STATE SUPERINTENDENT OF PUBLIC INSTRUCTION

TOM TORLAKSON

Appendix A: Foundational Literacy Skills for English Learners

FoundationalLiteracySkillsforEnglishLearners
Introduction Foundationalliteracyskillswhichprimarilyaddressprintconcepts,phonologicalawareness, phonicsandwordrecognition,andfluency,asdescribedintheReadingStandards: FoundationalSkills(K5)(RFStandards)sectionofCaliforniasCommonCoreStateStandards forEnglishLanguageArts(CommonCoreStateStandardsforELA)arecriticalforEnglish learners(ELs)atallageswhoneedtolearnbasicliteracy(August&Shanahan,2006;Riches& Genesee,2006).ELsfaceanadditionalchallengeindevelopingliteracyinEnglishsincethey mustdeveloporalproficiencyinEnglishincludingdepthandbreadthofvocabularyatthe sametimethattheyarelearningtoreadandwrite(Roessingh&Elgie,2009;Short& Fitzsimmons,2007;Torgesenetal.,2007).WhilemoreresearchonEnglishlearnerliteracyis needed(IRA/NICHD,2007),theresearchresultsavailablesofarshowthatELscantransfer nativelanguageliteracyskillstoEnglishliteracylearning(August&Shanahan,2006;Riches& Genesee,2006);thus,literacyinstructionforELswillneedtobeadaptedbasedoneach studentspreviousliteracyexperiencesinhisorhernativelanguage,aswellasonhisorherage andlevelofschooling.IndesigningtheadaptedinstructionforELs,additionalindividualstudent characteristicsthatneedtobeconsideredinclude:thestudentsleveloforalproficiencyinthe nativelanguageandinEnglish;howcloselythestudentsnativelanguageisrelatedtoEnglish; 1 and,forstudentswithnativelanguageliteracy,thetypeofwritingsystemused. 2

ResearchSummaryandImplicationsforEnglishLearners Belowisasummaryofkeyfindingsfromtheresearchcitedabove,withimplicationsfor foundationalliteracyskillsinstructionforELs. EnglishLearnersBenefitFromReadingFoundationalSkillsInstruction o ResearchFindings:Instructioninthecomponentsofreadingfoundational skillssuchasphonemicawareness,phonics,fluency,vocabulary,andtext comprehension(NICHD,2000)benefitsELs. o Implications:InstructioninfoundationalliteracyskillsisessentialforELs. However,theinstructionshouldbeadjustedbasedonstudentsspokenEnglish proficiency(theymayormaynotbefamiliarwiththeEnglishsoundsystem)and nativelanguageorEnglishliteracyproficiency(theymayormaynotbefamiliar withanytypeofwritingsystemorwiththeLatinalphabetwritingsystemin particular).NotethatsomeELsatanyagemaynotbeliterateinanylanguage whentheyarriveintheU.S.schoolsystem;theirnativelanguagemaynothavea

1 2

Forinformationonwhichlanguagesarerelatedtoeachother,see:www.ethnologue.com Forinformationonwritingsystemsfortheworldslanguages,see:www.omniglot.com

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writtenform,ortheymaynothavehadopportunitiestodevelopliteracyintheir nativelanguageorinalocallanguageofwidercommunication. 3 OralEnglishLanguageProficiencyisCrucialforEnglishLiteracyLearning o ResearchFindings:OralproficiencyinEnglish(includingoralvocabulary, grammar,andlisteningcomprehension)iscriticalforELstodevelopproficiency intextlevelEnglishreadingcomprehension:wordidentificationskillsare necessarybutnotsufficient. o Implications:InstructionforELsinorallanguageknowledge,skills,andabilities mustbeexplicit,intensive,andextensive.Inordertobesuccessfulinreading English,ELsmustdevelopproficiencyinlisteningandspeakingskillsinEnglish depthandbreadthofvocabulary,aswellasgrammaticalstructuresatthe sametimethattheyaredevelopingfoundationalskillsinreadingandwriting English. NativeLanguageLiteracySkillsFacilitateEnglishLiteracyLearning o ResearchFindings:ELsnativelanguageliteracyskillscanhelpthemlearnEnglish foundationalliteracyskills. o Implications:InstructionforELswillneedtovarybasedonvariationsamongELs nativelanguagewritingsystems,aswellasELsexperienceswithliteracyintheir nativelanguage.Forexample,studentswhoareliterateinalanguagethatuses theLatinalphabet(suchasSpanish)willbeabletotransferdecodingandwriting skillsmoreeasilythanastudentliterateinalanguagewithanonLatinalphabet (suchasArabic,Korean,orRussian)oralanguagewithasymbolbasedwriting system(suchasChinese).Similarly,studentsliterateinalanguagerelatedto English(suchasSpanish)willbeabletouseknowledgeofcognates(wordswith similarmeaningandspellinginbothlanguages),whereasstudentsliteratein unrelatedlanguages(suchasArabic,Chinese,orKorean)willnot.

