integrating the ca eld standards into k-12 english ... · the ca eld standards correspond with the...

Formatted by Curriculum, Instruction and Accountability

Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239

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

GRADE 11-12

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

Purpose of the ELD Standards

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

Intended Use of the ELD Standards

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

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

succeed in school while they are developing English.

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

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

Integrated and Designated ELD

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

How to Use This Resource For Integrated ELD

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

.

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

Some Reminders About the Organization of the CA ELD Standards

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

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

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

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

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

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

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

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

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

language resources

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

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

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

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

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

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

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

clauses 7. Condensing ideas within sentences using a variety of

language resources

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

California English Language Development Standards: Getting Started

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

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

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



Grade 11-12 - Reading Literature (RL)


Corresponding ELD StandardsCA CCSS for

ELA Standard

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

PI.6 - Reading/viewing closely

Emerging -

a. Explain ideas, phenomena, processes, and text

relationships (e.g., compare/contrast, cause/ effect,

evidence-based argument) based on close reading of a

variety of grade-appropriate texts, presented in various

print and multimedia formats, using phrases, short

sentences and a select set of general academic and

domain-specific words.

b. Explain inferences and conclusions drawn from close

reading of grade-appropriate texts and viewing of

multimedia using familiar verbs (e.g., seems that ).

c. Use knowledge of morphology (e.g., common

prefixes and suffixes), context, reference materials,

and visual cues to determine the meaning of unknown

and multiple-meaning words on familiar topics.

Expanding -

a. Explain ideas, phenomena, processes, and

relationships within and across texts (e.g.,

compare/contrast, cause/effect, themes, evidence-

based argument) based on close reading of a variety of

grade-appropriate texts, presented in various print and

multimedia formats, using increasingly detailed

sentences, and a range of general academic and




multimedia using a variety of verbs and adverbials

(e.g., indicates that, suggests, as a result).

c. Use knowledge of morphology (e.g., affixes, Greek

and Latin roots), context, reference materials, and

visual cues to determine the meaning of unknown and

multiple-meaning words on familiar and new topics.

Bridging -




based argument) based on close reading of a variety

of grade-level texts, presented in various print and

multimedia formats, using a variety of detailed

sentences and precise general academic and domain-

specific words.

b. Explain inferences and conclusions drawn from

close reading of grade-level texts and viewing of


(e.g., creates the impression that, consequently ).

c. Use knowledge of morphology (e.g., derivational

suffixes), context, reference materials, and visual cues

to determine the meaning, including figurative and

connotative meanings, of unknown and multiple-

meaning words on a variety of new topics.

RL

11

-12

.1 -

Cit

e s

tro

ng

and

th

oro

ugh

te

xtu

al

evi

de

nce

to

su

pp

ort

anal

ysis

of

wh

at t

he

text

say

s e

xplic

itly

as

we

ll as

infe

ren

ces

dra

wn

fro

m t

he

te

xt,

incl

ud

ing

det

erm

inin

g

wh

ere

th

e t

ext

leav

es

RL

11

-12

.2 -

De

term

ine

tw

o

or

mo

re t

he

me

s o

r ce

ntr

al

idea

s o

f a

text

an

d a

nal

yze

thei

r d

eve

lop

me

nt

ove

r th

e

cou

rse

of

the

text

, in

clu

din

g

ho

w t

he

y in

tera

ct a

nd

bu

ild

on

on

e a

no

the

r to

pro

du

ce a

com

ple

x ac

cou

nt;

pro

vid

e

an o

bje

ctiv

e s

um

mar

y o

f th

e

RL

11

-12

.3 -

An

alyz

e th

e

imp

act

of

the

auth

or’

s ch

oic

es

rega

rdin

g h

ow

to

dev

elo

p a

nd

rela

te e

lem

en

ts o

f a

sto

ry o

r

dra

ma

(e.g

., w

her

e a

sto

ry is

set,

ho

w t

he

acti

on

is o

rder

ed,

ho

w t

he

char

acte

rs/a

rch

ety

pes

are

intr

od

uce

d a

nd

dev

elo

ped

).

Key

Ide

as a

nd

De

tails

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

L 1

1-1

2.5

- A

nal

yze

ho

w a

n a

uth

or’

s ch

oic

es

con

cern

ing

ho

w t

o s

tru

ctu

re s

pec

ific

par

ts o

f a

text

(e.

g., t

he

cho

ice

of

wh

ere

to

beg

in o

r e

nd

a st

ory

, th

e c

ho

ice

to p

rovi

de

a co

me

dic

or

trag

ic r

eso

luti

on

) co

ntr

ibu

te t

o it

s o

vera

ll

stru

ctu

re a

nd

mea

nin

g as

we

ll as

its

aest

het

ic

imp

act.

