Integrating the CA ELD Standards Into K-12 English

Formatted by Curriculum, Instruction and AccountabilityKern County Superintendent of Schools, Bakersfield, California (661) 636-4239

Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy

GRADE 9-10

Integrating the CA ELD Standards into K -12 English Language/Literacy

Purpose of the ELD Standards

The CA English Language Development (ELD) Standards describe the key knowledge, skills, and abilities that students who are learning English as a new language need in order to access, engage with, and achieve in grade‐level academic content. The CA ELD Standards are designed to provide challenging content in ELD in order for English learners to gain proficiency in a range of rigorous academic English language skills. The CA ELD Standards are not intended to replace the California Common Core State Standards for ELA & Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy). Instead, the CA ELD Standards amplify the language, knowledge, skills, and abilities of the CA CCSS for ELA/Literacy standards, which are essential in order for ELs to succeed in school while they are developing English.

Intended Use of the ELD Standards

The CA ELD Standards correspond with the CA CCSS for ELA/Literacy and are designed to apply to English language and literacy skills across all academic content areas in addition to classes specifically designed for ELD. With appropriate instructional support from their teachers, provided within appropriately designed school programs, English learners at all levels of English language proficiency are able to engage in intellectually challenging, content and language-rich instruction so that they can develop the advanced levels of English that are necessary for college and career readiness and meaningful engagement with civic life.

The CA ELD Standards amplify the language, knowledge, skills, and abilities of the CA CCSS for ELA/Literacy standards, which are essential in order for ELs to

succeed in school while they are developing English.

To achieve these goals and to fully include English learners in content instruction (e.g., English langauge arts, science, history, mathematics) all teachers of English learners need to implement the CA ELD Standards in tandem with all content standards.

This resource specifies the correspondences between the CA ELD Standards and the CCSS for English Language Arts & Literacy in History/Social Science, and Technical Subjects. It can be used by content-area teachers to recognize the opportunities for language development within content instruction to help English learners foster the language needed to engage in discipline-specific practices and to express content knowledge during integrated ELD. Such a multilayered application of the CA ELD Standards requires deep collaboration among educators, support for teachers, and most importantly, a sustained focus on the strengths and needs of individual Englsih learners as well as a persistent belief that all English learners can achieve the highest levels of academic and linguistic excellence.

Integrated and Designated ELD

When implementing the CA ELD Standards, the focus of instruction determines the standards’ role. For example, the CA ELD Standards serve as the focal standards in settings specifically designed for English language development, such as designated ELD instruction when ELs are grouped by English language proficiency level. Additionally, the CA ELD Standards are designed and intended to be used in tandem with other academic content standards to support English learners in mainstream academic content classrooms during integrated ELD.

How to Use This Resource For Integrated ELD

To fully comprehend how to use this resource, please click here to access a video explaining its use or scan the accompanying QR code.

.

https://drive.google.com/file/d/1BgmZv20QrMrNO_ADEJshUt8aqKes6BWf/view

Some Reminders About the Organization of the CA ELD Standards

Part I and Part II of the CA ELD Standards are intentionally presented separately only to call attention to the need for both a focus on meaning and interaction and a focus on building knowledge about the linguistic features and structure of English. Both parts of the standards should be interpreted as complementary and interrrelated dimensions of what must be addressed in a robust instructional program for English learners. Accordingly, the standards in Part II should not be used in isolation; instead, they should be used in the context of fostering intellectually and discourse-rich, meaningful interactions outlined in Part I. The complete CA ELD Standards can be accessed here https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf.

Part I: Interacting in Meaningful Ways A. Collaborative (engagement in dialogue with others) 1. Exchanging information/ideas via oral communication and

conversations 2. Interacting Via written English (print and multimedia) 3. Offering Opinions and negotiating with/persuading others 4. Adapting language choices to various contexts B. Interpretive (comprehension and analysis of written and

spoken texts) 5. Listening actively and asking/answering questions about what

was heard 6. Reading closely and explaining interpretations/ideas from

reading 7. Evaluating how well writers and speakers use language to

present or support ideas. 8. Analyzing how writers use vocabulary and other language

resources C. Productive (Creation of oral presentations and written texts) 9. Expressing information and ideas in oral presentations 10. Composing/writing Literary and informational texts 11. Supporting opinions or justifying arguments and evaluating

others’ opinions or arguments 12. Selecting and applying varied and precise vocabulary and other

language resources

Part II: Learning About How English Works A. Structuring Cohesive Texts 1. Understanding text structure and organization based on

purpose, text type and discipline 2. Understanding cohesion and how language resources

across a text contribute to the way a text unfolds and flows

B. Expanding and Enriching Ideas 3. Using verbs and verb phrases to create precision and

clarity in different text types 4. Using nouns and noun phrases to expand ideas and

provide more detail 5. Modifying to add details to provide more information

and create precision C. Connecting and Condensing Ideas 6. Connecting ideas within sentences by combining

clauses 7. Condensing ideas within sentences using a variety of

language resources

For an introduction to the CA ELD Standards, refer to the Professional Learning Modules below.

California English Language Development Standards: Getting Started

https://www.mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=509334

A Deeper Dive into the California English Language Development Standards https://www.mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=509621

https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf



Grade 9-10 - Reading Literature (RL)


Corresponding ELD StandardsCA CCSS forELA Standard

Page 1 of 103 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/

PI.6 - Reading/viewing closelyEmerging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/ effect, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using short sentences and a select set of general academic and domain-specific words.

b. Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of multimedia using familiar verbs (e.g., seems that ).

c. Use knowledge of morphology (e.g., common prefixes and suffixes), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar topics.

Expanding - a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and an increasing variety of general academic and domain-specific words.

b. Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of multimedia using an increasing variety of verbs and adverbials (e.g., indicates that, suggests, as a result ).

c. Use knowledge of morphology (e.g., affixes, Greek and Latin roots), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics.

Bridging - a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and a range of general academic and domain-specific words.

b. Explain inferences and conclusions drawn from close reading of grade-level texts and viewing of multimedia using a variety of verbs and adverbials (e.g., creates the impression that, consequently ).

c. Use knowledge of morphology (e.g., derivational suffixes), context, reference materials, and visual cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.

RL 9

-10.

1 - C

ite st

rong

and

thor

ough

text

ual

evid

ence

to su

ppor

t an

alys

is o

f wha

t the

te

xt sa

ys e

xplic

itly

as

wel

l as i

nfer

ence

s dr

awn

from

the

text

.

RL 9

-10.

2 - D

eter

min

e a

them

e or

cen

tral

idea

of a

te

xt a

nd a

naly

ze in

det

ail i

tsde

velo

pmen

t ove

r the

co

urse

of t

he te

xt,

incl

udin

g ho

w it

em

erge

s an

d is

shap

ed a

nd re

fined

by

spec

ific

deta

ils; p

rovi

de a

n ob

ject

ive

sum

mar

y

RL 9

-10.

3 - A

naly

ze h

ow

com

plex

cha

ract

ers (

e.g.

, th

ose

with

mul

tiple

or

conf

lictin

g m

otiv

atio

ns)

deve

lop

over

the

cour

se o

f a

text

, int

erac

t with

oth

er

char

acte

rs, a

nd a

dvan

ce th

e pl

ot o

r dev

elop

the

them

e.

Key

Idea

s and

Det

ails

Integrating the CA ELD Standards Into K-12 English Language Arts/LiteracyRL

9-1

0.5

- Ana

lyze

how

an

auth

or’s

cho

ices

conc

erni

ng h

ow to

stru

ctur

e a

text

, ord

er

even

ts w

ithin

it (e

.g.,

para

llel p

lots

), an

d m

anip

ulat

e tim

e (e

.g.,

paci

ng, f

lash

back

s)

crea

te su

ch e

ffect

s as m

yste

ry, t

ensi

on, o

r su

rpris

e.

Craf

t and

Str

uctu

re


Emerging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/ effect, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using short sentences and a select set of general academic and domain-specific words.



Expanding - a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/ contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and an increasing variety of general academic and domain-specific words.



Bridging - a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare /contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and a range of general academic and domain-specific words.



Emerging - Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing evidence to support claims or connecting points in an argument) or create other specific effects, with sub-stantial support.

Expanding - Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with moderate support.

Bridging - Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with light support.


CA CCSS forELA Standard Corresponding ELD Standards

PI.6 - Reading/viewing closely PI.7 - Evaluating language choices

RL 9

-10.

4 - D

eter

min

e th

e m

eani

ng o

f wor

ds a

nd

phra

ses a

s the

y ar

e us

ed in

the

text

, inc

ludi

ng

figur

ativ

e an

d co

nnot

ativ

e m

eani

ngs;

ana

lyze

the

cum

ulat

ive

impa

ct o

f spe

cific

wor

d ch

oice

s on

mea

ning

and

tone

(e.g

., ho

w th

e la

ngua

ge

evok

es a

sens

e of

tim

e an

d pl

ace;

how

it se

ts a

fo

rmal

or i

nfor

mal

tone

). (S

ee g

rade

9–1

0


RL 9

-10.

5 - A

naly

ze h

ow a

n au

thor

’s c

hoic

esco

ncer

ning

how

to st

ruct

ure

a te

xt, o

rder

eve

nts

with

in it

(e.g

., pa

ralle

l plo

ts),

and

man

ipul

ate

time

(e.g

., pa

cing

, fla

shba

cks)

cre

ate

such

effe

cts a

s m

yste

ry, t

ensi

on, o

r sur

pris

e.

Craf

t and

Str

uctu

re




PI.8 - Analyzing language choicesEmerging - Explain how a writer’s or speaker’s choice of phrasing or specific words (e.g., describing a character or action as aggressive versus bold ) produces nuances and different effects on the audience.

Expanding - Explain how a writer’s or speaker’s choice of phrasing or specific words (e.g., using figurative language or words with multiple meanings to describe an event or character) produces nuances and different effects on the audience.

Bridging - Explain how a writer’s or speaker’s choice of a variety of different types of phrasing or words (e.g., hyperbole, varying connotations, the cumulative impact of word choices) produces nuances and different effects on the audience.

PII.1 - Understanding Text StructureEmerging - Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.

Expanding - Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing increasingly clear and cohesive arguments, informative/explanatory texts and narratives.

Bridging - Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/ explanatory texts and narratives.

RL 9

-10.

4 - D

eter

min

e th

e m

eani

ng o

f w

ords

and

phr

ases

as t

hey

are

used

in

the

text

, inc

ludi

ng fi

gura

tive

and

conn

otat

ive

mea

ning

s; a

naly

ze th

e cu

mul

ativ

e im

pact

of s

peci

fic w

ord

choi

ces o

n m

eani

ng a

nd to

ne (e

.g.,

how

the

lang

uage

evo

kes a

sens

e of

tim

e an

d pl

ace;

how

it se

ts a

form

al o

r in

form

al to

ne).

(See

gra

de 9

–10














RL 9

-10.

6 - A

naly

ze a

par

ticul

ar p

oint

of

view

or c

ultu

ral e

xper

ienc

e re

flect

edin

a w

ork

of li

tera

ture

from

out

side

the

Uni

ted

Stat

es, d

raw

ing

on a

wid

e re

adin

g of

w

orld

lite

ratu

re.

RL 9

-10.

7 - A

naly

ze th

e re

pres

enta

tion

of a

su

bjec

t or a

key

scen

e in

two

diffe

rent

ar

tistic

med

ium

s, in

clud

ing

wha

t is

emph

asiz

ed o

r abs

ent i

n ea

ch tr

eatm

ent

(e.g

., Au

den’

s “M

usée

des

Bea

ux A

rts”

and

Br

eugh

el’s

Lan

dsca

pe w

ith th

e Fa

ll of

Ic

arus

).

Craf

t and

Str

uctu

reIn

tegr

atio

n of

Kno

wle

dge

and

Idea

s














RL 9

-10.

9 - A

naly

ze h

ow a

n au

thor

dra

ws o

n an

d tr

ansf

orm

s sou

rce

mat

eria

l in

a sp

ecifi

c w

ork

(e.g

., ho

w S

hake

spea

re tr

eats

a th

eme

or to

pic

from

Ovi

d or

the

Bibl

e or

how

a la

ter

auth

or d

raw

s on

a pl

ay b

y Sh

akes

pear

e).

RL 9

-10.

10 -

By th

e en

d of

gra

de 9

, rea

d an

d co

mpr

ehen

d lit

erat

ure,

incl

udin

g st

orie

s, d

ram

as, a

nd p

oem

s, in

the

grad

es

9–10

text

com

plex

ity b

and

prof

icie

ntly

, w

ith sc

affo

ldin

g as

nee

ded

at th

e hi

gh e

nd

of th

e ra

nge.