AlignmentChartsforEnglishLanguageDevelopmentFoundationalLiteracySkillsand CaliforniasCommonCoreStateStandardsforEnglishLanguageArtsReadingStandards: FoundationalSkills ThechartsinthisappendixoutlinegeneralguidanceonprovidinginstructiontoELson foundationalliteracyskillsalignedtotheRFStandards.Thisguidanceisintendedtoprovidea generaloverview,anddoesnotaddressthefullsetofpotentialindividualcharacteristicsofELs thatneedstobetakenintoconsiderationindesigningandprovidingfoundationalliteracyskills instruction(e.g.,studentswhohavechangedschoolsorprogramsfrequently,orwhohave interruptedschoolingineithertheirnativelanguageorEnglish).Whilethefocusofthis appendixisonfoundationalliteracyskills,instructionintheseskillsshouldbeintegratedwith instructioninreadingcomprehensionandincontentacrossalldisciplines,asemphasizedinthe
3

Studentswhohavelearningdisabilities(asdiagnosedseparatelyfromtheirELdesignation)orwhoseliteracy skillsineithertheirnativelanguageorEnglishremainbelowgradelevelafterintensiveandextensiveinstruction mayneedspecializedliteracyinterventionservices.

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CaliforniaEnglishLanguageDevelopmentStandards(CAELDStandards).Theorganizationand contentofthechartsisdescribedbelow. FirstColumn:StudentLanguageandLiteracyCharacteristics ThiscolumnoutlinessomegeneralcharacteristicsofELspreviousexperiencewith languageandliteracyinboththeirnativelanguageandinEnglishthatneedtobe takenintoconsiderationwhendeterminingwhichfoundationalliteracyskillsa studentmayneedtodevelop.Thesecharacteristicsare: o OralSkills:SpokenEnglishproficiency o PrintSkills:Nativelanguageliteracy;readingandwritingskillsinalanguagewith anonalphabetic,nonLatinalphabeticorLatinalphabeticwritingsystem SecondColumn:ConsiderationsforFoundationalLiteracySkillsInstruction Thiscolumndescribesconsiderationsforfoundationalliteracyskillsinstructiongiven eachofthecharacteristicsinthefirstcolumn.Considerationsinclude:which foundationalliteracyskillsastudentwithparticularlanguageorliteracy characteristicsmayneedtolearn,andwhichnativelanguageliteracyskillsthestudent maybeabletotransfertofacilitatedevelopingEnglishliteracy. ThirdColumn:CommonCoreStateStandardsforELAReadingStandards:Foundational Skills ThiscolumnshowsthesetofRFStandardsforeachelementarygradelevelandall secondarygradelevelsthatastudentrequiringinstructioninEnglishfoundational literacyskillswillneedtoachieveinordertoreachproficiencyinEnglishliteracy, alongwithintensiveandextensiveoralEnglishvocabularylearning. o TheRFStandardsareidentifiedasfollows:strand(RF),gradelevel(K5), standardnumber.Thus,RF.K.1standsforReadingStandards:Foundational Skills,Kindergarten,standard1,andRF.5.3standsforReadingStandards: FoundationalSkills,grade5,standard3. ELsenteringschoolafterkindergartenwhoneedspecificinstructioninEnglish foundationalliteracyskillsbasedontheRFStandards,asdescribedinthefirsttwo columns,willrequireacceleratedlearningofthoseskills. SincetheRFStandardsaddressexpectationsforstudentsinkindergartenthroughgrade 5whostartatkindergartenandcontinuetodeveloptheseskillsastheyprogress throughthegradelevels,itwillbenecessarytoadapttheRFStandardsforELs needingEnglishfoundationalliteracyskillsafterkindergarten,basedonstudentsage, cognitiveabilities,andlifeandschoolexperiences,includingtheirleveloforal languageandliteracyproficiencyintheirnativelanguage.

