California English Language Development (ELD) Standards K–12

Your Teacher Information Pack for California English Language Development (ELD) Standards K–12: the standards, the state tests and the official links.

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State: California
Grade: K–12
Standards: California English Language Development Standards, Kindergarten Through Grade 12
Last checked: 2026-10-20

Plan the whole year in the free Year Planner: Kindergarten · Grade 1 · Grade 2 · Grade 3 · Grade 4 · Grade 5 · Grade 6 · Grade 7 · Grade 8 · Grades 9–10 · Grades 11–12

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The ELD standards by grade (our summaries)

Kindergarten

Part I, A. Collaborative

Exchanging information and ideas: Take part in conversations and discussions with others, taking turns, asking and answering questions and building on what others say.
Interacting via written English: Work with others to write texts together, and (in later grades) exchange ideas in writing, including with digital tools.
Offering and supporting opinions: Share opinions and, as proficiency grows, support them, negotiate with others and persuade them.
Adapting language choices: Change language to suit the task, purpose, audience and situation (no standard at some early grades).

Part I, B. Interpretive

Listening actively: Listen to spoken English in conversations, read-alouds and presentations and show understanding by asking and answering questions.
Reading/viewing closely: Read, view and listen closely to grade-level texts and describe ideas, details and how they connect.
Evaluating language choices: Judge how well writers and speakers use language to support ideas or opinions.
Analyzing language choices: Explain how writers and speakers use particular words and phrases to create effects and meaning.

Part I, C. Productive

Presenting: Give oral presentations on topics and texts, growing in length, organization and detail.
Writing: Write literary and informational texts, alone or with others (split into 10a and 10b from grade 3).
Supporting opinions / justifying and arguing: Support opinions or claims with reasons and evidence, and evaluate the opinions of others.
Selecting language resources: Choose varied and precise vocabulary and language for the purpose, task and audience.

Part II, A. Structuring Cohesive Texts

Understanding text structure: Understand and use how different text types are organized (e.g. how a story or an explanation is put together).
Understanding cohesion: Understand and use words and devices that link ideas across a text (e.g. pronouns, linking words).

Part II, B. Expanding and Enriching Ideas

Using verbs and verb phrases: Use verbs, verb tenses and verb phrases accurately and in increasingly varied ways.
Using nouns and noun phrases: Expand noun phrases (e.g. with adjectives and other modifiers) to add detail.
Modifying to add details: Add detail with adverbs, prepositional phrases and other modifiers.

Part II, C. Connecting and Condensing Ideas

Connecting ideas: Combine clauses to join ideas (e.g. with and, but, because, so).
Condensing ideas: Condense ideas into more precise sentences (not applicable at kindergarten).

Part III. Using Foundational Literacy Skills

Guidance on teaching foundational literacy (based on the CA CCSS Reading Foundational Skills) adapted to English learners' age, schooling and literacy in their first language.

Grade 1

Part I, A. Collaborative

Exchanging information and ideas: Take part in conversations and discussions with others, taking turns, asking and answering questions and building on what others say.
Interacting via written English: Work with others to write texts together, and (in later grades) exchange ideas in writing, including with digital tools.
Offering and supporting opinions: Share opinions and, as proficiency grows, support them, negotiate with others and persuade them.
Adapting language choices: Change language to suit the task, purpose, audience and situation (no standard at some early grades).

Part I, B. Interpretive

Listening actively: Listen to spoken English in conversations, read-alouds and presentations and show understanding by asking and answering questions.
Reading/viewing closely: Read, view and listen closely to grade-level texts and describe ideas, details and how they connect.
Evaluating language choices: Judge how well writers and speakers use language to support ideas or opinions.
Analyzing language choices: Explain how writers and speakers use particular words and phrases to create effects and meaning.

Part I, C. Productive

Presenting: Give oral presentations on topics and texts, growing in length, organization and detail.
Writing: Write literary and informational texts, alone or with others (split into 10a and 10b from grade 3).
Supporting opinions / justifying and arguing: Support opinions or claims with reasons and evidence, and evaluate the opinions of others.
Selecting language resources: Choose varied and precise vocabulary and language for the purpose, task and audience.

Part II, A. Structuring Cohesive Texts

Understanding text structure: Understand and use how different text types are organized (e.g. how a story or an explanation is put together).
Understanding cohesion: Understand and use words and devices that link ideas across a text (e.g. pronouns, linking words).

