Englangdevstnd

English-Language
Development Standards
for California
Public Schools
Kindergarten Through
Grade Twelve
Adopted by the
California State Board
of Education
July 1999
California Department of Education Reposted June 9, 2009

English-Language
Development Standards
for California
Public Schools
Kindergarten Through
Grade Twelve

Publishing Information
When the English-Language Development Standards for California Public
Schools, Kindergarten Through Grade Twelve was adopted by the California
State Board of Education in July 1999, the members of the State Board were
the following: Robert L. Trigg, President; Kathryn Dronenburg, Vice-
President; Marian Bergeson; Susan Hammer; Carlton J. Jenkins; Marion
Joseph; Yvonne Larsen; Monica Lozano; Janet Nicholas; Vicki Reynolds;
and Richard Weston.
This publication was edited by Faye Ong, working in cooperation with

Lilia G. Sanchez, Consultant, Language Policy and Leadership Office. It
was designed and prepared for printing by the staff of CDE Press, with the
cover and interior design created and prepared by Juan D. Sanchez.
Typesetting was done by Jeannette Huff. It was published by the California
Department of Education, 1430 N Street, Sacramento, California (mailing
address: P.O. Box 944272, Sacramento, CA 94244-2720). It was distributed
under the provisions of the Library Distribution Act and Government Code
Section 11096.
© 2002 by the California Department of Education

All rights reserved
ISBN 0-8011-1578-7
Ordering Information
Copies of this publication are available for $12.50 each, plus shipping and
handling charges. California residents are charged sales tax. Orders may
besent to the California Department of Education, CDE Press, Sales Office,
P.O.Box 271, Sacramento, CA 95812-0271; FAX (916) 323-0823. See page
90 for complete information on payment, including credit card purchases,
and an order blank. Prices on all publications are subject to change.
A partial list of other educational resources available from the Department

appears on page 89. In addition, an illustrated Educational Resources
Catalog describing publications, videos, and other instructional media
available from the Department can be obtained without charge by writing to
the address given above or by calling the Sales Office at (916) 445-1260.
Notice
The guidance in English-Language Development Standards for California
Public Schools, Kindergarten Through Grade Twelve is not binding on local
educational agencies or other entities. Except for the statutes, regulations,
and court decisions that are referenced herein, the document is exemplary,
and compliance with it is not mandatory. (See Education Code Section
Prepared for publication
33308.5.) by CSEA members.

Contents
California English-Language Proficiency Assessment Project ............................................................. iv
Executive Summary .....................................................................................................................................1
Introduction ................................................................................................................................................. 11
English-Language Development Standards ...........................................................................................15
Listening and Speaking .........................................................................................................................16
Strategies and Applications ..............................................................................................................16
Reading ....................................................................................................................................................25
Word Analysis ....................................................................................................................................25
Fluency and Systematic Vocabulary Development .......................................................................36
Reading Comprehension ..................................................................................................................48
Literary Response and Analysis ......................................................................................................59
Writing .....................................................................................................................................................69
Strategies and Applications ..............................................................................................................69
English-Language Conventions .......................................................................................................79
Glossary........................................................................................................................................................85
Selected References .....................................................................................................................................86
iii
California English-Language
Proficiency Assessment Project
Assembly Bill 748, enacted in 1997, requires Donna Heath, San Dieguito Union High School
that the test or tests assessing the progress of District
English learners toward achieving fluency in Natalie Kuhlman, Teaching English to Speakers
English be aligned with state standards for of Other Languages Board
English-language development. The San Magaly Lavadenz, Loyola Marymount University
Diego County Office of Education, under Barbara Merino, University of California, Davis
contract with the Standards and Assessment Basha Millhollen, California Department of
Division of the California Department of Education
Education, named an advisory committee of Ofelia Miramontes, University of Colorado,
state and national leaders to assist in the Boulder
development of the English-language devel Alberto Ochoa, San Diego State University
opment (ELD) standards. A list of the Califor David Ramirez, California State University, Long
nia English-Language Proficiency Assessment Beach
Project advisory committee members and Rosalia Salinas, San Diego County Office of
Education
their affiliations follows:
Robin Scarcella, University of California, Irvine
Adel Nadeau, Chair, San Diego County Office of
Education Jerome Shaw, WestEd
Tim Allen, San Diego City Unified School District Leonore Spafford, Secretary, San Diego County
Office of Education
Bob Anderson, California Department of Educa
tion Shelly Spiegel-Coleman, Los Angeles County
Office of Education
Nancy Brynelson, California Department of
Education Gwen Stephens, California Department of
Education
Frances Butler, Center for the Study of Evaluation,
University of California, Los Angeles Aida Walqui, Stanford University
Ruben Carriedo, San Diego City Unified School Terry Wiley, California State University, Long
District Beach
Richard Diaz, California Department of Education Sandy Williams, Escondido Union High School
District
Richard Duran, University of California, Santa
Barbara Richard Wolfe, Ontario Institute for Studies in
Education
Mark Fetler, California Department of Education
Gay Wong, California State University, Los
Sara Fields, California Association of Teachers of Angeles
English to Speakers of Other Languages
Charlene Zawacki, Escondido Union School
Jim Grissom, California Department of Education District
Elizabeth Hartung-Cole, Long Beach Unified
School District Note: The affiliations of persons named in this list were
current at the time this document was developed.
iv
Executive Summary
The following pages present a summary as they move toward full fluency in English.
of the English-language development (ELD) The levels through which English learners
standards for each domain (listening and progress are identified as beginning, interme
speaking, reading, and writing ). The sum- diate, and advanced. For each ELD standard
mary is designed to give an overview of the summary indicates the English–language
what students must know and be able to do arts substrand associated with it.
1
Summary
LISTENING AND SPEAKING
Strategies and Applications

English–language arts
substrand
Beginning ELD level*
Comprehension Answer simple questions with one- to two-word responses.

Respond to simple directions and questions by using physical actions
and other means of nonverbal communication (e.g., matching objects,
pointing to an answer, drawing pictures).
Begin to speak with a few words or sentences by using a few standard
English grammatical forms and sounds (e.g., single words or phrases).
Use common social greetings and simple repetitive phrases indepen
dently (e.g., “Thank you,” “You’re welcome”).
Ask and answer questions by using phrases or simple sentences.
Retell stories by using appropriate gestures, expressions, and illustra
tive objects.
Organization and Begin to be understood when speaking, but usage of standard English
Delivery of Oral grammatical forms and sounds (e.g., plurals, simple past tense,
Communication pronouns [he or she]) may be inconsistent.
Orally communicate basic personal needs and desires (e.g., “May I go
to the bathroom?”).
substrand
Intermediate ELD level*
Comprehension Ask and answer instructional questions by using simple sentences.

Listen attentively to stories and information and identify important
details and concepts by using both verbal and nonverbal responses.
Ask and answer instructional questions with some supporting ele
ments (e.g., “Which part of the story was the most important?”).
Comprehension and Participate in social conversations with peers and adults on familiar
Organization and topics by asking and answering questions and soliciting information.
Delivery of Oral
Communication
Organization and Make oneself understood when speaking by using consistent stan-
Delivery of Oral dard English grammatical forms and sounds; however, some rules are
Communication not followed (e.g., third-person singular, male and female pronouns).
*The ELD standards must be applied appropriately for students in each grade level from kindergarten through grade twelve.
2
Summary
Strategies and Applications (Continued)

substrand
Advanced ELD level*
Comprehension Demonstrate understanding of most idiomatic expressions

(e.g., “Give me a hand”) by responding to such expressions and
using them appropriately.
Organization and Negotiate and initiate social conversations by questioning, restating,

Delivery of Oral soliciting information, and paraphrasing the communication of
Communication others.
3
Summary
READING
Word Analysis, Fluency, and Systematic Vocabulary Development
substrand
Phonemic Awareness Recognize and produce the English phonemes that are like the pho
and Decoding and nemes students hear and produce in their primary language.
Word Recognition
Recognize and produce English phonemes that are unlike the pho
nemes students hear and produce in their primary language.
Phonemic Awareness, Produce most English phonemes while beginning to read aloud.
Decoding and Word
Recognition, Concepts
About Print
Vocabulary and Produce simple vocabulary (e.g., single words or very short phrases)
Concept Development to communicate basic needs in social and academic settings
(e.g., locations, greetings, classroom objects).
Demonstrate comprehension of simple vocabulary with an appropri
ate action.
Retell stories by using simple words, phrases, and sentences.
Recognize simple affixes (e.g., educate, education), prefixes (e.g., dislike,
preheat), synonyms (e.g., big, large), and antonyms (e.g., hot, cold).
Begin to use knowledge of simple affixes, prefixes, synonyms, and
antonyms to interpret the meaning of unknown words.
Recognize the difference between the use of the first- and third-person
points of view in phrases or simple sentences.
4
Summary
READING
Word Analysis, Fluency, and Systematic Vocabulary Development (Continued)
substrandI Intermediate ELD level*
Phonemic Awareness, Produce English phonemes while reading aloud.

Decoding and Word
Recognize sound/symbol relationships and basic word-formation
Recognition, Concepts
rules in written text (e.g., basic syllabication rules and phonics).
About Print
Apply knowledge of English phonemes in oral and silent reading to
derive meaning from literature and texts in content areas.
Vocabulary and Use more complex vocabulary and sentences to communicate needs
Concept Development and express ideas in a wider variety of social and academic settings.
Recognize simple antonyms and synonyms (e.g., good, bad, blend, mix)
in written text. Expand recognition of them and begin to use appropri
ately.
Apply knowledge of vocabulary to discussions related to reading
tasks.
Read simple vocabulary, phrases, and sentences independently.
Read narrative and expository texts aloud with the correct pacing,
intonation, and expression.
Use expanded vocabulary and descriptive words in oral and written
responses to written texts.
Recognize and understand simple idioms, analogies, and figures of
speech in written text.
Recognize that some words have multiple meanings and apply this
knowledge to written text.
Recognize the function of connectors in written text (e.g., first, then,
after that, finally).
5
Summary
READING
Word Analysis, Fluency, and Systematic Vocabulary Development (Continued)
substrand
Advanced ELD level*
Phonemic Awareness, Apply knowledge of sound/symbol relationships and basic word-

Decoding and Word formation rules to derive meaning from written text (e.g., basic syl
Recognition, Concepts labication rules, regular and irregular plurals, and basic phonics).
About Print
Vocabulary and Apply knowledge of academic and social vocabulary while reading
Concept Development independently.
Be able to use a standard dictionary to find the meanings of unfamil
iar words.
Interpret the meaning of unknown words by using knowledge gained
from previously read text.
Understand idioms, analogies, and metaphors in conversation and
written text.
6
Summary
READING
Reading Comprehension
substrand
Comprehension and Respond orally to stories read aloud and use physical actions and
Analysis of Grade- other means of nonverbal communication (e.g., matching objects,
Level Appropriate Text pointing to an answer, drawing pictures).
Respond orally to stories read aloud, giving one- to two-word re
sponses in answer to factual comprehension questions (who, what,
when, where, and how).
Understand and follow simple one-step directions for classroom-
related activities.
Structural Features Identify the basic sequence of events in stories read aloud, using
of Informational important words or visual representations, such as pictures and story
Materials frames.
Respond orally to stories read aloud, using phrases or simple sen
tences to answer factual comprehension questions.
substrand
I Intermediate ELD level*
Comprehension and Understand and follow simple written directions for classroom-
Analysis of Grade- related activities.
Level-Appropriate Text
Read text and orally identify the main ideas and draw inferences
about the text by using detailed sentences.
Read and identify basic text features, such as the title, table of con-
tents, and chapter headings.
Respond to comprehension questions about text by using detailed
sentences (e.g., “The brown bear lives with his family in the forest”).
Structural Features Identify, using key words or phrases, the basic sequence of events in
of Informational stories read.
Materials
7
Summary
READING
Reading Comprehension (Continued)
Advanced ELD level*
substrand
Comprehension and Read and orally respond to familiar stories and other texts by answer
Analysis of Grade- ing factual comprehension questions about cause-and-effect relation-
Level-Appropriate Text ships.
Read and orally respond to stories and texts from content areas by
restating facts and details to clarify ideas.
Explain how understanding of text is affected by patterns of organiza
tion, repetition of main ideas, syntax, and word choice.
Write a brief summary (two or three paragraphs) of a story.
8
Summary
WRITING
substrand
Penmanship Copy the alphabet legibly.

Copy words posted and commonly used in the classroom (e.g., labels,
number names, days of the week).
Organization and Focus Write simple sentences by using key words commonly used in the
classroom (e.g., labels, number names, days of the week, and months).
Write phrases and simple sentences that follow English syntactical
order.
substrand
Intermediate ELD level*
Organization and Focus Follow a model given by the teacher to independently write a short
paragraph of at least four sentences.
Organization and Write legible, simple sentences that respond to topics in language arts
Focus, Penmanship and other content areas (e.g., math, science, history–social science).
Organization and Focus Create cohesive paragraphs that develop a central idea and consis
tently use standard English grammatical forms even though some
rules may not be followed.
Write simple sentences about an event or a character from a written
text.
Produce independent writing that is understood when read but may
include inconsistent use of standard grammatical forms.
Advanced ELD level*
substrand
Organization and Focus Develop a clear thesis and support it by using analogies, quotations,
and facts appropriately.
Write a multiparagraph essay with consistent use of standard gram
matical forms.
9
Summary
WRITING
English-Language Conventions
substrand
Beginning, intermediate, and advanced ELD levels*
Capitalization Use capitalization when writing one’s own name.

