2. ELD FRAMEWORK: a guide for good teaching  The CA CCSS for ELA/Literacy and the CA ELD Standards recognize the role that complex skills in literacy and language analysis and applications play across the curricula. The language arts are used in all content areas to acquire knowledge and inquiry skills (through reading, listening, and viewing) as well as present knowledge in a variety of modes (writing and speaking, incorporating multimedia). Although presented separately in the CA CCSS for ELA/Literacy, the strands of reading, writing, speaking and listening, and language are learned and used by students in an interrelated fashion. This relationship is made even more visible by the focus on literacy across the content areas in grades nine through twelve. The inclusion of the reading and writing standards for history/social studies, science, and technical subjects in grades six through twelve in the CA CCSS for ELA/Literacy underscores this relationship.

3. Meaning Making : Writing standards require students to convey meaningful content as they use evidence from texts they have read to present an argument, explain, and persuade. Effective Expression: Students also wrote informative/explanatory texts by introducing a thesis statement, using relevant, well- chosen facts in the content areas, using appropriate organization and varied transitions for clarity and cohesion, and establishing and maintaining a formal style and objective tone (W/WHST.6- 8.2). Foundational Skills: Fluency, which includes accuracy, rate, and prosody, continues to develop as students engage in wide and extensive reading. Rate of reading varies, however, as it should, with the text and the task. Fluency is important in that it supports comprehension. The greater the ease with which students can identify words accurately, the more cognitive resources they have available to engage in meaning making.

4. Language Development : “they need to apply and adapt language forms and features to express their own ideas and construct arguments as appropriate to purpose, audience, and a range of formal and informal academic tasks.” Content Knowledge: Literacy and language instruction should occur across the curriculum (complementing and contributing to content instruction, not replacing inquiry and other content approaches) based on the CA CCSS for ELA and Literacy in History/Social Studies, Science, and Technical Subjects and the CA ELD Standards. Understandings of disciplinary literacy should guide how teachers approach literacy in their particular disciplines or subjects.

5.  Snapshot 5.2 Integrated ELA/Literacy and Science in Grade Four  The students in Mrs. Achebe's class are busying themselves with selecting "important words" from the trade book they are reading about volcanoes to support their study of Earth's features in science. Among the words Jason selects are dormant and active. He writes them on separate sticky notes he has laid out in front of him and then returns to the text, reading and rereading the last three paragraphs of the selection to identify his final words. Like his classmates, he is searching for ten important words, that is, words that represent key ideas from the text the class is reading. After all the students have finalized their selections, sometimes crossing out early choices and replacing them with different words, the teacher leads them in building a histogram at the front of the room. One table group at a time, they place their sticky notes in columns on the chart paper, with each column displaying a different word.

6. ELA/Literacy Vignette Vignette 5.1 Integrated ELA and Social Studies Instruction in Grade Four: Writing Biographies Background: Mrs. Patel’s class of thirty-two fourth graders write many different text types during the course of the school year. Currently, they are in the middle of a unit on writing biographies from research. At Mrs. Patel’s school, the K-5 teachers have developed a multi-grade scope and sequence for literary nonfiction writing by focusing on simple recounts of personal experiences in TK-1, moving into autobiographies in grades 2-3, and then developing students’ research and writing skills further in grades 4-5 by focusing on biographies. In the fifth grade, the students write biographies of community members they interview, but fourth graders write biographies on famous Californians who made a positive contribution to society through their efforts to expand Americans’ civil rights

7. Vignette 7.2: Designated ELD Instruction in Grade Ten Analyzing Texts from World History

8. SELECT ONE SNAPSHOT OR VIGNETTE TO PERUSE HOW MIGHT THESE BE USEFUL TO TEACHERS? COACHES? CURRICULUM LEADERS?

9. http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp