Integrating the CA ELD Standards Into K-12 English ... · Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy GRADE 6. ... Standards correspond with the CA CCSS

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 6

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




Corresponding ELD StandardsPI.6 - Reading/viewing closely

Emerging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with substantial support.

b. Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using some frequently used verbs (e.g., shows that, based on ).

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.

Expanding - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate support.

b. Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to ).

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 and new topics.

Bridging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.

b. Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of precise academic verbs (e.g., indicates that, influences ).

c. Use knowledge of morphology (e.g., affixes, roots, and base words), 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.

Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 1 of 101

Grade 6 - Reading Literat

CA CCSS forELA Standard

RL 6

.1 -

Cite

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 6

.2 -

Dete

rmin

e a

them

e or

cen

tral

idea

of a

text

and

how

it is

co

nvey

ed th

roug

h pa

rtic

ular

det

ails

; pro

vide

a

sum

mar

y of

the

text

di

stin

ct fr

om p

erso

nal

opin

ions

or j

udgm

ents

.

RL 6

.3 -

Desc

ribe

how

a pa

rtic

ular

stor

y’s o

r dr

ama’

s plo

t unf

olds

in a

se

ries o

f epi

sode

s as w

ell

as h

ow th

e ch

arac

ters

re

spon

d or

cha

nge

as th

e pl

ot m

oves

tow

ard

a re

solu

tion.

Key

Idea

s and

Det

ails

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

6.5

- An

alyz

e ho

w a

par

ticul

ar

sent

ence

, cha

pter

, sce

ne, o

rst

anza

fits

into

the

over

all

stru

ctur

e of

a te

xt a

ndco

ntrib

utes

to th

e de

velo

p-m

ent o

f the

them

e, se

ttin

g,

Craf

t and

Str

uctu

re


Grade 6 - Reading Literature (RL)

Corresponding ELD StandardsPI.6 - Reading/viewing closely

Emerging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/ effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multi-media, with substantial support.


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.



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 and new topics.



c. Use knowledge of morphology (e.g., affixes, roots, and base words), 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.

PI.7 - Evaluating language choices


Emerging - Explain how well writers and speakers use language to support ideas and arguments with detailed evidence (e.g., identifying the precise vocabulary used to present evidence, or the phrasing used to signal a shift in meaning) with substantial support.

Expanding - Explain how well writers and speakers use specific language to present ideas or support arguments and provide detailed evidence (e.g., showing the clarity of the phrasing used to present an argument) with moderate support.

Bridging - Explain how well writers and speakers use specific language resources to present ideas or support arguments and provide detailed evidence (e.g., identifying the specific language used to present ideas and claims that are well supported and distinguishing them from those that are not) with light support.RL

6.4

- De

term

ine

the

mea

ning

of w

ords

and

ph

rase

s as t

hey

are

used

in a

text

, inc

ludi

ng

figur

ativ

e an

d co

nnot

ativ

e m

eani

ngs;

ana

lyze

th

e im

pact

of a

spec

ific

wor

d ch

oice

on

mea

ning

and

tone

. (Se

e gr

ade

6 La

ngua

ge

stan

dard

s 4–6

for a

dditi

onal

exp

ecta

tions

.) CA



CA CCSS forELA Standard Corresponding ELD Standards

PI.8- Analyzing language choicesEmerging - Explain how phrasing or different common words with similar meaning (e.g., choosing to use the word cheap versus the phrase a good saver ) produce different effects on the audience.

Expanding - Explain how phrasing, different words with similar meaning (e.g., describing a character as stingy versus economical ), or figurative language (e.g., The room was like a dank cave, littered with food wrappers, soda cans, and piles of laundry ) produce shades of meaning and different effects on the audience.

Bridging - Explain how phrasing, different words with similar meaning (e.g., stingy, economical, frugal, thrifty ), or figurative language (e.g., The room was depressed and gloomy. The room was like a dank cave, littered with food wrappers, soda cans, and piles of laundry ) produce shades of meaning, nuances, and different effects on the audience.

PII.1 - Understanding text structureEmerging - Apply basic understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how arguments are organized around ideas)to comprehending texts and writing basic texts.

Expanding - Apply growing understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how arguments are structured logically around reasons and evidence) to comprehending texts and writing texts with increasing cohesion.

Bridging - Apply increasing understanding of how different text types are organized to express ideas (e.g., how a historical account is organized chronologically versus how arguments are structured logically around reasons and evidence) to comprehending texts and writing cohesive texts.

RL 6

.4 -

Dete

rmin

e th

e m

eani

ng o

f wor

ds

and

phra

ses a

s the

y ar

e us

ed in

a te

xt,

incl

udin

g fig

urat

ive

and

conn

otat

ive

mea

ning

s; a

naly

ze th

e im

pact

of a

spec

ific

wor

d ch

oice

on

mea

ning

and

tone

. (Se

e gr

ade

6 La

ngua

ge st

anda

rds 4

–6 fo

r ad

ditio

nal e

xpec

tatio

ns.)

CA

RL 6

.5 -

Anal

yze

how

a p

artic

ular

sent

ence

, cha

pter

, sce

ne, o

r sta

nza

fits i

nto

the

over

all s

truc

ture

of a

text

and

cont

ribut

es to

the

deve

lopm

ent o

f the

th

eme,

sett

ing,

or p

lot.

Craf

t and

Str

uctu

re




Page 4 of 101 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/

Corresponding ELD StandardsCA CCSS forELA Standard

PI.6 - Reading/viewing closelyEmerging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with substantial support.



Expanding - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate support.


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.

Bridging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.



RL 6

.6 -

Expl

ain

how

an

auth

or

deve

lops

the

poin

t of

view

of t

he

narr

ator

or

spea

ker i

na

text

.

RL 6

.7 -

Com

pare

and

co

ntra

st th

e ex

perie

nce

of

read

ing

a st

ory,

dra

ma,

or

poem

to li

sten

ing

to o

r vi

ewin

g an

aud

io, v

ideo

,

or li

ve v

ersi

on o

f the

text

, in

clud

ing

cont

rast

ing

wha

t the

y "s

ee"

and

"hea

r"w

hen

read

ing

the

text

to

wha

t the

y pe

rcei

ve w

hen

they

list

en o

r wat

ch.

RL 6

.9 -

Com

pare

and

co

ntra

st te

xts i

n di

ffere

nt fo

rms o

r ge

nres

(e.g

., st

orie

s an

d po

ems;

hi

stor

ical

nov

els a

nd

fant

asy

stor

ies)

in

term

s of t

heir

appr

oach

es to

si

mila

r the

mes

and

to

pics

.

RL 6

.10

- By

the

end

of th

e ye

ar, r

ead

and

com

preh

end

liter

atur

e, in

clud

ing

stor

ies,

dra

mas

, and

po

ems,

in th

e

grad

es 6

-8 te

xt

com

plex

ity b

and

prof

icie

ntly

, with

sc

affo

ldin

g as

ne

eded

at t

he h

igh

Craf

t and

St

ruct

ure

Inte

grat

ion

of K

now

ledg

e an

d Id

eas

Rang

e of

Rea

ding

and

le

vel o

f Tex

t Com

plex

ity


Grade 6 - Reading Information (RI)


PI.6 - Reading/viewing closelyEmerging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with substantial support.









RI 6

.1 -

Cite

text

ual

evid

ence

to su

ppor

t an

alys

is o

f wha

tth

e te

xt sa

ys e

xplic

itly

as w

ell a

s inf

eren

ces

draw

n fr

om th

e te

xt.

RI 6

.2 -

Dete

rmin

e a

cen

tral

id

ea o

f a te

xt a

nd h

ow it

is

conv

eyed

thro

ugh

part

icul

ar

deta

ils; p

rovi

dea

sum

mar

y of

the

text

dis

tinct

fr

om p

erso

nal

opin

ions

or j

udgm

ents

.

RI 6

.3 -

Ana

lyze

in

deta

il ho

w a

key

in

divi

dual

, eve

nt,

or id

ea is

intr

o-du

ced,

illu

stra

ted,

an

d el

abor

ated

in a

te

xt (e

.g.,

thro

ugh

exam

ples

or

Key

Idea

s and

Det

ails





PI.6 - Reading/viewing closely


Emerging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/ solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with substantial support.

b. Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using some frequently used verbs (e.g., shows that, based on).


Expanding - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/ solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate support.

b. Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to).


Bridging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/ solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.

b. Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of precise academic verbs (e.g., indicates that, influences).


RI 6

.4 -

Dete

rmin

e th

e m

eani

ng o

f wor

ds a

nd p

hras

es a

s the

y ar

eus

ed in

a te

xt,

incl

udin

g fig

urat

ive,

con

nota

tive,

and

tech

nica

lm

eani

ngs.

(Se

e gr

ade

6 La

ngua

ge st

anda

rds 4

-6 fo

r add

ition

alex

pect

atio

ns.)

CA

Craf

t and

Str

uctu

re




RI 6

.4 -

Dete

rmin

e th

e m

eani

ng o

f wor

ds a

nd p

hras

es a

s the

y ar

e us

edin

a te

xt, i

nclu

ding

figu

rativ

e, c

onno

tativ

e, a

nd te

chni

cal m

eani

ngs.

(See

gra

de 6

Lan

guag

e st

anda

rds 4

-6 fo

r add

ition

al e

xpec

tatio

ns.)

CA

Craf

t and

Str

uctu

re



Bridging - Explain how phrasing, different words with similar meaning (e.g., stingy , economical , frugal, thrifty), or figurative language (e.g., The room was depressed and gloomy. The room was like a dank cave, littered with food wrappers, soda cans, and piles of laundry ) produce shades of meaning, nuances, and different effects on the audience.


PI.7 - Evaluating language choices PI.8 - Analyzing language choicesExpanding - Explain how well writers and speakers use specific language to present ideas or support arguments and provide detailed evidence (e.g., showing the clarity of the phrasing used to present an argument) with moderate support.

Bridging - Explain how well writers and speakers use specific language resources to present ideas or support arguments and provide detailed evidence (e.g., identifying the specific language used to present ideas and claims that are well supported and distinguishing them from those that are not) with light support.

Emerging - Explain how phrasing or different common words with similar meaning (e.g., choosing to use the word cheap versus the phrase a good saver ) produce different effects on the audience.


Corresponding ELD Standards

Bridging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support. b. Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of precise academic verbs (e.g., indicates that, influences).




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 and new topics


b. Express inferences and con-clusions drawn based on close reading of grade-level texts and viewing of multimedia using some frequently used verbs (e.g., shows that, based on).



Expanding - Explain how phrasing, different words withsimilar meaning (e.g., describing a characteras stingy versus economical), or figurative language (e.g., The room was like a dank cave, littered with food wrappers, soda cans, and piles of laundry) produce shades of meaning and different effects on the audience.