Use capitalization at the beginning of a sentence and for proper
nouns.
Punctuation Use a period at the end of a sentence and a question mark at the end
of a question.
Capitalization, Produce independent writing that includes partial consistency in the

Punctuation, and use of capitalization and periods and correct spelling.
Spelling
Produce independent writing with consistent use of capitalization,
punctuation, and correct spelling.
10
Introduction
The English–Language Arts Content Stan on some modifications and additions to

dards for California Public Schools (1998) and better align the ELD standards with the
the Reading/Language Arts Framework for English–language arts content standards
California Public Schools (1999), both adopted that had been adopted by the State Board in
by the State Board of Education, define what January 1997. The State Board gave final
all students in California, including students approval to the ELD standards in July 1999.
learning English as a second language, are The Reading/Language Arts Framework is
expected to know and be able to do. The based on the assumption that all students
English-language development (ELD) will attain proficiency in the English–
standards are designed to supplement the language arts standards, but the framework
English–language arts content standards to also recognizes that not all learners will
ensure that limited-English proficient (LEP) acquire skills and knowledge at the same
students (now called English learners in rate. There are 1.4 million English learners in
California) develop proficiency in both the California. More than 40 percent of students
English language and the concepts and skills in California speak a language other than
contained in the English–language arts English, and about 25 percent of students in
content standards. California are not yet fluent in English.
The ELD standards were developed by a Those students enter school with language
committee composed of 15 practitioners of abilities very different from monolingual
and experts in English-language develop English-speaking students, who begin
ment and assessment. The standards are school with speaking vocabularies of be-
designed to assist teachers in moving En tween 2,000 and 8,000 words.
glish learners to fluency in English and Generally, monolingual English speakers
proficiency in the English–language arts have mastered basic English sentence struc
content standards. The ELD standards will tures before entering school. English learners
also be used to develop the California enter California public schools at all grade
English-Language Development Examina levels with limited or no knowledge of
tions. The standards were reviewed by English vocabulary and sentence structure.
teachers throughout California and were Many of these children are unfamiliar with
presented to the California State Board of the Roman alphabet, and those who know
Education in January 1999. After the State the alphabet often have to learn new sounds
Board meeting in January, the draft stan for many of the letters. English learners
dards were posted on the Internet for public need to catch up with the state’s monolin
comment. The standards were approved by gual English speakers. The ELD standards
the State Board during April 1999 contingent address the skills English learners must
11
acquire in initial English learning to enable language arts standards. At each grade level
them to become proficient in the English– suggestions are made to teachers for ensur
language arts standards. ing that the needs of English learners are
The Reading/Language Arts Framework addressed. The ELD standards encapsulate
specifies that teachers must provide students those suggestions by explicitly stating what
with straightforward assessments of their all students need to know and be able to do
proficiency in English at every stage of as they learn English and move toward
instruction so that students understand what mastery of the English–language arts stan
to do to improve. The processes by which dards for their grade levels.
students develop proficiency in a second The ELD standards define the levels of
language differ from the experiences of proficiency required for an English learner
monolingual English speakers. Grammatical to move through the levels of English-
structures that monolingual English speak language development. The standards are
ers learn early in their language develop designed to move all students, regardless of
ment may be learned much later by students their instructional program, into the main-
learning English as a second language. stream English–language arts curriculum.
Progress to full competency for English The levels of proficiency in a second lan
learners depends on the age at which a guage have been well documented through
child begins learning English and the rich research, and the ELD standards were
ness of the child’s English environment. The designed around those levels to provide
English-language development standards teachers in all types of programs with clear
provide teachers with usable information to benchmarks of progress. The ELD standards
ensure that English-language development provide different academic pathways, which
is occurring appropriately for all students, reflect critical developmental differences, for
including English learners who enter school students who enter school at various grade
in: levels.
• Kindergarten through grade two The ELD standards are written as path-
ways to, or benchmarks of, the English–
• Grades three through twelve, literate in
language arts standards. At the early profi
their primary language
ciency levels, one ELD standard may be a
• Grades three through twelve, not pathway to attain several English–language
literate in their primary language arts standards. At the more advanced levels,
The ELD standards for grades three the skills in the ELD standards begin to
through twelve are designed for students resemble those in the English–language arts
who are literate in their primary language. standards and represent the standards at
Students who enter California schools in which an English learner has attained
those grade levels not literate in their pri academic proficiency in English. The ELD
mary language need to be taught the ELD standards integrate listening, speaking, reading,
literacy standards for earlier grade levels, and writing and create a distinct pathway to
including those standards related to phone reading in English rather than delaying the
mic awareness, concepts of print, and decod introduction of English reading.
ing skills. All English learners, regardless of grade
The Reading/Language Arts Framework level or primary-language literacy level,
addresses universal access to mastering the must receive reading instruction in English.
12
English learners are to learn to read in English learners working at the advanced
English while they are acquiring oral English level of the ELD standards are to demon
fluency. English learners in kindergarten strate proficiency in the English–language
through grade two are to demonstrate arts standards for their grade level and for
proficiency in the English–language arts all prior grade levels. This expectation
standards of phonemic awareness, decoding, means that English learners must acquire
and concepts of print appropriate for their prerequisite skills at earlier proficiency
grade levels. These standards are embedded levels.
in the ELD standards. English learners in Teachers are to monitor the students’
grades three through twelve must demon acquisition of English and provide correc
strate proficiency in those essential begin tion so that kindergarten students working
ning reading skills by the time they reach at the advanced ELD level and students in
the early intermediate level of the ELD all other grades working at the early ad
standards. This expectation holds true for vanced level will have internalized English-
students who enter school regardless of language skills to such a degree that the
whether they are literate or not literate in teacher will often observe the students
their primary language. correcting their own grammar, usage, and
The ELD standards may be used as crite word choices in speaking, reading, and
ria to develop the entry-level assessments writing.
and the assessments to monitor student
progress called for in the Reading/Language
Arts Framework.
13
English-Language Development Standards
The ELD standards are designed to assist diate level of these ELD standards should be
classroom teachers in assessing the progress able to demonstrate proficiency in the
of English learners toward attaining full language arts standards for all prior grade
fluency in English. The strategies used to levels. Teachers will need to work concur
help students attain proficiency in English rently with this document and the English–
differ according to the age at which a stu Language Arts Content Standards for California
dent begins learning English; therefore, the Public Schools, Kindergarten Through Grade
standards include outcomes for students Twelve (1998) to ensure that English learners
who begin learning English in kindergarten achieve proficiency.
through grade two, grades three through The ELD standards are comprehensive,
five, grades six through eight, and grades with more detailed proficiency levels than
nine through twelve. The standards in those were included in the Executive Summary.
grade ranges were developed to help teach This refinement is needed so that teachers
ers move English learners to full fluency in can better assess the progress of their stu
English and to proficiency in the English– dents. The proficiency levels are as follows:
language arts standards. English learners at • Beginning
the advanced level of the ELD standards are
• Early intermediate
to demonstrate proficiency in all standards
detailed in this document and all language • Intermediate
arts standards for the grades in which they • Early advanced
are enrolled. English learners at the interme • Advanced
15
Strategies and Applications listening and speaking and acquire the

concepts in the English–language arts
The listening and speaking standards for
standards. English learners achieving at the
English learners identify a student’s compe
advanced level of the ELD standards should
tency to understand the English language
demonstrate proficiency in the language arts
and to produce the language orally. Students
standards at their own grade level and at all
must be prepared to use English effectively
prior grade levels. This expectation means
in social and academic settings. Listening
that by the early advanced ELD level, all
and speaking skills provide one of the most
prerequisite skills needed to achieve the
important building blocks for the foundation
level of skills in the English–language arts
of second-language acquisition and are
standards must have been learned. English
essential for developing reading and writing
learners must develop both fluency in
skills in English. To develop proficiency in
English and proficiency in the language arts
listening, speaking, reading, and writing,
standards. Teachers must ensure that En
students must receive instruction in reading
glish learners receive instruction in listening
and writing while developing fluency in oral
and speaking that will enable them to meet
English.
the speaking applications standards of the
Teachers must use both the ELD and the
language arts standards.
English–language arts standards to ensure
that English learners develop proficiency in
16
Listening and Speaking
English–language Beginning ELD level
arts substrand
Grades K–2 Grades 3–5 Grades 6–8 Grades 9–12
Comprehension Begin to speak a few Begin to speak a few Begin to speak a few Begin to speak a few
words or sentences by words or sentences by words or sentences by words or sentences by
using some English using some English using some English using some English
phonemes and phonemes and phonemes and phonemes and
rudimentary English rudimentary English rudimentary English rudimentary English
grammatical forms grammatical forms grammatical forms grammatical forms
(e.g., single words or (e.g., single words or (e.g., single words or (e.g., single words or
phrases). phrases). phrases). phrases).
Answer simple Answer simple Ask and answer Ask and answer
questions with one- to questions with one- to questions by using questions by using
two-word responses. two-word responses. simple sentences or simple sentences or
phrases. phrases.
Respond to simple Retell familiar stories Demonstrate Demonstrate

directions and and participate in comprehension of comprehension of
questions by using short conversations oral presentations oral presentations
physical actions and by using appropriate and instructions and instructions
other means of gestures, expressions, through nonverbal through nonverbal
nonverbal communi and illustrative responses responses.
cation (e.g., matching objects. (e.g., gestures,
objects, pointing to an pointing, drawing).
answer, drawing
pictures).
Comprehension and Independently use Independently use Independently use

Organization and common social common social common social
Delivery of Oral greetings and simple greetings and simple greetings and simple
Communication repetitive phrases repetitive phrases repetitive phrases
(e.g., “Thank you,” (e.g., “May I go and (e.g., “Good morning,
“You’re welcome”). play?”). Ms. ___”).
Analysis and Respond with simple

Evaluation of words or phrases to
Oral and Media questions about
Communications and simple written texts.
Comprehension
Orally identify types
of media
(e.g., magazine,
documentary film,
news report).
17

English–language Early intermediate ELD level
arts substrand
Comprehension Begin to be under- Begin to be under- Begin to be under- Begin to be under-

stood when speaking stood when speaking stood when speaking stood when speaking
but may have some but may have some but may have some but may have some
inconsistent use of inconsistent use of inconsistent use of inconsistent use of
standard English standard English standard English standard English
and sounds and sounds and sounds and sounds
(e.g., plurals, simple (e.g., plurals, simple (e.g., plurals, simple (e.g., plurals, simple
past tense, pronouns past tense, pronouns past tense, pronouns past tense, pronouns
such as he or she). such as he or she). such as he or she). such as he or she).
Ask and answer Ask and answer Ask and answer Ask and answer
questions by using questions by using questions by using questions by using
phrases or simple phrases or simple phrases or simple phrases or simple
sentences. sentences. sentences. sentences.
Restate and execute Restate and execute Restate and execute

multiple-step oral multiple-step oral multiple-step oral
directions. directions. directions.
Comprehension and Retell familiar stories Orally identify the Restate in simple Restate in simple
Organization and and short conversa main points of simple sentences the main sentences the main
Delivery of Oral tions by using appro conversations and idea of oral presenta idea of oral presenta
Communication priate gestures, stories that are read tions in subject- tions in subject-
expressions, and aloud by using matter content. matter content.
illustrative objects. phrases or simple
sentences.
Orally communicate Orally communicate Orally communicate Orally communicate

basic needs basic needs basic needs (e.g., “I basic needs (e.g., “Do
(e.g., “May I get a (e.g., “May I get a need to borrow a we have to
drink?”). drink of water?”). pencil”). ________?”).
Recite familiar Recite familiar Prepare and deliver Prepare and deliver
rhymes, songs, and rhymes, songs, and short oral presenta short oral presenta
simple stories. simple stories. tions. tions.
18

English–language Intermediate ELD level
arts substrand
Comprehension Ask and answer Ask and answer Respond to messages Respond to messages
instructional ques instructional ques by asking simple by asking simple
tions by using simple tions with some questions or by briefly questions or by briefly
sentences. supporting elements restating the mes restating the mes
(e.g., “Is it your turn sage. sage.
to go to the computer
lab?”).
Listen attentively to Listen attentively to Listen attentively to Listen attentively to

stories and informa stories and informa stories and informa stories and informa
tion and identify tion and identify tion and identify tion and identify
important details and important details and important details and important details and
concepts by using concepts by using concepts by using concepts by using
both verbal and both verbal and both verbal and both verbal and
nonverbal responses. nonverbal responses. nonverbal responses. nonverbal responses.
Comprehension and Make oneself under- Make oneself under- Make oneself under- Make oneself under-
Organization and stood when speaking stood when speaking stood when speaking stood when speaking
Delivery of Oral by using consistent by using consistent by using consistent by using consistent
Communication standard English standard English standard English standard English
and sounds; however, and sounds; however, and sounds; however, and sounds; however,
some rules may not be some rules may not be some rules may not be some rules may not be
followed (e.g., third- followed (e.g., third- followed (e.g., third- followed (e.g., third-
person singular, male person singular, male person singular, male person singular, male
and female pronouns). and female pronouns). and female pronouns). and female pronouns).
Participate in social Participate in social Participate in social Participate in social

conversations with conversations with conversations with conversations with
peers and adults on peers and adults on peers and adults on peers and adults on
familiar topics by familiar topics by familiar topics by familiar topics by
asking and answering asking and answering asking and answering asking and answering
questions and solicit questions and solicit questions and solicit questions and solicit
ing information. ing information. ing information. ing information.
Retell stories and talk Retell stories and talk Identify the main idea Identify the main idea
about school-related about school-related and some supporting and some supporting
activities by using activities by using details of oral details of oral
expanded vocabulary, expanded vocabulary, presentations, presentations,
descriptive words, descriptive words, familiar literature, familiar literature,
and paraphrasing. and paraphrasing. and key concepts of and key concepts of
subject-matter subject-matter
content. content.
(Continued on p. 20)
19

English–language Intermediate ELD level (Continued)
arts substrand
Organization and Identify a variety

