English Language Development Standards
Remove this criterion from the search
Evaluating language choices
Remove this criterion from the search
Exchanging information and ideas
Remove this criterion from the search
Reading/viewing closely
Remove this criterion from the search
Understanding text structure
Remove this criterion from the search
Using verbs and verb phrases
Results
Showing 41 - 50 of 189 Standards
Standard Identifier: ELD.PI.2.6.Em
Grade:
2
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Emerging
Content Strand:
Reading/viewing closely
Standard:
Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., main idea, characters, events) based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial support.
Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., main idea, characters, events) based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial support.
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.PI.2.7.Br
Grade:
2
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Bridging
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 used to present evidence is strong enough), with light support.
Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary used to present evidence is strong enough), with light support.
Standard Identifier: ELD.PI.2.7.Em
Grade:
2
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Emerging
Content Strand:
Evaluating language choices
Standard:
Describe the language writers or speakers use to present an idea (e.g., the words and phrases used to describe a character), with prompting and substantial support.
Describe the language writers or speakers use to present an idea (e.g., the words and phrases used to describe a character), with prompting and substantial support.
Standard Identifier: ELD.PI.2.7.Ex
Grade:
2
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Expanding
Content Strand:
Evaluating language choices
Standard:
Describe the language writers or speakers use to present or support an idea (e.g., the author’s choice of vocabulary or phrasing to portray characters, places, or real people), with prompting and moderate support.
Describe the language writers or speakers use to present or support an idea (e.g., the author’s choice of vocabulary or phrasing to portray characters, places, or real people), with prompting and moderate support.
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.
Showing 41 - 50 of 189 Standards
Questions: Curriculum Frameworks and Instructional Resources Division |
CFIRD@cde.ca.gov | 916-319-0881