Standards for language conventions that are new to
the grade span are specified in the grade-level sections.
All students need to develop understandings of certain
elements of standard English conventions since the
conversational or everyday spoken and written English
students use does not necessarily have these features.
(See chapter 9 of this ELA/ELD Framework for more
details.) Students who are ELs, especially at the early
English language proficiency levels, may need to learn
elements of English grammar that native English speakers
(including nonstandard English speakers) typically already
know. Examples include basic verb tenses and aspects
(such as present perfect and past progressive) and
English syntax. Thus, some ELs, particularly those new to
English, may need additional, differentiated instruction in
the English language conventions, integrated into ELA and
other content-area instruction as integrated ELD and also provided as designated ELD. The CA ELD
Standards provide guidance on supporting students at different levels of English language proficiency
to develop both language awareness and skills and abilities to use standard English, with an emphasis
on academic English. Deaf students who use American Sign Language may also need to learn written
English grammar as a new language. They do so through visual means as they do not have access to
spoken English grammar. (See chapter 9 of this framework for details.)
Conventions are taught to all students in the context of
meaningful communication. In the Framework for Success in
Postsecondary Writing teachers are advised to “help students
develop knowledge of conventions by providing opportunities
and guidance for students to write, read, and analyze a variety
of texts from various disciplines and perspectives in order to
- Investigate the logic and implications of different conventions
- Practice different conventions and analyze expectations for and effects on different audiences
- Practice editing and proofreading one’s own writing and explore the implications of editing
choices.. .” (2011, 9)
Students can explore the use of conventions and their impact by - Comparing different types of text, such as poetry, drama, speeches, narratives, arguments, and
informative/explanatory texts - Comparing texts in different registers (i.e., for different purposes and audiences), such as
formal speeches, literature, and articles versus texting, spoken word poetry, and blogging - Analyzing texts written in different time periods
- Analyzing written texts in which the author represents nonstandard varieties of spoken English
using contrastive analysis (e.g., contrasting standard English with English dialects in Mark
Twain’s The Adventures of Tom Sawyer or with African American English or Chicana/Chicano
English used in hip-hop lyrics)
As students write, discuss, and present, they keep in mind the effects of conventions and work to
apply the conventions appropriate for their purposes and audiences.
Students who are ELs, especially
at the early English language
proficiency levels, may need
to learn elements of English
grammar that native English
speakers (including nonstandard
English speakers) typically
already know. Examples include
basic verb tenses and aspects
(such as present perfect and past
progressive) and English syntax.Conventions are taught to
all students in the context of
meaningful communication.530 | Chapter 6 Grades 6 to 8