Literacy and Language

Below are resources supporting early literacy and the science of reading

Videos

• What is Phonemic Awareness? 
• Sound Chaining 
• Tips for Teaching Tricky Words
• Speech Alphabet Letter Sounds 
• PAST Administration Video

Websites

• University of Florida Literacy Institute
• University of Florida Literacy Foundations Toolbox  Alphabet Unit Resources
• University of Florida Literacy Institute Lesson 1 Letter A Slides
• Sight Word Lessons 
• Blending Phonemes – Word Chains
• University of Florida Literacy Institute Foundations Decodable Text Guide
• On Track Reading
• Orton Gillingham Lesson Plans

Articles

• The Role of Orthographic Mapping
• Phonological Skill Progression from Reading Rockets
• Developmental Sequence of Phonological Skills

The San Luis Obispo County Office of Education, in collaboration with the Kern County Superintendent of Schools, is dedicated to providing comprehensive support to English learners. The goal is to enable these students to fully engage in and benefit from a high-quality education. This support is designed to help English learners achieve high levels of English proficiency, master the standard curriculum for their grade level, and also have opportunities to develop proficiency in multiple languages. This approach reflects a commitment to ensuring that language barriers do not hinder a student’s ability to succeed academically and to encourage the development of multilingual skills, which can be valuable in today’s interconnected world.

English Learners

An English learner refers to a student whose primary language is not English, and who has not yet developed proficiency in English. All English learners are provided with designated and integrated English language development (ELD) instruction targeted to their English proficiency level and appropriate academic instruction in language acquisition programs. English learners face unique challenges in the classroom as they work to acquire English language skills while also learning academic content. To support English learners, schools offer various program options that may include Dual-Language Immersion or Transitional/Developmental programs to help them develop their English proficiency. At minimum, English learners are provided a program of Structured English Immersion. 

Educators and schools use various strategies and methods to help English learners succeed academically while simultaneously building their English language skills. Supportive environments, cultural sensitivity, and collaboration between teachers and language specialists are essential to the success of English learners in California schools.

Integrated ELD

An Integrated ELD (English Language Development) approach refers to a method of instruction where teachers who have English learners (ELs) in their classrooms use the California English Language Development (ELD) standards alongside the focal California Common Core State Standards (CCSS) for English Language Arts (ELA) literacy and other content standards.

The main objective of Integrated ELD is to support ELs in developing their English language proficiency while also learning grade-level content in other subjects. This approach recognizes that language development is not isolated from content learning; rather, it should be integrated into the regular classroom curriculum to make learning more meaningful and relevant for English learners.

Designated ELD

Designated ELD (English Language Development) is a crucial component of supporting English learners (ELs) in their language development and content learning. It is a specific instructional time during the regular school day where teachers use the California ELD standards as the focal point to facilitate language learning in English. The goal is to help ELs acquire the critical language skills they need to succeed in content subjects and overall language proficiency. 

Resources

California English Learner Roadmap

The California English Learner Roadmap is a policy framework designed to guide and support the educational success of English Learners (ELs) in California’s public schools. It was developed by the California Department of Education (CDE) and was intended to address the diverse linguistic and cultural needs of EL students in the state and is a significant step towards promoting equity and inclusivity in education for ELs in the state. The roadmap outlines four principles that serve as the foundation for educational policy and practice for English Learners. 

English Language Development Standards 

The California ELD Standards are part of the overall California Common Core State Standards (CCSS) for English Language Arts/Literacy and English Language Development. These standards outline the English language proficiency and academic language development expectations for students who are learning English as an additional language. They provide guidelines for teachers to design and deliver effective ELD instruction that helps English learners access the core academic content.

ELA/ELD Framework

The California ELA/ELD (English Language Arts/English Language Development) Framework provided by the California Department of Education (CDE) outlines the standards, guidelines, and instructional practices for English language arts and English language development in California’s public schools. It serves as a comprehensive guide for teachers to implement effective English language arts and English language development programs in schools and it aligns with the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.

• CA World Languages Standards
• CA World Languages Framework
• SBE Adopted Instructional Materials

Guidance for Implementation/Local Adoption of Instructional Materials

• Guidelines for Piloting Textbooks and Instructional Materials
• Implementation of Instructional Materials Not Adopted by California
• Implementation of Instructional Materials Not Adopted by California
  

Guidance for school districts that elect to utilize instructional materials not adopted by the SBE.

• Reviewing and Selecting World Languages Instructional Materials