English Language Development Standards
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Showing 81 - 90 of 99 Standards
Standard Identifier: ELD.PII.8.1.Ex
Grade:
8
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 the organizational features of different text types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing increasingly clear and coherent arguments, informative/explanatory texts and narratives.
Apply understanding of the organizational features of different text types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing increasingly clear and coherent arguments, informative/explanatory texts and narratives.
Standard Identifier: ELD.PI.9–10.12a.Br
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Bridging
Content Strand:
Selecting language resources
Standard:
Use a variety of grade-appropriate general (e.g., anticipate, transaction) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.
Use a variety of grade-appropriate general (e.g., anticipate, transaction) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.
Standard Identifier: ELD.PI.9–10.12a.Em
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Emerging
Content Strand:
Selecting language resources
Standard:
Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) words to create clear spoken and written texts.
Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) words to create clear spoken and written texts.
Standard Identifier: ELD.PI.9–10.12a.Ex
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Expanding
Content Strand:
Selecting language resources
Standard:
Use an increasing variety of grade-appropriate general academic (e.g., dominate, environment) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) academic words accurately and appropriately when producing increasingly complex written and spoken texts.
Use an increasing variety of grade-appropriate general academic (e.g., dominate, environment) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) academic words accurately and appropriately when producing increasingly complex written and spoken texts.
Standard Identifier: ELD.PI.9–10.12b.Br
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Bridging
Content Strand:
Selecting language resources
Standard:
Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing humiliate to humiliation or incredible to incredibly).
Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing humiliate to humiliation or incredible to incredibly).
Standard Identifier: ELD.PI.9–10.12b.Em
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Emerging
Content Strand:
Selecting language resources
Standard:
Use knowledge of morphology to appropriately select basic affixes (e.g., The skull protects the brain).
Use knowledge of morphology to appropriately select basic affixes (e.g., The skull protects the brain).
Standard Identifier: ELD.PI.9–10.12b.Ex
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Expanding
Content Strand:
Selecting language resources
Standard:
Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., diplomatic, stems are branched or unbranched).
Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., diplomatic, stems are branched or unbranched).
Standard Identifier: ELD.PII.9–10.1.Br
Grade Range:
9–10
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Bridging
Content Strand:
Understanding text structure
Standard:
Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.
Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.
Standard Identifier: ELD.PII.9–10.1.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 text structure
Standard:
Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.
Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.
Standard Identifier: ELD.PII.9–10.1.Ex
Grade Range:
9–10
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Expanding
Content Strand:
Understanding text structure
Standard:
Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing increasingly clear and cohesive arguments, informative/explanatory texts and narratives.
Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing increasingly clear and cohesive arguments, informative/explanatory texts and narratives.
Showing 81 - 90 of 99 Standards
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