Implementation Support for the ELA/ELD Framework

Meaning Making

Meaning making is at the heart of ELA/literacy and ELD instruction. Organized by grade level, the selection of resources begins with exemplars from the ELA/ELD Framework. These are supported by a selection of resources from the CDE Web site or other sources, including national entities and local educational agencies in California.

Grade Level: All

Meaning Making with Complex Texts

Highlighted ELA/ELD Framework Resources

• Figure 2.6 Meaning Making as a Reader (PDF)
  Defined on page 70.
• Figure 2.8 Qualitative Dimension of Text Complexity (PDF)
  Refer to page 72.
• Figure 2.10 Strategies for Supporting Learners’ Engagement with Complex Text (PDF)
  Refer to pages 75–76.

CDE Resources

• A Guide for Tracing the Meaning Making Theme (DOC) This guide is intended to support California educators in the use of the components within the ELA/ELD Framework that focus on Meaning Making.
  • Watch a video overview of Guides for Supporting the Five Key Themes in the ELA/ELD Framework (Video; 5:15

External Resources

• Appendix A NGA/CSSO CCSS for ELA/Literacy
• New Research on Text Complexity Revised (PDF) NGA/CSSO
• Determining How Much Background Knowledge to Provide for ELLs Colorín colorado!

 

Comprehension Strategies

Highlighted ELA/ELD Framework Resources

• Figure 2.11 Text-Dependent Questions (PDF)
  Refer to page 77.

External Resources

• Complete Guide to Creating Text-Dependent Questions Achieve the Core
• Understanding Text Dependent Questions Achieve the Core

Grade Level: TK–1

Meaning Making with Complex Texts

Highlighted ELA/ELD Framework Resources

• Figure 2.2 Range of Text Types (PDF)
  Refer to page 56.
• Vignette 3.1 Retelling and Rewriting The Three Little Pigs – ELA/Literacy in TK (PDF)
  Refer to pages 191–195.

External Resources

• Read Aloud Project Achieve the Core
• Close Reading with Emerging Readers (Video; 7:16) San Bernardino City Unified School District

Comprehension Strategies

Highlighted ELA/ELD Framework Resources

• Figure 3.3 Contributors to Meaning Making with Text (PDF)
  Refer to pages 138–139.
• Figure 3.4 Examples of Text Dependent Questions for Mr. Popper’s Penguins (PDF)
  Refer to page 140.
• Snapshot 3.5 David Goes to School– Integrated ELA and Civics in Kindergarten (PDF)
  Refer to page 220.

Grade Level: 2–5

Meaning Making with Complex Texts

Highlighted ELA/ELD Framework Resources

• Figure 5.9 Creating Questions for Close Analytic Reading of Complex Text (PDF)
  Refer to pages 425–426.
• Vignette 4.1 Close Reading of Lilly’s Purple Plastic Purse (Narrative Text) ELA Instruction in Grade Two (PDF)
  Refer to pages 341–345.
• Snapshot 5.8 Close Reading of the Preamble to the Constitution – Integrated ELA/Literacy and History in Grade Five (PDF)
  Refer to pages 480–481.

External Resources

• Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Institute of Educational Sciences
• Analyzing Texts: "Text Talk Time" (Video; 7:00)  See a discussion structure that gives students an opportunity to talk about a text and the teacher to ask questions that challenge and prompt students to cite evidence from the text. Teaching Channel (Posted 14-Aug-2018)

Comprehension Strategies

Highlighted ELA/ELD Framework Resources

• Figure 4.4 Comprehension Strategies and Descriptions (PDF)
  Refer to page 292.
• Snapshot 4.9 Creating a Classroom Constitution – Integrated ELA and History-Social Science in Grade Three (PDF)
  Refer to pages 370–372.

External Resources

• Scaffolds for Critical Thinking (Video: 12:00) Teaching Channel
• Improving Reading Comprehension in Kindergarten Through 3rd Grade Institute of Education Sciences
• Close Reading, Grade 4 (Video: 15:40) Fisher and Frey
• Improving Reading Comprehension in Kindergarten Through 3rd Grade Institute of Educational Sciences
• Increasing ELL Student Reading Comprehension with Non-fiction Text ¡Colorín colorado!

Grade Level: 6–12

Meaning Making with Complex Texts

Highlighted ELA/ELD Framework Resources

• Figure 6.10 Text-Dependent Questions (PDF)
  Refer to page 551.
• Figure 6.18 Five Word Summary Strategy (PDF)
  Refer to page 583.
• Figure 6.26 Procedure for Identifying Main Ideas and Developing a Summary (PDF)
  Refer to pages 618–619.
• Vignette 6.1 "The Making of a Scientist" – Close Reading of a Memoir in ELA in Grade Six (PDF)
  Refer to pages 568–575.
• Figure 7.4 Questioning Culture Conditions (PDF)
  Refer to page 677.
• Snapshot 7.6 Reading Like a Scientist – Integrated ELA/Literacy and ELD in Grade Twelve (PDF)
  Refer to pages 770–771.
• Figure 7.17 Examples of Queries in Questioning the Author (PDF)
  Refer to page 725.