Bridging - Explain how phrasing, different words withsimilar meaning (e.g., stingy, economical, frugal, thrifty ), or figurative language (e.g., The room was depressed and gloomy. The room was like a dank cave, littered with food wrappers, soda cans, and pilesof laundry ) produce shades of meaning, nuances, and different effects on the audience.

RI 6

.5 -

Anal

yze

how

a p

artic

ular

sent

ence

, par

agra

ph, c

hapt

er, o

rse

ctio

n fit

s int

o th

e ov

eral

l str

uctu

re o

f a te

xt a

nd c

ontr

ibut

es to

the

deve

lopm

ent o

f th

e id

eas.

a.

Anal

yze

the

use

of te

xt fe

atur

es (e

.g.,

grap

hics

, hea

ders

, c

aptio

ns) i

n po

pula

r med

ic, C

A


PI.8 - Analyzing language choices



Craf

t and

Str

uctu

re


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

aft a

nd S

truc

ture




PII.2 - Understanding cohesionPII.1 - Analyzing language choicesEmerging - Apply basic understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how arguments are organized around ideas) to comprehending texts and writing basic texts.

Expanding - Apply growing understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how arguments are structured logically around reasons and evidence) to comprehending texts and writing texts with increasing cohesion


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.

Expanding - a. Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns or synonyms refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion

b. Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, in the first place, as a result, on the other hand ) to comprehending texts and writing texts with increasing cohesion.

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

b. Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., consequently, specifically, however, moreover ) to comprehending texts and writing cohesive texts.

RI 6

.5 -

Anal

yze

how

a p

artic

ular

sent

ence

, par

agra

ph, c

hapt

er, o

rse

ctio

n fit

s int

o th

e ov

eral

l str

uctu

re o

f a te

xt a

nd c

ontr

ibut

es to

the

deve

lopm

ent o

f the

idea

s. a

. An

alyz

e th

e us

e of

text

feat

ures

(e.g

., gr

aphi

cs, h

eade

rs,

cap

tions

) in

popu

lar m

edic

, CA





Page 10 of 101

RI 6

.6 -

Dete

rmin

e an

aut

hor’s

po

int o

f vie

w o

r pur

pose

in a

te

xt a

nd e

xpla

in h

ow it

is

conv

eyed

in th

e te

xt.

RI 6

.7 -

Inte

grat

e in

form

atio

n pr

esen

ted

in d

iffer

ent

med

ia o

r for

mat

s (e.

g., v

isua

lly, q

uant

itativ

ely)

as

wel

l as i

n w

ords

to d

evel

op a

coh

eren

t und

erst

andi

ng

of a

topi

c or

issu

e.

Craf

t and

Str

uctu

reIn

tegr

atio

n of

Kno

wle

dge

and

Idea

s


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







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 and new topics.

Bridging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/ effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.












Bridging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/ effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.






RI 6

.8 -

Trac

e an

d ev

alua

te

the

argu

men

t and

spec

ific

clai

ms i

n a

text

, di

stin

guis

hing

cla

ims t

hat

are

sup-

port

ed b

y re

ason

s

RI 6

.9 -

Com

pare

and

co

ntra

st o

ne a

utho

r’s

pres

enta

tion

of e

vent

s w

ith th

at o

f ano

ther

(e.g

., a

mem

oir w

ritte

n by

an

d a

biog

raph

y on

the

RI 6

.10

- By

the

end

of th

eye

ar, r

ead

and

com

preh

end

liter

ary

nonf

ictio

n in

the

grad

es 6

–8 te

xt c

ompl

exity

band

pro

ficie

ntly

, with

scaf

fold

ing

as n

eede

d at

the

Inte

grat

ion

of K

now

ledg

e an

d Id

eas

Rang

e of

Rea

ding

and

leve

l of

Text

Com

plex

ity



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

Grade 6 - Reading for H/SS (RH)



PI.6 - Reading/viewing closely Emerging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with substantial support.




Key

Idea

s and

Det

ails



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.




RH 6

.1 -

Cite

spec

ific

text

ual

evid

ence

tosu

ppor

t ana

lysi

sof

prim

ary

and

seco

ndar

y so

urce

s.

RH 6

.2 -

Det

erm

ine

the

cent

ral i

deas

or i

nfor

mat

ion

of a

prim

ary

or se

cond

ary

sour

ce;

prov

ide

an a

ccur

ate

sum

mar

y of

th

e so

urce

dist

inct

from

prio

rkn

owle

dge

or o

pini

ons.

RH 6

.3 -

Iden

tify

key

step

s in

a te

xt’s

des

crip

tion

of a

proc

ess r

elat

ed to

hi

stor

y/so

cial

stud

ies

(e.g

., ho

w a

bill

beco

mes

law

, how

inte

rest

ra

tes a

rera

ised

or l

ower

ed).




PI.6 - Reading/viewing closelyBridging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.










RH 6

.4 -

Dete

rmin

e th

e m

eani

ng o

fw

ords

and

phr

ases

as t

hey

are

used

in a

text

, inc

ludi

ng v

ocab

ular

ysp

ecifi

c to

dom

ains

rela

ted

tohi

stor

y/so

cial

stud

ies.

RH 6

.5 -

Desc

ribe

how

a te

xt p

rese

nts

info

rmat

ion

(e.g

.,se

quen

tially

,co

mpa

rativ

ely,

caus

ally

).

Craf

t and

Str

uctu

re








RH 6

.4 -

Dete

rmin

e th

e m

eani

ng o

f wor

dsan

d ph

rase

s as t

hey

are

used

in a

text

,in

clud

ing

voca

bula

ry sp

ecifi

c to

dom

ains

rela

ted

to h

isto

ry/s

ocia

l stu

dies

.

RH 6

.5 -

Desc

ribe

how

ate

xt p

rese

nts i

nfor

mat

ion

(e.g

., se

quen

tially

, co

mpa

rativ

ely,

cau

sally

).

Craf

t and

Str

uctu

re

Page 14 of 101


Expanding - Explain how phrasing, different words with similar meaning (e.g., describing a character as stingy versus economical ), or figurative language (e.g., The room was like a dank cave, littered with food wrappers, soda cans, and piles of laundry ) produce shades of meaningand different effects on the audience.

Emerging - Explain how well writers and speakers use language to support ideas and arguments with detailed evidence (e.g., identifying the precise vocabulary used to present evidence, or the phrasing used to signal a shift in meaning) when provided with substantial support.


Bridging - Explain how well writers and speakers use specific language resources to present ideas or support arguments and provide detailed evidence (e.g., identifying the specific language used to present ideas and claims that are well supported and distinguishing them from those that are not) when provided with light support.




PII.1 - Understanding text structure


Emerging - Apply basic understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how arguments are organized around ideas) to comprehending texts and writing basic texts.



RH 6

.5 -

Desc

ribe

how

a te

xt p

rese

nts i

nfor

mat

ion

(e.g

., se

quen

tially

, com

para

tivel

y, c

ausa

lly).

Craf

t and

Str

uctu

re


Corresponding ELD StandardsPII.2 - Understanding cohesion

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.


Expanding -a. Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns or synonyms refer back to nouns in text) to compretending texts and writing texts with increasing cohesion.

b. Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, in the first place, as a result, on the other hand ) to comprehending texts and writing texts withincreasing cohesion.

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




aft a

nd S

truc

ture

Inte

grat

ion

of K

now

ledg

e an

d Id

eas












RH 6

.6 -

Iden

tify

aspe

cts

of a

text

that

reve

al a

n au

thor

’s p

oint

of v

iew

or p

urpo

se (e

.g.,

load

ed

lang

uage

, inc

lusi

on o

r av

oida

nce

ofpa

rtic

ular

fact

s).

RH 6

.7 -

Inte

grat

e vi

sual

in

form

atio

n (e

.g.,

inch

arts

, gra

phs,

pho

to-

grap

hs, v

ideo

s, o

r map

s)w

ith o

ther

info

rmat

ion

in p

rint a

nd d

igita

l tex

ts.

RH 6

.8 -

Dist

ingu

ish

amon

g fa

ct,

opin

ion,

and

re

ason

ed ju

dg-

men

t in

a te

xt.







Corresponding ELD StandardsRH

6.6

- Id

entif

y as

pect

s of a

text

that

reve

al a

n au

thor

’s p

oint

of v

iew

or p

urpo

se (e

.g.,

load

ed la

ngua

ge,

incl

usio

n or

avo

idan

ceof

par

ticul

ar fa

cts)

.

RH 6

.8 -

Dist

ingu

ish

amon

g fa

ct, o

pini

on,

and

reas

oned

judg

men

t in

a te

xt.

Inte

grat

ion

of K

now

ledg

e an

d Id

eas

Craf

t and

Str

uctu

re
















RH 6

.9 -

Anal

yze

the

rela

tions

hip

betw

een

a pr

imar

y an

dse

cond

ary

sour

ceon

the

sam

e to

pic.

RH 6

.10

- By

the

end

of g

rade

8,

read

and

com

preh

end

hist

ory/

soci

al st

udie

s tex

ts in

the

grad

es 6

–8 te

xt c

ompl

exity

band

inde

pend

ently

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 6 - Reading for S/TS (RST)

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

y Id

eas a

nd D

etai

ls







RST

6.1

- Cite

spec

ific

text

ual e

vide

nce

tosu

ppor

t ana

lysi

sof

scie

nce

and

tech

nica

l tex

ts.

RST

6.2

- De

term

ine

the

cent

ral i

deas

or c

oncl

u-si

ons o

f a te

xt; p

rovi

dean

acc

urat

e su

mm

ary

of th

e te

xt d

istin

ctfr

om p

rior k

now

ledg

eor

opi

nion

s.

RST

6.3

- Fol

low

prec

isel

y a

mul

tiste

p pr

oced

ure

whe

nca

rryi

ng o

ut e

xper

i-m

ents

, tak

ing

mea

sure

men

ts, o

r pe

rfor

min

gte

chni

cal t

asks

.










RST

6.4

- Det

erm

ine

the

mea

ning

of sy

mbo

ls, k

ey te

rms,

and

oth

er d

omai

n-sp

ecifi

c w

ords

and

phra

ses a

s the

y ar

e us

ed in

a sp

ecifi

c sc

ient

ific

or te

chni

cal

cont

ext r

elev

ant t

o gr

ades

6–8

text

s and

topi

cs.

Craf

t and

Str

uctu

re











RST

6.5

- Ana

lyze

the

stru

ctur

e an

aut

hor u

ses

to o

rgan

ize

a te

xt,

incl

udin

g ho

w th

e m

ajor

sect

ions

co

ntrib

ute

to th

e w

hole

and

to a

n un

der-

stan

ding

of t

he to

pic.





RST

6.4

- Det

erm

ine

the

mea

ning

of

sym

bols

, key

term

s, a

nd o

ther

dom

ain-

spec

ific

wor

ds a

nd p

hras

es a

s the

yar

e us

ed in

a sp

ecifi

c sc

ient

ific

orte

chni

cal c

onte

xt re

leva

nt to

Craf

t and

Str

uctu

reRS

T 6.

5 - A

naly

ze th

est

ruct

ure

an a

utho

r use

sto

org

aniz

e a

text

, inc

ludi

ngho

w th

e m

ajor

sect

ions

con

trib

ute

to th

e w

hole

Page 21 of 101


Expanding - Explain how phrasing, different words with similar meaning (e.g., describing a character as stingy versus economical ), or figurative language (e.g., The room was like a dank cave, littered with food wrappers, soda cans, and piles of laundry ) produce shades of meaningand different effects on the audience.










Corresponding ELD StandardsPII.2 - Understanding cohesion




b. Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, in the first place, as a result, on the other hand ) to comprehending texts and writing texts withincreasing cohesion.



RST

6.5

- Ana

lyze

the

stru

ctur

e an

aut

hor u

ses

to o

rgan

ize

a te

xt, i

nclu

ding

how

the

maj

or se

ctio

nsco

ntrib

ute

to th

e w

hole

and

to a

n un

ders

tand

ing

of th

e to

pic.

Craf

t and

Str

uctu

re









aft a

nd S

truc

ture

Inte

grat

ion

of K

now

ledg

e an

d Id

eas












RST

6.6

- Ana

lyze

the

auth

or’s

pu

rpos

e in

pro

vidi

ng a

n ex

plan

-at

ion,

des

crib

ing

a pr

oced

ure,

or

dis

-cu

ssin

g an

exp

erim

ent

in a

text

.

RST

6.7

- Int

egra

te q

uant

itativ

e or

tech

nica

l inf

orm

atio

n ex

pres

sed

in w

ords

in a

text

with

a

vers

ion

of th

at in

form

atio

n ex

pres

sed

visu

ally

(e.g

.,in

a fl

owch

art,

diag

ram

,m

odel

, gra

ph, o

r tab

le).

RST

6.8

- Di

stin

guis

ham

ong

fact

s,

reas

oned

judg

-m

ent b

ased

on

rese

arch

find

ings

, an

d sp

ecul

atio

nin

a te

xt.




Grade 6 - Reading for S/T



Corresponding ELD StandardsRS

T 6.

6 - A

naly

ze th

e au

thor

’spu

rpos

e in

pro

vidi

ng a

nex

plan

atio

n, d

escr

ibin

ga

proc

edur

e, o

r dis

cuss

ing

an e

xper

imen

t in

a te

xt.

RST

6.8

- Dis

tingu

ish

amon

g fa

cts,

reas

oned

judg

men

t ba

sed

on re

sear

ch fi

ndin

gs,

and

spec

ulat

ion

in a

text

.

Craf

t and

Str

uctu

reIn

tegr

atio

n of

Kno

wle

dge

and

Idea

s
















RST

6.9

- Com

pare

and

con

tras

t the

in

form

a-tio

n ga

ined

from

expe

rimen

ts, s

imul

atio

ns, v

ideo

, or

mul

timed

iaso

urce

s with

that

gai

ned

from

read

ing

a te

xt o

n th

e sa

me

topi

c.

RST

6.10

- By

the

end

ofgr

ade

8, re

ad a

nd c

ompr

e-he

nd sc

ienc

e/te

chni

cal t

exts

in th

e gr

ades

6–8

text

com

plex

ity b

and

inde

pend

ently

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


Page 26 of 101


Grade 6 - Writing (W)

Corresponding ELD StandardsPI.3 - Supporting opinions and persuading others

Expanding - Negotiate with or persuade others in conversations (e.g., to provide counterarguments) using an expanded set of learned phrases (I agree with X, but . . . ), as well as open responses.

Bridging - Negotiate with or persuade others in conversations using appropriate register (e.g., to reflect on multiple perspectives) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and Gabriel just pointed out Y ), as well as open responses.


Emerging - Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or ask for clarification) using basic learned phrases (e.g., I think . . . , Would you please repeat that? ), as well as open responses.

W 6

.1 -

Writ

e ar

gum

ents

to su

ppor

t cla

ims w

ith c

lear

reas

ons a

nd re

leva

nt

evid

ence

. (a.

- e.

)

Text

and

Typ

es a

nd P

urpo

ses




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

Emerging - a. Justify opinions by providing some textual evidence (e.g., quoting from the text) or relevant background knowledge, with substantial support.

b. Express attitude and opinions or temper statements with some basic modal expressions (e.g., can, has to ).

Expanding -a. Justify opinions or persuade others by providing relevant textual evidence (e.g., quoting from the text or referring to what the text says) or relevant background knowledge, with moderate support.

b. Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., maybe/probably, can/could, must).

Emerging - a. Write short literary and informational texts (e.g., an argument for protecting the rain forests) 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).

Expanding - a. Write longer literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently using appropriate text organization.

b. Write increasingly concise summaries of texts and experiences 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 for protecting the rain forests) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.

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).

Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 27of 101

W 6

.1 -

Writ

e ar

gum

ents

to su

ppor

t cla

ims w

ithcl

ear r

easo

ns a

nd re

leva

nt e

vide

nce.

(a. -

e.)

Text

and

Typ

es a

nd P

urpo

ses

Bridging - a. Justify opinions or persuade others by providing detailed and relevant textual evidence (e.g., quoting from the text directly or referring to specific textual evidence) or relevant background knowledge, with light support.

b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly/ definitely, should/would, might ) and phrasing (e.g., In my opinion... ).









PI.10 - Writing Emerging - a. Write short literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently.


W 6

.2 -

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts t

o ex

amin

e a

topi

c an

d co

nvey

idea

s, c

once

pts,

and

info

rmat

ion

thro

ugh

the

sele

ctio

n,

orga

niza

tion,

and

anal

ysis

of r

elev

ant c

onte

nt.

W 6

.3 -

Writ

e na

rrat

ives

to d

evel

op re

al

or im

agin

ed e

xper

ienc

es o

rev

ents

usi

ng e

ffect

ive

tech

niqu

e,

rele

vant

des

crip

tive

deta

ils, a

ndw

ell-s

truc

ture

d ev

ent

sequ

ence

s. (a

. - e

.)

Text

and

Typ

es a

nd P

urpo

ses

Page 28 of 101





PII.1 - Understanding text structureEmerging -Apply basic understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how arguments are organized around ideas) to comprehending texts and writing basic texts.


Bridging - Apply increasing understanding of how different text types are organized to express ideas (e.g.,how a historical account is organized chronologically versus how arguments are structured logically around reasons and evidence) to compretending texts and writing cohesive texts.

W 6

.1 -

Writ

e ar

gum

ents

to su

ppor

t cla

ims

with

cle

ar r

easo

ns

and

rele

vant

ev

iden

ce. (

a. -

e.)

W 6

.2 -

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts t

o ex

amin

ea

topi

c an

d co

nvey

idea

s,

conc

epts

, and

info

rmat

ion

thro

ugh

the

sele

ctio

n,

orga

niza

tion,

and

ana

lysi

sof

rele

vant

con

tent

. (a.

- f.)

W 6

.3 -

Writ

e na

rrat

ives

to d

evel

op re

al o

rim

agin

ed e

xper

ienc

es o

r ev

ents

usi

ng e

ffect

ive

tech

niqu

e, re

leva

nt

desc

riptiv

e de

tails

, and

wel

l-str

uctu

red

even

t

Text

and

Typ

es a

nd P

urpo

ses

PII.2 - Understanding cohesion


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 compretending texts and writing basic texts.


Expanding - a. Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns or synonyms refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion. b. Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, in the first place, as a result, on the other hand ) to comprehending texts and writing texts with increasing cohesion.





Bridging - Combine clauses in a wide variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday because he had an exam on Monday ), to make a concession (e.g., She studied all night even though she wasn’t feeling well), or to link two ideas that happen at the same time (e.g., The students worked in groups while their teacher walked around the room ).



PII.6 - Connecting ideas PII.7 - Condensing ideasBridging - Condense ideas in a variety of ways (e.g., through various types of embedded clauses, ways of condensing, and nominalization as in, They destroyed the rain forest. Lots of animals died . → The destruction of the rain forest led to the death of many animals) to create precise and detailed sentences.

Emerging - Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so ).

Emerging - Condense ideas insimple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. → This is a story about a girl who changed the world ) to create precise and detailed sentences.

Expanding - Condense ideas in an increasing variety of ways (e.g., through various types of embedded clauses and other ways of condensing, as in, Organic vegetables are food. They’re made without chemical fertilizers. They’re made without chemical insecticides). → Organic vegetables are foods that are made without chemical fertilizers or insecticides ) to create precise and de-tailed sentences.

Expanding -Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday to study for Monday’s exam ) or to make a concession (e.g., She studied all night even though she wasn’t feeling well ).

W 6

.1 -

Writ

e ar

gum

ents

to

supp

ort c

laim

s with

cl

ear

re

ason

s and

re

leva

nt

evid

ence

. (a.

- e.

)

W 6

.2 -

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts t

o ex

amin

e a

topi

c an

dco

nvey

idea

s, c

once

pts,

and

info

rmat

ion

thro

ugh

the

sele

ctio

n, o

rgan

iza-

tion,

and

ana

lysi

s of r

elev

ant

cont

ent

(a. -

f.)

W 6

.3 -

Writ

e na

rrat

ives

to

deve

lop

real

or i

mag

ined

expe

rienc

es o

r eve

nts

usin

g ef

fect

ive

tech

niqu

e,

rele

vant

des

crip

tive

deta

ils,

and

wel

l-str

uctu

red

even

t se

quen

ces.

(a.

- e.

)

Text

and

Typ

es a

nd P

urpo

ses




PI.10 - Writing PI.4 - Adapting language choices Emerging - a. Write short literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently.


Expanding - a. Write longer literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently using appropriate text organization. b. Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

Bridging - Adjust language choices according to task (e.g., facilitatinga science experiment,providing peer feedback on a writingassignment), purpose, task, and audience.

W 6

.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

yles

are

app

ropr

iate

to

task

pur

pose

, and

aud

ienc

e. (G

rade

-sp

ecifi

c ex

pect

atio

ns fo

r writ

ing

type

s ar

e de

fined

in st

anda

rds 1

-3 a

bove

.)

W 6

.5 -

With

som

e gu

idan

ce a

nd

supp

ort f

rom

pee

rs a

nd a

dults

, de

velo

p an

d st

reng

then

writ

ing

as

need

ed b

y pl

anni

ng, r

evis

ing,

editi

ng, r

ewrit

ing,

or t

ryin

g a

new

ap

proa

ch. (

Editi

ng fo

r con

vent

ions

sh

ould

dem

onst

rate

com

man

d of

La

ngua

ge st

anda

rds 1

–3 u

p to

and

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing


Emerging -Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher).



Expanding - Adjust language choices according to purpose (e.g., explaining, persuading, entertaining), task, and audience.


Page 32 of

Emerging - a. Use a select number of general academic words (e.g., author, chart) and domain specific words (e.g., scene, cell, fraction ) to create some precision while speaking and writing.

b. Use knowledge of morphology to appropriately select affixes in basic ways (e.g., She likes X ).

Expanding - a. Use a growing set of academic words (e.g., author, chart, global, affect), domain specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy ), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.

b. Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., She likes X. That’s impossible ).

Bridging - a. Use an expanded set of general academic words (e.g., affect, evidence, demonstrate, reluctantly ), domain specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy ), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.

b. Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing observe → observation, reluctant → reluctantly, produce → production, and so on ).




W 6

.4 -

Prod

uce

clea

r and

co-

here

nt w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n,an

d st

yle

are

appr

opria

te to

task

, pur

pose

, and

aud

ienc

e. (G

rade

-sp

ecifi

c ex

pect

atio

ns fo

r writ

ing

type

s are

def

ined

in st

anda

rds 1

–3

W 6

.5 -

With

som

e gu

idan

ce a

nd su

p-po

rt

from

pee

rs a

nd a

dults

, dev

elop

and

stre

ngth

en w

ritin

g as

nee

ded

by p

lann

ing,

revi

sing

, edi

ting,

rew

ritin

g,or

tryi

ng a

new

app

roac

h. (E

ditin

g fo

r co

nven

tions

shou

ld d

emon

stra

teco

mm

and

of L

angu

age

stan

dard

s 1–3

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing

PI.12 - Selecting language resources




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

W 6

.4 -

Prod

uce

clea

r and

co-

here

nt w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n,an

d st

yle

are

appr

opria

te to

task

, pur

pose

, and

aud

ienc

e. (G

rade

-sp

ecifi

c ex

pect

atio

ns fo

r writ

ing

type

s are

def

ined

in st

anda

rds 1

–3

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing




Expanding - a. Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how pronounsor synonyms refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion.



b. Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connectingand transitional words or phrases (e.g., consequently, specifically, however, more-over ) to comprehending texts and writing cohesive texts.



Bridging - Apply increasing understanding of how different text types are organized to ex-press ideas (e.g.,how a historical account is organized chronologically versus how arguments are structured logically around reasons and evidence) to comprehending texts and writing cohesive texts.

W 6

.5 -

With

som

e gu

idan

ce a

nd su

p-po

rt

from

pee

rs a

nd a

dults

, dev

elop

and

stre

ngth

en w

ritin

g as

nee

ded

by p

lann

ing,

revi

sing

, edi

ting,

rew

ritin

g,or

tryi

ng a

new

app

roac

h. (E

ditin

g fo

r co

nven

tions

shou

ld d

emon

stra

teco

mm

and

of L

angu

age

stan

dard

s 1–3




PII.3 - Using verbs and verb phrases

W 6

.4 -

Prod

uce

clea

r and

co-

here

nt w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n,an

d st

yle

are

appr

opria

te to

task

, pur

pose

, and

aud

ienc

e.

(Gra

de-s

peci

fic e

xpec

tatio

nsfo

r writ

ing

type

s are

def

ined

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing

Emerging - Use a variety of verb types (e.g., doing, saying, being/having, thinking/feeling), tenses (e.g., present, past, future, simple, progressive) appropriate to the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics.

Expanding - Use various verb types (e.g., doing, saying, being/having, thinking/feeling, reporting), tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., simple present for literary analysis) on an increasing variety of topics.

Bridging - Use various verb types (e.g., doing, saying, being/having, thinking/ feeling, reporting), tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on a variety of topics.

PII.4 - Using nouns and noun phrasesEmerging - Expand noun phrases in simple ways (e.g., adding a sensory adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.

Expanding - Expand noun phrases in a variety of ways (e.g., adding comparative/superlative adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.

Bridging - Expand noun phrases in an increasing variety of ways (e.g., adding comparative/ superlative and general academic adjectives to noun phrases or more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.

W 6

.5 -

With

som

e gu

idan

ce a

nd su

ppor

t fro

m

peer

s and

adu

lts, d

evel

op a

nd st

reng

then

w

ritin

g as

nee

ded

by p

lann

ing,

revi

sing

, edi

ting,

rew

ritin

g,or

tryi

ng a

new

app

roac

h. (E

ditin

g fo

r co

nven

tions

shou

ld d

emon

stra

teco

mm

and

of L

angu

age

stan

dard

s 1–3





Bridging - Combine clauses in a wide variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday because he had an exam on Monday ), to make a concession (e.g., She studied all night even though she wasn’t feeling well ), or to link two ideas that happen at the same time (e.g., The students worked in groups while their teacher walked around the room ).

Expanding - Expand sentences with an increasing variety of 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.6 - Connecting IdeasExpanding -Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday to study for Monday’s exam ) orto make a concession (e.g., She studied all night even though she wasn’t feeling well ).

PII.5- Modifying to add details


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

W 6

.4 -

Prod

uce

clea

r and

co-

here

nt w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n,an

d st

yle

are

appr

opria

te to

task

, pur

pose

, and

aud

ienc

e. (G

rade

-sp

ecifi

c ex

pect

atio

ns fo

r writ

ing

type

s are

def

ined

in st

anda

rds 1

–3

abov

e.)

W 6

.5 -

With

som

e gu

idan

ce a

nd su

p-po

rt

from

pee

rs a

nd a

dults

, dev

elop

and

stre

ngth

en w

ritin

g as

nee

ded

by p

lann

ing,

revi

sing

, edi

ting,

rew

ritin

g,or

tryi

ng a

new

app

roac

h. (E

ditin

g fo

r co

nven

tions

shou

ld d

emon

stra

teco

mm

and

of L

angu

age

stan

dard

s 1–3

up to

and

incl

udin

g gr

ade

6.)

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing





Bridging - Condense ideas in a variety of ways (e.g., through various types of embedded clauses, ways of condensing, and nominalization as in, They destroyed the rain forest. Lots of animals died → The destruction of the rain forest led to the death of many animals) to create precise and detailed sentences.

W 6

.4 -

Prod

uce

clea

r and

co-

here

nt w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n,an

d st

yle

are

appr

opria

te to

task

, pur

pose

, and

aud

ienc

e. (G

rade

-sp

ecifi

c ex

pect

atio

ns fo

r writ

ing

type

s are

def

ined

in st

anda

rds 1

–3

abov

e.)

W 6

.5 -

With

som

e gu

idan

ce a

nd su

p-po

rt

from

pee

rs a

nd a

dults

, dev

elop

and

stre

ngth

en w

ritin

g as

nee

ded

by p

lann

ing,

revi

sing

, edi

ting,

rew

ritin

g,or

tryi

ng a

new

app

roac

h. (E

ditin

g fo

r co

nven

tions

shou

ld d

emon

stra

teco

mm

and

of L

angu

age

stan

dard

s 1–3

up to

and

incl

udin

g gr

ade

6.)

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing

Emerging - Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. → This is a story about a girl who changed the world) to create precise and detailed sentences.

Expanding - Condense ideas in an increasing variety of ways (e.g., through various types of embedded clauses and other ways of condensing, as in, Organic vegetables are food. They’re made without chemical fertilizers. They’re made without chemical insecticides). → Organic vegetables are foods that are made without chemical fertilizers or insecticides ) to create precise and detailed sentences.


PII.7 - Condensing ideas





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

W 6

.6 -

Use

tech

nolo

gy, i

nclu

ding

the

Inte

rnet

, to

pro

duce

and

pub

lish

writ

ing

as w

ell a

s to

inte

ract

and

col

labo

rate

with

ot

hers

; dem

onst

rate

suffi

cien

t com

man

dof

key

boar

ding

skill

s to

type

a m

inim

umof

thre

e pa

ges i

n a

sing

le si

ttin

g.

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing Emerging -

Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.

Expanding - Engage in longer written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.

Bridging - Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.

Rese

arch

to b

uild

and

Pre

sent

kn

owle

dge








W 6

.7 -

Cond

uct s

hort

rese

arch

pro

ject

s to

answ

er a

que

stio

n,dr

awin

g on

seve

ral

sour

ces a

nd re

focu

sing

the

inqu

iry w

hen




W 6

.8 -

Gat

her r

elev

ant

info

rmat

ion

from

mul

tiple

prin

t and

dig

ital s

ourc

es;

asse

ss th

e cr

edib

ility

of

each

sour

ce; a

nd q

uote

or

para

phra

se th

e da

ta a

nd

conc

lusi

ons o

f oth

ers w

hile

av

oidi

ng p

lagi

aris

m a

nd

prov

idin

g ba

sic

bibl

iogr

aphi

c

W

6.9

- Dr

aw

evid

ence

from

lit

erar

y or

in

form

atio

nal t

exts

to

sup-

port

ana

lysi

s,

refle

ctio

n, a

nd

rese

arch

. (a.

-b.)

W

6.1

0 - W

rite

rout

inel

y ov

er

exte

nded

tim

efr

ames

(tim

e fo

r res

earc

h,

refle

ctio

n, a

nd re

visi

on) a

nd

shor

ter t

ime

fram

es(a

sing

le si

ttin

g or

a d

ayor

two)

for a

rang

e of

di

scip

line-

spec

ific

task

s,

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge

Corresponding ELD StandardsPI.10 - Writing

Emerging -a. Write short literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently.






Rang

e of

Writ

ing





PI.11 - Justifying/ArguingEmerging - a. Justify opinions by providing some textual evidence (e.g., quoting from the text) or relevant background knowledge, with substantial support.





.

b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly/ definitely, should/would, might ) and phrasing (e.g., In my opinion... ).

W 6

.8 -

Gat

her r

elev

ant i

nfor

mat

ion

from

m

ultip

le p

rint a

nd d

igita

l sou

rces

; ass

ess

the

cred

ibili

ty o

f eac

h so

urce

; and

quo

teor

par

aphr

ase

the

data

and

con

clus

ions

of o

ther

s whi

le a

void

ing

plag

iaris

m a

nd p

rovi

ding

ba

sic

bibl

iogr

aphi

c in

form

atio

nfo

r sou

rces

.

W 6

.9 -

Draw

evi

denc

efr

om li

tera

ry o

r in

form

atio

nal t

exts

to

supp

ort a

naly

sis,

refle

ctio

n, a

nd re

sear

ch.

(a.-b

.)