By

the

end

of g

rade

10,

read

an

d co

mpr

ehen

d lit

erat

ure,

incl

udin

g st

orie

s, d

ram

as, a

nd p

oem

s, a

t the

hig

h en

d of

the

grad

es 9

–10

text

com

plex

ity

Inte

grat

ion

of K

now

ledg

e an

d Id

eas

Rang

e of

Rea

ding

and

leve

l of T

ext C

ompl

exity

Integrating the CA ELD Standards Into K-12 English Language Arts/LiteracyKe

y Id

eas a

nd D

etai

lsRI

9-1

0.2

- Det

erm

ine

ace

ntra

l ide

a of

a te

xt a

nd a

naly

ze

its d

evel

opm

ent o

ver t

he c

ours

e of

the

text

, inc

ludi

ng h

ow it

em

erge

s and

is sh

aped

and

re

fined

by

spec

ific

deta

ils;

prov

ide

an o

bjec

tive

sum

mar

yof

the

text

.

Grade 9-10 - Reading Information (RI)












RI 9

-10.

1 - C

ite st

rong

an

d th

orou

gh te

xtua

l ev

iden

ce to

supp

ort

anal

ysis

of w

hat t

he te

xt

says

exp

licitl

y as

wel

l as

infe

renc

es d

raw

n fr

om

the

text

.

RI 9

-10.

3 - A

naly

ze h

ow th

eau

thor

unf

olds

an

anal

ysis

or

serie

s of i

deas

or e

vent

s,in

clud

ing

the

orde

r in

whi

ch

the

poin

ts a

re m

ade,

how

they

ar

e in

trod

uced

and

dev

elop

ed,

and

the

conn

ectio

ns th

at a

re

draw

n be

twee

n th

em.


Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/












Page 7 of 103

RI 9

-10.

4 - D

eter

min

e th

e m

eani

ng o

f wor

ds a

nd p

hras

es a

s the

y ar

e us

ed in

a te

xt,

incl

udin

g fig

urat

ive,

con

nota

tive,

and

tech

nica

l mea

ning

s; a

naly

ze th

ecu

mul

ativ

e im

pact

of s

peci

fic w

ord

choi

ces o

n m

eani

ng a

nd to

ne(e

.g.,

how

the

lang

uage

of a

cou

rt o

pini

on d

iffer

s fro

m th

at o

f a n

ewsp

aper

).(S

ee g

rade

9–1

0 La

ngua

ge st

anda

rds 4

–6 fo

r add

ition

al e

xpec

tatio

ns.)

CA

Craf

t and

Str

uctu

re

Integrating the CA ELD Standards Into K-12 English Language Arts/LiteracyCr

aft a

nd S

truc

ture



PI.8 - Analyzing language choicesEmerging - Explain how a writer’s or speaker’s choice of phrasing or specific words (e.g., describing a character or action as aggressive versus bold ) produces nuances and different effects on the audience.

Expanding - Explain how a writer’s or speaker’s choice of phrasing or specific words (e.g., using figurative language or words with multiple meanings to describe an event or character) produces nuances and different effects on the audience


Corresponding ELD Standards


CA CCSS forELA Standard

PI.7 - Evaluating language choicesEmerging - Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing evidence to support claims or connecting points in an argument) or create other specific effects, with substantial support.

Expanding - Explain how successfully writers and speakers structure texts and uselanguage (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with moderate support.

Page 8 of 103

RI 9

-10.

4 - D

eter

min

e th

e m

eani

ng o

f wor

ds a

nd p

hras

es a

s the

y ar

e us

ed in

ate

xt, i

nclu

ding

figu

rativ

e, c

onno

tativ

e, a

nd te

chni

cal m

eani

ngs;

ana

lyze

the

cum

ulat

ive

impa

ct o

f spe

cific

wor

d ch

oice

s on

mea

ning

and

tone

(e.g

., ho

w th

e la

ngua

ge o

f a c

ourt

opi

nion

diff

ers f

rom

that

of a

new

spap

er).

(See

gra

de 9

–10

Lang

uage

stan

dard

s 4–6

for a

dditi

onal

exp

ecta

tions

.) CA


aft a

nd S

truc

ture




PI.6 - Reading/viewing closely PI.8 - Analyzing language choicesEmerging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, evidence based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using short sentences and a select set of general academic and domain-specific words.



Expanding - a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and an increasing variety of general academic and domain-specific words.



Bridging - a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence based argument) based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and a range of general academic and domain-specific words.



Emerging - Explain how a writer’s or speaker’s choice of phrasing or specific words (e.g., describing a character or action as aggressive versus bold ) produces nuances and different effects on the audience.



RI 9

-10.

5 - A

naly

ze in

det

ail h

ow a

n au

thor

’s id

eas o

r cla

ims a

re d

evel

oped

and

refin

ed b

y pa

rtic

ular

sent

ence

s, p

arag

raph

s, o

r lar

ger p

ortio

ns o

f a te

xt (e

.g.,

a se

ctio

n or

ch

apte

r). a

. Ana

lyze

the

use

of te

xt fe

atur

es (e

.g.,

grap

hics

, hea

ders

, cap

tions

)in

func

tiona

l wor

kpla

ce d

ocum

ents

. CA



Corresponding ELD StandardsPII.2 - Understanding cohesion

Emerging - a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns to refer back to nouns in text) to comprehending and writing brief texts.

b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as first, second, third ) to comprehending and writing brief texts.

Expanding -a. Apply knowledge of a growing number of language resources for referring to make texts more cohesive (e.g., using nominalizations to refer back to an action or activity described earlier) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.

b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/ transition words and phrases, such as meanwhile, however, on the other hand ) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.

Bridging - a. Apply knowledge of a variety of language resources for referring to make texts more cohesive (e.g., using nominalization, paraphrasing, or summaries to reference or recap an idea or explanation provided earlier) to comprehending grade-level texts and to writing clear and cohesive grade-level texts for specific purposes and audiences.

b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as on the contrary, in addition, moreover ) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.

Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 10 of 103

PII.1 - Understanding text structure


Emerging - Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishingclear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.


Bridging - Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.

RI 9

-10.

5 - A

naly

ze in

det

ail h

ow a

n au

thor

’s id

eas o

r cla

ims a

re d

evel

oped

and

refin

ed b

y pa

rtic

ular

sent

ence

s, p

arag

raph

s, o

r lar

ger p

ortio

ns o

f a te

xt (e

.g.,

a se

ctio

n or

cha

pter

). a.

Ana

lyze

the

use

of te

xt fe

atur

es (e

.g.,

grap

hics

, hea

ders

, cap

tions

) in

func

tiona

l wor

kpla

ce d

ocum

ents

. CA

Craf

t and

Str

uctu

re






Emerging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using short sentences and a select set of general academic and domain-specific words.









RI 9

-10.

6 - D

eter

min

e an

aut

hor’s

poi

nt o

f vie

wor

pur

pose

in a

text

and

ana

lyze

how

an

auth

or u

ses

rhet

oric

to a

dvan

ce th

at p

oint

of v

iew

or p

urpo

se.

RI 9

-10.

7 -A

naly

ze v

ario

us a

ccou

nts o

fa

subj

ect t

old

in d

iffer

ent m

ediu

ms (

e.g.

, a

pers

on’s

life

stor

y in

bot

h pr

int a

nd

mul

timed

ia),

dete

rmin

ing

whi

ch d

etai

ls a

re

emph

asiz

ed in

eac

h ac

coun

t.

Craf

t and

Str

uctu

reIn

tegr

atio

n of

Kno

wle

dge

and

Idea

s

Emerging - Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing evidence to support claims or connecting points in an argument) or create other specific effects, with substantial support.








Emerging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/ effect, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using short sentences and a select set of general academic and domain-specific words.





c. Use knowledge of morphology (e.g., affixes, Greek and Latin roots), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics. And new topics.

Bridging - a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/ contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and a range of general academic and domain-specific words.


c. Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar andnew topics.




RI 9

-10.

8 - D

elin

eate

and

eva

luat

e th

e ar

gum

ent a

nd sp

ecifi

c cl

aim

s in

a te

xt,

asse

ssin

g w

heth

er th

e re

ason

ing

is v

alid

and

the

evid

ence

is re

leva

nt a

nd su

ffici

ent;

iden

tify

fals

e st

atem

ents

and

falla

ciou

s rea

soni

ng.

Inte

grat

ion

of K

now

ledg

e an

d Id

eas





PI.6 - Reading/viewing closelyEmerging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using short sentences and a select set of general academic and domain-specific words.









RI 9

-10.

9 - A

naly

ze se

min

al U

.S. d

ocum

ents

of

hist

oric

al a

nd li

tera

ry si

gnifi

canc

e (e

.g.,

Was

hing

ton’

s Far

ewel

l Add

ress

, the

G

etty

sbur

g Ad

dres

s, R

oose

velt’

s Fou

r Fr

eedo

ms s

peec

h, K

ing’

s “Le

tter

from

Bi

rmin

gham

Jail”

), in

clud

ing

how

they

add

ress

re

late

d th

emes

and

con

cept

s.

RI 9

-10.

10 -

By th

e en

d of

gra

de 9

, rea

d an

d co

mpr

ehen

d lit

erar

y no

nfic

tion

in th

e gr

ades

9–

10 te

xt c

ompl

exity

ban

d pr

ofic

ient

ly, w

ith

scaf

fold

ing

as n

eede

dat

the

high

end

of t

he ra

nge.

By

the

end

of g

rade

10,

read

and

com

preh

end

liter

ary

nonf

ictio

n at

the

high

end

of t

he g

rade

s 9–1

0 te

xt c

ompl

exity

ban

d in

depe

nden

tly a

nd

Inte

grat

ion

of K

now

ledg

e an

d Id

eas

Rang

e of

Rea

ding

and

leve

l of T

ext C

ompl

exity



Grades 9-10 - Reading for H/SS (RH)



b. Explain inferences and conclusions drawn from close reading of grade- appropriate texts and viewing of multimedia using familiar verbs (e.g., seems that ).








RH 9

-10.

9 - C

ompa

re a

nd c

ontr

ast

trea

tmen

ts o

f the

sam

e to

pic

in se

vera

l pr

imar

y an

d se

cond

ary

sour

ces.

RH 9

-10.

10 -

By th

e en

d of

gra

de 1

0, re

ad a

nd

com

preh

end

hist

ory/

soci

al st

udie

s tex

ts in

the

grad

es 9

–10

text

com

plex

ity b

and

inde

pend

ently

and

pro

ficie

ntly

.

Inte

grat

ion

of K

now

ledg

e an

d Id

eas

Rang

e of

Rea

ding

and

leve

l of T

ext C

ompl

exity

Grade 9-10 - Reading for H/SS (RH)



PI.6 - Reading/viewing closely

Key

Idea

s and

Det

ails











RH 9

-10.

1 - C

ite sp

ecifi

c te

xtua

l evi

denc

e to

su

ppor

t ana

lysi

s of

prim

ary

and

seco

ndar

y so

urce

s, a

tten

ding

to

such

feat

ures

as t

he

date

and

orig

in o

f the

in

form

atio

n.

RH 9

-10.

2 -

Dete

rmin

e th

e ce

ntra

l ide

as o

r inf

orm

atio

n of

a

prim

ary

or se

cond

ary

sour

ce; p

rovi

de a

n ac

cura

te

sum

mar

y of

how

key

eve

nts

or id

eas d

evel

op o

ver t

he

cour

se o

f the

text

.

RH 9

-10.

3 - A

naly

ze in

det

ail a

se

ries o

f eve

nts d

escr

ibed

in a

te

xt; d

eter

min

e w

heth

er

earli

er e

vent

s cau

sed

late

r on

es o

r sim

ply

prec

eded

th

em.


Grades 9-10 - Reading for H/SS (RH)




RH 9

-10.

4 - D

eter

min

e th

e m

eani

ng o

f wor

ds a

nd

phra

ses a

s the

y ar

e us

ed in

a te

xt, i

nclu

ding

vo

cabu

lary

des

crib

ing

polit

ical

, soc

ial,

or

econ

omic

asp

ects

of h

isto

ry/s

ocia

l sci

ence

.

RH 9

-10.

5 - A

naly

ze h

ow a

text

us

es st

ruct

ure

to e

mph

asiz

e ke

y po

ints

or a

dvan

ce a

n ex

plan

atio

n or

ana

lysi

s.

Craf

t and

Str

uctu

re



b. Explain inferences and conclusions drawn from close reading of grade- appropriate texts and viewing of multimedia using familiar verbs (e.g., seems that ).









RH 9

-10.

5 - A

naly

ze h

ow a

text

use

s st

ruct

ure

to e

mph

asiz

e ke

y po

ints

or

adv

ance

an

expl

anat

ion

or

anal

ysis

.

Craf

t and

Str

uctu

re

Page 16 of 103


PI.8 - Analyzing language choices


PI.7 - Evaluating language choicesBridging - Explain how a writer’s or speaker’s choice of a variety of different types of phrasing or words (e.g., hyperbole, varying connotations, the cumulative impact of word choices) produces nuances and different effects on the audience.






RH 9

-10.

4 - D

eter

min

e th

e m

eani

ng o

f wor

ds a

nd

phra

ses a

s the

y ar

e us

ed in

a te

xt, i

nclu

ding

vo

cabu

lary

des

crib

ing

polit

ical

, soc

ial,

or e

cono

mic

as

pect

s of h

isto

ry/s

ocia

l sci

ence

.


Craf

t and

Str

uctu

re





b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/ transition words and phrases, such as first, second, third ) to comprehending and writing brief texts.




b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/ transition words and phrases, such as on the contrary, in addition, moreover ) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.



Emerging - Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishingclear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/ explanatory texts and narratives.

Expanding - Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing increasingly clear and cohesive arguments, informative/ explanatory texts and narratives.


RH 9

-10.

5 - A

naly

ze h

ow a

text

use

s str

uctu

re to

em

phas

ize

key

poin

ts o

r adv

ance

an

expl

anat

ion

or a

naly

sis.













RH 9

-10.

6 - C

ompa

re th

e po

int

of v

iew

of t

wo

or m

ore

auth

ors f

or h

ow th

ey tr

eat t

he

sam

e or

sim

ilar t

opic

s,

incl

udin

g w

hich

det

ails

they

in

clud

e an

d em

phas

ize

in th

eir

resp

ectiv

e ac

coun

ts.

RH 9

-10.

7 -

Inte

grat

e qu

antit

ativ

e or

tech

nica

l an

alys

is (e

.g.,

char

ts,

rese

arch

dat

a) w

ith

qual

itativ

e an

alys

isin

prin

t or d

igita

l tex

t.

RH 9

-10.

8 - A

sses

s the

ex

tent

to w

hich

the

reas

onin

g an

d ev

iden

ce in

a

text

supp

ort t

he a

utho

r’s

clai

ms.

Craf

t and

Str

uctu

reIn

tegr

atio

n of

Kno

wle

dge

and

Idea

s


`









RH 9

-10.

6 - C

ompa

re th

e po

int o

f vie

w o

f tw

oor

mor

e au

thor

s for

how

they

trea

t the

sam

e or

si

mila

r top

ics,

incl

udin

g w

hich

det

ails

they

incl

ude

and

emph

asiz

e in

thei

r res

pect

ive

acco

unts

.

RH 9

-10.

8 - A

sses

s the

ext

ent t

o w

hich

the

reas

onin

g an

d ev

iden

ce in

a te

xt su

ppor

t the

au

thor

’s c

laim

s.

Craf

t and

Str

uctu

reIn

tegr

atio

n of

Kno

wle

dge

and


Form

Grade 9-10 - Reading for S/TS (RST)












RST

9-10

.1 -

Cite

spec

ific

text

ual e

vide

nce

to

supp

ort a

naly

sis o

f sc

ienc

e an

d te

chni

cal

text

s, a

tten

ding

to th

e pr

ecis

e de

tails

of

RST

9-10

.2 -

Det

erm

ine

the

cent

ral i

deas

or c

oncl

usio

ns o

f a

text

; tra

ce th

e te

xt’s

ex

plan

atio

n or

dep

ictio

n of

a

com

plex

pro

cess

, ph

enom

enon

, or c

once

pt;

RST

9-10

.3 -

Follo

w p

reci

sely

a

com

plex

mul

tiste

p pr

oced

ure

whe

n ca

rryi

ng o

ut

expe

rimen

ts, t

akin

gm

easu

rem

ents

, or p

erfo

rmin

g te

chni

cal t

asks

, att

endi

ng to

Key

Idea

s and

Det

ails

Page 21 of 103




Grade 9 - 10 - Reading for S/TS (RST)







c. Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar topics.




RST

9-10

.4 -

Dete

rmin

e th

e m

eani

ng o

f sy

mbo

ls, k

ey te

rms,

and

oth

er d

omai

n-sp

ecifi

c w

ords

and

phr

ases

as t

hey

are

used

in

a sp

ecifi

c sc

ient

ific

or te

chni

cal c

onte

xt

rele

vant

to g

rade

s 9–1

0 te

xts a

nd to

pics

.

RST

9-10

.5 -

Anal

yze

the

stru

ctur

e of

th

e re

latio

nshi

ps a

mon

g co

ncep

ts in

a

text

, inc

ludi

ng re

latio

nshi

ps a

mon

g ke

y te

rms (

e.g.

, for

ce, f

rictio

n,

reac

tion

forc

e, e

nerg

y).

Craf

t and

Str

uctu

re



PI.8 - Analyzing language choices


PI.7 - Evaluating language choices

RST

9-10

.4 -

Dete

rmin

e th

e m

eani

ng o

f sy

mbo

ls, k

ey te

rms,

and

oth

er d

omai

n-sp

ecifi

c w

ords

and

phr

ases

as t

hey

are

used

in a

sp

ecifi

c sc

ient

ific

or te

chni

cal c

onte

xt re

leva

nt

to g

rade

s 9–1

0 te

xts a

nd to

pics

.

RST

9-10

.5 -

Anal

yze

the

stru

ctur

e of

th

e re

latio

nshi

ps a

mon

g co

ncep

ts in

a

text

, inc

ludi

ng re

latio

nshi

ps

amon

g ke

y te

rms (

e.g.

, for

ce,

fric

tion,

reac

tion

forc

e, e

nerg

y).Cr

aft a

nd S

truc

ture




Emerging - Explain how successfully writers and speakers structure texts and uselanguage (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing evidence to support claims or connecting points in an argument) or create other specific effects, with substantial support.





Craf

t and

Str

uctu

re




Emerging - a. Apply basic understanding of language resources for referring the reader back or forward in text (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing basic texts.

b. Apply basic understanding of how ideas, events, or reasons are linked throughout a text using a select set of everyday connecting words or phrases (e.g., first/next, at the beginning ) to comprehending texts and writing basic texts.







Emerging - Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counter claims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/ explanatory texts and narratives.

Expanding - Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counter claims, reasons, and evidence) to comprehending texts and to writing increasingly clear and cohesive arguments, informative/explanatory texts and narratives.

Bridging - Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counter claims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.

RST

9-10

.5 -

Anal

yze

the

stru

ctur

e of

the

rela

tions

hips

am

ong

conc

epts

in a

text

, in

clud

ing

rela

tions

hips

am

ong

key

term

s (e.

g., f

orce

, fric

tion,

reac

tion

forc

e,

ener

gy).



aft a

nd S

truc

ture

Inte

grat

ion

of K

now

ledg

e an

d Id

eas












RST

9-10

.6 -

Anal

yze

the

auth

or’s

pur

pose

in p

rovi

ding

an

exp

lana

tion,

des

crib

ing

a pr

oced

ure,

or

disc

ussi

ng a

n ex

perim

ent i

n a

text

, def

inin

g th

e qu

estio

n th

e au

thor

seek

s to

addr

ess.

RST

9-10

.7 -

Tran

slat

e qu

antit

ativ

e or

tech

nica

l in

form

atio

n ex

pres

sed

in

wor

ds in

a te

xt in

to v

isua

l for

m

(e.g

., a

tabl

e or

cha

rt) a

nd

tran

slat

e in

form

atio

nex

pres

sed

visu

ally

or

mat

hem

atic

ally

(e.g

., in

an

equa

tion)

into

wor

ds.

RST

9-10

.8 -

Asse

ss th

e ex

tent

to

whi

ch th

e re

ason

ing

and

evid

ence

in a

text

su

ppor

t the

aut

hor’s

cl

aim

or a

re

com

men

datio

n fo

r so

lvin

g a

scie

ntifi

c or

tech

nica

l pro

blem

.








Corresponding ELD StandardsRS

T 9-

10.6

- An

alyz

e th

e au

thor

’s p

urpo

se in

pr

ovid

ing

an e

xpla

natio

n, d

escr

ibin

g a

proc

edur

e,

or d

iscu

ssin

g an

exp

erim

ent i

n a

text

, def

inin

g th

e qu

estio

n th

e au

thor

seek

s to

addr

ess.

RST

9-10

.8 -

Asse

ss th

e ex

tent

to

whi

ch th

e re

ason

ing

and

evid

ence

in

a te

xt su

ppor

t the

aut

hor’s

cla

im o

r a

reco

mm

enda

tion

for s

olvi

ng a

sc

ient

ific

or te

chni

cal p

robl

em.

Craf

t and

Str

uctu

reIn

tegr

atio

n of

Kno

wle

dge

and

Idea

s



page 27 of 103 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/











RST

9-10

.9 -

Com

pare

and

con

tras

t fin

ding

s pre

sent

ed in

a te

xt to

thos

e fr

om o

ther

sour

ces (

incl

udin

g th

eir o

wn

expe

rimen

ts),

notin

g w

hen

the

findi

ngs

supp

ort o

r con

trad

ict p

revi

ous

expl

anat

ions

or a

ccou

nts.

RST

9-10

.10

- By

the

end

of g

rade

10,

read

and

co

mpr

ehen

d sc

ienc

e/ te

chni

cal t

exts

in th

e gr

ades

9–1

0 te

xt c

ompl

exity

ban

d in

depe

nden

tly

and

prof

icie

ntly

.

Inte

grat

ion

of K

now

ledg

e an

d Id

eas

Rang

e of

Rea

ding

and

leve

l of T

ext C

ompl

exity


Grade 9-10 - Writing (W)


Corresponding ELD StandardsPI.3 - Supporting opinions and persuading others


Emerging - Negotiate with or persuade others in conversations using learned phrases (e.g., Would you say that again? I think . . . ), as well as open responses to express and defend opinions.

Expanding - Negotiate with or persuade others in conversations (e.g., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . . ) and open responses to express and defend nuanced opinions.

Bridging - Negotiate with or persuade others in conversations in appropriate registers (e.g., to acknowledge new information in an academic conversation but then politely offer a counterpoint) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . . ), and open responses to express and defend nuanced opinions.

Page 28 of 103

W 9

-10.

1 - W

rite

argu

men

ts to

supp

ort c

laim

s in

an a

naly

sis o

f sub

stan

tive

topi

csor

text

s, u

sing

val

id re

ason

ing

and

rele

vant

and

suffi

cien

t evi

denc

e. (a

. - e

.)

Text

and

Typ

es a

nd P

urpo

ses


ELA/ELD Standards AlignmentGrade 9-10 - Writing (W)


Emerging - a. Write short literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently.

b. Write brief summaries of texts and experiences by using complete sentences and key words (e.g., from notes or graphic organizers).


PI.10 - Writing PI.11 - Justifying/ArguingExpanding - a. Write longer literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently by using appropriate text organization and growing understanding of register.

b. Write increasingly concise summaries of texts and experiences by using complete sentences and key words (e.g., from notes or graphic organizers).

Bridging - a. Write longer and more detailed literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently using appropriate text organization and register.

b. Write clear and coherent summaries of texts and experiences by using complete and concise sentences and key words (e.g., from notes or graphic organizers).

Emerging - a. Justify opinions by articulating some relevant textual evidence or background knowledge, with visual support.

b. Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may ).

Expanding -a. Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge.

b. Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would ).

Bridging - a. 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.

b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/potentially/ certainly/ absolutely, should/might ).

W 9

-10.

1 - W

rite

argu

men

ts to

supp

ort c

laim

s in

an a

naly

sis o

f sub

stan

tive

topi

csor

text

s, u

sing

val

id re

ason

ing

and

rele

vant

and

suffi

cien

t evi

denc

e. (a

. - e

.)

Text

and

Typ

es a

nd P

urpo

ses





PI.10 - Writing Emerging - a. Write short literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently.


Expanding - a. Write longer literary and informationaltexts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently by using appropriate text organization and growing understanding of register.




W 9

-10.

2 - W

rite

info

rmat

ive/

expl

anat

ory

text

s to

exam

ine

and

conv

ey c

ompl

ex

idea

s,co

ncep

ts, a

nd in

form

atio

n cl

early

and

ac

cura

tely

thro

ugh

the

effe

ctiv

ese

lect

ion,

org

aniz

atio

n, a

nd a

naly

sis

of c

onte

nt.

(a. -

f.)

W 9

-10.

3 - W

rite

narr

ativ

es to

dev

elop

real

or im

agin

ed e

xper

ienc

es o

r eve

nts u

sing

effe

ctiv

e te

chni

que,

wel

l-cho

sen

deta

ils, a

nd w

ell-

stru

ctur

ed e

vent

sequ

ence

s. (a

. - e

.)Text

and

Typ

es a

nd P

urpo

ses




Expanding - a. Apply knowledge of a growing number of language resources for referring to make texts more cohesive (e.g., using nominalizations to refer back to an action or activity described earlier) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.

b. Apply knowledge of familiar languageresources for linking ideas, events, or reasons throughout a text (e.g., using connecting/ transition words and phrases, such as meanwhile, however, on the other hand ) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.

Emerging -a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns to refer back to nouns in text) to comprehending and writing brief texts.


Bridging - a. Apply knowledge of a variety of language resources for referring to make texts more cohesive (e.g., using nominalization, paraphrasing, or summaries to reference or recap an idea or explanation providedearlier) to comprehending grade-level texts and to writing clear and cohesive grade-level texts for specific purposes and audiences.

b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/ transition words and phrases, such as on the contrary, in addition, moreover) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.

PII.1 - Understanding text structureEmerging -Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishingclear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.



W 9

-10.

1 - W

rite

argu

men

ts to

supp

ort

clai

ms i

n an

ana

lysi

sof

subs

tant

ive

topi

cs o

r te

xts,

usi

ng v

alid

W 9

-10.

2 - W

rite

info

rmat

ive/

expl

anat

ory

text

s to

exam

ine

and

conv

ey c

ompl

ex id

eas,

co

ncep

ts, a

nd in

form

atio

n cl

early

and

accu

rate

ly th

roug

h th

e ef

fect

ive

W 9

-10.

3 - W

rite

narr

ativ

es to

de

velo

p re

al o

r im

agin

ed

expe

rienc

es o

r eve

nts u

sing

ef

fect

ive

tech

niqu

e, w

ell-c

hose

n de

tails

, and

wel

l-str

uctu

red

even

t

Page 31 of 103


PII.2 - Understanding cohesion

Text

and

Typ

es a

nd P

urpo

ses







PII.6 - Connecting ideas PII.7 - Condensing ideasEmerging - Combine clauses in a few basic ways (e.g., creating compound sentences using and, but, so ; creating complex sentences using because) to make connections between and to join ideas (e.g., I want to read this book because it describes the solar system ).

Expanding - Combine clauses in a growing number of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to express a reason (e.g., He stayed at home on Sunday in order to study for Monday’s exam ) or to make a concession (e.g., She studied all night even though she wasn’t feeling well ).

Bridging - 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 ).

Emerging - Condense ideas in a few basic ways (e.g., by compounding verb or prepositional phrases) to create precise and detailed simple, compound, and complex sentences (e.g., The students asked survey questions and recorded the responses ).

Expanding - Condense ideas in a growing number of ways (e.g., through embedded clauses or by compounding verbs or prepositional phrases) to create more precise and detailed simple, compound, and complex sentences (e.g., Species that could not adapt to the changing climate eventually disappeared ).

Bridging - Condense ideas in a variety of ways (e.g., through a variety of embedded clauses, or by compounding verbs or prepositional phrases, nominalization) to create precise simple, compound, and complex sentences that condense concrete and abstract ideas (e.g., Another issue that people may be concerned with is the amount of money that it will cost to construct the new building ).

W 9

-10.

1 - W

rite

argu

men

ts to

su

ppor

t cla

ims i

n an

an

alys

is o

f su

bsta

ntiv

e to

pics

or

text

s, u

sing

val

id

reas

onin

g an

d re

leva

nt a

nd

W 9

-10.

2 - W

rite

info

rmat

ive/

expl

anat

ory

text

s to

exam

ine

and

conv

ey c

ompl

ex id

eas,

co

ncep

ts, a

nd in

form

atio

n cl

early

an

d ac

cura

tely

thro

ugh

the

effe

ctiv

e se

lect

ion,

org

aniz

atio

n, a

nd a

naly

sis

of c

onte

nt. (

a. -

f.)

W 9

-10.

3 - W

rite

narr

ativ

es to

de

velo

p re

al o

r im

agin

ed

expe

rienc

es o

r eve

nts u

sing

effe

ctiv

e te

chni

que,

wel

l-ch

osen

det

ails

, and

wel

l-st

ruct

ured

eve

ntse

quen

ces.

(a. -

e.)

Text

and

Typ

es a

nd P

urpo

ses





W 9

-10.

4 - P

rodu

ce c

lear

and

coh

eren

t w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n, a

nd st

yle

are

appr

opria

te to

ta

sk, p

urpo

se, a

nd a

udie

nce.

(Gra

de-

spec

ific

expe

ctat

ions

for w

ritin

g ty

pes a

re

defin

ed in

stan

dard

s 1–3

abo

ve.)

W 9

-10.

5 - D

evel

op a

nd st

reng

then

writ

ing

as n

eede

d by

pla

nnin

g, re

visi

ng, e

ditin

g,re

writ

ing,

or t

ryin

g a

new

app

roac

h, fo

cusi

ng o

n ad

dres

sing

wha

t is m

ost s

igni

fican

t for

a sp

ecifi

c pu

rpos

e an

d au

dien

ce. (

Editi

ng fo

r con

vent

ions

sh

ould

dem

onst

rate

com

man

d of

Lan

guag

e st

anda

rds 1

–3 u

p to

and

incl

udin

g gr

ades

9–1

0.)



PI.4 - Adapting language choices PI.10 - Writing

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing

Emerging -Adjust language choices according to the context (e.g., classroom, community) and audience (e.g., peers, teachers).

Expanding - Adjust language choices according to the context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), task, and audience (e.g., peers, teachers, guest lecturer).

Bridging - Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), and audience (e.g., peers, teachers, college recruiter).



Expanding - a. Write longer literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently by using appropriate text organization and growing understanding of register.






PI.12 - Selecting language resources Emerging - a. Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions ) words to create clear spoken and written texts.

b. Use knowledge of morphology to appropriately select basic affixes (e.g., The skull protects the brain).

Expanding - a. Use an increasing variety of grade-appropriate general academic (e.g., dominate, environment) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions ) academic words accurately and appropriately when producing increasingly complex written and spoken texts.

b. Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., diplomatic, stems are branched or un branched).

Bridging - a. Use a variety of grade-appropriate general (e.g., anticipate, transaction) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions ) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.

b. Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing humiliate to humiliation or incredible to incredibly ).W

9-1

0.4

- Pro

duce

cle

ar a

nd c

oher

ent

writ

ing

in w

hich

the

deve

lopm

ent,

orga

niza

tion,

and

styl

e ar

e ap

prop

riate

to

task

, pur

pose

, and

aud

ienc

e. (G

rade

-sp

ecifi

c ex

pect

atio

ns fo

r writ

ing

type

s are

de

fined

in st

anda

rds 1

–3 a

bove

.)

W 9

-10.

5 - D

evel

op a

nd st

reng

then

writ

ing

as n

eede

d by

pla

nnin

g, re

visi

ng, e

ditin

g,re

writ

ing,

or t

ryin

g a

new

app

roac

h, fo

cusi

ng o

n ad

dres

sing

wha

t is m

ost s

igni

fican

t for

a sp

ecifi

c pu

rpos

e an

d au

dien

ce. (

Editi

ng fo

r con

vent

ions

sh

ould

dem

onst

rate

com

man

d of

Lan

guag

e st

anda

rds 1

–3 u

p to

and

incl

udin

g gr

ades

9–1

0.)

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing





PII.1 - Understanding text structure PII.2 - Understanding cohesionEmerging -Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishingclear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.









W 9

-10.

4 - P

rodu

ce c

lear

and

coh

eren

t w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n, a

nd st

yle

are

appr

opria

te to

ta

sk, p

urpo

se, a

nd a

udie

nce.

(Gra

de-

spec

ific

expe

ctat

ions

for w

ritin

g ty

pes a

re

defin

ed in

stan

dard

s 1–3

abo

ve.)

W 9

-10.

5 - D

evel

op a

nd st

reng

then

writ

ing

as n

eede

d by

pla

nnin

g, re

visi

ng, e

ditin

g,re

writ

ing,

or t

ryin

g a

new

app

roac

h, fo

cusi

ng o

n ad

dres

sing

wha

t is m

ost s

igni

fican

t for

a sp

ecifi

c pu

rpos

e an

d au

dien

ce. (

Editi

ng fo

r con

vent

ions

shou

ld

dem

onst

rate

com

man

d of

Lan

guag

e st

anda

rds 1

–3 u

p to

and

incl

udin

g gr

ades

9–1

0.)

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing



Emerging - Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar activities or processes.

Expanding - Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time,manner, place, cause) about a familiar or new activity or process.

Bridging - Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes.

PII.4 - Using nouns and noun phrasesEmerging - Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics.

Expanding - Expand noun phrases in a growing number of ways (e.g., adding adjectives to nouns; simple clause embedding) to create detailed sentences that accurately describe, explain, and summarize information and ideas on a variety of personal and academic topics.

Bridging - Expand noun phrases in a variety of ways (e.g., more complex clause embedding) to create detailed sentences that accurately describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view on a variety of academic topics.

PII.3 - Using verbs and verb phrasesEmerging - 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.

Expanding - Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect) appropriate to the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas.

Bridging - 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.

W 9

-10.

4 - P

rodu

ce c

lear

and

co

here

nt w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n,

and

styl

e ar

e ap

prop

riate

to

task

, pur

pose

, and

aud

ienc

e.

(Gra

de-s

peci

fic e

xpec

tatio

ns

W 9

-10.

5 - D

evel

op a

nd st

reng

then

writ

ing

as n

eede

d by

pla

nnin

g,

revi

sing

, edi

ting,

rew

ritin

g, o

r try

ing

a ne

w a

ppro

ach,

focu

sing

on

addr

essi

ng w

hat i

s mos

t sig

nific

ant f

or a

spec

ific

purp

ose

and

audi

ence

. (Ed

iting

for c

onve

ntio

ns sh

ould

dem

onst

rate

com

man

d of

Lan

guag

e st

anda

rds 1

–3 u

pto

and

incl

udin

g gr

ades

9–1

0.)

Grade 9-10 - Writing


PII.5 - Modifying to add details

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing




Bridging - Condense ideas in a variety of ways (e.g., through a variety of embedded clauses, or by compounding verbs or prepositional phrases, nominalization) to create precise simple, compound, and complex sentences that condense concrete and abstract ideas (e.g., Another issue that people may be concerned with is the amount of money that it will cost to construct the new building) .


Emerging - Combine clauses in a few basic ways (e.g., creating compound sentences using and, but, so; creating complex sentences using because) to make connections between and to join ideas (e.g., I want to read this book because it describes the solar system ).

Expanding - Combine clauses in a growing number of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to express a reason (e.g., He stayed at home on Sunday in order to study for Monday’s exam ) or to make a concession (e.g., She studied all night even though she wasn’t feeling wel l).

Bridging - 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).

W 9

-10.

4 - P

rodu

ce c

lear

and

coh

eren

t w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n, a

nd st

yle

are

appr

opria

te to

ta

sk, p

urpo

se, a

nd a

udie

nce.

(Gra

de-s

peci

fic

expe

ctat

ions

for w

ritin

g ty

pes a

re d

efin

ed in

st

anda

rds 1

–3 a

bove

.)

W 9

-10.

5 - D

evel

op a

nd st

reng

then

writ

ing

as

need

ed b

y pl

anni

ng, r

evis

ing,

edi

ting,

re

writ

ing,

or t

ryin

g a

new

app

roac

h, fo

cusi

ng

on a

ddre

ssin

g w

hat i

s mos

t sig

nific

ant f

or a

sp

ecifi

c pu

rpos

e an

d au

dien

ce. (

Editi

ng fo

r co

nven

tions

shou

ld d

emon

stra

te c

omm

and

of L

angu

age

stan

dard

s 1–3

up

to a

ndin

clud

ing

grad

es 9

–10.

)

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing



PII.6 - Connecting ideas PII.7 - Condensing ideas

Integrating the CA ELD Standards Into K-12 English Language Arts/LiteracyW

9-1

0.7

- Con

duct

shor

t as w

ell a

s mor

e su

stai

ned

rese

arch

pro

ject

s to

answ

era

ques

tion

(incl

udin

g a

self-

gene

rate

d qu

estio

n) o

r sol

ve a

pro

blem

;na

rrow

or b

road

en th

e in

quiry

whe

n ap

prop

riate

; syn

thes

ize

mul

tiple

sour

ces o

n th

e su

bjec

t, de

mon

stra

ting

unde

rsta

ndin

g of

the

subj

ect

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge

Page 38 of 103


Emerging -Collaborate with peers to engage in short, grade-appropriate written exchanges and writing projects, using technology as appropriate.

Expanding - Collaborate with peers to engage in increasingly complex grade-appropriate written exchanges and writing projects, using technology as appropriate.

Bridging - Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.









PI.2 - Interacting via written English PI.10 - Writing

W 9

-10.

6 - U

se te

chno

logy

, inc

ludi

ng

the

Inte

rnet

, to

prod

uce,

pub

lish,

and

up

date

indi

vidu

al o

r sha

red

writ

ing

prod

ucts

, tak

ing

adva

ntag

e of

te

chno

logy

’s c

apac

ity to

link

to o

ther

in

form

atio

n an

d to

dis

play

info

rmat

ion

flexi

bly

and

dyna

mic

ally

.





PI.10 - Writing

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge

Rang

e of

Writ

ing

Emerging -a. Write short literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently.





b. Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).

W 9

-10.

8 - G

athe

r rel

evan

t inf

orm

atio

n fr

om m

ultip

le a

utho

ritat

ive

prin

t and

di

gita

l sou

rces

, usi

ng a

dvan

ced

sear

ches

effe

ctiv

ely;

ass

ess t

he

usef

ulne

ss o

f eac

h so

urce

in a

nsw

erin

g th

e re

sear

ch q

uest

ion;

inte

grat

e in

form

atio

n in

to th

e te

xt se

lect

ivel

y to

m

aint

ain

the

flow

of i

deas

, avo

idin

g pl

agia

rism

and

follo

win

g a

stan

dard

fo

rmat

for c

itatio

n in

clud

ing

foot

note

s an

d en

dnot

es. C

A

W 9

-10.

9 - D

raw

ev

iden

ce fr

om li

tera

ry

or in

form

atio

nal t

exts

to su

ppor

t ana

lysi

s,re

flect

ion,

and

re

sear

ch. (

a. -

b.)

W 9

-10.

10 -

Writ

e ro

utin

ely

over

ext

ende

d tim

e fr

ames

(t

ime

for r

esea

rch,

refle

ctio

n,

and

revi

sion

) and

shor

ter

time

fram

es (a

sing

le si

ttin

g or

a d

ay o

r tw

o) fo

r a ra

nge

of d

isci

plin

e-sp

ecifi

c ta

sks,

pu

rpos

es, a

nd a

udie

nces

.





PI.11 - Justifying/Arguing

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge



Expanding - a. Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge.



b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/potentially/ certainly/absolutely, should/might ).

W 9

-10.

8 - G

athe

r rel

evan

t inf

orm

atio

n fr

om

mul

tiple

aut

horit

ativ

e pr

int a

nd d

igita

l sou

rces

, us

ing

adva

nced

sear

ches

effe

ctiv

ely;

ass

ess t

he u

sefu

lnes

s of e

ach

sour

ce in

an

swer

ing

the

rese

arch

que

stio

n; in

tegr

ate

info

rmat

ion

into

the

text

sele

ctiv

ely

to m

aint

ain

the

flow

of i

deas

, avo

idin

g pl

agia

rism

and

follo

win

g a

stan

dard

form

at fo

r cita

tion

incl

udin

g fo

otno

tes a

nd

endn

otes

. CA

W 9

-10.

9 - D

raw

evi

denc

e fr

omlit

erar

y or

info

rmat

iona

l tex

ts to

su

ppor

t ana

lysi

s, re

flect

ion,

and

re

sear

ch..

(a.-b

.)



Page



PII.1 - Understanding text structure PII.2 - Understanding cohesion

W 9

-10.

10 -

Writ

e ro

utin

ely

over

ext

ende

d tim

e fr

ames

(tim

e fo

r res

earc

h,re

flect

ion,

and

revi

sion

) and

shor

ter t

ime

fram

es (a

sing

le si

ttin

g or

a d

ay o

r tw

o)fo

r a ra

nge

of ta

sks,

pur

pose

s, a

nd a

udie

nces

.

Rang

e of

Writ

ing


b. Apply knowledge of familiar languageresources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as meanwhile, however, on the other hand ) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.



Emerging -Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishingclear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/ explanatory texts and narratives.






Page

Text

and

Typ

es a

nd P

urpo

ses

PI.10 - Writing PI.11 - Justifying/Arguing

W 9

-10.

1 - W

rite

argu

men

ts to

supp

ort c

laim

s in

an a

naly

sis o

f sub

stan

tive

topi

cs o

r tex

ts, u

sing

va

lid re

ason

ing

and

rele

vant

and

suffi

cien

t ev

iden

ce.

(a. -

e.)





Emerging -a. Justify opinions by articulating some relevant textual evidence or background knowledge, with visual support.

b. Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).


b. Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would).


b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/ potentially/certainly/ absolutely, should/might).

W 9

-10.

2 - W

rite

info

rmat

ive/

expl

anat

ory

text

s to

exam

ine

and

conv

ey c

ompl

ex

idea

s, c

once

pts,

and

in

form

atio

n cl

early

and

accu

rate

ly th

roug

h

W 9

-10.

3 - W

rite

narr

ativ

es to

dev

elop

re

al o

r im

agin

ed

expe

rienc

es o

r eve

nts

usin

g ef

fect

ive

tech

niqu

e, w

ell-c

hose

n de

tails

, and

wel

l-







Expanding - Negotiate with or persuade others in conversations (e.g., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . . ) and open responses to express and defend nuanced opinions.




page 43 of 103


WHS

T 9-

10.1

- 1.

Writ

e ar

gum

ents

focu

sed

on d

isci

plin

e-sp

ecifi

c co

nten

t. (a

. - e

.)

Text

and

Typ

es a

nd P

urpo

ses

Grade 9-10 - Writing for S/TS (WHST)

Corresponding ELD StandardsPI.3 - Supporting opinions and persuading others



b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/ potentially/ certainly/ absolutely, should/might ).

WHS

T 9-

10.1

- 1.

Writ

e ar

gum

ents

focu

sed

on d

isci

plin

e-sp

ecifi

c co

nten

t. (a

. - e

.)

Text

and

Typ

es a

nd P

urpo

ses



Expanding -a. Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge.











Corresponding ELD StandardsPI.10 - Writing PI.11 - Justifying/arguing

Integrating the CA ELD Standards Into K-12 English Language Arts/LiteracyTe

xt a

nd T

ypes

and

Pur

pose

s


Page 45 of 103


PI.10 - Writing Emerging - a. Write short literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently.

b. Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).


b. Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).


b. Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).


WHS

T 9-

10.2

- W

rite

info

rmat

ive/

expl

anat

ory

text

s, in

clud

ing

the

narr

atio

n of

his

toric

al

even

ts, s

cien

tific

pro

cedu

res/

expe

rimen

ts,

or te

chni

cal p

roce

sses

(a. -

f.)


Bridging - a. Apply knowledge of a variety of language resources for referring to make texts more cohesive (e.g., using nominalization,paraphrasing, or summaries to reference or recap an idea or explanation provided earlier) to comprehending grade-level texts and to writing clear and cohesive grade-level texts for specific purposes and audiences.


WHS

T 9-

10.1

- 1.

Writ

e ar

gum

ents

focu

sed

on

disc

iplin

e-sp

ecifi

c co

nten

t. (a

. - e

.)

WHS

T 9-

10.2

- W

rite

info

rmat

ive/

exp

lana

tory

te

xts,

incl

udin

g th

e na

rrat

ion

of h

isto

rical

ev

ents

, sci

entif

ic p

roce

dure

s/ e

xper

imen

ts, o

r te

chni

cal p

roce

sses

(a.

- f.)



PII.1 - Understanding text structure PII.2 - Understanding cohesion

Text

and

Typ

es a

nd P

urpo

ses

Emerging - Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishingclear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.











Page 47 of 103


PII.6 - Connecting ideas PII.7 - Condensing ideasBridging - Condense ideas in a variety of ways (e.g., through a variety of embedded clauses, or by compounding verbs or prepositional phrases, nominalization) to create precise simple, compound, and complex sentences that condense concrete and abstract ideas (e.g., Another issue that people may be concerned with is the amount of money that it will cost to construct the new building ).

Emerging - Combine clauses in a few basic ways (e.g., creating compound sentences using and, but, so ; creating complex sentences using because) to make connections between and to join ideas (e.g., I want to read this book because it describes the solar system ).






WHS

T 9-

10.1

- 1.

Writ

e ar

gum

ents

focu

sed

on d

isci

plin

e-sp

ecifi

c co

nten

t. (a

. - e

.)

WHS

T 9-

10.2

- W

rite

info

rmat

ive/

exp

lana

tory

te

xts,

incl

udin

g th

e na

rrat

ion

of h

isto

rical

ev

ents

, sci

entif

ic p

roce

dure

s/ e

xper

imen

ts, o

r te

chni

cal p

roce

sses

(a.

- f.)

Text

and

Typ

es a

nd P

urpo

ses










Page 48 of 103


WHS

T 9-

10.4

- Pr

oduc

e cl

ear a

nd c

oher

ent

writ

ing

in w

hich

the

deve

lopm

ent,

orga

niza

tion,

and

styl

e ar

e ap

prop

riate

to ta

sk,

purp

ose,

and

aud

ienc

e.

WHS

T 9-

10.5

- De

velo

p an

d st

reng

then

w

ritin

g as

nee

ded

by p

lann

ing,

revi

sing

, ed

iting

, rew

ritin

g, o

r try

ing

a ne

w

appr

oach

, foc

usin

g on

add

ress

ing

wha

t is

mos

t sig

nific

ant f

or a

spec

ific

purp

ose

and

audi

ence

.Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing

PI.10 - Writing PI.4 - Adapting language choices Emerging -Adjust language choices according to the context (e.g., classroom, community) and audience (e.g., peers, teachers).







PI.12 - Selecting language resources


WHS

T 9-

10.4

- Pr

oduc

e cl

ear a

nd c

oher

ent

writ

ing

in w

hich

the

deve

lopm

ent,

orga

niza

tion,

and

styl

e ar

e ap

prop

riate

to

task

, pur

pose

, and

aud

ienc

e.

WHS

T 9-

10.5

- De

velo

p an

d st

reng

then

writ

ing

as n

eede

d by

pla

nnin

g, re

visi

ng, e

ditin

g,

rew

ritin

g, o

r try

ing

a ne

w a

ppro

ach,

focu

sing

on

add

ress

ing

wha

t is m

ost s

igni

fican

t for

a

spec

ific

purp

ose

and

audi

ence

.

Page 49 of 103

Emerging - a. Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions ) words to create clear spoken and written texts.


Expanding - a. Use an increasing variety of grade-appropriate general academic (e.g., dominate, environment ) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions ) academic words accurately and appropriately when producing increasingly complex written and spoken texts.


Bridging - a. Use a variety of grade-appropriate general (e.g., anticipate, transaction ) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions ) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.

b. Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing humiliate to humiliation or incredible to incredibly ).

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing







Bridging - a. Apply knowledge of a variety of language resources for referring to make texts more cohesive (e.g., using nominalization,paraphrasing, or summaries to reference or recap an idea or explanation providedearlier) to comprehending grade-level texts and to writing clear and cohesive grade-level texts for specific purposes and audiences.



PII.1 - Understanding text structure PII.2 - Understanding cohesionEmerging - Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishingclear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.



WHS

T 9-

10.4

- Pr

oduc

e cl

ear a

nd c

oher

ent

writ

ing

in w

hich

the

deve

lopm

ent,

orga

niza

tion,

and

styl

e ar

e ap

prop

riate

to ta

sk,

purp

ose,

and

aud

ienc

e.

WHS

T 9-

10.5

- De

velo

p an

d st

reng

then

writ

ing

as n

eede

d by

pla

nnin

g, re

visi

ng, e

ditin

g,

rew

ritin

g, o

r try

ing

a ne

w a

ppro

ach,

focu

sing

on

add

ress

ing

wha

t is m

ost s

igni

fican

t for

a

spec

ific

purp

ose

and

audi

ence

.Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing






WHS

T 9-

10.4

- Pr

oduc

e cl

ear a

nd c

oher

ent w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n, a

nd

styl

e ar

e ap

prop

riate

to ta

sk, p

urpo

se, a

nd a

udie

nce.

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing

Corresponding ELD StandardsPII.3 - Using verbs and verb phrases

Emerging - 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.


Bridging - 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.

PII.4 - Using nouns and noun phrasesEmerging - Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics







Expanding - Expand sentences with a growing variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar or new activities or processes.

Bridging - Expand sentences with a

variety of adverbials (e.g., adverbs, adverb phrases

and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of

familiar and new activities and processes.

Emerging - Combine clauses in a few basic ways (e.g., creating compound sentences using and, but, so ; creating complex sentences using because ) to make connections between and to join ideas (e.g., I want to read this book because it describes the solar system ).

PII.6 - Connecting IdeasExpanding -Combine clauses in a growing number of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to express a reason (e.g., He stayed at home on Sunday in order to study for Monday’s exam ) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).

PII.5- Modifying to add details


WHS

T 9-

10.4

- Pr

oduc

e cl

ear a

nd c

oher

ent

writ

ing

in w

hich

the

deve

lopm

ent,

orga

niza

tion,

and

styl

e ar

e ap

prop

riate

to

task

, pur

pose

, and

aud

ienc

e.

WHS

T 9-

10.5

- De

velo

p an

d st

reng

then

writ

ing

as n

eede

d by

pla

nnin

g, re

visi

ng, e

ditin

g,

rew

ritin

g, o

r try

ing

a ne

w a

ppro

ach,

focu

sing

on

add

ress

ing

wha

t is m

ost s

igni

fican

t for

a

spec

ific

purp

ose

and

audi

ence

.)

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing









PII.7 - Condensing ideas

Corresponding ELD Standards W

HST

9-10

.4 -

Prod

uce

clea

r and

coh

eren

t w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n, a

nd st

yle

are

appr

opria

te to

ta

sk, p

urpo

se, a

nd a

udie

nce.

WHS

T 9-

10.5

- De

velo

p an

d st

reng

then

writ

ing

as n

eede

d by

pla

nnin

g, re

visi

ng, e

ditin

g,

rew

ritin

g, o

r try

ing

a ne

w a

ppro

ach,

focu

sing

on

add

ress

ing

wha

t is m

ost s

igni

fican

t for

a

spec

ific

purp

ose

and

audi

ence

.

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing



Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge



PI.2 - Interacting via written English PI.10 - WritingEmerging -Collaborate with peers to engage in short, grade-appropriate written exchanges and writing projects, using technology as appropriate.









WHS

T 9-

10.6

- U

se te

chno

logy

, in

clud

ing

the

Inte

rnet

, to

prod

uce,

pu

blis

h, a

nd u

pdat

e in

divi

dual

or

shar

ed w

ritin

g pr

oduc

ts, t

akin

g ad

vant

age

of te

chno

logy

’s c

apac

ity to

lin

k to

oth

er in

form

atio

n an

d to

dis

play

in

form

atio

n fle

xibl

y an

d dy

nam

ical

ly.

WHS

T 9-

10.7

- Co

nduc

t sho

rt a

s wel

l as m

ore

sust

aine

d re

sear

ch p

roje

cts t

o an

swer

a

ques

tion

(incl

udin

g a

self-

gene

rate

d qu

estio

n) o

r sol

ve a

pro

blem

; nar

row

or

broa

den

the

inqu

iry w

hen

appr

opria

te;

synt

hesi

ze m

ultip

le so

urce

s on

the

subj

ect,

dem

onst

ratin

g un

ders

tand

ing

of th

e su

bjec

t un

der i

nves

tigat

ion.





WHS

T 9-

10.8

- G

athe

r rel

evan

t inf

orm

atio

n fr

om m

ultip

leau

thor

itativ

e pr

int a

nd d

igita

l sou

rces

(p

rimar

y an

d se

cond

ary)

, usi

ng a

dvan

ced

sear

ches

effe

ctiv

ely;

asse

ss th

e us

eful

ness

of e

ach

sour

ce in

an

swer

ing

the

rese

arch

que

stio

n; in

tegr

ate

info

rmat

ion

into

the

text

sele

ctiv

ely

to m

aint

ain

the

flow

of

idea

s, a

void

ing

plag

iaris

m a

nd fo

llow

ing

a st

anda

rd fo

rmat

for

cita

tion.

CA

WHS

T 9-

10.9

- Dr

aw e

vide

nce

from

info

rmat

iona

l te

xts t

o su

ppor

t an

alys

is, r

efle

ctio

n,

and

rese

arch

.

WHS

T 9-

10.1

0 - W

rite

rout

inel

y ov

er e

xten

ded

time

fram

es (t

ime

for

refle

ctio

n an

d re

visi

on) a

nd

shor

ter t

ime

fram

es (a

sing

le si

ttin

g or

a d

ay o

r tw

o)

for a

rang

e of

dis

cipl

ine

spec

ific

task

s, p

urpo

ses,

and

au

dien

ces.

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge

Rang

e of

Writ

ing

Corresponding ELD StandardsPI.10 - Writing









Emerging - a. Write longer and more detailed literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently using appropriate text organization and register.








PI.11 - Justifying/Arguing

WHS

T 9-

10.8

- G

athe

r rel

evan

t inf

orm

atio

n fr

om

mul

tiple

aut

horit

ativ

e pr

int a

nd d

igita

l sou

rces

(p

rimar

y an

d se

cond

ary)

, usi

ng a

dvan

ced

sear

ches

ef

fect

ivel

y; a

sses

s the

use

fuln

ess o

f eac

h so

urce

in

answ

erin

g th

e re

sear

ch q

uest

ion;

inte

grat

e in

form

atio

n in

to th

e te

xt se

lect

ivel

y to

mai

ntai

n th

e flo

w o

f ide

as, a

void

ing

plag

iaris

m a

nd fo

llow

ing

a st

anda

rd fo

rmat

for

WHS

T 9-

10.9

- Dr

aw e

vide

nce

from

in

form

atio

nal t

exts

to su

ppor

t ana

lysi

s,

refle

ctio

n, a

nd re

sear

ch.

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge




PII.2 - Understanding cohesionEmerging - Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishingclear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/ explanatory texts and narratives.








Bridging - a. Apply knowledge of a variety of language resources for referring to make texts more cohesive (e.g., using nominalization, paraphrasing, or summaries to reference orrecap an idea or explanation provided earlier) to comprehending grade-level texts and to writing clear and cohesive grade-level texts for specific purposes and audiences.

b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as on the contrary, in addition, moreover ) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.



WHS

T 9-

10.8

- G

athe

r rel

evan

t inf

orm

atio

n fr

om m

ultip

leau

thor

itativ

e pr

int a

nd d

igita

l sou

rces

(prim

ary

and

seco

ndar

y), u

sing

adv

ance

d se

arch

es

effe

ctiv

ely;

ass

ess t

he u

sefu

lnes

s of e

ach

sour

ce in

ans

wer

ing

the

rese

arch

que

stio

n;

inte

grat

e in

form

atio

n in

to th

e te

xt se

lect

ivel

y to

mai

ntai

n th

e flo

w o

f ide

as, a

void

ing

plag

iaris

m a

nd fo

llow

ing

a st

anda

rd fo

rmat

for

cita

tion.

CA

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge


PI.5 - Listening activelyEmerging - Demonstrate comprehension of oral presentations and discussions on familiar social and academic topics by asking and answering questions, with prompting and substantial support.

Expanding - Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering questions that show thoughtful consideration of the ideas or arguments, with moderate support.

Bridging - Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering detailed and complex questions that show thoughtful consideration of the ideas or arguments, with light support.

PI.3 - Supporting opinions and persuading othersPI.1 - Exchanging information and ideasEmerging -Negotiate with or persuade others in conversations using learned phrases (e.g., Would you say that again? I think . . .), as well as open responses to express and defend opinions.

Expanding - Negotiate with or persuade others inconversations (e.g., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . .) and open responses to express and defend nuanced opinions.

Bridging -Negotiate with or persuade others in conversations in appropriate registers (e.g., to acknowledge new information in an academic conversation but then politely offer a counterpoint) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . .), and open responses to express and defend nuanced opinions.

Emerging - Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking and answering yes-no questions and wh - questions and responding using phrases and short sentences.

Expanding - Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas.

Bridging -Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, and providing coherent and well-articulated comments and additional information.

SL 9

-10.

1 - I

nitia

te a

nd p

artic

ipat

e ef

fect

ivel

y in

a ra

nge

of c

olla

bora

tive

disc

ussi

ons (

one-

on-o

ne, i

n gr

oups

, and

teac

her-

led)

with

div

erse

par

tner

s on

grad

es 9

–10

topi

cs, t

exts

, and

issu

es, b

uild

ing

on o

ther

s’ id

eas a

nd e

xpre

ssin

gth

eir o

wn

clea

rly a

nd p

ersu

asiv

ely.

(a.

- d.

).

Com

preh

ensi

on a

nd C

olla

bora

tion


Grade 9-10 - Speaking & Listening (SL)









Com

preh

ensi

on a

nd C

olla

bora

tion

SL 9

-10.

2 - I

nteg

rate

mul

tiple

sour

ces o

f inf

orm

atio

n pr

esen

ted

in d

iver

se m

edia

or f

orm

ats

(e.g

., vi

sual

ly, q

uant

itativ

ely,

ora

lly) e

valu

atin

g th

e cr

edib

ility

and

accu

racy

of e

ach

sour

ce.







c. Use knowledge of morphology (e.g., derivational suffixes), context, reference materials, and visual cues to determine the meanings, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.


PI.2 - Interacting via written English PI.6 - Reading/viewing closelyEmerging - Collaborate with peers to engage in short, grade-appropriate written exchanges and writing projects, using technology as appropriate.




PI.5 - Listening actively PI.7 - Evaluating language choices PI.8 - Analyzing language choices

Com

preh

ensi

on a

nd C

olla

bora

tion

SL 9

-10.

3 - D

elin

eate

a sp

eake

r’s a

rgum

ent a

nd sp

ecifi

c cl

aim

s, e

valu

atin

g th

e so

undn

ess o

f th

e re

ason

ing

and

rele

vanc

e an

d su

ffici

ency

of t

he e

vide

nce

and

iden

tifyi

ng w

hen

irrel

evan

t evi

denc

e is

intr

oduc

ed.

Emerging - Demonstrate comprehension of oral presentations and discussions on familiar social and academic topics by asking and answering questions, with prompting and substantial support.

Expanding -Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering questions that show thoughtful consideration of the ideas or arguments, with moderate support.











Grade 9-10- Speaking & Listening (SL)

Corresponding ELD StandardsPI.3 - Supporting opinions and persuading others PI.9 - Presenting


Emerging - Negotiate with or persuade others in conversations using learned phrases (e.g., Would you say that again? I think . . .), as well as open responses to express and defend opinions.

Expanding -Negotiate with or persuade others inconversations (e.g., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . .) and open responses to express and defend nuanced opinions.

Bridging - Negotiate with or persuade others in conversations in appropriate registers (e.g., to acknowledge new information in an academic conversation but then politely offer a counterpoint) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . .), and open responses to express and defend nuanced opinions.

Expanding - Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas by using growing understanding of register.

Bridging - Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas well supported by evidence and sound reasoning, and are delivered using an appropriate level of formality and understanding of register.

Emerging - Plan and deliver brief oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas..

SL 9

-10.

4 - P

rese

nt in

form

atio

n, fi

ndin

gs, a

nd su

ppor

ting

evid

ence

cle

arly

, con

cise

ly, a

nd lo

gica

lly (u

sing

app

ropr

iate

ey

e co

ntac

t, ad

equa

te v

olum

e, a

nd c

lear

pro

nunc

iatio

n) su

ch

that

list

ener

s can

follo

w th

e lin

e of

reas

onin

g an

d th

e or

gani

zatio

n, d

evel

opm

ent,

subs

tanc

e, a

nd st

yle

are

appr

opria

te to

pur

pose

(e.g

., ar

gum

ent,

narr

ativ

e,

info

rmat

ive,

resp

onse

to li

tera

ture

pre

sent

atio

ns),

audi

ence

, an

d ta

sk. C

A (a

- b.

).

SL 9

-10.

5 - M

ake

stra

tegi

c us

e of

di

gita

l med

ia (e

.g.,

text

ual,

grap

hica

l, au

dio,

vis

ual,

and

inte

ract

ive

elem

ents

) in

pres

enta

tions

to e

nhan

ce

unde

rsta

ndin

g of

find

ings

, re

ason

ing,

and

evi

denc

e an

d to

ad

d in

tere

st.

