will likely make
approximations in word
choice and grammar that are
a normal part of language
development.472 | Chapter 5 Grade 5