English Language Development Standards
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Showing 51 - 60 of 216 Standards
Standard Identifier: ELD.PI.2.12b.Ex
Grade:
2
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.2.5.Br
Grade:
2
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Bridging
Content Strand:
Listening actively
Standard:
Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.
Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.
Standard Identifier: ELD.PI.2.5.Em
Grade:
2
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Emerging
Content Strand:
Listening actively
Standard:
Demonstrate active listening to read-alouds and oral presentations by asking and answering basic questions, with oral sentence frames and substantial prompting and support.
Demonstrate active listening to read-alouds and oral presentations by asking and answering basic questions, with oral sentence frames and substantial prompting and support.
Standard Identifier: ELD.PI.2.5.Ex
Grade:
2
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Expanding
Content Strand:
Listening actively
Standard:
Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with oral sentence frames and occasional prompting and support.
Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with oral sentence frames and occasional prompting and support.
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.
Standard Identifier: ELD.PII.2.3b.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 tenses appropriate to the text type and disciplines to convey time (e.g., simple past tense for retelling, simple present for a science description) with increasing independence.
Use a growing number of verb tenses appropriate to the text type and disciplines to convey time (e.g., simple past tense for retelling, simple present for a science description) with increasing independence.
Showing 51 - 60 of 216 Standards
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