English Language Development Standards
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Showing 91 - 100 of 159 Standards
Standard Identifier: ELD.PI.6.12a.Br
Grade:
6
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Bridging
Content Strand:
Selecting language resources
Standard:
Use an expanded set of general academic words (e.g., affect, evidence, demonstrate, reluctantly), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
Use an expanded set of general academic words (e.g., affect, evidence, demonstrate, reluctantly), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
Standard Identifier: ELD.PI.6.12a.Em
Grade:
6
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 words (e.g., author, chart) and domain-specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.
Use a select number of general academic words (e.g., author, chart) and domain-specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.
Standard Identifier: ELD.PI.6.12a.Ex
Grade:
6
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Expanding
Content Strand:
Selecting language resources
Standard:
Use a growing set of academic words (e.g., author, chart, global, affect), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
Use a growing set of academic words (e.g., author, chart, global, affect), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
Standard Identifier: ELD.PI.6.12b.Br
Grade:
6
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 observe → observation, reluctant → reluctantly, produce → production, and so on).
Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing observe → observation, reluctant → reluctantly, produce → production, and so on).
Standard Identifier: ELD.PI.6.12b.Em
Grade:
6
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 affixes in basic ways (e.g., She likes X).
Use knowledge of morphology to appropriately select affixes in basic ways (e.g., She likes X).
Standard Identifier: ELD.PI.6.12b.Ex
Grade:
6
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., She likes X. That's impossible).
Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., She likes X. That's impossible).
Standard Identifier: ELD.PII.6.3.Br
Grade:
6
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 various verb types (e.g., doing, saying, being/having, thinking/feeling, reporting), tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on a variety of topics.
Use various verb types (e.g., doing, saying, being/having, thinking/feeling, reporting), tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on a variety of topics.
Standard Identifier: ELD.PII.6.3.Em
Grade:
6
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 a variety of verb types (e.g., doing, saying, being/having, thinking/feeling), tenses (e.g., present, past, future, simple, progressive) appropriate to the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics.
Use a variety of verb types (e.g., doing, saying, being/having, thinking/feeling), tenses (e.g., present, past, future, simple, progressive) appropriate to the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics.
Standard Identifier: ELD.PII.6.3.Ex
Grade:
6
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 various verb types (e.g., doing, saying, being/having, thinking/feeling, reporting), tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., simple present for literary analysis) on an increasing variety of topics.
Use various verb types (e.g., doing, saying, being/having, thinking/feeling, reporting), tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., simple present for literary analysis) on an increasing variety of topics.
Standard Identifier: ELD.PI.7.10a.Br
Grade:
7
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Bridging
Content Strand:
Writing
Standard:
Write longer and more detailed literary and informational texts (e.g., an argument for wearing school uniforms) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.
Write longer and more detailed literary and informational texts (e.g., an argument for wearing school uniforms) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.
Showing 91 - 100 of 159 Standards
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