External Resources

• Asking Questions (Video; 18:55) Annenberg Learner
• The Art of Questioning (Video: 4:46) Teaching Channel
• Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Institute of Educational Sciences
• Reading and Thinking Like Scientists (Video; 6:46) Strategies for making meaning from complex scientific text – EL Education

Comprehension Strategies

Highlighted ELA/ELD Framework Resources

• Figure 7.6 What Good Readers Do When They Read (PDF)
  Refer to page 679.
• Figure 7.7 Key Dimensions of Support for Reading Development (PDF)
  Refer to page 680.
• Snapshot 6.10 Analysis of Primary Texts by Frederick Douglass – Designated ELD Connected to History/Social Studies in Grade Eight (PDF)
  Refer to pages 627–630.
• Vignette 7.3 Reading, Analyzing, and Discussing Complex Texts in American Literacy – Integrated ELA/Literacy, ELD, and History in Grade Eleven (PDF)
  Refer to pages 792–803.

External Resources

• Dramatic Tableaux (Video; 18:55) Annenberg Learner
• Strategies for Student-Centered Discussion (Video; 6:56) Teaching Channel

Effective Expression

Effective expression is essential for students to effectively communicate their understanding and thinking. Organized by grade level, the selection of resources begins with exemplars from the ELA/ELD Framework. These are supported by a selection of resources from the CDE Web site or other sources, including national entities and local educational agencies in California.

Grade Level: All

Highlighted ELA/ELD Framework Resources

• Figure 2.15 Structures for Engaging All Students in Academic Conversations (PDF)
  Refer to pages 86–87.

CDE Resources

• A Guide for Tracing the Effective Expression Theme (DOC) This guide is intended to support California educators in the use of the components within the ELA/ELD Framework that focus on Effective Expression.
  • Watch a video overview of Guides for Supporting the Five Key Themes in the ELA/ELD Framework (Video; 5:15)

External Resources

• Appendix C: Samples of Students Writing Achieve the Core
• Open-ended Questions to Encourage Conversation (Video; 3:20) Teaching Channel
• Green Lights & Red Flags positive practices and challenges in ELA (PDF), ELD (PDF) , Tulare County Office of Education
• How do I promote writing in any content area that I teach? A collection of blog posts and videos with an English learner emphasis. Teaching Channel

Grade Level: TK–1

Writing

Highlighted ELA/ELD Framework Resources

• Figure 3.23 Kindergarten Writing Sample (PDF)
  Refer to page 209.
• Figure 3.29 Grade One Writing Sample (PDF)
  Refer to pages 243–244.

External Resources

• Dual Language Learners: Developing Literacy (Video; 4:08) Teaching Channel

Discussing

Highlighted ELA/ELD Framework Resources

• Figure 3.30 Questions and Sentence Starters to Promote Responses to and Building on the Comments of Others (PDF)
  Refer to page 245.

External Resources

• Effective Literacy and English Language Instruction for English Learners in the Elementary Grades Institute of Educational Sciences

Grade Level: 2–5

Writing

Highlighted ELA/ELD Framework Resources

• Figure 4.14 Grade Two Writing Sample (PDF)
  Refer to page 323.
• Figure 4.24 Grade Three Writing Sample (PDF)
  Refer to pages 356–358.
• Figure 5.11 Grade Four Writing Sample (PDF)
  Refer to pages 431–432.
• Figure 5.20 Grade Five Writing Sample (PDF)
  Refer to pages 468–469.
• Figure 5.6 Components of the Writing Process (PDF)
  Refer to page 408.
• Figure 6.5 Elements of Effective Adolescent Writing Instruction (PDF)
  Refer to page 524.

External Resources

• Using ELD Strategies to Support Content Area Writing (Video; 11:02) San Bernardino City Schools
• Narrative Writing Strategies for Second Grade Students (Video; 7:16) San Bernardino City Schools

Discussing

Highlighted ELA/ELD Framework Resources

• Figure 5.12 Discussant Roles in Literature Circles (PDF)
  Refer to pages 433–434.
• Snapshot 4.6 Sharing Powerful Passages from Ninth Ward – Integrated ELA in Grade Three (PDF)
  Refer to pages 366–367.
• Vignette 5.1 Writing Biographies – Integrated Social Studies Instruction in Grade Four (PDF)
  Refer to pages 452–457.

External Resources

• Listening & Speaking: Formative Assessment (Video; 3:41) Teaching Channel
• Socratic Seminars Strategies for the Second Grade Classroom (Video; 8:39) San Bernardino City Schools
• Rising to the Challenge with Literature Circles (Video; 9:04) Teaching Channel

Presenting

Highlighted ELA/ELD Framework Resources

• Snapshot 4.1 Understanding Erosion – Integrated ELA and Science in Grade Two (PDF)
  Refer to page 331.
• Snapshot 4.7 Biography Tableaux of American Heroes – Integrated ELA/History-Social Science, and Theatre in Grade Three (PDF)
  Refer to pages 367–368.

Using Language Conventions

Highlighted ELA/ELD Framework Resources

• Figure 4.7 Language Conventions Learned in Prior Grades and Maintained in the Second- and Third-Grade Span (PDF)
  Refer to page 303.
• Figure 4.8 Stages of Spelling Development (PDF)
  Refer to page 305.
• Figure 4.15 Language Conventions in Grade Two (PDF)
  Refer to page 324.
• Figure 4.25 Language Conventions in Grade Three (PDF)
  Refer to page 360.
• Figure 5.13 Language Conventions in Grade Four (PDF)
  Refer to page 436.
• Figure 5.21 Language Conventions in Grade Five (PDF)
  Refer to page 471.

