English

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
English–language Beginning ELD level
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
English–language Early intermediate ELD level
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
English–language Intermediate ELD level
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
English–language Intermediate ELD level (Continued)
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
English–language Early advanced ELD level
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


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