English Language Development Standards
CaliforniaEnglish LanguageDevelopment Standards(Electronic Edition)Kindergarten Through Grade 12Adopted by the CaliforniaState Board of EducationNovember 2012
CaliforniaEnglish LanguageDevelopment StandardsKindergarten Through Grade 12Adopted by the California State Board of EducationNovember 2012
Publishing InformationThe California English Language Development Standards: Kindergarten ThroughGrade 12 was developed by English Learner Support Division, CaliforniaDepartment of Education. This publication was edited by Faye Ong and JohnMcLean, working in cooperation with Gustavo Gonzalez, Education ProgramsConsultant, English Learner Support Division. It was designed and prepared forprinting by the staff of CDE Press, with the cover and interior designed by uyetTruong. It was published by the Department of Education, 1430 N Street,Sacramento, CA 95814-5901. It was distributed under the provisions of theLibrary Distribution Act and Government Code Section 11096. 2014 by the California Department of EducationAll rights reservedISBN 978-0-8011-1738-1Reproduction of this document for resale, in whole or in part, is not authorized.ii Publishing InformationOrdering InformationCopies of this publication are available for purchase from the CaliforniaDepartment of Education. For prices and ordering information, please visit theDepartment Web site at http://www.cde.ca.gov/re/pn/rc or call the CDE PressSales Offce at 1-800-995-4099.NoticeThe guidance in California English Language Development Standards:Kindergarten Through Grade 12 is not binding on local educational agenciesor other entities. Except for the statutes, regulations, and court decisions thatare referenced herein, the document is exemplary, and compliance with it is notmandatory. (See Education Code Section 33308.5.)
ContentsA Message from the State Board of Education andthe State Superintendent of Public Instruction . vAcknowledgments . viIntroduction.1Chapter 3. The Standards: Kindergarten Through Grade 12. 25Kindergarten . 26Grade 1. 36Grade 2. 46The English Language Development Profciency Level Descriptors andStandards .5Grade 3. 56Chapter 1. Purposes, Development, and Structure of the California EnglishLanguage Development Standards. 7Grade 5. 76Defnition of the Standards . 8Purposes and Intended Users . 8California’s English Learner Students. 8Goals of the California English Language DevelopmentStandards . 9Unintended and Inappropriate Uses of the Standards . 10Grade 4. 66Grade 6. 86Grade 7. 98Grade 8. 110Grades 9–10 . 122Grades 11–12. 134Legislation and Process for Development and Validation . 12Professional Learning for Successful Implementation of the CaliforniaEnglish Language Development Standards.145Chapter 4. Theoretical Foundations and the Research Base of the CaliforniaEnglish Language Development Standards. 147Organization of the Standards . 13Interacting in Meaningful and Intellectually Challenging Ways. 148References. 16Scaffolding. 149Chapter 2. Profciency Level Descriptors for the California English LanguageDevelopment Standards. 17Developing Academic English . 151Organization of the Profciency Level Descriptors. 18The Importance of Grammatical and Discourse-LevelUnderstandings. 151Rationale for Three Profciency Levels. 11Profciency Level Descriptors. 20The Importance of Vocabulary . 151Contents iii
Other Relevant Guidance Documents Consulted. 153Chapter 6. Foundational Literacy Skills for English Learners . 177Conclusion . 153Research Summary and Implications for English Learners . 178References. 153Alignment Charts for Foundational Literacy Skills in EnglishLanguage Development and the CA CCSS for ELA/Literacy . 179Chapter 5. Learning About How English Works . 159Elementary Level: Grades 1–5. 181Correspondence of the Language Demands in the CA CCSS forELA/Literacy to the CA ELD Standards . 161Secondary Level: Grades 6–12. 187Supporting English Learners to Develop Academic English . 164Organization of Part II. 172Use of the CA ELD Standards . 175References.176iv ContentsReferences. 189Glossary of Key Terms . 190
A Message from the State Boardof Education and the StateSuperintendent of Public InstructionIn California, home to more than one million English learner students, Englishlanguage development has always been a top priority. Last year’s adoption ofthe California English Language Development Standards (CA ELD Standards)maintains California’s commitment to providing English learner students with ahigh-quality program that will enable them to attain profciency in English—developing the skills and confdence in listening, speaking, reading, and writingthat are at the core of achievement inside and outside the classroom.These CA ELD Standards are unique in that they correspond with the rigorousCalifornia Common Core State Standards: English Language Arts and Literacyin History/Social Studies, Science, and Technical Subjects. The CA ELDStandards defne the progression of language acquisition through threestages of profciency and recognize that the student’s native language playsan important role in learning English. Teachers can use the CA ELD