Grade Level: 6–12

Writing

Highlighted ELA/ELD Framework Resources

• Snapshot 6.3 Choosing and Defending a Unit of Data Analysis – Integrated Literacy and Mathematics Lesson in Grade Six (PDF)
  Refer to pages 554–555.
• Figure 6.11 Grade Six Writing Sample (PDF)
  Refer to pages 556–558.
• Figure 6.19 Grade Seven Writing Sample (PDF)
  Refer to pages 590–592.
• Figure 6.29 Grade Eight Writing Sample (PDF)
  Refer to pages 624–626.
• Figure 7.8 Components of the Framework for Success in Postsecondary Writing (PDF)
  Refer to page 688.
• Figure 7.18 Grade Ten Writing Sample (PDF)
  Refer to pages 728–730.
• Snapshot 7.7 Paraphrasing Textual Evidence to Support Argumentative Writing – Integrated ELA and ELD in Grade Eleven (PDF)
  Refer to pages 773–774.
• Figure 7.25 Grade Twelve Writing Sample (PDF)
  Refer to pages 775–777.
• Figure 7.26 PAPA Square (PDF) (Purpose, Audience, Argument, and Persona)

External Resources

• Persuasion Across Time and Space: Analyzing and Producing Persuasive Texts Understanding Language Initiative
• Teaching Secondary Students to Write Effectively Institute of Educational Sciences
• Teaching Students to Examine Craft Moves and Author’s intent in Mentor Persuasive Essay in Order to Support Revision (5-8) (Video; 14:09) A middle school teacher models providing feedback to students on their writing, monitoring their discussions, and using specific questions to prompt further consideration of features in written work. Teachers College Reading and Writing Project (Posted 14-Aug-2018)
• Assessing Endings to Persuasive Essays in Order to Clarify Expectations and Inform Essay Revisions (5-8) (Video; 10:14) A middle school teacher models how to structure a discussion in which students evaluate the strength of concluding paragraphs in persuasive essays and provide targeted feedback to students to prompt specific revisions to their writing. Teachers College Reading and Writing Project (Posted 14-Aug-2018)

Discussing

Highlighted ELA/ELD Framework Resources

• Figure 6.12 Small-Group Roles for Nonfiction Discussion (PDF)
  Refer to pages 559–561.
• Figure 6.20 Sentence Starters (PDF)
  Refer to page 592.
• Snapshot 6.10 Analysis of Primary Texts by Frederick Douglass – Designated ELD Connected to History/Social Science in Grade Eight (PDF)
  Refer to pages 627–630.
• Figure 7.9 Overview of Dialogic Instruction (PDF)
  Refer to page 692.
• Figure 7.19 Preparing an Effective Socratic Seminar (PDF)
  Refer to page 731.
• Snapshot 7.2 Socratic Seminar – Integrated History and ELA/Literacy in Grade Ten (PDF)
  Refer to page 732.
• Snapshot 7.8 Invisible Man: Cultivating Conversations About Literacy – ELA in Grade Twelve (PDF)
  Refer to pages 778–780.
• Snapshot 7.9 Why Vote? Integrated ELA/Literacy, History, and Civic Learning in Grade Twelve (PDF)
  Refer to pages 780–781.

External Resources

• Conver-Stations: A Discussion Strategy (Video; 3:20) Teaching Channel
• Improving Adolescent Literacy: Effective Classroom and Intervention Practices Recommendation 3, Institute of Education Sciences
• Scaffolding for Socratic Seminar (Video; 10:26) Teaching Channel

Presenting

Highlighted ELA/ELD Framework Resources

• Snapshot 6.7 Poets in Society – Spoken Word Poetry and Youth Literacy – Integrated ELA and Performing Arts in Grade Seven (PDF)
  Refer to pages 593–595.
• Snapshot 7.3 Using Mock Trials to Construct Arguments – Integrated ELA/Literacy and Civic Learning in Grade Ten (PDF)
  Refer to page 733.
• Snapshot 7.10 Debating Challenging Topics: Race, Religion, and Income – Integrated ELA/Literacy, ELD, and Civics in Grade Twelve (PDF)
  Refer to pages 782–783.
• Vignette 6.6 Becoming Skillful Debaters – Designated ELD Instruction in Grade Eight (PDF)
  Refer to pages 648–654.
  

Using Language Conventions

Highlighted ELA/ELD Framework Resources

• Figure 6.8 Language Standards That May Need Continued Attention Through Middle School (PDF)
  Refer to page 529.
• Figure 7.10 Language Standards That May Need Continued Attention Through High School (PDF)
  Refer to page 696.

Language Development

Language development is at the core of the California ELA/Literacy strands—Reading, Writing, Speaking and Listening, and Language. Organized by grade level, the selection of resources begins with exemplars from the ELA/ELD Framework. These are supported by a selection of resources from the CDE Web site or other sources, including national entities and local educational agencies in California.

Grade Level: All

Highlighted ELA/ELD Framework Resources

• Figure 2.15 Structures for Engaging All Students in Academic Conversations (PDF)
  Refer to pages 86–87.