Delivery of Oral of media messages
Communication (e.g., radio, television,
movies) and give
some details support
ing the messages.
Prepare and deliver Prepare and deliver

short presentations short presentations
on ideas, premises, or on ideas, premises, or
images obtained from images obtained from
various common various common
sources. sources.
Prepare and ask basic

interview questions
and respond to them.
20

English–language Early advanced ELD level
arts substrand
Comprehension Listen attentively to Listen attentively to Listen attentively to

stories and informa more complex stories more complex stories
tion and orally and information on and information on
identify key details new topics across new topics across
and concepts. content areas and content areas and
identify the main identify the main
points and supporting points and supporting
details. details.
Comprehension and Retell stories in Summarize major Retell stories in Summarize literary
Organization and greater detail by ideas and retell greater detail by pieces in greater
Delivery of Oral including the stories in greater including the detail by including
Communication characters, setting, detail by including characters, setting, the characters,
and plot. the characters, and plot. setting, and plot and
setting, and plot. analyzing them in
greater detail.
Make oneself under- Make oneself under- Make oneself under- Make oneself under-
stood when speaking stood when speaking stood when speaking stood when speaking
by using consistent by using consistent by using consistent by using consistent
standard English standard English standard English standard English
grammatical forms, grammatical forms, grammatical forms, grammatical forms,
sounds, intonation, sounds, intonation, sounds, intonation, sounds, intonation,
pitch, and modulation pitch, and modulation pitch, and modulation pitch, and modulation
but may make random but may make random but may make random but may make random
errors. errors. errors. errors.
Participate in and Participate in and Participate in and Participate in and

initiate more ex- initiate more ex- initiate more ex- initiate more ex-
tended social conver tended social conver tended social conver tended social conver
sations with peers and sations with peers and sations with peers and sations with peers and
adults on unfamiliar adults on unfamiliar adults on unfamiliar adults on unfamiliar
topics by asking and topics by asking and topics by asking and topics by asking and
answering questions answering questions answering questions answering questions
and restating and and restating and and restating and and restating and
soliciting information. soliciting information. soliciting information. soliciting information.
Recognize appropri Recognize appropri Recognize appropri Recognize appropri

ate ways of speaking ate ways of speaking ate ways of speaking ate ways of speaking
that vary according to that vary according to that vary according to that vary according to
the purpose, audi the purpose, audi the purpose, audi the purpose, audi
ence, and subject ence, and subject ence, and subject ence, and subject
matter. matter. matter. matter.
21

English–language Early advanced ELD level (Continued)
arts substrand
Comprehension and Ask and answer Ask and answer Respond to messages Respond to messages
Organization and instructional instructional by asking questions, by asking questions,
Delivery of Oral questions with more questions with more challenging state challenging state
Communication extensive supporting extensive supporting ments, or offering ments, or offering
elements elements examples that affirm examples that affirm
(e.g., “Which part of (e.g., “Which part of the message. the message.
the story was the the story was the
most important?”). most important?”).
Use simple figurative Use simple figurative Use simple figurative

language and idioma language and idioma language and idioma
tic expressions tic expressions tic expressions
(e.g., “It’s raining (e.g., “heavy as a ton (e.g., “sunshine girl,”
cats and dogs”) to of bricks,” “soaking “heavy as a ton of
communicate ideas to wet”) to communicate bricks”) to communi
a variety of audiences. ideas to a variety of cate ideas to a variety
audiences. of audiences.
Prepare and deliver Prepare and deliver

presentations that presentations that
use various sources. follow a process of
organization and use
various sources.
Prepare and deliver

brief oral presenta
tions/reports on
historical investiga
tions, a problem and
solution, or a cause
and effect.
22

English–language Advanced ELD level
arts substrand
Comprehension Listen attentively to Listen attentively to Listen attentively to

stories and informa stories and informa stories and informa
tion on new topics tion on topics; tion on topics;
and identify both identify the main identify the main
orally and in writing points and supporting points and supporting
key details and details. details.
concepts.
Demonstrate an Demonstrate an Demonstrate an Demonstrate an

understanding of understanding of understanding of understanding of
idiomatic expressions idiomatic expressions figurative language figurative language
(e.g., “Give me a (e.g., “It’s pouring and idiomatic and idiomatic
hand”) by responding outside”) by respond expressions by expressions by
to such expressions ing to such expres responding to such responding to such
and using them sions and using them expressions and using expressions and using
appropriately. appropriately. them appropriately. them appropriately.
Identify strategies
used by the media to
present information
for various purposes
(e.g., to inform,
entertain, or per
suade).
Comprehension and Negotiate and initiate Negotiate and initiate Negotiate and initiate Negotiate and initiate
Organization and social conversations social conversations social conversations social conversations
Delivery of Oral by questioning, by questioning, by questioning, by questioning,
Communication restating, soliciting restating, soliciting restating, soliciting restating, soliciting
information, and information, and information, and information, and
paraphrasing the paraphrasing the paraphrasing the paraphrasing the
communication of communication of communication of communication of
others. others. others. others.
Consistently use Consistently use Consistently use Consistently use

appropriate ways of appropriate ways of appropriate ways of appropriate ways of
speaking and writing speaking and writing speaking and writing speaking and writing
that vary according to that vary according to that vary according to that vary according to
the purpose, audi the purpose, audi the purpose, audi the purpose, audi
ence, and subject ence, and subject ence, and subject ence, and subject
matter. matter. matter. matter.
23

English–language Advanced ELD level (Continued)
arts substrand
Comprehension and Narrate and para- Identify the main Prepare and deliver Prepare and deliver
Organization and phrase events in ideas and points of presentations and presentations and
Delivery of Oral greater detail by view and distinguish reports in various reports in various
Communication using more extended fact from fiction in content areas, content areas,
vocabulary. broadcast and print including a purpose, including a purpose,
media. point of view, point of view,
introduction, introduction,
coherent transition, coherent transition,
and appropriate and appropriate
conclusions. conclusions.
Speak clearly and Speak clearly and Speak clearly and Speak clearly and
comprehensibly by comprehensibly by comprehensibly by comprehensibly by
using standard using standard using standard using standard
English grammatical English grammatical English grammatical English grammatical
forms, sounds, forms, sounds, forms, sounds, forms, sounds,
intonation, pitch, and intonation, pitch, and intonation, pitch, and intonation, pitch, and
modulation. modulation. modulation. modulation.
24

READING
Word Analysis three through twelve should be proficient in

those standards related to phonemic aware
For all students, developing skills in
ness, concepts about print, and decoding no
reading English begins with a solid under-
later than at the early intermediate level.
standing of the relationships between En
Except where it is necessary for instruction
glish sounds and letters—the relationships
to use nonsense words for teaching and
between the spoken and written language.
assessing students, such as in phonemic
For the English learner those concepts are
awareness and early decoding instruction,
first developed through the recognition and
care should be taken to ensure that students
production of English sounds. Students need
work with vocabulary and concepts that are
to learn first those sounds that exist and then
meaningful and understandable to them.
those that do not exist in their first language.
For kindergarten through grade two, the
Students then are taught to transfer this
English–language arts standards pertaining
knowledge to the printed language. As
to phonemic awareness, concepts about
students develop knowledge of the corre
print, and decoding/word recognition have
spondence between sounds and printed
been incorporated into the ELD standards.
symbols, they also develop skills to deal
Those language arts standards serve as signs
with English morphemes (e.g., prefixes,
of whether English learners are making
suffixes, root words). Those word-analysis
appropriate progress toward becoming
skills are some of the building blocks stu
proficient readers. The ELD standards
dents need to develop fluency in English
indicate the grade span in which students
and literacy skills.
are to demonstrate proficiency, the language
Native speakers of English are expected to
arts substrand, and the number of the
recognize and produce all the English
targeted language arts standard. Nonreaders
sounds by no later than first grade. This
of any age must move through the same
knowledge is then used in phonics instruc
sequence of skills when learning to read.
tion when children learn to match the En
Therefore, the instructional sequence for
glish sounds with printed letters and use
kindergarten through grade two should be
this knowledge to decode and encode
used as a guide for English-language devel
words. English learners in kindergarten
opment and reading instruction at all grade
through grade two are to demonstrate
levels.
proficiency in those English–language arts
The instructional sequence for teaching
standards pertaining to phonemic aware
phonemic awareness, concepts about print,
ness, concepts about print, and decoding
and decoding skills is more specific in the
standards appropriate for their grade levels
kindergarten-through-grade-two span
by the time they reach the advanced level of
because the language arts standards for
the ELD standards.
those grades focus primarily on developing
Because the English–language arts stan
literacy fluency. In grades three through
dards are essential for all students learning
twelve, students must greatly increase their
to read in English, English learners in grades
25
content knowledge while learning English are expected to demonstrate proficiency in
literacy skills. Older students with properly the language arts standards for their own
sequenced instruction may achieve literacy grade and for all prior grades.
more rapidly than very young children do. One reason for incorporating the language
In the ELD standards pathways are arts standards for kindergarten through
provided that enable students of all ages to grade two into the ELD standards is to
build literacy skills. The language arts clarify a point: Kindergarten and first-grade
standards for grades three through twelve students at the advanced level in the ELD
have linking ELD standards in each grade standards are also expected to be proficient
span that are designed to help students in the language arts standards for their
achieve proficiency in their grade-level grade level. No limited-English-proficient
language arts standards by the time they student is expected to learn the language
reach the advanced level of the ELD stan arts standards beyond his or her grade level.
dards. Students at the advanced level in ELD
26
Reading
Word Analysis
arts substrand
Concepts About Recognize English Recognize English Recognize and Recognize and
Print, Phonemic phonemes that phonemes that correctly pronounce correctly pronounce
Awareness, and correspond to correspond to most English most English
Vocabulary and phonemes students phonemes students phonemes while phonemes while
Concept Develop already hear and already hear and reading aloud. reading aloud.
ment produce in their produce while
primary language. reading aloud.
Phonemic Awareness Recognize sound/ Recognize the most Recognize the most
and Decoding and symbol relationships common English common English
Word Recognition in one’s own writing. morphemes in morphemes in
phrases and simple phrases and simple
sentences. sentences (e.g., basic
syllabication rules,
phonics, regular and
irregular plurals).
27

Reading
Word Analysis
arts substrand
Concepts About Produce English phonemes that While reading Produce most Produce most
Print, Phonemic correspond to phonemes students aloud, recognize English pho English pho
Awareness, and already hear and produce, including and produce nemes compre nemes compre
Vocabulary and long and short vowels and initial and English pho hensibly while hensibly while
Concept Develop final consonants. nemes that do reading aloud reading aloud
ment not correspond one’s own one’s own
English–Language Arts Content
to phonemes writing, simple writing, simple
Standards
students already sentences, or sentences, or
Kindergarten: Phonemic Aware
hear and simple texts. simple texts.
ness
produce (e.g., a
1.7 Track (move sequentially from
in cat and final
sound to sound) and represent the
consonants).
number, sameness/difference, and
order of two and three isolated
phonemes (e.g., /f, s, th/,/j, d, j/).
1.10 Identify and produce rhyming
words in response to an oral
prompt.
Grade One: Phonemic Awareness
1.4 Distinguish initial, medial, and
final sounds in single-syllable
words.
Recognize English phonemes that do

not correspond to sounds students
hear and produce, (e.g., a in cat and
final consonants).
Standards
ness
phonemes (e.g., /f, s, th/,/j,d,j/).
1.10 Identify and produce rhyming
words in response to an oral
prompt.
1.4 Distinguish initial, medial, and
final sounds in single-syllable
words.
28

Reading
Word Analysis
English–language Early intermediate ELD level (Continued)
arts substrand
Decoding and Word Recognize common Use common Use common

Recognition and English morphemes English morphemes English morphemes
Vocabulary and in phrases and in oral and silent in oral and silent
Concept Develop simple sentences reading. reading.
ment (e.g., basic syllabi-
cation rules and
phonics).
Recognize obvious Recognize obvious

cognates cognates
(e.g., education, (e.g., education,
educación; actually, educación; actually,
actualmente) in actualmente) in
phrases, simple phrases, simple
sentences, litera sentences, litera
ture, and content ture, and content
area texts. area texts.
29

Reading
Word Analysis
arts substrand
Phonemic Pronounce most English phonemes Pronounce most

Awareness correctly while reading aloud. English pho
nemes correctly
while reading
Standards
aloud.
ness
phonemes (e.g., /f, s, th/,/j, d,
j/).
1.5 Distinguish long- and short-
vowel sounds in orally stated
single-syllable words (e.g., bit/
bite).
1.6 Create and say a series of
rhyming words, including conso
nant blends.
1.7 Add, delete, or change target
sounds to change words
(e.g., change cow to how; pan to
an).
1.8 Blend two to four phonemes
into recognizable words
(e.g., /c/a/t/ = cat; /f/l/a/t/ =
flat).
1.9 Segment single syllable words
into their components
(e.g., /c/a/t/ = cat; /s/p/l/a/t/ =
splat; /r/i/ch/ = rich).
Decoding and Recognize sound/symbol relation- Use common Apply knowledge Apply knowledge
Word Recognition ships and basic word-formation rules English mor of common of common
in phrases, simple sentences, or phemes in oral English mor English mor
simple text. and silent phemes in oral phemes in oral
reading. and silent and silent
reading to derive reading to derive
Standards
meaning from meaning from
Grade Two: Decoding and Word
literature and literature and
Recognition
texts in content texts in content
1.4 Recognize common abbrevia
areas. areas.
tions (e.g., Jan., Sun., Mr., St.).
30

Reading
Word Analysis
arts substrand
Decoding and Identify cognates Identify cognates

Word Recognition (e.g., agonía, (e.g., agonía,
agony) and false agony) and false
cognates (e.g., éxito, cognates (e.g., éxito,
exit) in literature exit) in literature
and texts in content and texts in content
areas. areas.
Concepts About Recognize and name all

Print uppercase and lowercase
letters of the alphabet.
English–Language Arts
Content Standards
Kindergarten
1.1 Identify the front cover,
back cover, and title page of
a book.
1.2 Follow words from left
to right and from top to
bottom on the printed page.
1.3 Understand that printed
materials provide informa
tion.
1.4 Recognize that sen
tences in print are made up
of separate words.
1.5 Distinguish letters from
words.
Grade One
1.1 Match spoken words to
printed words.
1.3 Identify letters, words,
and sentences.
31

