English Language Development Standards
Results
Showing 31 - 40 of 41 Standards
Standard Identifier: ELD.PII.8.2a.Em
Grade:
8
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Emerging
Content Strand:
Understanding cohesion
Standard:
Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text) to comprehending and writing brief texts.
Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text) to comprehending and writing brief texts.
Standard Identifier: ELD.PII.8.2b.Em
Grade:
8
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Emerging
Content Strand:
Understanding cohesion
Standard:
Apply basic understanding of how ideas, events, or reasons are linked throughout a text using everyday connecting words or phrases (e.g., at the end, next) to comprehending and writing brief texts.
Apply basic understanding of how ideas, events, or reasons are linked throughout a text using everyday connecting words or phrases (e.g., at the end, next) to comprehending and writing brief texts.
Standard Identifier: ELD.PII.8.7.Em
Grade:
8
Critical Principle:
Part II: Learning About How English Works
Cluster:
C. Connecting and Condensing Ideas
Proficiency Level:
Emerging
Content Strand:
Condensing ideas
Standard:
Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. → This is a story about a girl who changed the world) to create precise and detailed sentences.
Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. → This is a story about a girl who changed the world) to create precise and detailed sentences.
Standard Identifier: ELD.PI.9–10.4.Em
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Emerging
Content Strand:
Adapting language choices
Standard:
Adjust language choices according to the context (e.g., classroom, community) and audience (e.g., peers, teachers).
Adjust language choices according to the context (e.g., classroom, community) and audience (e.g., peers, teachers).
Standard Identifier: ELD.PII.9–10.2a.Em
Grade Range:
9–10
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Emerging
Content Strand:
Understanding cohesion
Standard:
Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns to refer back to nouns in text) to comprehending and writing brief texts.
Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns to refer back to nouns in text) to comprehending and writing brief texts.
Standard Identifier: ELD.PII.9–10.2b.Em
Grade Range:
9–10
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Emerging
Content Strand:
Understanding cohesion
Standard:
Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as first, second, third) to comprehending and writing brief texts.
Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as first, second, third) to comprehending and writing brief texts.
Standard Identifier: ELD.PII.9–10.7.Em
Grade Range:
9–10
Critical Principle:
Part II: Learning About How English Works
Cluster:
C. Connecting and Condensing Ideas
Proficiency Level:
Emerging
Content Strand:
Condensing ideas
Standard:
Condense ideas in a few basic ways (e.g., by compounding verb or prepositional phrases) to create precise and detailed simple, compound, and complex sentences (e.g., The students asked survey questions and recorded the responses).
Condense ideas in a few basic ways (e.g., by compounding verb or prepositional phrases) to create precise and detailed simple, compound, and complex sentences (e.g., The students asked survey questions and recorded the responses).
Standard Identifier: ELD.PI.11–12.4.Em
Grade Range:
11–12
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Emerging
Content Strand:
Adapting language choices
Standard:
Adjust language choices according to the to the context (e.g., classroom, community) and audience (e.g., peers, teachers).
Adjust language choices according to the to the context (e.g., classroom, community) and audience (e.g., peers, teachers).
Standard Identifier: ELD.PII.11–12.2a.Em
Grade Range:
11–12
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Emerging
Content Strand:
Understanding cohesion
Standard:
Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns or synonyms to refer back to characters or concepts introduced earlier) to comprehending and writing brief texts.
Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns or synonyms to refer back to characters or concepts introduced earlier) to comprehending and writing brief texts.
Standard Identifier: ELD.PII.11–12.2b.Em
Grade Range:
11–12
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Emerging
Content Strand:
Understanding cohesion
Standard:
Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as first, second, finally) to comprehending and writing brief texts.
Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as first, second, finally) to comprehending and writing brief texts.
Showing 31 - 40 of 41 Standards
Questions: Curriculum Frameworks and Instructional Resources Division |
CFIRD@cde.ca.gov | 916-319-0881