Eld Content Standards k-12
Eld Content Standards k-12
Eld Content Standards k-12
Development Standards
for California
Public Schools
Kindergarten Through
Grade Twelve
Adopted by the
California State Board
of Education
July 1999
California Department of Education
English-Language
Development Standards
for California
Public Schools
Kindergarten Through
Grade Twelve
Publishing Information
When the English-Language Development Standards for California Public
Schools, Kindergarten Through Grade Twelve was adopted by the California
State Board of Education in July 1999, the members of the State Board were
the following: Robert L. Trigg, President; Kathryn Dronenburg, VicePresident; Marian Bergeson; Susan Hammer; Carlton J. Jenkins; Marion
Joseph; Yvonne Larsen; Monica Lozano; Janet Nicholas; Vicki Reynolds;
and Richard Weston.
This publication was edited by Faye Ong, working in cooperation with
Lilia G. Sanchez, Consultant, Language Policy and Leadership Office. It
was designed and prepared for printing by the staff of CDE Press, with the
cover and interior design created and prepared by Juan D. Sanchez.
Typesetting was done by Jeannette Huff. It was published by the California
Department of Education, 1430 N Street, Sacramento, California (mailing
address: P.O. Box 944272, Sacramento, CA 94244-2720). It was distributed
under the provisions of the Library Distribution Act and Government Code
Section 11096.
2002 by the California Department of Education
All rights reserved
ISBN 0-8011-1578-7
Ordering Information
Copies of this publication are available for $12.50 each, plus shipping and
handling charges. California residents are charged sales tax. Orders may
besent to the California Department of Education, CDE Press, Sales Office,
P.O.Box 271, Sacramento, CA 95812-0271; FAX (916) 323-0823. See page
90 for complete information on payment, including credit card purchases,
and an order blank. Prices on all publications are subject to change.
A partial list of other educational resources available from the Department
appears on page 89. In addition, an illustrated Educational Resources
Catalog describing publications, videos, and other instructional media
available from the Department can be obtained without charge by writing to
the address given above or by calling the Sales Office at (916) 445-1260.
Notice
The guidance in English-Language Development Standards for California
Public Schools, Kindergarten Through Grade Twelve is not binding on local
educational agencies or other entities. Except for the statutes, regulations,
and court decisions that are referenced herein, the document is exemplary,
and compliance with it is not mandatory. (See Education Code Section
33308.5.)
Contents
California English-Language Proficiency Assessment Project ............................................................. iv
Introduction ................................................................................................................................................. 11
Reading ....................................................................................................................................................25
Writing .....................................................................................................................................................69
Glossary........................................................................................................................................................85
iii
California Department of Education
California English-Language
Proficiency Assessment Project
iv
California Department of Education
Executive Summary
1
California Department of Education
Summary
Comprehension
Organization and
Delivery of Oral
Communication
Englishlanguage arts
substrand
Comprehension
Comprehension and
Organization and
Delivery of Oral
Communication
Organization and
Delivery of Oral
Communication
Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules are
not followed (e.g., third-person singular, male and female pronouns).
*The ELD standards must be applied appropriately for students in each grade level from kindergarten through grade twelve.
2
California Department of Education
Summary
Comprehension
Organization and
Delivery of Oral
Communication
*The ELD standards must be applied appropriately for students in each grade level from kindergarten through grade twelve.
3
California Department of Education
Summary
READING
Word Analysis, Fluency, and Systematic Vocabulary Development
Englishlanguage arts
substrand
Phonemic Awareness
and Decoding and
Word Recognition
Recognize and produce the English phonemes that are like the pho
nemes students hear and produce in their primary language.
Phonemic Awareness,
Decoding and Word
Recognition, Concepts
About Print
Vocabulary and
Concept Development
Recognize and produce English phonemes that are unlike the pho
nemes students hear and produce in their primary language.
4
California Department of Education
Summary
READING
Word Analysis, Fluency, and Systematic Vocabulary Development (Continued)
Englishlanguage arts
substrandI
Phonemic Awareness,
Decoding and Word
Recognition, Concepts
About Print
Vocabulary and
Concept Development
*The ELD standards must be applied appropriately for students in each grade level from kindergarten through grade twelve.
5
California Department of Education
Summary
READING
Word Analysis, Fluency, and Systematic Vocabulary Development (Continued)
Englishlanguage arts
substrand
Phonemic Awareness,
Decoding and Word
Recognition, Concepts
About Print
Apply knowledge of sound/symbol relationships and basic wordformation rules to derive meaning from written text (e.g., basic syl
labication rules, regular and irregular plurals, and basic phonics).
Vocabulary and
Concept Development
*The ELD standards must be applied appropriately for students in each grade level from kindergarten through grade twelve.
6
California Department of Education
Summary
READING
Reading Comprehension
Englishlanguage arts
substrand
Comprehension and
Analysis of GradeLevel Appropriate Text
Respond orally to stories read aloud and use physical actions and
other means of nonverbal communication (e.g., matching objects,
pointing to an answer, drawing pictures).
Respond orally to stories read aloud, giving one- to two-word re
sponses in answer to factual comprehension questions (who, what,
when, where, and how).
Understand and follow simple one-step directions for classroomrelated activities.
Structural Features
of Informational
Materials
Englishlanguage arts
I
substrand
Comprehension and
Analysis of GradeLevel-Appropriate Text
Structural Features
of Informational
Materials
*The ELD standards must be applied appropriately for students in each grade level from kindergarten through grade twelve.
7
California Department of Education
Summary
READING
Reading Comprehension (Continued)
Englishlanguage arts
substrand
Comprehension and
Analysis of GradeLevel-Appropriate Text
Read and orally respond to familiar stories and other texts by answer
ing factual comprehension questions about cause-and-effect relationships.
Read and orally respond to stories and texts from content areas by
restating facts and details to clarify ideas.
Explain how understanding of text is affected by patterns of organiza
tion, repetition of main ideas, syntax, and word choice.
Write a brief summary (two or three paragraphs) of a story.
*The ELD standards must be applied appropriately for students in each grade level from kindergarten through grade twelve.
8
California Department of Education
Summary
WRITING
Strategies and Applications
Englishlanguage arts
substrand
Penmanship
Organization and Focus Write simple sentences by using key words commonly used in the
classroom (e.g., labels, number names, days of the week, and months).
Write phrases and simple sentences that follow English syntactical
order.
Englishlanguage arts
substrand
Organization and Focus Follow a model given by the teacher to independently write a short
paragraph of at least four sentences.
Organization and
Focus, Penmanship
Englishlanguage arts
substrand
Organization and Focus Develop a clear thesis and support it by using analogies, quotations,
and facts appropriately.
Write a multiparagraph essay with consistent use of standard gram
matical forms.
*The ELD standards must be applied appropriately for students in each grade level from kindergarten through grade twelve.
9
California Department of Education
Summary
WRITING
English-Language Conventions
Englishlanguage arts
substrand
Capitalization
Punctuation
Use a period at the end of a sentence and a question mark at the end
of a question.
Capitalization,
Punctuation, and
Spelling
*The ELD standards must be applied appropriately for students in each grade level from kindergarten through grade twelve.
10
California Department of Education
Introduction
12
California Department of Education
13
California Department of Education
16
California Department of Education
Comprehension
Comprehension and
Organization and
Delivery of Oral
Communication
Grades 35
Grades 68
Grades 912
Answer simple
questions with one- to
two-word responses.
Answer simple
questions with one- to
two-word responses.
