Program 3: CA ELD Standards

INTRODUCTION

Standards Maps are completed by the publisher/manufacturer to demonstrate the alignment of their instructional materials programs to the CaliforniaEnglish Language Development Standards (CA ELD Standards).

Pursuant to Education Code 60811.4, the CA ELD Standardswere produced by the California Department of Education (CDE), and adopted by the State Board of Education (SBE) in November 2012, in recognition of the need for new English language development standards to clarify what knowledge, skills, and abilities are needed to help ELs engage with and master next generation standards, including college- and career-readiness standards.

More information about the CA ELD Standards is available on the CDE’s English Language Development Standards Web page at Note that California additions to the standards are identified in boldface text followed by the abbreviation “CA.”

Themapping of the standards requires thorough knowledge and accurate notations of the standards as they are presented in each publisher’s instructional program.

Highlights of the Standards

The CA ELD Standards are organized by Proficiency Level Descriptors (PLDs): Emerging, Expanding, and Bridging. The PLDs describe student knowledge, skills, and abilities across a continuum, identifying what ELs know and can do at early stages and at exit from each of three proficiency levels. These descriptors are intended to be used as a guide for teachers and curriculum developers to provide ELs with targeted instruction in English language development as well as differentiated instruction in academic content areas, with the highest level, Bridging, being aligned to the CA CCSS for ELA.

The structure of the standards highlight the way English learners use language to gain and exchange information and ideas in three communicative modes (collaborative, interpretive, and productive), and to apply knowledge of language to academic tasks via three cross‐mode language processes (structuring cohesive texts, expanding and enriching ideas, and connecting and condensing ideas) using various linguistic resources.

INSTRUCTIONS FOR COMPLETING STANDARDS MAPS
  1. Fill in the header for each grade-level map with the publisher's name, the program's title, and list of components (including abbreviations used, such as SE for student edition).
  1. The first two columns have been completed with the required information regarding theCA ELD Standards.
  • Column one contains the grade level standardswhich are identified by their part, grade level, number (or number and letter, where applicable), and proficiency level.
  • Column two contains the text of each grade-level ELD content standard.
  1. Column three (Publisher Citations) is reserved for publishers to use to identify exemplary citations for each standard. Publishers provide this information to help reviewers locate and determine the extent to which each standard is covered in the program. Accurate and succinct responses are appreciated.
  1. Columns four and five should be left blank. These columns are provided for reviewers to use as they evaluate whether the program is aligned or not aligned to the standards. The last column is provided for note taking. Evaluations of a program are based on how completely and explicitly the standards are addressed.
  1. Publishers may use the “Appendix” section at the end of each grade-level standards map to provide additional comments regarding their citations on coverage of specific standards, if it is necessary. Publishers should keep the actual citations simple and clearly reference the page number, span of pages, URL, or Digital Object Identifier (DOI).

If you have questions about the standards maps, please contact Jim Long, Education Program Consultant, Instructional Resources Unit, at 916-323-4583 or via e-mail at .

California Department of Education – SBE Approved Revised: 02/02/2015
Posted September 2014