ELD Content Standards K-2 Beginning – LISTENING AND SPEAKING · 2015-09-28 · Comprehension Respond to simple directions and questions by using ELD Content Standards K-2 Beginning

Office of Curriculum, Instruction & Professional Development K-5 ELD Office 562-997-8000 extension 2904 FAX 427-9076 Developed by the

ELD Office August 2005

ELD Content Standards K-2 Beginning –

LISTENING AND SPEAKING Strategies & Applications

Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).

Comprehension

1

2

Comprehension



Answer simple questions with one- to two-word

responses.

Comprehension

mple directions and questions by using


LISTENING AND SPEAKING trategies & Applications

ctions and other means nonverbal (e.g., matching objects, pointing to an nswer, drawing pictures).

Respond to si

S

physical acommunication

a

3



(e.g., “Thank you,” “You’re welcome”)

Independently use common social greetings and simple repetitive phrases

Comprehension and Organization and Delivery of Oral Communication

4

Comprehension

ELD Content Standards K-2 Early Intermediate–


erstood when speaking but may have onsistent use of s ard English forms and sounds ., plurals, simple nse, pronouns such he or she).

S

Begin to undsome inc

grammaticalpast te

5

tand (e.g as

Comprehension



Ask and answer questions by using phrases

or simple sentences.

6

Comprehension and Organization and Deliver ral Communication

ELD Content Standards K-2 Early Intermed –

LISTENING AND SPE ING Strategies & Applica s

Retell familiar stories and sho nversations by using appropriate gestures, ressions, and

illustrative objec

7

y of O

iateAKtion

rt co expts.

ELD Content Standards K-2 Early Intermed –

LISTENING AND SP ING Strategies & Applica s

Orally communicate bas eeds

(e.g., “May I get a dr ”)

Comprehension and Organization and Delivery al Communication

8

iateEAKtion

ic nink?

of Or

9


LISTENING AND SPEAKING rategies & Applications

r rhymes, songs, and simple stories.

Organization and Delivery of Oral Communication

St

Recite familia

Comprehension and

Comprehensio

A instructional qsu ents (e.g., “Is it

the computer la

ELD Content StaK-2 Early Interm

LISTENING AND Srategies & Appl

10

n

uestions with some your turn to go to b?).

ndards ediate– PEAKING ications

sk and answerpporting elem

St

tentively to stories and information y important details and concepts by h verbal and nonverbal responses.



11&12 Comprehension

Listening atand identif

suing bot

S

11

Organization and Delivery of Oral Communication


LISTENING AND SPEAKING rategies & Applications

understood when speaking by using andard English grammatical forms however, some rules may not be ., third person singular, male and female pronouns).

Comprehension and

St

Make oneself consistent st

and sounds;followed (e.g

12

nd Organization and Delivery of Oral Communication

n social conversations with peers and miliar topics by asking and answering ions and soliciting information.



Comprehension a

Participate iadults on fa

quest

S

13

d Organization and Delivery of Oral Communication

ies and talk about school-related

s by using expanded vocabulary, tive words, and paraphrasing.



Comprehension an

Retell storactivitie

descrip

S

14

Comprehension

Listening attentively to stories and information

and orally identify key details and concepts.

ELD Content Standards K-2 Early Advanced–


15

ELD Content Stan ds K-2 Early Advan

LISTENING AND SP ING rategies & Applic ns

11&12

in greater deta including the acters, setting, plot.

Organization and Delive Oral Communication

St

Retell storieschar

Comprehension and

16

darced–EAKatio

il byand

ry of

d Organization and Deliv Oral Communication

ELD Content Sta rds K-2 Early Adva –

TENING AND S KING trategies & Appl ons

understood whe eaking by using

tandard English g matical forms, ation, pitch, and lation but may make random er .

Comprehension an

LISS

Make oneselfconsistent s

sounds, inton

17

ery of

ndancedPEAicati

n sprammodurors

18

Comprehension and Organization and Delivery of Oral Communication



Participate in and initiate more extended social conversations with peers and adults on unfamiliar

topics by asking and answering and soliciting information.

19

ELD Content Stand K-2 Early Advance

LISTENING AND SPE NG Strategies & Applica

Recognize appropriate ways of sp ing that vary according to the purpose, audien and subject

matter.

