Section D – Teaching and Assessing California’s English Language Development (ELD) and English Language Arts (ELA) Standards for English Learners Assembly Bill 121, signed into law on October 8, 2011, required the State Superintendent of Public Instruction, in consultation with the State Board of Education, to update, revise, and align the state’s current English language development (ELD) standards by grade level with the state’s English language arts (ELA) standards. The adoption of the California English Language Development Standards (CA ELD Standards) aims to provide English learner students with a high-quality program that will enable them to attain proficiency in English – developing the skills and confidence in listening, speaking, reading, and writing that are at the core of achievement inside and outside the classroom. The CA ELD Standards correspond with the rigor of the California Common Core State Standards: English Language Arts and Literacy in History/Social Studies, Science, and technical subjects. The CA ELD Standards define the progression of language acquisition through three stages of proficiency and recognize that the student’s native language plays an important role in learning English. Teachers can use the CA ELD Standards document as a tool to inform their practice, making clear relationships between the English language and the student’s other language(s). The CA ELD Standards are available for download from the California Department of Education. A Map for Teaching and Assessing ELD and ELA Standards for English Learners A map developed by West Ed, Northern California Comprehensive Assistance Center matches the standards for English Learner Development and for Language Arts Development in seven strands. Additionally, it is divided into the academic areas of reading, writing, listening and speaking. They are available by grade span, (K-2, 3-5, 6-8, 9-10, and 11-12). A model that is generic for all grade level follows: ELD Standards Alignment with ELA Standards Reading ELD Reading ELA Reading Word Analysis, Fluency and Systematic Vocabulary Development Word Analysis, Fluency and Systematic Vocabulary Development Reading Comprehension Reading Comprehension, Expository Critique (grade 5 and up) Literacy Response and Analysis Literary Response and Analysis
Chapter 3 – Instructional Planning and the IEP, Charter SELPA As of 04/17/2025 CAHELP Governance Council Approval
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