(RL.9–10.3); representations (RL.9-10.7); perspectives and points of view (SL.9–10.1; SL.11–12.1, 4;
W.9–12.3a); themes and ideas (RL/RI.11–12.2); and interpretations (RL.11–12.7). They are expected
to identify the best explanations (RH.11–12.3) and address
what is most significant (W.11–12.2b; W.9–12.5). They are
asked to resolve ambiguities (RL/RI.11–12.1; RH.11–12.3)
and analyze the impact of authors’ choices (RL.11–12.3) and
how well authors accomplish their purposes (RL/RI.9–12.3,
5, 6). Students now are expected to consider rhetorical
features and effects in reading and listening (RI.9–12.6;
RI.11–12.9, SL.9–12.3) and employ rhetorical devices in
writing and speaking (W.11–12.1f; SL.11–12.4b). They too
are expected to synthesize multiple sources in their reading
and writing (RH.11–12.9; W/WHST.9–12.7) and synthesize
comments, claims, and evidence on all sides of an issue in collaborative discussions (SL.11–12.1). The
depth of knowledge and level of thinking reflected in these grade-level standards are commensurate
with the work that students will do in postsecondary education and careers.
The CA ELD Standards also call for students to advance their language and thinking at these
grade levels in preparation for college and careers. As ELs progress along the ELD continuum, they
are expected to understand and use appropriate registers to express and defend nuanced opinions
(ELD.PI.9–12.3), consider context in adapting language choices (ELD.PI.9–12.4), and address complex
questions and show thoughtful consideration of ideas and arguments (ELD.PI.9–12.5). They also
are asked to analyze the effects of language choices made by writers and speakers (ELD PI.9–12,
Standards 7–8) and make connections and distinctions between ideas and texts based on evidence
as they persuade others (ELD.PI.9–12.11). The complexity of written and spoken texts ELs are asked
to interpret and produce aligns with the academic literacy demands of postsecondary education and
careers. Students who are ELs participate fully in the ELA curriculum and that of other content areas
at the same time as they are learning English as an additional language; some students may be
simultaneously developing literacy and academic skills in languages other than English. 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
framework.)
In addition, and as discussed in chapters 2 and 9 of this ELA/ELD Framework, California takes an
additive stance to language development for all students. This framework views the “non-standard”
dialects of English (such as African American English or
Chicana/Chicano 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.
California’s diverse population includes students with
disabilities. These students also participate in the rigorous
ELA/literacy curriculum. Expectations are high, but
accompanying high expectations are appropriate instruction
(including collaborations among specialists, teachers, and
families) and supports and accommodations that allow for
students’ achievement of the skills and knowledge called for by
the CA CCSS for ELA/Literacy and, as appropriate, the CA ELD
Standards.
The depth of knowledge and
level of thinking reflected in
these grade-level standards
are commensurate with the
work that students will do in
postsecondary education and
careers.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.Grades 9 to 12 Chapter 7 | 665