Comprehension and Organization and Delivery l Communication

ardsd– AKItions

eakce,

of Ora

Comprehension and Organization and Deli f Oral Communication

ELD Content St rds K-2 Early Adva d–

LISTENING AND AKING Strategies & App ions

Ask and answer instructional tions with more extensive supporting element .g., “Which part

of the story was the mo portant?”)

20

very o

andance

SPElicat

quess. (est im

Comprehension

ELD Content Standards K-2 Advanced–


L tively to stories and information on

d identify both ly and in writing y details and co pts.

S

istening attennew topics an

ke

21

oralnce

Comprehension


ENING AND SPEAKING trategies & Applications

te an understanding of idiomatic .g., “Give me a hand”) by responding sions and using them appropriately.

LISTS

Demonstraexpressions (eto such expres

22

Comprehension and Organization and Del of Oral Communication

ELD Content St rds K-2 Advanc


Negotiate and initiate social versations by

questioning, restating, soliciti formation, and paraphrasing the commun on others.

23

ivery

andaed– SPElicat

conng inicati

Organization and Deli f Oral Communication

ELD Content St rds K-2 Advanc

ENING AND AKING trategies & App ions

C se appropriate w of speaking and

t vary accordin the purpose, ence, and subje atter.

Comprehension and

LISTS

onsistently uwriting tha

audi

24

very o

andaed– SPElicat

aysg to ct m

Comprehension and Organization and De of Oral Communication

Narrate and paraphrase eve n greater detail

by using more extend cabulary.

ELD Content St ards K-2 Advanc

LISTENING AND AKING Strategies & Ap tions

25

livery

nts ied vo

anded–

SPEplica

Comprehension and Organization and Deliv Oral Communication

ELD Content Standards K-2 Advanc


Speak clearly and compreh vely by using standard English grammati orms, sounds,

intonation, pitch, and ulation.

26

ery of

ed– SPElicat

ensical f mod

About Print, Phonemic Awareness and abulary and Concept Development

ELD Content Standards K-2 BEGINNING–

READING Word Analysis

lish Phonemes that correspond to dent already hear and produce in

heir primary language.

ConceptsVoc

Recognize Engphonemes stu

t

27

cepts About Print, Phonemic Awareness, and Vocabulary and Concept Development

Produce English phonemes that correspond to phonemes students already hear and luding long and short vowels and initial and final consonants.

English-Language Arts Content Standards Kindergarten: Phonemic Awareness

e sequentially form sound to sound) and represent the number, ence, and order of two and three isolated phonemes (e.g., /f, s,

th/ ,/j, d, j/). y and produce rhyming words in response to an oral prompt

Grade One: Phonemic Awareness ish initial, medial, and final sounds in single-syllable words.



Con

produce, inc

1.7 Track (movsameness/differ

1.0 Identif

1.4 Distingu

28

Concepts About Print, Phonemic Awareness, and Vocabulary and Concept Development

1.7 Track (move sequentially form sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes (e.g., /f, s, th /,/j, dj/).

1.10 Identify and produce rhyming words in response to an oral prompt. Grade One: Phonemic Awareness

1.4 Distinguish initial, medial, and final wounds in single-syllable words.

Recognize English phonemes that do not correspond to sounds students hear and produce, (e.g., a in cat and final consonants).

English-Language Arts Content Standards

Kindergarten: Phonemic Awareness



29

Phonemic Awareness

1 hort-vowel sounds in orally stated sing-syllable words (e.g., bit/ bite). say a series of rhyming words, including consonant blends. e target sounds to change words (e.g., change cow to how: pan to an). onemes into recognizable words (e.g., /c/a/t/-Cat: /f/l/a/t/=flat). ble words into their components (e.g., /c/a/t=cat; /s/p/l/a/t=splat;

/r/i/ch/=rich).

Kindergarten: Phonemic Awareness 1.7 form sound to sound) and represent the number, sameness/difference,

o and three isolated phonemes (e.g.,/f, s/, the/ , /j, d, j/).

Grade One: Phonemic Awareness

most English phonemes correctly while reading aloud.


ELD Content Standards K-2 Intermediate–


.5 Distinguish long- and s1.6 Create and

1.7 Add, delete, or chang1.8 Blend two to four ph

1.19 Segment single sylla

Tract (move sequentiallyand order of tw

Pronounce

30

ound/symbol relationships and basic word-s in phrases, simple nces, or simple text.

