The California ELD Standards Companion, Grades 3-5: Grades 3-5

"This is an era of extraordinary promise and support for addressing the needs of California’s English learners. That’s why this book, The California ELD Standards Companion, is so important. It’s exactly the kind of bridge teachers need between standards and what it looks like in the classroom." —LAURIE OLSEN, Strategic Adviser,  The Sobrato Early Academic  Language (SEAL) Initiative Just for California teachers! California teachers: you’re going to love this! Here at last is that single teaching resource for making the critical link between our ELD Standards and the CCSS ELA Standards. Standard by standard, you’ll quickly discover how to integrate language development into your day-to-day content instruction, armed with an insider’s understanding of how best to support our many English learners. Modeled after Jim Burke’s Common Core series, this Grades 3-5 volume of The California ELD Standards Companion is every bit "that version of the standards you wish you had" because it’s just so easy to digest and apply. It’s all here: Horizontal and vertical views reveal how each ELD Standard changes and progresses grade by grade and proficiency level by proficiency level. What the Student Does Sections, also scannable by grade and proficiency level, unpack in student-friendly language what meeting a standard looks like in practice. CCSS ELA Standards are displayed side by side with California’s ELD Standards so you can appreciate the purposeful alignment between the two as the basis for remodeling instructional practice. What the Teacher Does Sections provide specific instructional guidance by grade band, including student prompts and tips for differentiation across proficiency level. A dedicated vocabulary section offers a quick-reference glossary of key words and phrases as they are used within each ELD Standard. Each section concludes with a vignette from the California ELA/ELD Framework to illustrate exemplary standards-based instruction. Thanks to the ELD Standards, we are now free to teach our ELs the way we knew best all along: language and content taught hand in hand across the school day. Lean on Ivannia Soto and Linda Carstens’ California ELD Standards Companion as your one-stop guide for delivering that excellent education our ELs so deeply deserve.    

Table of Contents:
Foreword by Laurie Olsen Prologue Preface Acknowledgments Overall Introduction Introduction for Part 1, Cluster A: Interacting in Meaningful Ways, Collaborative Mode Standard 1. Exchanging information and ideas ELD Standard 1 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 1: Exchanging information and ideas What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 1: Exchanging information and ideas Example of Practice in Vignette Related to Standard 1: Exchanging information and ideas Standard 2. Interacting via written English ELD Standard 2 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 2: Interacting via written English What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 2: Interacting via written English Example of Practice in Vignette Related to Standard 2: Interacting via written English Standard 3. Offering opinions ELD Standard 3 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 3: Offering opinions What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 3: Offering opinions Example of Practice in Snapshot Related to Standard 3: Offering opinions Standard 4. Adapting language choices ELD Standard 4 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 4: Adapting language choices What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 4: Adapting language choices Example of Practice in Snapshot Related to Standard 4: Adapting language choices Introduction for Part 1, Cluster B: Interacting in Meaningful Ways, Interpretive Mode Standard 5. Listening actively ELD Standard 5 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 5: Listening actively What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 5: Listening actively Example of Practice in Snapshot Related to Standard 5: Listening actively Standard 6. Reading/viewing closely ELD Standard 6 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 6: Reading/viewing closely What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 6: Reading/viewing closely Example of Practice in Snapshot Related to Standard 6: Reading/viewing closely Standard 7. Evaluating language choices ELD Standard 7 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 7: Evaluating language choices What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 7: Evaluating language choices Example of Practice in Snapshot Related to Standard 7: Evaluating language choices Standard 8. Analyzing language choices ELD Standard 8 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 8: Analyzing language choices What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 8: Analyzing language choices Example of Practice in Vignette Related to Standard 8: Evaluating language choices Introduction for Part 1, Cluster C: Interacting in Meaningful Ways, Productive Mode Standard 9. Presenting ELD Standard 9 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 9: Presenting What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 9: Presenting Example of Practice in Snapshot Related to Standard 9: Presenting Standard 10. Composing/writing ELD Standard 10 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 10. Composing/writing What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 10. Composing/writing Example of Practice in Vignette Related to Standard 10. Composing/writing Standard 11. Supporting opinions ELD Standard 11 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 11: Supporting opinions What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 11: Supporting opinions Example of Practice in Snapshot Related to Standard 11: Supporting opinions Standard 12. Selecting language resources ELD Standard 12 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 12: Selecting language resources What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 12: Selecting language resources Example of Practice in Snapshot Related to Standard 12: Selecting language resources Introduction for Part 2, Cluster A: Learning About How English Works, Structuring Cohesive Texts Standard 1. Understanding text structure ELD Standard 1 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 1: Understanding text structure What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 1: Understanding text structure Example of Practice in Vignette Related to Standard 1: Understanding text structure Standard 2. Understanding cohesion ELD Standard 2 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 2: Understanding cohesion What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 2: Understanding cohesion Example of Practice in Vignette Related to Standard 2: Understanding cohesion Introduction for Part 2, Cluster B: Learning About How English Works, Expanding and Enriching Ideas Standard 3. Using verbs and verb phrases ELD Standard 3 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 3: Using verbs and verb phrases What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 3: Using verbs and verb phrases Example of Practice in Snapshot Related to Standard 3: Using verbs and verb phrases Standard 4. Using nouns and noun phrases ELD Standard 4 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 4: Using nouns and noun phrases What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 4: Using nouns and noun phrases Example of Practice in Vignette Related to Standard 4: Using nouns and noun phrases Standard 5. Modifying to add details ELD Standard 5 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 5: Modifying to add details What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 5: Modifying to add details Example of Practice in Snapshot Related to Standard 5: Modifying to add details Introduction for Part 2, Cluster C: Learning About How English Works, Connecting and Condensing Ideas Standard 6. Connecting ideas ELD Standard 6 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 6: Connecting ideas What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 6: Connecting ideas Example of Practice in Vignette Related to Standard 6: Connecting ideas Standard 7. Condensing ideas ELD Standard 7 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 7: Condensing ideas What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 7: Condensing ideas Example of Practice in Snapshot Related to Standard 7: Condensing ideas

About the Author :
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.