Pearson Elementary ELDassets.pearsonschool.com/asset_mgr/pending/2013-08/Grade...Pearson Elementary ELD Big English, Level 5 Language Central, Grade 5 Our Discovery Island, Level 5

Pearson Elementary ELD

Big English, Level 5 Language Central, Grade 5

Our Discovery Island, Level 5 Language Central for Science, Grade 5

Language Central for Math, Grade 5 Elementary Dictionary

Grade 5

California English Language

Development Standards Map for Supplemental Instructional Materials

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Publisher: Pearson Scott Foresman Program Title: Pearson Elementary ELD: Big English Level 5 (BE), Language Central Grade 5 (LC), Our Discovery Island Level 5 (ODI), Language Central for Science Grade 5 (LCS), Language Central for Math Grade 5 (LCM), Elementary Dictionary (ED) Components: Student Edition (SE), Teacher Edition (TE), Pedagogical Guide (PG)

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English Language Development Standards Map for Supplemental Instructional Materials Standards Map for Four Key Shifts in the California English Language Development Standards

Grade Five – English Language Development

Publisher Citations Meets

Standard For Reviewer Use Only

Standard Standard Language Primary

Citations Supporting Citations

Y N Reviewer Notes

Shift 1: Language Development Focused on Collaboration and Communication with Strategic Scaffolding

I.A.1.Em Emerging Level 1.Exchanging information and ideas Contribute to conversations and express ideas by asking and answering yes‐no and wh‐ questions and responding using short phrases.

BE 5: SE: 33, 59 TE: T10, T33, T59 LC 5: SE/TE: 166 ODI 5: SE: 39 TE: 63 LCS 5: TE only: 24 LCM 5: TE only: 85

BE 5: SE: 67, 115, 120 TE: T42, T54, T67, T115, T120 ODI 5: SE: 51, 85, 87 TE: 79, 125, 127


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Publisher Citations

Meets Standard

For Reviewer Use Only

Standard Standard Language Primary Citations

Supporting Citations

Y N Reviewer Notes

I.A.1.Ex Expanding Level 1. Exchanging information and ideas Contribute to class, group, and partner discussions, including sustained dialogue, by following turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.

BE 5: SE: 3 TE: T3 LCS 5: SE/TE: 27

BE 5: SE: 7, 15, 64, 104, 120 TE: T7, T15, T64, T104, T120 LCS 5: SE/TE: 32, 36, 39, 56, 84, 88, 92

I.A.1.Br Bridging Level 1. Exchanging information and ideas 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.

BE 5: SE: 24 TE: T24 LCS 5: SE/TE: 27

BE 5: SE: 27, 43, 52, 107, 119 TE: T27, T43, T52, T107, T119 LCS 5: SE/TE: 32, 36, 39, 56, 84, 88, 92


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Publisher Citations

Meets Standard




Y N Reviewer Notes

I.A.2.Em Emerging Level 2. Interacting via written English Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, etc.

BE 5: SE: 35, 40 TE: T35, T40 ODI 5: TE: 65

BE 5: SE: 63, 75, 91 TE: T63, T75, T91 ODI 5: TE: 79, 96, 112, 128

I.A.2.Ex Expanding Level 2. Interacting via written English Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, etc.

ODI 5: TE: 36

ODI 5: TE: 106

I.A.2.Br Bridging Level 2. Interacting via written English Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, etc.

BE 5: SE: 34 TE: T34 LC 5: SE/TE: 175 ODI 5: TE: 138

BE 5: SE: 114 TE: T114


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Publisher Citations

Meets Standard




Y N Reviewer Notes

I.A.3.Em Emerging Level 3. Offering opinions 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.

BE 5: SE: 50 TE: T50 LC 5: SE/TE: 128

BE 5: SE: 102 TE: T102

I.A.3.Ex Expanding Level 3. Offering opinions 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.

BE 5: SE: 50 TE: T50 LC 5: SE/TE: 128

BE 5: SE: 102 TE: T102

I.A.3.Br Bridging Level 3. Offering opinions Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s an interesting idea. However . . .), as well as open responses, in order to gain and/or hold the floor, provide counter‐arguments, elaborate on an idea, etc.

BE 5: SE: 50 TE: T50 LC 5: SE/TE: 128

BE 5: SE: 102 TE: T102


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Publisher Citations

Meets Standard




Y N Reviewer Notes

Shift 2: Use of Complex Text with Content Essential for Learning Academic English

I.C.11.Em Emerging Level 11. Supporting opinions 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, has to, maybe).

