ELD FRAMEWORK: a guide for good teaching
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The CA CCSS for ELA/Literacy and the CA ELD Standards
recognize the role that complex skills in literacy and language
analysis and applications play across the curricula. The
language arts are used in all content areas to acquire
knowledge and inquiry skills (through reading, listening, and
viewing) as well as present knowledge in a variety of modes
(writing and speaking, incorporating multimedia). Although
presented separately in the CA CCSS for ELA/Literacy, the
strands of reading, writing, speaking and listening, and
language are learned and used by students in an interrelated
fashion. This relationship is made even more visible by the
focus on literacy across the content areas in grades nine
through twelve. The inclusion of the reading and writing
standards for history/social studies, science, and technical
subjects in grades six through twelve in the CA CCSS for
ELA/Literacy underscores this relationship.
Meaning Making:
Writing standards require students to convey meaningful content as they
use evidence from texts they have read to present an argument, explain, and
persuade.
Effective Expression:
Students also wrote informative/explanatory texts by introducing a thesis
statement, using relevant, well- chosen facts in the content areas, using
appropriate organization and varied transitions for clarity and cohesion, and
establishing and maintaining a formal style and objective tone (W/WHST.68.2).
Foundational Skills:
Fluency, which includes accuracy, rate, and prosody, continues to develop as
students engage in wide and extensive reading. Rate of reading varies,
however, as it should, with the text and the task. Fluency is important in that
it supports comprehension. The greater the ease with which students can
identify words accurately, the more cognitive resources they have available to
engage in meaning making.
Language Development:
“they need to apply and adapt language forms and features to express
their own ideas and construct arguments as appropriate to purpose,
audience, and a range of formal and informal academic tasks.”
Content Knowledge:
Literacy and language instruction should occur across the curriculum
(complementing and contributing to content instruction, not
replacing inquiry and other content approaches) based on the CA
CCSS for ELA and Literacy in History/Social Studies, Science, and
Technical Subjects and the CA ELD Standards. Understandings of
disciplinary literacy should guide how teachers approach literacy in
their particular disciplines or subjects.
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Snapshot 5.2 Integrated ELA/Literacy and Science in Grade Four

The students in Mrs. Achebe's class are busying themselves with
selecting "important words" from the trade book they are
reading about volcanoes to support their study of Earth's
features in science. Among the words Jason selects are dormant
and active. He writes them on separate sticky notes he has laid
out in front of him and then returns to the text, reading and
rereading the last three paragraphs of the selection to identify
his final words. Like his classmates, he is searching for ten
important words, that is, words that represent key ideas from
the text the class is reading. After all the students have finalized
their selections, sometimes crossing out early choices and
replacing them with different words, the teacher leads them in
building a histogram at the front of the room. One table group at
a time, they place their sticky notes in columns on the chart
paper, with each column displaying a different word.
ELA/Literacy Vignette
Vignette 5.1 Integrated ELA and Social Studies Instruction in
Grade Four: Writing Biographies
Background:
Mrs. Patel’s class of thirty-two fourth graders write many
different text types during the course of the school year.
Currently, they are in the middle of a unit on writing
biographies from research. At Mrs. Patel’s school, the K-5
teachers have developed a multi-grade scope and sequence for
literary nonfiction writing by focusing on simple recounts of
personal experiences in TK-1, moving into autobiographies in
grades 2-3, and then developing students’ research and writing
skills further in grades 4-5 by focusing on biographies. In the
fifth grade, the students write biographies of community
members they interview, but fourth graders write biographies
on famous Californians who made a positive contribution to
society through their efforts to expand Americans’ civil rights
Vignette 7.2: Designated ELD Instruction in Grade Ten
Analyzing Texts from World History
SELECT ONE SNAPSHOT OR VIGNETTE TO PERUSE
HOW MIGHT THESE BE USEFUL TO TEACHERS?
COACHES?
CURRICULUM LEADERS?
http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp