English Language Arts/ English Language Development Framework ?· Chapter Three English Language Arts/…

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  • Chapter Three

    English Language Arts/ English Language Development

    Framework

    Adopted by the California State Board of Education, July 2014

    Published by the California Department of Education Sacramento, CA

  • Content and Pedagogy:Content and Pedagogy:Content and Pedagogy:Content and Pedagogy:Content and Pedagogy:Content and Pedagogy:Content and Pedagogy:Transitional KindergartenTransitional KindergartenTransitional KindergartenTransitional KindergartenTransitional KindergartenTransitional KindergartenTransitional KindergartenTransitional KindergartenTransitional KindergartenTransitional KindergartenTransitional KindergartenTransitional KindergartenTransitional KindergartenTransitional Kindergarten

    Through Grade OneThrough Grade OneThrough Grade OneThrough Grade OneThrough Grade OneThrough Grade OneThrough Grade One

    Chap

    ter 3

    Page Chapter at a Glance 132 OverviewoftheSpan 133 AnIntegratedandInterdisciplinaryApproach134 KeyThemesofELA/LiteracyandELDInstruction 136 MeaningMaking 137 MeaningMakingwithText 141 LanguageDevelopment 143 VocabularyInstruction 143 ReadingAloud 145 EffectiveExpression 145 Writing 146 Discussing 147 Presenting 147 UsingLanguageConventions 148 ContentKnowledge 149 WideReading 149 EngagingwithInformationalText 150 EngaginginResearch 150 FoundationalSkills 152 PrintConcepts 152 PhonologicalAwareness

    156 PhonicsandWordRecognition

    161 Fluency

    162 FoundationalSkillsforEnglishLearners

    164 SupportingStudentsStrategically

    166 EnglishLanguageDevelopmentintheGradeSpan

    167 IntegratedandDesignatedEnglishLanguageDevelopment

    169 TransitionalKindergarten

    171 KeyThemesofELA/LiteracyandELDInstructioninTransitionalKindergarten

    171 MeaningMaking

    Transitional Kindergarten to Grade 1 C h ap ter 3 129 |

  • Page Chapter at a Glance (cont.) 172 LanguageDevelopment

    175 EffectiveExpression

    175 Writing

    175 Discussing

    177 Presenting

    177 UsingLanguageConventions

    178 ContentKnowledge

    180 FoundationalSkills

    182 PrintConcepts

    182 PhonologicalAwareness

    183 PhonicsandWordRecognition

    184 Fluency

    184 AnIntegratedandInterdisciplinaryApproach

    188 EnglishLanguageDevelopmentinTransitionalKindergarten

    189 ELA/LiteracyandELDinActioninTransitionalKindergarten

    191 ELA/LiteracyandELDVignettes

    199 Conclusion

    201 Kindergarten

    201 KeyThemesofELA/LiteracyandELDInstructioninKindergarten

    202 MeaningMaking

    202 MeaningMakingwithText

    205 LanguageDevelopment

    206 VocabularyInstruction

    207 EffectiveExpression

    207 Writing

    210 Discussing

    211 Presenting

    211 UsingLanguageConventions

    212 ContentKnowledge

    212 FoundationalSkills

    212 PrintConcepts

    214 PhonologicalAwareness

    215 PhonicsandWordRecognition

    218 Fluency

    218 AnIntegratedandInterdisciplinaryApproach

    13 0 | C h ap ter 3 Transitional Kindergarten to Grade 1

  • Page Chapter at a Glance (cont.) 221 EnglishLanguageDevelopmentinKindergarten

    227 ELA/LiteracyandELDinActioninKindergarten

    228 ELA/LiteracyandELDVignettes

    238 Conclusion

    239 GradeOne

    239 KeyThemesofELA/LiteracyandELDInstructioninGradeOne

    240 MeaningMaking

    240 MeaningMakingwithText

    241 LanguageDevelopment

    241 VocabularyInstruction

    242 EffectiveExpression

    242 Writing

    244 Discussing

    245 Presenting

    246 UsingLanguageConventions

    246 ContentKnowledge

    247 FoundationalSkills

    247 PrintConcepts

    247 PhonologicalAwareness

    249 PhonicsandWordRecognition

    254 Fluency

    255 AnIntegratedandInterdisciplinaryApproach

    258 EnglishLanguageDevelopmentinGradeOne

    261 ELA/LiteracyandELDinActioninGradeOne

    263 ELA/LiteracyandELDVignettes

    274 Conclusion

    276 WorksCited

    Transitional Kindergarten to Grade 1 C h ap ter 3 13 1 |

  • p u h -Childrenachievetheseskillsandunderstandingsthroughcarefullyspecifiedandstrategicallysequencedinstructionandrich,authenticexperiencesinadevelopmentallyappropriateenvironmentthatrecognizesandrespondstotheirsocialemotional,physical,andcognitiveneeds,allofwhicharecriticaltolongtermliteracydevelopment. -

    OverviewoftheSpan he first years of schooling are critical ones. In trac h ildren ac q u ire th e sk ills, k now ledge, and disp osilif etim e of learning. Th ey dev elop new u nderstan

    nsitional kindergarten through grade one, tions th at estab lish th e f ou ndation f or a

    dings ab ou t h ow th e w orld w ork s, and th ey b egin to b u ild au tonom y in th eir ow n learning. C h ildren ex erienc e and th ou gh tf lly engage w ith a range of ighq u ality literary and inf orm ational tex ts. Th ey c om p reh end and u se inc reasingly v aried v oc ab u lary , gram m atic al stru c tu res, and disc ou rse p rac tic es as th ey sh are w ith one anoth er th eir u nderstandings and ideas ab ou t tex ts and oth er learning ex p erienc es. Th ey learn ab ou t th e E nglish w ritten sy stem and ac q u ire th e f ou ndational sk ills th at enab le th em to interac t indep endently w ith p rint as readers and w riters in th e y ears ah ead. C h ildren ac h iev e th ese sk ills and u nderstandings th rou gh c aref u lly specified and strategically sequenced instruction and rich, au th entic ex p erienc es in a dev elop m entally ap p rop riate env ironm ent th at rec ogniz es and resp onds to th eir soc ialem otional, p h y sic al, and c ognitiv e needs, all of w h ic h are c ritic al to long- term literac y dev elop m ent ( D ic k inson,

    M c C ab e, and E ssex 2 0 0 6 ; see also th e p osition statem ent on dev elop m entally ap p rop riate p rac tic e y th e ational ssoc iation or th e du ation of ou ng ildren 9 at http://www.naeyc.org/files/

    naeyc/file/positions/PSDAP.pdf . ildren o are nglish learners s) artic ip ate lly in th e A and oth er ontent rric la

    at th e sam e tim e as th ey are learning E nglish as an additional langu age. I n transitional k indergarten th rou gh grade one, E L c h ildren, too, learn to interac t in m eaningf u l w ay s w ith tex ts and w ith oth ers. Th ey learn to c ollab orate w ith p eers, ex c h anging inf orm ation ab ou t th e tex ts th ey are listening to or reading and c ontrib u ting th eir ideas and op inions in c onv ersations. Th ey p rodu c e langu age in an inc reasing v ariety of w ay s th rou gh w riting and disc u ssing, and th ey dev elop an aw areness ab ou t h ow langu age w ork s. Th ey m ak e great strides du ring th e grade sp an b y p artic ip ating in a c aref u lly designed instru c tional p rogram th at im m erses th em in rigorou s and m eaningf u l c ontent. I t is im p ortant to note th at, ev en as c h ildren are learning E nglish as an additional langu age, C alif ornia v alu es th e p rim ary langu ages of its stu dents and enc ou rages th eir c ontinu ed dev elop m ent. Th is is rec ogniz ed b y th e estab lish m ent of th e tate eal of iliterac ee th e introdu tion to th is ELA/ELD Framework ) n addition, and as disc u ssed in c h ap ters 2 and 9 , C alif ornia tak es an additive stanc e to langu age dev elop m ent f or all c h ildren. Th is ELA/ELD Framework v iew s th e nonstandard dialec ts of nglish su h as ric an m eric an nglish or ic ana/ ic ano

    E nglish ) th at lingu istic ally and c u ltu rally div erse stu dents m ay ring to sc ool rom th eir om es and om m nities as alu ab le

    assets resou rc es in th eir ow n righ t and solid f ou ndations to e ilt on or dev elop ing ac adem ic nglish .

    C alif ornia s div erse p op u lation inc lu des c h ildren w ith disab ilities. Th ese c h ildren also p artic ip ate in th e rigorou s literac y rric lu m ec tations are igh , b u t ac c om p any ing h igh ex p ec tations are ap p rop riate instru c tion ( inc lu ding c ollab orations am ong sp ec ialists, teac h ers, and f am ilies) and su p p orts and ac c om m odations th at allow f or stu dents

    b N A f E c Y C h 2 0 0)

    C h w h E ( E L p f u E L c c u u

    S S B y . ( S c . I

    Itisimportanttonotethat,evenaschildrenarelearningEnglishasanadditionallanguage,Californiavaluestheprimarylanguagesofitsstudentsandencouragestheircontinueddevelopment.

    E ( c A f A E C h C h

    b h f h c u v

    b b u u p f E

    E L A / c u u . E x p h

    T

    13 2 | C h ap ter Transitional Kindergarten to Grade 1 3

    http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdfhttp://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf

  • ac iev em ent of th e sk ills and now ledge alled or y th e A S or iterac y and, as ap p rop riate, th e C A E L D S tandards.

    Th is c h ap ter p rov ides gu idanc e f or su p p orting all c h ildren s p rogress tow ard1 and ac h iev em ent of th e indergarten and grade one A S or iterac and additionally or s, th e A D S tandards. I t b egins w ith a b rief disc u ssion of th e im p ortanc e of th e integrated and interdisc ip linary natu re of th e langu age arts, and th en igh ligh ts th e ey th em es of literac y and D instru tion. Grade- lev el sec tions p rov ide additional gu idanc e f or transitional k indergarten, k indergarten, and grade one.

    h k c f b C C C S f E L A / L

    k C C C S f E L A / L y , f E L C E L

    h k E L A / E L c

    AnIntegratedandInterdisciplinaryApproach Th e A S or iterac y inc lu de strands in eading, W riting, eak ing and istening ,

    and angu age. s noted in ap ters 1 and 2 of th is ELA/ELD Framework, alth ou gh th e strands are p resented