English Language Development Standards
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Adapting language choices
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Condensing ideas
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Selecting language resources
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Understanding cohesion
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Using nouns and noun phrases
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Using verbs and verb phrases
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Showing 71 - 80 of 261 Standards
Standard Identifier: ELD.PII.2.7.Em
Grade:
2
Critical Principle:
Part II: Learning About How English Works
Cluster:
C. Connecting and Condensing Ideas
Proficiency Level:
Emerging
Content Strand:
Condensing ideas
Standard:
Condensing clauses in simple ways (e.g., changing: It's green. It's red. → It's green and red) to create precise and detailed sentences in shared language activities guided by the teacher and sometimes independently.
Condensing clauses in simple ways (e.g., changing: It's green. It's red. → It's green and red) to create precise and detailed sentences in shared language activities guided by the teacher and sometimes independently.
Standard Identifier: ELD.PII.2.7.Ex
Grade:
2
Critical Principle:
Part II: Learning About How English Works
Cluster:
C. Connecting and Condensing Ideas
Proficiency Level:
Expanding
Content Strand:
Condensing ideas
Standard:
Condense clauses in simple ways (e.g., changing: It’s green. It’s red. → It’s green and red) to create precise and detailed sentences in shared language activities guided by the teacher and sometimes independently.
Condense clauses in simple ways (e.g., changing: It’s green. It’s red. → It’s green and red) to create precise and detailed sentences in shared language activities guided by the teacher and sometimes independently.
Standard Identifier: ELD.PI.3.12.Br
Grade:
3
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Bridging
Content Strand:
Selecting language resources
Standard:
Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language to create an effect, precision, and shades of meaning while speaking and writing.
Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language to create an effect, precision, and shades of meaning while speaking and writing.
Standard Identifier: ELD.PI.3.12.Em
Grade:
3
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Emerging
Content Strand:
Selecting language resources
Standard:
Use a select number of general academic and domain-specific words to add detail (e.g., adding the word dangerous to describe a place, using the word habitat when describing animal behavior) while speaking and writing.
Use a select number of general academic and domain-specific words to add detail (e.g., adding the word dangerous to describe a place, using the word habitat when describing animal behavior) while speaking and writing.
Standard Identifier: ELD.PI.3.12.Ex
Grade:
3
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Expanding
Content Strand:
Selecting language resources
Standard:
Use a growing number of general academic and domain-specific words in order to add detail, create an effect (e.g., using the word suddenly to signal a change), or create shades of meaning (e.g., scurry versus dash) while speaking and writing.
Use a growing number of general academic and domain-specific words in order to add detail, create an effect (e.g., using the word suddenly to signal a change), or create shades of meaning (e.g., scurry versus dash) while speaking and writing.
Standard Identifier: ELD.PI.3.4.Br
Grade:
3
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Bridging
Content Strand:
Adapting language choices
Standard:
Adjust language choices according to purpose e.g., persuading, entertaining), task, and audience (e.g., peer-to-peer versus peer-to-teacher), with light support from peers or adults.
Adjust language choices according to purpose e.g., persuading, entertaining), task, and audience (e.g., peer-to-peer versus peer-to-teacher), with light support from peers or adults.
Standard Identifier: ELD.PI.3.4.Em
Grade:
3
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Emerging
Content Strand:
Adapting language choices
Standard:
Recognize that language choices (e.g., vocabulary) vary according to social setting (e.g., playground versus classroom), with substantial support from peers or adults.
Recognize that language choices (e.g., vocabulary) vary according to social setting (e.g., playground versus classroom), with substantial support from peers or adults.
Standard Identifier: ELD.PI.3.4.Ex
Grade:
3
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Expanding
Content Strand:
Adapting language choices
Standard:
Adjust language choices (e.g., vocabulary, use of dialogue, and the like) according to purpose (e.g., persuading, entertaining), social setting, and audience (e.g., peers versus adults), with moderate support from peers or adults.
Adjust language choices (e.g., vocabulary, use of dialogue, and the like) according to purpose (e.g., persuading, entertaining), social setting, and audience (e.g., peers versus adults), with moderate support from peers or adults.
Standard Identifier: ELD.PII.3.2a.Br
Grade:
3
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Bridging
Content Strand:
Understanding cohesion
Standard:
Apply increasing understanding of language resources that refer the reader back or forward in text (e.g., how pronouns or synonyms refer back to nouns in text) to comprehending and writing cohesive texts.
Apply increasing understanding of language resources that refer the reader back or forward in text (e.g., how pronouns or synonyms refer back to nouns in text) to comprehending and writing cohesive texts.
Standard Identifier: ELD.PII.3.2a.Em
Grade:
3
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 language resources that refer the reader back or forward in text (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing basic texts.
Apply basic understanding of language resources that refer the reader back or forward in text (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing basic texts.
Showing 71 - 80 of 261 Standards
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