Reading
Word Analysis
arts substrand
Phonemic Use common English morphemes to Apply knowl Apply knowl Apply knowl
Awareness and derive meaning in oral and silent reading edge of common edge of word edge of word
Decoding and (e.g., basic syllabication rules, regular and English relationships, relationships,
Word Recognition irregular plurals, and basic phonics). morphemes in such as roots such as roots
English–Language Arts Content oral and silent and affixes, to and affixes, to
Standards reading to derive meaning derive meaning
Kindergarten: Phonemic Awareness derive meaning from literature from literature
1.8 Track (move sequentially from from literature and texts in and texts in
sound to sound) and represent changes and texts in content areas. content areas
in simple syllables and words with two content areas. (e.g., remove,
and three sounds as one sound is extend).
added, substituted, omitted, shifted, or
repeated (e.g., vowel-consonant,
consonant-vowel, or consonant-vowel-
consonant).
1.9 Blend vowel-consonant sounds
orally to make words or syllables.
1.11 Distinguish orally stated one-
syllable words and separate into
beginning or ending sounds.
1.12 Track auditorily each word in a
sentence and each syllable in a word.
1.13 Count the number of sounds in
syllables and syllables in words.
Grade Two
1.1 Recognize and use knowledge of
spelling patterns (e.g., diphthongs,
special vowel spellings) when reading.
1.2 Apply knowledge of basic syllabica
tion rules when reading (e.g., vowel-
consonant-vowel = su/per; vowel-
consonant/ consonant-vowel = sup/
per).
1.3 Decode two-syllable nonsense
words and regular multisyllable words.
1.5 Identify and correctly use regular
plurals (e.g., -s, -es, -ies) and irregular
plurals (e.g., fly/flies, wife/wives).
1.6 Read aloud fluently and accurately
and with appropriate intonation and
expression.
32

Reading
Word Analysis
arts substrand
Phonemic Recognize sound/symbol relationship Distinguish Distinguish

Awareness and and basic word-formation rules in between cognates between cognates
Decoding and phrases, simple sentences, or simple and false and false
Word Recognition text. cognates in cognates in
literature and literature and
texts in content texts in content
Standards
areas. areas.
Kindergarten: Decoding and Word
Recognition
1.14 Match all consonant and
short-vowel sounds to appropriate
letters.
1.15 Read simple one-syllable and
high-frequency words (i.e., sight
words).
1.16 Understand that as letters of
words change, so do the sounds
(i.e., the alphabetic principle).
Grade One: Decoding and Word

Recognition
1.10 Generate the sounds from all
the letters and letter patterns,
including consonant blends and
long- and short-vowel patterns
(i.e., phonograms), and blend
those sounds into recognizable
words.
1.11 Read common, irregular sight
words (e.g., the, have, said, come,
give, of).
1.12 Use knowledge of vowel
digraphs and r-controlled letter-
sound associations to read words.
1.13 Read compound words and
contractions.
1.14 Read inflectional forms
(e.g., -s, -ed, -ing) and root words
(e.g., look, looked, looking).
1.15 Read common word families
(e.g., -ite, -ate).
1.16 Read aloud with fluency in a
manner that sounds like natural
speech.
33

Reading
Word Analysis
arts substrand
Decoding and Apply knowledge of common mor Apply knowledge Apply knowledge Apply knowledge
Word Recognition phemes to derive meaning in oral and of word relation- of word relation- of word relation-
silent reading (e.g., basic syllabication ships, such as ships, such as ships, such as
rules, regular and irregular plurals, and roots and affixes, roots and affixes, roots and affixes,
basic phonics). to derive to derive to derive
meaning from meaning from meaning from
literature and literature and literature and
Standards
texts in content texts in content texts in content
Kindergarten
areas. areas. areas.
1.14 Match all consonant and short-
vowel sounds to appropriate letters.
words).
1.16 Understand that as letters of
words change, so do the sounds
(i.e., the alphabetic principle).
Grade One
including consonant blends and long-
and short-vowel patterns
(i.e., phonograms), and blend those
sounds into recognizable words.
give, of).
contractions.
1.14 Read inflectional forms (e.g., -s,
-ed, -ing) and root words (e.g., look,
looked, looking).
(e.g., -ite, -ate).
speech.
34

Reading
Word Analysis
arts substrand
Decoding and Grade Two

Word Recognition 1.1 Recognize and use knowl
edge of spelling patterns
(e.g., diphthongs, special vowel
spellings) when reading.
1.2 Apply knowledge of basic
syllabication rules when reading
(e.g., vowel-consonant-vowel =
su/per; vowel-consonant/
consonant-vowel = sup/per).
1.3 Decode two-syllable
nonsense words and regular
multisyllable words.
1.4 Recognize common abbre
viations (e.g., Jan., Sun., Mr.,
St.).
1.5 Identify and correctly use
regular plurals (e.g., -s, -es,
-ies) and irregular plurals
(e.g., fly/flies, wife/wives).
Apply knowledge Apply knowledge

of cognates and of cognates and
false cognates to false cognates to
derive meaning derive meaning
from literature from literature
and texts in and texts in
content areas. content areas.
35

READING
Fluency and Systematic and subject-matter texts and achieve an

Vocabulary Development appropriate level of independent reading.
At the lower ELD proficiency levels,
As the English learner recognizes and
reading materials should be at the student’s
produces the sounds of English, the student
developmental level. Grade-level reading
is simultaneously building vocabulary.
materials should be used with students
Learning new labels for concepts, objects,
working at the advanced level. In addition
and actions is a key building block for the
to demonstrating proficiency in the ELD
integration of the language. The pathways in
standards, students at the advanced level
the English-language development (ELD)
must also demonstrate proficiency in the
standards lead to the achievement of fluent
English–language arts standards at their
oral and silent reading. Those pathways are
own grade level and at all prior grade levels.
created by building vocabulary and are
To ensure each student’s success, schools
demonstrated through actions and spoken
must offer instruction leading to proficiency
words, phrases, and sentences and by
in the language arts standards. Instruction
transferring this understanding to reading.
must begin as early as possible within the
The successful learning of a second language
framework of the ELD standards. To ensure
requires that the instruction of students be
that all English learners achieve proficiency
highly integrated to include all language
in the language arts standards, teachers
skills and challenging activities that focus on
must concurrently use both documents: the
subject-matter content (Brinton, Snow, and
English–language arts standards and the
Wesche 1989). Therefore, at the higher
ELD standards.
proficiency levels, the student is asked to
apply knowledge of vocabulary to literature
36
Reading
Fluency and Systematic Vocabulary Development
arts substrand
Vocabulary and Recognize simple

Concept Develop affixes (e.g., educate,
ment education), prefixes
(e.g., dislike),
synonyms (e.g., big,
large), and antonyms
(e.g., hot, cold).
Read aloud simple Read aloud simple Read aloud simple Read aloud simple
words (e.g., nouns words (e.g., nouns words presented in words presented in
and adjectives) in and adjectives) in literature and literature and
stories or games. stories or games. subject-matter texts; subject-matter texts;
demonstrate compre demonstrate compre
English–Language
hension by using one hension by using one
Arts Content
to two words or to two words or
Standards
simple-sentence simple-sentence
Kindergarten
responses. responses.
1.17 Identify and
sort common words
in basic categories
(e.g., colors, shapes,
foods).
Respond appropri Respond appropri Respond with Respond with

ately to some social ately to some social appropriate short appropriate short
and academic and academic phrases or sentences phrases or sentences
interactions interactions in various social and in various social and
(e.g., simple question/ (e.g., simple question/ academic settings academic settings
answer, negotiate answer, negotiate (e.g., answer simple (e.g., answer simple
play). play). questions). questions).
Create a simple Use an English

dictionary of words dictionary to find the
frequently used by the meaning of simple
student. known vocabulary.
37

Reading
English–language Beginning ELD level (Continued)
arts substrand
Vocabulary and Demonstrate Demonstrate

Concept Develop comprehension of comprehension of
ment (The standards simple vocabulary simple vocabulary
are also addressed in with an appropriate with an appropriate
“Listening and action. action.
Speaking.”)
Retell simple stories Retell simple stories Retell stories by using
by using drawings, by using drawings, phrases and sen
words, or phrases. words, or phrases. tences.
Produce simple Produce simple Produce simple Produce simple

vocabulary (single vocabulary (single vocabulary (single vocabulary (single
words or short words or short words or short words or short
phrases) to communi phrases) to communi phrases) to communi phrases) to communi
cate basic needs in cate basic needs in cate basic needs in cate basic needs in
social and academic social and academic social and academic social and academic
settings settings settings settings
(e.g., locations, (e.g., locations, (e.g., locations, (e.g., locations,
greetings, classroom greetings, classroom greetings, classroom greetings, classroom
objects). objects). objects). objects).
38

Reading
arts substrand
Vocabulary and Produce vocabulary, Apply knowledge of Use knowledge of Begin to use knowl
Concept Develop phrases, and simple content-related literature and content edge of simple affixes,
ment sentences to commu vocabulary to areas to understand prefixes, synonyms,
nicate basic needs in discussions and unknown words. and antonyms to
social and academic reading. interpret the meaning
settings. of unknown words.
Recognize simple
idioms, analogies, and
figures of speech
(e.g., “the last word”)
in literature and
subject-matter texts.
Read simple vocabu Read simple vocabu Read simple para- Read simple para-
lary, phrases, and lary, phrases, and graphs and passages graphs and passages
sentences indepen sentences indepen independently. independently.
dently. dently.
Recognize that some

words have multiple
meanings and apply
this knowledge to
texts.
Read aloud an Use knowledge of

increasing number of English morphemes,
English words. phonics, and syntax to
decode and interpret
the meaning of
unfamiliar words in
simple sentences.
Demonstrate Demonstrate Demonstrate Demonstrate

internalization of internalization of internalization of internalization of
English grammar, English grammar, English grammar, English grammar,
usage, and word usage, and word usage, and word usage, and word
choice by recognizing choice by recognizing choice by recognizing choice by recognizing
and correcting some and correcting some and correcting some and correcting some
errors when speaking errors when speaking errors when speaking errors when speaking
or reading aloud.* or reading aloud.* or reading aloud.* or reading aloud.*
*Teachers are to monitor English learners’ acquisition of English and provide correction so that kindergarten students working at the advanced ELD level
and students in all other grades working at the early advanced level will have internalized English-language skills to such a degree that the teacher will
often observe the students correcting their own grammar, usage, and word choices in speaking, reading, and writing.
39
Reading
arts substrand
Vocabulary and Read aloud with some Read aloud with Read aloud with
Concept Develop pacing, intonation, appropriate pacing, appropriate pacing,
ment and expression one’s intonation, and intonation, and
own writing of expression one’s own expression one’s own
narrative and writing of narrative writing of narrative
expository texts. and expository texts. and expository texts.
Use a standard Use a standard

dictionary to find the dictionary to find the
meaning of known meaning of unknown
vocabulary. vocabulary.
Use appropriate
connectors (e.g., first,
then, after that,
finally) to sequence
written text.
40

Reading
arts substrand
Vocabulary and Create a simple Use a standard Use a standard

Concept Develop dictionary of fre dictionary to deter- dictionary to derive
ment quently used words. mine meanings of the meaning of
unknown words. unknown vocabulary.
Use knowledge of Use knowledge of Identify variations of

English morphemes, English morphemes, the same word that
phonics, and syntax to phonics, and syntax to are found in a text
decode and interpret decode text. and know with some
the meaning of accuracy how affixes
unfamiliar words in change the meaning
text. of those words.
Recognize simple Demonstrate

idioms, analogies, sufficient knowledge
figures of speech of English syntax to
(e.g., to “take a fall”), interpret the meaning
and metaphors in of idioms, analogies,
literature and texts in and metaphors.
content areas.
Demonstrate Demonstrate Demonstrate Demonstrate

internalization of internalization of internalization of internalization of
English grammar, English grammar, English grammar, English grammar,
usage, and word usage, and word usage, and word usage, and word
choice by recognizing choice by recognizing choice by recognizing choice by recognizing
and correcting errors and correcting errors and correcting errors and correcting errors
when speaking or when speaking or when speaking or when speaking or
reading aloud.* reading aloud.* reading aloud.* reading aloud.*
Use decoding skills to Read grade-appropri

read more complex ate narrative and
words independently. expository texts aloud
English–Language with appropriate
Arts Content pacing, intonation,
Standards and expression.
Grade One
1.17 Classify grade-
appropriate catego
ries of words
(e.g., concrete
collections of
animals, foods, toys).
*Teachers are to monitor English learners’ acquisition of English and provide correction so that kindergarten students working at the advanced ELD level
and students in all other grades working at the early advanced level will have internalized English-language skills to such a degree that the teacher will
often observe the students correcting their own grammar, usage, and word choices in speaking, reading, and writing.
41
Reading
arts substrand
Vocabulary and Use more complex Use content-related Use decoding skills Use decoding skills
Concept Develop vocabulary and vocabulary in and knowledge of and knowledge of
ment (The standards sentences to commu discussions and both academic and both academic and
are also addressed in nicate needs and reading. social vocabulary to social vocabulary to
“Listening and express ideas in a read independently. read independently.
Speaking.”) wider variety of social
and academic settings
(e.g., classroom
discussions, media
tion of conflicts).
English–Language
Arts Content
Standards
Kindergarten
1.18 Describe
common objects and
events in both
general and specific
language.
Apply knowledge of
content-related
vocabulary to
discussions and
reading.
Vocabulary Recognize simple Recognize some Recognize that some Apply knowledge of
and Concept prefixes and suffixes common root words words have multiple text connectors to
Development and when they are and affixes when they meanings. make inferences.
Decoding and Word attached to known are attached to
Recognition vocabulary known vocabulary
(e.g., remove, (e.g., speak, speaker).
jumping).
42

Reading

arts substrand Grades K–2 Grades 3–5 Grades 6–8 Grades 9–12
Vocabulary and Use knowledge of Use knowledge of Use knowledge of

Concept Develop English morphemes, English morphemes, English morphemes,
ment phonics, and syntax to phonics, and syntax phonics, and syntax to
decode and interpret to decode and inter decode and interpret
the meaning of pret the meaning of the meaning of
unfamiliar words. unfamiliar words. unfamiliar words.
Recognize simple Recognize that some Recognize that some Recognize that some
antonyms and words have multiple words have multiple words have multiple
synonyms (e.g., good, meanings (e.g., pres meanings and apply meanings and apply
bad; blend, mix) in ent/gift, present/ this knowledge to this knowledge to
stories or games. time) in literature read literature and understand texts.
and texts in content texts in content areas.
areas.
Use simple prefixes Use some common Use knowledge of

and suffixes when root words and affixes affixes, root words,
they are attached to when they are and increased
known vocabulary. attached to known vocabulary to inter
vocabulary pret the meaning of
English–Language
(e.g., educate, words in literature
Arts Content
education). and content area
Standards
texts.
Grade Two
1.9 Know the
meaning of simple
prefixes and suffixes
(e.g., over-, un-,
-ing, -ly).
Use a standard Use a standard Use a standard

dictionary to find the dictionary to deter- dictionary to deter-
meaning of known mine the meaning mine the meaning
vocabulary. of unknown words of unknown words
(e.g., idioms and (e.g., idioms and
words with multiple words with multiple
meanings). meanings).
Recognize simple
analogies (e.g., “fly
like a bird”) and
metaphors used in
literature and texts in
content areas.
43