-Language Arts Co t Standards wo: Decoding and d Recognition Recognize common viations

(e.g., Jan., Sun., M t.).

Decoding and Word R ition



Recognize sformation rule

EnglishGrade T

1.4

31

sente

nten Worabbrer., S

ecogn

Strategies and Applications

Recognize and name all uppercase and lowercase letters of the alphabet.

English-Language Arts Content Standards Kindergarten

fy the front cover, back cover, and title page of a book. from left to right and from top to bottom on the printed page.

nderstand that printed materials provide information. ize that sentences in print are made up of separate words.

1.5 Distinguish letters from words.

Grade One 1.1 Match spoken words to printed words.

1.3 Identify letters, words, and sentences.



1.1 Identi1.2 Follow words

1.3 U1.4 Recogn

32

Phonemic Awareness and Decoding ord Recognition

Use common English morphemes to derive meaning i d silent reading (e.g., basic syllabication rules, regular and irregular p nd basic phonics).

English-Language Arts Conte dards

Kindergarten: Phonemic A ss 1.8 Track (move sequentially form sound to sound) and ent changes in simple syllable

and words with two and three sounds as one sound is a bstitute, omitted, shifted, or repeated (e.g., vowel-consonant-v nsonant).

1.9 Blend vowel-consonant sounds orally to ords or syllables. 1.11 Distinguish orally stated one-syllable words and sep to beginning or ending sounds.

1.12 Track unitarily each word in a sentence h syllable in words. 1.13 Count the number of sounds in syllabl yllables in words.


READING Word Analys

33

and W

n oral anlurals, a

nt Stanwarene represdded, suowel-co make warate in

and eaces and s

is

wareness and Decoding an d Recognition

Grade Two

cognize and use knowledge of patterns phthongs, special vowel spellin en reading. dge of basic syllabication rule reading (e.g., vowel-el –su/per; vowel-consonant/ c nt-vowel = sup/ per). -syllable nonsense words and r multisyllable words. y and correctly use regular plu .g., -s, -es, -ies) irregular plurals (eg., fly/flies wives). nd accurately and with approp tonation and expression.


READINGWord Analys

Phonemic A

1.1 Re(e.g., di

1.2 Apply knowleconsonant-vow

1.3 Decode two1.5 Identif

andRead aloud fluently a

34

d Wor

spellinggs) whs whenonsonaegularrals (e, wife/

riate in

is

reness and Decoding a rd Recognition

R bol relationship and ba rd-formation rules in s, simple sentences, o le text.

-Language Arts Conte andards ten: Decoding and W ecognition

1.1 nt and short-vowel sou appropriate letters. 1.1 yllable and high-freque ords (i.e., sight words). 1.1 s letters of words cha o do the sounds (i.e., th le).

ELD Content Standards K-2 Early Adva –

READINGWord Analys

Phonemic Awa

ecognize sound/symphrase

EnglishKindergar

4 Match all consona5 Read simple one-s6 Understand that ae alphabetic princip

35

nd Wo

sic wor simp

nt Stord Rnds toncy wnge, s

nced is

ELD Content Standards K-2 Early Adv d–

READINWord Analy

Phonemic Awareness and Decoding ord Recognition

Grade One: Decoding and W cognition

1.10 Generate the sounds from all the letters and letter ns, including consonant blends and long- and short vowel patterns (i.e., phonograms), and bl se sounds into recognizable words. 1.11 Read common, irregular sight words (e.g., the, have, me, give, of). 1.12 Use knowledge of vowel digraphs and r-controlled le und associations to read words. 1.13 Read compound words and contractions. 1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root1.15 Read common word families (e.g., -ite, -ate). 1.16 Read aloud with fluency in a manner that sounds lik l speech.

36

anceG sis

and W

ord Re patterend tho said, cotter-so

words

e natura



Decoding and Word Recognition

Apply knowledge of common morphemes to derive meaning in oral and silent reading (e.g., basic syllabication rules, regular and irregular plurals, and basic Phonics).