CDE Resources

• A Guide for Tracing the Language Development Theme (DOC) This guide is intended to support California educators in the use of the components within the ELA/ELD Framework that focus on Language Development.
  • Watch a video overview of Guides for Supporting the Five Key Themes in the ELA/ELD Framework (Video; 5:15)

External Resources

• Appendix C: Samples of Students Writing Achieve the Core
• Open-ended Questions to Encourage Conversation (Video; 3:20) Teaching Channel
• Green Lights & Red Flags positive practices and challenges in ELA (PDF), ELD (PDF), Tulare County Office of Education
• How do I promote writing in any content area that I teach? A collection of blog posts and videos with an English learner emphasis. Teaching Channel
  

Grade Level: TK–1

Writing

Highlighted ELA/ELD Framework Resources

• Figure 3.23 Kindergarten Writing Sample (PDF)
  Refer to page 209.
• Figure 3.29 Grade One Writing Sample (PDF)
  Refer to pages 243–244.

External Resources

• Dual Language Learners: Developing Literacy (Video; 4:08) Teaching Channel

Discussing

Highlighted ELA/ELD Framework Resources

• Figure 3.30 Questions and Sentence Starters to Promote Responses to and Building on the Comments of Others (PDF)
  Refer to page 245.

External Resources

• Effective Literacy and English Language Instruction for English Learners in the Elementary Grades Institute of Educational Sciences

Grade Level: 2–5

Writing

Highlighted ELA/ELD Framework Resources

• Figure 4.14 Grade Two Writing Sample (PDF)
  Refer to page 323.
• Figure 4.24 Grade Three Writing Sample (PDF)
  Refer to pages 356–358.
• Figure 5.11 Grade Four Writing Sample (PDF)
  Refer to pages 431–432.
• Figure 5.20 Grade Five Writing Sample (PDF)
  Refer to pages 468–469.
• Figure 5.6 Components of the Writing Process (PDF)
  Refer to page 408.
• Figure 6.5 Elements of Effective Adolescent Writing Instruction (PDF)
  Refer to page 524.

External Resources

• Using ELD Strategies to Support Content Area Writing (Video; 11:02) San Bernardino City Schools
• Narrative Writing Strategies for Second Grade Students (Video; 7:16) San Bernardino City Schools

Discussing

Highlighted ELA/ELD Framework Resources

• Figure 5.12 Discussant Roles in Literature Circles (PDF)
  Refer to pages 433–434.
• Snapshot 4.6 Sharing Powerful Passages from Ninth Ward– Integrated ELA in Grade Three (PDF)
  Refer to pages 366–367.
• Vignette 5.1 Writing Biographies – Integrated Social Studies Instruction in Grade Four (PDF)
  Refer to pages 452–457.

External Resources

• Listening & Speaking: Formative Assessment (Video; 3:41) Teaching Channel
• Socratic Seminars Strategies for the Second Grade Classroom (Video; 8:39) San Bernardino City Schools
• Rising to the Challenge with Literature Circles (Video; 9:04) Teaching Channel

Presenting

Highlighted ELA/ELD Framework Resources

• Snapshot 4.1 Understanding Erosion – Integrated ELA and Science in Grade Two (PDF)
  Refer to page 331.
• Snapshot 4.7 Biography Tableaux of American Heroes – Integrated ELA/History-Social Science, and Theatre in Grade Three (PDF)
  Refer to pages 367–368.

Using Language Conventions

Highlighted ELA/ELD Framework Resources

• Figure 4.7 Language Conventions Learned in Prior Grades and Maintained in the Second- and Third-Grade Span (PDF)
  Refer to page 303.
• Figure 4.8 Stages of Spelling Development (PDF)
  Refer to page 305.
• Figure 4.15 Language Conventions in Grade Two (PDF)
  Refer to page 324.
• Figure 4.25 Language Conventions in Grade Three (PDF)
  Refer to page 360.
• Figure 5.13 Language Conventions in Grade Four (PDF)
  Refer to page 436.
• Figure 5.21 Language Conventions in Grade Five (PDF)
  Refer to page 471.

Grade Level: 6–12

Writing

Highlighted ELA/ELD Framework Resources

• Snapshot 6.3 Choosing and Defending a Unit of Data Analysis – Integrated Literacy and Mathematics Lesson in Grade Six (PDF)
  Refer to pages 554–555.
• Figure 6.11 Grade Six Writing Sample (PDF)
  Refer to pages 556–558.
• Figure 6.19 Grade Seven Writing Sample (PDF)
  Refer to pages 590–592.
• Figure 6.29 Grade Eight Writing Sample (PDF)
  Refer to pages 624–626.
• Figure 7.8 Components of theFramework for Success in Postsecondary Writing (PDF)
  Refer to page 688.
• Figure 7.18 Grade Ten Writing Sample (PDF)
  Refer to pages 728–730.
• Snapshot 7.7 Paraphrasing Textual Evidence to Support Argumentative Writing – Integrated ELA and ELD in Grade Eleven (PDF)
  Refer to pages 773–774.
• Figure 7.25 Grade Twelve Writing Sample (PDF)
  Refer to pages 775–777.
• Figure 7.26 PAPA Square (PDF) (Purpose, Audience, Argument, and Persona)

External Resources

• Teaching Secondary Students to Write Effectively Institute of Educational Sciences

Discussing

Highlighted ELA/ELD Framework Resources

• Figure 6.12 Small-Group Roles for Nonfiction Discussion (PDF)
  Refer to pages 559–561.
• Figure 6.20 Sentence Starters (PDF)
  Refer to page 592.
• Snapshot 6.10 Analysis of Primary Texts by Frederick Douglass – Designated ELD Connected to History/Social Science in Grade Eight (PDF)
  Refer to pages 627–630.
• Figure 7.9 Overview of Dialogic Instruction (PDF)
  Refer to page 692.
• Figure 7.19 Preparing an Effective Socratic Seminar (PDF)
  Refer to page 731.
• Snapshot 7.2 Socratic Seminar – Integrated History and ELA/Literacy in Grade Ten (PDF)
  Refer to page 732.
• Snapshot 7.8 Invisible Man:Cultivating Conversations About Literacy – ELA in Grade Twelve (PDF)
  Refer to pages 778–780.
• Snapshot 7.9 Why Vote? Integrated ELA/Literacy, History, and Civic Learning in Grade Twelve (PDF)
  Refer to pages 780–781.

