English Language Development Standards
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Condensing ideas
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Connecting ideas
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Exchanging information and ideas
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Justifying/arguing
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Using verbs and verb phrases
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Showing 121 - 130 of 150 Standards
Standard Identifier: ELD.PI.9–10.11a.Br
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Bridging
Content Strand:
Justifying/arguing
Standard:
Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.
Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.
Standard Identifier: ELD.PI.9–10.11a.Em
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Emerging
Content Strand:
Justifying/arguing
Standard:
Justify opinions by articulating some relevant textual evidence or background knowledge, with visual support.
Justify opinions by articulating some relevant textual evidence or background knowledge, with visual support.
Standard Identifier: ELD.PI.9–10.11a.Ex
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Expanding
Content Strand:
Justifying/arguing
Standard:
Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge.
Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge.
Standard Identifier: ELD.PI.9–10.11b.Br
Grade Range:
9–10
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Bridging
Content Strand:
Justifying/arguing
Standard:
Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/ potentially/ certainly/absolutely, should/might).
Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/ potentially/ certainly/absolutely, should/might).
Standard Identifier: ELD.PI.9–10.11b.Em
Grade Range:
9–10
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.9–10.11b.Ex
Grade Range:
9–10
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.PII.9–10.3.Br
Grade Range:
9–10
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 verbs in different tenses (e.g., past, present, future, simple, progressive, perfect), and mood (e.g., subjunctive) appropriate to the text type and discipline to create a variety of texts that describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view.
Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect), and mood (e.g., subjunctive) appropriate to the text type and discipline to create a variety of texts that describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view.
Standard Identifier: ELD.PII.9–10.3.Em
Grade Range:
9–10
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 verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline to create short texts on familiar academic topics.
Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline to create short texts on familiar academic topics.
Standard Identifier: ELD.PII.9–10.3.Ex
Grade Range:
9–10
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 variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas.
Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas.
Standard Identifier: ELD.PII.9–10.6.Br
Grade Range:
9–10
Critical Principle:
Part II: Learning About How English Works
Cluster:
C. Connecting and Condensing Ideas
Proficiency Level:
Bridging
Content Strand:
Connecting ideas
Standard:
Combine clauses in a variety of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to make a concession (e.g., While both characters strive for success, they each take different approaches through which to reach their goals.), or to establish cause (e.g., Women’s lives were changed forever after World War II as a result of joining the workforce).
Combine clauses in a variety of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to make a concession (e.g., While both characters strive for success, they each take different approaches through which to reach their goals.), or to establish cause (e.g., Women’s lives were changed forever after World War II as a result of joining the workforce).
Showing 121 - 130 of 150 Standards
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