ELD Standards

Overview of California English Language Development Standards

  • Important to access the latest information on California's English Language Development (ELD) Standards via the California Department of Education's website.

  • California aligns with Common Core State Standards but may include additional content (approx. 10%) unique to the state.

  • ELD Standards are applicable for students from TK (Transitional Kindergarten) through 12th grade.

Key Concepts of ELD Standards

  • English Language Development (ELD) Proficiency Levels: Standards outline varying levels of proficiency from beginner to advanced, helping educators assess and guide students' language acquisition.

  • Assessment Requirement: The ELPAC (English Language Proficiency Assessments for California) is mandatory for students whose home language is not English.

Proficiency Levels

  • Emerging: Basic English skills for immediate needs; beginning academic language understanding.

  • Expanding: Increased engagement in more complex English situations; adopting broader vocabulary and linguistic structures.

  • Bridging: High-level proficiency allowing participation in grade-level tasks with occasional support.

Intended Use of ELD Standards

  • ELD standards are designed to complement rather than replace Common Core State Standards, reinforcing language skills necessary for literacy.

  • Integration into Lessons: To be effective, ELD should be integrated into all content lessons rather than taught in isolation.

Important Frameworks and Associated Literacy Standards

  • ELD standards interact with foundational literacy standards, which include:

    • Reading Standards for Literature (RL)

    • Reading Standards for Informational Text (RI)

    • Foundational Literacy Skills (RF)

    • Science and Technical Standards (RST)

    • Speaking and Listening Standards (SL)

    • Writing Standards (W)

Support Structures

  • Scaffolding: Support mechanisms used to assist students in understanding grade-level materials while improving their language skills.

    • Types of support may include instructional strategies, pre-teaching, small groups, and assistance from resource teachers.

Proficiency Level Descriptors

Performance Descriptors and Support Levels

  • Substantial Support: Needed at the emerging level, where students experience complex academic tasks requiring an extensive language foundation.

  • Moderate Support: For students who can function with some independence but still require significant assistance.

  • Occasional Support: At bridging level, students show capacity to perform independently with minimal help.

Structuring Goals for ELD and Content Learning

  • Learning goals differ between content goals (subject-specific) and ELD goals (language-specific).

    • Example of Content Goal: Using a digital map to find landmarks.

    • Example of ELD Goal: Collaborating with peers to create a graphic organizer about the map.

  • It is crucial to design lessons that promote collaborative discussions, thereby fostering language development through social interaction.

Literacy and Language Connections

  • Each grade level has associated ELD standards that align with and enhance content standards, emphasizing a holistic approach to literacy development.

  • Teachers are encouraged to familiarize themselves with relevant grade-level standards to effectively plan instruction.

Conclusion

  • Thorough review and understanding of the ELD standards is essential for educators to effectively support English language learners.

  • Teachers should focus on integrating language objectives into their content lessons and use the identified proficiency levels to scaffold learning appropriately.