Integrating the CA ELD Standards Into K-12 English …kern.org/.../Integrating-ELD-into-ELA-Literacy-Grade-4.pdfIntegrating the CA ELD Standards Into K-12 English Language Arts/Literacy

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 4

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.

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



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

GRADE 4


Bridging - a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.

b. Use knowledge of morphology (e.g., affixes, roots, and base words) and linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.

Emerging - Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support

Key

Idea

s and

Det

ails

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Expanding - Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.

Bridging - Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence), with prompting and light support.

Grade 4 - Reading Literature (RL)

Corresponding ELD StandardsCA CCSS forELA Standard

PI.7 - Evaluating language choices

RL 4

.1 -

Refe

r to

deta

ils

and

exam

ples

in a

text

whe

n ex

plai

ning

wha

t th

e te

xt sa

ys e

xplic

itly

and

whe

n dr

awin

gin

fere

nces

from

the

text

.

RL 4

.2 -

Dete

rmin

ea

them

e of

a st

ory,

dr

ama,

or p

oem

from

det

ails

in th

e te

xt; s

umm

ariz

e th

e te

xt.

RL 4

.3 -

Desc

ribe

in d

epth

a ch

arac

ter,

sett

ing,

or e

vent

ina

stor

y o

r dra

ma,

dra

win

g on

spec

ific

deta

ils in

the

text

(e

.g.,

a ch

arac

ter’s

thou

ghts

,w

ords

, or a

ctio

ns).

PI.6 - Reading/viewing closelyEmerging - a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial support.

b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning ofunknown words on familiar topics.

Expanding - a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.

b. Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.



Corresponding ELD StandardsPI.6 - Reading/viewing closely

Emerging - a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial support.






PI.7 - Evaluating language choicesEmerging - Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.



CA CCSS forELA Standard

RL 4

.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 th

ose

that

allu

deto

sign

ifica

nt c

hara

cter

s fou

nd in

m

ytho

logy

(e.

g., H

ercu

lean

). (S

eegr

ade

4 La

ngua

ge st

anda

rds 4

–6fo

r add

ition

al e

xpec

tatio

ns.)

CA

RL 4

.5 -

Expl

ain

maj

or d

iffer

ence

s be-

twee

n po

ems,

dra

ma,

and

pro

se, a

ndre

fer t

o th

e st

ruct

ural

ele

men

ts o

fpo

ems (

e.g.

, ver

se, r

hyth

m, m

eter

) and

dra

ma

(e.g

., ca

sts o

f cha

ract

ers,

sett

ings

, des

crip

tions

, di

alog

ue, s

tage

dire

ctio

ns) w

hen

writ

ing

or

spea

king

abo

ut a

text

.Craf

t and

Str

uctu

re

Page 2 of 57 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/



Bridging - Distinguish how different words with related meanings (e.g., fun versus entertaining versus thrilling, possibly versus certainly) and figurative language produce shades of meaning and different effects on the audience.

PII.1 - Understanding text structure

PII.2 - Understanding cohesion

Emerging - Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character’s actions as whined versus said).

Expanding - Distinguish how different words with similar meanings (e.g., describing a character as smart versus an expert) and figurative language (e.g., as big as a whale) produce shades of meaning and different effects on the audience.

CA CCSS forELA Standard Corresponding ELD Standards

PI.8 - Analyzing language choices

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 everyday connecting words or phrases (e.g., first, yesterday) 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., since, next, for example) 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., for instance, in addition, at the end) to comprehending texts and writing cohesive texts.

RL 4

.4 -

Dete

rmin

e th

e m

ean-

ing

of w

ords

and

phr

ases

as

they

are

use

d in

a te

xt,

incl

udin

g th

ose

that

allu

deto

sign

ifica

nt c

hara

cter

sfo

und

in m

ytho

logy

(e.g

., He

rcul

ean)

. (Se

e gr

ade

4 La

ngua

ge st

anda

rds 4

–6 fo

r ad

ditio

nal e

xpec

tatio

ns.)

CA


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

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

Bridging - Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how opinions/arguments are structured logically, grouping related ideas) to comprehending texts and writing cohesive texts.

RL 4

.5 -

Expl

ain

maj

or d

iffer

ence

s bet

wee

n po

ems,

dram

a, a

nd p

rose

, and

refe

r to

the

stru

ctur

alel

emen

ts o

f poe

ms (

e.g.

, ver

se, r

hyth

m, m

eter

)an

d dr

ama

(e.g

., ca

sts o

f cha

ract

ers,

sett

ings

,de

scrip

tions

, dia

logu

e, st

age

dire

ctio

ns) w

hen

writ

ing

or sp

eaki

ng a

bout

a te

xt.

Craf

t and

Str

uctu

re



Emerging - Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.

Expanding - Describe how well writersor speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.

Bridging - Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g.,the clarity or appealing nature of language used to present evidence), with prompting and light support.


Corresponding ELD StandardsPI.7 - Evaluating language choicesPI.6 - Reading/viewing closely








RL 4

.6 -

Com

pare

and

con

tras

tth

e po

int o

f vie

w fr

om w

hich

diffe

rent

stor

ies a

re n

arra

ted,

incl

udin

g th

e di

ffere

nce

betw

een

first

-and

third

-per

son

narr

atio

ns.

RL 4

.7 -

Mak

e co

nnec

tions

betw

een

the

text

of a

stor

y or

dram

a an

d a

visu

al o

r ora

lpr

esen

tatio

n of

the

text

,id

entif

ying

whe

re e

ach

vers

ion

refle

cts s

peci

fic d

escr

iptio

nsan

d di

rect

ions

in th

e te

xt.

Craf

t and

Str

uctu

reIn

tegr

atio

n of

Kno

wle

dge

and

Idea

s






b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.





RL 4

.9 -

Com

pare

and

con

tras

t the

trea

tmen

t of

sim

ilar t

hem

es a

ndto

pics

(e.g

., op

posi

tion

of g

ood

and

evil)

and

pat

tern

s of e

vent

s(e

.g.,

the

ques

t) in

stor

ies,

myt

hs,

and

trad

ition

al li

tera

ture

from

diffe

rent

cul

ture

s.

