The State Board of Education adopted the English Language Arts/English Language Development (ELA/ELD) Framework at their July 9, 2014, meeting. This is the final, edited digital version of the ELA/ELD Framework, published July 2015.

State Literacy Plan Priority:

• Birth to age five: Support early childhood education (ECE) programs to create literacy-rich environments and experiences and support the quality of ECE programs and their capacity to support early language and literacy skills
• Birth to age five: Increase parenting support by increasing parental knowledge, skills, and confidence through parenting curriculum and literacy activities with special attention to access and equity for all. 
• Transitional kindergarten to grade 5: Build teacher capacity for Tier 1 foundational skills and reading comprehension, including best first reading and writing instruction. 
• Transitional kindergarten to grade 5: Build school capacity for effective literacy and English language instruction for English learners, including opportunities to develop biliteracy and primary language instruction whenever possible. 
• Transitional kindergarten to grade 5: Build school capacity to support students struggling with reading, including, but not limited to, students with disabilities and students with dyslexia. 
• Transitional kindergarten to grade 5: Increase sustainable high-quality professional learning systems, including literacy coaching models. 
• Grades 6 to 12: Build teacher capacity across disciplines for literacy instruction. 
• Grades 6 to 12: Increase asset-based teaching in schools, including culturally and linguistically responsive and sustaining pedagogies. 
• Grades 6 to 12: Build school capacity for effective academic content and literacy instruction for English learners, including opportunities to develop biliteracy and primary language instruction whenever possible. 
• Grades 6 to 12: Build school capacity for effective literacy instruction for students with disabilities.