English Language Development Standards
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Showing 31 - 40 of 80 Standards
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.
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.3.1.Em
Grade:
3
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Emerging
Content Strand:
Exchanging information and ideas
Standard:
Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.
Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.
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.
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.3.8.Em
Grade:
3
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Emerging
Content Strand:
Analyzing language choices
Standard:
Distinguish how different words produce different effects on the audience (e.g., describing a character as happy versus sad).
Distinguish how different words produce different effects on the audience (e.g., describing a character as happy versus sad).
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.3.3.Em
Grade:
3
Critical Principle:
Part II: Learning About How English Works
Cluster:
B. Expanding and Enriching Ideas
Proficiency Level:
Emerging
Content Strand:
Using verbs and verb phrases
Standard:
Use frequently used verbs, different verb types (e.g., doing, saying, being/having, thinking/feeling), and verb tenses appropriate to the text type and discipline to convey time (e.g., simple past for recounting an experience).
Use frequently used verbs, different verb types (e.g., doing, saying, being/having, thinking/feeling), and verb tenses appropriate to the text type and discipline to convey time (e.g., simple past for recounting an experience).
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.PII.3.7.Em
Grade:
3
Critical Principle:
Part II: Learning About How English Works
Cluster:
C. Connecting and Condensing Ideas
Proficiency Level:
Emerging
Content Strand:
Condensing ideas
Standard:
Condense clauses in simple ways (e.g., changing: It’s green. → It’s red. It’s green and red) to create precise and detailed sentences.
Condense clauses in simple ways (e.g., changing: It’s green. → It’s red. It’s green and red) to create precise and detailed sentences.
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.
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.4.8.Em
Grade:
4
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Emerging
Content Strand:
Analyzing language choices
Standard:
Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character's actions as whined versus said).
Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character's actions as whined versus said).
Showing 31 - 40 of 80 Standards
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