RL 4

.10

- By

the

end

of th

e ye

ar,

read

and

com

preh

end

liter

atur

e,in

clud

ing

stor

ies,

dra

mas

, and

poet

ry, i

n th

e g

rade

s 4–5

text

com

plex

ity b

and

pro

ficie

ntly

,w

ith sc

affo

ldin

g as

nee

ded

atth

e hi

gh e

nd o

f the

rang

e.

Inte

grat

ion

of K

now

ledg

e an

d Id

eas

Rang

e of

Rea

ding

and

leve

l of T

ext


Grade 4 - Reading Information (RI)







RI 4

.1 -

Refe

r to

deta

ilsan

d ex

ampl

es in

a te

xt

whe

n ex

plai

ning

wha

tth

e te

xt sa

ys e

xplic

itly

and

whe

n dr

awin

g in

fere

nces

from

the

text

.

RI 4

.2 -

Det

erm

ine

the

mai

nid

ea o

f a t

ext a

nd e

xpla

inho

w it

is su

ppor

ted

by k

eyde

tails

; sum

mar

ize

the

text

.

Key

Idea

s and

Det

ails






RI 4

.3 -

Expl

ain

even

ts,

proc

edur

es, i

deas

, or

conc

epts

in a

his

toric

al, s

cien

tific

, or

tech

nica

l tex

t, in

clud

ing

wha

t ha

ppen

edan

d w

hy, b

ased

on

spec

ific

info

rmat

ion

in th

e te

xt.

Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 6 of 57





Page 7 of 57

RI 4

.4 -

Dete

rmin

e th

e m

eani

ng o

fge

nera

l aca

dem

ic a

nd d

omai

n-sp

ecifi

c w

ords

or p

hras

es in

a te

xt re

leva

nt to

a

grad

e 4

topi

c or

subj

ect a

rea.

(See

gra

de 4

La

ngua

gest

anda

rds 4

–6 fo

r add

ition

alex

pect

atio

ns.)

CA

RI 4

.5 -

Desc

ribe

the

over

all

stru

ctur

e (e

.g.,

chro

nolo

gy, c

ompa

rison

, ca

use/

effe

ct, p

robl

em/s

olut

ion)

of

even

ts,

idea

s, c

once

pts,

or i

nfor

mat

ion

in a

text

or p

art o

f a te

xt.

Craf

t and

Str

uctu

re


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 StandardsPII.2 - Understanding cohesion



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.




RI 4

.5 -

Desc

ribe

the

over

all s

truc

ture

(e.g

., ch

rono

logy

,co

mpa

rison

, cau

se/e

ffect

, pro

blem

/sol

utio

n) o

f eve

nts,

idea

s, c

once

pts,

or i

nfor

mat

ion

in a

text

or p

art o

f a te

xt.

Craf

t and

Str

uctu

re


PII.1 - Understanding text structure


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











RI 4

.6 -C

ompa

re a

nd c

ontr

ast a

fir

stha

nd a

nd se

cond

hand

acco

unt o

f the

sam

e ev

ent o

rto

pic;

des

crib

e th

e di

ffere

nces

in fo

cus a

nd th

e in

form

atio

n pr

ovid

ed.

RI 4

.7 -

Inte

rpre

t inf

orm

atio

n pr

esen

ted

visu

ally

, ora

lly, o

r qua

ntita

tivel

y (e

.g.,

in c

hart

s,gr

aphs

, dia

gram

s, ti

me

lines

, ani

mat

ions

, or i

nter

activ

e el

emen

ts o

n W

eb p

ages

) and

exp

lain

how

the

info

rmat

ion

cont

ribut

es to

an

unde

rsta

ndin

g of

the

text

in w

hich

it a

ppea

rs.

Craf

t and

Str

uctu

reIn

tegr

atio

n of

Kno

wle

dge

and

Idea

s






PI.6 - Reading/viewing closely

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

4.9

- In

tegr

ate

info

rmat

ion

from

two

text

s on

the

sam

e to

pic

in o

rder

to w

rite

or sp

eak

abou

t the

subj

ect

know

ledg

eabl

y.

RI 4

.10-

By th

e en

d of

yea

r, re

ad a

nd

com

preh

end

info

rmat

iona

l tex

ts,

incl

udin

g hi

stor

y/so

cial

stud

ies,

scie

nce,

and

tech

nica

l tex

ts, i

n th

egr

ades

4–5

text

com

plex

ity b

and

prof

icie

ntly

, w

ith sc

affo

ldin

g as

need

ed a

t the

hig

h en

d of

the

rang

e.

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 10 of 57

RI 4

.8 -

Expl

ain

how

an

auth

or u

ses r

easo

nsan

d ev

iden

ce to

supp

ort p

artic

ular

poin

ts in

a te

xt.






b. Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaningof unknown words on familiar topics.







Grade 4 - Writing (W)



Emerging - a. Support opinions by expressing appropriate/accurate reasons using textual evidence (e.g., referring to text) or relevant background knowledge about content, with substantial support.

b. Express ideas and opinions or temper statements using basic modal expressions (e.g., can, will, maybe).

Expanding -a. Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts) or relevant background knowledge about content, with moderate support.

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

Bridging - a. Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quotations or specific events from text) or relevant background knowledge about content, with light support.

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

W 4

.1 -

Writ

e op

inio

n pi

eces

on

topi

cs o

r tex

ts, s

uppo

rtin

g a

poin

t of v

iew

with

reas

ons

and

info

rmat

ion.

(a. -

d.)

W 4

.2 -

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts t

oex

amin

e a

topi

c an

dco

nvey

idea

s and

info

rmat

ion

clea

rly.

(a. -

e.)

Corresponding ELD Standards

Expanding - a. Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence 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 explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or 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).

PI.11 - Supporting opinions


PI.10 - Writing Emerging - a. Write short literary and informational texts (e.g., a description ofa flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.