Standardsdocument as a tool to inform their practice, making clear relationships betweenthe English language and the student’s other language(s).Now all of us—teachers, administrators, librarians, parents, students, educators, and other stakeholders—must implement these standards for Englishlearner students. We look forward to working together with you to ensure thatall our English learner students meet the goals embodied in these standards.The potential is endless.MICHAEL W. KIRST, PresidentCalifornia State Board of EducationTOM TORLAKSONState Superintendent of Public InstructionThis document was a collaborative effort between the California Department ofEducation and the California Comprehensive Assistance Center at WestEd, withcounsel and input provided by experts, researchers, educators, and key stakeholder groups with expertise and a passion for educating English learners. Weappreciate their comprehensive and exhaustive work to provide our studentswith the very best thinking and the most current practices.A Message v
AcknowledgmentsAssembly Bill 124, signed into law on October 8, 2011, required the StateSuperintendent of Public Instruction (SSPI), in consultation with the StateBoard of Education (SBE), to update, revise, and align the state’s currentEnglish language development (ELD) standards by grade level with the state’sEnglish language arts (ELA) standards by November 2012.The development of the ELD standards was made possible under the leadershipand direction of Tom Torlakson, State Superintendent of Public Instruction;Richard Zeiger, Chief Deputy Superintendent; and Lupita Cortez Alcalá, DeputySuperintendent of the Instruction and Learning Support Branch at the CaliforniaDepartment of Education (CDE). Karen Cadiero-Kaplan, Director of the CDE’sEnglish Learner Support Division, led the internal efforts in collaboration withleadership and staff across four CDE divisions and the State Board of Education.The following CDE and SBE staff members provided leadership, administrativesupport, input, and technical assistance during the development and publication process of the ELD standards:Executive OffceTom Torlakson, State Superintendent of Public InstructionRichard Zeiger, Chief Deputy SuperintendentLupita Cortez Alcalá, Deputy Superintendent, Instruction and Learning SupportBranchMichele Anberg-Espinosa, Education Programs ConsultantDeborah Busch, Education Programs ConsultantLilia Sanchez, Bilingual/Migrant Education ConsultantJames Shields, Education Programs ConsultantSandra Covarrubias, Education Programs ConsultantGustavo Gonzalez, Education Programs ConsultantWill Lee, Associate Governmental Program AnalystBarbara Garcia, Offce TechnicianJuan Marmolejo, Offce AssistantCurriculum Frameworks and Instructional Resources DivisionThomas Adams, DirectorKristen Cruz Allen, Education AdministratorLillian Perez, Education Programs ConsultantAssessment Development and Administration DivisionPatrick Traynor, DirectorLily Roberts, Education Research and Evaluation AdministratorGaye Lauritzen, Education Programs ConsultantEnglish Learner Support Division—Language Policy and LeadershipOffceProfessional Learning Support DivisionKaren Cadiero-Kaplan, DirectorPhil Lafontaine, (former) DirectorElena Fajardo, Education AdministratorErin Koepke, Education Programs ConsultantCarlos Rivera, (Former) Education AdministratorDianna Gutierrez, Education Programs Consultantvi AcknowledgmentsCarrie Roberts, Director
State Board of EducationAida Molina, MemberIlene Straus, MemberELD Standards. The CDE acknowledges the contributions this group madeto informing drafts of the standards and related documents, as well as theirmodel of collaboration.NameAffliationCristina AlfaroSan Diego State UniversityLeticia BhatiaSonoma Valley Unifed School DistrictConstance CerveraOxnard High SchoolLizette DiazOntario–Montclair School DistrictSilvia Dorta-Duque de ReyesSan Diego County Offce of EducationRichard DuranUniversity of California, Santa BarbaraLudmila ElliottYuba City Unifed School DistrictMarta EscobarKern County Offce of EducationUnder the CDE’s direction, the following WestEd staff members led the criticalprocess of developing the new California ELD standards, including co-facilitatingweekly meetings with CDE staff, working in tandem with the English LearnerSupport Division to draft the new CA ELD Standards, and writing the content ofthe supporting chapters and glossary.Elizabeth FralicksFresno Unifed School DistrictAna GarcíaSan Francisco Unifed School DistrictLaura GonzalezTulare County Offce of EducationKenji HakutaStanford UniversityMagaly LavadenzLoyola Marymount UniversityCalifornia Comprehensive Center at WestEdBarbara MerinoUniversity of California, DavisRachel LagunoffGisela O’BrienLos Angeles Unifed School DistrictPamela SpycherKeila RodriguezImperial County Offce of EducationRobert LinquantiMaritza RodriguezRiverside County Offce of EducationChristopher CamachoMagdalena Ruz GonzalezLos Angeles County Offce of EducationEdynn SatoMaria SantosOakland Unifed School DistrictIn addition, the following WestEd staff members contributed to drafting the newstandards: Karin Cordell, Kevin