Part II, B. Expanding and Enriching Ideas

Using verbs and verb phrases: Use verbs, verb tenses and verb phrases accurately and in increasingly varied ways.
Using nouns and noun phrases: Expand noun phrases (e.g. with adjectives and other modifiers) to add detail.
Modifying to add details: Add detail with adverbs, prepositional phrases and other modifiers.

Part II, C. Connecting and Condensing Ideas

Connecting ideas: Combine clauses to join ideas (e.g. with and, but, because, so).
Condensing ideas: Condense ideas into more precise sentences (not applicable at kindergarten).

Part III. Using Foundational Literacy Skills

Guidance on teaching foundational literacy (based on the CA CCSS Reading Foundational Skills) adapted to English learners' age, schooling and literacy in their first language.

Grade 2

Part I, A. Collaborative

Exchanging information and ideas: Take part in conversations and discussions with others, taking turns, asking and answering questions and building on what others say.
Interacting via written English: Work with others to write texts together, and (in later grades) exchange ideas in writing, including with digital tools.
Offering and supporting opinions: Share opinions and, as proficiency grows, support them, negotiate with others and persuade them.
Adapting language choices: Change language to suit the task, purpose, audience and situation (no standard at some early grades).

Part I, B. Interpretive

Listening actively: Listen to spoken English in conversations, read-alouds and presentations and show understanding by asking and answering questions.
Reading/viewing closely: Read, view and listen closely to grade-level texts and describe ideas, details and how they connect.
Evaluating language choices: Judge how well writers and speakers use language to support ideas or opinions.
Analyzing language choices: Explain how writers and speakers use particular words and phrases to create effects and meaning.

Part I, C. Productive

Presenting: Give oral presentations on topics and texts, growing in length, organization and detail.
Writing: Write literary and informational texts, alone or with others (split into 10a and 10b from grade 3).
Supporting opinions / justifying and arguing: Support opinions or claims with reasons and evidence, and evaluate the opinions of others.
Selecting language resources: Choose varied and precise vocabulary and language for the purpose, task and audience.

Part II, A. Structuring Cohesive Texts

Understanding text structure: Understand and use how different text types are organized (e.g. how a story or an explanation is put together).
Understanding cohesion: Understand and use words and devices that link ideas across a text (e.g. pronouns, linking words).

Part II, B. Expanding and Enriching Ideas

Using verbs and verb phrases: Use verbs, verb tenses and verb phrases accurately and in increasingly varied ways.
Using nouns and noun phrases: Expand noun phrases (e.g. with adjectives and other modifiers) to add detail.
Modifying to add details: Add detail with adverbs, prepositional phrases and other modifiers.

Part II, C. Connecting and Condensing Ideas

Connecting ideas: Combine clauses to join ideas (e.g. with and, but, because, so).
Condensing ideas: Condense ideas into more precise sentences (not applicable at kindergarten).

Part III. Using Foundational Literacy Skills

Guidance on teaching foundational literacy (based on the CA CCSS Reading Foundational Skills) adapted to English learners' age, schooling and literacy in their first language.

Grade 3

Part I, A. Collaborative

Exchanging information and ideas: Take part in conversations and discussions with others, taking turns, asking and answering questions and building on what others say.
Interacting via written English: Work with others to write texts together, and (in later grades) exchange ideas in writing, including with digital tools.
Offering and supporting opinions: Share opinions and, as proficiency grows, support them, negotiate with others and persuade them.
Adapting language choices: Change language to suit the task, purpose, audience and situation (no standard at some early grades).

Part I, B. Interpretive

Listening actively: Listen to spoken English in conversations, read-alouds and presentations and show understanding by asking and answering questions.
Reading/viewing closely: Read, view and listen closely to grade-level texts and describe ideas, details and how they connect.
Evaluating language choices: Judge how well writers and speakers use language to support ideas or opinions.
Analyzing language choices: Explain how writers and speakers use particular words and phrases to create effects and meaning.

Part I, C. Productive

Presenting: Give oral presentations on topics and texts, growing in length, organization and detail.
Writing: Write literary and informational texts, alone or with others (split into 10a and 10b from grade 3).
Supporting opinions / justifying and arguing: Support opinions or claims with reasons and evidence, and evaluate the opinions of others.
Selecting language resources: Choose varied and precise vocabulary and language for the purpose, task and audience.

