English Language Development Standards
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Showing 41 - 50 of 58 Standards
Standard Identifier: ELD.PI.8.11b.Br
Grade:
8
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Bridging
Content Strand:
Justifying/arguing
Standard:
Express attitude and opinions or temper statements with nuanced modal expressions (e.g., potentially/certainly/absolutely, should/might).
Express attitude and opinions or temper statements with nuanced modal expressions (e.g., potentially/certainly/absolutely, should/might).
Standard Identifier: ELD.PI.8.2.Br
Grade:
8
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Bridging
Content Strand:
Interacting via written English
Standard:
Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.
Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.
Standard Identifier: ELD.PII.8.2a.Br
Grade:
8
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Bridging
Content Strand:
Understanding cohesion
Standard:
Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns, synonyms, or nominalizations are used to refer backward in a text) to comprehending texts and writing cohesive texts.
Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns, synonyms, or nominalizations are used to refer backward in a text) to comprehending texts and writing cohesive texts.
Standard Identifier: ELD.PII.8.2b.Br
Grade:
8
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Bridging
Content Strand:
Understanding cohesion
Standard:
Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, consequently) to comprehending and writing texts with increasing cohesion.
Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, consequently) to comprehending and writing texts with increasing cohesion.
Standard Identifier: ELD.PI.9–10.10a.Br
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Bridging
Content Strand:
Writing
Standard:
Write longer and more detailed literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently using appropriate text organization and register.
Write longer and more detailed literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently using appropriate text organization and register.
Standard Identifier: ELD.PI.9–10.10b.Br
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Bridging
Content Strand:
Writing
Standard:
Write clear and coherent summaries of texts and experiences by using complete and concise sentences and key words (e.g., from notes or graphic organizers).
Write clear and coherent summaries of texts and experiences by using complete and concise sentences and key words (e.g., from notes or graphic organizers).
Standard Identifier: ELD.PI.9–10.11a.Br
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Bridging
Content Strand:
Justifying/arguing
Standard:
Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.
Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.
Standard Identifier: ELD.PI.9–10.11b.Br
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Bridging
Content Strand:
Justifying/arguing
Standard:
Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/ potentially/ certainly/absolutely, should/might).
Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/ potentially/ certainly/absolutely, should/might).
Standard Identifier: ELD.PI.9–10.2.Br
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Bridging
Content Strand:
Interacting via written English
Standard:
Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.
Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.
Standard Identifier: ELD.PII.9–10.2a.Br
Grade Range:
9–10
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Bridging
Content Strand:
Understanding cohesion
Standard:
Apply knowledge of a variety of language resources for referring to make texts more cohesive (e.g., using nominalization, paraphrasing, or summaries to reference or recap an idea or explanation provided earlier) to comprehending grade-level texts and to writing clear and cohesive grade-level texts for specific purposes and audiences.
Apply knowledge of a variety of language resources for referring to make texts more cohesive (e.g., using nominalization, paraphrasing, or summaries to reference or recap an idea or explanation provided earlier) to comprehending grade-level texts and to writing clear and cohesive grade-level texts for specific purposes and audiences.
Showing 41 - 50 of 58 Standards
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