Reading
arts substrand
Vocabulary and Use decoding skills Use decoding skills Use decoding skills Use decoding skills
Concept Develop and knowledge of and knowledge of and knowledge of and knowledge of
ment academic and social academic and social academic and social academic and social
vocabulary to begin vocabulary to achieve vocabulary to achieve vocabulary to achieve
independent reading. independent reading. independent reading. independent reading.
Recognize some Recognize idioms, Recognize idioms,

common idioms analogies, and analogies, and
(e.g., “scared silly”) metaphors used in metaphors used in
in discussions and literature and texts in literature and texts in
reading. content areas. content areas.
Read aloud with Read aloud with Read aloud with

appropriate pacing, appropriate pacing, appropriate pacing,
intonation, and intonation, and intonation, and
expression increas expression increas expression increas
ingly complex ingly complex ingly complex
narrative and narrative and narrative and
expository texts. expository texts. expository texts.
44

Reading
arts substrand
Vocabulary and Explain common antonyms Apply knowledge of

Concept Develop and synonyms. common root words
ment and affixes when
they are attached to
Content Standards
known vocabulary.
Grade Two
1.7 Understand and
explain common ant
onyms and synonyms.
Recognize words that have Recognize that Recognize that Recognize that
multiple meanings in texts. some words have some words have some words have
multiple meanings multiple meanings multiple meanings
and apply this and apply this and apply this
Content Standards
knowledge consis knowledge consis knowledge consis
Grade Two
tently. tently in reading tently in reading
1.10 Identify simple
literature and texts literature and texts
multiple-meaning words.
in content areas. in content areas.
Apply knowledge of Apply knowledge Apply knowledge Apply knowledge

academic and social of academic and of academic and of academic and
vocabulary to achieve social vocabulary to social vocabulary to social vocabulary to
independent reading. achieve indepen achieve indepen achieve indepen
dent reading. dent reading. dent reading.
Content Standards
Grade Two
1.8 Use knowledge of
individual words in
unknown compound words
to predict their meaning.
Use common Use common idioms Use common idioms

idioms, some and some analogies and some analogies
analogies, and (e.g., “shine like a (e.g., “shine like a
metaphors in star,” “let the cat star,” “let the cat
discussion and out of the bag”) and out of the bag”) and
reading. metaphors. metaphors.
Use a standard Use a standard Use a standard

dictionary to dictionary to dictionary to
determine the determine the determine the
meaning of meaning of meaning of
unknown words. unknown words. unknown words.
45

Reading
arts substrand
Vocabulary and Read aloud with appropriate pacing, Read aloud with
Concept Develop intonation, and expression narrative appropriate
ment and expository texts. pacing, intona
tion, and
expression
narrative and
expository texts.
Decoding and English–Language Arts Content

Word Recognition Standards
Kindergarten
1.14 Match all consonant and short-
vowel sounds to appropriate letters.
words).
1.16 Understand that as letters
change, so do the sounds (i.e., the
alphabetic principle).
Grade One
including consonant blends and
long- and short-vowel patterns
(i.e., phonograms), and blend those
sounds into recognizable words.
give, of).
contractions.
1.14 Read inflectional forms
(e.g., -s, -ed, -ing) and root words
(e.g., look, looked, looking).
(e.g., -ite, -ate).
speech.
46

Reading
arts substrand
Decoding and Grade Two

Word Recognition 1.1 Recognize and use knowledge
of spelling patterns (e.g., diph
thongs, special vowel spellings)
when reading.
1.2 Apply knowledge of basic
syllabication rules when reading
(e.g., vowel-consonant-vowel =
su/per; vowel-consonant/
consonant-vowel = sup/per).
1.3 Decode two-syllable nonsense
words and regular multisyllable
words.
1.4 Recognize common abbrevia
tions (e.g., Jan., Sun., Mr., St.).
1.5 Identify and correctly use
regular plurals (e.g., -s, -es, -ies)
and irregular plurals (e.g., fly/flies,
wife/wives)
47

READING
Reading Comprehension speak that language with nativelike fluency

and pronunciation (Selinker 1972). Younger
Reading comprehension and literary
children exhibit few of the inappropriate
response and analysis are the two pathways
(e.g., phonological, syntactical, or morpho
of the ELD standards that lead to mastery of
logical) forms of the second language that
the academic content of the language arts
often are problematic for older children and
standards. The English learner requires
adults and that require extensive remedi
instruction in which listening, speaking,
ation.
reading, and writing are presented in an
When English learners reach the ad
integrated format. The ELD standards vary
vanced level of the ELD standards, they
according to the grade level and the age of
must also be able to demonstrate proficiency
the student: early childhood (ages five to
in the language arts standards for their
seven years), middle childhood (ages eight
current grade level and all prior grade
to ten years), and young adult (ages eleven
levels. Students at the advanced level of the
to sixteen years). The speed of acquisition of
ELD standards must use grade-level texts;
academic language in English differs within
however, students working at lower levels
those three groups (Collier 1992). Older
should use reading materials appropriate for
children and adults, over the short term,
their developmental levels. To ensure that
proceed more quickly through the very early
English learners become proficient in both
stages of syntactical and morphological
the ELD and the language arts standards,
development (Scarcella and Oxford 1992).
teachers must use the two standards docu
Young children proceed less quickly, but in
ments concurrently and provide instruction
the long run they achieve higher levels of
leading to proficiency in the language arts
proficiency in a second language than do
standards at a level no later than the inter-
older children and adults. The influence of
mediate level of the ELD standards.
age is most evident with younger children
who are able to learn a second language and
48
Reading
arts substrand
Comprehension Respond orally to

stories read aloud,
using physical actions
and other means of
nonverbal communi
cation (e.g., matching
objects, pointing to an
answer, drawing
pictures).
Respond orally to Respond orally to Read simple text and

stories read aloud, stories read aloud by orally respond to
giving one- or two- giving one- or two- factual comprehen
word responses word responses sion questions by
(e.g., “brown bear”) (e.g., “brown bear”) using key words or
to factual comprehen to factual comprehen phrases.
sion questions. sion questions.
Draw pictures from Orally identify the

one’s own experience relationship between
related to a story or simple text read
topic (e.g., commu aloud and one’s own
nity in social studies). experience by using
key words and/or
phrases.
Understand and Understand and Understand and Understand and

follow simple one- follow simple one- follow simple follow simple
step directions for step directions for multiple-step oral multiple-step oral
classroom activities. classroom activities. directions for directions for
classroom or work- classroom or work-
related activities. related activities.
Comprehension and Identify, using key Identify, using key Recognize categories Recognize a few
Analysis of Grade- words or pictures, the words or pictures, the of common informa specific facts in
Level-Appropriate basic sequence of basic sequence of tional materials familiar expository
Text events in stories read events in stories read (e.g., newspaper, texts, such as
aloud. aloud. brochure). consumer publica
tions, workplace
documents, and
content area texts.
49

Reading
English–language Beginning ELD level (Continued)
arts substrand
Comprehension and Identify, using key Orally identify, using Orally identify the
Analysis of Grade- words and/or phrases, key words or phrases, main ideas and some
Level-Appropriate the main idea in a the main ideas and details of familiar
Text story read aloud. some details of literature and
familiar texts. informational
materials/public
documents
(e.g., newspaper,
brochure) by using
key words or phrases.
Point out text Point out text Point out text

features, such as the features, such as the features, such as the
title, table of title, table of title, table of
contents, and chapter contents, and chapter contents, and chapter
headings. headings. headings.
Structural Features Use pictures, lists, Identify the vocabu

of Informational charts, and tables lary, syntax, and
Materials found in informa grammar used in
tional materials, public and workplace
newspapers, and documents
magazines to identify (e.g., speeches,
the factual compo debates, manuals, and
nents of compare- contracts).
and-contrast patterns.
Comprehension and Orally identify

Analysis of Grade- examples of fact and
Level-Appropriate opinion and cause
Text and Expository and effect in simple
Critique texts.
50

Reading
arts substrand
Comprehension Respond orally to Read and listen to Read and orally Read and orally
simple stories read simple stories and respond to simple respond to simple
aloud, using phrases demonstrate under- literary texts and literary texts and
or simple sentences standing by using texts in content texts in content
to answer factual simple sentences to areas by using simple areas by using simple
comprehension respond to explicit sentences to answer sentences to answer
questions. detailed questions factual comprehen factual comprehen
(e.g., “The bear is sion questions. sion questions.
brown”).
Draw and label Read and orally

pictures related to a identify relationships
story topic or one’s between written text
own experience. and one’s own
experience by using
simple sentences.
Understand and Understand and Identify and follow Identify and follow
follow simple two- follow simple two- some multiple-step some multiple-step
step directions for step directions for directions for using directions for using
classroom activities. classroom activities. simple mechanical simple mechanical
devices and filling out devices and filling out
basic forms. basic forms.
Comprehension and Orally identify, using Orally identify, using Identify and orally Orally identify the
Analysis of Grade- key words or phrases, simple sentences, the explain categories of features of simple
Level-Appropriate the basic sequence of basic sequence of familiar informational excerpts of public
Text events in text read events in text that materials by using documents by using
aloud. one reads. simple sentences. key words or phrases.
Draw logical infer Read text and orally Read text and orally Read and orally
ences from a story identify the main identify the main identify a few specific
read aloud. ideas by using simple ideas and details of facts in simple
sentences and informational expository text, such
drawing inferences materials, literary as consumer and
about the text. text, and text in workplace documents
content areas by and content area text.
using simple sen
tences.
Read and identify

basic text features
such as the title, table
of contents, and
chapter headings.
51

Reading
arts substrand
Comprehension and Orally identify Read and orally
Analysis of Grade- examples of fact and identify examples of
Level-Appropriate opinion in familiar fact and opinion and
Text and Expository texts read aloud. cause and effect in
Critique written texts by using
simple sentences.
Structural Features Orally identify the In simple sentences

of Informational factual components of orally identify the
Materials simple informational structure and format
materials by using key of workplace docu
words or phrases. ments (e.g., format,
graphics, and
headers).
Read a consumer or
workplace document
in a group activity and
present a brief oral
report, demonstrating
three or four simple
steps necessary to
achieve a specific
goal or obtain a
product.
52

Reading
arts substrand
Comprehension and Read stories and Use detailed sen Read literature and In detailed sentences
Analysis of Grade- respond orally in tences to respond respond orally to it by identify orally two to
Level-Appropriate simple sentences to orally to comprehen answering in detailed three examples of
Text factual comprehen sion questions about sentences factual how clarity of text is
sion questions about text (e.g., “The brown comprehension affected by the
the stories. bear lives with his questions. repetition of impor
family in the forest”). tant ideas and by
syntax.
While reading aloud Read text and identify Present a brief report
in a group, point out features, such as the that verifies and
basic text features, title, table of clarifies facts in two
such as the title, table contents, chapter to three forms of
of contents, and headings, diagrams, expository text.
chapter headings. charts, glossaries, and
indexes in written
texts.
Draw inferences Read text and use Read text and use Read text and use
about stories read detailed sentences to detailed sentences to detailed sentences to
aloud and use simple identify orally the explain orally the identify orally the
phrases or sentences main ideas and use main ideas and main ideas and use
to communicate the them to make details of informa them to make
inferences. predictions and tional text, literary predictions about
support them with text, and text in informational text,
details. content areas. literary text, and text
in content areas.
Comprehension Write captions or Read and use more

phrases for drawings detailed sentences to
related to a story. describe orally the
relationships between
text and one’s own
experiences.
Understand and Understand and Understand and Understand and

follow some multiple- follow some multiple- orally explain most orally explain most
step directions for step directions for multiple-step multiple-step
classroom-related classroom-related directions for using a directions for using a
activities. activities. simple mechanical simple mechanical
device and filling out device and filling out
simple applications. simple applications.
53

Reading
arts substrand
Comprehension and Read literature and

Analysis of Grade- content area texts
Level-Appropriate and orally identify
Text and Expository examples of fact and
Critique opinion and cause
and effect.
Listen to an excerpt
from a brief political
speech and give an
oral critique of the
author’s evidence by
using simple sen
tences.
Structural Features Identify and use Read workplace

of Informational detailed sentences to documents and
Materials explain orally the orally identify the
differences among structure and format
some categories of (e.g., graphics and
informational headers) and give one
materials. brief example of how
the author uses the
feature to achieve his
or her purpose.
Understand and Read and use simple

orally identify the sentences to identify
features and elements orally the features
of common consumer and the rhetorical
(e.g., warranties, devices of simple
contracts, manuals) excerpts of public and
and informational workplace documents
materials and content area
(e.g., magazines and texts.
books).
54

Reading
arts substrand
Comprehension and Read text and use Describe the main Identify and explain Apply knowledge of
Analysis of Grade- detailed sentences ideas and supporting the main ideas and language to achieve
Level-Appropriate to identify orally the details of a text. critical details of comprehension of
Text main idea and use informational informational
the idea to draw materials, literary materials, literary
inferences about the texts, and texts in texts, and texts in
text. content areas. content areas.
Read stories and Generate and respond

orally respond to to comprehension
them by answering questions related to
factual comprehen the text.
sion questions about
cause-and-effect
relationships.
Write a brief summary Describe relation-

(three or four com ships between the
plete sentences) of a text and one’s
story. personal experience.
Comprehension Read and use basic Locate text features,

text features, such as such as format,
the title, table of diagrams, charts,
contents, and chapter glossaries, and
headings. indexes, and identify
the functions.
Comprehension and Read stories and texts Use the text (such as Analyze the structure
Analysis of Grade- from content areas the ideas presented, and format of work-
Level-Appropriate and respond orally to illustrations, titles) to place documents and
Text and Expository them by restating draw conclusions and the way in which
Critique facts and details to make inferences. authors use structure
clarify ideas. and format to achieve
their purposes.
Distinguish explicit Prepare oral and

examples of facts, written reports that
opinions, inference, evaluate the credibil
and cause and effect ity of an author’s
in texts. argument or defense
of a claim (include a
bibliography).
55

