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English Language Development Standards




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Showing 21 - 30 of 67 Standards

Standard Identifier: ELD.PI.4.4.Br

Grade: 4
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: A. Collaborative
Proficiency Level: Bridging
Content Strand: Adapting language choices

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

Standard Identifier: ELD.PI.4.6a.Br

Grade: 4
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: B. Interpretive
Proficiency Level: Bridging
Content Strand: Reading/viewing closely

Standard:
Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.

Standard Identifier: ELD.PI.4.6b.Br

Grade: 4
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: B. Interpretive
Proficiency Level: Bridging
Content Strand: Reading/viewing closely

Standard:
Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.

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.4.9.Br

Grade: 4
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: C. Productive
Proficiency Level: Bridging
Content Strand: Presenting

Standard:
Plan and deliver oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with light support.

Standard Identifier: ELD.PII.4.7.Br

Grade: 4
Critical Principle: Part II: Learning About How English Works
Cluster: C. Connecting and Condensing Ideas
Proficiency Level: Bridging
Content Strand: Condensing ideas

Standard:
Condense clauses in a variety of ways (e.g., through various types of embedded clauses and other ways of condensing as in, There was a Gold Rush. It began in the 1850s. It brought a lot of people to California. → The Gold Rush that began in the 1850s brought a lot of people to California) to create precise and detailed sentences.

Standard Identifier: ELD.PI.5.4.Br

Grade: 5
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: A. Collaborative
Proficiency Level: Bridging
Content Strand: Adapting language choices

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

Standard Identifier: ELD.PI.5.6a.Br

Grade: 5
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: B. Interpretive
Proficiency Level: Bridging
Content Strand: Reading/viewing closely

Standard:
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, and problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.

Standard Identifier: ELD.PI.5.6b.Br

Grade: 5
Critical Principle: Part I: Interacting in Meaningful Ways
Cluster: B. Interpretive
Proficiency Level: Bridging
Content Strand: Reading/viewing closely

Standard:
Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar and new topics.

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 21 - 30 of 67 Standards


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