English Language Development Standards
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Showing 91 - 100 of 141 Standards
Standard Identifier: ELD.PI.6.8.Br
Grade:
6
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Bridging
Content Strand:
Analyzing language choices
Standard:
Explain how phrasing, different words with similar meaning (e.g., stingy, economical, frugal, thrifty), or figurative language (e.g., The room was depressed and gloomy. The room was like a dank cave, littered with food wrappers, soda cans, and piles of laundry) produce shades of meaning, nuances, and different effects on the audience.
Explain how phrasing, different words with similar meaning (e.g., stingy, economical, frugal, thrifty), or figurative language (e.g., The room was depressed and gloomy. The room was like a dank cave, littered with food wrappers, soda cans, and piles of laundry) produce shades of meaning, nuances, and different effects on the audience.
Standard Identifier: ELD.PI.6.8.Em
Grade:
6
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 meaning (e.g., choosing to use the word cheap versus the phrase a good saver) produce different effects on the audience.
Explain how phrasing or different common words with similar meaning (e.g., choosing to use the word cheap versus the phrase a good saver) produce different effects on the audience.
Standard Identifier: ELD.PI.6.8.Ex
Grade:
6
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Expanding
Content Strand:
Analyzing language choices
Standard:
Explain how phrasing, different words with similar meaning (e.g., describing a character as stingy versus economical), or figurative language (e.g., The room was like a dank cave, littered with food wrappers, soda cans, and piles of laundry) produce shades of meaning and different effects on the audience.
Explain how phrasing, different words with similar meaning (e.g., describing a character as stingy versus economical), or figurative language (e.g., The room was like a dank cave, littered with food wrappers, soda cans, and piles of laundry) produce shades of meaning and different effects on the audience.
Standard Identifier: ELD.PI.7.12a.Br
Grade:
7
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., cycle, alternative, indicate, process, emphasize, illustrate), domain-specific words (e.g., scene, soliloquy, sonnet, friction, monarchy, 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., cycle, alternative, indicate, process, emphasize, illustrate), domain-specific words (e.g., scene, soliloquy, sonnet, friction, monarchy, fraction), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
Standard Identifier: ELD.PI.7.12a.Em
Grade:
7
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., cycle, alternative) and domain-specific words (e.g., scene, chapter, paragraph, cell) to create some precision while speaking and writing.
Use a select number of general academic words (e.g., cycle, alternative) and domain-specific words (e.g., scene, chapter, paragraph, cell) to create some precision while speaking and writing.
Standard Identifier: ELD.PI.7.12a.Ex
Grade:
7
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., cycle, alternative, indicate, process), domain-specific words (e.g., scene, soliloquy, sonnet, friction, monarchy, fraction), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
Use a growing set of academic words (e.g., cycle, alternative, indicate, process), domain-specific words (e.g., scene, soliloquy, sonnet, friction, monarchy, fraction), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
Standard Identifier: ELD.PI.7.12b.Br
Grade:
7
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.7.12b.Em
Grade:
7
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.7.12b.Ex
Grade:
7
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.PI.7.5.Br
Grade:
7
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Bridging
Content Strand:
Listening actively
Standard:
Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with minimal prompting and support.
Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with minimal prompting and support.
Showing 91 - 100 of 141 Standards
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