English Language Development Standards
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Showing 71 - 80 of 144 Standards
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.
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.
Standard Identifier: ELD.PI.5.8.Em
Grade:
5
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 as angry versus furious).
Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character as angry versus furious).
Standard Identifier: ELD.PII.5.7.Br
Grade:
5
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 some nominalizations as in, They were a very strong army. They had a lot of enemies. They crushed their enemies because they were strong. → Their strength helped them crush their numerous enemies) to create precise and detailed sentences.
Condense clauses in a variety of ways (e.g., through various types of embedded clauses and some nominalizations as in, They were a very strong army. They had a lot of enemies. They crushed their enemies because they were strong. → Their strength helped them crush their numerous enemies) to create precise and detailed sentences.
Standard Identifier: ELD.PII.5.7.Em
Grade:
5
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., through simple embedded clauses as in, The book is on the desk. The book is mine. G318 The book that is on the desk is mine) to create precise and detailed sentences.
Condense clauses in simple ways (e.g., through simple embedded clauses as in, The book is on the desk. The book is mine. G318 The book that is on the desk is mine) to create precise and detailed sentences.
Standard Identifier: ELD.PI.6.10a.Br
Grade:
6
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 for protecting the rain forests) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.
Write longer and more detailed literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.
Standard Identifier: ELD.PI.6.10a.Em
Grade:
6
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Emerging
Content Strand:
Writing
Standard:
Write short literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently.
Write short literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently.
Standard Identifier: ELD.PI.6.10b.Br
Grade:
6
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 using complete and concise sentences and key words (e.g., from notes or graphic organizers).
Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).
Standard Identifier: ELD.PI.6.10b.Em
Grade:
6
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Emerging
Content Strand:
Writing
Standard:
Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
Standard Identifier: ELD.PI.6.12a.Br
Grade:
6
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Bridging
Content Strand:
Selecting language resources
Standard:
Use an expanded set of general academic words (e.g., affect, evidence, demonstrate, reluctantly), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
Use an expanded set of general academic words (e.g., affect, evidence, demonstrate, reluctantly), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
Standard Identifier: ELD.PI.6.12a.Em
Grade:
6
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Emerging
Content Strand:
Selecting language resources
Standard:
Use a select number of general academic words (e.g., author, chart) and domain-specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.
Use a select number of general academic words (e.g., author, chart) and domain-specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.
Showing 71 - 80 of 144 Standards
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