English Language Development Standards
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Showing 131 - 140 of 183 Standards
Standard Identifier: ELD.PI.8.11b.Em
Grade:
8
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Emerging
Content Strand:
Justifying/arguing
Standard:
Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).
Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).
Standard Identifier: ELD.PI.8.11b.Ex
Grade:
8
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Expanding
Content Strand:
Justifying/arguing
Standard:
Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would.)
Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would.)
Standard Identifier: ELD.PI.8.12a.Br
Grade:
8
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., specific, contrast, significant, function, adequate, analysis), domain-specific words (e.g., scene, irony, suspense, analogy, cell membrane, fraction), 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., specific, contrast, significant, function, adequate, analysis), domain-specific words (e.g., scene, irony, suspense, analogy, cell membrane, fraction), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
Standard Identifier: ELD.PI.8.12a.Em
Grade:
8
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., specific, contrast) 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., specific, contrast) and domain-specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.
Standard Identifier: ELD.PI.8.12a.Ex
Grade:
8
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., specific, contrast, significant, function), domain-specific words (e.g., scene, irony, suspense, analogy, cell membrane, fraction), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
Use a growing set of academic words (e.g., specific, contrast, significant, function), domain-specific words (e.g., scene, irony, suspense, analogy, cell membrane, fraction), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
Standard Identifier: ELD.PI.8.12b.Br
Grade:
8
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 destroy → destruction, probably → probability, reluctant → reluctantly).
Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing destroy → destruction, probably → probability, reluctant → reluctantly).
Standard Identifier: ELD.PI.8.12b.Em
Grade:
8
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. He walked to school).
Use knowledge of morphology to appropriately select affixes in basic ways (e.g., She likes X. He walked to school).
Standard Identifier: ELD.PI.8.12b.Ex
Grade:
8
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 walking to school. That’s impossible).
Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., She likes walking to school. That’s impossible).
Standard Identifier: ELD.PII.8.7.Br
Grade:
8
Critical Principle:
Part II: Learning About How English Works
Cluster:
C. Connecting and Condensing Ideas
Proficiency Level:
Bridging
Content Strand:
Condensing ideas
Standard:
Condense ideas in a variety of ways (e.g., through various types of embedded clauses, ways of condensing, and nominalization as in, They destroyed the rain forest. Lots of animals died. → The destruction of the rain forest led to the death of many animals) to create precise and detailed sentences.
Condense ideas in a variety of ways (e.g., through various types of embedded clauses, ways of condensing, and nominalization as in, They destroyed the rain forest. Lots of animals died. → The destruction of the rain forest led to the death of many animals) to create precise and detailed sentences.
Standard Identifier: ELD.PII.8.7.Em
Grade:
8
Critical Principle:
Part II: Learning About How English Works
Cluster:
C. Connecting and Condensing Ideas
Proficiency Level:
Emerging
Content Strand:
Condensing ideas
Standard:
Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. → This is a story about a girl who changed the world) to create precise and detailed sentences.
Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. → This is a story about a girl who changed the world) to create precise and detailed sentences.
Showing 131 - 140 of 183 Standards
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