Cra

ft a

nd

Str

uct

ure


Emerging -

a. Explain ideas, phenomena,

processes, and text relationships

(e.g., compare/contrast, cause/

effect, evidence-based argument)

based on close reading of a variety of

grade-appropriate texts, presented in

various print and multimedia

formats, using phrases, short

sentences and a select set of general

academic and domain-specific words.

b. Explain inferences and conclusions

drawn from close reading of grade-

appropriate texts and viewing of

multimedia using familiar verbs (e.g.,

seems that ).

c. Use knowledge of morphology

(e.g., common prefixes and suffixes),

context, reference materials, and

visual cues to determine the meaning

of unknown and multiple-meaning

words on familiar topics.

Expanding -


processes, and relationships within

and across texts (e.g., compare/

contrast, cause/effect, themes,

evidence-based argument) based on

close reading of a variety of grade-

appropriate texts, presented in


formats, using increasingly detailed

sentences, and a range of general

academic and domain-specific words.




multimedia using a variety of verbs

and adverbials (e.g., indicates that,

suggests, as a result ).


(e.g., affixes, Greek and Latin roots),




words on familiar and new topics.

Bridging -



and across texts (e.g., compare

/contrast, cause/effect, themes,



level texts, presented in various print

and multimedia formats, using a

variety of detailed sentences and a

range of precise general academic

and domain-specific words.



level texts and viewing of multimedia

using a variety of verbs and

adverbials (e.g., creates the

impression that, consequently ).


(e.g., derivational suffixes), context,

reference materials, and visual cues

to determine the meaning, including

figurative and connotative meanings,


words on a variety of new topics.

Emerging -

Explain how

successfully writers

and speakers

structure texts and

use language (e.g.,

specific word or

phrasing choices) to

persuade the

reader (e.g., by

providing evidence

to support claims

or connecting

points in an

argument) or

create other

specific effects,

Expanding -

Explain how

successfully writers

and speakers

structure texts and

use language (e.g.,

specific word or

phrasing choices) to

persuade the

reader (e.g., by

providing well-

worded evidence to

support claims or

connecting points in

an argument in

specific ways) or

create other

specific effects,

with moderate

support.

Bridging -

Explain how

successfully

writers and

speakers structure

texts and use

language (e.g.,

specific word or

phrasing choices)

to persuade the

reader (e.g., by

providing well-

worded evidence

to support claims

or connecting

points in an

argument in

specific ways) or

create other

specific effects,

with light support.


CA CCSS for

ELA StandardCorresponding ELD Standards

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

RL

11

-12

.4 -

De

term

ine

th

e m

ean

ing

of

wo

rds

and

ph

rase

s as

th

ey

are

use

d in

th

e t

ext

,

incl

ud

ing

figu

rati

ve a

nd

co

nn

ota

tive

me

anin

gs;

anal

yze

th

e im

pac

t o

f sp

eci

fic

wo

rd c

ho

ice

s o

n

me

anin

g an

d t

on

e, i

ncl

ud

ing

wo

rds

wit

h m

ult

iple

me

anin

gs o

r la

ngu

age

th

at is

par

ticu

larl

y fr

esh

,

en

gagi

ng,

or

bea

uti

ful.

(In

clu

de

Sh

akes

pe

are

as

we

ll as

oth

er

auth

ors

.) (

See

gra

de

11

–12



RL

11

-12

.4 -

Det

erm

ine

the

mea

nin

g o

f

wo

rds

and

ph

rase

s as

th

ey a

re u

sed

in t

he

text

, in

clu

din

g fi

gura

tive

an

d c

on

no

tati

ve

mea

nin

gs; a

nal

yze

th

e im

pac

t o

f sp

ecif

ic

wo

rd c

ho

ice

s o

n m

ean

ing

and

to

ne,

incl

ud

ing

wo

rds

wit

h m

ult

iple

mea

nin

gs

or

lan

guag

e th

at is

par

ticu

larl

y fr

esh

,

enga

gin

g, o

r b

eau

tifu

l. (

Incl

ud

e

Shak

esp

eare

as

wel

l as

oth

er a

uth

ors

.)

(See

gra

de

11

–12

Lan

guag

e st

and

ard

s 4

–6

RL

11

-12

.5 -

An

alyz

e h

ow

an

au

tho

r’s

cho

ice

s

con

cern

ing

ho

w t

o s

tru

ctu

re s

pe

cifi

c p

arts

of

a te

xt

(e.g

., t

he

ch

oic

e o

f w

he

re t

o b

egin

or

en

d a

sto

ry,

the

cho

ice

to

pro

vid

e a

com

ed

ic o

r tr

agic

re

solu

tio

n)

con

trib

ute

to

its

ove

rall

stru

ctu

re a

nd

me

anin

g as

wel

l as

its

aest

he

tic

imp

act.

Cra

ft a

nd

Str

uct

ure


CA CCSS for


PI.8 - Analyzing language choicesEmerging -

Explain how a writer’s

or speaker’s choice of

phrasing or specific

words (e.g., describing

a character or action as

aggressive versus

bold ) produces

nuances and different

effects on the

audience.

Expanding -




words (e.g., using

figurative language or

words with multiple

meanings to describe

an event or character)

produces nuances and

different effects on the

audience.

Bridging -



a variety of different

types of phrasing or

words (e.g., hyperbole,

varying connotations,

the cumulative impact

of word choices)



audience.

PII.1 - Understanding Text StructureEmerging -

Apply analysis of the

organizational structure of

different text types (e.g., how

arguments are organized by

establishing clear relationships

among claims, counterclaims,

reasons, and evidence) to

comprehending texts and to

writing brief arguments,

informative/explanatory texts

and narratives.

Expanding -









writing increasingly clear and

cohesive arguments,

informative/explanatory texts

and narratives.

Bridging -









writing clear and cohesive

arguments, informative/

explanatory texts and

narratives.




CA CCSS for



Emerging -




variety of grade-appropriate texts, presented in

various print and multimedia formats, using phrases,

short sentences and a select set of general academic









Expanding -












(e.g., indicates that, suggests, as a result ).





Bridging -





grade-level texts, presented in various print and


sentences and a precise general academic and domain-

specific words.


reading of grade-level texts and viewing of multimedia

using a variety of verbs and adverbials (e.g., creates

the impression that, consequently ).






RL

11

-12

.6 -

An

alyz

e a

cas

e in

wh

ich

gra

spin

g

po

int

of

vie

w r

eq

uir

es

dis

tin

guis

hin

g w

hat

is

dir

ect

ly s

tate

d in

a t

ext

fro

m w

hat

is r

eal

ly

me

ant

(e.g

., s

atir

e, s

arca

sm, i

ron

y, o

r

un

de

rsta

tem

en

t).

RL

11

-12

.7 -

An

alyz

e m

ult

iple

inte

rpre

tati

on

s o

f a

sto

ry, d

ram

a, o

r p

oe

m

(e.g

., r

eco

rded

or

live

pro

du

ctio

n o

f a

pla

y o

r re

cord

ed

no

vel

or

po

etr

y), e

valu

atin

g h

ow

eac

h

vers

ion

inte

rpre

ts t

he

so

urc

e te

xt. (

Incl

ud

e

at le

ast

on

e p

lay

by

Shak

esp

eare

Cra

ft a

nd

Str

uct

ure

Inte

grat

ion

of

Kn

ow

led

ge a

nd

Idea

s




CA CCSS for



Emerging -




variety of grade-appropriate texts, presented in

various print and multimedia formats, using phrases,

short sentences and a select set of general academic









Expanding -












(e.g., indicates that, suggests, as a result ).





Bridging -





grade-level texts, presented in various print and



specific words.



using a variety of verbs and adverbials (e.g., creates

the impression that, consequently ).






RL

11

-12

.9 -

De

mo

nst

rate

kn

ow

led

ge o

f

eig

hte

enth

-, n

ine

teen

th-

and

ear

ly-

twe

nti

eth

cen

tury

fou

nd

atio

nal

wo

rks

of

Am

eri

can

lite

ratu

re,

incl

ud

ing

ho

w t

wo

or

mo

re

text

s fr

om

th

e s

ame

per

iod

tre

at s

imil

ar

the

me

s o

r to

pic

s..