Respond to simple
directions and
questions by using
physical actions and
other means of
nonverbal communi
cation (e.g., matching
objects, pointing to an
answer, drawing
pictures).
Demonstrate
comprehension of
oral presentations
and instructions
through nonverbal
responses
(e.g., gestures,
pointing, drawing).
Demonstrate
comprehension of
oral presentations
and instructions
through nonverbal
responses.
Independently use
common social
greetings and simple
repetitive phrases
(e.g., Thank you,
Youre welcome).
Independently use
common social
greetings and simple
repetitive phrases
(e.g., May I go and
play?).
Independently use
common social
greetings and simple
repetitive phrases
(e.g., Good morning,
Ms. ___).
Analysis and
Evaluation of
Oral and Media
Communications and
Comprehension
17
Comprehension
Comprehension and
Organization and
Delivery of Oral
Communication
Grades 35
Grades 68
Grades 912
Restate in simple
sentences the main
idea of oral presenta
tions in subjectmatter content.
Restate in simple
sentences the main
idea of oral presenta
tions in subjectmatter content.
Orally communicate
basic needs
(e.g., May I get a
drink?).
Orally communicate
basic needs
(e.g., May I get a
drink of water?).
Orally communicate
basic needs (e.g., I
need to borrow a
pencil).
Orally communicate
basic needs (e.g., Do
we have to
________?).
Recite familiar
rhymes, songs, and
simple stories.
Recite familiar
rhymes, songs, and
simple stories.
18
Comprehension
Comprehension and
Organization and
Delivery of Oral
Communication
Grades 35
Grades 68
Grades 912
Respond to messages
by asking simple
questions or by briefly
restating the mes
sage.
Respond to messages
by asking simple
questions or by briefly
restating the mes
sage.
Listen attentively to
stories and informa
tion and identify
important details and
concepts by using
both verbal and
nonverbal responses.
Listen attentively to
stories and informa
tion and identify
important details and
concepts by using
both verbal and
nonverbal responses.
Listen attentively to
stories and informa
tion and identify
important details and
concepts by using
both verbal and
nonverbal responses.
Listen attentively to
stories and informa
tion and identify
important details and
concepts by using
both verbal and
nonverbal responses.
Participate in social
conversations with
peers and adults on
familiar topics by
asking and answering
questions and solicit
ing information.
Participate in social
conversations with
peers and adults on
familiar topics by
asking and answering
questions and solicit
ing information.
Participate in social
conversations with
peers and adults on
familiar topics by
asking and answering
questions and solicit
ing information.
Participate in social
conversations with
peers and adults on
familiar topics by
asking and answering
questions and solicit
ing information.
19
Grades 35
Grades 68
Grades 912
Identify a variety
of media messages
(e.g., radio, television,
movies) and give
some details support
ing the messages.
Organization and
Delivery of Oral
Communication
20
Grades 35
Grades 68
Grades 912
Comprehension
Listen attentively to
stories and informa
tion and orally
identify key details
and concepts.
Listen attentively to
more complex stories
and information on
new topics across
content areas and
identify the main
points and supporting
details.
Listen attentively to
more complex stories
and information on
new topics across
content areas and
identify the main
points and supporting
details.
Comprehension and
Organization and
Delivery of Oral
Communication
Retell stories in
greater detail by
including the
characters, setting,
and plot.
Summarize major
ideas and retell
stories in greater
detail by including
the characters,
setting, and plot.
Retell stories in
greater detail by
including the
characters, setting,
and plot.
Summarize literary
pieces in greater
detail by including
the characters,
setting, and plot and
analyzing them in
greater detail.
Participate in and
initiate more extended social conver
sations with peers and
adults on unfamiliar
topics by asking and
answering questions
and restating and
soliciting information.
Participate in and
initiate more extended social conver
sations with peers and
adults on unfamiliar
topics by asking and
answering questions
and restating and
soliciting information.
Participate in and
initiate more extended social conver
sations with peers and
adults on unfamiliar
topics by asking and
answering questions
and restating and
soliciting information.
Participate in and
initiate more extended social conver
sations with peers and
adults on unfamiliar
topics by asking and
answering questions
and restating and
soliciting information.
Recognize appropri
ate ways of speaking
that vary according to
the purpose, audi
ence, and subject
matter.
Recognize appropri
ate ways of speaking
that vary according to
the purpose, audi
ence, and subject
matter.
Recognize appropri
ate ways of speaking
that vary according to
the purpose, audi
ence, and subject
matter.
Recognize appropri
ate ways of speaking
that vary according to
the purpose, audi
ence, and subject
matter.
(Continued on p. 22)
21
Comprehension and
Organization and
Delivery of Oral
Communication
Grades 35
Grades 68
Grades 912
Respond to messages
by asking questions,
challenging state
ments, or offering
examples that affirm
the message.
Respond to messages
by asking questions,
challenging state
ments, or offering
examples that affirm
the message.
22
Comprehension
Grades 35
Grades 68
Listen attentively to
stories and informa
tion on new topics
and identify both
orally and in writing
key details and
concepts.
Listen attentively to
stories and informa
tion on topics;
identify the main
points and supporting
details.
Listen attentively to
stories and informa
tion on topics;
identify the main
points and supporting
details.
Demonstrate an
understanding of
idiomatic expressions
(e.g., Give me a
hand) by responding
to such expressions
and using them
appropriately.
Demonstrate an
understanding of
idiomatic expressions
(e.g., Its pouring
outside) by respond
ing to such expres
sions and using them
appropriately.
Demonstrate an
understanding of
figurative language
and idiomatic
expressions by
responding to such
expressions and using
them appropriately.
Grades 912
Demonstrate an
understanding of
figurative language
and idiomatic
expressions by
responding to such
expressions and using
them appropriately.
Identify strategies
used by the media to
present information
for various purposes
(e.g., to inform,
entertain, or per
suade).
Comprehension and
Organization and
Delivery of Oral
Communication
Consistently use
appropriate ways of
speaking and writing
that vary according to
the purpose, audi
ence, and subject
matter.
Consistently use
appropriate ways of
speaking and writing
that vary according to
the purpose, audi
ence, and subject
matter.
Consistently use
appropriate ways of
speaking and writing
that vary according to
the purpose, audi
ence, and subject
matter.
Consistently use
appropriate ways of
speaking and writing
that vary according to
the purpose, audi
ence, and subject
matter.
(Continued on p. 24)
23
Comprehension and
Organization and
Delivery of Oral
Communication
Grades 35
Grades 68
Grades 912
24
READING
Word Analysis
For all students, developing skills in
reading English begins with a solid understanding of the relationships between En
glish sounds and lettersthe relationships
between the spoken and written language.
For the English learner those concepts are
first developed through the recognition and
production of English sounds. Students need
to learn first those sounds that exist and then
those that do not exist in their first language.
Students then are taught to transfer this
knowledge to the printed language. As
students develop knowledge of the corre
spondence between sounds and printed
symbols, they also develop skills to deal
with English morphemes (e.g., prefixes,
suffixes, root words). Those word-analysis
skills are some of the building blocks stu
dents need to develop fluency in English
and literacy skills.
Native speakers of English are expected to
recognize and produce all the English
sounds by no later than first grade. This
knowledge is then used in phonics instruc
tion when children learn to match the En
glish sounds with printed letters and use
this knowledge to decode and encode
words. English learners in kindergarten
through grade two are to demonstrate
proficiency in those Englishlanguage arts
standards pertaining to phonemic aware
ness, concepts about print, and decoding
standards appropriate for their grade levels
by the time they reach the advanced level of
the ELD standards.