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge



Rang

e of

Writ

ing





W 6

.8 -

Gat

her r

elev

ant

info

rmat

ion

from

mul

tiple

prin

t and

dig

ital s

ourc

es;

asse

ss th

e cr

edib

ility

of

each

sour

ce; a

nd q

uote

or

para

phra

se th

e da

ta a

nd

conc

lusi

ons o

f oth

ers w

hile

av

oidi

ng p

lagi

aris

m a

nd

prov

idin

g ba

sic

bibl

iogr

aphi

c

W 6

.9 -

Draw

ev

iden

ce fr

om

liter

ary

or

info

rmat

iona

l tex

ts

to su

p-po

rt a

naly

sis,

re

flect

ion,

and

re

sear

ch. (

a.-b

.)

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge

PII.2 - Understanding cohesionEmerging - Apply basic understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how arguments are organized around ideas) 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.

Expanding - a. Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns or synonyms refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion.

b. Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, in the first place, as a result, on the other hand) to comprehending texts and writing texts with increasing cohesion.


Bridging- a. Apply increasing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns, synonyms, or nominalizations refer back to nouns in text) to comprehending texts and writing cohesive texts. b. Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., consequently, specifically, however, moreover) to comprehending texts and writing cohesive texts.

W 6

.10

- Writ

e ro

utin

ely

over

ex

tend

ed ti

me

fram

es (t

ime

for r

esea

rch,

re

flect

ion,

and

revi

sion

) and

sh

orte

r tim

e fr

ames

(a si

ngle

sitt

ing

or a

day

or tw

o) fo

r a ra

nge

of

disc

iplin

e-sp

ecifi

c ta

sks,

pu

rpos

es, a

nd a

udie

nces

.



WHS

T 6.

1 - W

rite

argu

men

ts to

supp

ort c

laim

s with

clea

r rea

sons

and

rele

vant

evi

denc

e. (a

. - e

.)

Text

and

Typ

es a

nd P

urpo

ses

Page 41 of 101

Grade 6 - Writing for H/SS (WHST)

Corresponding ELD StandardsPI.3 - Supporting opinions and persuading others








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


b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly/ definitely, should/would, might ) and phrasing (e.g., In my opinion... ).W

HST

6.1

- Writ

e ar

gum

ents

to su

ppor

t cla

ims w

ithcl

ear r

easo

ns a

nd re

leva

nt e

vide

nce.

(a. -

e.)

Text

and

Typ

es a

nd P

urpo

ses












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

6.2

- W

rite

info

rmat

ive/

expl

ana-

tory

text

s to

exam

ine

a to

pic

and

conv

ey id

eas,

con

cept

s, a

nd in

for-

mat

ion

thro

ugh

the

sele

ctio

n, o

rgan

izat

ion,

an

d an

alys

is o

fre

leva

nt c

onte

nt. (

a. -

f.)

W 6

.3 -

Writ

e na

rrat

ives

to d

evel

op

real

or i

mag

ined

exp

erie

nces

or

even

ts u

sing

effe

ctiv

e te

chni

que,

re

leva

nt d

escr

iptiv

e de

tails

, and

w

ell-s

truc

ture

d ev

ent s

eque

nces

.(a

. - e

.)

Text

and

Typ

es a

nd P

urpo

ses

Page 43 of 101




PI.10 - Writing Emerging - a. Write short literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently.









PII.2 - Understanding cohesion









PII.1 - Understanding text structureEmerging -Apply basic understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how arguments are organized around ideas) to comprehending texts and writing basic texts.



W 6

.1 -

Writ

e ar

gum

ents

tosu

ppor

t cla

ims

with

cle

ar re

ason

s an

d re

leva

nt

evid

ence

. (a.

- e.

)

W 6

.2 -

Writ

e in

form

ativ

e/

expl

anat

ory

text

s to

exam

ine

a to

pic

and

conv

ey id

eas,

co

ncep

ts, a

nd in

form

atio

n th

roug

h th

e se

lect

ion,

or

gani

zatio

n, a

nd a

naly

sis

of re

leva

nt c

onte

nt. (

a. -

f.)

W 6

.3 -

Writ

e na

rrat

ives

to

deve

lop

real

or i

mag

ined

expe

rienc

es o

r eve

nts

usin

g ef

fect

ive

tech

niqu

e,re

leva

nt d

escr

iptiv

e de

-ta

ils, a

nd w

ell-s

truc

ture

d ev

ent s

eque

nces

. (a.

- e.

)Text

and

Typ

es a

nd P

urpo

ses






PII.6 - Connecting ideas PII.7 - Condensing ideasBridging - Condense ideas in a variety of ways (e.g., through various types of embedded clauses, ways of condensing, and nominalization as in, They destroyed the rain forest. Lots of animals died . → The destruction of the rain forest led to the death of many animals) to create precise and detailed sentences.


Emerging - Condense ideas insimple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. → This is a story about a girl who changed the world ) to create precise and detailed sentences.


Expanding - Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday 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 wide variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday because he had an exam on Monday ), to make a concession (e.g., She studied all night even though she wasn’t feeling well), or to link two ideas that happen at the same time (e.g., The students worked in groups while their teacher walked around the room ).

W 6

.1 -

Writ

ear

gum

ents

to su

ppor

t cl

aim

s with

cle

ar re

ason

s an

d re

leva

nt e

vide

nce.

(a. -

e.

)

W 6

.2 -

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts t

o ex

amin

e a

topi

c an

d co

nvey

idea

s, c

once

pts,

and

in

form

atio

n th

roug

h th

e se

lect

ion,

org

aniz

atio

n, a

nd

anal

ysis

of r

elev

ant c

onte

nt (a

. - f.

)

W 6

.3 -

Writ

e na

rrat

ives

to

deve

lop

real

or i

mag

ined

expe

rienc

es o

r eve

nts u

sing

ef

fect

ive

tech

niqu

e, re

leva

nt

desc

riptiv

e de

tails

, and

wel

l-st

ruct

ured

eve

nt se

quen

ces.

(a. -

e.)

Text

and

Typ

es a

nd P

urpo

ses

Page 45 of 101




PI.10 - Writing PI.4 - Adapting language choices Emerging - a. Write short literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently.




Bridging - Adjust language choices according to task (e.g., facilitating a science experiment,providing peer feedback on a writingassignment), purpose, task, and audience.

Emerging -Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher).




W 6

.4 -

Prod

uce

clea

r and

coh

eren

t writ

ing

in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n, a

nd st

yle

are

appr

opria

te to

task

, pur

pose

, and

aud

ienc

e.

(Gra

de-s

peci

fic e

xpec

tatio

ns fo

r writ

ing

type

s are

de

fined

in st

anda

rds

1–3

abo

ve.)

W 6

.5 -

With

som

e gu

idan

ce a

nd su

ppor

t fr

om p

eers

and

adu

lts,

deve

lop

and

stre

ngth

en 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

. (Ed

iting

for c

onve

ntio

ns sh

ould

de

mon

stra

te c

omm

and

of L

angu

age

stan

dard

s 1–3

up

to a

nd in

clud

ing

grad

e 6.

)

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing



Emerging - a. Use a select number of general academic words (e.g., author, chart) and domain-specific words (e.g., scene, cell, fraction ) to create some precision while speaking and writing.


Expanding - a. Use a growing set of academic words (e.g., author, chart, global, affect), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy ), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.


Bridging - a. Use an expanded set of general academic words (e.g., affect, evidence, demonstrate, reluctantly ), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy ), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.



W 6

.5 -

With

som

e gu

idan

ce a

nd su

ppor

t fro

m

peer

s and

adu

lts, d

evel

op a

nd st

reng

then

w

ritin

g as

nee

ded

by p

lann

ing,

revi

sing

, edi

ting,

rew

ritin

g, o

r try

ing

a ne

w a

ppro

ach.

(Edi

ting

for c

onve

ntio

ns

shou

ld d

emon

stra

te c

omm

and

of L

angu

age

stan

dard

s 1–3

up

to a

nd in

clud

ing

grad

e 6.

)

W 6

.4 -

Prod

uce

clea

r and

coh

eren

t writ

ing

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

audi

ence

. (G

rade

-spe

cific

exp

ecta

tions

for

writ

ing

type

s are

def

ined

in st

anda

rds 1

–3

abov

e.)


Page 47 of 101

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing










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

W 6

.4 -

Prod

uce

clea

r and

coh

eren

t writ

ing

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

audi

ence

. (G

rade

-spe

cific

exp

ecta

tions

for

writ

ing

type

s are

def

ined

in st

anda

rds 1

–3

abov

e.)

W 6

.5 -

With

som

e gu

idan

ce a

nd

supp

ort f

rom

pee

rs a

nd a

dults

, dev

elop

and

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

appr

oach

. (Ed

iting

for c

onve

ntio

ns sh

ould

de

mon

stra

te c

omm

and

of L

angu

age

stan

dard

s 1–

3

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing









W 6

.4 -

Prod

uce

clea

r and

coh

eren

t writ

ing

in w

hich

the

deve

lopm

ent,

orga

niza

tion,

and

st

yle

are

appr

opria

te to

task

, pur

pose

, and

au

dien

ce. (

Gra

de-s

peci

fic e

xpec

tatio

ns fo

r w

ritin

g ty

pes a

re d

efin

ed in

stan

dard

s 1–3

ab

ove.

)

W 6

.5 -

With

som

e gu

idan

ce a

nd su

ppor

t fro

m

peer

s and

adu

lts, d

evel

op a

nd 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.

(Edi

ting

for

conv

entio

ns sh

ould

dem

onst

rate

com

man

d of

La

ngua

ge st

anda

rds 1

–3 u

p to

and

incl

udin

g gr

ade

6.)


PII.3 - Using verbs and verb phrasesEmerging - Use a variety of verb types (e.g., doing, saying, being/having, thinking/ feeling), tenses (e.g., present, past, future, simple, progressive) appropriate to the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics.

Expanding - Use various verb types (e.g., doing, saying, being/having, thinking /feeling, reporting), tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., simple present for literary analysis) on an increasing variety of topics.

Bridging - Use various verb types (e.g., doing, saying, being/having, thinking/ feeling, reporting), tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on a variety of topics. PII.4 - Using nouns and noun phrases

Emerging - Expand noun phrases in simple ways (e.g., adding a sensory adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.

Expanding - Expand noun phrases in a variety of ways (e.g., adding comparative/superlative adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.


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 a familiar activity or process.





PII.6 - Connecting IdeasExpanding -Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday 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

W 6

.4 -

Prod

uce

clea

r and

coh

eren

t writ

ing

in w

hich

the

deve

lopm

ent,

orga

niza

tion,

an

d st

yle

are

appr

opria

te to

task

, pur

pose

, an

d au

dien

ce. (

Gra

de-s

peci

fic e

xpec

tatio

ns

for w

ritin

g ty

pes a

re d

efin

ed in

stan

dard

s 1–

3 ab

ove.