RL

11

-12

.10

- B

y th

e e

nd

of

grad

e 1

1, r

ead

and

co

mp

reh

end

lite

ratu

re, i

ncl

ud

ing

sto

rie

s,

dra

mas

, an

d p

oem

s, in

th

e gr

ades

11

–CC

R

text

co

mp

lexi

ty b

and

pro

fici

entl

y, w

ith

scaf

fold

ing

as n

eed

ed a

t th

e h

igh

en

d o

f th

e

ran

ge. B

y th

e e

nd

of

grad

e 1

2, r

ead

an

d

com

pre

hen

d li

tera

ture

, in

clu

din

g st

ori

es,

dra

mas

, an

d p

oem

s, a

t th

e h

igh

en

d o

f th

e

grad

es 1

1–C

CR

te

xt c

om

ple

xity

ban

d

Inte

grat

ion

of

Kn

ow

led

ge a

nd

Ide

asR

ange

of

Re

adin

g an

d le

vel o

f Te

xt C

om

ple

xity


RI 1

1-12

.3 -A

naly

ze a

com

plex

se

t of i

deas

or s

eque

nce

of

even

ts a

nd e

xpla

in h

ow

spec

ific

indi

vidu

als,

idea

s, o

r ev

ents

inte

ract

and

dev

elop

ov

er th

e co

urse

of t

he te

xt.

Key

Idea

s and

Det

ails

Grade 11-12 - Reading Information (RI)

Corresponding ELD StandardsCA CCSS forELA Standard

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

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

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


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

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

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

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

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

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

RI 1

1-12

.1 -

Cite

stro

ng

and

thor

ough

text

ual

evid

ence

to su

ppor

t an

alys

is o

f wha

t the

text

sa

ys e

xplic

itly

as w

ell a

s in

fere

nces

dra

wn

from

th

e te

xt, i

nclu

ding

de

term

inin

g w

here

the

RI 1

1-12

.2 -

Dete

rmin

e tw

o or

m

ore

cent

ral i

deas

of a

text

and

an

alyz

e th

eir d

evel

opm

ent o

ver

the

cour

se o

f the

text

, inc

ludi

ng

how

they

inte

ract

and

bui

ld o

n on

e an

othe

r to

prov

ide

a co

mpl

ex

anal

ysis

; pro

vide

an

obje

ctiv

e su

mm

ary

of 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/


CA CCSS forELA Standard Corresponding ELD Standards

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









Page 7 of 103

RI 1

1-12

.4 -

Dete

rmin

e th

e m

eani

ng o

f wor

ds a

nd p

hras

es a

s the

y ar

e us

ed in

a te

xt,

incl

udin

g fig

urat

ive,

con

nota

tive,

and

tech

nica

l mea

ning

s; a

naly

ze h

ow a

nau

thor

use

s and

refin

es th

e m

eani

ng o

f a k

ey te

rm o

r ter

ms o

ver t

he c

ours

eof

a te

xt (e

.g.,

how

Mad

ison

def

ines

fact

ion

in F

eder

alis

t No.

10)

. (Se

e gr

ade

11–1

2 La

ngua

ge st

anda

rds 4

–6 fo

r add

ition

al e

xpec

tatio

ns.)

CA

Craf

t and

Str

uctu

re

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

aft a

nd S

truc

ture



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

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

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

Corresponding ELD Standards

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

CA CCSS forELA Standard

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

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

Page 8 of 103

RI 1

1-12

.4 -

Dete

rmin

e th

e m

eani

ng o

f wor

ds a

nd p

hras

es a

s the

y ar

e us

ed in

a te

xt,

incl

udin

g fig

urat

ive,

con

nota

tive,

and

tech

nica

l mea

ning

s; a

naly

ze h

ow a

nau

thor

use

s and

refin

es th

e m

eani

ng o

f a k

ey te

rm o

r ter

ms o

ver t

he c

ours

eof

a te

xt (e

.g.,

how

Mad

ison

def

ines

fact

ion

in F

eder

alis

t No.

10)

. (Se

e gr

ade

11–1

2 La

ngua

ge st

anda

rds 4

–6 fo

r add

ition

al e

xpec

tatio

ns.)

CA


aft a

nd S

truc

ture




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




b. Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of multimedia using a variety of verbs and adverbials (e.g., indicates that, suggests, as a result ). . c.Use knowledge of morphology (e.g., affixes, Greek and Latin roots), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics.

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



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

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


RI 1

1-12

.5 -

Anal

yze

and

eval

uate

the

effe

ctiv

enes

s of t

he st

ruct

ure

an a

utho

r use

s in

his o

r her

ex

posi

tion

or a

rgum

ent,

incl

udin

g w

heth

er th

e st

ruct

ure

mak

es p

oint

s cle

ar, c

onvi

ncin

g, a

nd

enga

ging

.a.

Ana

lyze

the

use

of te

xt fe

atur

es (e

.g.,

grap

hics

, hea

ders

, cap

tions

) in

publ

ic d

ocum

ents

. CA



Corresponding ELD StandardsPII.2 - Understanding cohesion

Emerging - a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns or synonyms to refer back to characters or concepts introduced earlier) to comprehending and writing brief texts.

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

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

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

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

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

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

PII.1 - Understanding text structure


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

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

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

RI 1

1-12

.5 -

Anal

yze

and

eval

uate

the

effe

ctiv

enes

s of t

he st

ruct

ure

an a

utho

r use

s in

his o

r he

r exp

ositi

on o

r arg

umen

t, in

clud

ing

whe

ther

the

stru

ctur

e m

akes

poi

nts c

lear

, con

vinc

ing,

an

d en

gagi

ng.

a. A

naly

ze th

e us

e of

text

feat

ures

(e.g

., gr

aphi

cs, h

eade

rs, c

aptio

ns) i

n pu

blic

doc

umen

ts. C

A

Craf

t and

Str

uctu

re






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




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





RI 1

1-12

.6 -

Dete

rmin

e an

aut

hor’s

poi

nt o

f vie

w o

r pu

rpos

e in

a te

xt in

whi

ch th

e rh

etor

ic is

par

ticul

arly

ef

fect

ive,

ana

lyzi

ng h

ow st

yle

and

cont

ent

cont

ribut

e to

the

pow

er, p

ersu

asiv

enes

s, o

r bea

uty

of th

e te

xt.

RI 1

1-12

.7 -I

nteg

rate

and

eva

luat

e m

ultip

le

sour

ces o

f inf

orm

atio

n pr

esen

ted

in

diffe

rent

med

ia o

r for

mat

s (e.

g., v

isua

lly,

quan

titat

ivel

y) a

s wel

l as i

n w

ords

in o

rder

Craf

t and

Str

uctu

reIn

tegr

atio

n of

Kno

wle

dge

and

Idea

s

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





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


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



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



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


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




RI 1

1-12

.8 -

Delin

eate

and

eva

luat

e th

e re

ason

ing

in se

min

al U

.S. t

exts

, inc

ludi

ngth

e ap

plic

atio

n of

con

stitu

tiona

l prin

cipl

es a

nd u

se o

f leg

al re

ason

ing

(e.g

.,in

U.S

. Sup

rem

e Co

urt m

ajor

ity o

pini

ons a

nd d

isse

nts)

and

the

prem

ises

,pu

rpos

es, a

nd a

rgum

ents

in w

orks

of p

ublic

adv

ocac

y (e

.g.,

The

Fede

ralis

t,pr

esid

entia

l add

ress

es).

Inte

grat

ion

of K

now

ledg

e an

d Id

eas





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




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





RI 1

1-12

.9 -

Anal

yze

seve

ntee

nth-

, eig

htee

nth-

, and

nin

etee

nth-

cent

ury

foun

datio

nal

U.S

. doc

umen

ts o

f his

toric

al a

nd li

tera

ry

sign

ifica

nce

(incl

udin

g Th

eDe

clar

atio

n of

Inde

pend

ence

, the

Pre

ambl

e to

th

e Co

nstit

utio

n, th

e Bi

ll of

Righ

ts, a

nd L

inco

ln’s

Sec

ond

Inau

gura

l Ad

dres

s) fo

r the

ir th

emes

, pur

pose

s,

RI 1

1-12

.10

- By

the

end

of g

rade

11,

read

and

co

mpr

ehen

d lit

erar

y no

nfic

tion

in th

egr

ades

11–

CCR

text

com

plex

ity b

and

prof

icie

ntly

, with

scaf

fold

ing

as n

eede

dat

the

high

end

of t

he ra

nge.