BE 5: SE: 5, 29 TE: T5, T29 LC 5: SE/TE: 75, 154 ODI 5: TE: 89

BE 5: SE: 9, 71 TE: T9, T71 LC 5: SE/TE: 76, 102

I.C.11.Ex Expanding Level 11. Supporting opinions a) Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts from a text) or relevant background knowledge about content. b) Express attitude and opinions or temper statements with familiar modal expressions (e.g., maybe/probably, can/must). b) Express attitude and opinions or temper statements with familiar modal expressions (e.g., maybe/probably, can/must).

BE 5: SE: 37, 76 TE: T37, T76 LC 5: SE/TE: 75, 154 ODI 5: TE: 89

BE 5: SE: 39, 87, 92 TE: T39, T87, T92 LC 5: SE/TE: 76, 102


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Publisher Citations

Meets Standard




Y N Reviewer Notes

I.C.11.Br Bridging Level 11. Supporting opinions a) Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quoting the text directly or specific events from text) or relevant background knowledge about content. 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 . . .).

BE 5: SE: 49 TE: T49 LC 5: SE/TE: 75, 154 ODI 5: TE: 89

BE 5: SE: 57, 109 TE: T57, T109 LC 5: SE/TE: 76, 102

II.A.1.Em Emerging Level 1. Understanding text structure 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 opinions/arguments are organized around ideas) to comprehending texts and writing basic texts.

BE 5: SE: 34 TE: T34 LC 5: SE/TE: 27

BE 5: SE: 62, 102, 114 TE: T62, T102, T114 LC 5: SE/TE: 45, 71, 155

II.A.1.Ex Expanding level 1. Understanding text structure 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 opinions/arguments are structured logically around reasons and evidence) to comprehending texts and writing texts with increasing cohesion.

BE 5: SE: 34 TE: T34 LC 5: SE/TE: 27



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Publisher Citations

Meets Standard




Y N Reviewer Notes

II.A.1.Br Bridging level 1. Understanding text structure Apply increasing understanding of how different text types are organized to express ideas (e.g., how a historical account is organized chronologically versus how opinions/arguments are structured logically around reasons and evidence) to comprehending texts and writing cohesive texts.

BE 5: SE: 34 TE: T34 LC 5: SE/TE: 27


II.A.2.Em Emerging Level 2. Understanding cohesion 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.

LC 5: SE/TE: 44, 130 ODI 5: SE: 105 TE: 149 LCS 5: SE/TE: 20 LCM 5: SE/TE: 8

LC 5: SE/TE: 45, 82, 83, 148, 172 LCM 5: SE/TE: 12, 40


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Publisher Citations

Meets Standard




Y N Reviewer Notes

II.A.2.Ex Expanding level 2. Understanding cohesion 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) to comprehending texts and writing texts with increasing cohesion.

LC 5: SE/TE: 32, 130 ODI 5: SE: 105 TE: 149

LC 5: SE/TE: 33, 50, 51, 82, 148

II.A.2.Br Bridging Level 2. Understanding cohesion 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) to comprehending texts and writing cohesive texts.

LC 5: SE/TE: 32, 130 ODI 5: SE: 105 TE: 149

LC 5: SE/TE: 33, 50, 51, 82, 148


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Publisher Citations

Meets Standard




Y N Reviewer Notes

Shift 3: English as a Meaning-Making Resource Through Analysis and Choice of Language and Resource

I.B.7.Em Emerging Level 7. Evaluating language choices 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.

LC 5: SE/TE: 51

LC 5: SE/TE: 77

I.B.7.Ex Expanding Level 7. Evaluating language choices Explain how well writers and speakers use language resources to support an opinion or present an idea (e.g., whether the vocabulary used to provide evidence is strong enough, or if the phrasing used to signal a shift in meaning does this well) with moderate support.

LC 5: SE/TE: 77

LC 5: SE/TE: 91, 103, 129

I.B.7.Br Bridging Level 7. Evaluating language choices Explain 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 provide evidence or describe characters, or if the phrasing used to introduce a topic is appropriate) with light support.

LC 5: SE/TE: 77

LC 5: SE/TE: 91, 103, 129


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Publisher Citations

Meets Standard




Y N Reviewer Notes

I.B.8.Em Emerging Level 8. Analyzing language choices Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character as angry versus furious).