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

W 4

.3 -W

rite

narr

ativ

esto

dev

elop

real

or

imag

ined

exp

erie

nces

or

even

ts u

sing

effe

ctiv

e te

chni

que,

des

crip

tive

deta

ils, a

nd c

lear

eve

nt

sequ

ence

s. (a

. - e

.)

Text

and

Typ

es a

nd P

urpo

ses

Page 11 of 57



Page 12 of 57

Bridging - Apply understandingof how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how opinions/arguments are structured logically, grouping related ideas) to comprehending texts and writing cohesive texts.


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


W 4

.1 -

Writ

e op

inio

npi

eces

on

topi

cs o

rte

xts,

supp

ortin

g a

poin

t of v

iew

with

reas

ons

and

info

r-m

atio

n. (a

. - d

.)

W 4

.2 -

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts t

oex

amin

e a

topi

c an

dco

nvey

idea

s and

info

rmat

ion

clea

rly.

(a. -

e.)

W 4

.3 -W

rite

narr

ativ

esto

dev

elop

real

or

imag

ined

exp

erie

nces

or e

vent

s us

ing

effe

ctiv

e te

chni

que,

de

scrip

tive

deta

ils, a

nd c

lear

ev

ent s

eque

nces

. (a.

- e.

)

Text

and

Typ

es a

nd P

urpo

ses


PII.2 - Understanding cohesion













PII.6 - Connecting ideas PII.7 - Condensing ideasBridging - Condense clauses in a variety of ways (e.g., through various types of embedded clauses and other ways of condensing as in, There was a Gold Rush. It began in the 1850s. It brought a lot of people to California. → The Gold Rush that began in the 1850s brought a lot of people to California) to create precise and detailed sentences.

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

Emerging - Condense clauses in simple ways (e.g., through simple embedded clauses, as in, The woman is a doctor. She helps children. → The woman is a doctor who helps children) to create precise and detailed sentences.

Expanding - Condense clauses in an increasing variety of ways (e.g., through a growing number of embedded clauses and other condensing, as in, The dog ate quickly. The dog choked. → The dog ate so quickly that it choked) to create precise and detailed sentences.

Expanding - Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences, for example, to express cause/effect (e.g., The deer ran because the mountain lion came) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).

Text

and

Typ

es a

nd P

urpo

ses

Page 13 of 57

Bridging - Combine clauses in a wide variety of ways (e.g., creating complex sentences using a variety of subordinate conjunctions) to make connections between and join ideas, for example, to express cause/effect (e.g., Since the lion was at the waterhole, the deer ran away), to make a concession, or to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted).

W 4

.1 -

Writ

e op

inio

npi

eces

on

topi

cs o

rte

xts,

supp

ortin

g a

poin

t of v

iew

with

reas

ons

and

info

r-m

atio

n. (a

. - d

.)

W 4

.2 -

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts t

oex

amin

e a

topi

c an

dco

nvey

idea

s and

info

rmat

ion

clea

rly.

(a. -

e.)

W 4

.3 -W

rite

narr

ativ

es to

de

velo

p re

al o

r im

agin

ed

expe

rienc

es o

r eve

nts

usin

g ef

fect

ive

tech

niqu

e,

desc

riptiv

e de

tails

, and

cle

ar

even

t seq

uenc

es. (

a. -

e.)






PI.10 - Writing PI.4 - Adapting language choices Emerging -Adjust language choices according to social setting (e.g., playground, classroom) and audience (e.g., peers, teacher), with substantial support.



Expanding - Adjust language choices according to purpose (e.g., persuading, entertaining), task (e.g., telling a story versus explaining a science experiment), and audience, with moderate support.

Emerging - a. Write short literary and informational texts (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.


Expanding - a. Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence 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 purpose, task (e.g., facilitating a science experiment), and audience, with light support.

W 4

.4 -

Prod

uce

clea

r and

coh

eren

tw

ritin

g (in

clud

ing

mul

tiple

-par

agra

phte

xts)

in w

hich

the

deve

lopm

ent a

nd

orga

niza

tion

are

appr

opria

te to

task

, pur

pose

, an

d au

dien

ce. (

Gra

de-s

peci

fic e

xpec

tatio

ns fo

r w

ritin

g ty

pes a

rede

fined

in st

anda

rds 1

–3 a

bove

.) CA

W 4

.5 -

With

gui

danc

e an

d 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

, and

ed

iting

. (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 4.

)

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing

Page 14 of 57





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

Emerging - a. Use a select number of general academic and domain-specific words to create precision while speaking and writing.

b. Select a few frequently used affixes for accuracy and precision (e.g., She walks, I’m unhappy).


Expanding - a. Use a growing number of general academic and domain-specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing.

b. Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . . . , I’m unhappy).

Bridging - a. Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.

b. Select a variety of appropriate affixes for accuracy and precision (e.g., She’s walking. I’m uncomfortable. They left reluctantly).



W 4

.5 -

With

gui

danc

e an

d su

ppor

t fro

m

peer

s and

adu

lts, d

evel

op a

nd

stre

ngth

en w

ritin

g as

nee

ded

by

plan

ning

, rev

isin

g, a

nd e

ditin

g.(E

ditin

g fo

r con

vent

ions

shou

ldde

mon

stra

te c

omm

and

ofLa

ngua

ge st

anda

rds 1

–3 u

p to

and

incl

udin

g gr

ade

4.)

W 4

.4 -

Prod

uce

clea

r and

coh

eren

t writ

ing

(incl

udin

g m

ultip

le-p

arag

raph

text

s) in

whi

chth

e de

velo

pmen

t and

org

aniz

atio

n ar

eap

prop

riate

to ta

sk, p

urpo

se, a

nd a

udie

nce.

(Gra

de-s

peci

fic e

xpec

tatio

ns fo

r writ

ing

type

sar

e de

fined

in st

anda

rds 1

–3 a

bove

.) CA



PI.11 - Supporting opinions PI.12 - Selecting language resources

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing





Page 16 of 57


PII.1 - Understanding text structure PII.2 - Understanding cohesionEmerging -Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially) to comprehending texts and writing basic texts.