1.14 Match all consonant and short-vowel sounds to appropriate letters. 1.15 Read simple one-syllable and high-frequency words (i.e., sight words). 1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle). Grade One 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long-and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words. 1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of). 1.12 Use knowledge of vowel digraphs and r-controlled letter sound associations to read words. 1.13 Read compound words, and contractions. 1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking). 1.15 Read common word families (e.g., -ite, -ate). 1.16 Read aloud with fluency in a manner that sounds like natural speech.

37


Grade Two d use knowledge of spelling patterns ngs, special vowel spellings) when reading. ge of basic syllabication rules when reading nsonant-vowel – su/per; vowel-consonant/ wel = sup/ per). llable nonsense words and regular multisyllable words. mon abbreviations (e.g., Jan., Sun., Mr., St.). correctly use regular plurals (e.g., -s, -es, -ies) and irregular lies, wife/wives).



1.1 Recognize an (e.g., diphtho

1.2 Apply knowled (e.g., vowel-co consonant-vo

1.3 Decode two-sy1.4 Recognize com1.5 Identify and

plurals (eg., fly/f

38

Vocabulary and Concept Development

Read aloud simple words (e.g., nouns and adjectives) in stories or games.


Kindergarten 1.17 Identify and sort common words in basic categories

(e.g., colors, shapes, foods).

ELD Content Standards K-2 Beginning–

READING Fluency and Systematic Vocabulary

39

Vocabulary and Concept lopment

Respond appropriately to e social and academic inter ns

(e.g., simple question/answ egotiate play).


READING Fluency and Systemat ocabulary

40

Deve

somactioer, n

ic V

Vocabulary and Concept De ent

Demonstrate comprehension of ple vocabulary with an appropriate on.



41

velopm

simacti

cabulary and Concept Dev ent

R tories by using dr gs, words, or phrases.


READING and Systematic Vocabulary

Vo

etell simple s

Fluency

42

elopm

awin

ocabulary and Concept D ment

le vocabulary (sin ords or short mmunicate basic ds in social and

academic settins, greetings, cla om objects).


READING y and Systematic Vocabulary

V

Produce Simpphrases) to co

(e.g., locatio

Fluenc

43

evelop

gle w neengs ssro

cabulary and Concept Development

vocabulary, phrases and simple communicate basic needs in social and academic settings.


READING and Systematic Vocabulary

Vo

Producesentences to

Fluency

44

abulary and Concept Dev nt

ocabulary, phrase d sentences independently.


READING and Systematic V ulary

Voc

Read simple v

Fluency

45

elopme

s an

ocab

Vocabulary and Concept D ment

Read aloud an increasing numbe English words.



46

evelop

r of

47

Vocabulary and Concept Dev ent

Demonstrate internalization of lish grammar, usage, and word choice by recogn and correcting

some errors when speaking or ding aloud.*


READING Fluency and Systematic bulary

elopm

Engizing rea

Voca


internalization o glish grammar, word choice by gnizing and ors when speakin reading aloud.*



V

Demonstrateusage, and

correcting err

Fluenc

48

evelop

f Enrecog or

Vocabulary and Concept pment

oding skills to read m omplex words

independentlh-Language Arts Con Standards

Grade Oneify grade-appropriate gories of words crete collections of an s, foods, toys).


READING ncy and Systematic Vocabulary

Use dec

Englis

1.17 Class(e.g., con

Flue

49

Develo

ore cy. tent cateimal


plex vocabulary and s ces to communicate ss ideas in a wider va of social and academic

, classroom discussions iation of conflicts). sh-Language Arts Co Standards

Kindergarte common objects and e in both general and

specific langu


READING cy and Systemat cabulary

50

Use more comneeds and expre

settings (e.g.Engli

1.18 Describe

Fluen

entenriety , medntentn ventsage

ic Vo


edge of content-related vocabulary to

discussions and reading.


READING cy and Systematic Vocabulary

Apply knowl

Fluen

51

ncept Development and De g and Word Recognition

mple prefixes and fixes when they attached to know abulary

(e.g., remove, ju g).

ELD Content Sta rds K-2 Intermed –

READINGcy and Systemati cabulary

Vocabulary and Co

Recognize siare

Fluen

52

codin

sufn vocmpin

ndaiate c Vo


imple antonyms and synonyms (e.g., ; blend, mix) in stories or games.



