Abigail Gutierrez

ENG 487
Homework #1
2/11/2015
English Learning Development
Foundational literacy skills for English learners are critical and
are addressed by the Common Core State Standards for ELA. Children
learning English are in different stages due to distinctive situations.
These children encounter various challenges not only because they
have to learn to speak English but also learn how to read and write it.
The bulk of children do not have strong foundational literacy skills in
English and are expected to be fluent. However, if a child already
mastered how to read, write and speak in their native language and
the language is close to Latin, students will find it easier to transfer
their native language literacy skills to the learning of English.
Some children may not be literate in any language, not even
their own native language. At this point children have to be taught the
foundation of English, such as vowel sound, vocabulary and
comprehension. Being orally proficient in English is also fundamental,
based on the standards students need to know how to use words
correctly in a conversation. Therefore, if a student is proficient in their
native language, they will be able to apply the oral, written, and
reading concepts to English.
Teachers have guidance and the tools necessary to guide English
learners to success by using the Alignment Charts for English

Language Development Foundational Literacy Skills, which consists of

three parts and also the Common Core State Standards for English
Language Arts.
Alignment charts for reading in grade four are based on the
different skills a student in fourth grade should accomplish. The charts
are broken into three major categories; one is Student Language and
Literacy Characteristics, which determine the level of oral skills and
print skills a child has. Oral skills are assed by confirming the level of
English proficiency if there is any. The print skills are determined by
analyzing if the child is native literate or not, or if their language does
not use the Latin alphabet.
The second section is about Consideration for Foundational
Literacy Skills Instruction, which consists of assessing if the students
need instruction in identifying vowel sounds of the English Language
and if they are similar to sounds of their native language. If they are
proficient in their language and their language is based on the Latin
alphabet, they will be more familiar with transferring to the English
language.
Lastly, the Common Core State Standards for ELA Reading
Standards: Foundational Skills consist of validating understanding of
the spoken words, their sound, and spelling. If they are able to write in
English as stated on standard RF.4.3 in the category of Phonics and
word recognition. Students must use combined knowledge of all letter-

sound correspondences and syllable patterns to be able to read

accurately unfamiliar words out of context and in context. Under
fluency, students should be able to read with sufficient accuracy and
fluency to support comprehension. RF.4.4 states students should read
grade level text with purpose and understanding, which translates to
students being able to understand what they read, and be accurate
while doing so.
Appendix B: The California English Learning Development
Standards Part II: Learning about how English Works describes how
the Common Core State Standards work with English learners in
helping them become better English speakers. The Common Core will
help the EL students to have a more broad vocabulary and better
literacy proficiency, which will allow them to excel in any subject. The
CA ELD Standards will help educators to support ELs in multiple ways.
Students will be able to read, analyze, interpret, and create a variety of
literary and informational text types. As stated in the document
students Students read multiple primary sources and several
documentaries on the history of farming and recent developments in
sustainable and organic agriculture (P.7). With this students are
practicing point 1 on the application of standards, by reading,
analyzing, and interpreting sources to create an informational
response. Students also interpret the meaning of informational and
literary texts, explain their thinking and build on others ideas (P.2).

In point 2 students have to develop understanding of how

language is a complex, dynamic, and social resource for making
meaning. Evidence of this is demonstrated throughout the reading.
Complex informational texts, in particular, are characterized by
discipline-specific content knowledge and the related language used to
convey this content meaning, including ambiguous or abstract
meaning(P.3). Students learn the difference of understanding the idea
of different types of language complexity, and how depending on what
they are reading that will be the level of complexity. Another example
is to understand the purpose of writing with a meaning. That is write
an argument to persuade others to think or do something, and a
successful argument involves more than structure. (P9)
Point 3 supports ELs to develop an understanding of how content
is organized in different text types across disciplines using text
structure, language features, and vocabulary depending on purpose
and audience. For example, text level understandings are crucial for
school aged kids. For example, a story is typically structured in three
main stages: orientation, complication, and resolution(P6). Therefore,
when students are aware of how their text is structured in stories or
history lessons, they are in a better place to understand the stories or
documents that were read to them, write their own stories, and meet
of the expectations of how their stories are written. L.11-12.3 states,
Apply knowledge of language to understand how language functions

in different contexts, to make effective choices for meaning or style,

and to comprehend more fully when reading or listening. (P5)
In point 4, ELs have support to become aware that different
languages and varieties of English exist. Some kids do not know that
difference between informal and formal language. Therefore,
Academic English includes a variety of linguistic resources that are
different from those we use in everyday informal interactions in
English. (P10) This is when students learn that in academics they will
not use things they normally use when speaking. When speaking as
well students have to identify whom they are talking to, to know what
variation of English to use.
In point 5, students have support in recognizing their home
languages and cultures as resources to value in their own right and to
draw upon in order to build proficiency in English. If a child is proficient
in their own home language, they can apply all the things they know
about their spoken, and written language, to their learning of English. It
has been found that it if teachers help students use their previous skill
with English they will learn the language.
Point 6 helps educators support ELs to contribute actively in class
and group discussions by asking questions, responding appropriately,
and providing useful feedback. This can be done with class discussions,
small circles, or working with a partner. Kids feel less judged when they

are working with other kids who they feel comfortable with instead of
being asked to speak in front of the class.
Point 7, supports ELs to demonstrate knowledge of content
through oral presentations, writing, collaborative conversations and
multimedia. This can be demonstrated in the classroom by having
group presentations where every child has to present a section of the
assignment, while working as a group through the entire process.
Lastly point 8 supports ELs to develop proficiency in shifting
registers based on context. Therefore, A cohesive text is created
through the selection of a variety of language resources, such as
referring back or forward in the text to people, ideas, or things using
pronouns or synonyms. (P9) Students learn how to shift back and
forth depending on what they are reading, or what they are learning.
Nominalization allows writers/speakers to densely pack these three
clauses into one, achieving a more academic register: The destruction
of the rainforest led to widespread flooding. (P14) The challenges and
opportunities that these standards have for ELs are positive and
require effort from both the teacher and the student.