External Resources

• Conver-Stations: A Discussion Strategy (Video; 3:20) Teaching Channel
• Improving Adolescent Literacy: Effective Classroom and Intervention Practices Recommendation 3, Institute of Education Sciences
• Scaffolding for Socratic Seminar (Video; 10:26) Teaching Channel

Presenting

Highlighted ELA/ELD Framework Resources

• Snapshot 6.7 Poets in Society – Spoken Word Poetry and Youth Literacy – Integrated ELA and Performing Arts in Grade Seven (PDF)
  Refer to pages 593–595.
• Snapshot 7.3 Using Mock Trials to Construct Arguments – Integrated ELA/Literacy and Civic Learning in Grade Ten (PDF)
  Refer to page 733.
• Snapshot 7.10 Debating Challenging Topics: Race, Religion, and Income – Integrated ELA/Literacy, ELD, and Civics in Grade Twelve (PDF)
  Refer to pages 782–783.
• Vignette 6.6 Becoming Skillful Debaters – Designated ELD Instruction in Grade Eight (PDF)
  Refer to pages 648–654.
  

Using Language Conventions

Highlighted ELA/ELD Framework Resources

• Figure 6.8 Language Standards That May Need Continued Attention Through Middle School (PDF)
  Refer to page 529.
• Figure 7.10 Language Standards That May Need Continued Attention Through High School (PDF)
  Refer to page 696.

Content Knowledge

Content knowledge is vital for students to successfully acquire, construct, and convey knowledge. Organized by grade level, the selection of resources begins with exemplars from the ELA/ELD Framework. These are supported by a selection of resources from the CDE Web site or other sources, including national entities and local educational agencies in California.

Grade Level: All

CDE Resources

• A Guide for Tracing the Content Knowledge Theme (DOC) This guide is intended to support California educators in the use of the components within the ELA/ELD Framework that focus on Content Knowledge.
  • Watch a video overview of Guides for Supporting the Five Key Themes in the ELA/ELD Framework (Video; 5:15)

External Resources

• The Challenges of Science Texts Strategic Education Research Partnership: Reading to Learn in Science
• Strategies for the Classroom Strategic Education Research Partnership: Reading to Learn in Science
• Language Objectives: The Key to Effective Content Area Instruction for English Learners ¡Colorín colorado!
• What does language-rich, content-based instruction look like for ELLs? A collection of blog posts and videos. Teaching Channel
• How do I promote writing in any content area that I teach? A collection of blog posts and videos with an English learner emphasis. Teaching Channel
• Unlocking Learning: Science as a Lever for English Learner Equity This report includes a video (Video; 55:05) The Education Trust—West

Grade Level: TK–1

Engaging with Informational Text

Highlighted ELA/ELD Framework Resources

• Figure 3.15 Ensuring Young Children’s Access to Informational Text (PDF)
  Refer to pages 178–179.

Grade Level: 2–5

Engaging with Informational Text

Highlighted ELA/ELD Framework Resources

• Figure 4.17 Books Related to Animals and Their Habitats (PDF)
  Refer to page 326.
• Figure 4.26 Books Related to Social Studies for Grade Three (PDF)
  Refer to page 361.
• Figure 5.14 Texts on Earth Systems (PDF)
  Refer to page 438.
• Figure 5.22 Books Related to the American Revolution (PDF)
  Refer to page 473.

External Resources

• Informational Texts: Reading for Inquiry (Video; 8:23) Grade 2, Teaching Channel
• Analyzing Text: Overview of a Lesson Series (Video; 4:48) Grade 5, Teaching Channel
• Strategies for Vocabulary Instruction (Video; 8:44) See how science teachers can support students in building their knowledge of science vocabulary and using scientific terms meaningfully in discussions and in writing. American Museum of Natural History (Posted 14-Aug-2018)

Engaging in Research

External Resources

• Doing Internet Research at the Elementary Level Edutopia

Grade Level: 6–12

Disciplinary Literacy

Highlighted ELA/ELD Framework Resources

• Figure 6.7 Advanced Literacy in Four Disciplines (PDF)
  Refer to pages 532 & 699.
• Figure 7.12 Student Goals for Building Knowledge of the Disciplines (PDF)
  Refer to pages 700–701.

External Resources

• Teacher's Guides and Analysis Tool Library of Congress
• Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Institute of Educational Sciences
• Interactive Reading Guides (Video; 5:54) This strategy is an effective way for teachers to provide support for students’ reading complex science content through peerinteraction. American Museum of Natural History

Engaging with Literature & Informational Text

Highlighted ELA/ELD Framework Resources

• Snapshot 6.4 River Systems in Egypt, Mesopotamia, and India – Integrated ELA/Literacy and World History Lesson in Grade Six (PDF)
  Refer to pages 563–564.
• Figure 7.13 Samples of Paired Literary and Informational Texts (PDF)
  Refer to pages 706–708.
• Snapshot 7.12 Understanding War-Making Powers – Integrated ELA/Literacy and History-Social Science/Civics in Grade Twelve (PDF)
  Refer to pages 786–787.