W 4

.4 -

Prod

uce

clea

r and

coh

eren

t writ

ing

(incl

udin

g m

ultip

le-p

arag

raph

text

s) in

whi

chth

e de

velo

pmen

t and

org

aniz

atio

n ar

e ap

prop

riate

to ta

sk,

purp

ose,

and

aud

ienc

e. (G

rade

-spe

cific

exp

ecta

tions

for

writ

ing

type

s are

def

ined

in st

anda

rds 1

–3 a

bove

.) CA

W 4

.5 -

With

gui

danc

e an

d su

ppor

tfr

om p

eers

and

adu

lts, d

evel

opan

d st

reng

then

writ

ing

as n

eede

dby

pla

nnin

g, re

visi

ng, a

nd e

ditin

g.(E

ditin

g fo

r con

vent

ions

shou

ld

dem

onst

rate

com

man

d of

Lang

uage

stan

dard

s 1–3

up

toan

d in

clud

ing

grad

e 4.

)Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing




Emerging - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the text type and discipline (e.g., simple past for recounting an experience) for familiar topics.

Expanding - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task, text type, and discipline (e.g., simple past for retelling, timeless present for science explanation) for an increasing variety of familiar and new topics.

Bridging - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task and text type (e.g., timeless present for science explanation, mixture of past and present for historical information report) for a variety of familiar and new topics.

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

PII.4 - Using nouns and noun phrases PII.5 - Modifying to add detailsExpanding -Expand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.

PII.3 - Using verbs and verb phrases


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

Emerging - Expand sentences with familiar adverbials (e.g., basic prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar activity or process (e.g., They walked to the soccer field).

Expanding - Expand sentences with a growing variety of adverbials (e.g., adverbs, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar or new activity or process (e.g., They worked quietly. They ran across the soccer field).

Page 17 of 57

Bridging - Expand sentences with a variety ofadverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a variety of familiar and new activities and processes (e.g., They worked quietly all night in their room).


W 4

.5 -

With

gui

danc

e an

d su

ppor

t fro

m p

eers

and

adu

lts, d

evel

op a

ndst

reng

then

writ

ing

as n

eede

d by

pla

nnin

g, re

visi

ng, a

nd e

ditin

g. (E

ditin

gfo

r con

vent

ions

shou

ld d

emon

stra

te c

omm

and

of L

angu

age

stan

dard

s1–

3 up

to a

nd in

clud

ing

grad

e 4.

)

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing




PII.6 - Connecting ideasEmerging - Combine clauses in a few basic ways to make connections between and join ideas in sentences (e.g., creating compound sentences using coordinate conjunctions, such as and, but, so).


Bridging- Combine clauses in a wide variety of ways (e.g., creating complex sentences using a variety of subordinate conjunctions) to make connections between and join ideas, for example, to express cause/effect (e.g., Since the lion was at the waterhole, the deer ran away), to make a concession, or to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted).

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing


PII.7 - Condensing ideasEmerging - Condense clauses in simple ways (e.g., through simple embedded clauses, as in, The woman is a doctor. She helps children. → The woman is a doctor who helps children) to create precise and detailed sentences.

Expanding - Condense clauses in an increasing variety of ways (e.g., through a growing number of embedded clauses and other condensing, as in, The dog ate quickly. The dog choked. → The dog ate so quickly thatit choked) to create precise and detailed sentences.

Bridging - Condense clauses in a variety of ways (e.g., through various types of embedded clauses and other ways of condensing as in, There was a Gold Rush. It began in the 1850s. It brought a lot of people to California. → The Gold Rush that began in the 1850s brought a lot of people to California) to create precise and detailed sentences.

W 4

.5 -

With

gui

danc

e an

d su

ppor

t fro

m p

eers

and

adu

lts, d

evel

op a

ndst

reng

then

writ

ing

as n

eede

d by

pla

nnin

g, re

visi

ng, a

nd e

ditin

g.(E

ditin

g fo

r con

vent

ions

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 4.

)








PI.10 - Writing Emerging - a. Write short literary and informational texts (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.


W 4

.6 -W

ith so

me

guid

ance

and

supp

ort f

rom

adu

lts, u

sete

chno

logy

, inc

ludi

ng th

eIn

tern

et, t

o pr

oduc

e an

dpu

blis

h w

ritin

g as

wel

l as t

o in

tera

ct a

nd

colla

bora

tew

ith o

ther

s; d

emon

stra

te su

ffici

ent

com

man

d of

key

boar

ding

skill

s to

type

a m

inim

um o

f one

pag

e in

a si

ngle

sitt

ing.

W 4

.7 -

Cond

uct

shor

t res

earc

h pr

ojec

ts th

atbu

ild k

now

ledg

eth

roug

hin

vest

igat

ion

ofdi

ffere

nt a

spec

tsof

a to

pic.

W 4

.8 -R

ecal

l rel

evan

tin

form

atio

n fr

omex

perie

nces

or g

athe

r re

leva

nt in

form

atio

nfr

om p

rint a

nd d

igita

lso

urce

s; ta

ke n

otes

,pa

raph

rase

, and

cate

goriz

e in

form

atio

n,an

d pr

ovid

e a

list

of so

urce

s. C

A

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge











Page 20 of 57

W 4

.10

- Writ

e ro

utin

ely

over

ext

ende

dtim

e fr

ames

(tim

e fo

r res

earc

h, re

flect

ion,

and

revi

sion

) and

shor

ter t

ime

fram

es(a

sing

le si

ttin

g or

a d

ay o

r tw

o) fo

r ara

nge

of d

isci

plin

e-sp

ecifi

c ta

sks,

purp

oses

, and

aud

ienc

es.

PI.10 - Writing PI.11 - Supporting opinions





.



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

W 4

.9 -

Draw

evi

denc

efr

om li

tera

ry o

rin

form

atio

nal t

exts

to su

ppor

t ana

lysi

s,re

flect

ion,

and

rese

arch

. (a.