)

W 6

.5 -

With

som

e gu

idan

ce a

nd su

ppor

t fro

m

peer

s and

adu

lts, d

evel

op a

nd 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 a

ppro

ach.

(E

ditin

g fo

r con

vent

ions

shou

ld d

emon

stra

te

com

man

d of

Lan

guag

e st

anda

rds 1

–3 u

p to

an

d in

clud

ing

grad

e 6.

)

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing


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 - Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. → This is a story about a girl who changed the world) to create precise and detailed sentences.



PII.7 - Condensing ideas



W 6

.4 -

Prod

uce

clea

r and

coh

eren

t writ

ing

in w

hich

the

deve

lopm

ent,

orga

niza

tion,

an

d st

yle

are

appr

opria

te to

task

, pur

pose

, an

d au

dien

ce. (

Gra

de-s

peci

fic e

xpec

tatio

ns

for w

ritin

g ty

pes a

re d

efin

ed in

stan

dard

s 1–

3 ab

ove.

)

W 6

.5 -

With

som

e gu

idan

ce a

nd su

ppor

t fro

m

peer

s and

adu

lts, d

evel

op a

nd 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 a

ppro

ach.

(E

ditin

g fo

r con

vent

ions

shou

ld d

emon

stra

te

com

man

d of

Lan

guag

e st

anda

rds 1

–3 u

p to

an

d in

clud

ing

grad

e 6.

)

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing





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

W 6

.6 -

Use

tech

nolo

gy, i

nclu

ding

the

Inte

rnet

, to

prod

uce

and

publ

ish

writ

ing

as w

ell a

s to

inte

ract

and

col

labo

rate

w

ith o

ther

s; d

emon

stra

te su

ffici

ent

com

man

d of

key

boar

ding

skill

s to

type

a

min

imum

of t

hree

pag

es in

a si

ngle

si

ttin

g.

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing

Emerging -Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.

Expanding - Engage in longer written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.

Bridging - Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.







W 6

.7 -

Cond

uct s

hort

rese

arch

pro

ject

s to

answ

er a

que

stio

n, d

raw

ing

on se

vera

l so

urce

s and

refo

cusi

ng th

e in

quiry

whe

n ap

prop

riate

.

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge




Page 53 of 101



W 6

.8 -

Gat

her r

elev

ant

info

rmat

ion

from

mul

tiple

pr

int a

nd d

igita

l sou

rces

; as

sess

the

cred

ibili

ty o

f eac

h so

urce

; and

quo

te o

r pa

raph

rase

the

data

and

co

nclu

sion

s of o

ther

s whi

le

avoi

ding

pla

giar

ism

and

pr

ovid

ing

basi

c bi

blio

grap

hic

info

rmat

ion

for s

ourc

es.

W 6

.9 -

Draw

evi

denc

e fr

om li

tera

ry o

r in

form

atio

nal t

exts

to su

ppor

t ana

lysi

s,

refle

ctio

n, a

nd re

sear

ch.

(a.-b

.)

W 6

.10

- Writ

e ro

utin

ely

over

ex

tend

ed ti

me

fram

es (t

ime

for

rese

arch

, ref

lect

ion,

and

re

visi

on) a

nd sh

orte

r tim

e fr

ames

(a si

ngle

sitt

ing

or a

day

or

two)

for a

rang

e of

dis

cipl

ine-

spec

ific

task

s, p

urpo

ses,

and

au

dien

ces.


PI.10 - WritingEmerging - a. Write short literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently.




Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge

Rang

e of

Writ

ing





Expanding - a. Justify opinions or persuade others by providing relevant textual evidence (e.g., quoting from the text or referring to what the text says) or relevant background knowledge, with moderate support.

b Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., maybe/probably, can/could, must ).


b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly/definitely, should/would, might) and phrasing (e.g., In my opinion . . . ).



PI.11 - Justifying/Arguing

W 6

.8 -

Gat

her r

elev

ant i

nfor

mat

ion

from

mul

tiple

pr

int a

nd d

igita

l sou

rces

; ass

ess t

he c

redi

bilit

y of

ea

ch so

urce

; and

quo

te o

r par

aphr

ase

the

data

and

co

nclu

sion

s of o

ther

s whi

le a

void

ing

plag

iaris

m a

nd

prov

idin

g ba

sic

bibl

iogr

aphi

c in

form

atio

n fo

r sou

rces

.

W 6

.9 -

Draw

evi

denc

e fr

om li

tera

ry o

r in

form

atio

nal t

exts

to su

ppor

t ana

lysi

s,

refle

ctio

n, a

nd re

sear

ch. (

a.-b

.)

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge


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

nge

of W

ritin

g





W 6

.8 -

Gat

her r

elev

ant

info

rmat

ion

from

mul

tiple

pr

int a

nd d

igita

l sou

rces

; as

sess

the

cred

ibili

ty o

f eac

h so

urce

; and

quo

te o

r pa

raph

rase

the

data

and

co

nclu

sion

s of o

ther

s whi

le

avoi

ding

pla

giar

ism

and

pr

ovid

ing

basi

c bi

blio

grap

hic

info

rmat

ion

for s

ourc

es.

W 6

.9 -

Draw

evi

denc

e fr

om li

tera

ry o

r in

form

atio

nal t

exts

to su

ppor

t ana

lysi

s,

refle

ctio

n, a

nd re

sear

ch.

(a.-b

.)

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge

PII.2 - Understanding cohesionEmerging - Apply basic understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how arguments are organized around ideas) to comprehending texts and writing basic texts.










W 6

.10

- Writ

e ro

utin

ely

over

ex

tend

ed ti

me

fram

es (t

ime

for

rese

arch

, ref

lect

ion,

and

revi

sion

) an

d sh

orte

r tim

e fr

ames

(a si

ngle

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.5 - Listening actively


Emerging - Demonstrate active listening in oral presentation activities by asking and answering basic questions, with prompting and substantial support.

Expanding - Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with occasional prompting and moderate support.

Bridging - Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with minimal prompting and support.

PI.3 - Supporting opinions and persuading othersPI.1 - Exchanging information and ideasBridging - Negotiate with or persuade others in conversations using appropriate register (e.g., to reflect on multiple perspectives) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and Gabriel just pointed out Y ), as well as open responses.

Emerging - Engage in conversational exchanges and express ideas on familiar topics by asking and answering yes-no and wh- questions and responding using simple phrases.

Expanding - Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.

Bridging - Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.


Grade 6 - Speaking & Listening (SL)



SL 6

.1 -

Enga

ge e

ffect

ivel

y in

a ra

nge

of c

olla

bora

tive

disc

ussi

ons

(one

-on-

one,

in g

roup

s, a

nd te

ache

r-le

d) w

ith d

iver

se p

artn

ers o

ngr

ade

6 to

pics

, tex

ts, a

nd is

sues

, bui

ldin

g on

oth

ers’

idea

s and

expr

essi

ng th

eir o

wn

clea

rly. (

a. -

d.).

Com

preh

ensi

on a

nd C

olla

bora

tion




Com

preh

ensi

on a

nd C

olla

bora

tion





PI.2 - Interacting via written English PI.6 - Reading/viewing closelyEmerging - Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or ask for clarification) using basic learned phrases (e.g., I think . . . , Would you please repeat that? ), as well as open responses.



Emerging - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/ solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with substantial support.



Expanding - a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/ solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate support.



Page 57 of 101

SL 6

.2 -

Inte

rpre

t inf

orm

atio

n pr

esen

ted

in d

iver

se m

edia

and

form

ats (

e.g.

, vis

ually

, qua

ntita

tivel

y, o

rally

) and

exp

lain

how

itco

ntrib

utes

to a

topi

c, te

xt, o

r iss

ue u

nder

stud

y.




Page 58 of 101


PI.5 - Listening actively PI.7 - Evaluating language choices PI.8 - Analyzing language choicesEmerging - Demonstrate active listening in oral presentation activities by asking and answering basic questions, with prompting and substantial support.

Expanding -Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with occasional prompting and moderate support.

Bridging - Explain how phrasing, different words with similar meaning (e.g., stingy, economical, frugal, thrifty ), or figurative language(e.g., The room was depressed and gloomy. The room was like a dank cave, littered with food wrappers, soda cans, and piles of laundry ) produce shades of meaning, nuances, and different effects on the audience.

Emerging - Explain how phrasing or different common words with similar meaning (e.g., choosing to use the word cheap versus the phrase a good saver) produce different effects on the audience.

Com

preh

ensi

on a

nd C

olla

bora

tion


SL 6

.3 -

Delin

eate

a sp

eake

r’s a

rgum

ent a

nd sp

ecifi

c cl

aim

s,di

stin

guis

hing

cla

ims t

hat a

re su

ppor

ted

by re

ason

s and

evid

ence

from

cla

ims t

hat a

re n

ot.


Emerging - Explain how well writers and speakers use language to support ideas and arguments with detailed evidence (e.g., identifying the precise vocabulary used to present evidence, or the phrasing used to signal a shift in meaning) with substantial support.).






Grade 6- Speaking & Listening (SL)


Bridging - Plan and deliver longer oral presentations on a variety of topics and content areas, using reasoning and evidence to support ideas, as well as growing understanding of register.

PI.3 - Supporting opinions and persuading others PI.9 - Supporting opinions Emerging - Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or ask for clarification) using basic learned phrases (e.g., I think . . . , Would you please repeat that? ), as well as open responses.



Emerging - Plan and deliver brief oral presentations on a variety of topics and content areas.

Expanding - Plan and deliver longer oral presentations on a variety of topics and content areas, using details and evidence to support ideas.

SL 6

.4 -

Pres

ent c

laim

s and

find

ings

(e.g

., ar

gum

ent,

narr

ativ

e, in

form

a-tiv

e, re

spon

se to

lite

ratu

re p

rese

ntat

ions

), se

quen

cing

idea

s log

ical

lyan

d us

ing

pert

inen

t des

crip

tions

, fac

ts, a

nd d

etai

ls a

nd n

onve

rbal

elem

ents

to a

ccen

tuat

e m

ain

idea

s or t

hem

es; u

se a

ppro

pria

teey

e co

ntac

t, ad

equa

te v

olum

e, a

nd c

lear

pro

nunc

iatio

n. C

A (a

.).

Page 59 of 101

Pres

enta

tion

of K

now

ledg

e an

d Id

eas


Grade 6- Speaking & Listening (SL)

CA CCSS forELA Standard Corresponding ELD Standard


SL 6

.4 -

Pres

ent c

laim

s and

find

ings

(e.g

., ar

gum

ent,

narr

ativ

e, in

form

a-tiv

e, re

spon

se to

lite

ratu

re p

rese

ntat

ions

), se

quen

cing

idea

s log

ical

lyan

d us

ing

pert

inen

t des

crip

tions

, fac

ts, a

nd d

etai

ls a

nd n

onve

rbal

elem

ents

to a

ccen

tuat

e m

ain

idea

s or t

hem

es; u

se a

ppro

pria

teey

e co

ntac

t, ad

equa

te v

olum

e, a

nd c

lear

pro

nunc

iatio

n. C

A (a

.).