External Resources

• Reading and Thinking Like Scientists (Video; 6:46) Strategies for making meaning from complex scientific text – EL Education
• Paraphrasing in Science (Video; 9:22) Paraphrasing effectively is a skill students can use to monitor their own comprehension as they read science text. American Museum of Natural History (Posted 14-Aug-2018)
• Summarizing in Science  (Video; 7:50) Summarizing, or determining importance while reading a text, is essential for high-level comprehension of complex science material. American Museum of Natural History (Posted 14-Aug-2018)
• Reframing Reading as an Inquiry Practice of Science (Video; 5:28) See how a science teacher models her reading processes on a science text, then has students emulate how she reads and poses questions. WestEd (Posted 14-Aug-2018)
• Writing a Scientific Explanation Using the Explanation Tool (Video; 8:23) Students in science classrooms make sense of natural phenomena and develop explanations for those phenomena based on empirical and observed evidence, along with scientific reasoning. American Museum of Natural History (Posted 14-Aug-2018)
• Literacy in Physics: Reading a Primary Source (Video; 6:30) See how a teacher guides students in analyzing a journal article, a primary source of literature. Teaching Channel (Posted 14-Aug-2018)

Engaging in Research

Highlighted ELA/ELD Framework Resources

• Snapshot 7.11 Using a Graphic Organizer – Integrated ELA/Literacy and Economics in Grade Twelve (PDF)
  Refer to pages 784–785.

Foundational Skills

Foundational skills of literacy—print concepts, phonological awareness, phonics and word recognition, and fluency—are crucial for achieving literacy. Organized by grade level, the selection of resources begins with exemplars from the ELA/ELD Framework. These are supported by a selection of resources from the CDE Web site or other sources, including national entities and local educational agencies in California.

Grade Level: All

CDE Resources

• A Guide for Tracing the Foundational Skills Theme (DOC) This guide is intended to support California educators in the use of the components within the ELA/ELD Framework that focus on Foundational Skills.
  • Watch a video overview of Guides for Supporting the Five Key Themes in the ELA/ELD Framework (Video; 5:15)
• Foundational Skills of the CA CCSS for ELA/Literacy (PDF), ELA/ELD Framework White Paper

External Resources

• Classroom Strategies for Reading (Includes print awareness, phonological awareness, phonics, and fluency) Reading Rockets
• Reading 101 for English Language Learners ¡Colorín colorado!
• Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades Institute of Education Sciences
• Students with Interrupted Formal Education ¡Colorín colorado!
• Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice WestEd

Grade Level: TK–1

Print Concepts/ Phonological Awareness

Highlighted ELA/ELD Framework Resources

• Figure 3.8 Phonological Units of Speech (PDF)
  Refer to page 153.
• Figure 3.9 English Phonemes (PDF)
  Refer to page 154.
• Figure 3.24 Kindergarten Standards in Phonological Awareness with Examples (PDF)
  Refer to pages 214–215.
• Figure 3.31 Grade One Standards in Phonological Awareness with Examples (PDF)
  Refer to page 248.

External Resources

• C-V-C Phonemic Awareness (Video; 5:46) Teaching Channel
• Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade Institute of Educational Sciences

Phonics & Word Recognition

Highlighted ELA/ELD Framework Resources

• Figure 3.10 Phonics and Word Recognition Terminology, Including Morphology (PDF)
  Refer to pages 157–158.
• Figure 3.25 Kindergarten Standards in Phonics and Word Recognition with Examples (PDF)
  Refer to page 216.
• Figure 3.33 Grade One Standards in Phonics and Word Recognition with Examples (PDF)
  Refer to page 252.
• Figure 3.34 Blending Sounds in Printed Words in Grade One (PDF)
  Refer to pages 253–254.

Fluency

Highlighted ELA/ELD Framework Resources

• Figure 3.7 Independence with Code (PDF)
  Refer to pages 151–152.

Foundational Skills for ELs

Highlighted ELA/ELD Framework Resources

• Figure 3.11 Foundational Literacy Skills for ELs in the Transitional Kindergarten through Grade One Span (PDF)
  Refer to pages 163–164.

Grade Level: 2–5

Phonics & Word Recognition

Highlighted ELA/ELD Framework Resources

• Figure 4.11 English Syllable Types (PDF)
  Refer to page 312.
• Figure 4.18 Grade Two Standards in Phonics and Word Analysis Skills with Examples (PDF)
  Refer to page 327.
• Figure 4.27 Grade Three Standards in Phonics and Word Analysis Skills with Examples (PDF)
  Refer to pages 363–364.

External Resources

• Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade Institute of Educational Sciences

Fluency

Highlighted ELA/ELD Framework Resources

• Figure 4.19 Mean Oral Reading Rate of Grade Two Students (PDF)
  Refer to page 329.
• Figure 4.29 Mean Oral Reading Rate of Grade Three Students (PDF)
  Refer to page 365.
• Figure 5.15 Mean Oral Reading Rate of Grade Four Students (PDF)
  Refer to page 440.
• Figure 5.23 Mean Oral Reading Rate of Grade Five Students (PDF)
  Refer to page 474.