Part II, A. Structuring Cohesive Texts

Understanding text structure: Understand and use how different text types are organized (e.g. how a story or an explanation is put together).
Understanding cohesion: Understand and use words and devices that link ideas across a text (e.g. pronouns, linking words).

Part II, B. Expanding and Enriching Ideas

Using verbs and verb phrases: Use verbs, verb tenses and verb phrases accurately and in increasingly varied ways.
Using nouns and noun phrases: Expand noun phrases (e.g. with adjectives and other modifiers) to add detail.
Modifying to add details: Add detail with adverbs, prepositional phrases and other modifiers.

Part II, C. Connecting and Condensing Ideas

Connecting ideas: Combine clauses to join ideas (e.g. with and, but, because, so).
Condensing ideas: Condense ideas into more precise sentences (not applicable at kindergarten).

Part III. Using Foundational Literacy Skills

Guidance on teaching foundational literacy (based on the CA CCSS Reading Foundational Skills) adapted to English learners' age, schooling and literacy in their first language.

Grade 4

Part I, A. Collaborative

Exchanging information and ideas: Take part in conversations and discussions with others, taking turns, asking and answering questions and building on what others say.
Interacting via written English: Work with others to write texts together, and (in later grades) exchange ideas in writing, including with digital tools.
Offering and supporting opinions: Share opinions and, as proficiency grows, support them, negotiate with others and persuade them.
Adapting language choices: Change language to suit the task, purpose, audience and situation (no standard at some early grades).

Part I, B. Interpretive

Listening actively: Listen to spoken English in conversations, read-alouds and presentations and show understanding by asking and answering questions.
Reading/viewing closely: Read, view and listen closely to grade-level texts and describe ideas, details and how they connect.
Evaluating language choices: Judge how well writers and speakers use language to support ideas or opinions.
Analyzing language choices: Explain how writers and speakers use particular words and phrases to create effects and meaning.

Part I, C. Productive

Presenting: Give oral presentations on topics and texts, growing in length, organization and detail.
Writing: Write literary and informational texts, alone or with others (split into 10a and 10b from grade 3).
Supporting opinions / justifying and arguing: Support opinions or claims with reasons and evidence, and evaluate the opinions of others.
Selecting language resources: Choose varied and precise vocabulary and language for the purpose, task and audience.

Part II, A. Structuring Cohesive Texts

Understanding text structure: Understand and use how different text types are organized (e.g. how a story or an explanation is put together).
Understanding cohesion: Understand and use words and devices that link ideas across a text (e.g. pronouns, linking words).

Part II, B. Expanding and Enriching Ideas

Using verbs and verb phrases: Use verbs, verb tenses and verb phrases accurately and in increasingly varied ways.
Using nouns and noun phrases: Expand noun phrases (e.g. with adjectives and other modifiers) to add detail.
Modifying to add details: Add detail with adverbs, prepositional phrases and other modifiers.

Part II, C. Connecting and Condensing Ideas

Connecting ideas: Combine clauses to join ideas (e.g. with and, but, because, so).
Condensing ideas: Condense ideas into more precise sentences (not applicable at kindergarten).

Part III. Using Foundational Literacy Skills

Guidance on teaching foundational literacy (based on the CA CCSS Reading Foundational Skills) adapted to English learners' age, schooling and literacy in their first language.

Grade 5

Part I, A. Collaborative

Exchanging information and ideas: Take part in conversations and discussions with others, taking turns, asking and answering questions and building on what others say.
Interacting via written English: Work with others to write texts together, and (in later grades) exchange ideas in writing, including with digital tools.
Offering and supporting opinions: Share opinions and, as proficiency grows, support them, negotiate with others and persuade them.
Adapting language choices: Change language to suit the task, purpose, audience and situation (no standard at some early grades).

Part I, B. Interpretive

Listening actively: Listen to spoken English in conversations, read-alouds and presentations and show understanding by asking and answering questions.
Reading/viewing closely: Read, view and listen closely to grade-level texts and describe ideas, details and how they connect.
Evaluating language choices: Judge how well writers and speakers use language to support ideas or opinions.
Analyzing language choices: Explain how writers and speakers use particular words and phrases to create effects and meaning.