- b.

)

Rese

arch

to b

uild

and

Pr

esen

t kno

wle

dge

Rang

e of

Writ

ing


PI.4 - Adapting language choices


Emerging - Adjust language choices according to social setting (e.g., playground, classroom) and audience (e.g., peers, teacher), with substantial support.



PI.3 - Offering opinionsPI.1 - Exchanging information and ideas


Bridging - Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s a good idea. However...), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.

Grade 4 - Speaking & Listening (SL)

Emerging - Negotiate with or persuade others in conversations using basic learnedphrases (e.g., I think . . .), as well as open responses, in order to gain and/or hold the floor.

Expanding - Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but...), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.

SL 4

.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

4 to

pics

and

text

s, b

uild

ing

on o

ther

s’ id

eas a

nd e

xpre

ssin

gth

eir o

wn

clea

rly. (

a. -

d.)

Com

preh

ensi

on a

nd C

olla

bora

tion

Emerging - Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.

Expanding - Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.

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





PI.5 - Listening actively

SL 4

.1 -

Enga

ge e

ffect

ivel

yin

a ra

nge

of c

olla

bora

tive

disc

ussi

ons (

one-

on-o

ne, i

n gr

oups

, and

teac

her-

led)

with

di

vers

e pa

rtne

rs o

n gr

ade

4 to

pics

an

d te

xts,

bui

ldin

g on

oth

ers’

id

eas a

nd e

xpre

ssin

g th

eir o

wn

clea

rly. (

a. -

d.)

Emerging - Demonstrate active listening of read-alouds and oral presentations by asking and answering basic questions, with prompting and substantial support.

Expanding - Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with occasional prompting and moderate support.

Bridging - Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.







SL 4

.2 -

Par

aphr

ase

port

ions

of a

text

read

alou

d or

info

rmat

ion

pres

ente

d in

div

erse

med

ia a

nd fo

rmat

s,in

clud

ing

visu

ally

, qua

ntita

tivel

y,

and

oral

ly.

SL 4

.3 -

Iden

tify

the

reas

ons a

nd e

vi-

denc

e a

spea

ker o

r med

ia

sour

ce p

rovi

des t

o su

ppor

tpa

rtic

ular

poi

nts.

CA

Com

preh

ensi

on a

nd C

olla

bora

tion








PI.7 - Evaluating language choices PI.8 - Analyzing language choicesEmerging - Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.




SL 4

.3 -

Iden

tify

the

reas

ons a

nd e

vide

nce

a sp

eake

r or m

edia

sour

ce p

rovi

des t

o su

ppor

tpa

rtic

ular

poi

nts.

CA

Com

preh

ensi

on a

nd C

olla

bora

tion



Emerging - Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience,and so on), with substantial support.

Expanding -Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with moderate support.

Bridging - Plan and deliver oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with light support.



Expanding - a. Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts) or relevant background knowledge about content, with moderate support.


Bridging - a. Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quotations or specific events from text)or relevant background knowledge about content, with light support.







b. Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes..., I’m unhappy).


b. Select a variety of appropriate affixes for accuracy and precision (e.g., he’s walking. I’m uncomfortable. They left reluctantly).

SL 4

.4 -

Repo

rt o

n a

topi

c or

text

, tel

l a st

ory,

or r

ecou

nt a

n ex

perie

nce

in a

n or

gani

zed

man

ner,

usin

g ap

prop

riate

fact

s and

rele

vant

,de

scrip

tive

deta

ils to

supp

ort m

ain

idea

s or t

hem

es; s

peak

clea

rly a

t an

unde

rsta

ndab

le p

ace.

(a.)

CA

Pres

enta

tion

of K

now

ledg

e an

d Id

eas

PI.9 - Presenting PI.11 - Supporting opinions PI.12 - Selecting language resources




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

4.4

- Re

port

on

a to

pic

or te

xt, t

ell a

stor

y, o

r rec

ount

an

expe

rienc

ein

an

orga

nize

d m

anne

r, us

ing

appr

opria

te fa

cts a

nd re

leva

nt,

desc

riptiv

e de

tails

to su

ppor

t mai

n id

eas o

r the

mes

; spe

akcl

early

at a

n un

ders

tand

able

pac

e. (a

.) CA

Pres

enta

tion

of K

now

ledg

e an

d Id

eas


Emerging - Apply understand-ing of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially)to comprehending texts and writing basic texts.




b. Apply basic understanding of how ideas, events, or reasons are inked throughout a text using everyday connecting words or phrases (e.g., first, yesterday) 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 pronounsor 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., since, next, for example) 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 nounsin text) to comprehending texts and writing cohesive texts.





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

Pres

enta

tion

of K

now

ledg

e an

d Id

eas





Emerging - Condense clauses in simple ways (e.g., through simple embedded clauses, as in, The woman is a doctor. She helps children. → The woman is a doctor who helps children)to create precise and detailed sentences.

Expanding - Condense clauses in an increasing variety of ways (e.g., through a growing number of embedded clauses and other condensing, as in, The dog ate quickly. The dog choked. → The dog ate so quickly that it choked) to create precise and de-tailed sentences.

PII.5 - Modifying to add detailsEmerging - Expand sentences with familiar adverbials (e.g., basic prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar activity or process (e.g., They walked to the soccer field).


Bridging - Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a variety of familiar and new activities and processes (e.g., They worked quietly all night in their room).

Bridging - Condense clauses in a variety of ways (e.g., through various types of embedded clauses and other ways of condensing as in, There was a Gold Rush. It began in the 1850s. It brought a lot of people to California. → The Gold Rush that began in the 1850s brought a lot of people to California) to cre-ate precise and detailed sentences.

SL 4

.4 -

Repo

rt o

n a

topi

c or

text

, tel

l a st

ory,

or r

ecou

nt a

n ex

perie

nce

in a

n or

gani

zed

man

ner,

usin

g ap

prop

riate

fact

s and

rele

vant

,de

scrip

tive

deta

ils to

supp

ort m

ain

idea

s or t

hem

es; s

peak

clea

rly a

t an

unde

rsta

ndab

le p

ace.