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References August,D.,&Shanahan,T.(2006).Developingliteracyinsecondlanguagelearners:Reportof theNationalLiteracyPanelonLanguageMinorityChildrenandYouth.Mahwah,NJ: LawrenceErlbaumAssociates,Publishers. InternationalReadingAssociation(IRA);NationalInstituteofChildHealth&Human Development(NICHD).(2007).KeyissuesandquestionsinEnglishlanguagelearners literacyresearch.Availableat: http://www.ncela.gwu.edu/files/rcd/BE023800/Key_Issues_and_Questions.pdf NationalInstituteofChildHealth&HumanDevelopment(NICHD).(2000).Teachingchildrento read:Anevidencebasedassessmentofthescientificresearchliteratureonreadingand itsimplicationsforreadinginstruction.(ReportoftheNationalReadingPanel,NIH PublicationNo.004769).Washington,DC:U.S.GovernmentPrintingOffice. Riches,C.,&Genesee,F.(2006).Literacy:Crosslinguisticandcrossmodalissues.InF.Genesee, K.LindholmLeary,W.Saunders,&D.Christian(Eds.),EducatingEnglishlanguage learners:Asynthesisofresearchevidence(pp.64108).NewYork:CambridgeUniversity Press. Roessingh,H.,&Elgie,S.(2009).EarlylanguageandliteracydevelopmentamongyoungEnglish languagelearners:Preliminaryinsightsfromalongitudinalstudy.TESLCanadaJournal, 26(2),2445. Short,D.,&Fitzsimmons,S.(2007).Doublethework:Challengesandsolutionstoacquiring languageandacademicliteracyforadolescentEnglishlanguagelearnersAreportto CarnegieCorporationofNewYork.Washington,DC:AllianceforExcellentEducation. Torgesen,J.K.,Houston,D.D.,Rissman,L.M.,Decker,S.M.,Roberts,G.,Vaughn,S.,Wexler,J., Francis,D.J.,Rivera,M.O.,&Lesaux,N.(2007).Academicliteracyinstructionfor adolescents:AguidancedocumentfromtheCenteronInstruction.Portsmouth,NH: RMCResearchCorporation,CenteronInstruction.

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Kindergarten
StudentLanguageand LiteracyCharacteristics NoorlittlespokenEnglishproficiency OralSkills ConsiderationsforFoundational LiteracySkillsInstruction Studentswillneedinstructioninrecognizingand distinguishingthesoundsofEnglishascomparedor contrastedwithsoundsintheirnativelanguage(e.g., vowels,consonants,consonantblends,syllable structures). Studentswillneedinstructioninapplyingtheir knowledgeoftheEnglishsoundsystemto foundationalliteracylearning. Studentswillneedinstructioninprintconcepts. Studentswillbefamiliarwithprintconcepts,andwill needinstructioninlearningtheLatinalphabetfor English,ascomparedorcontrastedwiththeirnative languagewritingsystem(e.g.,directionofprint, symbolsrepresentingwholewords,syllablesor phonemes). Studentswillneedinstructioninapplyingtheir knowledgeofprintconcepts,phonicsandword recognitiontotheEnglishwritingsystem,as comparedorcontrastedwiththeirnativelanguage alphabet(e.g.,lettersthatarethesameordifferent, orrepresentthesameordifferentsounds)and nativelanguagevocabulary(e.g.,cognates)and sentencestructure(e.g.,subjectverbobjectvs. subjectobjectverbwordorder). PrintConcepts 1.Demonstrateunderstandingoftheorganization andbasicfeaturesofprint. RF.K.1 PhonicsandWordRecognition 3. Knowandapplygradelevelphonicsandword analysisskillsindecodingwords. RF.K.3 Fluency 4. Reademergentreadertextswithpurposeand understanding. RF.K.4 CommonCoreStateStandardsforELA ReadingStandards:FoundationalSkills PhonologicalAwareness 2. Demonstrateunderstandingofspokenwords, syllables,andsounds(phonemes). RF.K.2

SpokenEnglishproficiency

Noorlittlenativelanguageliteracy Somefoundationalliteracyproficiency inalanguagenotusingtheLatin alphabet(e.g.,Arabic,Chinese, Korean,Russian) PrintSkills

Somefoundationalliteracyproficiency inalanguageusingtheLatinalphabet (e.g.,Spanish)

