“This is an era of extraordinary promise and support for addressing the needs of California’s English learners. That’s why this book, The California ELD Standards Companion, is so important. It’s exactly the kind of bridge teachers need between standards and what it looks like in the classroom.”
—LAURIE OLSEN, Strategic Adviser,
The Sobrato Early Academic Language (SEAL) Initiative
Just for California teachers!
California teachers: you’re going to love this! Here at last is that single teaching resource for making the critical link between our ELD Standards and the CCSS ELA Standards. Standard by standard, you’ll quickly discover how to integrate language development into your day-to-day content instruction, armed with an insider’s understanding of how best to support our many English learners.
Modeled after Jim Burke’s Common Core series, this Grades K-2 volume of The California ELD Standards Companion is every bit “that version of the standards you wish you had” because it’s just so easy to digest and apply. It’s all here:
- Horizontal and vertical views reveal how each ELD Standard changes and progresses grade by grade and proficiency level by proficiency level.
- What the Student Does Sections, also scannable by grade and proficiency level, unpack in student-friendly language what meeting a standard looks like in practice.
- CCSS ELA Standards are displayed side by side with California’s ELD Standards so you can appreciate the purposeful alignment between the two as the basis for remodeling instructional practice.
- What the Teacher Does Sections provide specific instructional guidance by grade band, including student prompts and tips for differentiation across proficiency level.
- A dedicated vocabulary section offers a quick-reference glossary of key words and phrases as they are used within each ELD Standard.
- Each section concludes with a vignette from the California ELA/ELD Framework to illustrate exemplary standards-based instruction.
Thanks to the ELD Standards, we are now free to teach our ELs the way we knew best all along: language and content taught hand in hand across the school day. Lean on Ivannia Soto and Linda Carstens’ California ELD Standards Companion as your one-stop guide for delivering that excellent education our ELs so deeply deserve.
Recenzijas
"For those who have been overwhelmed, have resisted, or just have not gotten around to it, the format of The California ELD Standards Companion, Grades K-2, with its specific examples of how standards play out it in the classroom, provides a nice context for learning the standards. It is a valuable resource for teachers to use." -- Dr. Kathe Gonsalves, Coordinator of Language & Literacy Department, San Joaquin County Office of Education "The California ELD Standards Companion: Grades K-2 is a valuable resource for teachers to look up standards they are addressing to see the alignment of the ELD standards through the EL levels and across the K-2 grade span as well as alignment with some of the ELA standards. It will be useful to new teachers who are just learning about curriculum and standards and for administrators who are doing classroom walk-throughs and observations." -- Teresa Twisselman Coordinator, English/Language Arts, Kern County Superintendent of Schools "The California ELD Standards Companion: Grades K-2 is a must have for all Kindergarten through Grade 2 classrooms. The book is teacher friendly, current and relevant. It can easily be aligned with any K-2 content area to enhance students English Language Development skills." -- Michele R. Dean, Ed.D., University Field Placement Coordinator & Lecturer, California Lutheran University "All teachers have access to the ELD standards to guide ELD instruction but it is not enough to have the standards given challenge of meeting the needs of ELs at each proficiency level. This book provides an easy to follow repetitive format with clearly stated introductions for Part I & Part II and offers a practical and effective plan for What the Student Does and What the Teacher Does in each section. It covers many important features that would enhance and improve instruction for English learners. " -- Rebecca Castro, Elementary School Principal, Montebello Unified School District
Foreword by Laurie Olsen
Prologue
Preface
Acknowledgments
Overall Introduction
Introduction to Part 1, Cluster A: Interacting in Meaningful Ways,
Collaborative Mode
Standard
1. Exchanging information and ideas
ELD Standard 1 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 1: Exchanging information and
ideas
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 1:
Exchanging information and ideas
Example of Practice in Snapshot Related to Standard 1: Exchanging
information and ideas
Snapshot 3.4. Collecting and Reporting Data on Litter at School Integrated
ELA, ELD, Science, and HistorySocial Science in Kindergarten
Standard
2. Interacting via written English
ELD Standard 2 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 2: Interacting via written English
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 2:
Interacting via written English
Example of Practice in Snapshot Related to Standard 2: Interacting via
written English
Vignette 3.1. Retelling and Rewriting The Three Little Pigs Integrated
ELA/Literacy and ELD Instruction in Transitional Kindergarten
Standard
3. Offering opinions
ELD Standard 3 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 3: Offering opinions
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 3: Offering