External Resources

• Reading Fluency blog series, Achieve the Core

Foundational Skills for ELs

Highlighted ELA/ELD Framework Resources

• Figure 4.12 Foundational Literacy Skills for ELs in Grades Two and Three (PDF)
  Refer to pages 314–315.
• Figure 5.7 Foundational Literacy Skills for ELs in Grades Four and Five (PDF)
  Refer to pages 420–421.

Grade Level: 6–12

Fluency

Highlighted ELA/ELD Framework Resources

• Figure 6.21 Mean Oral Reading Rate of Grade Seven Students (PDF)
  Refer to page 597.
• Figure 6.29 Mean Oral Reading Rate of Grade Eight Students (PDF)
  Refer to page 634.

External Resources

• Fluency Resources Achieve the Core

Foundational Skills for English Learners

Highlighted ELA/ELD Framework Resources

• Figure 6.8 Foundational Literacy Skills for ELs in Grades Six through Eight (PDF)
  Refer to pages 540–541.
• Figure 7.15 Foundational Literacy Skills for ELs in Grades Nine through Twelve (PDF)
  Refer to pages 714–715.

English Learner Support

English learners (ELs) are expected to become proficient in academic English and learn the same rigorous academic content required of all students in California. To succeed, ELs require specialized instructional support for academic language development in core content courses (integrated ELD) and specialized support (designated ELD) for English language development. Organized by area of focus and grade level, the selection of resources begins with exemplars from the ELA/ELD Framework. These are supported by a selection of resources from the CDE Web site or other sources, including national entities and local educational agencies in California.

Supporting All English Learner Students

Grade Level: All

Highlighted ELA/ELD Framework Resources

• Figure I.2. Values for Educating English Learners (PDF)
  Refer to page 11.
• Figure 2.10 Strategies for Supporting Learners’ Engagement with Complex Text (PDF)
  Refer to pages 75–76.
• Figure 2.15 Structures for Engaging All Students in Academic Conversations (PDF)
  Refer to pages 86–87.
• Figure 2.16 Framing Questions for Lesson Planning (PDF)
  Refer to page 98.

CDE Resources

• A Guide to Resources with an English Learner Emphasis (DOC; 2MB) This guide is intended to support California educators in the use of the components within the ELA/ELD Framework that focus on meeting the needs of English learners.
  • Watch a video overview of A Guide to Resources with an English Learner Emphasis (Video: 6:14)
• English Learner Roadmap – a resource guide that informs policy regarding English learners.
• Foundations in English-Language Development (PDF) California Preschool Learning Foundations, Volume 1
  Refer to pages 103–136.
• Preschool English Learners Resource Guide (PDF)
• Competency Area: Dual-Language Development (PDF) California Early Childhood Educator Competencies
  Refer to pages 45–50.
• Watch a related video of Dual-Language Development (Video; 20:52)

External Resources

• Unlocking Learning: Science as a Lever for English Learner Equity
• Green Lights & Red Flags (PDF) – Positive practices and challenges in ELA (PDF), ELD (PDF), Tulare County Office of Education
• ELD and ELA Standards Correspondence Matrices The Correspondence Matrices provide a visual map of the correspondences and interconnected nature between the English Language Development Standards and English Language Arts Standards for each strand in grades kindergarten through twelve. – Sacramento County Office of Education
• The Majority Report: Supporting the Success of Latino Students in California (PDF) This concise report addresses priorities in ELA/ELD Framework and includes examples of practices throughout for addressing the diverse needs within the Pre-K–12 Latino student population. The Education Trust—West

Providing Integrated and Designated ELD

Grade Level: All

Highlighted ELA/ELD Framework Resources

• Integrated ELD (PDF)
  Refer to pages 108–114.
• Designated ELD (PDF)
  Refer to pages 115–119.

CDE Resources

• Snapshot Collection of the ELA/ELD Framework (PDF) Find glimpses of Integrated and Designated ELD instruction.
• Vignette Collection of the ELA/ELD Framework (PDF) Find glimpses of Integrated and Designated ELD instruction.

External Resources

• Unlocking Learning: Science as a Lever for English Learner Equity Pertinent to Integrated ELD.
• How do I promote writing in any content area that I teach? A collection of blog posts and videos with an English learner emphasis. Teaching Channel
• What does language-rich, content-based instruction look like for ELLs? A collection of blog posts and videos. Teaching Channel
• English Learner Toolkit of Strategies This toolkit, developed by members of the Curriculum and Instruction Steering Committee (CISC) English Language Arts/English Language Development Subcommittee Workgroup, is designed to provide K-12 educators with high leverage strategies to increase the English language proficiency of their English learners.
• Collection of ELD Strategies (PDF) A collection of ELD Strategies, adapted from the California ELA/ELD Framework by the Common Core Connect team. Tulare County Office of Education
  
  

Grade Level: TK–1

Highlighted ELA/ELD Framework Resources

• English Language Development in the Grade Span (PDF)
  Refer to page 166.

External Resources

• Fact or Opinion: An Integrated ELD Lesson (Video; 9:01) Teaching Channel
• Just the Facts: A Social Studies Lesson (Video; 10:42) Integrated ELD, Teaching Channel
• Using the ELD Portfolio to Guide Instruction and Monitor Progress (Video; 5:15)Grade 1, San Bernardino Unified School District

Grade Level: 2–5

Highlighted ELA/ELD Framework Resources

• English Language Development in the Grade Span – Grades 2–3 (PDF)
  Refer to page 166.
• English Language Development in the Grade Span – Grades 4–5 (PDF)
  Refer to page 422.