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ElementaryLevel:Grades15 Asnotedintheintroduction,foundationalliteracyskillsarethesameforallstudentswhoneedtolearnbasicliteracyskills,including studentswhobeginlearningliteracyskillsafterkindergarten.However,thewaytheskillsaretaughtandhowquicklythestudents canbeexpectedtoacquirethebasicskillsandmoveontohigherlevelreadingandwritingdependsontheirage,cognitivelevel,and previousoralandwrittenliteracyexperiencesintheirnativelanguageand/orinEnglish.SincetheRFStandardsareintendedto guideinstructionforstudentsinkindergartenthroughfifthgrade,thesestandardsneedtobeadaptedusingappropriate instructionalstrategiesandmaterialstomeettheparticularpedagogicalandliteracyneedsofELswhobeginlearningliteracy skillsafterkindergarten,andaddressingtheneedtoteachfoundationalliteracyskillsinanacceleratedtimeframe. 4 Inparticular, thecurriculumwillneedtobeflexiblesothatitcanaddressthedifferentprofilesofupperelementarystudentsneeding foundationalliteracyskillsinstruction.Considerationscontributingtothevarietyofstudentprofilesinclude: Oralproficiency(e.g.,extentofvocabularyandknowledgeofvariedgrammaticalstructures)inEnglish:Oralproficiencyis thebasisforwrittenliteracyproficiency;literacylearningforstudentswithhigherlevelsoforallanguageproficiencycanbe accelerated. Nativelanguageliteracy,bothoralandwritten:Wheneffectivelyleveraged,oralandwrittenliteracyknowledgeandabilities cantransfertotheacquisitionofEnglishliteracy,acceleratingthelearningtime. SimilarityofnativelanguagetoEnglish:ThemorecloselythestudentsnativelanguageandEnglisharerelated,themore studentscanapplyknowledgeofsimilaritiesinvocabularyandgrammarinthetwolanguagestolearningfoundational literacyskillsinEnglish,suchasspellingoffamiliarwordsordeterminationofwhereasentencestartsandends. Nativelanguagewritingsystem,forstudentswithwrittenliteracyknowledgeintheirnativelanguage:Themorecloselythe studentsnativelanguagewritingsystemandEnglisharerelated,themorestudentscanapplyknowledgeofsimilaritiesof printoralphabeticfeaturesinthetwolanguagestolearningtoreadandwritewiththeEnglishalphabet,suchassoundletter correspondencesordirectionofprint. Previousexperienceswithschoolorschoolprograms:Studentspreviousschoolingexperiencesinboththenativelanguage andEnglishmayaffecttheirproficiencyandprogressrelatedtoalloftheabove.Extentoftimeandconsistencyofschool attendance,aswellasofinstructionalsettingandservices(e.g.,structuredEnglishimmersionwithorwithoutnative languagesupport;90/10or50/50duallanguageimmersion;earlyorlateexittransitionalbilingualinstruction;ELDpullout) mayaffectastudentsexperienceswithliteracylearningandtheirneedsforparticularliteracyinstruction.

4TheforthcomingCaliforniaELA/ELDFrameworkwilladdressinmoredetailthedevelopmentandapplicationofafoundationalliteracyskillscurriculumfor elementarylevelELsbeginningliteracyinstructionafterkindergarten.

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 Grade1
Note:ReadingStandards:FoundationalSkillsfromKindergartenneedtobeadaptedforstudentsage,cognitivelevel,andeducational experience.
StudentLanguageand LiteracyCharacteristics NoorlittlespokenEnglishproficiency OralSkills ConsiderationsforFoundational LiteracySkillsInstruction Studentswillneedinstructioninrecognizingand distinguishingthesoundsofEnglishascomparedor contrastedwithsoundsintheirnativelanguage(e.g., vowels,consonants,consonantblends,syllable structures). Studentswillneedinstructioninapplyingtheir knowledgeoftheEnglishsoundsystemto foundationalliteracylearning. Studentswillneedinstructioninprintconcepts. Studentswillbefamiliarwithprintconcepts,andwill needinstructioninlearningtheLatinalphabetfor English,ascomparedorcontrastedwiththeirnative languagewritingsystem(e.g.,directionofprint, symbolsrepresentingwholewords,syllablesor phonemes). Studentswillneedinstructioninapplyingtheir knowledgeofprintconcepts,phonicsandword recognitiontotheEnglishwritingsystem,as comparedorcontrastedwiththeirnativelanguage alphabet(e.g.,lettersthatarethesameordifferent, orrepresentthesameordifferentsounds)and nativelanguagevocabulary(e.g.,cognates)and sentencestructure(e.g.,subjectverbobjectvs. subjectobjectverbwordorder). CommonCoreStateStandardsforELA ReadingStandards:FoundationalSkills PhonologicalAwareness 2. Demonstrateunderstandingofspokenwords, syllables,andsounds(phonemes). RF.K.2 RF.1.2

SpokenEnglishproficiency

Noorlittlenativelanguageliteracy Somefoundationalliteracyproficiency inalanguagenotusingtheLatin alphabet(e.g.,Arabic,Chinese, Korean,Russian) PrintSkills

Somefoundationalliteracyproficiency inalanguageusingtheLatinalphabet (e.g.,Spanish)

PrintConcepts 1. Demonstrateunderstandingoftheorganization andbasicfeaturesofprint. RF.K.1 RF.1.1 PhonicsandWordRecognition 3. Knowandapplygradelevelphonicsandword analysisskillsindecodingwords. RF.K.3 RF.1.3 Fluency 4. Readwithsufficientaccuracyandfluencyto supportcomprehension. RF.1.4

