English Language Development Standards
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Adapting language choices
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Analyzing language choices
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Modifying to add details
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Understanding text structure
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Using verbs and verb phrases
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Showing 41 - 50 of 174 Standards
Standard Identifier: ELD.PI.2.8.Em
Grade:
2
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Emerging
Content Strand:
Analyzing language choices
Standard:
Distinguish how two different frequently used words (e.g., describing a character as happy versus angry) produce a different effect on the audience.
Distinguish how two different frequently used words (e.g., describing a character as happy versus angry) produce a different effect on the audience.
Standard Identifier: ELD.PI.2.8.Ex
Grade:
2
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Expanding
Content Strand:
Analyzing language choices
Standard:
Distinguish how two different words with similar meaning (e.g., describing a character as happy versus ecstatic) produce shades of meaning and different effects on the audience.
Distinguish how two different words with similar meaning (e.g., describing a character as happy versus ecstatic) produce shades of meaning and different effects on the audience.
Standard Identifier: ELD.PII.2.1.Br
Grade:
2
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Bridging
Content Strand:
Understanding text structure
Standard:
Apply understanding of how different text types are organized predictably to express ideas (e.g., a narrative versus an informative/explanatory text versus an opinion text) to comprehending and writing texts independently.
Apply understanding of how different text types are organized predictably to express ideas (e.g., a narrative versus an informative/explanatory text versus an opinion text) to comprehending and writing texts independently.
Standard Identifier: ELD.PII.2.1.Em
Grade:
2
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Emerging
Content Strand:
Understanding text structure
Standard:
Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially) to comprehending and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently.
Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially) to comprehending and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently.
Standard Identifier: ELD.PII.2.1.Ex
Grade:
2
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Expanding
Content Strand:
Understanding text structure
Standard:
Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages versus how an information report is organized by topic and details) to comprehending texts and composing texts with increasing independence.
Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages versus how an information report is organized by topic and details) to comprehending texts and composing texts with increasing independence.
Standard Identifier: ELD.PII.2.3a.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 variety of verb types (e.g., doing, saying, being/having, thinking/feeling) independently.
Use a variety of verb types (e.g., doing, saying, being/having, thinking/feeling) independently.
Standard Identifier: ELD.PII.2.3a.Em
Grade:
2
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 (e.g., walk, run) and verb types (e.g., doing, saying, being/having, and thinking/feeling) in shared language activities guided by the teacher and sometimes independently.
Use frequently used verbs (e.g., walk, run) and verb types (e.g., doing, saying, being/having, and thinking/feeling) in shared language activities guided by the teacher and sometimes independently.
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.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.2.3b.Em
Grade:
2
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 simple verb tenses appropriate to the text type and discipline to convey time (e.g., simple past tense for recounting an experience) in shared language activities guided by the teacher and sometimes independently.
Use simple verb tenses appropriate to the text type and discipline to convey time (e.g., simple past tense for recounting an experience) in shared language activities guided by the teacher and sometimes independently.
Showing 41 - 50 of 174 Standards
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