Table of Contents

1.9 Supporting All Students in Content Literacy

California adopted the California English Language Development (ELD) Standards on November 7, 2012, which correspond to the CA CCSS and call for maintaining high expectations for English learners while offering supports for students. These standards are applicable to all content area courses.

The National Governors Association Center for Best Practices and the Council of Chief State School Officers strongly believe that all students should be held to the same high expectations outlined in the Common Core State Standards. This includes students who are English language learners. However, these students may require additional time, appropriate instructional support, and aligned assessments as they acquire both English language proficiency and content area knowledge."

California ELD Standards, p. 1

Time to Read

The Understanding Language program in the Stanford Graduate School of Education is focused on helping educators address the challenges of using and understanding academic language for all students, but particularly English learners (ELs). Read the paper “Realizing Opportunities for English Learners in the Common Core English Language Arts and Disciplinary Literacy Standards” to learn about both the challenges and opportunities that the CCSS raise for ELs across the disciplines.

Providing access to complex text in the content areas is also central to supporting students with disabilities. The majority of disabilities do not affect critical thinking, so once they have access, students with disabilities can analyze the meaning and significance of content area texts. “Providing Multiple Means of Representation” is Principle 1 of the Universal Design for Learning (UDL) Guidelines.  View the “Universal Design for Learning Guidelines” chart developed by CAST (2011) to view a summary of Principle 1.