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Grade2
Note:ReadingStandards:FoundationalSkillsfromKindergartenandgrade1needtobeadaptedforstudentsage,cognitivelevel,and educationalexperience.
StudentLanguageand LiteracyCharacteristics NoorlittlespokenEnglishproficiency OralSkills ConsiderationsforFoundational LiteracySkillsInstruction Studentswillneedinstructioninrecognizingand distinguishingthesoundsofEnglishascomparedor contrastedwithsoundsintheirnativelanguage(e.g., vowels,consonants,consonantblends,syllable structures). Studentswillneedinstructioninapplyingtheir knowledgeoftheEnglishsoundsystemto foundationalliteracylearning. Studentswillneedinstructioninprintconcepts. Studentswillbefamiliarwithprintconcepts,andwill needinstructioninlearningtheLatinalphabetfor English,ascomparedorcontrastedwiththeirnative languagewritingsystem(e.g.,directionofprint, symbolsrepresentingwholewords,syllablesor phonemes)andnativelanguagevocabulary(e.g., cognates)andsentencestructure(e.g.,subjectverb objectvs.subjectobjectverbwordorder). CommonCoreStateStandardsforELA ReadingStandards:FoundationalSkills PhonologicalAwareness 2. Demonstrateunderstandingofspokenwords, syllables,andsounds(phonemes). RF.K.2 RF.1.2 ReviewofPhonologicalAwarenessskillsasneeded.

SpokenEnglishproficiency

Noorlittlenativelanguageliteracy Foundationalliteracyproficiencyina languagenotusingtheLatinalphabet (e.g.,Arabic,Chinese,Korean,Russian)

PrintConcepts 1. Demonstrateunderstandingoftheorganization andbasicfeaturesofprint. RF.K.1 RF.1.1 PhonicsandWordRecognition 3. Knowandapplygradelevelphonicsandword analysisskillsindecodingwords. RF.K.3 RF.1.3 RF.2.3 Fluency 4. Readwithsufficientaccuracyandfluencyto supportcomprehension. RF.2.4

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PrintSkills

StudentLanguageand LiteracyCharacteristics

ConsiderationsforFoundational LiteracySkillsInstruction

CommonCoreStateStandardsforELA ReadingStandards:FoundationalSkills PhonicsandWordRecognition 3. Knowandapplygradelevelphonicsandword analysisskillsindecodingwords. RF.K.3 RF.1.3 RF.2.3 Fluency 4. Readwithsufficientaccuracyandfluencyto supportcomprehension. RF.2.4

Foundationalliteracyproficiencyina Studentswillneedinstructioninapplyingtheir languageusingtheLatinalphabet(e.g., knowledgeofprintconceptsandphonicsandword Spanish) recognitiontotheEnglishwritingsystem,as comparedorcontrastedwiththeirnativelanguage alphabet(e.g.,lettersthatarethesameordifferent, orrepresentthesameordifferentsounds)and nativelanguagevocabulary(e.g.,cognates)and sentencestructure(e.g.,subjectverbobjectvs. subjectobjectverbwordorder).

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PrintSkills(cont.)

Grade3
Note:ReadingStandards:FoundationalSkillsfromKindergartenthroughgrade2needtobeadaptedforstudentsage,cognitivelevel,and educationalexperience.
StudentLanguageand LiteracyCharacteristics NoorlittlespokenEnglishproficiency OralSkills ConsiderationsforFoundational LiteracySkillsInstruction Studentswillneedinstructioninrecognizingand distinguishingthesoundsofEnglishascomparedor contrastedwithsoundsintheirnativelanguage(e.g., vowels,consonants,consonantblends,syllable structures). Studentswillneedinstructioninapplyingtheir knowledgeoftheEnglishsoundsystemto foundationalliteracylearning. Studentswillneedinstructioninprintconcepts. Studentswillbefamiliarwithprintconcepts,andwill needinstructioninlearningtheLatinalphabetfor English,ascomparedorcontrastedwiththeirnative languagewritingsystem(e.g.,directionofprint, symbolsrepresentingwholewords,syllablesor phonemes)andnativelanguagevocabulary(e.g., cognates)andsentencestructure(e.g.,subjectverb objectvs.subjectobjectverbwordorder). CommonCoreStateStandardsforELA ReadingStandards:FoundationalSkills PhonologicalAwareness 2. Demonstrateunderstandingofspokenwords, syllables,andsounds(phonemes). RF.K.2 RF.1.2 ReviewofPhonologicalAwarenessskillsasneeded.

