Search the California Content Standards

Standard:
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information, building on responses, and providing useful feedback.

Standard:
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.

Standard:
Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphic, and the like.

Standard:
Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Standard:
Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s an interesting idea. However, . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.

Standard:
Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.

Standard:
Adjust language choices according to purpose, task (e.g., facilitating a science experiment), and audience, with light support.

Standard:
Adjust language choices according to purpose (e.g., persuading, entertaining), tasks (e.g., telling a story versus explaining a science experiment), and audience, with moderate support.

Standard:
Combine clauses in a wide variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express cause/effect (e.g., The deer ran because the mountain lion approached them), to make a concession (e.g., She studied all night even though she wasn’t feeling well), to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted), or to provide reasons to support ideas (e.g., The author persuades the reader by _________ ).

Standard:
Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express cause/effect (e.g., The deer ran because the mountain lion came), to make a concession (e.g., She studied all night even though she wasn’t feeling well), or to provide reasons to support ideas (e.g., X is an extremely good book because ___________).