English Language Development Standards
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Analyzing language choices
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Evaluating language choices
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Exchanging information/ideas
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Justifying/arguing
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Understanding cohesion
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Using verbs and verb phrases
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Showing 1 - 10 of 216 Standards
Standard Identifier: ELD.PI.K.7.Br
Grade:
K
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Bridging
Content Strand:
Evaluating language choices
Standard:
Describe the language an author uses to present or support an idea (e.g., the vocabulary used to describe people and places), with prompting and light support.
Describe the language an author uses to present or support an idea (e.g., the vocabulary used to describe people and places), with prompting and light support.
Standard Identifier: ELD.PI.K.7.Em
Grade:
K
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Emerging
Content Strand:
Evaluating language choices
Standard:
Describe the language an author uses to present an idea (e.g., the words and phrases used when a character is introduced), with prompting and substantial support.
Describe the language an author uses to present an idea (e.g., the words and phrases used when a character is introduced), with prompting and substantial support.
Standard Identifier: ELD.PI.K.7.Ex
Grade:
K
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Expanding
Content Strand:
Evaluating language choices
Standard:
Describe the language an author uses to present an idea (e.g., the adjectives used to describe a character), with prompting and moderate support.
Describe the language an author uses to present an idea (e.g., the adjectives used to describe a character), with prompting and moderate support.
Standard Identifier: ELD.PI.K.8.Br
Grade:
K
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Bridging
Content Strand:
Analyzing language choices
Standard:
Distinguish how multiple different words with similar meaning (e.g., walk, march, strut, prance) produce shades of meaning and a different effect.
Distinguish how multiple different words with similar meaning (e.g., walk, march, strut, prance) produce shades of meaning and a different effect.
Standard Identifier: ELD.PI.K.8.Em
Grade:
K
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Emerging
Content Strand:
Analyzing language choices
Standard:
Distinguish how two different frequently used words (e.g., describing an action with the verb walk versus run) produce a different effect.
Distinguish how two different frequently used words (e.g., describing an action with the verb walk versus run) produce a different effect.
Standard Identifier: ELD.PI.K.8.Ex
Grade:
K
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Expanding
Content Strand:
Analyzing language choices
Standard:
Distinguish how two different words with similar meaning (e.g., describing an action as walk versus march) produce shades of meaning and a different effect.
Distinguish how two different words with similar meaning (e.g., describing an action as walk versus march) produce shades of meaning and a different effect.
Standard Identifier: ELD.PII.K.2.Br
Grade:
K
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Bridging
Content Strand:
Understanding cohesion
Standard:
Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., first/second/third, once, at the end) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and independently.
Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., first/second/third, once, at the end) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and independently.
Standard Identifier: ELD.PII.K.2.Em
Grade:
K
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Emerging
Content Strand:
Understanding cohesion
Standard:
Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., one time, then) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently.
Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., one time, then) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently.
Standard Identifier: ELD.PII.K.2.Ex
Grade:
K
Critical Principle:
Part II: Learning About How English Works
Cluster:
A. Structuring Cohesive Texts
Proficiency Level:
Expanding
Content Strand:
Understanding cohesion
Standard:
Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., next, after a long time) to comprehending texts and composing texts in shared language activities guided by the teacher, collaboratively with peers, and with increasing independence.
Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., next, after a long time) to comprehending texts and composing texts in shared language activities guided by the teacher, collaboratively with peers, and with increasing independence.
Standard Identifier: ELD.PII.K.3a.Br
Grade:
K
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 verbs and verb types (e.g., doing, saying, being/having, and thinking/feeling) in shared language activities guided by the teacher and independently.
Use a wide variety of verbs and verb types (e.g., doing, saying, being/having, and thinking/feeling) in shared language activities guided by the teacher and independently.
Showing 1 - 10 of 216 Standards
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