opinions
Example of Practice in Snapshot Related to Standard 3: Offering opinions
Snapshot 3.11. Expanding Sentences and Building Vocabulary Designated ELD
Connected to ELA/Social Studies in Grade 1
Standard
4. Adapting language choices
ELD Standard 4 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 4: Adapting language choices
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 4: Adapting
language choices
Example of Practice in Snapshot Related to Standard 4: Adapting language
choices
Vignette 3.5. Interactive Read Alouds With Informational Texts Integrated
ELA, Literacy, and Science Instruction in Grade 1
Introduction to Part 1, Cluster B: Interacting in Meaningful Ways,
Interpretive Mode
Standard
5. Listening actively
ELD Standard 5 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 5: Listening actively
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 5: Listening
actively
Example of Practice in Snapshot Related to Standard 5: Listening actively
Vignette 3.5. Interactive Read Alouds With Informational Texts Integrated
ELA, Literacy, and Science Instruction in Grade 1
Standard
6. Reading/viewing closely
ELD Standard 6 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 6: Reading/viewing closely
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 6:
Reading/viewing closely
Example of Practice in Snapshot Related to Standard 6: Reading/viewing
closely
Vignette 4.1. Close Reading of Lillys Purple Plastic Purse (Narrative
Text) ELA Instruction in Grade 2
Standard
7. Evaluating language choices
ELD Standard 7 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 7: Evaluating language choices
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 7:
Evaluating language choices
Example of Practice in Snapshot Related to Standard 7: Evaluating language
choices
Vignette 3.6. Unpacking Sentences Designated ELD Instruction in Grade 1
Standard
8. Analyzing language choices
ELD Standard 8 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 8: Analyzing language choices
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 8: Analyzing
language choices
Example of Practice in Snapshot Related to Standard 8: Analyzing language
choices
Vignette 4.2. Discussing Doing Verbs in Chrysanthemum Designated ELD
Instruction in Grade 2
Introduction to Part 1, Cluster C: Interacting in Meaningful Ways, Productive
Mode
Standard
9. Presenting
ELD Standard 9 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 9: Presenting
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 9:
Presenting
Example of Practice in Snapshot Related to Standard 9: Presenting
Vignette 3.2. Retelling The Three Little Pigs Using Past Tense Verbs and
Expanded Sentences Designated ELD Instruction in Transitional Kindergarten
Standard
10. Composing/writing
ELD Standard 10 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 10: Composing/writing
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 10:
Composing/writing
Example of Practice in Snapshot Related to Standard 10: Composing/writing
Snapshot 3.11. Expanding Sentences and Building Vocabulary Designated ELD
Connected to ELA/Social Studies in Grade 1
Standard
11. Supporting opinions
ELD Standard 11 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 11: Supporting opinions
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 11:
Supporting opinions
Example of Practice in Snapshot Related to Standard 11: Supporting
opinions
Snapshot 3.11. Expanding Sentences and Building Vocabulary Designated ELD
Connected to ELA/Social Studies in Grade 1
Standard
12. Selecting language resources
ELD Standard 12 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 12: Selecting language resources
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 12:
Selecting language resources
Example of Practice in Snapshot Related to Standard 12: Selecting language
resources
Snapshot 3.9. Teaching Science Vocabulary Integrated ELA, ELD, and Science
in Grade 1
Introduction to Part 2, Cluster A: Learning About How English Works,
Structuring Cohesive Texts
Standard
1. Understanding text structure
ELD Standard 1 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 1: Understanding text structure
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 1:
Understanding text structure
Example of Practice in Snapshot Related to Standard 1: Understanding text
structure
Snapshot 3.2. Goldilocks and the Three Bears Integrated ELA and ELD in
Transitional Kindergarten
Standard
2. Understanding cohesion
ELD Standard 2 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 2: Understanding cohesion
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 2:
Understanding cohesion
Example of Practice in Snapshot Related to Standard 2: Understanding
cohesion
Vignette 3.6. Unpacking Sentences Designated ELD Instruction in Grade 1
Introduction to Part 2, Cluster B: Learning About How English Works,
Expanding and Enriching Ideas
Standard
3. Using verbs and verb phrases
ELD Standard 3 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 3: Using verbs and verb phrases
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 3: Using
verbs and verb phrases
Example of Practice in Snapshot Related to Standard 3: Using verbs and
verb phrases
Vignette
4. 2. Discussing Doing Verbs in Chrysanthemum Designated ELD
Instruction in Grade 2
Standard
4. Using nouns and noun phrases
ELD Standard 4 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 4: Using nouns and noun phrases
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 4: Using
nouns and noun phrases