(a.)

CA






PI.9 - PresentingEmerging - Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with substantial support.


Expanding -Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with moderate support.


SL 4

.5 -

Add

audi

o re

cord

ings

and

visu

al d

ispl

ays t

o pr

esen

tatio

nsw

hen

appr

opria

te to

enh

ance

the

deve

lopm

ent o

f mai

n id

eas o

r the

mes

.

Pres

enta

tion

of K

now

ledg

e an

d Id

eas





Bridging - Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s a good idea. However...), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.

PI.1 - Exchanging information and ideas PI.3 - Offering opinionsEmerging - Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.


Bridging - Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, buildingon responses, and providing useful feedback.

Emerging - Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think...), as well as open responses, in order to gain and/or hold the floor.

SL 4

.6 -D

iffer

entia

te b

etw

een

cont

exts

that

cal

l for

form

al E

nglis

h(e

.g.,

pres

entin

g id

eas)

and

situ

atio

ns w

here

info

rmal

dis

cour

seis

app

ropr

iate

(e.g

., sm

all-g

roup

dis

cuss

ion)

; use

form

al E

nglis

hw

hen

appr

opria

te to

task

and

situ

atio

n. (S

ee g

rade

4 L

angu

age

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

Expanding - Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but...), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.








PI.9 - PresentingEmerging - Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with substantial support.

Expanding - Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with moderate support.

Bridging - Plan and deliver oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recountinga memorable experience, and so on), with light support.

PI.4 - Adapting language choices

SL 4

.6 -D

iffer

entia

te b

etw

een

cont

exts

that

cal

l for

form

al E

nglis

h(e

.g.,

pres

entin

g id

eas)

and

situ

atio

ns w

here

info

rmal

dis

cour

seis

app

ropr

iate

(e.g

., sm

all-g

roup

dis

cuss

ion)

; use

form

al E

nglis

hw

hen

appr

opria

te to

task

and

situ

atio

n. (S

ee g

rade

4 L

angu

age

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





PI.11 - Supporting opinions PI.12 - Selecting language resources

SL 4

.6 -

Diffe

rent

iate

bet

wee

n co

ntex

ts th

at c

all f

or fo

rmal

Eng

lish

(e.g

., pr

esen

ting

idea

s) a

nd si

tuat

ions

whe

re in

form

al d

isco

urse

is a

ppro

pria

te (e

.g.,

smal

l-gro

up d

iscu

ssio

n); u

se fo

rmal

Eng

lish

whe

n ap

prop

riate

to ta

sk a

nd si

tuat

ion.

(See

gra

de 4

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




Expanding - a. Support opinions or persuade others by ex-pressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts) or relevant background knowledge about content, with moderate support.







b. Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes..., I’m unhappy).


b. Select a variety of appropriate affixes for accuracy and precision (e.g., She’s walking. I’m uncomfortable. Theyleft reluctantly).




SL 4

.6 -

Diffe

rent

iate

bet

wee

n co

ntex

ts th

at c

all f

or fo

rmal

Eng

lish

(e.g

., pr

esen

ting

idea

s) a

nd si

tuat

ions

whe

re in

form

al d

isco

urse

is a

ppro

pria

te (e

.g.,

smal

l-gro

up d

iscu

ssio

n); u

se fo

rmal

Eng

lish

whe

n ap

prop

riate

to ta

sk a

nd si

tuat

ion.

(See

gra

de 4

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

PII.3 - Using verbs and verb phrasesBridging - Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a variety of familiar and new activities and processes (e.g., They worked quietly all night in their room).


PII.4 - Using nouns and noun phrases PII.5 - Modifying to add detailsEmerging - Expand noun phrases in simple ways (e.g., adding an adjective) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.

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








Corresponding ELD StandardsPII.7 - Condensing ideas



PII.6 - Connecting ideasSL

4.6

- Di

ffere

ntia

te b

etw

een

cont

exts

that

cal

l for

form

al E

nglis

h(e

.g.,

pres

entin

g id

eas)

and

situ

atio

ns w

here

info

rmal

dis

cour

seis

app

ropr

iate

(e.g

., sm

all-g

roup

dis

cuss

ion)

; use

form

al E

nglis

hw

hen

appr

opria

te to

task

and

situ

atio

n. (S

ee g

rade

4La

ngua

ge 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 - Combine clauses ina few basic ways to make connections between and join ideas in sentences (e.g., creating compound sentences using coordinate conjunctions, such as and, but, so).



Bridging - Combine clauses in a wide variety of ways (e.g., creating complex sentences using a variety of subordinate conjunctions) to make connections between and join ideas, for example, to express cause/effect (e.g., Since the lion was at the waterhole, the deer ran way), to make a concession, or to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted).


Corresponding ELD StandardsPI.1 - Exchanging information and ideas PI.2 - Interacting via written English


Grade 4 - Language (L)


L 4.

1 - D

emon

stra

te c

omm

and

of th

e co

nven

tions

of

stan

dard

Eng

lish

gram

mar

and

usa

ge w

hen

writ

ing

or sp

eaki

ng. (

a. -

h.)

Conv

entio

ns o

f Sta

ndar

d En

glis

h



Emerging - Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Expanding - Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.


Bridging - Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.



Emerging - Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think . . .), as well as open responses, in order to gain and/or hold the floor.


PI.3 - Offering opinions PI.4 - Adapting language choices

L 4.

1 - D

emon

stra

te c

omm

and

of th

e co

nven

tions

of

stan

dard

Eng

lish

gram

mar

and

usa

ge w

hen

writ

ing

or sp

eaki

ng. (

a. -

h.)

Conv

entio

ns o

f Sta

ndar

d En

glis

h

Expanding - Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but ...), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.

Bridging - Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s a good idea. However . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.








PI.10 - WritingPI.9 - Presenting

L 4.

1 - D

emon

stra

te c

omm

and

of th

eco

nven

tions

of s

tand

ard

Engl

ish

gram

mar

and

usa

ge w

hen

writ

ing

or sp

eaki

ng. (

a. -

h.)