Part I, C. Productive

Presenting: Give oral presentations on topics and texts, growing in length, organization and detail.
Writing: Write literary and informational texts, alone or with others (split into 10a and 10b from grade 3).
Supporting opinions / justifying and arguing: Support opinions or claims with reasons and evidence, and evaluate the opinions of others.
Selecting language resources: Choose varied and precise vocabulary and language for the purpose, task and audience.

Part II, A. Structuring Cohesive Texts

Understanding text structure: Understand and use how different text types are organized (e.g. how a story or an explanation is put together).
Understanding cohesion: Understand and use words and devices that link ideas across a text (e.g. pronouns, linking words).

Part II, B. Expanding and Enriching Ideas

Using verbs and verb phrases: Use verbs, verb tenses and verb phrases accurately and in increasingly varied ways.
Using nouns and noun phrases: Expand noun phrases (e.g. with adjectives and other modifiers) to add detail.
Modifying to add details: Add detail with adverbs, prepositional phrases and other modifiers.

Part II, C. Connecting and Condensing Ideas

Connecting ideas: Combine clauses to join ideas (e.g. with and, but, because, so).
Condensing ideas: Condense ideas into more precise sentences (not applicable at kindergarten).

Part III. Using Foundational Literacy Skills

Guidance on teaching foundational literacy (based on the CA CCSS Reading Foundational Skills) adapted to English learners' age, schooling and literacy in their first language.

Grade 6

Part I, A. Collaborative

Exchanging information and ideas: Take part in conversations and discussions with others, taking turns, asking and answering questions and building on what others say.
Interacting via written English: Work with others to write texts together, and (in later grades) exchange ideas in writing, including with digital tools.
Offering and supporting opinions: Share opinions and, as proficiency grows, support them, negotiate with others and persuade them.
Adapting language choices: Change language to suit the task, purpose, audience and situation (no standard at some early grades).

Part I, B. Interpretive

Listening actively: Listen to spoken English in conversations, read-alouds and presentations and show understanding by asking and answering questions.
Reading/viewing closely: Read, view and listen closely to grade-level texts and describe ideas, details and how they connect.
Evaluating language choices: Judge how well writers and speakers use language to support ideas or opinions.
Analyzing language choices: Explain how writers and speakers use particular words and phrases to create effects and meaning.

Part I, C. Productive

Presenting: Give oral presentations on topics and texts, growing in length, organization and detail.
Writing: Write literary and informational texts, alone or with others (split into 10a and 10b from grade 3).
Supporting opinions / justifying and arguing: Support opinions or claims with reasons and evidence, and evaluate the opinions of others.
Selecting language resources: Choose varied and precise vocabulary and language for the purpose, task and audience.

Part II, A. Structuring Cohesive Texts

Understanding text structure: Understand and use how different text types are organized (e.g. how a story or an explanation is put together).
Understanding cohesion: Understand and use words and devices that link ideas across a text (e.g. pronouns, linking words).

Part II, B. Expanding and Enriching Ideas

Using verbs and verb phrases: Use verbs, verb tenses and verb phrases accurately and in increasingly varied ways.
Using nouns and noun phrases: Expand noun phrases (e.g. with adjectives and other modifiers) to add detail.
Modifying to add details: Add detail with adverbs, prepositional phrases and other modifiers.

Part II, C. Connecting and Condensing Ideas

Connecting ideas: Combine clauses to join ideas (e.g. with and, but, because, so).
Condensing ideas: Condense ideas into more precise sentences (not applicable at kindergarten).

Part III. Using Foundational Literacy Skills

Guidance on teaching foundational literacy skills to English learners in grades 6–12 who need them, on an accelerated timeframe.

Grade 7

Part I, A. Collaborative

Exchanging information and ideas: Take part in conversations and discussions with others, taking turns, asking and answering questions and building on what others say.
Interacting via written English: Work with others to write texts together, and (in later grades) exchange ideas in writing, including with digital tools.
Offering and supporting opinions: Share opinions and, as proficiency grows, support them, negotiate with others and persuade them.
Adapting language choices: Change language to suit the task, purpose, audience and situation (no standard at some early grades).

Part I, B. Interpretive

Listening actively: Listen to spoken English in conversations, read-alouds and presentations and show understanding by asking and answering questions.
Reading/viewing closely: Read, view and listen closely to grade-level texts and describe ideas, details and how they connect.
Evaluating language choices: Judge how well writers and speakers use language to support ideas or opinions.
Analyzing language choices: Explain how writers and speakers use particular words and phrases to create effects and meaning.