SpokenEnglishproficiency

Noorlittlenativelanguageliteracy Foundationalliteracyproficiencyina languagenotusingtheLatinalphabet (e.g.,Arabic,Chinese,Korean,Russian)

PrintConcepts 1. Demonstrateunderstandingoftheorganization andbasicfeaturesofprint. RF.K.1 RF.1.1 PhonicsandWordRecognition 3. Knowandapplygradelevelphonicsandword analysisskillsindecodingwords. RF.K.3 RF.1.3 RF.2.3 RF.3.3 Fluency 4. Readwithsufficientaccuracyandfluencyto supportcomprehension. RF.3.4

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PrintSkills

10


StudentLanguageand LiteracyCharacteristics ConsiderationsforFoundational LiteracySkillsInstruction CommonCoreStateStandardsforELA ReadingStandards:FoundationalSkills PhonicsandWordRecognition 3. Knowandapplygradelevelphonicsandword analysisskillsindecodingwords. RF.K.3 RF.1.3 RF.2.3 RF.3.3 Fluency 4. Readwithsufficientaccuracyandfluencyto supportcomprehension. RF.3.4

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PrintSkills(cont.)

Foundationalliteracyproficiencyina Studentswillneedinstructioninapplyingtheir languageusingtheLatinalphabet(e.g., knowledgeofprintconcepts,phonicsandword Spanish) recognitiontotheEnglishwritingsystem,as comparedorcontrastedwiththeirnativelanguage alphabet(e.g.,lettersthatarethesameordifferent, orrepresentthesameordifferentsounds)and nativelanguagevocabulary(e.g.,cognates)and sentencestructure(e.g.,subjectverbobjectvs. subjectobjectverbwordorder).

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Grade4
Note:ReadingStandards:FoundationalSkillsfromKindergartenthroughgrade3needtobeadaptedforstudentsage,cognitivelevel,and educationalexperience.
StudentLanguageand LiteracyCharacteristics NoorlittlespokenEnglishproficiency OralSkills ConsiderationsforFoundational LiteracySkillsInstruction Studentswillneedinstructioninrecognizingand distinguishingthesoundsofEnglishascomparedor contrastedwithsoundsintheirnativelanguage(e.g., vowels,consonants,consonantblends,syllable structures). Studentswillneedinstructioninapplyingtheir knowledgeoftheEnglishsoundsystemtoliteracy foundationallearning. Studentswillneedinstructioninprintconcepts. Studentswillbefamiliarwithprintconcepts,andwill needinstructioninlearningtheLatinalphabetfor English,ascomparedorcontrastedwiththeirnative languagewritingsystem(e.g.,directionofprint, symbolsrepresentingwholewords,syllablesor phonemes)andnativelanguagevocabulary(e.g., cognates)andsentencestructure(e.g.,subjectverb objectvs.subjectobjectverbwordorder). CommonCoreStateStandardsforELA ReadingStandards:FoundationalSkills PhonologicalAwareness 2. Demonstrateunderstandingofspokenwords, syllables,andsounds(phonemes). RF.K.2 RF.1.2 ReviewofPhonologicalAwarenessskillsasneeded.

SpokenEnglishproficiency

Noorlittlenativelanguageliteracy Foundationalliteracyproficiencyina languagenotusingtheLatinalphabet (e.g.,Arabic,Chinese,Korean,Russian)

PrintConcepts 1. Demonstrateunderstandingoftheorganization andbasicfeaturesofprint. RF.K.1 RF.1.1 PhonicsandWordRecognition 3. Knowandapplygradelevelphonicsandword analysisskillsindecodingwords. RF.K.3 RF.1.3 RF.2.3 RF.3.3 RF.4.3 Fluency 4. Readwithsufficientaccuracyandfluencyto supportcomprehension. RF.4.4

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PrintSkills

12


StudentLanguageand LiteracyCharacteristics ConsiderationsforFoundational LiteracySkillsInstruction CommonCoreStateStandardsforELA ReadingStandards:FoundationalSkills PhonicsandWordRecognition 3. Knowandapplygradelevelphonicsandword analysisskillsindecodingwords. RF.K.3 RF.1.3 RF.2.3 RF.3.3 RF.4.3 Fluency 4. Readwithsufficientaccuracyandfluencyto supportcomprehension. RF.4.4

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PrintSkills(cont.)

Foundationalliteracyproficiencyina Studentswillneedinstructioninapplyingtheir languageusingtheLatinalphabet(e.g., knowledgeofprintconcepts,phonicsandword Spanish) recognitiontotheEnglishwritingsystem,as comparedorcontrastedwiththeirnativelanguage alphabet(e.g.,lettersthatarethesameordifferent, orrepresentthesameordifferentsounds)and nativelanguagevocabulary(e.g.,cognates)and sentencestructure(e.g.,subjectverbobjectvs. subjectobjectverbwordorder).

