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English Language Development Standards




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Showing 1 - 10 of 25 Standards

Standard Identifier: ELD.PI.K.1.Br

Grade: K
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: A. Collaborative
Proficiency Level: Bridging
Content Strand: Exchanging information and ideas

Standard:
Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.

Standard Identifier: ELD.PI.K.8.Br

Grade: K
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: B. Interpretive
Proficiency Level: Bridging
Content Strand: Analyzing language choices

Standard:
Distinguish how multiple different words with similar meaning (e.g., walk, march, strut, prance) produce shades of meaning and a different effect.

Standard Identifier: ELD.PI.1.1.Br

Grade: 1
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: A. Collaborative
Proficiency Level: Bridging
Content Strand: Exchanging information and ideas

Standard:
Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.

Standard Identifier: ELD.PI.1.8.Br

Grade: 1
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: B. Interpretive
Proficiency Level: Bridging
Content Strand: Analyzing language choices

Standard:
Distinguish how multiple different words with similar meaning (e.g., big, large, huge, enormous, gigantic) produce shades of meaning and a different effect on the audience.

Standard Identifier: ELD.PI.2.1.Br

Grade: 2
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: A. Collaborative
Proficiency Level: Bridging
Content Strand: Exchanging information and ideas

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

Standard Identifier: ELD.PI.2.8.Br

Grade: 2
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: B. Interpretive
Proficiency Level: Bridging
Content Strand: Analyzing language choices

Standard:
Distinguish how multiple different words with similar meaning (e.g., pleased versus happy versus ecstatic, heard or knew versus believed) produce shades of meaning and different effects on the audience.

Standard Identifier: ELD.PI.3.1.Br

Grade: 3
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: A. Collaborative
Proficiency Level: Bridging
Content Strand: Exchanging information and ideas

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

Standard Identifier: ELD.PI.3.8.Br

Grade: 3
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: B. Interpretive
Proficiency Level: Bridging
Content Strand: Analyzing language choices

Standard:
Distinguish how multiple different words with similar meanings (e.g., pleased versus happy versus ecstatic, heard versus knew versus believed) produce shades of meaning and different effects on the audience.

Standard Identifier: ELD.PI.4.8.Br

Grade: 4
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: B. Interpretive
Proficiency Level: Bridging
Content Strand: Analyzing language choices

Standard:
Analyzing language choices Distinguish how different words with related meanings (e.g., fun versus entertaining versus thrilling, possibly versus certainly) and figurative language produce shades of meaning and different effects on the audience.

Standard Identifier: ELD.PI.5.8.Br

Grade: 5
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: B. Interpretive
Proficiency Level: Bridging
Content Strand: Analyzing language choices

Standard:
Distinguish how different words with related meanings (e.g., fun versus thrilling, possibly versus certainly) and figurative language (e.g., the stream slithered through the parched land) produce shades of meaning and different effects on the audience.

Showing 1 - 10 of 25 Standards


Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881