Pres

enta

tion

of K

now

ledg

e an

d Id

eas

Bridging - a. Use an expanded set of general academic words (e.g., affect, evidence, demonstrate, reluctantly), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy ), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.


Emerging - a. Use a select number of general academic words (e.g., author, chart ) and domain-specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.


Expanding - a. Use a growing set of academic words (e.g., author, chart, global, affect ), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy ), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.






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

SL 6

.4 -

Pres

ent c

laim

s and

find

ings

(e.g

., ar

gum

ent,

narr

ativ

e,

info

rmat

ive,

re

spon

se to

lite

ratu

re p

rese

ntat

ions

), se

quen

cing

idea

s log

ical

ly a

nd u

sing

pe

rtin

ent d

escr

iptio

ns, f

acts

, and

det

ails

and

non

verb

al

ele

men

ts to

ac

cent

uate

mai

n id

eas o

r the

mes

; use

app

ropr

iate

eye

con

tact

, ade

quat

e vo

lum

e, a

nd c

lear

pro

nunc

iatio

n. C

A (a

.).

Pres

enta

tion

of K

now

ledg

e an

d Id

eas






Expanding - Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday to study for Monday’s exam ) or to make a concession (e.g., She studied all night even though she wasn’t feeling well)..


Emerging - Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. → This is a story about a girl who changed the world ) to create precise and detailed sentences.

Expanding - Condense ideas in an increasing variety of ways (e.g., through various types of embedded clauses and other ways of condensing, as in, Organic vegetables are food. They’re made without chemical fertilizers. They’re made without chemical insecticides) → Organic vegetables are foods that are made without chemical fertilizers or insecticides ) to create precise and detailed sentences.



SL 6

.5 -

Incl

ude

mul

timed

ia c

ompo

nent

s (e.

g., g

raph

ics,

imag

es, m

usic

, sou

nd) a

nd v

isua

l dis

play

s in

pres

enta

tions

to c

larif

y in

form

atio

n.

Pres

enta

tion

of K

now

ledg

e an

d Id

eas




PI.9 - PresentingEmerging - Plan and deliver brief oral presentations on a variety of topics and content areas.








SL 6

.6 -

Adap

t spe

ech

to a

var

iety

of c

onte

xts a

nd ta

sks,

dem

onst

ratin

g co

mm

and

of fo

rmal

Eng

lish

whe

n in

dica

ted

or a

ppro

pria

te. (

See

grad

e 6

Lang

uage

st

anda

rds 1

and

3 fo

r spe

cific

exp

ecta

tions

.)

Pres

enta

tion

of K

now

ledg

e an

d Id

eas


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









SL 6

.6 -

Adap

t spe

ech

to a

var

iety

of c

onte

xts a

nd ta

sks,

dem

onst

ratin

g co

mm

and

of fo

rmal

Eng

lish

whe

n in

dica

ted

or a

ppro

pria

te. (

See

grad

e 6

Lang

uage

st

anda

rds 1

and

3 fo

r spe

cific

exp

ecta

tions

.)

Pres

enta

tion

of K

now

ledg

e an

d Id

eas

Emerging - Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher).


Bridging - Adjust language choices according to task (e.g., facilitating a science experiment, providing peer feedback on a writing assignment), purpose, task, and audience.



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


Page 65 of 101













PI.9 - Presenting PI.12 - Selecting language resources

SL 6

.6 -

Adap

t spe

ech

to a

var

iety

of c

onte

xts a

nd ta

sks,

dem

onst

ratin

g co

mm

and

of fo

rmal

Eng

lish

whe

n in

dica

ted

or a

ppro

pria

te. (

See

grad

e 6

Lang

uage

st

anda

rds 1

and

3 fo

r spe

cific

exp

ecta

tions

.)

Pres

enta

tion

of K

now

ledg

e an

d Id

eas



Bridging - Use various verb types (e.g., doing, saying, being/ having, thinking/ feeling, reporting), tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on a variety of topics.


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

SL 6

.6 -

Adap

t spe

ech

to a

var

iety

of c

onte

xts a

nd ta

sks,

dem

onst

ratin

g co

mm

and

of fo

rmal

Eng

lish

whe

n in

dica

ted

or a

ppro

pria

te. (

See

grad

e 6

Lang

uage

st

anda

rds 1

and

3 fo

r spe

cific

exp

ecta

tions

.)

Pres

enta

tion

of K

now

ledg

e an

d Id

eas

Bridging - Expand sentences with a variety ofadverbials (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.



Expanding - Expand noun phrases in a variety of ways (e.g., adding comparative/ superlative adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.




PII.3 - Using verbs and verb phrasesEmerging - Use a variety of verb types (e.g., doing, saying, being/ having, thinking/ feeling), tenses (e.g., present, past, future, simple, progressive) appropriate to the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics.

Expanding - Use various verb types (e.g., doing, saying, being/ having, thinking/ feeling, reporting), tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., simple present for literary analysis) on an increasing variety of topics.









PII.6 - Connecting Ideas PII.7 - Condensing IdeasEmerging - Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so ).



SL 6

.6 -

Adap

t spe

ech

to a

var

iety

of c

onte

xts a

nd ta

sks,

dem

onst

ratin

gco

mm

and

of fo

rmal

Eng

lish

whe

n in

dica

ted

or a

ppro

pria

te. (

See

grad

e 6

Lang

uage

stan

dard

s 1 a

nd 3

for s

peci

fic e

xpec

tatio

ns.)

Pres

enta

tion

of K

now

ledg

e an

d Id

eas

Page 67 of 101








L 6.

1 - D

emon

stra

te c

omm

and

of th

e co

nven

tions

of st

anda

rd E

nglis

h gr

amm

ar a

nd u

sage

whe

n w

ritin

gor

spea

king

. (a.

- e.

)

Conv

entio

ns o

f Sta

ndar

d En

glis

h


Grade 6 - Language (L)


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






L 6.

1 - D

emon

stra

te c

omm

and

of th

e co

nven

tions

of st

anda

rd E

nglis

h gr

amm

ar a

nd u

sage

whe

n w

ritin

gor

spea

king

. (a.

- e.

)

Conv

entio

ns o

f Sta

ndar

d En

glis

h





















Page 70 of 101

L 6.

1 - D

emon

stra

te c

omm

and

of th

e co

nven

tions

of st

anda

rd E

nglis

h gr

amm

ar a

nd u

sage

whe

n w

ritin

gor

spea

king

. (a.

- e.

)

Conv

entio

ns o

f Sta

ndar

d En

glis

h



PI.10 - WritingPI.9 - Presenting







Emerging - a. Justify opinions by providing some textual evidence (e.g., quoting from the text ) or relevant background knowledge, with substantial support.


Expanding - a. Justify opinions or persuade others by providing relevant textual evidence (e.g., quoting from the text or referring to what the text says ) or relevant background knowledge, with moderate support.

b. Express attitude and opinions or temper statements witha variety of familiar modal expressions (e.g., maybe/probably, can/could, must ).

Bridging -a. Justify opinions or persuade others by providing detailed and relevant textual evidence (e.g., quoting from the text directly or referring to specific textual evidence ) or relevant background knowledge, with light support. b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly/ definitely, should/would, might) and phrasing (e.g., In my opinion . . . ).



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

L 6.

1 - D

emon

stra

te c

omm

and

of th

e co

nven

tions

of st

anda

rd E

nglis

h gr

amm

ar a

nd u

sage

whe

n w

ritin

gor

spea

king

. (a.

- e.

)

Conv

entio

ns o

f Sta

ndar

d En

glis

h







Page 72 of 101

L 6.

1 - D

emon

stra

te c

omm

and

of th

e co

nven

tions

of st

anda

rd E

nglis

h gr

amm

ar a

nd u

sage

whe

n w

ritin

gor

spea

king

. (a.

- e.

)

Conv

entio

ns o

f Sta

ndar

d En

glis

h

PII.2 - Understanding cohesionEmerging - 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.


Expanding -a. Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns or synonyms refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion.



b. Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., consequently, specifically, however, moreover) to comprehending texts and writing cohesive texts.

Emerging - Use a variety of verb types (e.g., doing, saying, being/ having, thinking/ feeling), tenses (e.g., present, past, future, simple, progressive) appropriate to the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics.

PII.3 - Using verbs and verb phrasesExpanding - Use various verb types (e.g., doing, saying, being/ having, thinking/ feeling, reporting), tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., simple present for literary analysis) on an increasing variety of topics.






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

6.1

- Dem

onst

rate

com

man

d of

the

conv

entio

nsof

stan

dard

Eng

lish

gram

mar

and

usa

ge w

hen

writ

ing

or sp

eaki

ng. (

a. -

e.)

Conv

entio

ns o

f Sta

ndar

d En

glis

h







Page 73 of 101




Page 74 of 101








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

L 6.

1 - D

emon

stra

te c

omm

and

of th

e co

nven

tions

of st

anda

rd E

nglis

h gr

amm

ar a

nd u

sage

whe

n w

ritin

gor

spea

king

. (a.

- e.

)

Conv

entio

ns o

f Sta

ndar

d En

glis

h



PI.11 - Justifying/arguing

L6.2

- De

mon

stra

te c

omm

and

of th

e co

nven

tions

of

stan

dard

Eng

lish

capi

taliz

atio

n, p

unct

uatio

n, a

nd sp

ellin

gw

hen

writ

ing.

(a. -

b.)

Conv

entio

ns o

f Sta

ndar

d En

glis

h













PI.10 - Writing


Page 75 of 101

Bridging -a. Justify opinions or persuade others by providing detailed and relevant textual evidence (e.g., quoting from the text directly or referring to specific textual evidence ) or relevant background knowledge, with light support.

.

b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly/ definitely, should/would, might) and phrasing (e.g., In my opinion . . . ).



L 6.

3 - U

se k

now

ledg

e of

lang

uage

and

its c

onve

ntio

nsw

hen

writ

ing,

spea

king

, rea

ding

, or l

iste

ning

. (a.

- b.

)

Know

ledg

e of

Lan

guag

e









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


PI.4 - Adapting language choicesPI.3 - Supporting opinions and persuading othersExpanding - Negotiate with or persuade others in conversations (e.g., to provide counterarguments) using an expanded set of learned phrases (I agree with X, but . . . ), as well as open responses.








L 6.

3 - U

se k

now

ledg

e of

lang

uage

and

its c

onve

ntio

nsw

hen

writ

ing,

spea

king

, rea

ding

, or l

iste

ning

. (a.

- b.

)

Know

ledg

e of

Lan

guag

e







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

L 6.