BE 5: TE: T49 LCS 5: SE/TE: 4 TE only: 15 LCM 5: TE: 26 ED: PG-W: 7

LCS 5: SE/TE: 20, 28, 44, 48, 52, 55, 60, 65 TE only: 27

I.B.8.Ex Expanding Level 8. Analyzing language choices Distinguish how different words with similar meanings (e.g., describing an event as sad versus tragic) and figurative language (e.g., she ran like a cheetah) produce shades of meaning and different effects on the audience.

BE 5: TE: T11, T49 LCS 5: SE/TE: 4 TE only: 15, 23 LCM 5: TE: 26 ED: PG-W: 7

LCS 5: SE/TE: 20, 28, 44, 48, 52, 55, 60, 65 TE only: 27, 59


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Publisher Citations

Meets Standard




Y N Reviewer Notes

I.B.8.Br Bridging Level 8. Analyzing language choices Distinguish how different words with related meanings (e.g., fun versus thrilling, possibly versus certainly) and figurative language (e.g., the stream slithered through the parched land) produce shades of meaning and different effects on the audience.

BE 5: TE: T11, T49 LCS 5: SE/TE: 4 TE only: 15, 23 LCM 5: TE: 26 ED: PG-W: 7

LCS 5: SE/TE: 20, 28, 44, 48, 52, 55, 60, 65 TE only: 27, 59

I.C.12.Em Emerging Level 12. Selecting language resources 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.).

BE 5: SE: 8 TE: T8, T89 LC 5: SE/TE: 25 ODI 5: SE: 14 TE: 30

BE 5: SE: 20, 48, 72, 100 TE: T20, T48, T72, T100 LC 5: SE/TE: 29, 89, 122, 123, 146, 180, 198, 199 ODI 5: SE: 26, 50, 62, 98 TE: 46, 78, 94, 142


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Publisher Citations

Meets Standard




Y N Reviewer Notes

(Continued) LCS 5: SE/TE: 3, 8 TE only: 35, 95 LCM 5: SE/TE: 4 TE only: 6 ED: PG-LP: 19, 23 PG-W: 5, 11C, 11B

(Continued) LCS 5: SE/TE: 7, 9, 12, 15, 68 TE only: 39, 43, 55, 59, 63, 67, 95 LCM 5: SE/TE: 14, 22, 30 TE only: 42, 54, 66, 78 ED: PG-LP: 20-21, 24, 2 PG-W: 6


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Publisher Citations

Meets Standard




Y N Reviewer Notes

I.C.12.Ex Expanding Level 12. Selecting language resources 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.).

BE 5: SE: 8 TE: T8, T49, T89 LC 5: SE/TE: 25 ODI 5: SE: 14 TE: 30 LCS 5: SE/TE: 3, 8, 72 TE only: 15, 35, 95 LCM 5: SE/TE: 4 TE only: 6

BE 5: SE: 32, 60, 88, 112 TE: T32, T60, T88, T112 LC 5: SE/TE: 29, 89, 122, 123, 146, 180, 198, 199 ODI 5: SE: 26, 50, 62, 98 TE: 46, 78, 94, 142 LCS 5: SE/TE: 7, 9, 12, 15, 20, 28, 48, 60, 68 TE only: 27, 39, 43, 55, 59, 63, 67, 95 LCM 5: SE/TE: 36, 59, 74 TE only: 42, 54, 66, 78


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Publisher Citations

Meets Standard




Y N Reviewer Notes

(Continued) ED: PG-LP: 21 PG-W: 7, 11B, 11C

(Continued) ED: PG-LP: 22 PG-W: 13B

I.C.12.Br Bridging Level 12. Selecting language resources 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.).

BE 5: SE: 8 TE: T8, T49, T89 LC 5: SE/TE: 25 ODI 5: SE: 14 TE: 30 LCS 5: SE/TE: 3, 8, 72 TE only: 15, 35, 95

BE 5: SE: 32, 60, 88, 112 TE: T32, T60, T88, T112 LC 5: SE/TE: 29, 89, 122, 123, 146, 180, 198, 199 ODI 5: SE: 26, 50, 62, 98 TE: 46, 78, 94, 142 LCS 5: SE/TE: 7, 9, 12, 15, 20, 28, 48, 60, 68 TE only: 27, 39, 43, 55, 59, 63, 67


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Publisher Citations

Meets Standard




Y N Reviewer Notes

(Continued) LCM 5: SE/TE: 4 TE only: 6 ED: PG-LP: 21 PG-W: 7, 11B, 11C

(Continued) LCM 5: SE/TE: 22, 64, 72 TE only: 42, 54, 66, 78 ED: PG-LP: 22 PG-W: 13B


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Publisher Citations

Meets Standard




Y N Reviewer Notes

Shift 4: An Expanded Notion of Grammar with Discourse, Text Structure, Syntax, and Vocabulary Addressed Within Meaningful contexts

II.B.3.Em Emerging Level 3. Using verbs & verb phrases Use frequently used verbs (e.g., take, like, eat) and various verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate for the text type and discipline (e.g., simple past for recounting an experience) on familiar topics.