Jepson, John Thorpe, and Nicole Waltermire.Socorro ShielsMorgan Hill Unifed School DistrictEmily TsaiMonterey Peninsula Unifed School DistrictPatricia de Cos, Deputy Executive DirectorTo accomplish this important work in the required time frame, the CDErequested the assistance of the California Comprehensive Assistance Center atWestEd. Specifcally, WestEd’s California Comprehensive Center, in partnershipwith the Assessment and Standards Development Services Program at WestEd,worked in concert with the CDE to analyze current ELD standards relative to thenew California ELA standards; review information on other states’ and organizations’ ELD standards revision and alignment efforts; analyze statewide publicand expert input on revision parameters; draft the proposed ELD standards; andrevise the standards as needed, based on stakeholder review and feedback.Assembly Bill 124 also directed the SSPI to convene a group of experts toprovide input and guidance in revising and aligning the updated California1Note: The names, titles, and affliations of the persons listed in these acknowledgments werecurrent at the time this publication was developed.Acknowledgments vii
Page viii intentionally blank.
Introduction
IntroductionIn 2010, the California State Board of Education (SBE) adopted the CaliforniaCommon Core State Standards for English Language Arts and Literacy inHistory/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy), which describe the knowledge, skills, and abilities in reading, writing,speaking and listening, conventions, knowledge of language, and vocabularythat all students need for college and career readiness across key academiccontent areas. Those standards, along with the Common Core State Standardsfor Mathematics and the Next Generation Science Standards, were adopted byCalifornia to ensure K–12 (kindergarten through grade 12) students gain thenecessary literacy/language arts, science, and mathematics understanding andpractices required for twenty-frst-century higher-education and workplaceparticipation. The sponsors of the Common Core State Standards Initiativespecify that these new standards are intended to apply to all students,including English learners (ELs):The National Governors Association Center for Best Practices andthe Council of Chief State School Offcers strongly believe that allstudents should be held to the same high expectations outlined inthe Common Core State Standards. This includes students who areEnglish language learners . . . However, these students may requireadditional time, appropriate instructional support, and alignedassessments as they acquire both English language profciencyand content area knowledge.1California’s ELs need instructional support in developing profciency in Englishlanguage and literacy as they engage in learning academic content based onthese new, rigorous standards. ELs face an additional challenge in developingliteracy in English since they must develop oral profciency in English—including1. Common Core State Standards Initiative, “Application of Common Core State Standards forEnglish Language Learners.” r-englishlearners.pdf (accessed October 2, 2013).2 Introductiondepth and breadth of vocabulary—at the same time that they are learning toread and write (see chapter 6 for more details). In recognition of the need fornew English language development standards to clarify what knowledge, skills,and abilities are needed to help ELs engage with and master the state’s contentstandards, including college- and career-readiness standards, Assembly Bill 124was enacted on October 8, 2011. It required the State Superintendent of PublicInstruction, in consultation with the SBE, to update, revise, and align the currentCalifornia English Language Development Standards (CA ELD Standards), bygrade level, with the state’s English Language Arts (ELA) Standards.In response to this legislation, the California Department of Education (CDE),with the assistance of the California Comprehensive Assistance Center atWestEd in partnership with WestEd’s Assessment and Standards DevelopmentServices Program, conducted an extensive and robust process to develop andvalidate new CA ELD Standards that correspond to the CA CCSS for ELA/Literacy and address English language and literacy skills that ELs need in key contentareas. This process was grounded in two core principles: (1) transparencytoward and input from the feld and (2) development based on sound theoryand empirical research. The frst principle included comprehensive guidanceand review provided by the CDE, statewide focus groups, and a state-appointedpanel of experts, as well as comments on a draft of the standards receivedfrom the public through hearings and written feedback. Public commentersincluded teachers, principals, staff in district and county offces of education,advocacy groups, education scholars, and other educational communitymembers. For the second principle, three overlapping guidance areas wereanalyzed: (1) theoretical foundations; (2) current empirical research andresearch reviews; and (3) additional relevant guidance documents, such aspolicy documents.