Reading
arts substrand
Structural Features Identify some Identify and explain Read material and
of Informational significant structural the differences analyze how clarity is
Materials (organizational) between various affected by patterns
patterns in text, such categories of infor of organization,
as sequential or mational materials repetition of key
chronological order (e.g., textbooks, ideas, syntax, and
and cause and effect. newspapers, instruc word choice.
tional materials).
Analyze a variety Analyze the features

of rhetorical styles and rhetorical devices
found in consumer of at least two types of
(e.g., warranties, documents intended
contracts, manuals) for the general public
and informational (e.g., warranties,
materials contracts, manuals,
(e.g., newspapers, magazines, and
magazines, and textbooks).
textbooks).
56

Reading
arts substrand
Comprehension and Prepare an oral or a Use the text (such as Identify and explain Apply knowledge of
Analysis of Grade- written summary by the ideas, illustra the main ideas and language to achieve
Level-Appropriate using various compre tions, titles) to draw critical details of comprehension of
Text hension strategies inferences and informational informational
(e.g., generate and conclusions and make materials, literary materials, literary
respond to questions, generalizations. text, and text in text, and text in
draw inferences, content areas. content areas.
compare information
from several sources)
with literature and
content area texts.
Comprehension and Describe main ideas

Analysis of Grade- and supporting
Level-Appropriate details, including
Text and Expository supporting evidence.
Critique
Locate and use text Use text features, Analyze a variety Analyze the features
features, such as the such as format, of rhetorical styles, and rhetorical devices
title, table of diagrams, charts, found in consumer of different types of
contents, chapter glossaries, indexes, (e.g., warranties, public documents and
headings, diagrams, and the like, to locate contracts) and infor the way authors use
and index. and draw information mational materials those features and
from text. (e.g., newspapers, devices.
magazines, signs,
textbooks).
Structural Features Identify and analyze Analyze how clarity is

of Informational the differences affected by patterns
Materials between various of organization,
categories of informa hierarchical struc
tional materials tures, repetition of
(textbooks, newspa key ideas, syntax, and
pers, instructional word choice in texts
manuals, signs). across content areas.
Identify significant
structural (organiza
tional) patterns in
text, such as compare
and contrast,
sequential and
chronological order,
and cause and effect.
57

Reading
arts substrand
Comprehension and Prepare oral and

Analysis of Grade- written reports that
Level-Appropriate evaluate the credibil
Text, Expository ity of an author’s
Critique, and argument or defense
Structural Features of a claim by critiqu
of Informational ing the relationship
Materials between generaliza
tions and evidence.
Prepare a bibliogra
phy for the report.
Prepare a brief
research or synthesiz
ing paper in a content
area and analyze
ideas from several
sources to present a
coherent argument or
conclusion arranged
in the proper format,
including a bibliogra
phy.
Distinguish fact
from opinion and
inference and cause
from effect in text.
58

READING
Literary Response and Analysis literature the students are exposed to a

broader range of English grammatical
For English learners to improve their
constructions and usage than they will
English skills and reduce the likelihood that
generally experience in listening and speak
those skills will level off before the students
ing. Reading and responding to literature are
reach fluency, they need to learn academic
also vehicles through which all students,
content along with language skills. Instruc
including English learners, develop rich
tion in academic areas, such as literature,
vocabularies. Teachers will frequently give
mathematics, geography, history, govern
students writing assignments for which they
ment, and science, not only familiarizes
use literature as a model to produce an
learners with the content of the discipline,
independent piece of writing. As English
but also, what is more important, teaches
learners study literature, the opportunities
them how to use the language required to
increase for them to understand various
communicate in the discipline (Mohan 1986).
literary features and use them in their own
English learners at all fluency levels are
writing. This development in turn will
highly motivated by instruction in academic
enable them to move toward demonstrating
subjects. They immediately see the value of
proficiency in all the English–language arts
learning to use English to meet their every-
standards.
day needs and to help them succeed in
At the lower ELD proficiency levels,
school as they learn how to communicate in
reading materials should be at students’
an academic area (Snow, Met, and Genesee
developmental proficiency level. Grade-level
1989). Students whose English is not quite
reading materials should be used with
fluent may be motivated to work harder to
students who work at the advanced level.
develop English fluency so that they can
Students working at the advanced level of
communicate successfully in an academic
the ELD standards should also demonstrate
area that they think may be important in
proficiency in “Literary Response and
their future.
Analysis” skills of the English–language arts
Learning the reading, writing, speaking,
standards. To ensure that students develop
and listening skills necessary to achieve
proficiency in both the ELD and the lan
English fluency is critical for English learn
guage arts standards, teachers must work
ers. Achieving fluency requires learning the
concurrently with the two standards docu
basic structure of English (Gass and Selinker
ments and the Reading/Language Arts Frame-
1994). Literature is a critical component for
work (1999).
developing fluency in English. Through
59
Reading
Literary Response and Analysis
arts substrand
Narrative Analysis Listen to a story and Listen to a story and Respond orally in one Identify orally the
of Grade-Level- respond orally in one respond orally in one or two words to beginning, middle,
Appropriate Text or two words to or two words to factual comprehen� and end of a simple
(The standards are factual comprehen� factual comprehen� sion questions about literary text.
also addressed in sion questions. sion questions. simple literary texts.
“Reading Compre
hension.”) Draw pictures related Identify orally Identify orally Read a simple
to a work of literature different characters different characters selection and orally
identifying setting and settings in simple and settings in simple identify the speaker
and characters. literary texts by using literary texts by using or narrator.
words or phrases. words or phrases
Role-play a character Role-play a character

from a familiar piece from a familiar piece
of literature by using of literature by using
words and phrases. phrases or simple
sentences.
Distinguish between Create pictures, lists, Create pictures, lists,
fiction and nonfiction charts, and tables to charts, and tables to
by giving one- or two- identify the sequence identify the sequence
word oral responses. of events in simple of events in simple
literary texts. literary texts.
Recognize the
difference in points of
view between first
person and third
person by using
phrases or simple
sentences.
Structural Features Create pictures, lists, Create pictures, lists,
of Literature charts, and tables to and charts to orally
identify the charac� identify the charac�
teristics of fairy tales, teristics of three
folktales, myths, and different forms of
legends. literature: fiction,
nonfiction, and
poetry.
Narrative Analysis Recite simple poems. Recite simple poems.

of Grade-Level-
Appropriate Text
(The standards are
also addressed in
“Reading Compre
hension.”)
60

Reading
arts substrand
Narrative Analysis Respond orally to Respond orally to Respond orally to Respond orally in
of Grade-Level- factual comprehen� factual comprehen� factual comprehen� simple sentences to
Appropriate Text sion questions about sion questions about sion questions about factual comprehen�
(The standards are stories by answering brief literary texts by brief literary texts by sion questions about
also addressed in in simple sentences. answering in simple answering in simple two forms of litera�
“Reading Compre sentences. sentences. ture (brief excerpts
hension.”) from a comedy and
tragedy).
Read literary texts Read literary texts Read literary texts

and orally identify the and orally identify the and orally identify the
main events of the main events of the main events of the
plot by using simple plot by using simple plot by using simple
sentences. sentences. sentences.
Read a selection and

orally identify the
speaker or narrator.
Identify the differ�

ence in points of view
between first person
and third person by
using simple sen�
tences.
Recite simple poems. Recite simple poems.
Narrative Analysis Identify orally the Describe orally in Identify orally the
of Grade-Level- setting and charac� simple sentences the theme, plot, setting,
Appropriate Text ters by using simple setting of a literary and characters of a
sentences and work. literary selection by
vocabulary. using simple sen�
tences.
61

Reading
Structural Features Distinguish orally Distinguish orally the Distinguish the

of Literature between poetry, characteristics of characteristics of
drama, and short different forms of different forms of
stories by using fiction and poetry by dramatic literature
simple sentences. using simple sen� (e.g., comedy and
tences. tragedy) by using
simple sentences,
pictures, lists, charts,
and tables.
Narrative Analysis Describe orally in Describe orally in Describe briefly in

of Grade-Level- simple sentences a simple sentences a simple sentences a
Appropriate Text character in a literary character in a brief character according
and Literary selection according to literary text by to what he or she
Criticism his or her actions. identifying the does in a familiar
thoughts and actions narration, dialogue,
of the character. or drama.
Use expanded
vocabulary and some
descriptive words in
oral responses to
familiar literature.
62

Reading
arts substrand
Narrative Analysis Use expanded Use expanded Use expanded Use expanded
of Grade-Level- vocabulary and vocabulary and vocabulary and vocabulary and
Appropriate Text descriptive words in descriptive words in descriptive words in descriptive words in
(The standards are oral and written paraphrasing oral and paraphrasing oral and paraphrasing oral and
also addressed in responses to simple written responses to written responses to written responses to
“Word Analysis, texts. texts. texts. texts.
Fluency, and
Systematic Vocabu
lary Development.”)
Narrative Analysis Read simple poetry Read text and use Read text and use
of Grade-Level- and use simple detailed sentences to detailed sentences to
Appropriate Text sentences in answer� respond orally to respond orally to
(The standards are ing factual compre� factual comprehen� factual comprehen�
also addressed in hension questions. sion questions about sion questions about
“Reading Compre three forms of brief three forms of
hension.”) prose (e.g., short literature.
story, novel, essay).
Read literary texts

and use detailed
sentences to describe
orally the sequence of
events.
Apply knowledge of Apply knowledge of Apply knowledge of

language to derive language to analyze language to analyze
meaning from literary and derive meaning and derive meaning
texts and compre� from literary texts from literary texts
hend them. and comprehend and comprehend
them. them.
Narrative Analysis Use detailed sen�

of Grade-Level- tences to compare
Appropriate Text and contrast orally a
and Literary similar theme or topic
Criticism across three genres.
Read a literary
selection and use
detailed sentences to
explain orally the
elements of theme,
plot, setting, and
characters.
63

Reading
arts substrand
Narrative Analysis Read a literary

of Grade-Level- selection and use
Appropriate Text detailed sentences to
and Literary describe orally a
Criticism character according
to what he or she
does in a narration,
dialogue, or dramatic
monologue.
Structural Features Use detailed sen�

of Literature tences to orally
identify at least two
ways in which poets
use personification,
figures of speech, and
sound.
64

Reading
arts substrand
Structural Features Read short poems Identify and describe Identify literary Identify several
of Literature and orally identify figurative language devices, such as literary elements
the basic elements (e.g., similes, narrative voice, and techniques
(e.g., rhythm and metaphors, and symbolism, dialect, (e.g., figurative
rhyme). personification). and irony. language, imagery,
and symbolism).
Distinguish between Read and identify

literary connotations ways in which poets
and symbols from use personification,
culture to culture. figures of speech,
imagery, and the
“sound” of language.
Identify the functions

of dialogue, scene
design, and asides in
dramatic literature.
Read a literary Describe orally the

selection and orally major characteristics
identify metaphors of several forms of
and similes. poetry by using
detailed sentences.
Narrative Analysis Read a literary Identify the motives Describe the author’s
of Grade-Level- selection and orally of characters in a point of view in
Appropriate Text identify the literary work of fiction. literary text by using
and Literary elements of plot, detailed sentences.
Criticism setting, and charac�
ters.
Read a story and Recognize and Compare and contrast Compare and contrast
identify the begin� describe themes a similar theme orally and in writing a
ning, middle, and end. stated directly in a across several genres similar theme or topic
text. by using detailed across several genres
sentences. by using detailed
sentences.
Read a literary Describe orally and in Identify recognized

selection and orally writing a similar works of American
identify the speaker theme or topic by literature and the
or narrator by using using detailed genre to which they
simple sentences. sentences. belong to contrast
major periods,
themes, and trends.
65

Reading
arts substrand
Narrative Analysis Read a literary Read a literary Identify recognized

of Grade-Level- selection and orally selection and orally works of world
Appropriate Text identify the main explain the literary literature and
and Literary conflict in the plot elements of plot, contrast the major
Criticism and its resolution. setting, and charac� literary forms and
ters by using detailed techniques.
sentences.
Describe the major Identify the charac�

characteristics of teristics of subgenres
several forms of (e.g., satire, pastoral,
fiction and poetry: allegory) that are
short story, essay, used in various
novel, ballad, lyric, genres.
epic.
Narrative Analysis Recognize the

of Grade-Level- difference between
Appropriate Text the first-person and
third-person points of
view in a literary text.
Structural Features Identify techniques

of Literature, that have specific
Narrative Analysis rhetorical or aes�
of Grade-Level- thetic purposes
Appropriate Text, in literary texts
and Literary (e.g., irony, tone,
Criticism mood, “sound” of
language).
66

Reading
arts substrand
Narrative Analysis Read a variety of

of Grade-Level- children’s literature
Appropriate Text and respond to it both
(The standards are orally and in writing.
also addressed in
“Reading Compre
hension.”)
Structural Features Describe the Describe the major Analyze the setting Describe the func�
of Literature elements of poetry characteristics of (place, time, cus� tions of dialogue,
(e.g., rhythm, rhyme, poetry, drama, fiction, toms) and its scene design, asides,
alliteration). and nonfiction. influence on the and soliloquies in
meaning of and drama.
conflict in a literary
text.
Narrative Analysis Compare and contrast Identify various Identify and describe Explain the signifi�
of Grade-Level- different authors’ use techniques to several literary cance of several
Appropriate Text of literary elements. influence readers’ elements and literary elements
and Literary perspectives and techniques in literary and techniques
Criticism evaluate the author’s texts (e.g., figurative (e.g., figurative
use of the techniques. language, imagery, language, imagery,
and symbolism). allegory, and symbol-
ism).
Recognize and Compare and contrast Compare and contrast

describe themes a similar theme or a similar theme or
stated directly or topic across genres topic across genres
implied in literary and explain how the and explain how the
texts. genre shapes the genre shapes the
themes or topics. theme or topic.
Analyze recurring
themes across literary
works (e.g., good and
evil, loyalty and
betrayal).
Compare and contrast Compare and contrast Analyze the inter-

the motives of the motivation and action between
characters in a work reactions of charac� characters and
of fiction. ters across a variety subordinate charac�
of literary texts. ters in literary texts
(e.g., motivations and
reactions).
67

Reading
arts substrand
Narrative Analysis Analyze the elements

of Grade-Level- of a plot, including its
Appropriate Text development and the
and Literary way conflicts are
Criticism addressed and
resolved.
Analyze recognized
works of American
literature and iden�
tify their genre to
contrast major
periods and trends.
Relate the literary

works of authors to
the major themes and
issues of their eras.
68

WRITING
Strategies and Applications Approaches to Second Language Reading 1988).