Conv

entio

ns o

f Sta

ndar

d En

glis

h






Emerging - Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with substantial support.





L 4.

2 - D

emon

stra

te c

omm

and

of th

e co

nven

tions

of s

tand

ard

Engl

ish

capi

taliz

atio

n,pu

nctu

atio

n, a

nd sp

ellin

gw

hen

writ

ing.

(a. -

d.)





Bridging -a. Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quotations or specific events from text) or relevant background knowledge about content, with light support.






L 4.

1 - D

emon

stra

te c

omm

and

of th

e co

nven

tions

of

stan

dard

Eng

lish

gram

mar

and

usa

ge w

hen

writ

ing

or sp

eaki

ng. (

a. -

h.)

L 4.

2 - D

emon

stra

teco

mm

and

of th

eco

nven

tions

of s

tand

ard

Engl

ish

capi

taliz

atio

n, p

unct

uatio

n, a

nd

spel

ling

whe

n w

ritin

g. (a

. - d

.) Co

nven

tions

of S

tand

ard

Engl

ish




PI.11 - Supporting opinions PI.12 - Selecting language resourcesBridging - a. Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.






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.


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



PII.3 - Using verbs and verb phrasesExpanding - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task, text type, and discipline (e.g., simple past for retelling, timeless present for science explanation) for an increasing variety of familiar and new topics.


L 4.

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

nw

ritin

g or

spea

king

. (a.

- h.

)

Conv

entio

ns o

f Sta

ndar

d En

glis

h





PII.4 - Using nouns and noun phrases PII.5 - Modifying to add detailsExpanding - Expand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.







L 4.

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

nw

ritin

g or

spea

king

. (a.

- h.

)

Conv

entio

ns o

f Sta

ndar

d En

glis

h




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

L 4.

1 - D

emon

stra

te c

omm

and

of th

e co

nven

tions

of

stan

dard

Eng

lish

gram

mar

and

usa

ge w

hen

writ

ing

or sp

eaki

ng. (

a. -

h.)

Conv

entio

ns o

f Sta

ndar

d En

glis

h




Expanding - Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences, for example, to express cause/effect (e.g., The deer ran because the mountain lion came) orto make a concession (e.g., She studied all night even though she wasn’t feeling well).


Expanding - Condense clauses in an increasing variety of ways (e.g., through a growing number of embedded clauses and other condensing, as in, The dog ate quickly. The dog choked. → The dog ate so quickly thatit choked) to create precise and detailed sentences.



PI.2 - Interacting via written English




PI.1 - Exchanging information and ideas

Corresponding ELD StandardsL

4.3

- 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. -

c.)

Know

ledg

e of

Lan

guag

e











PI.3 - Offering opinions PI.4 - Adapting language choicesExpanding - Adjust language choices according to purpose (e.g., persuading, entertaining), task (e.g., telling a story versus explaining a science experiment), and audience, with moderate support.

Emerging - Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think . . .), as well as open responses, in order to gain and/or hold the floor.



L 4.

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.

- c.

)

Know

ledg

e of

Lan

guag

e

Expanding - Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.






PI.5 - Listening actively PI.6 - Reading/viewing closelyEmerging - Demonstrate active listening to read-alouds and oral presentations by asking and answering basic questions, with prompting and substantial support.

Expanding - Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with occasional prompting and moderate support.

L 4.

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.

- c.

)

Know

ledg

e of

Lan

guag

e








Bridging - Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.





Emerging - Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character's actions as whined versus said).




L 4.

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.

- c.

)

Know

ledg

e of

Lan

guag

e



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










PI.9 - Presenting PI.10 - Writing






L 4.

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.

- c.

)

Know

ledg

e of

Lan

guag

e












b. Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . . . , I’munhappy).Kn

owle

dge

of L

angu

age





PI.11 - Supporting opinions PI.12 - Selecting language resourcesL

4.3

- 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. -

c.)



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


b. Apply basic understanding of how ideas, events, or reasons are linked throughout a text using everydayconnecting words or phrases (e.g., first, yesterday) to comprehending texts and writing basic texts.


L 4

.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. -

c.)

Know

ledg

e of

Lan

guag

e

Expanding -a. Apply growing understand-ing 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.











PII.4 - Using nouns and noun phrases PII.5 - Modifying to add detailsExpanding - Expand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.


Emerging - Expand sentences with familiar adverbials(e.g., basic prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar activity or process (e.g., They walked to the soccer field).





L 4.

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.

- c.

)

Know

ledg

e of

Lan

guag

e





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




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

4.3

- 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. -

c.)

Know

ledg

e of

Lan

guag

e






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

Corresponding ELD StandardsL

4.4

- Det

erm

ine

or c

larif

y th

e m

eani

ng o

fun

know

n an

d m

ultip

le-m

eani

ng w

ords

and

phra

ses b

ased

on

grad

e 4

read

ing

and

cont

ent,

choo

sing

flex

ibly

from

a ra

nge

of st

rate

gies

. (a

. - c

.)

Voca

bula

ry A

cqui

sitio

n an

d U

se











L 4.

5 - D

emon

stra

te

unde

rsta

ndin

g of

figur

ativ

e la

ngua

ge,

wor

d re

latio

nshi

ps,

and

nuan

ces i

n w

ord

mea

ning

s. (a

. - c

.)





PI.12 - Selecting language resourcesEmerging - a. Use a select number of general academic and domain-specific words to create precision while speaking and writing.


Expanding - a. Use a growing number of general academic and domain-specific words, synonyms, and antonymsto create precision and shades of meaning while speaking and writing.






L 4.

5 - D

emon

stra

te u

nder

stan

ding

of fi

gura

tive

lang

uage

, wor

dre

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 4.

4 - D

eter

min

e or

cla

rify

the

mea

ning

of u

nkno

wn

and

mul

tiple

-m

eani

ng w

ords

and

phr

ases

bas

edon

gra

de 4

read

ing

and

cont

ent,

choo

sing

flex

ibly

from

a ra

nge

of st

rate

gies

. (a

. - c

.)