Because the Englishlanguage arts stan
dards are essential for all students learning
to read in English, English learners in grades
25
California Department of Education
26
California Department of Education
Reading
Word Analysis
Englishlanguage
arts substrand
Concepts About
Print, Phonemic
Awareness, and
Vocabulary and
Concept Develop
ment
Recognize English
phonemes that
correspond to
phonemes students
already hear and
produce in their
primary language.
Phonemic Awareness
and Decoding and
Word Recognition
Grades 35
Grades 68
Grades 912
Recognize English
phonemes that
correspond to
phonemes students
already hear and
produce while
reading aloud.
Recognize and
correctly pronounce
most English
phonemes while
reading aloud.
Recognize and
correctly pronounce
most English
phonemes while
reading aloud.
Recognize sound/
symbol relationships
in ones own writing.
27
Reading
Word Analysis
Englishlanguage
arts substrand
Concepts About
Print, Phonemic
Awareness, and
Vocabulary and
Concept Develop
ment
Grades 35
While reading
aloud, recognize
and produce
English pho
nemes that do
not correspond
to phonemes
students already
hear and
produce (e.g., a
in cat and final
consonants).
Grades 68
Grades 912
Produce most
English pho
nemes compre
hensibly while
reading aloud
ones own
writing, simple
sentences, or
simple texts.
Produce most
English pho
nemes compre
hensibly while
reading aloud
ones own
writing, simple
sentences, or
simple texts.
28
Reading
Word Analysis
Englishlanguage
arts substrand
Grades 35
Grades 68
Grades 912
Recognize common
English morphemes
in phrases and
simple sentences
(e.g., basic syllabication rules and
phonics).
Use common
English morphemes
in oral and silent
reading.
Use common
English morphemes
in oral and silent
reading.
Recognize obvious
cognates
(e.g., education,
educacin; actually,
actualmente) in
phrases, simple
sentences, litera
ture, and content
area texts.
Recognize obvious
cognates
(e.g., education,
educacin; actually,
actualmente) in
phrases, simple
sentences, litera
ture, and content
area texts.
29
Reading
Word Analysis
Englishlanguage
arts substrand
Phonemic
Awareness
Decoding and
Word Recognition
Grades 35
Grades 68
Grades 912
Apply knowledge
of common
English mor
phemes in oral
and silent
reading to derive
meaning from
literature and
texts in content
areas.
Apply knowledge
of common
English mor
phemes in oral
and silent
reading to derive
meaning from
literature and
texts in content
areas.
Pronounce most
English pho
nemes correctly
while reading
aloud.
Use common
English mor
phemes in oral
and silent
reading.
(Continued on p. 31)
30
Reading
Word Analysis
Englishlanguage
arts substrand
Decoding and
Word Recognition
Concepts About
Print
Grades 35
Grades 68
Grades 912
Identify cognates
(e.g., agona,
agony) and false
cognates (e.g., xito,
exit) in literature
and texts in content
areas.
Identify cognates
(e.g., agona,
agony) and false
cognates (e.g., xito,
exit) in literature
and texts in content
areas.
31
Reading
Word Analysis
Early advanced ELD level
Englishlanguage
arts substrand
Phonemic
Awareness and
Decoding and
Word Recognition
Grades K2
Grades 35
Grades 68
Grades 912
Apply knowl
edge of common
English
morphemes in
oral and silent
reading to
derive meaning
from literature
and texts in
content areas.
Apply knowl
edge of word
relationships,
such as roots
and affixes, to
derive meaning
from literature
and texts in
content areas.
Apply knowl
edge of word
relationships,
such as roots
and affixes, to
derive meaning
from literature
and texts in
content areas
(e.g., remove,
extend).
Grade Two
1.1 Recognize and use knowledge of
spelling patterns (e.g., diphthongs,
special vowel spellings) when reading.
1.2 Apply knowledge of basic syllabica
tion rules when reading (e.g., vowelconsonant-vowel = su/per; vowelconsonant/ consonant-vowel = sup/
per).
1.3 Decode two-syllable nonsense
words and regular multisyllable words.
1.5 Identify and correctly use regular
plurals (e.g., -s, -es, -ies) and irregular
plurals (e.g., fly/flies, wife/wives).
1.6 Read aloud fluently and accurately
and with appropriate intonation and
expression.
(Continued on p. 33)
32
Reading
Word Analysis
Early advanced ELD level (Continued)
Englishlanguage
arts substrand
Phonemic
Awareness and
Decoding and
Word Recognition
Grades K2
Grades 35
Grades 68
Grades 912
Distinguish
between cognates
and false
cognates in
literature and
texts in content
areas.
Distinguish
between cognates
and false
cognates in
literature and
texts in content
areas.
33
Reading
Word Analysis
Advanced ELD level
Englishlanguage
arts substrand
Decoding and
Word Recognition
Grades K2
Grades 35
Grades 68
Grades 912
Apply knowledge
of word relationships, such as
roots and affixes,
to derive
meaning from
literature and
texts in content
areas.
Apply knowledge
of word relationships, such as
roots and affixes,
to derive
meaning from
literature and
texts in content
areas.
Apply knowledge
of word relationships, such as
roots and affixes,
to derive
meaning from
literature and
texts in content
areas.
(Continued on p. 35)
34
Reading
Word Analysis
Advanced ELD level (Continued)
Englishlanguage
arts substrand
Decoding and
Word Recognition
Grades K2
Grades 35
Grades 68
Grades 912
Grade Two
1.1 Recognize and use knowl
edge of spelling patterns
(e.g., diphthongs, special vowel
spellings) when reading.
1.2 Apply knowledge of basic
syllabication rules when reading
(e.g., vowel-consonant-vowel =
su/per; vowel-consonant/
consonant-vowel = sup/per).
1.3 Decode two-syllable
nonsense words and regular
multisyllable words.
1.4 Recognize common abbre
viations (e.g., Jan., Sun., Mr.,
St.).
1.5 Identify and correctly use
regular plurals (e.g., -s, -es,
-ies) and irregular plurals
(e.g., fly/flies, wife/wives).
Apply knowledge
of cognates and
false cognates to
derive meaning
from literature
and texts in
content areas.
Apply knowledge
of cognates and
false cognates to
derive meaning
from literature
and texts in
content areas.
35
READING
36
California Department of Education
Reading
Fluency and Systematic Vocabulary Development
Englishlanguage
arts substrand
Grades 35
Grades 68
Grades 912
Recognize simple
affixes (e.g., educate,
education), prefixes
(e.g., dislike),
synonyms (e.g., big,
large), and antonyms
(e.g., hot, cold).
Vocabulary and
Concept Develop
ment
Respond appropri
ately to some social
and academic
interactions
(e.g., simple question/
answer, negotiate
play).
Respond with
appropriate short
phrases or sentences
in various social and
academic settings
(e.g., answer simple
questions).
Respond with
appropriate short
phrases or sentences
in various social and
academic settings
(e.g., answer simple
questions).
Create a simple
dictionary of words
frequently used by the
student.
Use an English
dictionary to find the
meaning of simple
known vocabulary.
EnglishLanguage
Arts Content
Standards
Kindergarten
1.17 Identify and
sort common words
in basic categories
(e.g., colors, shapes,
foods).
Respond appropri
ately to some social
and academic
interactions
(e.g., simple question/
answer, negotiate
play).
(Continued on p. 38)
37
Reading
Fluency and Systematic Vocabulary Development
Englishlanguage
arts substrand
Vocabulary and
Concept Develop
ment (The standards
are also addressed in
Listening and
Speaking.)