3 - U

se k

now

ledg

e of

lang

uage

and

its c

onve

ntio

nsw

hen

writ

ing,

spea

king

, rea

ding

, or l

iste

ning

. (a.

- b.

)

Know

ledg

e of

Lan

guag

e























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

6.3

- Use

kno

wle

dge

of la

ngua

ge a

nd it

s con

vent

ions

whe

n w

ritin

g, sp

eaki

ng, r

eadi

ng, o

r lis

teni

ng. (

a. -

b.)

Know

ledg

e of

Lan

guag

e










PI.9 - Presenting PI.10 - Writing






L 6.

3 - U

se k

now

ledg

e of

lang

uage

and

its c

onve

ntio

nsw

hen

writ

ing,

spea

king

, rea

ding

, or l

iste

ning

. (a.

- b.

)

Page 80 of 101






PI.11 - Justifying/arguing PI.12 - Selecting language resourcesExpanding - a. Justify opinions or persuade others by providing relevant textual evidence (e.g., quoting from the text or referring to what the text says ) or relevant background knowledge, with moderate support.


Bridging -a. Justify opinions or persuade others by providing detailed and relevant textual evidence (e.g., quoting from the text directly or referring to specific textual evidence ) or relevant background knowledge, with light support. .








.


L 6.

3 - U

se k

now

ledg

e of

lang

uage

and

its c

onve

ntio

nsw

hen

writ

ing,

spea

king

, rea

ding

, or l

iste

ning

. (a.

- b.

)

Know

ledg

e of

Lan

guag

e




PII.2 - Understanding cohesion PII.3 - Using verbs and verb phrasesEmerging - 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 increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, at the end) to compretending texts and writing cohesive texts.



L 6.

3 - U

se k

now

ledg

e of

lang

uage

and

its c

onve

ntio

nsw

hen

writ

ing,

spea

king

, rea

ding

, or l

iste

ning

. (a.

- b.

)

Know

ledg

e of

Lan

guag

e

Page 82 of 101




Page 83 of 101








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

6.3

- Use

kno

wle

dge

of la

ngua

ge a

nd it

s con

vent

ions

whe

n w

ritin

g, sp

eaki

ng, r

eadi

ng, o

r lis

teni

ng. (

a. -

b.)

Know

ledg

e of

Lan

guag

e




Page 84 of 101








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

6.3

- Use

kno

wle

dge

of la

ngua

ge a

nd it

s con

vent

ions

whe

n w

ritin

g, sp

eaki

ng, r

eadi

ng, o

r lis

teni

ng. (

a. -

b.)

Know

ledg

e of

Lan

guag

e







PI.10 - Writing






L6.4

- De

term

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

dm

ultip

le-m

eani

ng w

ords

and

phr

ases

bas

ed o

n gr

ade

6re

adin

g an

d co

nten

t, ch

oosi

ng fl

exib

ly fr

om a

rang

eof

stra

tegi

es.

(a. -

d.)

Voca

bula

ry A

cqui

sitio

n an

d U

se




L6.4

- De

term

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

dm

ultip

le-m

eani

ng w

ords

and

phr

ases

bas

ed o

n gr

ade

6re

adin

g an

d co

nten

t, ch

oosi

ng fl

exib

ly fr

om a

rang

eof

stra

tegi

es.

(a. -

d.)

Voca

bula

ry A

cqui

sitio

n an

d U

se

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 understand-ing 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.




b. Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, at the end) to comprehending texts and writing cohesive texts.





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

Page 86 of 101








PII.5 - Modifying to add detailsBridging - Expand sentences with a variety ofadverbials (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.



L6.4

- De

term

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

dm

ultip

le-m

eani

ng w

ords

and

phr

ases

bas

ed o

n gr

ade

6re

adin

g an

d co

nten

t, ch

oosi

ng fl

exib

ly fr

om a

rang

eof

stra

tegi

es.

(a. -

d.)

Voca

bula

ry A

cqui

sitio

n an

d U

se

PII.4 - Using nouns and noun phrases




page 88 of 101








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

L6.4

- De

term

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

dm

ultip

le-m

eani

ng w

ords

and

phr

ases

bas

ed o

n gr

ade

6re

adin

g an

d co

nten

t, ch

oosi

ng fl

exib

ly fr

om a

rang

eof

stra

tegi

es.

(a. -

d.)

Voca

bula

ry A

cqui

sitio

n an

d U

se



Voca

bula

ry A

cqui

sitio

n an

d U

se

Page 89 of 101



PI.7 - Evaluating language choices PI.8 - Analyzing language choicesEmerging - Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so ).






L6.5

- De

mon

stra

te u

nder

stan

ding

of f

igur

ativ

e la

ngua

ge,

wor

d re

latio

nshi

ps, a

nd n

uanc

es in

wor

d m

eani

ngs.

(a.

- c.

)




.




PI.10 - Writing PI.12 - Selecting language resourcesBridging - a. Write longer and more detailed literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.

. . . 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).

L6.5

- De

mon

stra

te u

nder

stan

ding

of f

igur

ativ

e la

ngua

ge,

wor

d re

latio

nshi

ps, a

nd n

uanc

es in

wor

d m

eani

ngs.

(a.

- c.

)

Voca

bula

ry A

cqui

sitio

n an

d U

se


.


Expanding - a. Write longer literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently using appropriate text organization. b. Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).




. .

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




L6.5

- De

mon

stra

te u

nder

stan

ding

of f

igur

ativ

e la

ngua

ge,

wor

d re

latio

nshi

ps, a

nd n

uanc

es in

wor

d m

eani

ngs.

(a.

- c.

)

Voca

bula

ry A

cqui

sitio

n an

d U

se






b. Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, at the end) to comprehending texts and writing cohesive texts.






Page 91 of 101





PII.4 - Using nouns and noun phrases PII.5 - Modifying to add detailsEmerging - Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar activity or process.

Page 92 of 101

L6.5

- De

mon

stra

te u

nder

stan

ding

of f

igur

ativ

e la

ngua

ge,

wor

d re

latio

nshi

ps, a

nd n

uanc

es in

wor

d m

eani

ngs.

(a.

- c.

)

Voca

bula

ry A

cqui

sitio

n an

d U

se












PII.6 - Connecting ideas PII.7 - Condensing ideasEmerging - Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. → This is a story about a girl who changed the world ) to create precise and detailed sentences.

Page 93 of 101

L6.5

- De

mon

stra

te u

nder

stan

ding

of f

igur

ativ

e la

ngua

ge,

wor

d re

latio

nshi

ps, a

nd n

uanc

es in

wor

d m

eani

ngs.

(a.

- c.

)

Voca

bula

ry A

cqui

sitio

n an

d U

se






L 6.

6 - A

cqui

re a

nd u

se a

ccur

atel

y gr

ade-

appr

opria

te g

ener

alac

adem

ic a

nd d

omai

n-sp

ecifi

c w

ords

and

phr

ases

; gat

her

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

eim

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






PI.3 - Supporting opinions and persuading others PI.4 - Adapting language choicesEmerging - Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher).

L 6.

6 - A

cqui

re a

nd u

se a

ccur

atel

y gr

ade-

appr

opria

te g

ener

alac

adem

ic a

nd d

omai

n-sp

ecifi

c w

ords

and

phr

ases

; gat

her

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

eim

port

ant t

o co

mpr

ehen

sion

or e

xpre

ssio

n.

Voca

bula

ry A

cqui

sitio

n an

d U

se










c. Use knowledge of morphology (e.g., affixes, roots, and base words), 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.L

6.6

- Acq

uire

and

use

acc

urat

ely

grad

e-ap

prop

riate

gen

eral

acad

emic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es; g

athe

rvo

cabu

lary

kno

wle

dge

whe

n co

nsid

erin

g a

wor

d or

phr

ase

impo

rtan

t to

com

preh

ensi

on o

r exp

ress

ion.

Voca

bula

ry A

cqui

sitio

n an

d U

se








b. Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to ). 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 and new topics.



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

Page 96 of 101





L 6.

6 - A

cqui

re a

nd u

se a

ccur

atel

y gr

ade-

appr

opria

te g

ener

alac

adem

ic a

nd d

omai

n-sp

ecifi

c w

ords

and

phr

ases

; gat

her

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

eim

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.8 - Analyzing language choices PI.10 - Writing

Page 97 of 101









PI.11 - Justifying/arguing PI.12 - Selecting language resourcesEmerging - a. Write short literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently.


Page 98 of 101

L 6.

6 - A

cqui

re a

nd u

se a

ccur

atel

y gr

ade-

appr

opria

te g

ener

alac

adem

ic a

nd d

omai

n-sp

ecifi

c w

ords

and

phr

ases

; gat

her

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

eim

port

ant t

o co

mpr

ehen

sion

or e

xpre

ssio

n.

Voca

bula

ry A

cqui

sitio

n an

d U

se





Bridging -a. Justify opinions or persuade others by providing detailed and relevant textual evidence (e.g., quoting from the text directly or referring to specific textual evidence ) or relevant background knowledge, with light support.










L 6.

6 - A

cqui

re a

nd u

se a

ccur

atel

y gr

ade-

appr

opria

te g

ener

alac

adem

ic a

nd d

omai

n-sp

ecifi

c w

ords

and

phr

ases

; gat

her

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

eim

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 99 of 101


b. Apply basic understand-ing 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.



Bridging - a. Apply increasing understand-ing of language resources for referring the reader back or forward in text (e.g., how pronouns, synonyms, or nominalizations refer back to nouns in text) to comprehending texts and writing cohesive texts.

b. Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., consequently, specifically, however, moreover) to comprehending texts and writing cohesive texts.





PII.4 - Using nouns and noun phrases PII.5 - Modifying to add detailsEmerging - Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar activity or process.

Page 100 of 101

L 6.

6 - A

cqui

re a

nd u

se a

ccur

atel

y gr

ade-

appr

opria

te g

ener

alac

adem

ic a

nd d

omai

n-sp

ecifi

c w

ords

and

phr

ases

; gat

her

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

eim

port

ant t

o co

mpr

ehen

sion

or e

xpre

ssio

n.

Voca

bula

ry A

cqui

sitio

n an

d U

se












PII.6 - Connecting ideas PII.7 - Condensing ideasEmerging - Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. → This is a story about a girl who changed the world ) to create precise and detailed sentences.

Page 101 of 101

L 6.

6 - A

cqui

re a

nd u

se a

ccur

atel

y gr

ade-

appr

opria

te g

ener

alac

adem

ic a

nd d

omai

n-sp

ecifi

c w

ords

and

phr

ases

; gat

her

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

eim

port

ant t

o co

mpr

ehen

sion

or e

xpre

ssio

n.

Voca

bula

ry A

cqui

sitio

n an

d U

se




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Integrating the CA ELD Standards Into K-12 English ... · Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy GRADE 6. ... Standards correspond with the CA CCSS