The California ELD Standards Companion, Grades K-2

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 University’s 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 Trust–West 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 state’s 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 Forum’s 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 Ning—the 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.

• Foreword by Laurie OlsenProloguePrefaceAcknowledgmentsOverall IntroductionIntroduction to Part 1, Cluster A: Interacting in Meaningful Ways, Collaborative ModeStandard 1. Exchanging information and ideasELD Standard 1 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 1: Exchanging information and ideasWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 1: Exchanging information and ideasExample of Practice in Snapshot Related to Standard 1: Exchanging information and ideasSnapshot 3.4. Collecting and Reporting Data on Litter at School Integrated ELA, ELD, Science, and History–Social Science in KindergartenStandard 2. Interacting via written EnglishELD Standard 2 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 2: Interacting via written EnglishWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 2: Interacting via written EnglishExample of Practice in Snapshot Related to Standard 2: Interacting via written EnglishVignette 3.1. Retelling and Rewriting The Three Little Pigs Integrated ELA/Literacy and ELD Instruction in Transitional KindergartenStandard 3. Offering opinionsELD Standard 3 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 3: Offering opinionsWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 3: Offering opinionsExample of Practice in Snapshot Related to Standard 3: Offering opinionsSnapshot 3.11. Expanding Sentences and Building Vocabulary Designated ELD Connected to ELA/Social Studies in Grade 1Standard 4. Adapting language choicesELD Standard 4 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 4: Adapting language choicesWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 4: Adapting language choicesExample of Practice in Snapshot Related to Standard 4: Adapting language choicesVignette 3.5. Interactive Read Alouds With Informational Texts Integrated ELA, Literacy, and Science Instruction in Grade 1Introduction to Part 1, Cluster B: Interacting in Meaningful Ways, Interpretive ModeStandard 5. Listening activelyELD Standard 5 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 5: Listening activelyWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 5: Listening activelyExample of Practice in Snapshot Related to Standard 5: Listening activelyVignette 3.5. Interactive Read Alouds With Informational Texts Integrated ELA, Literacy, and Science Instruction in Grade 1Standard 6. Reading/viewing closelyELD Standard 6 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 6: Reading/viewing closelyWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 6: Reading/viewing closelyExample of Practice in Snapshot Related to Standard 6: Reading/viewing closelyVignette 4.1. Close Reading of Lilly’s Purple Plastic Purse (Narrative Text) ELA Instruction in Grade 2Standard 7. Evaluating language choicesELD Standard 7 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 7: Evaluating language choicesWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 7: Evaluating language choicesExample of Practice in Snapshot Related to Standard 7: Evaluating language choicesVignette 3.6. Unpacking Sentences Designated ELD Instruction in Grade 1Standard 8. Analyzing language choicesELD Standard 8 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 8: Analyzing language choicesWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 8: Analyzing language choicesExample of Practice in Snapshot Related to Standard 8: Analyzing language choicesVignette 4.2. Discussing “Doing” Verbs in Chrysanthemum Designated ELD Instruction in Grade 2Introduction to Part 1, Cluster C: Interacting in Meaningful Ways, Productive ModeStandard 9. PresentingELD Standard 9 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 9: PresentingWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 9: PresentingExample of Practice in Snapshot Related to Standard 9: PresentingVignette 3.2. Retelling The Three Little Pigs Using Past Tense Verbs and Expanded Sentences— Designated ELD Instruction in Transitional KindergartenStandard 10. Composing/writingELD Standard 10 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 10: Composing/writingWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 10: Composing/writingExample of Practice in Snapshot Related to Standard 10: Composing/writingSnapshot 3.11. Expanding Sentences and Building Vocabulary Designated ELD Connected to ELA/Social Studies in Grade 1Standard 11. Supporting opinionsELD Standard 11 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 11: Supporting opinionsWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 11: Supporting opinionsExample of Practice in Snapshot Related to Standard 11: Supporting opinionsSnapshot 3.11. Expanding Sentences and Building Vocabulary Designated ELD Connected to ELA/Social Studies in Grade 1Standard 12. Selecting language resourcesELD Standard 12 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 12: Selecting language resourcesWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 12: Selecting language resourcesExample of Practice in Snapshot Related to Standard 12: Selecting language resourcesSnapshot 3.9. Teaching Science Vocabulary Integrated ELA, ELD, and Science in Grade 1Introduction to Part 2, Cluster A: Learning About How English Works, Structuring Cohesive TextsStandard 1. Understanding text structureELD Standard 1 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 1: Understanding text structureWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 1: Understanding text structureExample of Practice in Snapshot Related to Standard 1: Understanding text structureSnapshot 3.2. Goldilocks and the Three Bears Integrated ELA and ELD in Transitional KindergartenStandard 2. Understanding cohesionELD Standard 2 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 2: Understanding cohesionWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 2: Understanding cohesionExample of Practice in Snapshot Related to Standard 2: Understanding cohesionVignette 3.6. Unpacking Sentences Designated ELD Instruction in Grade 1Introduction to Part 2, Cluster B: Learning About How English Works, Expanding and Enriching IdeasStandard 3. Using verbs and verb phrasesELD Standard 3 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 3: Using verbs and verb phrasesWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 3: Using verbs and verb phrasesExample of Practice in Snapshot Related to Standard 3: Using verbs and verb phrasesVignette 4. 2. Discussing “Doing” Verbs in Chrysanthemum Designated ELD Instruction in Grade 2Standard 4. Using nouns and noun phrasesELD Standard 4 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 4: Using nouns and noun phrasesWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 4: Using nouns and noun phrasesExample of Practice in Snapshot Related to Standard 4: Using nouns and noun phrasesVignette 3.2. Retelling The Three Little Pigs Using Past Tense Verbs and Expanded Sentences Designated ELD Instruction in Transitional KindergartenStandard 5. Modifying to add detailsELD Standard 5 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 5: Modifying to add detailsWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 5: Modifying to add detailsExample of Practice in Snapshot Related to Standard 5: Modifying to add detailsSnapshot 3.11. Expanding Sentences and Building Vocabulary Designated ELD Connected to ELA/Social Studies in Grade 1Introduction to Part 2, Cluster C: Learning About How English Works, Connecting and Condensing IdeasStandard 6. Connecting ideasELD Standard 6 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 6: Connecting ideasWhat the Teacher DoesAcademic Vocabulary—Key Words and Phrases Related to Standard 6: Connecting ideasExample of Practice in Snapshot Related to Standard 6: Connecting ideasVignette 3.6. Unpacking Sentences Designated ELD Instruction in Grade 1Standard 7. Condensing ideasELD Standard 7 Organized by Grade Level and Proficiency LevelWhat the Student DoesCCSS ELA Standards Related to Standard 7: Condensing ideasWhat the Teacher DoesAcademic Vocabulary–Key Words and Phrases Related to Standard 7: Condensing ideasExample of Practice in Snapshot Related to Standard 7: Condensing ideasVignette 3.5. Interactive Read Alouds With Informational Texts Integrated ELA, Literacy, and Science Instruction in Grade 1

"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."