Part I, C. Productive

Presenting: Give oral presentations on topics and texts, growing in length, organization and detail.
Writing: Write literary and informational texts, alone or with others (split into 10a and 10b from grade 3).
Supporting opinions / justifying and arguing: Support opinions or claims with reasons and evidence, and evaluate the opinions of others.
Selecting language resources: Choose varied and precise vocabulary and language for the purpose, task and audience.

Part II, A. Structuring Cohesive Texts

Understanding text structure: Understand and use how different text types are organized (e.g. how a story or an explanation is put together).
Understanding cohesion: Understand and use words and devices that link ideas across a text (e.g. pronouns, linking words).

Part II, B. Expanding and Enriching Ideas

Using verbs and verb phrases: Use verbs, verb tenses and verb phrases accurately and in increasingly varied ways.
Using nouns and noun phrases: Expand noun phrases (e.g. with adjectives and other modifiers) to add detail.
Modifying to add details: Add detail with adverbs, prepositional phrases and other modifiers.

Part II, C. Connecting and Condensing Ideas

Connecting ideas: Combine clauses to join ideas (e.g. with and, but, because, so).
Condensing ideas: Condense ideas into more precise sentences (not applicable at kindergarten).

Part III. Using Foundational Literacy Skills

Guidance on teaching foundational literacy skills to English learners in grades 6–12 who need them, on an accelerated timeframe.

Grade 8

Part I, A. Collaborative

Exchanging information and ideas: Take part in conversations and discussions with others, taking turns, asking and answering questions and building on what others say.
Interacting via written English: Work with others to write texts together, and (in later grades) exchange ideas in writing, including with digital tools.
Offering and supporting opinions: Share opinions and, as proficiency grows, support them, negotiate with others and persuade them.
Adapting language choices: Change language to suit the task, purpose, audience and situation (no standard at some early grades).

Part I, B. Interpretive

Listening actively: Listen to spoken English in conversations, read-alouds and presentations and show understanding by asking and answering questions.
Reading/viewing closely: Read, view and listen closely to grade-level texts and describe ideas, details and how they connect.
Evaluating language choices: Judge how well writers and speakers use language to support ideas or opinions.
Analyzing language choices: Explain how writers and speakers use particular words and phrases to create effects and meaning.

Part I, C. Productive

Presenting: Give oral presentations on topics and texts, growing in length, organization and detail.
Writing: Write literary and informational texts, alone or with others (split into 10a and 10b from grade 3).
Supporting opinions / justifying and arguing: Support opinions or claims with reasons and evidence, and evaluate the opinions of others.
Selecting language resources: Choose varied and precise vocabulary and language for the purpose, task and audience.

Part II, A. Structuring Cohesive Texts

Understanding text structure: Understand and use how different text types are organized (e.g. how a story or an explanation is put together).
Understanding cohesion: Understand and use words and devices that link ideas across a text (e.g. pronouns, linking words).

Part II, B. Expanding and Enriching Ideas

Using verbs and verb phrases: Use verbs, verb tenses and verb phrases accurately and in increasingly varied ways.
Using nouns and noun phrases: Expand noun phrases (e.g. with adjectives and other modifiers) to add detail.
Modifying to add details: Add detail with adverbs, prepositional phrases and other modifiers.

Part II, C. Connecting and Condensing Ideas

Connecting ideas: Combine clauses to join ideas (e.g. with and, but, because, so).
Condensing ideas: Condense ideas into more precise sentences (not applicable at kindergarten).

Part III. Using Foundational Literacy Skills

Guidance on teaching foundational literacy skills to English learners in grades 6–12 who need them, on an accelerated timeframe.

Grades 9–10

Part I, A. Collaborative

Exchanging information and ideas: Take part in conversations and discussions with others, taking turns, asking and answering questions and building on what others say.
Interacting via written English: Work with others to write texts together, and (in later grades) exchange ideas in writing, including with digital tools.
Offering and supporting opinions: Share opinions and, as proficiency grows, support them, negotiate with others and persuade them.
Adapting language choices: Change language to suit the task, purpose, audience and situation (no standard at some early grades).