Grades 35
Grades 68
Demonstrate
comprehension of
simple vocabulary
with an appropriate
action.
Demonstrate
comprehension of
simple vocabulary
with an appropriate
action.
Produce simple
vocabulary (single
words or short
phrases) to communi
cate basic needs in
social and academic
settings
(e.g., locations,
greetings, classroom
objects).
Produce simple
vocabulary (single
words or short
phrases) to communi
cate basic needs in
social and academic
settings
(e.g., locations,
greetings, classroom
objects).
Produce simple
vocabulary (single
words or short
phrases) to communi
cate basic needs in
social and academic
settings
(e.g., locations,
greetings, classroom
objects).
Grades 912
Produce simple
vocabulary (single
words or short
phrases) to communi
cate basic needs in
social and academic
settings
(e.g., locations,
greetings, classroom
objects).
38
Reading
Fluency and Systematic Vocabulary Development
Englishlanguage
arts substrand
Vocabulary and
Concept Develop
ment
Produce vocabulary,
phrases, and simple
sentences to commu
nicate basic needs in
social and academic
settings.
Grades 35
Apply knowledge of
content-related
vocabulary to
discussions and
reading.
Grades 68
Grades 912
Use knowledge of
literature and content
areas to understand
unknown words.
Use knowledge of
English morphemes,
phonics, and syntax to
decode and interpret
the meaning of
unfamiliar words in
simple sentences.
Demonstrate
internalization of
English grammar,
usage, and word
choice by recognizing
and correcting some
errors when speaking
or reading aloud.*
Demonstrate
internalization of
English grammar,
usage, and word
choice by recognizing
and correcting some
errors when speaking
or reading aloud.*
Demonstrate
internalization of
English grammar,
usage, and word
choice by recognizing
and correcting some
errors when speaking
or reading aloud.*
Demonstrate
internalization of
English grammar,
usage, and word
choice by recognizing
and correcting some
errors when speaking
or reading aloud.*
*Teachers are to monitor English learners acquisition of English and provide correction so that kindergarten students working at the advanced ELD level
and students in all other grades working at the early advanced level will have internalized English-language skills to such a degree that the teacher will
often observe the students correcting their own grammar, usage, and word choices in speaking, reading, and writing.
(Continued on p. 40)
39
California Department of Education
Reading
Fluency and Systematic Vocabulary Development
Englishlanguage
arts substrand
Vocabulary and
Concept Develop
ment
Grades 35
Grades 68
Grades 912
Use a standard
dictionary to find the
meaning of known
vocabulary.
Use a standard
dictionary to find the
meaning of unknown
vocabulary.
Use appropriate
connectors (e.g., first,
then, after that,
finally) to sequence
written text.
40
Reading
Fluency and Systematic Vocabulary Development
Englishlanguage
arts substrand
Vocabulary and
Concept Develop
ment
Grades 35
Grades 68
Grades 912
Create a simple
dictionary of fre
quently used words.
Use a standard
dictionary to determine meanings of
unknown words.
Use a standard
dictionary to derive
the meaning of
unknown vocabulary.
Use knowledge of
English morphemes,
phonics, and syntax to
decode and interpret
the meaning of
unfamiliar words in
text.
Use knowledge of
English morphemes,
phonics, and syntax to
decode text.
Identify variations of
the same word that
are found in a text
and know with some
accuracy how affixes
change the meaning
of those words.
Recognize simple
idioms, analogies,
figures of speech
(e.g., to take a fall),
and metaphors in
literature and texts in
content areas.
Demonstrate
sufficient knowledge
of English syntax to
interpret the meaning
of idioms, analogies,
and metaphors.
Demonstrate
internalization of
English grammar,
usage, and word
choice by recognizing
and correcting errors
when speaking or
reading aloud.*
Demonstrate
internalization of
English grammar,
usage, and word
choice by recognizing
and correcting errors
when speaking or
reading aloud.*
Demonstrate
internalization of
English grammar,
usage, and word
choice by recognizing
and correcting errors
when speaking or
reading aloud.*
Demonstrate
internalization of
English grammar,
usage, and word
choice by recognizing
and correcting errors
when speaking or
reading aloud.*
Read grade-appropri
ate narrative and
expository texts aloud
with appropriate
pacing, intonation,
and expression.
*Teachers are to monitor English learners acquisition of English and provide correction so that kindergarten students working at the advanced ELD level
and students in all other grades working at the early advanced level will have internalized English-language skills to such a degree that the teacher will
often observe the students correcting their own grammar, usage, and word choices in speaking, reading, and writing.
(Continued on p. 42)
41
California Department of Education
Reading
Fluency and Systematic Vocabulary Development
Englishlanguage
arts substrand
Vocabulary and
Concept Develop
ment (The standards
are also addressed in
Listening and
Speaking.)
Grades 35
Grades 68
Grades 912
Use content-related
vocabulary in
discussions and
reading.
Recognize some
common root words
and affixes when they
are attached to
known vocabulary
(e.g., speak, speaker).
Apply knowledge of
text connectors to
make inferences.
EnglishLanguage
Arts Content
Standards
Kindergarten
1.18 Describe
common objects and
events in both
general and specific
language.
Apply knowledge of
content-related
vocabulary to
discussions and
reading.
Vocabulary
and Concept
Development and
Decoding and Word
Recognition
Recognize simple
prefixes and suffixes
when they are
attached to known
vocabulary
(e.g., remove,
jumping).
42
Reading
Fluency and Systematic Vocabulary Development
Englishlanguage
arts substrand
Grades 35
Grades 68
Grades 912
Use knowledge of
English morphemes,
phonics, and syntax to
decode and interpret
the meaning of
unfamiliar words.
Use knowledge of
English morphemes,
phonics, and syntax
to decode and inter
pret the meaning of
unfamiliar words.
Use knowledge of
English morphemes,
phonics, and syntax to
decode and interpret
the meaning of
unfamiliar words.
Recognize simple
antonyms and
synonyms (e.g., good,
bad; blend, mix) in
stories or games.
Vocabulary and
Concept Develop
ment
EnglishLanguage
Arts Content
Standards
Grade Two
1.9 Know the
meaning of simple
prefixes and suffixes
(e.g., over-, un-,
-ing, -ly).
Use a standard
dictionary to find the
meaning of known
vocabulary.
Use knowledge of
affixes, root words,
and increased
vocabulary to inter
pret the meaning of
words in literature
and content area
texts.
Use a standard
dictionary to determine the meaning
of unknown words
(e.g., idioms and
words with multiple
meanings).
Use a standard
dictionary to determine the meaning
of unknown words
(e.g., idioms and
words with multiple
meanings).
Recognize simple
analogies (e.g., fly
like a bird) and
metaphors used in
literature and texts in
content areas.
(Continued on p. 44)
43
Reading
Fluency and Systematic Vocabulary Development
Englishlanguage
arts substrand
Vocabulary and
Concept Develop
ment
Grades 35
Grades 68
Grades 912
Recognize some
common idioms
(e.g., scared silly)
in discussions and
reading.
Recognize idioms,
analogies, and
metaphors used in
literature and texts in
content areas.
Recognize idioms,
analogies, and
metaphors used in
literature and texts in
content areas.
44
Reading
Fluency and Systematic Vocabulary Development
Advanced ELD level
Englishlanguage
arts substrand
Vocabulary and
Concept Develop
ment
Grades K2
Grades 35
Apply knowledge of
common root words
and affixes when
they are attached to
known vocabulary.
