English Language Development Standards
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Showing 11 - 20 of 48 Standards
Standard Identifier: ELD.PII.2.3b.Br
Grade:
2
Critical Principle:
Part II: Learning About How English Works
Cluster:
B. Expanding and Enriching Ideas
Proficiency Level:
Bridging
Content Strand:
Using verbs and verb phrases
Standard:
Use a wide variety of verb tenses appropriate to the text type and discipline to convey time (e.g., simple present tense for a science description, simple future to predict) independently.
Use a wide variety of verb tenses appropriate to the text type and discipline to convey time (e.g., simple present tense for a science description, simple future to predict) independently.
Standard Identifier: ELD.PII.2.7.Br
Grade:
2
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 embedded clauses and other condensing as in, It’s a plant. It’s green and red. It’s found in the tropical rain forest. → It’s a green and red plant that’s found in the tropical rain forest) to create precise and detailed sentences independently.
Condense clauses in a variety of ways (e.g., through embedded clauses and other condensing as in, It’s a plant. It’s green and red. It’s found in the tropical rain forest. → It’s a green and red plant that’s found in the tropical rain forest) to create precise and detailed sentences independently.
Standard Identifier: ELD.PI.3.6.Br
Grade:
3
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., volcanic eruptions), and text elements (e.g., central message, character traits, major events) using key details based on understanding of a variety of grade-level texts and viewing of multimedia, with light support.
Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (e.g., central message, character traits, major events) using key details based on understanding of a variety of grade-level texts and viewing of multimedia, with light support.
Standard Identifier: ELD.PII.3.3.Br
Grade:
3
Critical Principle:
Part II: Learning About How English Works
Cluster:
B. Expanding and Enriching Ideas
Proficiency Level:
Bridging
Content Strand:
Using verbs and verb phrases
Standard:
Using verbs and verb phrases Use a variety of verb types (e.g., doing, saying, being/having, thinking/feeling) and verb tense appropriate to the text type and discipline to convey time (e.g., simple present for a science description, simple future to predict).
Using verbs and verb phrases Use a variety of verb types (e.g., doing, saying, being/having, thinking/feeling) and verb tense appropriate to the text type and discipline to convey time (e.g., simple present for a science description, simple future to predict).
Standard Identifier: ELD.PII.3.7.Br
Grade:
3
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 embedded clauses and other condensing as in, It’s a plant. It’s green and red. It’s found in the tropical rain forest. → It’s a green and red plant that’s found in the tropical rain forest) to create precise and detailed sentences.
Condense clauses in a variety of ways (e.g., through embedded clauses and other condensing as in, It’s a plant. It’s green and red. It’s found in the tropical rain forest. → It’s a green and red plant that’s found in the tropical rain forest) to create precise and detailed sentences.
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.
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.
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.PII.4.3.Br
Grade:
4
Critical Principle:
Part II: Learning About How English Works
Cluster:
B. Expanding and Enriching Ideas
Proficiency Level:
Bridging
Content Strand:
Using verbs and verb phrases
Standard:
Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task and text type (e.g., timeless present for science explanation, mixture of past and present for historical information report) for a variety of familiar and new topics.
Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task and text type (e.g., timeless present for science explanation, mixture of past and present for historical information report) for a variety of familiar and new topics.
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.
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.5.6a.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.
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.
Showing 11 - 20 of 48 Standards
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