External Resources

• Making a Claim About Variation (Video; 9:02) Designated ELD – Teaching Channel
• Finding Variations in Living Organisms (Video; 10:06) Integrated ELD – Teaching Channel
• Setting Up Designated ELD (Video; 10:28) Grade 2: Managing small groups, Laurie Olsen – The Sobrato Family Foundation
• Integrated and Designated ELD (Video; 11:40) Grade 2, Laurie Olsen – The Sobrato Family Foundation
• Integrating ELD Instruction Using The Text Reconstruction Strategy (Video; 10:11) Grade 2, San Bernardino Unified School District
• Integrating ELD In An Inquiry-Based Lab (Video; 8:14) Grade 5, San Bernardino Unified School District

Grade Level: 6–12

Highlighted ELA/ELD Framework Resources

• English Language Development in Middle School (PDF)
  Refer to pages 543–547.
• English Language Development in High School (PDF)
  Refer to pages 718–722.
• Snapshot 8.3. Formative Assessment with Secondary EL Newcomers (PDF)
  Refer to page 834.

External Resources

• Foundational Literacy Skills with Newcomers (Video; 11:28) Pertinent to Integrated ELD – Teaching Channel
• Lit Circles: Fostering Heterogeneous Collaboration (Video; 11:47) Applying the California ELD with newcomer students – Teaching Channel
• Interacting with Complex Texts: Scaffolding Meaning Making (Video; 6:51) A video with an English learner emphasis – Teaching Channel
• Implementing Claims, Evidence & Reasoning Into Science Activities That Support Language Development (Video; 4:55) Grade 7, San Bernardino Unified School District
• Integrating ELD In An Inquiry-Based Lab (Video; 8:14) Grade 5, San Bernardino Unified School District

Supporting Long Term English Learners

Grade Level: All

Highlighted ELA/ELD Framework Resources

• Figure 9.2. California Education Code Definition of Long-Term English Learner (PDF)
  Refer to page 890.

External Resources

• Supporting Long Term English Learner Students in Mastering Academic English: A Framework for Success (Video; 59:47) WestEd
• Long-term English Learner Students: Spotlight on an Overlooked Population (PDF) WestEd
• Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners (PDF) Laurie Olsen, Californians Together
• Secondary School Courses Designed to Address the Language Needs and Academic Gaps of Long Term English Learners (PDF) Laurie Olsen, Californians Together

Supporting English Learners with Learning Disabilities

Grade Level: All

Highlighted ELA/ELD Framework Resources

• Supporting Students Strategically in TK–1 (PDF)
  Refer to page 164.
• Supporting Students Strategically in 2–3 (PDF)
  Refer to page 315.
• Supporting Students Strategically in 4–5 (PDF)
  Refer to page 421.
• Supporting Students Strategically in 6–8 (PDF)
  Refer to page 541.
• Supporting Students Strategically in 9–12 (PDF)
  Refer to page 715.

CDE Resources

• Supporting English Learners with Disabilities Symposium Find videos of presentations, along with related documents, from a May 3, 2016 event hosted by the California Department of Education.

External Resources

• Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities (PDF) Center on Instruction
• Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice WestEd
• When an English Learner Struggles Academically: Telling the Difference Between Second Language Acquisition and a Possible Learning Disability (Video; 61:00) WestEd
• Meeting the Needs of ELs with Disabilities in Your State: Making EL Exit Decisions (PDF) This brief highlights the numbers and characteristics of ELs with disabilities and current decision-making processes for exiting these students from EL services.

Using Formative Assessment to Support English Learners

Grade Level: All

Highlighted ELA/ELD Framework Resources

• Figure I.2. Values for Educating English Learners – Evaluating Progress Appropriately (PDF)
  Refer to page 11.
• Assessing ELD Progress in Writing (PDF)
  Refer to page 851.
• Assessing ELD Progress in Oral Language (PDF)
  Refer to page 856.
• Snapshot 8.3. Formative Assessment with Secondary EL Newcomers (PDF)
  Refer to page 834.
• English Language Proficiency Assessments (PDF)
  Refer to pages 866–867.
• Figure 8.11. ELPAC Conceptual Model (PDF)

External Resources

• Discerning — and Fostering — What English Learners Can Do With Language: Guidance on Gathering and Interpreting Complementary Evidence of Classroom Language Uses for Reclassification Decisions WestEd
• Listening & Speaking: Formative Assessment (Video; 3:41) Teaching Channel
• Teaching Students to Examine Craft Moves and Author’s intent in Mentor Persuasive Essay in Order to Support Revision (5-8) (Video; 14:09) A middle school teacher provides feedback to students on their writing, monitors their discussions, and uses specific questions to prompt further consideration of features in written work. Teachers College Reading and Writing Project (Posted 14-Aug-2018)
• Assessing Endings to Persuasive Essays in Order to Clarify Expectations and Inform Essay Revisions (5-8) (Video; 10:14) A middle school teacher models how to structure a discussion in which students evaluate the strength of concluding paragraphs in persuasive essays and provide targeted feedback to students to prompt specific revisions to their writing. Teachers College Reading and Writing Project (Posted 14-Aug-2018)