EnglishLanguage Arts
Content Standards
Grade Two
1.7 Understand and
explain common ant
onyms and synonyms.
Recognize words that have
multiple meanings in texts.
EnglishLanguage Arts
Content Standards
Grade Two
1.10 Identify simple
multiple-meaning words.
Apply knowledge of
academic and social
vocabulary to achieve
independent reading.
EnglishLanguage Arts
Content Standards
Grade Two
1.8 Use knowledge of
individual words in
unknown compound words
to predict their meaning.
Grades 68
Grades 912
Recognize that
some words have
multiple meanings
and apply this
knowledge consis
tently.
Recognize that
some words have
multiple meanings
and apply this
knowledge consis
tently in reading
literature and texts
in content areas.
Recognize that
some words have
multiple meanings
and apply this
knowledge consis
tently in reading
literature and texts
in content areas.
Apply knowledge
of academic and
social vocabulary to
achieve indepen
dent reading.
Apply knowledge
of academic and
social vocabulary to
achieve indepen
dent reading.
Apply knowledge
of academic and
social vocabulary to
achieve indepen
dent reading.
Use common
idioms, some
analogies, and
metaphors in
discussion and
reading.
Use a standard
dictionary to
determine the
meaning of
unknown words.
Use a standard
dictionary to
determine the
meaning of
unknown words.
Use a standard
dictionary to
determine the
meaning of
unknown words.
(Continued on p. 46)
45
Reading
Fluency and Systematic Vocabulary Development
Advanced ELD level (Continued)
Englishlanguage
arts substrand
Grades K2
Vocabulary and
Concept Develop
ment
Decoding and
Word Recognition
Grades 35
Grades 68
Grades 912
(Continued on p. 47)
46
Reading
Fluency and Systematic Vocabulary Development
Advanced ELD level (Continued)
Englishlanguage
arts substrand
Decoding and
Word Recognition
Grades K2
Grades 35
Grades 68
Grades 912
Grade Two
1.1 Recognize and use knowledge
of spelling patterns (e.g., diph
thongs, special vowel spellings)
when reading.
1.2 Apply knowledge of basic
syllabication rules when reading
(e.g., vowel-consonant-vowel =
su/per; vowel-consonant/
consonant-vowel = sup/per).
1.3 Decode two-syllable nonsense
words and regular multisyllable
words.
1.4 Recognize common abbrevia
tions (e.g., Jan., Sun., Mr., St.).
1.5 Identify and correctly use
regular plurals (e.g., -s, -es, -ies)
and irregular plurals (e.g., fly/flies,
wife/wives)
47
READING
Reading Comprehension
Reading comprehension and literary
response and analysis are the two pathways
of the ELD standards that lead to mastery of
the academic content of the language arts
standards. The English learner requires
instruction in which listening, speaking,
reading, and writing are presented in an
integrated format. The ELD standards vary
according to the grade level and the age of
the student: early childhood (ages five to
seven years), middle childhood (ages eight
to ten years), and young adult (ages eleven
to sixteen years). The speed of acquisition of
academic language in English differs within
those three groups (Collier 1992). Older
children and adults, over the short term,
proceed more quickly through the very early
stages of syntactical and morphological
development (Scarcella and Oxford 1992).
Young children proceed less quickly, but in
the long run they achieve higher levels of
proficiency in a second language than do
older children and adults. The influence of
age is most evident with younger children
who are able to learn a second language and
48
California Department of Education
Reading
Reading Comprehension
Englishlanguage
arts substrand
Comprehension
Comprehension and
Analysis of GradeLevel-Appropriate
Text
Grades 35
Grades 68
Grades 912
Respond orally to
stories read aloud,
giving one- or twoword responses
(e.g., brown bear)
to factual comprehen
sion questions.
Respond orally to
stories read aloud by
giving one- or twoword responses
(e.g., brown bear)
to factual comprehen
sion questions.
Understand and
follow simple onestep directions for
classroom activities.
Understand and
follow simple onestep directions for
classroom activities.
Understand and
follow simple
multiple-step oral
directions for
classroom or workrelated activities.
Understand and
follow simple
multiple-step oral
directions for
classroom or workrelated activities.
Recognize categories
of common informa
tional materials
(e.g., newspaper,
brochure).
Recognize a few
specific facts in
familiar expository
texts, such as
consumer publica
tions, workplace
documents, and
content area texts.
Respond orally to
stories read aloud,
using physical actions
and other means of
nonverbal communi
cation (e.g., matching
objects, pointing to an
answer, drawing
pictures).
(Continued on p. 50)
49
Reading
Reading Comprehension
Englishlanguage
arts substrand
Grades 35
Grades 68
Grades 912
Structural Features
of Informational
Materials
Comprehension and
Analysis of GradeLevel-Appropriate
Text and Expository
Critique
Orally identify
examples of fact and
opinion and cause
and effect in simple
texts.
Comprehension and
Analysis of GradeLevel-Appropriate
Text
50
Reading
Reading Comprehension
Englishlanguage
arts substrand
Comprehension
Comprehension and
Analysis of GradeLevel-Appropriate
Text
Grades 35
Grades 68
Grades 912
Respond orally to
simple stories read
aloud, using phrases
or simple sentences
to answer factual
comprehension
questions.
Understand and
follow simple twostep directions for
classroom activities.
Understand and
follow simple twostep directions for
classroom activities.
51
Reading
Reading Comprehension
Englishlanguage
arts substrand
Comprehension and
Analysis of GradeLevel-Appropriate
Text and Expository
Critique
Structural Features
of Informational
Materials
Grades 35
Orally identify
examples of fact and
opinion in familiar
texts read aloud.
Grades 68
Grades 912
In simple sentences
orally identify the
structure and format
of workplace docu
ments (e.g., format,
graphics, and
headers).
Read a consumer or
workplace document
in a group activity and
present a brief oral
report, demonstrating
three or four simple
steps necessary to
achieve a specific
goal or obtain a
product.
52
Reading
Reading Comprehension
Englishlanguage
arts substrand
Comprehension and
Analysis of GradeLevel-Appropriate
Text
Comprehension
Grades 35
Grades 68
Grades 912
In detailed sentences
identify orally two to
three examples of
how clarity of text is
affected by the
repetition of impor
tant ideas and by
syntax.
Draw inferences
about stories read
aloud and use simple
phrases or sentences
to communicate the
inferences.
Write captions or
phrases for drawings
related to a story.
Understand and
follow some multiplestep directions for
classroom-related
activities.
Understand and
follow some multiplestep directions for
classroom-related
activities.
Understand and
orally explain most
multiple-step
directions for using a
simple mechanical
device and filling out
simple applications.
Understand and
orally explain most
multiple-step
directions for using a
simple mechanical
device and filling out
simple applications.
(Continued on p. 54)
Reading
Reading Comprehension
Englishlanguage
arts substrand
Comprehension and
Analysis of GradeLevel-Appropriate
Text and Expository
Critique
Grades 35
Grades 68
Grades 912
Structural Features
of Informational
Materials
54
Read workplace
documents and
orally identify the
structure and format
(e.g., graphics and
headers) and give one
brief example of how
the author uses the
feature to achieve his
or her purpose.
Understand and
orally identify the
features and elements
of common consumer
(e.g., warranties,
contracts, manuals)
and informational
materials
(e.g., magazines and
books).
Reading
Reading Comprehension
Englishlanguage
arts substrand
Grades 35
Grades 68
Grades 912
Apply knowledge of
language to achieve
comprehension of
informational
materials, literary
texts, and texts in
content areas.