PI.1 - Exchanging information and ideas

L 4

.6 -

Acqu

ire 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

, inc

ludi

ngth

ose

that

sign

al p

reci

se a

ctio

ns, e

mot

ions

, or s

tate

s of b

eing

(e.g

., qu

izze

d, w

hine

d, st

amm

ered

) and

that

are

bas

ic to

apa

rtic

ular

topi

c (e

.g.,

wild

life,

con

serv

atio

n, a

nd e

ndan

gere

dw

hen

disc

ussi

ng a

nim

al p

rese

rvat

ion)

.

Voca

bula

ry A

cqui

sitio

n an

d U

se

PI.2 - Interacting via written EnglishEmerging - Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.






Page 52 of 57

L 4

.6 -

Acqu

ire 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

, inc

ludi

ngth

ose

that

sign

al p

reci

se a

ctio

ns, e

mot

ions

, or s

tate

s of b

eing

(e.g

., qu

izze

d, w

hine

d, st

amm

ered

) and

that

are

bas

ic to

apa

rtic

ular

topi

c (e

.g.,

wild

life,

con

serv

atio

n, a

nd e

ndan

gere

dw

hen

disc

ussi

ng a

nim

al p

rese

rvat

ion)

.

Voca

bula

ry A

cqui

sitio

n an

d U

se

Corresponding ELD StandardsPI.3 - Offering opinions PI.4 - Adapting language choices

Expanding - Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.






Emerging - Negotiate with or persuade others in conversations using basic learned phrases (e.g.,I think . . .), as well as open responses, in order to gain and/or hold the floor.




Corresponding ELD StandardsPI.8 - Analyzing language resources







b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguisticcontext, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.








L 4.

6 - A

cqui

re a

nd u

se a

ccur

atel

y gr

ade-

appr

opria

te g

ener

al a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es, i

nclu

ding

thos

e th

at si

gnal

prec

ise

actio

ns, e

mot

ions

, or s

tate

s of b

eing

(e.g

., qu

izze

d, w

hine

d,st

amm

ered

) and

that

are

bas

ic to

a p

artic

ular

topi

c (e

.g.,

wild

life,

cons

erva

tion,

and

end

ange

red

whe

n di

scus

sing

ani

mal

pre

serv

atio

n).

Voca

bula

ry A

cqui

sitio

n an

d U

se





PI.9 - Presenting PI.10 - WritingBridging - a. Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and independently using appropriate text organization and growing understanding of register.


L 4

.6 -

Acqu

ire a

nd u

se a

ccur

atel

y gr

ade-

appr

opria

te g

ener

al a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es, i

nclu

ding

thos

e th

at si

gnal

prec

ise

actio

ns, e

mot

ions

, or s

tate

s of b

eing

(e.g

., qu

izze

d, w

hine

d,st

amm

ered

) and

that

are

bas

ic to

a p

artic

ular

topi

c (e

.g.,

wild

life,

cons

erva

tion,

and

end

ange

red

whe

n di

scus

sing

ani

mal

pre

serv

atio

n).

Voca

bula

ry A

cqui

sitio

n an

d U

se






.



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










PI.11 - Supporting opinions PI.12 - Selecting language resourcesExpanding - a. Use a growing number of general academic and domain-specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing.

b. Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . . . , I’munhappy).






L 4

.6 -

Acqu

ire a

nd u

se a

ccur

atel

y gr

ade-

appr

opria

te g

ener

al a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es, i

nclu

ding

thos

e th

at si

gnal

prec

ise

actio

ns, e

mot

ions

, or s

tate

s of b

eing

(e.g

., qu

izze

d, w

hine

d,st

amm

ered

) and

that

are

bas

ic to

a p

artic

ular

topi

c (e

.g.,

wild

life,

cons

erva

tion,

and

end

ange

red

whe

n di

scus

sing

ani

mal

pre

serv

atio

n).

Voca

bula

ry A

cqui

sitio

n an

d U

se








PII.3 - Using verbs and verb phrases PII.4 - Using nouns and noun phrases PII.5 - Modifying to add detailsEmerging - Expand noun phrases in simple ways (e.g., adding an adjective) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.

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




L 4

.6 -

Acqu

ire a

nd u

se a

ccur

atel

y gr

ade-

appr

opria

te g

ener

al a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es, i

nclu

ding

thos

e th

at si

gnal

prec

ise

actio

ns, e

mot

ions

, or s

tate

s of b

eing

(e.g

., qu

izze

d, w

hine

d,st

amm

ered

) and

that

are

bas

ic to

a p

artic

ular

topi

c (e

.g.,

wild

life,

cons

erva

tion,

and

end

ange

red

whe

n di

scus

sing

ani

mal

pre

serv

atio

n).


Voca

bula

ry A

cqui

sitio

n an

d U

se

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

cabu

lary

Acq

uisi

tion

and

Use






PII.6 - Connecting ideas PII.7 - Condensing ideasExpanding - Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences, for example, to express cause/effect (e.g., The deer ran because the mountain lion came) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).


Emerging - Condense clauses in simple ways (e.g., through simple em-bedded clauses, as in, The woman is a doctor. She helps children. → The woman is a doctor who helps children) to create precise and detailed sentences.


L 4.

6 - A

cqui

re a

nd u

se a

ccur

atel

y gr

ade-

appr

opria

te g

ener

al a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es, i

nclu

ding

thos

e th

at si

gnal

prec

ise

actio

ns, e

mot

ions

, or s

tate

s of b

eing

(e.g

., qu

izze

d, w

hine

d,st

amm

ered

) and

that

are

bas

ic to

a p

artic

ular

topi

c (e

.g.,

wild

life,

cons

erva

tion,

and

end

ange

red

whe

n di

scus

sing

ani

mal

pre

serv

atio

n).

Documents

Integrating the CA ELD Standards Into K-12 English …kern.org/.../Integrating-ELD-into-ELA-Literacy-Grade-4.pdfIntegrating the CA ELD Standards Into K-12 English Language Arts/Literacy