ELR Principle TwoEnglish Learner Roadmap Elements and Examples for Intellectual Quality of Instruction and Meaningful Access.
CA EL Roadmap Home | Policy and Printed Document | Learning Foundations | Principles Overview | Principle One | Principle Two | Principle Three | Principle Four | Characteristics of Examples | Illustrative Case Examples | Crosswalk to LCAP | Resources | Communications and Updates | Archives
English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning as well as provide access for comprehension and participation through native language instruction and scaffolding. English learners have meaningful access to a full standards-based and relevant curriculum and the opportunity to develop proficiency in English and other languages.
Principle Two Elements
Each principle is broken down into its corresponding elements of Principle Two.
Language development occurs in and through subject matter learning and is integrated across the curriculum, including integrated ELD and designated ELD (per the English Language Arts (ELA)/ ELD Framework).
Students are provided a rigorous, intellectually rich, standards-based curriculum with instructional scaffolding that increases comprehension and participation and develops student autonomy and mastery.
Teaching and learning emphasize engagement, interaction, discourse, inquiry, and critical thinking with the same high expectations for English learners as for all students in each of the content areas.
English learners are provided access to the full curriculum along with the provision of appropriate English learner (EL) supports and services.
Students’ home language is understood as a means to access subject matter content, as a foundation for developing English, and, where possible, is developed to high levels of literacy and proficiency along with English.
Rigorous instructional materials support high levels of intellectual engagement. Explicit scaffolding enables meaningful participation by English learners at different levels of English language proficiency. Integrated language development, content learning, and opportunities for bilingual/biliterate development are appropriate according to the program model.
English learners are provided choices of research-based language support/development programs (including options for developing skills in multiple languages) and are enrolled in programs designed to overcome language barriers and provide access to the curriculum.
Illustrative Case Examples: Principle Two
The examples below were submitted by local educational agencies (LEAs) and demonstrate Principle Two and its corresponding elements in action. The illustrative examples will be updated as new submissions become available.
Illustrative Example: Using Actionable Evidence in Math to Improve Student Discourse
This example, from the Garden Grove Unified School District, demonstrates Principle Two, Element 2A, and Principle Three, Elements 3A, 3C, and 3D, in action.
Illustrative Example: District Partnerships to Address the Needs of Long Term English Learners
This example, from the Sanger Unified School District and the Firebaugh-Las Deltas Unified School District, demonstrates Principle Two, Element 2A, and Principle Three, Elements 3A, 3B, 3C, and 3D, in action.
Illustrative Example: Sobrato Early Academic Language Model
This example, from the Sobrato Family Foundation, demonstrates Principle 1, Elements 1A, 1B, 1C, and 1D; Principle Two, Elements 2A, 2B, 2C, 2D, 2E, and 2G; and Principle Four, Element 4A, in action.