Comprehension
Comprehension and
Analysis of GradeLevel-Appropriate
Text and Expository
Critique
Distinguish explicit
examples of facts,
opinions, inference,
and cause and effect
in texts.
Comprehension and
Analysis of GradeLevel-Appropriate
Text
(Continued on p. 56)
55
Reading
Reading Comprehension
Englishlanguage
arts substrand
Structural Features
of Informational
Materials
56
Grades 35
Identify some
significant structural
(organizational)
patterns in text, such
as sequential or
chronological order
and cause and effect.
Grades 68
Grades 912
Analyze a variety
of rhetorical styles
found in consumer
(e.g., warranties,
contracts, manuals)
and informational
materials
(e.g., newspapers,
magazines, and
textbooks).
Reading
Reading Comprehension
Englishlanguage
arts substrand
Comprehension and
Analysis of GradeLevel-Appropriate
Text
Grades 35
Prepare an oral or a
written summary by
using various compre
hension strategies
(e.g., generate and
respond to questions,
draw inferences,
compare information
from several sources)
with literature and
content area texts.
Grades 68
Grades 912
Apply knowledge of
language to achieve
comprehension of
informational
materials, literary
text, and text in
content areas.
Analyze a variety
of rhetorical styles,
found in consumer
(e.g., warranties,
contracts) and infor
mational materials
(e.g., newspapers,
magazines, signs,
textbooks).
Comprehension and
Analysis of GradeLevel-Appropriate
Text and Expository
Critique
Locate and use text
features, such as the
title, table of
contents, chapter
headings, diagrams,
and index.
Structural Features
of Informational
Materials
Identify significant
structural (organiza
tional) patterns in
text, such as compare
and contrast,
sequential and
chronological order,
and cause and effect.
(Continued on p. 58)
57
Reading
Reading Comprehension
Englishlanguage
arts substrand
Grades 35
Grades 68
Grades 912
Comprehension and
Analysis of GradeLevel-Appropriate
Text, Expository
Critique, and
Structural Features
of Informational
Materials
Prepare a brief
research or synthesiz
ing paper in a content
area and analyze
ideas from several
sources to present a
coherent argument or
conclusion arranged
in the proper format,
including a bibliogra
phy.
Distinguish fact
from opinion and
inference and cause
from effect in text.
58
READING
59
California Department of Education
Reading
Literary Response and Analysis
Englishlanguage
arts substrand
Narrative Analysis
of Grade-LevelAppropriate Text
(The standards are
also addressed in
Reading Compre
hension.)
Grades 35
Grades 68
Identify orally
different characters
and settings in simple
literary texts by using
words or phrases.
Identify orally
different characters
and settings in simple
literary texts by using
words or phrases
Read a simple
selection and orally
identify the speaker
or narrator.
Role-play a character
from a familiar piece
of literature by using
words and phrases.
Role-play a character
from a familiar piece
of literature by using
phrases or simple
sentences.
Distinguish between
fiction and nonfiction
by giving one- or twoword oral responses.
Grades 912
Recognize the
difference in points of
view between first
person and third
person by using
phrases or simple
sentences.
Structural Features
of Literature
Narrative Analysis
of Grade-LevelAppropriate Text
(The standards are
also addressed in
Reading Compre
hension.)
60
Reading
Literary Response and Analysis
Englishlanguage
arts substrand
Narrative Analysis
of Grade-LevelAppropriate Text
(The standards are
also addressed in
Reading Compre
hension.)
Respond orally to
factual comprehen
sion questions about
stories by answering
in simple sentences.
Grades 35
Grades 68
Grades 912
Respond orally to
factual comprehen
sion questions about
brief literary texts by
answering in simple
sentences.
Respond orally to
factual comprehen
sion questions about
brief literary texts by
answering in simple
sentences.
Respond orally in
simple sentences to
factual comprehen
sion questions about
two forms of litera
ture (brief excerpts
from a comedy and
tragedy).
Narrative Analysis
of Grade-LevelAppropriate Text
Describe orally in
simple sentences the
setting of a literary
work.
61
Reading
Literary Response and Analysis
Englishlanguage
arts substrand
Grades 35
Grades 68
Grades 912
Structural Features
of Literature
Distinguish orally
between poetry,
drama, and short
stories by using
simple sentences.
Distinguish the
characteristics of
different forms of
dramatic literature
(e.g., comedy and
tragedy) by using
simple sentences,
pictures, lists, charts,
and tables.
Narrative Analysis
of Grade-LevelAppropriate Text
and Literary
Criticism
Describe orally in
simple sentences a
character in a literary
selection according to
his or her actions.
Describe orally in
simple sentences a
character in a brief
literary text by
identifying the
thoughts and actions
of the character.
Describe briefly in
simple sentences a
character according
to what he or she
does in a familiar
narration, dialogue,
or drama.
Use expanded
vocabulary and some
descriptive words in
oral responses to
familiar literature.
62
Reading
Literary Response and Analysis
Englishlanguage
arts substrand
Narrative Analysis
of Grade-LevelAppropriate Text
(The standards are
also addressed in
Word Analysis,
Fluency, and
Systematic Vocabu
lary Development.)
Use expanded
vocabulary and
descriptive words in
oral and written
responses to simple
texts.
Narrative Analysis
of Grade-LevelAppropriate Text
(The standards are
also addressed in
Reading Compre
hension.)
Grades 35
Grades 68
Grades 912
Use expanded
vocabulary and
descriptive words in
paraphrasing oral and
written responses to
texts.
Use expanded
vocabulary and
descriptive words in
paraphrasing oral and
written responses to
texts.
Use expanded
vocabulary and
descriptive words in
paraphrasing oral and
written responses to
texts.
Narrative Analysis
of Grade-LevelAppropriate Text
and Literary
Criticism
Apply knowledge of
language to analyze
and derive meaning
from literary texts
and comprehend
them.
Apply knowledge of
language to analyze
and derive meaning
from literary texts
and comprehend
them.
Use detailed sen
tences to compare
and contrast orally a
similar theme or topic
across three genres.
Read a literary
selection and use
detailed sentences to
explain orally the
elements of theme,
plot, setting, and
characters.
(Continued on p. 64)
63
Reading
Literary Response and Analysis
Englishlanguage
arts substrand
Grades 35
Grades 68
Grades 912
Narrative Analysis
of Grade-LevelAppropriate Text
and Literary
Criticism
Read a literary
selection and use
detailed sentences to
describe orally a
character according
to what he or she
does in a narration,
dialogue, or dramatic
monologue.
Structural Features
of Literature
64
Reading
Literary Response and Analysis
Englishlanguage
arts substrand
Structural Features
of Literature
Grades 35
Grades 68
Identify literary
devices, such as
narrative voice,
symbolism, dialect,
and irony.
Distinguish between
literary connotations
and symbols from
culture to culture.
Grades 912
Identify several
literary elements
and techniques
(e.g., figurative
language, imagery,
and symbolism).
Read and identify
ways in which poets
use personification,
figures of speech,
imagery, and the
sound of language.
Identify the functions
of dialogue, scene
design, and asides in
dramatic literature.
Narrative Analysis
of Grade-LevelAppropriate Text
and Literary
Criticism
Read a literary
selection and orally
identify metaphors
and similes.
Read a literary
selection and orally
identify the literary
elements of plot,
setting, and charac
ters.
Recognize and
describe themes
stated directly in a
text.
Read a literary
selection and orally
identify the speaker
or narrator by using
simple sentences.