Part I, B. Interpretive

Listening actively: Listen to spoken English in conversations, read-alouds and presentations and show understanding by asking and answering questions.
Reading/viewing closely: Read, view and listen closely to grade-level texts and describe ideas, details and how they connect.
Evaluating language choices: Judge how well writers and speakers use language to support ideas or opinions.
Analyzing language choices: Explain how writers and speakers use particular words and phrases to create effects and meaning.

Part I, C. Productive

Presenting: Give oral presentations on topics and texts, growing in length, organization and detail.
Writing: Write literary and informational texts, alone or with others (split into 10a and 10b from grade 3).
Supporting opinions / justifying and arguing: Support opinions or claims with reasons and evidence, and evaluate the opinions of others.
Selecting language resources: Choose varied and precise vocabulary and language for the purpose, task and audience.

Part II, A. Structuring Cohesive Texts

Understanding text structure: Understand and use how different text types are organized (e.g. how a story or an explanation is put together).
Understanding cohesion: Understand and use words and devices that link ideas across a text (e.g. pronouns, linking words).

Part II, B. Expanding and Enriching Ideas

Using verbs and verb phrases: Use verbs, verb tenses and verb phrases accurately and in increasingly varied ways.
Using nouns and noun phrases: Expand noun phrases (e.g. with adjectives and other modifiers) to add detail.
Modifying to add details: Add detail with adverbs, prepositional phrases and other modifiers.

Part II, C. Connecting and Condensing Ideas

Connecting ideas: Combine clauses to join ideas (e.g. with and, but, because, so).
Condensing ideas: Condense ideas into more precise sentences (not applicable at kindergarten).

Part III. Using Foundational Literacy Skills

Guidance on teaching foundational literacy skills to English learners in grades 6–12 who need them, on an accelerated timeframe.

Grades 11–12

Part I, A. Collaborative

Exchanging information and ideas: Take part in conversations and discussions with others, taking turns, asking and answering questions and building on what others say.
Interacting via written English: Work with others to write texts together, and (in later grades) exchange ideas in writing, including with digital tools.
Offering and supporting opinions: Share opinions and, as proficiency grows, support them, negotiate with others and persuade them.
Adapting language choices: Change language to suit the task, purpose, audience and situation (no standard at some early grades).

Part I, B. Interpretive

Listening actively: Listen to spoken English in conversations, read-alouds and presentations and show understanding by asking and answering questions.
Reading/viewing closely: Read, view and listen closely to grade-level texts and describe ideas, details and how they connect.
Evaluating language choices: Judge how well writers and speakers use language to support ideas or opinions.
Analyzing language choices: Explain how writers and speakers use particular words and phrases to create effects and meaning.

Part I, C. Productive

Presenting: Give oral presentations on topics and texts, growing in length, organization and detail.
Writing: Write literary and informational texts, alone or with others (split into 10a and 10b from grade 3).
Supporting opinions / justifying and arguing: Support opinions or claims with reasons and evidence, and evaluate the opinions of others.
Selecting language resources: Choose varied and precise vocabulary and language for the purpose, task and audience.

Part II, A. Structuring Cohesive Texts

Understanding text structure: Understand and use how different text types are organized (e.g. how a story or an explanation is put together).
Understanding cohesion: Understand and use words and devices that link ideas across a text (e.g. pronouns, linking words).

Part II, B. Expanding and Enriching Ideas

Using verbs and verb phrases: Use verbs, verb tenses and verb phrases accurately and in increasingly varied ways.
Using nouns and noun phrases: Expand noun phrases (e.g. with adjectives and other modifiers) to add detail.
Modifying to add details: Add detail with adverbs, prepositional phrases and other modifiers.

Part II, C. Connecting and Condensing Ideas

Connecting ideas: Combine clauses to join ideas (e.g. with and, but, because, so).
Condensing ideas: Condense ideas into more precise sentences (not applicable at kindergarten).

Part III. Using Foundational Literacy Skills

Guidance on teaching foundational literacy skills to English learners in grades 6–12 who need them, on an accelerated timeframe.

Tests and key dates

California tests ELA and math in grades 3–8 and 11 (CAASPP). Check the CDE for dates.

Official documents

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Standards codes from the California Department of Education. Summaries are Classfern's own words, not official text – see the CDE document for the exact wording.

California additions and ELD standards are shown as codes with our own summaries only: the California Department of Education's permission is needed to reproduce its text.

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