English Language Development Standards
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Analyzing language choices
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Evaluating language choices
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Exchanging information/ideas
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Justifying/arguing
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Offering opinions
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Understanding cohesion
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Showing 51 - 60 of 192 Standards
Standard Identifier: ELD.PII.3.2b.Ex
Grade:
3
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Expanding
Content Strand:
Understanding cohesion
Standard:
Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., at the beginning/ end, first/next) to comprehending texts and writing texts with increasing cohesion.
Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., at the beginning/ end, first/next) to comprehending texts and writing texts with increasing cohesion.
Standard Identifier: ELD.PI.4.1.Br
Grade:
4
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Bridging
Content Strand:
Exchanging information/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.4.1.Em
Grade:
4
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Emerging
Content Strand:
Exchanging information/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.4.1.Ex
Grade:
4
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Expanding
Content Strand:
Exchanging information/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.4.3.Br
Grade:
4
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Bridging
Content Strand:
Offering opinions
Standard:
Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s a good idea. However . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.
Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s a good idea. However . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.
Standard Identifier: ELD.PI.4.3.Em
Grade:
4
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Emerging
Content Strand:
Offering opinions
Standard:
Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think ...), as well as open responses, in order to gain and/or hold the floor.
Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think ...), as well as open responses, in order to gain and/or hold the floor.
Standard Identifier: ELD.PI.4.3.Ex
Grade:
4
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Expanding
Content Strand:
Offering opinions
Standard:
Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.
Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.
Standard Identifier: ELD.PI.4.7.Br
Grade:
4
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Bridging
Content Strand:
Evaluating language choices
Standard:
Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence), with prompting and light support.
Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence), with prompting and light support.
Standard Identifier: ELD.PI.4.7.Em
Grade:
4
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Emerging
Content Strand:
Evaluating language choices
Standard:
Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.
Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.
Standard Identifier: ELD.PI.4.7.Ex
Grade:
4
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Expanding
Content Strand:
Evaluating language choices
Standard:
Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.
Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.
Showing 51 - 60 of 192 Standards
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