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Grade5
Note:ReadingStandards:FoundationalSkillsfromKindergartenthroughgrade4needtobeadaptedforstudentsage,cognitivelevel,and educationalexperience.
StudentLanguageand LiteracyCharacteristics NoorlittlespokenEnglishproficiency OralSkills ConsiderationsforFoundational LiteracySkillsInstruction Studentswillneedinstructioninrecognizingand distinguishingthesoundsofEnglishascomparedor contrastedwithsoundsintheirnativelanguage(e.g., vowels,consonants,consonantblends,syllable structures). Studentswillneedinstructioninapplyingtheir knowledgeoftheEnglishsoundsystemtoliteracy foundationallearning. Studentswillneedinstructioninprintconcepts. Studentswillbefamiliarwithprintconcepts,andwill needinstructioninlearningtheLatinalphabetfor English,ascomparedorcontrastedwiththeirnative languagewritingsystem(e.g.,directionofprint, symbolsrepresentingwholewords,syllablesor phonemes)andnativelanguagevocabulary(e.g., cognates)andsentencestructure(e.g.,subjectverb objectvs.subjectobjectverbwordorder). CommonCoreStateStandardsforELA ReadingStandards:FoundationalSkills PhonologicalAwareness 2. Demonstrateunderstandingofspokenwords, syllables,andsounds(phonemes). RF.K.2 RF.1.2 ReviewofPhonologicalAwarenessskillsasneeded.

SpokenEnglishproficiency

Noorlittlenativelanguageliteracy Foundationalliteracyproficiencyina languagenotusingtheLatinalphabet (e.g.,Arabic,Chinese,Korean,Russian)

PrintConcepts 1. Demonstrateunderstandingoftheorganization andbasicfeaturesofprint. RF.K.1 RF.1.1 PhonicsandWordRecognition 3. Knowandapplygradelevelphonicsandword analysisskillsindecodingwords. RF.K.3 RF.1.3 RF.2.3 RF.3.3 RF.4.3 RF.5.3 Fluency 4. Readwithsufficientaccuracyandfluencyto supportcomprehension. RF.5.4

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PrintSkills

14

StudentLanguageand LiteracyCharacteristics

ConsiderationsforFoundational LiteracySkillsInstruction

CommonCoreStateStandardsforELA ReadingStandards:FoundationalSkills PhonicsandWordRecognition 3. Knowandapplygradelevelphonicsandword analysisskillsindecodingwords. RF.K.3 RF.1.3 RF.2.3 RF.3.3 RF.4.3 RF.5.3 Fluency 4. Readwithsufficientaccuracyandfluencyto supportcomprehension. RF.5.4

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PrintSkills(cont.)

Foundationalliteracyproficiencyina Studentswillneedinstructioninapplyingtheir languageusingtheLatinalphabet(e.g., knowledgeofprintconcepts,phonicsandword Spanish) recognitiontotheEnglishwritingsystem,as comparedorcontrastedwiththeirnativelanguage alphabet(e.g.,lettersthatarethesameordifferent, orrepresentthesameordifferentsounds)and nativelanguagevocabulary(e.g.,cognates)and sentencestructure(e.g.,subjectverbobjectvs. subjectobjectverbwordorder).