Reading provides students with model
As English learners begin to develop
sentence patterns and linguistic structures.
language skills in listening, speaking, and
However, improved writing does not neces
reading, they also need to develop writing
sarily follow from reading. For English
skills. Linguistic studies note that English
learners to apply their knowledge of sen
learners will transfer language skills from
tence patterns and linguistic structures, they
their primary language to English (Odlin
must put into practice what they observe
1989), especially if similarities between
from reading by engaging in various types
English and the primary language exist and
of writing. If these students are to become
if students are substantially literate in their
successful users of English, their integrated
primary language. Research also indicates
instructional program must include numer
that integrating the four language skills
ous opportunities to develop writing skills.
(reading, writing, speaking, and listening) is
Because English learners working at the
crucial for English learners to develop the
advanced level of the ELD standards are also
ability to write effectively (Mangeldorf
expected to demonstrate proficiency in the
1989).
language arts standards, it is essential for
Reading is particularly important because
teachers to use the two standards documents
it provides English learners with opportuni
concurrently and to monitor students’
ties to acquire grammar, expand vocabulary,
progress on both sets of standards.
gain increasing fluency with written texts,
and improve speaking skills (Interactive
69
Writing
arts substrand
Penmanship Copy the English Write the English

alphabet legibly. alphabet legibly.
Penmanship and Copy words posted Label key parts of Organize and record Organize and record
Organization and and commonly used common objects. information from information from
Focus in the classroom selected literature selected literature
(e.g., labels, number and content areas by and content areas by
names, days of the displaying it on displaying it on
week). pictures, lists, charts, pictures, lists, charts,
and tables. and tables.
Organization and Write a few words or Create simple Create simple Create simple
Focus phrases about an sentences or phrases sentences or phrases sentences or phrases
event or character with some assistance. with some assistance. with some assistance.
from a story read by
the teacher.
Write a phrase or Use models to write Write a brief narrative Write a brief narrative
simple sentence short narratives. by using a few simple by using a few simple
about an experience sentences that sentences that
generated from a include the setting include the setting
group story. and some details. and some details.
During group writing Use the writing Use the writing

activities, write brief process to write brief process to write brief
narratives and stories narratives and stories narratives with a few
by using a few with a few standard standard grammatical
standard grammatical grammatical forms. forms.
forms.
Write simple composi Write simple composi

tions, such as tions, such as
descriptions and descriptions and
comparison and comparison and
contrast, that have a contrast, that have a
main idea and some main idea and some
detail. detail.
Complete basic Complete a job

business forms in application form by
which information providing basic
such as one’s name, information, such as
address, and tele one’s name, age,
phone number is address, and educa
requested. tion.
70

Writing
arts substrand
Organization and Write simple Write short narrative Write simple sentences Write simple sentences
Focus sentences about stories that include of brief responses to to respond to selected
events or characters elements of setting selected literature to literature, exhibit
from familiar stories and characters. show factual under- factual understanding
read aloud by the standing of the text. of the text, and
teacher. connect one’s own
experience to specific
parts of the text.
Write simple Write simple sentences Use common verbs, Use common verbs,
sentences by using and use drawings, nouns, and high- nouns, and high-
key words posted pictures, lists, charts, frequency modifiers frequency modifiers
and commonly used and tables to respond in writing simple in writing simple
in the classroom to familiar literature. sentences. sentences.
(e.g., labels, number
names, days of the
week, and months
(e.g., “Today is
Tuesday”).
Follow a model given Create a draft of a Use simple sentences

by the teacher to paragraph by following to create a draft of a
independently write a an outline. short essay that follows
short paragraph of at an outline.
least four sentences.
Write an increasing Write an increasing Write an increasing

number of words and number of words and number of words and
simple sentences simple sentences simple sentences
appropriate for appropriate for appropriate for
language arts and language arts and language arts and
other content areas other content areas other content areas
(e.g., math, science, (e.g., math, science, (e.g., math, science,
history–social history–social history–social
science). science). science).
Follow a model to write Write expository Write expository

a friendly letter. compositions, such as compositions, such as
descriptions, compari descriptions, compari
son and contrast, and son and contrast, and
problem and solution, problem and solution,
that include a main that include a main
idea and some details idea and some details
in simple sentences. in simple sentences.
71

Writing
English–language Grades K–2 Early intermediate

Grades 3–5 ELDGrades
level (Continued)
6–8 Grades 9–12
arts substrand
Organization and Collect information Collect information

Focus from various sources from various sources
(e.g., dictionary, library (e.g., dictionary, library
books, research books, research
materials) and take materials) and take
notes on a given topic. notes on a given topic.
Organization and Write one to two Produce independent Proceed through the Proceed through the
Focus, Evaluation simple sentences writing that is under- writing process to writing process to
and Revision (e.g., “I went to the stood when read but write short paragraphs write short paragraphs
park”). may include inconsis that contain support that contain support
tent use of standard ing details about a ing details about a
grammatical forms. given topic. There may given topic. There may
be some inconsistent be some inconsistent
use of standard use of standard
grammatical forms. grammatical forms.
Organization and Complete simple

Focus, Research informational docu Complete simple
and Technology ments related to informational
career development documents related to
(e.g., bank forms and career development
job applications). (e.g., bank forms and
job applications).
72

Writing
arts substrand
Organization and Write short Narrate with some Narrate a sequence of Narrate a sequence of
Focus narrative stories detail a sequence of events and communi events and communi
that include the events. cate their significance cate their significance
elements of setting to the audience. to the audience.
and characters.
Produce indepen Produce independent Write brief expository Write brief expository
dent writing that is writing that is under- compositions compositions and
understood when stood when read but (e.g., description, reports that (a)
read but may may include inconsis comparison and include a thesis and
include inconsistent tent use of standard contrast, cause and some supporting
use of standard grammatical forms. effect, and problem details; (b) provide
grammatical forms. and solution) that information from
include a thesis and primary sources; and
some points of support. (c) include charts and
graphs.
Following a model, Begin to use a variety Develop a clear Recognize elements

proceed through the of genres in writing purpose in a short of characterization in
writing process to (e.g., expository, essay by appropriately a piece of writing and
independently write narrative, poetry). using the rhetorical apply the same
short paragraphs of devices of quotations techniques when
at least three lines. and facts. writing.
Independently create Write responses to Write responses to

cohesive paragraphs selected literature that selected literature that
that develop a central exhibit understanding exhibit understanding
idea with consistent of the text, using of the text, using
use of standard English detailed sentences and detailed sentences and
grammatical forms. transitions. transitions.
(Some rules may not
be followed.)
Write simple Use more complex Use more complex Recognize structured
sentences appropri vocabulary and vocabulary and ideas and arguments
ate for language sentences appropriate sentences appropriate and support examples
arts and other for language arts and for language arts and in persuasive writing.
content areas other content areas other content areas
(e.g., math, science, (e.g., math, science, (e.g., math, science,
social studies). history–social history–social
science). science).
73

Writing
arts substrand
Organization and Write a friendly Write a letter indepen Write documents Fill out job applica
Focus letter of a few lines. dently by using related to career tions and prepare
detailed sentences. development résumés that are clear
(e.g., business letter, and provide all needed
job application). information.
Use complex sentences Use complex sentences

in writing brief in writing brief
fictional biographies fictional biographies
and short stories that and short stories that
include a sequence of include a sequence of
events and supporting events and supporting
details. details.
Organization and Use basic strategies of Use basic strategies of

Focus, Research notetaking, outlining, notetaking, outlining,
and Technology and the writing process and the writing process
to structure drafts of to structure drafts of
simple essays, with simple essays, with
consistent use of consistent use of
standard grammatical standard grammatical
forms. (Some rules may forms. (Some rules may
not be followed.) not be followed.)
Investigate and Investigate and

research a topic in a research a topic in a
content area and content area and
develop a brief essay or develop a brief essay or
report that includes report that includes
source citations. source citations.
74

Writing
arts substrand
Organization and Write short Write a detailed Write in different Identify in writing
Focus narratives that summary of a story. genres (e.g., short the various elements
include elements of stories and narratives), of discourse
setting, characters, including coherent plot (e.g., purpose, speaker,
and events. development, charac audience, form).
terization, and setting.
Proceed through Arrange compositions Develop a clear thesis Develop a clear thesis
the writing process according to simple and support it by using and support it by using
to write short organizational analogies, quotations, analogies, quotations,
paragraphs that patterns. and facts appropri and facts appropri
maintain a consis ately. ately.
tent focus.
Independently write Write responses to Write persuasive

simple responses to selected literature that compositions that
literature. develop interpreta structure ideas and
tions, exhibit careful arguments in a logical
reading, and cite way with consistent
specific parts of the use of standard
text. grammatical forms.
Use complex Use complex vocabu Use appropriate Use appropriate

vocabulary and lary and sentences language variations language variations
sentences appropri appropriate for and genres in writing and genres in writing
ate for language language arts and for language arts and for language arts and
arts and other other content areas other content areas. other content areas.
content areas (e.g., math, science,
(e.g., math, science, social studies).
social studies).
Write a formal Independently write a Write pieces related to Fill out job applica
letter. persuasive letter with career development tions and prepare
relevant evidence. (e.g., business letter, résumés that are clear
job application, letter and purposeful and
of inquiry). address the intended
audience appropri
ately.
75

Writing
arts substrand
Organization and Produce indepen Write multiple- Write persuasive and Write reflective
Focus, Evaluation dent writing with paragraph narrative expository composi compositions that
and Revision consistent use of and expository tions that include a explore the signifi
standard grammati compositions appropri clear thesis, describe cance of events.
cal forms. (Some ate for content areas, organized points of
rules may not be with consistent use of support, and address a
followed.) standard grammatical counterargument.
forms.
Write detailed fictional Write detailed fictional

biographies or biographies or
autobiographies. autobiographies.
Organization and Use strategies of Use strategies of

and Technology, and summarizing to and summarizing to
Evaluation and structure drafts of structure drafts of
Revision clear, coherent, and clear, coherent, and
focused essays with focused essays with
consistent use of consistent use of
forms. forms.
Organization and Write an essay or Write expository

Focus, Research report that balances compositions and
and Technology information, has reports that convey
original ideas, and information from
gives credit to sources primary and secondary
in a bibliography. Use sources and use some
appropriate tone and technical terms. Use
voice for the purpose, appropriate tone and
audience, and subject voice for the purpose,
matter. audience, and subject
matter.
76

Writing
arts substrand
Organization and Write short Write short narratives Write persuasive Write persuasive and
Focus narratives that that include examples expository composi expository composi
include examples of of writing appropriate tions that include a tions that include a
writing appropriate for language arts and clear thesis, describe clear thesis, describe
for language arts other content areas organized points of organized points of
and other content (e.g., math, science, support, and address support, and address
areas (e.g., math, social studies). counterarguments. counterarguments.
science, social
studies).
Write a persuasive Produce writing Produce writing that

composition by using by using various establishes a control-
standard grammatical elements of discourse ling impression or
forms. (e.g., purpose, speaker, thesis.
audience, form) in
narrative, expository,
persuasive, and/or
descriptive writing.
Write short Write narratives that Use appropriate Structure ideas and
narratives that describe the setting, language variations arguments in a given
describe the characters, objects, and genres in writing context by giving
setting, characters, and events. for language arts and supporting and
objects, and events. other content areas. relevant examples.
Write pieces related to Complete job applica

career development tions and write
(e.g., business letter, résumés that fit the
job application, letter purpose and audience
of inquiry, memoran and follow the
dum). conventional format for
the type of document.
Organization and Produce indepen Write multiple- Write responses to Produce writing
Focus, Evaluation dent writing by paragraph narrative literature that develop by using various
and Revision using correct and expository interpretations, exhibit elements of discourse
grammatical forms. compositions by using careful reading, and (e.g., purpose, speaker,
standard grammatical cite specific parts of audience, form) in
forms. the text. narrative, expository,
persuasive, and/or
descriptive writing.
77

Writing
Organization and Proceed through Independently use all Develop a clear thesis Use various rhetorical
Focus, Evaluation the writing process the steps of the writing and use various devices (e.g., appeal to
and Revision to write clear and process. rhetorical devices logic through reason
coherent sentences (e.g., analogies, ing, case study, and
and paragraphs that quotations, facts, analogy) to support
maintain a consis statistics, and compari assertions.
tent focus. son) to support it.
Organization and Use strategies of Use strategies of

and Technology and summarizing to and summarizing to
structure drafts of structure drafts of
clear, coherent, and clear, coherent, and
focused essays by using focused essays by using
forms. forms.
Write documents Write expository

(e.g., fictional biogra compositions, includ
phies, autobiographies, ing analytical essays
short stories, and and research reports,
narratives) that for the language arts
include coherent and other content
plot development, areas and provide
characterization, evidence in support of
setting, and a variety a thesis and related
of literary strategies claims.
(e.g., dialogue,
suspense).
Use various methods of Clarify and defend

investigation and positions with relevant
research to develop an evidence, including
essay or report that facts, expert opinions,
balances information quotations, and/or
and original ideas, expressions of
including a bibliogra commonly accepted
phy. beliefs and logical
reasoning.
78