Recognize sgood, bad

Fluen

53

54


READING Fluency and Systema ocabulary


Use simple prefixes and suffixes w hey are attached to known vocabul

English-Language Arts Co Standards

Grade Two1.9 Know the meaning of simple es and suffixes

(e.g., over-, un-, -i ).

tic V

Deve

hen tary.

ntent

prefixng, -ly


skills and knowledg cademic and social ulary to begin indep nt reading.



Use decodingvocab

Fluen

55

Deve

e of aende

56


Explain common antonyms and synonyms. English-Language Arts Content Standards

Grade Two 1.7 Understand and explain common antonyms and synonyms.



ocabulary and Concept De ent

ords that have multiple ings in texts. -Language Arts Conte andards

Grade Two entify simple multiple-m g words.



V

Recognize wEnglish

1.10 Id

Fluenc

57

velopm

meannt St

eanin

Vocabulary and Concept pment

ge of academic and soc cabulary to achieve

independent reash-Language Arts Con Standards

Grade Two ge of individual words i own compound words

to predict their me .



Apply knowled

Engli

1.8 Use knowled

Fluen

58

Develo

ial voding. tent

n unknaning


h appropriate pa , intonation, and n narrative and e itory texts.



V

Read aloud witexpressio

Fluenc

59

evelop

cingxpos



1. ort-vowel sounds to appropriate letters. 1. d high-frequency words (i.e., sight words). 1. s change, so do the sounds (i.e., the alphabetic principle).

Grade One 1. all the letters and letter patterns, including consonant blends and long- and short-vo , and blend those sounds into recognizable words. 1. t words (e.g., the, have, said, come, give, of). 1. raphs and r- controlled letter-sound associations to read words. 1. contractions. 1.(e s (e.g., look, looked, looking). 1. s (e.g., -ite, -ate). 1. a manner that sounds like natural speech.



14 Match all consonant and sh15 Read simple one-syllable an16 Understand that as letter

10 Generate the sounds from wel patters (i.e., phonograms)

11 Read common, irregular sigh12 Use knowledge of vowel dig13 Read compound words and 14 Read inflectional forms .g., -s, -ed, -ing) and root word15 Read common word familie16 Read aloud with fluency in

Fluenc

60

Decoding and Word Re tion

Grade Two knowledge of spelling patte .g., diphthongs, special vowel ing. f basic syllabication rules w ading (e.g., vowel-consonant-

-consonant/consonant-vowe per). le nonsense words and regu tisyllable words.

n abbreviations (e.g., jan., S ., St.). ectly use regular plurals (e. es, -ies) als (e.g., fly/flies, wife/wive



1.1 Recognize and usespellings) when read

1.2 Apply knowledge ovowel=su/per; vowel

1.3 Decode two-syllab1.4 Recognize commo1.5 Identify and corr

and irregular plur

Fluen

61

cogni

rns (e

hen rel = sup/lar mulun., Mrg., -s, -s).

Comprehension

Respond orally to stories read aloud, using physical actions and other means of nonverbal communication

(e.g., matching objects, pointing to an answer, drawing pictures).


READING Reading Comprehension

62

Comprehension

lly to stories read aloud, giving one- or esponses (e.g., “b bear”) to factual comprehension q ions.



Respond oratwo- word r

63

rownuest

Comprehension

Draw pictures form one’s own experience related to a story or topic (e.g., co nity in social

studies).



64

mmu

Comprehension and Analysis of Grade-Level-Appropriate Text



Identify using keywords or pictures, the basic sequence of events in stories read aloud.

65

Comprehension

ally to simple stories read aloud, using r simple sentences to answer factual comprehension questions.



Respond orphrases o

66

Draw and label pictures related to a story topic or one’s own experience.

Comprehension

el pictures related to a story topic or one’s own experience.

ELD Content Standards K-2 Early Intermediate –


Draw and lab

67

Comprehension

ollow simple tow step directions for classroom activities.



Understand f

68

n and Analysis of Grade-Level-Appropriate Text

ify, using key words or phrases, the ence of events in text read aloud.


READING eading Comprehension

Comprehensio

Orally identbasic sequ

R

69

ion and Analysis of Grade- Appropriate Text

l inferences from ry read aloud.

ELD Content Standards K-2 Early Interme e –

READING Reading Compreh ion

Comprehens

Draw logica

70

Level-

a sto

diat

ens

Comprehension

ns or phrases for drawings related to a story.