15

SecondaryLevel:Grades612 Asnotedintheintroduction,foundationalliteracyskillsarethesameforallstudentswhoneedtolearnbasicliteracyskills,including secondarystudents.However,thewaytheskillsaretaughtandhowquicklythestudentscanbeexpectedtoacquirethebasicskills andmoveontohigherlevelreadingandwritingdependsontheirage,cognitivelevel,andpreviousoralandwrittenliteracy experiencesintheirnativelanguageand/orinEnglish.SincetheRFStandardsareintendedtoguideinstructionforstudentsin Kindergartenthroughfifthgrade,thesestandardsneedtobeadaptedusingappropriateinstructionalstrategiesandmaterials tomeettheparticularpedagogicalandliteracyneedsofELsatthesecondarylevel,andaddressingtheneedtoteach foundationalliteracyskillsinanacceleratedtimeframe. 5 Inparticular,thecurriculumwillneedtobeflexiblesothatitcanaddress thedifferentprofilesofsecondarystudentsneedingfoundationalliteracyskillsinstruction.Considerationscontributingtothe varietyofstudentprofilesinclude: Oralproficiency(e.g.,extentofvocabularyandknowledgeofvariedgrammaticalstructures)inEnglish:Oralproficiencyis thebasisforwrittenliteracyproficiency;literacylearningforstudentswithhigherlevelsoforallanguageproficiencycanbe accelerated. Nativelanguageliteracy,bothoralandwritten:Wheneffectivelyleveraged,oralandwrittenliteracyknowledgeandabilities cantransfertotheacquisitionofEnglishliteracy,acceleratingthelearningtime. SimilarityofnativelanguagetoEnglish:ThemorecloselythestudentsnativelanguageandEnglisharerelated,themore studentscanapplyknowledgeofsimilaritiesinvocabularyandgrammarinthetwolanguagestolearningfoundational literacyskillsinEnglish,suchasspellingoffamiliarwordsordeterminationofwhereasentencestartsandends. Nativelanguagewritingsystem,forstudentswithwrittenliteracyknowledgeintheirnativelanguage:Themorecloselythe studentsnativelanguagewritingsystemandEnglisharerelated,themorestudentscanapplyknowledgeofsimilaritiesof printoralphabeticfeaturesinthetwolanguagestolearningtoreadandwritewiththeEnglishalphabet,suchassoundletter correspondencesordirectionofprint. Previousexperienceswithschoolorschoolprograms:Studentspreviousschoolingexperiencesinboththenativelanguage andEnglishmayaffecttheirproficiencyandprogressrelatedtoalloftheabove.Extentoftimeandconsistencyofschool attendance,aswellasofinstructionalsettingandservices(e.g.,structuredEnglishimmersionwithorwithoutnative languagesupport;90/10or50/50duallanguageimmersion;earlyorlateexittransitionalbilingualinstructionELDpullout) mayaffectastudentsexperienceswithliteracylearningandtheirneedsforparticularliteracyinstruction.

5TheforthcomingCaliforniaELA/ELDFrameworkwilladdressinmoredetailthedevelopmentandapplicationofafoundationalliteracyskillscurriculumfor secondarylevelELs.

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16

 Grades612
Note:ReadingStandards:FoundationalSkillsfromKindergartenthroughgrade5needtobeadaptedforstudentsage,cognitivelevel,and educationalexperience.
StudentLanguageand LiteracyCharacteristics NoorlittlespokenEnglishproficiency OralSkills ConsiderationsforFoundational LiteracySkillsInstruction Studentswillneedinstructioninrecognizingand distinguishingthesoundsofEnglishascomparedor contrastedwithsoundsintheirnativelanguage(e.g., vowels,consonants,consonantblends,syllable structures). Studentswillneedinstructioninapplyingtheir knowledgeoftheEnglishsoundsystemtoliteracy foundationallearning. Studentswillneedinstructioninprintconcepts. Studentswillbefamiliarwithprintconcepts,andwill needinstructioninlearningtheLatinalphabetfor English,ascomparedorcontrastedwiththeirnative languagewritingsystem(e.g.,directionofprint, symbolsrepresentingwholewords,syllablesor phonemes)andnativelanguagevocabulary(e.g., cognates)andsentencestructure(e.g.,subjectverb objectvs.subjectobjectverbwordorder). CommonCoreStateStandardsforELA ReadingStandards:FoundationalSkills PhonologicalAwareness 2. Demonstrateunderstandingofspokenwords, syllables,andsounds(phonemes). RF.K.2 RF.1.2 ReviewofPhonologicalAwarenessskillsasneeded.

SpokenEnglishproficiency

Noorlittlenativelanguageliteracy Foundationalliteracyproficiencyina languagenotusingtheLatinalphabet (e.g.,Arabic,Chinese,Korean,Russian)

PrintConcepts 1. Demonstrateunderstandingoftheorganization andbasicfeaturesofprint. RF.K.1 RF.1.1 PhonicsandWordRecognition 3. Knowandapplygradelevelphonicsandword analysisskillsindecodingwords. RF.K.3 RF.1.3 RF.2.3 RF.3.3 RF.4.3 RF.5.3 Fluency 4. Readwithsufficientaccuracyandfluencyto supportcomprehension. RF.5.4(at612gradelevel)

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PrintSkills

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StudentLanguageand LiteracyCharacteristics PrintSkills(cont.)

ConsiderationsforFoundational LiteracySkillsInstruction

CommonCoreStateStandardsforELA ReadingStandards:FoundationalSkills ReviewofPhonicsandWordRecognitionskillsas needed.

Foundationalliteracyproficiencyina Studentswillneedinstructioninapplyingtheir languageusingtheLatinalphabet(e.g., knowledgeofprintconcepts,phonicsandword Spanish) recognitiontotheEnglishwritingsystem,as comparedorcontrastedwiththeirnativelanguage alphabet(e.g.,lettersthatarethesameordifferent, orrepresentthesameordifferentsounds)and nativelanguagevocabulary(e.g.,cognates)and sentencestructure(e.g.,subjectverbobjectvs. subjectobjectverbwordorder).

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