Identify recognized
works of American
literature and the
genre to which they
belong to contrast
major periods,
themes, and trends.
(Continued on p. 66)
65
Reading
Literary Response and Analysis
Englishlanguage
arts substrand
Narrative Analysis
of Grade-LevelAppropriate Text
and Literary
Criticism
Narrative Analysis
of Grade-LevelAppropriate Text
Structural Features
of Literature,
Narrative Analysis
of Grade-LevelAppropriate Text,
and Literary
Criticism
66
Grades 35
Read a literary
selection and orally
identify the main
conflict in the plot
and its resolution.
Grades 68
Grades 912
Read a literary
selection and orally
explain the literary
elements of plot,
setting, and charac
ters by using detailed
sentences.
Identify recognized
works of world
literature and
contrast the major
literary forms and
techniques.
Recognize the
difference between
the first-person and
third-person points of
view in a literary text.
Identify techniques
that have specific
rhetorical or aes
thetic purposes
in literary texts
(e.g., irony, tone,
mood, sound of
language).
Reading
Literary Response and Analysis
Englishlanguage
arts substrand
Grades 35
Grades 68
Grades 912
Narrative Analysis
of Grade-LevelAppropriate Text
(The standards are
also addressed in
Reading Compre
hension.)
Read a variety of
childrens literature
and respond to it both
orally and in writing.
Structural Features
of Literature
Describe the
elements of poetry
(e.g., rhythm, rhyme,
alliteration).
Narrative Analysis
of Grade-LevelAppropriate Text
and Literary
Criticism
Identify various
techniques to
influence readers
perspectives and
evaluate the authors
use of the techniques.
Recognize and
describe themes
stated directly or
implied in literary
texts.
Analyze recurring
themes across literary
works (e.g., good and
evil, loyalty and
betrayal).
Compare and contrast
the motives of
characters in a work
of fiction.
67
Reading
Literary Response and Analysis
Englishlanguage
arts substrand
Narrative Analysis
of Grade-LevelAppropriate Text
and Literary
Criticism
Grades 35
Grades 68
Grades 912
68
WRITING
69
California Department of Education
Writing
Strategies and Applications
Englishlanguage
arts substrand
Grades 35
Grades 68
Grades 912
Penmanship
Penmanship and
Organization and
Focus
Organization and
Focus
Create simple
sentences or phrases
with some assistance.
Create simple
sentences or phrases
with some assistance.
Create simple
sentences or phrases
with some assistance.
Write a phrase or
simple sentence
about an experience
generated from a
group story.
Complete basic
business forms in
which information
such as ones name,
address, and tele
phone number is
requested.
Complete a job
application form by
providing basic
information, such as
ones name, age,
address, and educa
tion.
70
Writing
Strategies and Applications
Englishlanguage
arts substrand
Organization and
Focus
Grades 35
Grades 68
Grades 912
Write simple
sentences about
events or characters
from familiar stories
read aloud by the
teacher.
Write simple
sentences by using
key words posted
and commonly used
in the classroom
(e.g., labels, number
names, days of the
week, and months
(e.g., Today is
Tuesday).
Create a draft of a
paragraph by following
an outline.
Write an increasing
number of words and
simple sentences
appropriate for
language arts and
other content areas
(e.g., math, science,
historysocial
science).
Write an increasing
number of words and
simple sentences
appropriate for
language arts and
other content areas
(e.g., math, science,
historysocial
science).
Write an increasing
number of words and
simple sentences
appropriate for
language arts and
other content areas
(e.g., math, science,
historysocial
science).
Write expository
compositions, such as
descriptions, compari
son and contrast, and
problem and solution,
that include a main
idea and some details
in simple sentences.
Write expository
compositions, such as
descriptions, compari
son and contrast, and
problem and solution,
that include a main
idea and some details
in simple sentences.
(Continued on p. 72)
71
Writing
Strategies and Applications
Englishlanguage
arts substrand
Grades K2
Early intermediate
ELDGrades
level (Continued)
Grades
35
68
Organization and
Focus
Organization and
Focus, Evaluation
and Revision
Organization and
Focus, Research
and Technology
72
Produce independent
writing that is understood when read but
may include inconsis
tent use of standard
grammatical forms.
Collect information
from various sources
(e.g., dictionary, library
books, research
materials) and take
notes on a given topic.
Proceed through the
writing process to
write short paragraphs
that contain support
ing details about a
given topic. There may
be some inconsistent
use of standard
grammatical forms.
Complete simple
informational docu
ments related to
career development
(e.g., bank forms and
job applications).
Grades 912
Collect information
from various sources
(e.g., dictionary, library
books, research
materials) and take
notes on a given topic.
Proceed through the
writing process to
write short paragraphs
that contain support
ing details about a
given topic. There may
be some inconsistent
use of standard
grammatical forms.
Complete simple
informational
documents related to
career development
(e.g., bank forms and
job applications).
Writing
Strategies and Applications
Englishlanguage
arts substrand
Organization and
Focus
Grades 35
Grades 68
Grades 912
Write short
narrative stories
that include the
elements of setting
and characters.
Narrate a sequence of
events and communi
cate their significance
to the audience.
Narrate a sequence of
events and communi
cate their significance
to the audience.
Produce indepen
dent writing that is
understood when
read but may
include inconsistent
use of standard
grammatical forms.
Produce independent
writing that is understood when read but
may include inconsis
tent use of standard
grammatical forms.
Following a model,
proceed through the
writing process to
independently write
short paragraphs of
at least three lines.
Develop a clear
purpose in a short
essay by appropriately
using the rhetorical
devices of quotations
and facts.
Recognize elements
of characterization in
a piece of writing and
apply the same
techniques when
writing.
Independently create
cohesive paragraphs
that develop a central
idea with consistent
use of standard English
grammatical forms.
(Some rules may not
be followed.)
Write responses to
selected literature that
exhibit understanding
of the text, using
detailed sentences and
transitions.
Write responses to
selected literature that
exhibit understanding
of the text, using
detailed sentences and
transitions.
Recognize structured
ideas and arguments
and support examples
in persuasive writing.
Write simple
sentences appropri
ate for language
arts and other
content areas
(e.g., math, science,
social studies).
(Continued on p. 74)
73
Writing
Strategies and Applications
Englishlanguage
arts substrand
Organization and
Focus
Grades 35
Write a friendly
letter of a few lines.
Organization and
Focus, Research
and Technology
74
Grades 68
Grades 912
Write documents
related to career
development
(e.g., business letter,
job application).
Investigate and
research a topic in a
content area and
develop a brief essay or
report that includes
source citations.
Investigate and
research a topic in a
content area and
develop a brief essay or
report that includes
source citations.
Writing
Strategies and Applications
Englishlanguage
arts substrand
Organization and
Focus
Grades 35
Grades 68
Grades 912
Write short
narratives that
include elements of
setting, characters,
and events.
Write a detailed
summary of a story.
Write in different
genres (e.g., short
stories and narratives),
including coherent plot
development, charac
terization, and setting.
Identify in writing
the various elements
of discourse
(e.g., purpose, speaker,
audience, form).
Proceed through
the writing process
to write short
paragraphs that
maintain a consis
tent focus.
Arrange compositions
according to simple
organizational
patterns.
Independently write
simple responses to
literature.
Write responses to
selected literature that
develop interpreta
tions, exhibit careful
reading, and cite
specific parts of the
text.
Write persuasive
compositions that
structure ideas and
arguments in a logical
way with consistent
use of standard
grammatical forms.
Use complex
vocabulary and
sentences appropri
ate for language
arts and other
content areas
(e.g., math, science,
social studies).
Use appropriate
language variations
and genres in writing
for language arts and
other content areas.
Use appropriate
language variations
and genres in writing
for language arts and
other content areas.
Write a formal
letter.
Independently write a
persuasive letter with
relevant evidence.
75
Writing
Strategies and Applications
Englishlanguage
arts substrand
Grades 35
Grades 68
Produce indepen
dent writing with
consistent use of
standard grammati
cal forms. (Some
rules may not be
followed.)
Write reflective
compositions that
explore the signifi
cance of events.
Organization and
Focus, Research
and Technology,
Evaluation and
Revision
Use strategies of
notetaking, outlining,
and summarizing to
structure drafts of
clear, coherent, and
focused essays with
consistent use of
standard grammatical
forms.
Use strategies of
notetaking, outlining,
and summarizing to
structure drafts of
clear, coherent, and
focused essays with
consistent use of
standard grammatical
forms.
Organization and
Focus, Research
and Technology
Write an essay or
report that balances
information, has
original ideas, and
gives credit to sources
in a bibliography. Use
appropriate tone and
voice for the purpose,
audience, and subject
matter.
Write expository
compositions and
reports that convey
information from
primary and secondary
sources and use some
technical terms. Use
appropriate tone and
voice for the purpose,
audience, and subject
matter.
Organization and
Focus, Evaluation
and Revision
76
Grades 912
Writing
Strategies and Applications
Englishlanguage
arts substrand
Organization and
Focus
Write short
narratives that
include examples of
writing appropriate
for language arts
and other content
areas (e.g., math,
science, social
studies).
Write short
narratives that
describe the
setting, characters,
objects, and events.
Organization and
Focus, Evaluation
and Revision
Produce indepen
dent writing by
using correct
grammatical forms.
Grades 35
Grades 68
Grades 912
Write persuasive
expository composi
tions that include a
clear thesis, describe
organized points of
support, and address
counterarguments.
Write a persuasive
composition by using
standard grammatical
forms.
Produce writing
by using various
elements of discourse
(e.g., purpose, speaker,
audience, form) in
narrative, expository,
persuasive, and/or
descriptive writing.
Use appropriate
language variations
and genres in writing
for language arts and
other content areas.
Write responses to
literature that develop
interpretations, exhibit
careful reading, and
cite specific parts of
the text.
Produce writing
by using various
elements of discourse
(e.g., purpose, speaker,
audience, form) in
narrative, expository,
persuasive, and/or
descriptive writing.
(Continued on p. 78)
77
Writing
Strategies and Applications
Englishlanguage
arts substrand
Organization and
Focus, Evaluation
and Revision
Proceed through
the writing process
to write clear and
coherent sentences
and paragraphs that
maintain a consis
tent focus.
Organization and
Focus, Research
and Technology
78
Grades 35
Grades 68
Grades 912
Use strategies of
notetaking, outlining,
and summarizing to
structure drafts of
clear, coherent, and
focused essays by using
standard grammatical
forms.
Use strategies of
notetaking, outlining,
and summarizing to
structure drafts of
clear, coherent, and
focused essays by using
standard grammatical
forms.
Write documents
(e.g., fictional biogra
phies, autobiographies,
short stories, and
narratives) that
include coherent
plot development,
characterization,
setting, and a variety
of literary strategies
(e.g., dialogue,
suspense).
Write expository
compositions, includ
ing analytical essays
and research reports,
for the language arts
and other content
areas and provide
evidence in support of
a thesis and related
claims.
WRITING
English-Language Conventions
The ELD standards identify the stages
that English learners must pass through to
use the conventions of English effectively in
writing. Depending on the degree to which
their primary language differs from English
in its written form and the degree to which
students are already proficient writers in
their primary language, English learners face
unique challenges as they work to successfully use the conventions of written English.
79
California Department of Education
Writing
English-Language Conventions
Englishlanguage
arts substrand
Capitalization
Use capitalization
when writing ones
own name.
Punctuation
Sentence Structure,
Grammar, Punctua
tion, Capitalization,
and Spelling
80
Grades 35
Grades 68
Grades 912
Use capitalization
when writing ones
own name and at the
beginning of sen
tences.
Use a period at the
end of a sentence and
a question mark at
the end of a question.
Identify basic
vocabulary, mechan
ics, and sentence
structures in a piece
of writing.
Identify basic
vocabulary, mechan
ics, and sentence
structures in a piece
of writing.
Writing
English-Language Conventions
Englishlanguage
arts substrand
Grades 35
Capitalization
Use capitalization to
begin sentences and
for proper nouns.
Use capitalization to
begin sentences and
for proper nouns.
Punctuation
Use a period or
question mark at the
end of a sentence.
Punctuation,
Capitalization, and
Spelling
Sentence Structure,
Grammar, Punctua
tion, and Capitaliza
tion
Grades 68
Grades 912
81
Writing
English-Language Conventions
Englishlanguage
arts substrand
Grades 35
Capitalization,
Punctuation, and
Spelling
Produce independent
writing that may
include some
inconsistent use
of capitalization,
periods, and correct
spelling.
Produce independent
writing that may
include some
inconsistent use
of capitalization,
periods, and correct
spelling.
Sentence Structure,
Grammar, and
Spelling
Sentence Structure,
Grammar, Punctua
tion, Capitalization,
and Spelling
82
Grades 68
Grades 912
Writing
English-Language Conventions
Englishlanguage
arts substrand
Grades 35
Grades 68
Grades 912
Capitalization,
Punctuation, and
Spelling
Produce indepen
dent writing that
may include some
periods, correct
spelling, and
inconsistent
capitalization.
Create coherent
paragraphs through
effective transi
tions.
Create coherent
paragraphs through
effective transi
tions.
Sentence Structure,
Grammar, and
Spelling
Punctuation,
Capitalization,
and Spelling
Edit writing to
check some of
the mechanics of
writing (e.g., capital
ization and periods).
EnglishLanguage
Arts Content
Standards
Grade One:
Spelling
1.8 Spell threeand four-letter
short-vowel words
and grade-levelappropriate sight
words correctly.
Grade Two
1.7 Spell frequent
ly used, irregular
words correctly
(e.g., was, were,
says, said, who,
what, why).
EnglishLanguage Arts
Content Standards
Grade Three: Spelling
1.8 Spell correctly onesyllable words that have
blends, contractions,
compounds, orthographic
patterns (e.g., qu, conso
nant doubling, changing
the ending of a word from
y to ies when forming
the plural), and common
homophones (e.g., hairhare).
1.9 Arrange words in
alphabetic order.
Grade Four
1.7 Spell correctly roots,
inflections, suffixes and
prefixes, and syllable
constructions.
83
Writing
English-Language Conventions
Englishlanguage
arts substrand
Grades 35
Grades 68
Grades 912
Sentence Structure
and Grammar
Use complete
sentences and correct
word order.
Use complete
sentences and correct
word order.
Grammar
Create coherent
paragraphs through
effective transitions
and parallel construc
tions.
Create coherent
paragraphs through
effective transitions
and parallel construc
tions.
Capitalization,
Punctuation, and
Spelling
Sentence Structure,
Grammar, Punctua
tion, Capitalization,
and Spelling
84
Glossary
affix
alliteration
cognates
false cognates
Words from different languages that sound alike and are similar in
form but are unrelated in meaning (e.g., xito in Spanish means
success).
independent reading
morphemes
phonemes
phonics
85
California Department of Education
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