ELD Content Standards K-2 Intermediate –


Write captio

71

Comprehension

nd and follow some multiple-step s for classroom related activities.



Understadirection

72

ion and Analysis of Grade-Level-Appropriate Text

and respond orally in simple sentences comprehension questions about the

stories.



Comprehens

Read storiesto factual

73

on and Analysis of Grade -Appropriate Text

ing aloud in a grou oint out basic tures, such as the le, table of ents, and chapter dings.

ELD Content Standards K-2 Intermedia

READING Reading Compreh ion

Comprehensi

While readtext fea

cont

74

-Level

p, p tit hea

te –

ens


erences about stories read aloud

se simple phrases or sentences ommunicate the inferences.



Comprehensio

Draw infand u

to c

75

Reading Comprehension

basic text features, such as the title, contents and chapter headings.

ELD Content Standards K-2 Early Advanced –


Read and usetable of

76


xt and use detailed sentences to lly the main idea and use the idea to inferences about the text.



Comprehensio

Read teidentify ora

draw

77

Comprehension and Analysis of Grade -Appropriate Text

Read stories and orally re d to them by answering factual comprehen questions about

cause-and effect re nships.

ELD Content Standards K-2 Early Adva d –

READING Reading Compre sion

78

-Level

sponsionlatio

nce hen

ion and Analysis of Grade-Level-Appropriate Text

Write a brief summary our complete sentences) of a story.



Comprehens

(three or f

79

Comprehension and Analysis of Grade-Level-Appropriate Text and Expository Critique

Read stories and texts from content areas and respond orally to them by restating facts and

details to clarify ideas.



80

Comprehension vel-Appropriate Text

Prepare an ummary by using various compre (e.g., generate and

respond to q erences, compare information fro with literature and

ts.

E dards –

R nsion

and Analysis of Grade-Le

oral or a written shension strategiesuestions, draw infm several sourcescontent area tex

LD Content StanK-2 Advanced

READING eading Comprehe

81

sion and Analysis of Grade-Level-Appropriate Text and Expository Critique

d use text features, such as the le of contents chapter headings,

diagrams, and index.

ELD Content Standards K-2 Advanced –


Comprehen

Locate antitle, tab

82

e Analysis of Grade-Level-Appropriate Text

tory and respond orally in one or two factual comprehension questions.


READING rary Response and Analysis

Narrativ

Listen to a swords to

Lite

83

Narrative Analysis of Grade-Level Appropriate Text

Draw pictures related to a work of literature

identifying setting and characters.


READING Literary Response and Analysis

84

Narrative Analysis of Grade-Level-Appropriate Text

Respond orally to factual comprehension questions about stories by answering in simple sentences.



85




Recite simple poems.

86

Narrative Analysis of Grade-Leve ropriate Text

Identify orally the setting a haracters by using simple sentences a ocabulary.


READING Literary Response a nalysis

87

l-App

nd cnd v

nd A

e Analysis of Grade-Level- priate Text

poetry and use si sentences in factual comprehe questions.


READING rary Response an alysis

Narrativ

Read simpleanswering

Lite

88

Appro

mplension

d An


Use expanded vocabulary and descriptive words in

oral and written responses to simple texts.



89

Structural Features of Literature

poems and orally identify the basic nts (e.g., rhythm and rhyme).


READING rary Response and Analysis

Read Shorteleme

Lite

90

s of Grade-Level-Appropriate Text and Literacy Criticism

rary selection and orally identify the ments of plot, setting and characters.


READING erary Response and Analysis

Narrative Analysi

Read a liteliterary ele

Lit

91

Narrative Analysis of Grade-Level-Appropriate and Literacy Criticism

Read a story and identify beginning,

middle, and en

ELD Content Stan ds K-2 Early Advan –

READING Literary Response an nalysis

92

Text

the d.

darced

d A

Read a variety of children’s literature and respond to it both orally and in writing.




93

Structural Features of Literature

Describe the elements of poetry (e.g., rhythm, rhyme, alliteration).



94

Narrative Analysis of Grade-Level-Appropriate Text and Literacy Criticism

Compare and contrast different authors’ use of literary elements.



95

Penmanship

Copy the English alphabet legibly.


