English Language Development Standards
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Showing 11 - 20 of 52 Standards
Standard Identifier: ELD.PI.2.1.Ex
Grade:
2
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Expanding
Content Strand:
Exchanging information and ideas
Standard:
Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
Standard Identifier: ELD.PI.2.6.Ex
Grade:
2
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Expanding
Content Strand:
Reading/viewing closely
Standard:
Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support.
Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support.
Standard Identifier: ELD.PII.2.3a.Ex
Grade:
2
Critical Principle:
Part II: Learning About How English Works
Cluster:
B. Expanding and Enriching Ideas
Proficiency Level:
Expanding
Content Strand:
Using verbs and verb phrases
Standard:
Use a growing number of verb types (e.g., doing, saying, being/having, and thinking/feeling) with increasing independence.
Use a growing number of verb types (e.g., doing, saying, being/having, and thinking/feeling) with increasing independence.
Standard Identifier: ELD.PII.2.3b.Ex
Grade:
2
Critical Principle:
Part II: Learning About How English Works
Cluster:
B. Expanding and Enriching Ideas
Proficiency Level:
Expanding
Content Strand:
Using verbs and verb phrases
Standard:
Use a growing number of verb tenses appropriate to the text type and disciplines to convey time (e.g., simple past tense for retelling, simple present for a science description) with increasing independence.
Use a growing number of verb tenses appropriate to the text type and disciplines to convey time (e.g., simple past tense for retelling, simple present for a science description) with increasing independence.
Standard Identifier: ELD.PII.2.6.Ex
Grade:
2
Critical Principle:
Part II: Learning About How English Works
Cluster:
C. Connecting and Condensing Ideas
Proficiency Level:
Expanding
Content Strand:
Connecting ideas
Standard:
Combine clauses in an increasing variety of ways to make connections between and to join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked) with increasing independence.
Combine clauses in an increasing variety of ways to make connections between and to join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked) with increasing independence.
Standard Identifier: ELD.PI.3.1.Ex
Grade:
3
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Expanding
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, and adding relevant information.
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
Standard Identifier: ELD.PI.3.6.Ex
Grade:
3
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Expanding
Content Strand:
Reading/viewing closely
Standard:
Describe ideas, phenomena (e.g., how cows digest food), and text elements (e.g., main idea, characters, events) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support.
Describe ideas, phenomena (e.g., how cows digest food), and text elements (e.g., main idea, characters, events) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support.
Standard Identifier: ELD.PII.3.3.Ex
Grade:
3
Critical Principle:
Part II: Learning About How English Works
Cluster:
B. Expanding and Enriching Ideas
Proficiency Level:
Expanding
Content Strand:
Using verbs and verb phrases
Standard:
Use a growing number of verb types (e.g., doing, saying, being/having, thinking/ (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 retelling, simple present for a science description).
Use a growing number of verb types (e.g., doing, saying, being/having, thinking/ (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 retelling, simple present for a science description).
Standard Identifier: ELD.PII.3.6.Ex
Grade:
3
Critical Principle:
Part II: Learning About How English Works
Cluster:
C. Connecting and Condensing Ideas
Proficiency Level:
Expanding
Content Strand:
Connecting ideas
Standard:
Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express cause/effect (e.g., The deer ran because the mountain lion came) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).
Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express cause/effect (e.g., The deer ran because the mountain lion came) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).
Standard Identifier: ELD.PI.4.6a.Ex
Grade:
4
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Expanding
Content Strand:
Reading/viewing closely
Standard:
Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
Showing 11 - 20 of 52 Standards
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