Organization of This PublicationThis publication is intended to assist in building awareness and understandingof how the CA ELD Standards correspond to the CA CCSS for ELA/Literacy. TheCA CCSS for ELA/Literacy served as the core foundation for developing the CAELD Standards, which are intended to guide teachers in supporting the Englishlanguage development of ELs who are learning rigorous academic content.This section introduces the organization of the CA ELD Standards, which wereposted on the CDE Web site in November 2012, and provides a description ofeach chapter.After adoption in November 2012, the CA ELD Standards were posted onthe CDE Web page at http://www.cde.ca.gov/sp/el/er/eldstandards.asp forthe public to consult as a resource. The CA ELD Standards, posted on theCDE Web page, were organized as follows: ELD Overview and Profciency LevelDescriptors; ELD standards for kindergarten through grade 12; appendixes Athrough D; and the Glossary of Key Terms. In preparation for print publication,the online materials were reorganized to be suitable for publication. An introduction was added, appendixes A through D became chapters, and the CA ELDstandards were placed within a single chapter. It is important to note that nochanges were made to the content of the CA ELD Standards for this printpublication. The following specifes the rearrangement undertaken for thosefamiliar with the original CDE Web page materia
the California English Language Development Standards (CA ELD Standards) maintains California’s commitment to providing English learner students with a high-quality program that will enable them to attain profciency in English— developing the skills and confdence in listening, speaking, reading, and writing
language development standards. They provide the pathway for English language learners to grade-level content. And it's really the scaffolding of language that enables our English language learners to witness academic success in today's classrooms. Language defines who our English language learners
CEA Standards January 2017 iii Introduction The CEA Standards for English Language Programs and Institutions (referred to in this document as the CEA Standards) serve as the foundation for English language programs and language institutions that are applying to be accredited by the Commission on English Language Program Accreditation (CEA).
English UK - ATC Winchester is a member of English UK - the Association of Recognised English Language Services - and follows the English UK Code of Practice. Quality English - ATC Winchester is a member of Quality English: an association of privately owned English language schools that are committed to providing high quality English courses to
English as an international language (EIL) is considered by applied linguists to be a new paradigm for research, practice and English language teaching (ELT). However, it appears that English language teachers have little voice in these discussions, and the English as a foreign language (EFL) classroom
(FT-290) Common faults found on the FT-290R English language (FT-3000) Yaesu FT-3000 TX mod from 144 to 148 to 140 to 174 MHz. English language (FT-3000) FT-3000 freeband mod (800 Mhz) English language (FT-301) Display led's English language (FT-301) Speech proc English language (FT-33) Extended frequency for FT-23,33, and 73 English language (
TS-2000 RX mod English language 10-07-2003 Separate Receive Inputs English language 10-07-2003 Frequency Calibration English language 15-07-2003 Yahoo groups: kenwood ts2000 Adjustments &Mods English language 31-08-2003 TS-2000 10.695 CW IF Filter Change English language 13-09-2003 TS-2000 RF bandpass filters Modification English language 24-09 .File Size: 730KBPage Count: 26
GCSE/‘O’ Level English Language (Pre 2017) C GCSE English Language (Wales) C GCSE English Language (England) 4 IGCSE (first language) English language C IGCSE (second language) B Cambridge Proficiency (CPE
English language and literacy as they engage in learning academic content based on the rigorous standards ELA/Literacy standards. Recognizing the need for new English language development standards to clarify what knowledge, skills, and abilities to help English learners engage with and master the state's content standards, including college-