WRITING
English-Language Conventions At all ELD proficiency levels, English

learners are to produce writing that includes
The ELD standards identify the stages
correct capitalization, punctuation, and
that English learners must pass through to
spelling of words appropriate to the stu
use the conventions of English effectively in
dents’ developing fluency in English. By the
writing. Depending on the degree to which
advanced level, the students are to demon
their primary language differs from English
strate proficiency in both the ELD and the
in its written form and the degree to which
language arts standards for their current
students are already proficient writers in
grade level and for all prior grade levels.
their primary language, English learners face
unique challenges as they work to success-
fully use the conventions of written English.
79
Writing
arts substrand
Capitalization Use capitalization Use capitalization

when writing one’s when writing one’s
own name. own name and at the
beginning of sen
tences.
Punctuation Use a period at the Edit one’s own work Edit one’s own work
end of a sentence and and correct the and correct the
a question mark at punctuation. punctuation.
the end of a question.
Sentence Structure, Identify basic Identify basic

Grammar, Punctua• vocabulary, mechan vocabulary, mechan
tion, Capitalization, ics, and sentence ics, and sentence
and Spelling structures in a piece structures in a piece
of writing. of writing.
Revise one’s writing Revise one’s writing

for proper use of final for proper use of final
punctuation, capitali punctuation, capitali
zation, and correct zation, and correct
spelling. spelling.
80

Writing
arts substrand
Capitalization Use capitalization to Use capitalization to

begin sentences and begin sentences and
for proper nouns. for proper nouns.
Punctuation Use a period or Use a period at the

question mark at the end of a sentence and
end of a sentence. use some commas
appropriately.
Punctuation, Edit writing for Edit writing for Edit writing for Edit writing for
Capitalization, and basic conventions basic conventions basic conventions basic conventions
Spelling (e.g., capitalization (e.g., punctuation, (e.g., punctuation, (e.g., punctuation,
and use of periods) capitalization, and capitalization, and capitalization, and
and make some spelling) and make spelling). spelling).
corrections. some corrections.
Sentence Structure, Revise writing, with Revise writing, with

Grammar, Punctua• teacher’s assistance, teacher’s assistance,
tion, and Capitaliza• to clarify meaning to clarify meaning
tion and improve the and improve the
mechanics and mechanics and
organization. organization.
Use clauses, phrases, Use clauses, phrases,

and mechanics of and mechanics of
writing with consis writing with consis
tent variations in tent variations in
81

Writing
arts substrand
Capitalization, Produce independent Produce independent

Punctuation, and writing that may writing that may
Spelling include some include some
inconsistent use inconsistent use
of capitalization, of capitalization,
periods, and correct periods, and correct
spelling. spelling.
Sentence Structure, Use standard word Use standard word Revise writing for Revise writing for
Grammar, and order but may have order but may have appropriate word appropriate word
Spelling some inconsistent inconsistent gram choice and organiza choice and organiza
grammatical forms matical forms tion with variation in tion with variation in
(e.g., subject/verb (e.g., subject/verb grammatical forms grammatical forms
without inflections). agreement). and spelling. and spelling.
Sentence Structure, Edit and correct Edit and correct

Grammar, Punctua• basic grammatical basic grammatical
tion, Capitalization, structures and usage structures and usage
and Spelling of the conventions of of the conventions of
writing. writing.
82

Writing
arts substrand
Capitalization, Produce indepen Produce independent writing Create coherent Create coherent
Punctuation, and dent writing that with consistent use of correct paragraphs through paragraphs through
Spelling may include some capitalization, punctuation, effective transi effective transi
periods, correct and spelling. tions. tions.
spelling, and
inconsistent
capitalization.
Sentence Structure, Use standard word Use standard word order but Revise writing for Revise writing for
Grammar, and order with some may have more consistent appropriate word appropriate word
Spelling inconsistent grammatical forms, including choice, organiza choice, organiza
grammar forms inflections. tion, consistent tion, consistent
(e.g., subject/verb point of view, and point of view, and
agreement). transitions, with transitions, with
some variation in some variation in
grammatical forms grammatical forms
and spelling. and spelling.
Punctuation, Edit writing to Edit writing to check Edit writing for Edit writing for
Capitalization, check some of the basic mechanics of grammatical grammatical
and Spelling the mechanics of writing (e.g., punctuation, structures and structures and
writing (e.g., capital capitalization, and spelling). the mechanics the mechanics
ization and periods). of writing. of writing.
English–Language English–Language Arts

Arts Content Content Standards
Standards Grade Three: Spelling
Grade One: 1.8 Spell correctly one-
Spelling syllable words that have
1.8 Spell three- blends, contractions,
and four-letter compounds, orthographic
short-vowel words patterns (e.g., qu, conso
and grade-level- nant doubling, changing
appropriate sight the ending of a word from
words correctly. –y to –ies when forming
Grade Two the plural), and common
1.7 Spell frequent homophones (e.g., hair-
ly used, irregular hare).
words correctly 1.9 Arrange words in
(e.g., was, were, alphabetic order.
says, said, who, Grade Four
what, why). 1.7 Spell correctly roots,
inflections, suffixes and
prefixes, and syllable
constructions.
83

Writing
arts substrand
Sentence Structure Use complete Use complete Revise writing for Revise writing for
and Grammar sentences and correct sentences and correct appropriate word appropriate word
word order. word order. choice and organiza choice and organiza
tion, consistent point tion, consistent point
of view, and transi of view, and transi
tions, using approxi tions, using approxi
mately standard mately standard
grammatical forms grammatical forms
and spelling. and spelling.
Grammar Use correct parts of Use correct parts of Create coherent Create coherent
speech, including speech, including paragraphs through paragraphs through
correct subject/verb correct subject/verb effective transitions effective transitions
agreement. agreement. and parallel construc and parallel construc
tions. tions.
Capitalization, Edit writing for Edit writing for Edit writing for the Edit writing for the
Punctuation, and punctuation, capitali punctuation, capitali mechanics to mechanics to
Spelling zation, and spelling. zation, and spelling. approximate standard approximate standard
Sentence Structure, Produce writing that Produce writing that

Grammar, Punctua• demonstrates a demonstrates a
tion, Capitalization, command of the command of the
and Spelling conventions of conventions of
standard English. standard English.
84

Glossary
affix A word part that changes the meaning or function of a root or stem
word to which it is attached.
alliteration The occurrence in a phrase, line of speech, or writing of two or

more words with the same initial sound.
cognates Words in different languages related to the same root (e.g., education
in English, educación in Spanish).
false cognates Words from different languages that sound alike and are similar in
form but are unrelated in meaning (e.g., éxito in Spanish means
“success”).
independent reading The student reads text independently without the assistance of the
teacher or other adult/tutor. The student also makes reading
selections independently (e.g., from the classroom shelf, school
library, or public library).
morphemes Refers to the smallest unit of meaningful sound in language (i.e.,

words or affixes). There are two classes of morphemes: bound and
free. Bound morphemes are meaning units that can never be a
word by themselves (e.g., prefixes such as re in redo or suffixes such
as ment in establishment). Free morphemes are equivalent to words
(e.g., table, school, pencil).
phonemes Smallest units of sound in language that are used to contrast words
and the morphemes that make up words. Each language has a
unique set of sounds, and English learners must master these
sounds to a certain level of proficiency to understand English or
orally communicate in English. Generally, older children and adults
do not achieve full mastery of the production of these sounds and
consequently speak English with an accent.
phonics A system of teaching initial reading and spelling that stresses basic
sound–symbol relationships and their application in decoding
words.
85
Selected References
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York: Newbury House/Harper and Row.
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Language Teaching and Testing,” Applied Linguistics, Vol. 1, 1–47.
Collier, V. 1992. “A Synthesis of Studies Examining Long-term Language Minority Student Data
in Academic Achievement,” Bilingual Research Journal, Vol. 16, 187–212.
Crystal, D. 1987. The Cambridge Encyclopedia of Language. Cambridge, England: Cambridge Uni
versity Press.
English–Language Arts Content Standards for California Public Schools, Kindergarten Through Grade
Twelve. 1998. Sacramento: California Department of Education.
Ferris, D. 1994. “Rhetorical Strategies in Student Persuasive Writing: Differences Between Native
and Non-native English Speakers,” Research in the Teaching of English, Vol. 26, 45–65.
Gass, S. C., and L. Selinker. 1994. Second Language Acquisition: An Introductory Course. Hillsdale,
N.J.: Lawrence Erlbaum Associates.
Halliday, M. A. K., and R. Hasan. 1976. Cohesion in English. London: Longman.
Hatch, E. 1983. Psycholinguistics: A Second Language Perspective. Rowley, Mass.: Newbury House.
Hughley, J. B., and others. 1983. Teaching ESL Composition: Principles and Techniques. Rowley,
Mass.: Newbury House.
Ingram, D. 1989. First Language Acquisition: Method, Description, and Explanation. Cambridge,
England: Cambridge University Press.
Interactive Approaches to Second Language Reading. 1988. Edited by P. Carrell, J. Devine, and
D. Eskey. Cambridge, England: Cambridge University Press.
Kemper, S. 1984. “The Development of Narrative Skills: Explanations and Entertainments,” in
Discourse Development: Progress in Cognitive Development. Edited by S. A. Kuczaj. New York:
Springer-Verlag, pp. 99–122.
Laufer, B. 1997. “The Lexical Plight in Second Language Reading: Words You Don’t Know, Words
You Think You Know and Words You Can’t Guess,” in Second Language Vocabulary Acquisition:
A Rationale for Pedagogy. Edited by J. Coady and T. Huckin. New York: Cambridge University
Press, pp. 20–52.
Long, M. H. 1983. “Does Second Language Instruction Make a Difference? A Review of Re-
search,” Teaching English as a Second Language Quarterly, Vol. 14, 378–90.
Mangeldorf, K. 1989. “Parallels Between Speaking and Writing in Second Language Acquisition,”
in Richness in Writing: Empowering Language Minority Students. Edited by D. M. Johnson and
D. H. Roen. New York: Longman, pp. 134–45.
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McCarthy, M. 1991. Discourse Analysis for Language Teachers. Cambridge, England: Cambridge
University Press.
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Moskowitz, A. 1973. “On the Status of Vowel Shift in English,” in Cognitive Development and the
Acquisition of Language. Edited by T. E. Moore. New York: Academic Press.
Odlin, T. 1989. Language Transfer: Cross-Linguistic Influence in Language Learning. Cambridge,
England: Cambridge University Press.
Omaggio, A. 1986. Teaching Language in Context: Proficiency-oriented Instruction. Boston: Heinle &
Heinle Publishers.
Reading/Language Arts Framework for California Public Schools, Kindergarten Through Grade Twelve.
1999. Sacramento: California Department of Education.
Renkema, J. 1993. Discourse Studies: An Introductory Textbook. Amsterdam: John Benjamins Pub
lishing Co.
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Theory to Practice. New York: Longman.
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Adult Second Language Learners,” in Sociolinguistics and Language Acquisition. Edited by
N. Wolfson and E. Judd. Rowley, Mass.: Newbury House, pp. 175–83.
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Social Context. Cambridge, England: Cambridge University Press.
87

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California Department of Education Reposted June 9, 2009

California Department of Education Reposted June 9, 2009

This publication was edited by Faye Ong, working in cooperation with

© 2002 by the California Department of Education

A partial list of other educational resources available from the Department

California Department of Education Reposted June 9, 2009

California English-Language Proficiency Assessment Project ............................................................. iv

Executive Summary .....................................................................................................................................1

English-Language Development Standards ...........................................................................................15

Listening and Speaking .........................................................................................................................16

Strategies and Applications ..............................................................................................................16

Word Analysis ....................................................................................................................................25

Fluency and Systematic Vocabulary Development .......................................................................36

Reading Comprehension ..................................................................................................................48

Literary Response and Analysis ......................................................................................................59

Strategies and Applications ..............................................................................................................69

English-Language Conventions .......................................................................................................79

Selected References .....................................................................................................................................86

LISTENING AND SPEAKING

Strategies and Applications

Comprehension Answer simple questions with one- to two-word responses.

Comprehension Ask and answer instructional questions by using simple sentences.

LISTENING AND SPEAKING

Strategies and Applications (Continued)

Comprehension Demonstrate understanding of most idiomatic expressions

Organization and Negotiate and initiate social conversations by questioning, restating,

Decoding and Word

Phonemic Awareness, Produce English phonemes while reading aloud.

Phonemic Awareness, Apply knowledge of sound/symbol relationships and basic word-

Penmanship Copy the alphabet legibly.

Capitalization Use capitalization when writing one’s own name.

Capitalization, Produce independent writing that includes partial consistency in the

The English–Language Arts Content Stan­ on some modifications and additions to

Strategies and Applications listening and speaking and acquire the

Respond to simple Retell familiar stories Demonstrate Demonstrate

Comprehension and Independently use Independently use Independently use

Analysis and Respond with simple

California Department of Education Reposted June 9, 2009

Comprehension Begin to be under- Begin to be under- Begin to be under- Begin to be under-

Restate and execute Restate and execute Restate and execute

Orally communicate Orally communicate Orally communicate Orally communicate

California Department of Education Reposted June 9, 2009

Listen attentively to Listen attentively to Listen attentively to Listen attentively to

Participate in social Participate in social Participate in social Participate in social

California Department of Education Reposted June 9, 2009

Organization and Identify a variety

Prepare and deliver Prepare and deliver

Prepare and ask basic

California Department of Education Reposted June 9, 2009

Comprehension Listen attentively to Listen attentively to Listen attentively to

Participate in and Participate in and Participate in and Participate in and

Recognize appropri­ Recognize appropri­ Recognize appropri­ Recognize appropri­

California Department of Education Reposted June 9, 2009

Use simple figurative Use simple figurative Use simple figurative

Prepare and deliver Prepare and deliver

Prepare and deliver

California Department of Education Reposted June 9, 2009

Comprehension Listen attentively to Listen attentively to Listen attentively to

Demonstrate an Demonstrate an Demonstrate an Demonstrate an

Consistently use Consistently use Consistently use Consistently use

California Department of Education Reposted June 9, 2009

California Department of Education Reposted June 9, 2009

The English–Language Arts Content Stan on some modifications and additions to

Recognize appropri Recognize appropri Recognize appropri Recognize appropri

Respond appropri Respond appropri Respond with Respond with

Use decoding skills to Read grade-appropri

Structural Features Use pictures, lists, Identify the vocabu