BE 5: SE: 7 TE: T7 LC 5: SE/TE: 26 ODI 5: SE: 72 TE: 108

BE 5: SE: 13, 58, 110 TE: T13, T58, T110 LC 5: SE/TE: 65, 72, 92 ODI 5: SE: 73, 75, 83 TE: 109, 111, 122

II.B.3.Ex Expanding Level 3. Using verbs & verb phrases Use various verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate for the task, text type, and discipline (e.g., simple past for recounting an experience, timeless present for a science description) on an increasing variety of topics.


BE 5: SE: 19, 31, 59 TE: T19, T31, T59 LC 5: SE/TE: 65, 78, 92, 98, 104 ODI 5: SE: 73, 75, 83 TE: 109, 111, 122


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Publisher Citations

Meets Standard




Y N Reviewer Notes

II.B.3.Br Bridging Level 3. Using verbs & verb phrases Use various verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate for the task and text type (e.g., timeless present for science description, mixture of past and present for narrative or history explanation) on a variety of topics.


BE 5: SE: 39, 71, 99 TE: T39, T71, T99 LC 5: SE/TE: 78, 92, 98, 104 ODI 5: SE: 73, 75, 83 TE: 109, 111, 122

II.B.4.Em Emerging Level 4. Using nouns & noun phrases Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.

LC 5: SE/TE: 162 ODI 5: SE: 20 TE: 36 ED: PG-W: 4A

LC 5: SE/TE: 188 ODI 5: SE: 34 TE: 57


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Publisher Citations

Meets Standard




Y N Reviewer Notes

II.B.4.Ex Expanding Level 4. Using nouns & noun phrases 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, etc.

BE 5: SE: 19, 47 TE: T19, T47 LC 5: SE/TE: 174 ED: PG-W: 4A

BE 5: SE: 52, 53 TE: T52, T53 LC 5: SE/TE: 198

II.B.4.Br Bridging Level 4. Using nouns & noun phrases 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, etc.

BE 5: SE: 19, 47 TE: T19, T47 LC 5: SE/TE: 174 ED: PG-W: 4A

BE 5: SE: 52, 53 TE: T52, T53 LC 5: SE/TE: 198

II.C.6.Em Emerging Level 6. Connecting ideas Combine clauses in a few basic ways to make connections between and join ideas (e.g., You must X because X.) or to provide evidence to support ideas or opinions (e.g., creating compound sentences using and, but, so).

LC 5: SE/TE: 40

LC 5: SE/TE: 46, 194


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Publisher Citations

Meets Standard




Y N Reviewer Notes

II.C.6.Ex Expanding Level 6. Connecting ideas 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 cause/effect (e.g., The deer ran because the mountain lion came.), to make a concession (e.g., She studied all night even though she wasn’t feeling well.), or to provide reasons to support ideas (e.g., X is an extremely good book because X.).

LC 5: SE/TE: 46

LC 5: SE/TE: 51

II.C.6.Br Bridging Level 6. Connecting ideas 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 cause/effect (e.g., The deer ran because the mountain lion approached them.), to make a concession (e.g., She studied all night even though she wasn’t feeling well.), to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted.), or to provide reasons to support ideas (e.g., The author persuades the reader by X.).

LC 5: SE/TE: 46

LC 5: SE/TE: 51


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Appendix: An asterisk * indicates citations that offer support to the standard as noted below. Shift 1 I.A.2.Br: *Students write a variety of longer literary and informational text and collaborate on research projects. I.A.3.Em, Ex, Br: *Students persuade others in writing. Shift 3 I.B.8.Em, Ex, Br: *Similar meanings/synonyms, figurative language. Elementary Dictionary PG-LP = Lesson Plan PG-W = Worksheet Created by the California Department of Education

Documents

Pearson Elementary ELDassets.pearsonschool.com/asset_mgr/pending/2013-08/Grade...Pearson Elementary ELD Big English, Level 5 Language Central, Grade 5 Our Discovery Island, Level 5