Pres

enta

tion

of K

now

ledg

e an

d Id

eas









Pres

enta

tion

of K

now

ledg

e an

d Id

eas

SL 9

-10.

4 - P

rese

nt in

form

atio

n, fi

ndin

gs, a

nd su

ppor

ting

evid

ence

cle

arly

,co

ncis

ely,

and

logi

cally

(usi

ng a

ppro

pria

te e

ye c

onta

ct, a

dequ

ate

volu

me,

and

clea

r pro

nunc

iatio

n) su

ch th

at li

sten

ers c

an fo

llow

the

line

of re

ason

ing

and

the

orga

niza

tion,

dev

elop

men

t, su

bsta

nce,

and

styl

e ar

e ap

prop

riate

to p

urpo

se (e

.g.,

argu

men

t, na

rrat

ive,

info

rmat

ive,

resp

onse

to li

tera

ture

pre

sent

atio

ns),

audi

ence

, and

task

. CA

(a -

b.).

CA CCSS forELA Standard Corresponding ELD Standard

PI.12 - Selecting language resources





PII.1 - Understanding text structure PII.6 - Connecting ideas PII.7 - Condensing ideas

Pres

enta

tion

of K

now

ledg

e an

d Id

eas

SL 9

-10.

4 - P

rese

nt in

form

atio

n, fi

ndin

gs, a

nd su

ppor

ting

evid

ence

cle

arly

,co

ncis

ely,

and

logi

cally

(usi

ng a

ppro

pria

te e

ye c

onta

ct, a

dequ

ate

volu

me,

and

cle

ar

pron

unci

atio

n) su

ch th

at li

sten

ers c

an fo

llow

the

line

of re

ason

ing

and

the

orga

niza

tion,

de

velo

pmen

t, su

bsta

nce,

and

styl

e ar

e ap

prop

riate

to p

urpo

se (e

.g.,

argu

men

t, na

rrat

ive,

Emerging - Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/ explanatory texts and narratives.











Page




Expanding - Negotiate with or persuade others inconversations (e.g., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . . ) and open responses to express and defend nuanced opinions.


PI.1 - Exchanging information/ideas PI.3 -Supporting opinions and persuading othersEmerging - Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking and answering yes-no questions and wh- questions and responding using phrases and short sentences.

Expanding - Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas.

Bridging - Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, and providing coherent and well-articulated comments and additional information.


Pres

enta

tion

of K

now

ledg

e an

d Id

eas

SL 9

-10.

6 - A

dapt

spee

ch to

a v

arie

ty o

f con

text

s and

task

s, d

emon

stra

ting

com

man

d of

fo

rmal

Eng

lish

whe

n in

dica

ted

or a

ppro

pria

te. (

See

grad

e 8

Lang

uage

stan

dard

s 1 a

nd 3

fo

r spe

cific

exp

ecta

tions

.


Page

Pres

enta

tion

of K

now

ledg

e an

d Id

eas

SL 9

-10.

6 - A

dapt

spee

ch to

a v

arie

ty o

f con

text

s and

task

s, d

emon

stra

ting

com

man

d of

fo

rmal

Eng

lish

whe

n in

dica

ted

or a

ppro

pria

te. (

See

grad

e 8

Lang

uage

stan

dard

s 1 a

nd 3

fo

r spe

cific

exp

ecta

tions

.



PI.4 - Adapting language choices PI.5 - Listening ActivelyEmerging - Demonstrate comprehension of oral presentations and discussions on familiar social and academic topics by asking and answering questions, with prompting and substantial support.




Emerging - Adjust language choices according to the context (e.g., classroom, community) and audience (e.g., peers, teachers).



Integrating the CA ELD Standards Into K-12 English Language Arts/LiteracyPr

esen

tatio

n of

Kno

wle

dge

and

Idea

s

SL 9

-10.

6 - A

dapt

spee

ch to

a v

arie

ty o

f con

text

s and

task

s, d

emon

stra

ting

com

man

d of

fo

rmal

Eng

lish

whe

n in

dica

ted

or a

ppro

pria

te. (

See

grad

e 8

Lang

uage

stan

dard

s 1 a

nd 3

fo

r spe

cific

exp

ecta

tions

.



PI.9 - Presenting PI.12 - Selecting language resourcesEmerging - a. Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions ) words to create clear spoken and written texts.



b. Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., diplomatic, stems are branched or unbranched).



Emerging - Plan and deliver brief oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas.






Pres

enta

tion

of K

now

ledg

e an

d Id

eas

SL 9

-10.

6 - A

dapt

spee

ch to

a v

arie

ty o

f con

text

s and

task

s, d

emon

stra

ting

com

man

d of

fo

rmal

Eng

lish

whe

n in

dica

ted

or a

ppro

pria

te. (

See

grad

e 8

Lang

uage

stan

dard

s 1 a

nd 3

fo

r spe

cific

exp

ecta

tions

.



Bridging - 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.


PII.4 - Using nouns and noun phrases PII.5 - Modifying to add details




Emerging - Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics.




Expanding - Expand sentences with a growing variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar or new activities or processes

PII.3 - Using verbs and verb phrases


Page



PII.6 - Connecting Ideas PII.7 - Condensing IdeasEmerging - Condense ideas in a few basic ways (e.g., by compounding verb or prepositional phrases) to create precise and detailed simple, compound, and complex sentences (e.g., The students asked survey questions and recorded the responses ).






Bridging - 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 ).

SL 9

-10.

6 - A

dapt

spee

ch to

a v

arie

ty o

f con

text

s and

task

s, d

emon

stra

ting

com

man

d of

fo

rmal

Eng

lish

whe

n in

dica

ted

or a

ppro

pria

te. (

See

grad

e 8

Lang

uage

stan

dard

s 1 a

nd 3

fo

r spe

cific

exp

ecta

tions

.

Pres

enta

tion

of K

now

ledg

e an

d Id

eas







Page 69 of 103

L 9-

10.1

- De

mon

stra

te c

omm

and

of th

e co

nven

tions

of s

tand

ard

Engl

ish

gram

mar

and

us

age

whe

n w

ritin

g or

spea

king

. (a.

- b.

)

Conv

entio

ns o

f Sta

ndar

d En

glis

h



Grade 9-10 - Language (L)


PI.4 - Adapting language choices PI.5 - Listening actively










Bridging - a. Explain ideas, phenomena, processes,and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and a range of general academic and domain-specific words.



L 9-

10.1

- De

mon

stra

te c

omm

and

of th

e co

nven

tions

of s

tand

ard

Engl

ish

gram

mar

and

usa

ge

whe

n w

ritin

g or

spea

king

. (a.

- b.

)

Conv

entio

ns o

f Sta

ndar

d En

glis

h

page 70 of 103 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/







Page 71 of 103



L 9-

10.1

- De

mon

stra

te c

omm

and

of th

e co

nven

tions

of s

tand

ard

Engl

ish

gram

mar

and

us

age

whe

n w

ritin

g or

spea

king

. (a.

- b.

)

Conv

entio

ns o

f Sta

ndar

d En

glis

h



Bridging - Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas well supported by evidence and sound reasoning, and are delivered using an appropriate level of formality and under-standing of register.



PI.10 - WritingPI.9 - Presenting



Emerging - a. Use familiar general academic (e.g., temper-ature, document) and domain- specific (e.g., characterization, photosynthesis, society, quadratic functions ) words to create clear spoken and written texts.




Bridging - a. Use a variety of grade-appropriate general (e.g., anticipate, transaction ) and domain-specific (e.g., characterization,photosynthesis, society, quadratic functions ) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.






PI.11 - Justifying/arguing PI.12 - Selecting language resources



Bridging -a. 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.

b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/ potentially/ certainly/absolutely, should/might ).

L 9-

10.1

- De

mon

stra

te c

omm

and

of th

e co

nven

tions

of s

tand

ard

Engl

ish

gram

mar

and

us

age

whe

n w

ritin

g or

spea

king

. (a.

- b.

)

Conv

entio

ns o

f Sta

ndar

d En

glis

h





PII.2 - Understanding cohesionEmerging - a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns to refer back to nouns in text) to comprehending and writing brief texts.


Expanding -a. Apply knowledge of a growing number oflanguage resources for referring to make texts more cohesive (e.g., using nominalizations to refer back to an action or activity described earlier) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.





PII.3 - Using verbs and verb phrasesExpanding - Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect) appropriate to the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas.

Bridging - Use a variety of verbs in different tenses(e.g., past, present, future, simple, pro-gressive, 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.

L 9-

10.1

- De

mon

stra

te c

omm

and

of th

e co

nven

tions

of s

tand

ard

Engl

ish

gram

mar

and

us

age

whe

n w

ritin

g or

spea

king

. (a.

- b.

)

Conv

entio

ns o

f Sta

ndar

d En

glis

h





L 9-

10.1

- De

mon

stra

te c

omm

and

of th

e co

nven

tions

of s

tand

ard

Engl

ish

gram

mar

and

us

age

whe

n w

ritin

g or

spea

king

. (a.

- b.

)

Conv

entio

ns o

f Sta

ndar

d En

glis

h











L 9-

10.1

- De

mon

stra

te c

omm

and

of th

e co

nven

tions

of s

tand

ard

Engl

ish

gram

mar

and

us

age

whe

n w

ritin

g or

spea

king

. (a

. - b

.)

Conv

entio

ns o

f Sta

ndar

d En

glis

h




















L 9-

10.2

- De

mon

stra

te c

omm

and

of th

e co

nven

tions

of s

tand

ard

Engl

ish

capi

taliz

atio

n,

punc

tuat

ion,

and

spel

ling

whe

n w

ritin

g.(a

. - c

.)

Conv

entio

ns o

f Sta

ndar

d En

glis

h



PI.11 - Justifying/arguingEmerging - a. Justify opinions by articulating some relevant textual evidence or background knowledge, with visual support.



b. Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/ likely, could/would ).

PI.10 - Writing




L 9-

10.3

- Ap

ply

know

ledg

e of

lang

uage

to u

nder

stan

d ho

w la

ngua

ge fu

nctio

ns in

di

ffere

nt c

onte

xts,

to m

ake

effe

ctiv

e ch

oice

s for

mea

ning

or s

tyle

, and

to c

ompr

ehen

d m

ore

fully

whe

n re

adin

g or

list

enin

g. (a

.)

Know

ledg

e of

Lan

guag

e

Emerging - Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking and answering yes-no questions and wh - questions and responding using phrases and short sentences.

Expanding - Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and para-phrasing key ideas.


Emerging - Collaborate with peers to engage in short, grade-appropriate written exchanges and writing projects, using technology as appropriate.




PI.1 - Exchanging information/ideas PI.2 - Interacting via written English



Expanding - Negotiate with or persuade others in conversations (e.g., to provide counter-arguments) using a growing number of learned phrases (I see your point, but . . . ) and open responses to express and defend nuanced opinions.








PI.4 - Adapting language choicesPI.3 - Supporting opinions and persuading others

L 9-

10.3

- Ap

ply

know

ledg

e of

lang

uage

to u

nder

stan

d ho

w la

ngua

ge fu

nctio

ns in

di

ffere

nt c

onte

xts,

to m

ake

effe

ctiv

e ch

oice

s for

mea

ning

or s

tyle

, and

to c

ompr

ehen

d m

ore

fully

whe

n re

adin

g or

list

enin

g. (a

.)

Know

ledg

e of

Lan

guag

e


















PI.5 - Listening actively PI.6 - Reading/viewing closely

L 9-

10.3

- Ap

ply

know

ledg

e of

lang

uage

to u

nder

stan

d ho

w la

ngua

ge fu

nctio

ns in

diff

eren

t co

ntex

ts, t

o m

ake

effe

ctiv

e ch

oice

s for

mea

ning

or s

tyle

, and

to c

ompr

ehen

d m

ore

fully

w

hen

read

ing

or li

sten

ing.

(a.)

Know

ledg

e of

Lan

guag

e











PI.7 - Evaluating language choices PI.8 - Analyzing language choices

L 9-

10.3

- Ap

ply

know

ledg

e of

lang

uage

to u

nder

stan

d ho

w la

ngua

ge fu

nctio

ns in

di

ffere

nt c

onte

xts,

to m

ake

effe

ctiv

e ch

oice

s for

mea

ning

or s

tyle

, and

to

com

preh

end

mor

e fu

lly w

hen

read

ing

or li

sten

ing.

(a.)