Example of Practice in Snapshot Related to Standard 4: Using nouns and
noun phrases
Vignette 3.2. Retelling The Three Little Pigs Using Past Tense Verbs and
Expanded Sentences Designated ELD Instruction in Transitional Kindergarten
Standard
5. Modifying to add details
ELD Standard 5 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 5: Modifying to add details
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 5: Modifying
to add details
Example of Practice in Snapshot Related to Standard 5: Modifying to add
details
Snapshot 3.11. Expanding Sentences and Building Vocabulary Designated ELD
Connected to ELA/Social Studies in Grade 1
Introduction to Part 2, Cluster C: Learning About How English Works,
Connecting and Condensing Ideas
Standard
6. Connecting ideas
ELD Standard 6 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 6: Connecting ideas
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 6:
Connecting ideas
Example of Practice in Snapshot Related to Standard 6: Connecting ideas
Vignette 3.6. Unpacking Sentences Designated ELD Instruction in Grade 1
Standard
7. Condensing ideas
ELD Standard 7 Organized by Grade Level and Proficiency Level
What the Student Does
CCSS ELA Standards Related to Standard 7: Condensing ideas
What the Teacher Does
Academic VocabularyKey Words and Phrases Related to Standard 7:
Condensing ideas
Example of Practice in Snapshot Related to Standard 7: Condensing ideas
Vignette 3.5. Interactive Read Alouds With Informational Texts Integrated
ELA, Literacy, and Science Instruction in Grade 1
Ivannia Soto, PhD , is a professor of education and the director of graduate programs at Whittier College, where she specializes in language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English language development to a population of 99.9% Latinos, who either were or had been multilingual learners. Before becoming a professor, Soto also served LAUSD as a literacy coach as well as district office and county office administrator. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), the American Educational Research Association (AERA), and the National Council of Urban Education Associations. As a consultant, Soto has worked with Stanford Universitys School Redesign Network (SRN), WestEd, and CABE, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. Recently, Soto also directed a CABE bilingual teacher and administrator program across California. Soto has authored and coauthored 12 books, including The Literacy Gaps: Bridge-Building Strategies for English Language Learners and Standard English Learners; ELL Shadowing as a Catalyst for Change, a best seller that was recognized by Education TrustWest as a promising practice for ELLs in 2018; Moving From Spoken to Written Language With ELLs; the Academic English Mastery four-book series; the Common Core Companion four-book series for English language development; Breaking Down the Wall; and Responsive Schooling for Culturally and Linguistically Diverse Students. Together, the books tell a story of how to equitably engage and include multilingual learners by ensuring that they gain voice and an academic identity in the classroom setting. Soto is executive director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, whose mission it is to promote relevant research and develop academic resources for ELLs and Standard English learners (SELs) via linguistically and culturally responsive teaching practices/ Before retirement, Linda Carstens was the Director of Professional Learning at the School Redesign Network at the School of Education, Stanford University. She has over 30 years of district-level administrator experience in California, in San Diego City Schools, and other school districts, primarily in the areas of standards, assessment, curriculum and instruction as part of systemic reform, and in services for English Language Learners. She also served as a Visiting Educator in the Accountability Branch of the California Department of Education. As a senior researcher at WestEd, she worked with several California districts in the area of systemic reform and second language, and for two years, co-provided the states Title III technical assistance obligation to districts. She earned a Ph.D. in multicultural education from Claremont Graduate University in 1993 and an M.A from San Diego State University in Curriculum and Instruction in 1987. Her undergraduate degree in Spanish and Elementary Education was from Clarke College in 1969. In addition to her other educational experiences, she has also guest-taught in her family hometown of Arienzo, Italy and at the Centro del Muchacho Trabajador in Quito, Ecuador.
Linda resides in Albuquerque, New Mexico, where she volunteers her time with local organizations. She has been a member of two national advisory boards related to education for second language students and serves as a peer reviewer for federal ESSA and NCLB competitions, and for Ed Reports and the English Learner Success Forums curriculum development projects. A longtime English teacher, Jim Burke is the author of more than 20 books and senior consultant for the Holt McDougal Literature program. Jim has received several awards, including the 2000 NCTE Exemplary English Leadership Award. In 2009, he created the English Companion Ningthe largest online community of English teachers in the world. More recently, Jim has served on the AP English Course and Exam Review Commission and the PARCC Consortium.
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