In reading, children (RL/RI.K–12.4) move from identifying unknown words and phrases in text in
kindergarten and first grade to interpreting figurative and connotative meanings and analyzing the
impact of word choice on meaning and tone in grades six and above. In writing, students employ
language to communicate opinions (W.K–5.1) and arguments (W.6–12.1), to inform and explain
(W.K–12.2), and to narrate events and imagined experiences
(W.K–12.3). In language, vocabulary is the focus of students’
work as they determine the meaning of words and phrases
in text using an increasingly sophisticated array of strategies
(L.K–12.4). Students explore connections between words,
demonstrate understanding of nuances in words, and analyze
word parts (L.K–12.5) as they acquire and use general academic
and domain-specific words and phrases in reading, writing,
speaking, and listening (L.K–12.6). The CA ELD Standards
also draw particular attention to domain-specific and general
academic vocabulary knowledge and usage and their prevalence
in academic contexts.
Some students may be unfamiliar with the language necessary to engage in some school
tasks, such as participating in a debate about a controversial topic, writing an explanation about
how something works in science, taking a stand in a discussion and supporting it with evidence,
comprehending a historical account or a math problem in a textbook, or critiquing a story or novel.
The language used in these tasks varies based on the discipline, topic, mode of communication, and
even the relationships among the people involved in the tasks. Language demands of academic tasks
increase from the early elementary years to secondary schooling; students continuously develop the
facility to interpret and use academic English. Figure 2.12 describes the concept of academic language
in more detail.
Language demands of
academic tasks increase
from the early elementary
years to secondary
schooling; students
continuously develop the
facility to interpret and use
academic English.Essential Considerations Chapter 2 | 79