Sonoma County Office of Education

English Learner Services

Framework Figures

Our state has the largest number of English learners in the country. More than 20 percent of California’s K-12 students are designated as English learners, with over 60 language groups represented. The state recognizes that English learners have a double curricular load: they must become proficient in academic English and they must learn the same rigorous academic content required of all students in California. Because they are learning English as an additional language, they require specialized instructional support to ensure that they simultaneously develop academic English and have full access to a rich curriculum across the disciplines.

The Figures in the ELA/ELD Framework referenced below directly address the topic of specialized instructional support for English learners. These resources may be useful for various stakeholders, including teachers, administrators, coaches, school board members, parents, and community members.

 

Figure Title Number Chapter  Pages  
Values for Educating English Learners I.2 Introduction 11
Circles of Implementation of ELA/ Literacy and ELD Instruction 1.2 1 23
Integrated and Designated ELD 1.7 1 31
Three Premises of the CA ELD Standards 1.8 1 32
CA ELD Standards Goal and Critical Principles 1.9 1 34
Critical Principle Statements 1.10 1 35
English Language Proficiency Levels and General Extent of Support 1.11 1 37-38
Structure of the CA ELD Standards 1.12 1 40
Texts and Discourse in Context Snapshot 1.13 1 41
Selected CA ELD Standards—Part 1, Standard 10 (writing) 1.14 1 43-44
Numbering of the CA ELD Standards 1.15 1 45
Many-to-Many Correspondences 1.16 1 46-47
Strategies for Supporting Learners' Engagement with Complex Text 2.1 2 75-76
Categories for Vocabulary 2.13 2 81
Understanding Register 2.14 2 83
Structures for Engaging All Students in Academic Conversations 2.15 2 86-87
Framing Questions for Lesson Planning 2.16 2 98
General Progression in the CA ELD Standards ELD Continuum 2.18 2 105
Three Interrelated Areas of Comprehensive ELD 2.19 2 108
Sentence Unpacking 2.20 2 112
Integrated ELD 2.21 2 114
Sentence Deconstruction Focusing on Structure and Meaning 2.22 2 116
Essential Features of Designated ELD Instruction 2.23 2 117-118
Motivation and Engagement 3.2 3 135-136
Foundational Literacy Skills for ELs in TK through Grade One Span 3.11 3 163-164
Foundational Literacy Skills for ELs Grades Two and Three 4.12 4 314-315
Using the CA ELD Standards in Integrated ELD 4.2 4 334
Foundational Literacy Skills for ELs Grades Four and Five 5.7 5 420-421
Foundational Literacy Skills for ELs Grades Six Through Eight 6.8 6 540-541
Foundational Literacy Skills for ELs Grades Nine Through Twelve 7.15 7 714-715
Language Analysis Framework for Writing 8.7 8 852
Student Annotated Writing Sample Using the CA ELD Standards 8.8 8 854
Grade Seven Collaborative Conversations Observation Notes 8.9 8 857
ELPAC Conceptual Model 8.11 8 867
California Education Code Definition of Long-Term English Learner 9.2 9 890
Instructional Characteristics in Programs for English Learners 9.3 9 892
Poverty and Classroom Engagement: Issues and Classroom Actions 9.4 9 896
Culturally and Linguistically Responsive Teaching 9.11 9 917
New Ways of Talking About Language 9.12 9 919
Strategies for Supporting Learners' Engagement with Complex Text 9.14 9 925-927
Selected Anchor Standards 10.6 10 944
Addressing the Unique Needs of English Learners 11.4 11 982-983
Inventory of Types and uses of Assessments 11.6 11 991
Sample District Wide Plan for Monitoring ELD Progress 11.7 11 992-993
Principles and Guidance for Parent Involvement 11.9 11 998-1000