English Language Development Standards
Remove this criterion from the search
Adapting language choices
Remove this criterion from the search
Analyzing language choices
Remove this criterion from the search
Composing/Writing
Remove this criterion from the search
Interacting via written English
Remove this criterion from the search
Reading/viewing closely
Results
Showing 131 - 140 of 171 Standards
Standard Identifier: ELD.PI.8.6c.Em
Grade:
8
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Emerging
Content Strand:
Reading/viewing closely
Standard:
Use knowledge of morphology (e.g., affixes, roots, and base words), context reference materials, and visual cues to determine the meanings of unknown and multiple-meaning words on familiar topics.
Use knowledge of morphology (e.g., affixes, roots, and base words), context reference materials, and visual cues to determine the meanings of unknown and multiple-meaning words on familiar topics.
Standard Identifier: ELD.PI.8.6c.Ex
Grade:
8
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Expanding
Content Strand:
Reading/viewing closely
Standard:
Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings of unknown and multiple-meaning words on familiar and new topics.
Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings of unknown and multiple-meaning words on familiar and new topics.
Standard Identifier: ELD.PI.8.8.Br
Grade:
8
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Bridging
Content Strand:
Analyzing language choices
Standard:
Explain how phrasing or different words with similar meanings (e.g., cunning versus smart, stammer versus say) or figurative language (e.g., Let me throw some light onto the topic) produce shades of meaning, nuances, and different effects on the audience.
Explain how phrasing or different words with similar meanings (e.g., cunning versus smart, stammer versus say) or figurative language (e.g., Let me throw some light onto the topic) produce shades of meaning, nuances, and different effects on the audience.
Standard Identifier: ELD.PI.8.8.Em
Grade:
8
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Emerging
Content Strand:
Analyzing language choices
Standard:
Explain how phrasing or different common words with similar meanings (e.g., choosing to use the word persistent versus the term hard worker) produce different effects on the audience.
Explain how phrasing or different common words with similar meanings (e.g., choosing to use the word persistent versus the term hard worker) produce different effects on the audience.
Standard Identifier: ELD.PI.8.8.Ex
Grade:
8
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Expanding
Content Strand:
Analyzing language choices
Standard:
Explain how phrasing or different words with similar meanings (e.g., describing a character as stubborn versus persistent) or figurative language (e.g., Let me throw some light onto the topic) produce shades of meaning and different effects on the audience.
Explain how phrasing or different words with similar meanings (e.g., describing a character as stubborn versus persistent) or figurative language (e.g., Let me throw some light onto the topic) produce shades of meaning and different effects on the audience.
Standard Identifier: ELD.PI.9–10.2.Br
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Bridging
Content Strand:
Interacting via written English
Standard:
Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.
Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.
Standard Identifier: ELD.PI.9–10.2.Em
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Emerging
Content Strand:
Interacting via written English
Standard:
Collaborate with peers to engage in short, grade-appropriate written exchanges and writing projects, technology as appropriate.
Collaborate with peers to engage in short, grade-appropriate written exchanges and writing projects, technology as appropriate.
Standard Identifier: ELD.PI.9–10.2.Ex
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Expanding
Content Strand:
Interacting via written English
Standard:
Collaborate with peers to engage in increasingly complex grade-appropriate written exchanges and writing projects, using technology as appropriate.
Collaborate with peers to engage in increasingly complex grade-appropriate written exchanges and writing projects, using technology as appropriate.
Standard Identifier: ELD.PI.9–10.4.Br
Grade Range:
9–10
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 the task (e.g., group presentation of research projects), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), and audience (e.g., peers, teachers, college recruiter).
Adjust language choices according to the task (e.g., group presentation of research projects), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), and audience (e.g., peers, teachers, college recruiter).
Standard Identifier: ELD.PI.9–10.4.Em
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
A. Collaborative
Proficiency Level:
Emerging
Content Strand:
Adapting language choices
Standard:
Adjust language choices according to the context (e.g., classroom, community) and audience (e.g., peers, teachers).
Adjust language choices according to the context (e.g., classroom, community) and audience (e.g., peers, teachers).
Showing 131 - 140 of 171 Standards
Questions: Curriculum Frameworks and Instructional Resources Division |
CFIRD@cde.ca.gov | 916-319-0881