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Reading/Language Arts Framework for California Public Schools,
Kindergarten Through Grade Twelve

Comparison of Differences Between the Previous and Current Editions
Criteria for 2002 Adoption Criteria for 2008 Adoption
Focused on instructional materials aligned to the English-Language Arts Content Standards, the framework and current and confirmed research in reading/language arts instruction

Additional focus on improving four areas:

  1. vocabulary and language development
  2. writing
  3. oral reading fluency
  4. improved assessments for all grades

Four types of instructional materials programs:

  1. Basic, Kindergarten through Grade Eight
  2. Primary Language, Kindergarten through Grade Eight
  3. Intervention, Grades Four through Grade Eight
  4. Intervention for English Learners, Grades Four through Grade Eight.

Five types of instructional materials programs:

  1. Basic, Kindergarten through Grade Eight
  2. Basic/ELD, Kindergarten through Grade Eight (60 minutes of ELD)
  3. Primary Language, Kindergarten through Grade Eight (with 60 minutes of ELD)
  4. Intervention, Grades Four through Grade Eight
  5. Intervention for English Learners, Grades Four through Grade Eight

Additional supporting components:

  1. 30-45 minutes for English Learners
  2. 30-45 minutes for special education pupils

Additional required elements:

  1. Extra Support for Struggling Readers, Kindergarten through Grade Eight (thirty minutes)
  2. Extra Support for English Learners, Kindergarten through Grade Eight (thirty minutes)
  3. Intensive Vocabulary Instructional Support, Kindergarten through Grade Eight (15-20 minutes)
  4. Reading Intervention Kit, 1-3 (90 15-minute lessons in each of 5 technical skill areas)
Intervention programs included general lists of skills and the strands and substrands of the English-language arts standards to be addressed Details specific content requirements and the English-language arts standards to be addressed in the two intervention programs and the one hour of ELD instruction in programs 2 and 3
Assessments to measure understanding and application of skills and knowledge, conducted at strategic points of instruction, to help teachers monitor student progress and determine instructional options Expanded assessment requirements for all five types of instructional materials programs and for the ELD component of programs 2 and 3, including diagnostic, progress monitoring and summative assessments
Reference to instructional materials for “special needs students” Expanded definition of struggling readers to include “any student experiencing difficulty learning to read; may include students who use African American vernacular English, English learners, and students with disabilities”
Criteria for 2008 Adoption
Extra Support for English Learners

(Required in basic programs 1-3)

  • Instructional materials for English learners provide support for students to allow them to successfully participate in and progress through the daily lessons from the basic program with their peers (page 293)
  • Specifically designed daily lessons for teachers to preteach concepts and for teachers to help students to develop background knowledge, build academic vocabulary, and develop critical technical skills (page 294)
  • Materials address the Beginning, Early Intermediate, Intermediate, and Early Advanced levels of English-language proficiency at appropriate grade levels (page 294)
  • Thirty minutes of additional instructional materials daily (page 294)
  • Designed to reinforce and extend the regular classroom/basic program daily lessons (page 294)
  • Support materials provide additional explicit linguistic instruction in areas of difficulty for students, including survival vocabulary and language, language skills that are transferable from the student’s primary language and nontransferable, academic vocabulary and structures of English (page 294)
English Language Development Instructional Materials

(Required in basic programs 2 and 3)

  • The English-language development (ELD) instructional materials are consistent with and connected to the unit or theme of the basic program and aligned to the English-Language Arts Content Standards and the English-Language Development Standards (page 297)
  • Materials address the Beginning, Early Intermediate, Intermediate, and Early Advanced levels of English-language proficiency at appropriate grade levels (page 297)
  • ELD instructional materials provide sixty minutes of daily ELD instruction (page 297)
  • Materials are designed to ensure students’ mastery of the English-language arts content standards (page 298)
  • Materials provide formal linguistic instruction, practice and opportunities for application including survival vocabulary and language, skills that are transferable from the student’s primary language to English and nontransferable, acquisition of academic vocabulary, structures of English and oral language development (page 298)
  • Materials include explicit, sequential, linguistically logical, and systematic instruction, practice, application and diagnostic support in areas in which students are likely to have difficulty (page 298)
  • Materials allow opportunities for students to read, write, and discuss expository text (page 298)
  • Includes progress-monitoring assessments designed to provide teachers with information on instructional effectiveness and to monitor student progress at the end of each unit or theme or set of lessons every six to eight weeks (page 313)
  • Progress-monitoring assessments measure progress in reading, writing, listening, and speaking in English as described in Appendix 9-A, Matrix 3, “English-Language Development Instruction, Kindergarten Through Grade Eight” (page 313)

Page references are to the 2007 Reading/Language Arts Framework for California Public Schools

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