Know

ledg

e of

Lan

guag

e








PI.9 - Presenting PI.10 - WritingL

9-10

.3 -

Appl

y kn

owle

dge

of la

ngua

ge to

und

erst

and

how

lang

uage

func

tions

in d

iffer

ent

cont

exts

, to

mak

e ef

fect

ive

choi

ces f

or m

eani

ng o

r sty

le, a

nd to

com

preh

end

mor

e fu

lly

whe

n re

adin

g or

list

enin

g. (a

.)

Know

ledg

e of

Lan

guag

e











L 9-

10.3

- Ap

ply

know

ledg

e of

lang

uage

to u

nder

stan

d ho

w la

ngua

ge fu

nctio

ns in

diff

eren

t co

ntex

ts, t

o m

ake

effe

ctiv

e ch

oice

s for

mea

ning

or s

tyle

, and

to c

ompr

ehen

d m

ore

fully

w

hen

read

ing

or li

sten

ing.

(a.)

Know

ledg

e of

Lan

guag

e





Bridging -a. 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.

b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/ potentially/certainly/ absolutely, should/might ).







PI.11 - Justifying/arguing PI.12 - Selecting language resources





PII.2 - Understanding cohesion PII.3 - Using verbs and verb phrasesBridging - Use a variety of verbs in different tenses(e.g., past, present, future, simple, progressive, perfect), and mood (e.g., sub-junctive) 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.

L 9-

10.3

- Ap

ply

know

ledg

e of

lang

uage

to u

nder

stan

d ho

w la

ngua

ge fu

nctio

ns in

di

ffere

nt c

onte

xts,

to m

ake

effe

ctiv

e ch

oice

s for

mea

ning

or s

tyle

, and

to c

ompr

ehen

d m

ore

fully

whe

n re

adin

g or

list

enin

g. (a

.)

Know

ledg

e of

Lan

guag

e


b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as first, second, third ) to comprehending and writing brief texts.


.








Know

ledg

e of

Lan

guag

e

L 9-

10.3

- Ap

ply

know

ledg

e of

lang

uage

to u

nder

stan

d ho

w la

ngua

ge fu

nctio

ns

indi

ffere

nt c

onte

xts,

to m

ake

effe

ctiv

e ch

oice

s for

mea

ning

or s

tyle

, and

to

com

preh

end

mor

e fu

lly w

hen

read

ing

or li

sten

ing.

(a.)












L 9-

10.3

- Ap

ply

know

ledg

e of

lang

uage

to u

nder

stan

d ho

w la

ngua

ge fu

nctio

ns

indi

ffere

nt c

onte

xts,

to m

ake

effe

ctiv

e ch

oice

s for

mea

ning

or s

tyle

, and

to

com

preh

end

mor

e fu

lly w

hen

read

ing

or li

sten

ing.

(a.)

Know

ledg

e of

Lan

guag

e




Expanding - Condense ideas in a growing number of ways (e.g., through embedded clauses or by compound-ing verbs or prepositional phrases) to create more precise and detailed simple, compound, and complex sentences (e.g., Species that could not adapt to the changing climate eventually disappeared ).









L 9-

10.4

- De

term

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

d m

ultip

le-m

eani

ng w

ords

and

ph

rase

s bas

ed o

n gr

ades

9–1

0 re

adin

g an

d co

nten

t, ch

oosi

ng fl

exib

ly fr

om a

rang

e of

st

rate

gies

. (a.

- d.

)

Voca

bula

ry A

cqui

sitio

n an

d U

se



PI.10 - Writing








Bridging - 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.

L 9-

10.4

- De

term

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

d m

ultip

le-m

eani

ng w

ords

and

ph

rase

s bas

ed o

n gr

ades

9–1

0 re

adin

g an

d co

nten

t, ch

oosi

ng fl

exib

ly fr

om a

rang

e of

st

rate

gies

. (a.

- d.

)

Voca

bula

ry A

cqui

sitio

n an

d U

se











PII.2 - Understanding cohesion PII.3 - Using verbs and verb phrases




L 9-

10.4

- De

term

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

d m

ultip

le-m

eani

ng w

ords

an

d ph

rase

s bas

ed o

n gr

ades

9–1

0 re

adin

g an

d co

nten

t, ch

oosi

ng fl

exib

ly fr

om a

rang

e of

stra

tegi

es. (

a. -

d.)

Voca

bula

ry A

cqui

sitio

n an

d U

se












L 9-

10.4

- De

term

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

d m

ultip

le-m

eani

ng w

ords

an

d ph

rase

s bas

ed o

n gr

ades

9–1

0 re

adin

g an

d co

nten

t, ch

oosi

ng fl

exib

ly fr

om a

rang

e of

stra

tegi

es. (

a. -

d.)

Voca

bula

ry A

cqui

sitio

n an

d U

se










Emerging - Explain how successfully writers and speakers structure texts and uselanguage (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing evidence to support claims or connecting points in an argument) or create other specific effects, with substantial support.






PI.7 - Evaluating language choices PI.8 - Analyzing language choices

L 9-

10.5

- De

mon

stra

te u

nder

stan

ding

of f

igur

ativ

e la

ngua

ge, w

ord

rela

tions

hips

, an

d nu

ance

s in

wor

d m

eani

ngs.

(a -

b.)

Voca

bula

ry A

cqui

sitio

n an

d U

se





Emerging - a. Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) words to create clear spoken and written texts.



L 9-

10.5

- De

mon

stra

te u

nder

stan

ding

of f

igur

ativ

e la

ngua

ge, w

ord

rela

tions

hips

, and

nu

ance

s in

wor

d m

eani

ngs.

(a -

b.)

Voca

bula

ry A

cqui

sitio

n an

d U

se





Bridging -a. Write longer and more detailed literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently using appropriate text organization and register.




Bridging - a. Use a variety of grade-appropriate general (e.g., anticipate, transaction ) and domain-specific (e.g., characterization,photosynthesis, society, quadratic functions ) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.




PI.10 - Writing PI.12 - Selecting language resources




L 9-

10.5

- De

mon

stra

te u

nder

stan

ding

of f

igur

ativ

e la

ngua

ge, w

ord

rela

tions

hips

, and

nu

ance

s in

wor

d m

eani

ngs.

(a -

b.)

Voca

bula

ry A

cqui

sitio

n an

d U

se















L 9-

10.5

- De

mon

stra

te u

nder

stan

ding

of f

igur

ativ

e la

ngua

ge, w

ord

rela

tions

hips

, and

nu

ance

s in

wor

d m

eani

ngs.

(a -

b.)

Voca

bula

ry A

cqui

sitio

n an

d U

se












L 9-

10.5

- De

mon

stra

te u

nder

stan

ding

of f

igur

ativ

e la

ngua

ge, w

ord

rela

tions

hips

, and

nu

ance

s in

wor

d m

eani

ngs.

(a -

b.)

Voca

bula

ry A

cqui

sitio

n an

d U

se












L 9-

10.6

- Ac

quire

and

use

acc

urat

ely

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd

phra

ses,

suffi

cien

t for

read

ing,

writ

ing,

spea

king

, and

list

enin

g at

the

colle

ge a

nd

care

er re

adin

ess l

evel

; dem

onst

rate

inde

pend

ence

in g

athe

ring

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

e im

port

ant t

o co

mpr

ehen

sion

or e

xpre

ssio

n.

Voca

bula

ry A

cqui

sitio

n an

d U

se

Emerging - Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking and answering yes-no questions and wh- questions and responding using phrases and short sentences.

Expanding - Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriateacademic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas.


Emerging - Collaborate with peers to engage in short, grade-appropriate written exchanges and writing projects, using technology as appropriate.




PI.1 - Exchanging information/ideas PI.2 - Interacting via written English




L 9-

10.6

- Ac

quire

and

use

acc

urat

ely

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd

phra

ses,

suffi

cien

t for

read

ing,

writ

ing,

spea

king

, and

list

enin

g at

the

colle

ge a

nd

care

er re

adin

ess l

evel

; dem

onst

rate

inde

pend

ence

in g

athe

ring

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

e im

port

ant t

o co

mpr

ehen

sion

or e

xpre

ssio

n.

Voca

bula

ry A

cqui

sitio

n an

d U

se


Expanding - Negotiate with or persuade others inconversations (e.g., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . . ) and open responses to express and defend nuanced opinions.

Bridging - Negotiate with or persuade others in conversations in appropriate registers (e.g., to acknowledge new information in anacademic conversation but then politely offer a counterpoint) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . . ), and open responses to express and defend nuanced opinions.





PI.3 - Supporting opinions and persuading others PI.4 - Adapting language choices








PI.5 - Listening actively PI.6 - Reading/viewing closely

L 9-

10.6

- Ac

quire

and

use

acc

urat

ely

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd

phra

ses,

suffi

cien

t for

read

ing,

writ

ing,

spea

king

, and

list

enin

g at

the

colle

ge a

nd c

aree

r re

adin

ess l

evel

; dem

onst

rate

inde

pend

ence

in g

athe

ring

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

e im

port

ant t

o co

mpr

ehen

sion

or e

xpre

ssio

n.

Voca

bula

ry A

cqui

sitio

n an

d U

se













Page 98 of 103

Voca

bula

ry A

cqui

sitio

n an

d U

se


PI.7 - Evaluating language choices PI.8 - Analyzing language choicesEmerging - Explain how successfully writers and speakers structure texts and uselanguage (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing evidence to support claims or connecting points in an argument) or create other specific effects, with substantial support.






L 9-

10.6

- Ac

quire

and

use

acc

urat

ely

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd

phra

ses,

suffi

cien

t for

read

ing,

writ

ing,

spea

king

, and

list

enin

g at

the

colle

ge a

nd c

aree

r re

adin

ess l

evel

; dem

onst

rate

inde

pend

ence

in g

athe

ring

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

e im

port

ant t

o co

mpr

ehen

sion

or e

xpre

ssio

n.




b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/ potentially/ certainly/absolutely, should/might ).

L 9-

10.6

- Ac

quire

and

use

acc

urat

ely

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd

phra

ses,

suffi

cien

t for

read

ing,

writ

ing,

spea

king

, and

list

enin

g at

the

colle

ge a

nd

care

er re

adin

ess l

evel

; dem

onst

rate

inde

pend

ence

in g

athe

ring

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

e im

port

ant t

o co

mpr

ehen

sion

or e

xpre

ssio

n.

Voca

bula

ry A

cqui

sitio

n an

d U

se













PI.10 - Writing PI.11 - Justifying/arguing





PI.12 - Selecting language resourcesEmerging - a. Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions ) words to create clear spoken and written texts.






L 9-

10.6

- Ac

quire

and

use

acc

urat

ely

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd

phra

ses,

suffi

cien

t for

read

ing,

writ

ing,

spea

king

, and

list

enin

g at

the

colle

ge a

nd c

aree

r re

adin

ess l

evel

; dem

onst

rate

inde

pend

ence

in g

athe

ring

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

e im

port

ant t

o co

mpr

ehen

sion

or e

xpre

ssio

n.

Voca

bula

ry A

cqui

sitio

n an

d U

se




L 9-

10.6

- Ac

quire

and

use

acc

urat

ely

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd

phra

ses,

suffi

cien

t for

read

ing,

writ

ing,

spea

king

, and

list

enin

g at

the

colle

ge a

nd c

aree

r re

adin

ess l

evel

; dem

onst

rate

inde

pend

ence

in g

athe

ring

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

e im

port

ant t

o co

mpr

ehen

sion

or e

xpre

ssio

n.

Voca

bula

ry A

cqui

sitio

n an

d U

se















L 9-

10.6

- Ac

quire

and

use

acc

urat

ely

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd

phra

ses,

suffi

cien

t for

read

ing,

writ

ing,

spea

king

, and

list

enin

g at

the

colle

ge a

nd

care

er re

adin

ess l

evel

; dem

onst

rate

inde

pend

ence

in g

athe

ring

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

e im

port

ant t

o co

mpr

ehen

sion

or e

xpre

ssio

n.

Voca

bula

ry A

cqui

sitio

n an

d U

se












L 9-

10.6

- Ac

quire

and

use

acc

urat

ely

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd

phra

ses,

suffi

cien

t for

read

ing,

writ

ing,

spea

king

, and

list

enin

g at

the

colle

ge a

nd

care

er re

adin

ess l

evel

; dem

onst

rate

inde

pend

ence

in g

athe

ring

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

e im

port

ant t

o co

mpr

ehen

sion

or e

xpre

ssio

n.

Voca

bula

ry A

cqui

sitio

n an

d U

se

Emerging - Combine clauses in a few basic ways (e.g., creating compound sentences using and, but, so ; creating complex sentences using because) to make connections between and to join ideas (e.g., I want to read this book because it describes the solar system ).








Documents

Integrating the CA ELD Standards Into K-12 English