Writing Strategies and Applications

96

Penmanship and Organization and Focus

Copy words posted and commonly used in the classroom

(e.g., labels, number names, days of the week).



97

Organization and Focus

words or phrases about an event or r from a story read by the teach.


Writing rategies and Applications

Write a fewcharacte

St

98


Write a phrase or simple sentences about an experience generated from a group story.



99


sentences about events or characters ar stories read aloud by the teacher.



Write simplefrom famili

100


e sentences by using key words posted nly used in the classroom (e.g., labels, es, days of the week, and months (e.g.,

“Today is Tuesday”)



Write simpland commo

number nam

St

101

nization and Focus, Evaluation and Revision

wo sentences (e.g., “I went to the park”).



Orga

Write one to t

St

102

Organization and

Write short narrative storie at include the elements of setting an aracters.



103

s thd ch

Focus


pendent writing t is understood ut may include in istent use of ndard grammatic rms.


Writing ategies and Applications

Produce indewhen read b

sta

Str

104

hat consal fo


odel, proceed thr h the writing p ependently write s paragraphs of

at least three lin



Following a mrocess to ind

Str

105

oughortes.

106

Organization and Fo

Write simple sentences approp e for language arts and other content areas ( math, science,

social studies



riate.g.,).

cus


Write a friendly letter of a few lines.



107

Organization and F

Write short narratives that include elements of setting, characters, a vents.



108

nd e

ocus


Proceed through the writing process to write short paragraphs that maintain a consistent focus.



109


Use complex vocabulary and sentence appropriate for language arts and other content areas (e.g.,

math, science, social studies).



110

Organization and Fo

Write a formal l r.



111

ette

cus


P ndent writing with consistent use of ndard grammatica rms. rules may not be owed.)



roduce indepesta

(Some

Str

112

l fo foll


Write short narratives that include examples of writing appropriate for language arts and other

content areas (e.g., math, science, social studies).



113


Write short narratives that describe the setting, characters, objects, and events.



114


Produce independent writing by using correct grammatical forms.



115


ough the writing process to write clear rent sentences and paragraphs that maintain a consistent focus.


Writing trategies and Applications

Proceed thrand cohe

S

116

Capitalization

Use capitalization when writing one’s own name.


Writing English-Language Conventions

117

Capitalization

Use capitalization to begin sentences and for proper nouns.



118

Punctuation

eriod or question mark at the end

of a sentence.


Writing glish-Language Conventions

Use a p

En

119

unctuation, Capitalization, and Spelling

writing for basic conventions apitalization and use of periods) nd make some corrections.


Writing lish-Language Conventions

P

Edit(e.g., c

a

Eng

120

ntence Structure, Grammar, and Spelling

ard word order but may have some onsistent grammatical forms ubject/verb without inflections).


Writing glish-Language Conventions

Se

Use standinc

(e.g., s

En

121

apitalization, Punctuation, and Spelling

pendent writing that may include some correct spelling, and inconsistent

capitalization.



C

Produce indeperiods,

Eng

122

ctuation, Capitalization, and Spelling

to check some of the mechanics of e.g., capitalization and periods).



Pun

Edit writingwriting (

Eng

123

Punctuation, Capitalization pelling

English-Language Arts Con Standards Grade One: Spe

1.8 Spell three and four-letter short-vo ords and grade-level-appropriate sight words ectly.

Grade Two

1.7 Spelling frequently used, irregular correctly (e.g., was, were, says, said, who, w why).



124

, and S

tent lling wel w corr

wordshat,

ntence Structure, Grammar, and Spelling

d word order with some inconsistent rms (e.g., subject/verb agreement).



Se

Use standargrammar fo

125

apitalization, Punctuation, and Spelling

it writing for punctuation, apitalization and spelling.



C

Edc

Eng

126

Sentence Structure and Grammar

Use complete sentences and correct word order.



127

Grammar

parts of speech, including correct ubject/verb agreement.


Writing ish-Language Conventions

Use corrects

Engl

128

Sentence Structure, Grammar Punctuation, Capitalization, and Spelling

Produce writing that demonstrates a command of

the conventions of standard English.



129

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ELD Content Standards K-2 Beginning – LISTENING AND SPEAKING · 2015-09-28 · Comprehension Respond to simple directions and questions by using ELD Content Standards K-2 Beginning