By th

e en

d of

gra

de 1

2, re

ad a

nd c

ompr

ehen

d lit

erar

y no

nfic

tion

at th

ehi

gh e

nd o

f the

gra

des 1

1–CC

R te

xt c

ompl

exity

Inte

grat

ion

of K

now

ledg

e an

d Id

eas

Rang

e of

Rea

ding

and

leve

l of T

ext C

ompl

exity

Grade 11-12 - Reading for H/SS (RH)




Key

Idea

s and

Det

ails


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


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







RH 1

1-12

.1 -

Cite

sp

ecifi

c te

xtua

l evi

denc

e to

supp

ort a

naly

sis o

f pr

imar

y an

d se

cond

ary

sour

ces,

con

nect

ing

insi

ghts

gai

ned

from

sp

ecifi

c de

tails

to a

n un

ders

tand

ing

of th

e te

xt a

s a w

hole

.

RH 1

1-12

.2 -

Det

erm

ine

the

cent

ral i

deas

or i

nfor

mat

ion

of

a pr

imar

y or

seco

ndar

y so

urce

; pro

vide

an

accu

rate

su

mm

ary

that

mak

es c

lear

the

rela

tions

hips

am

ong

the

key

deta

ils a

nd id

eas.

RH 1

1-12

.3 -

Eval

uate

var

ious

ex

plan

atio

ns fo

r act

ions

or

even

ts a

nd d

eter

min

e w

hich

ex

plan

atio

n be

st a

ccor

ds w

ith

text

ual e

vide

nce,

ac

know

ledg

ing

whe

re th

e te

xt

leav

es m

atte

rs u

ncer

tain

.


Grades 11-12 - Reading for H/SS (RH)

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



RH 1

1-12

.4 -

Dete

rmin

e th

e m

eani

ng o

f wor

ds

and

phra

ses a

s the

y ar

e us

ed in

a te

xt, i

nclu

ding

an

alyz

ing

how

an

auth

or u

ses a

nd re

fines

the

mea

ning

of a

key

term

ove

r the

cou

rse

of a

text

(e

.g.,

how

Mad

ison

def

ines

fact

ion

in F

eder

alis

t N

o. 1

0).

RH 1

1-12

.5 -

Anal

yze

in d

etai

l how

a

com

plex

prim

ary

sour

ce is

st

ruct

ured

, inc

ludi

ng h

ow k

ey

sent

ence

s, p

arag

raph

s, a

nd la

rger

po

rtio

ns o

f the

text

con

trib

ute

to

the

who

le.

Craf

t and

Str

uctu

re


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

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


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

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






PI.8 - Analyzing language choices


PI.7 - Evaluating language choices

RH 1

1-12

.4 -

Dete

rmin

e th

e m

eani

ng o

f wor

ds a

nd

phra

ses a

s the

y ar

e us

ed in

a te

xt, i

nclu

ding

an

alyz

ing

how

an

auth

or u

ses a

nd re

fines

the

mea

ning

of a

key

term

ove

r the

cou

rse

of a

text

(e

.g.,

how

Mad

ison

def

ines

fact

ion

in F

eder

alis

t N

o. 1

0).

RH 1

1-12

.5 -

Anal

yze

in d

etai

l how

a

com

plex

prim

ary

sour

ce is

st

ruct

ured

, inc

ludi

ng h

ow k

ey

sent

ence

s, p

arag

raph

s, a

nd la

rger

po

rtio

ns o

f the

text

con

trib

ute

to

the

who

le.

Craf

t and

Str

uctu

re









Craf

t and

Str

uctu

re




Emerging - a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns or synonyms to refer back to characters or concepts introduced earlier) to comprehending and writing brief texts.

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


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


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



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

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

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

RH 1

1-12

.5 -

Anal

yze

in d

etai

l how

a c

ompl

ex p

rimar

y so

urce

is st

ruct

ured

, inc

ludi

ng

how

key

sent

ence

s, p

arag

raph

s, a

nd la

rger

por

tions

of t

he te

xt c

ontr

ibut

e to

the

who

le.




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


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






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

RH 1

1-12

.6 -

Eval

uate

aut

hors

’ di

fferin

g po

ints

of v

iew

on

the

sam

e hi

stor

ical

eve

nt o

r iss

ue

by a

sses

sing

the

auth

ors’

cl

aim

s, re

ason

ing,

and

ev

iden

ce.

RH 1

1-12

.7 -

Inte

grat

e an

d ev

alua

te m

ultip

le so

urce

s of

info

rmat

ion

pres

ente

d in

di

vers

e fo

rmat

s and

med

ia (e

.g.,

visu

ally

, qu

antit

ativ

ely,

as w

ell a

s in

wor

ds) i

n or

der t

o ad

dres

s a

ques

tion

or so

lve

a

RH 1

1-12

.8 -

Eval

uate

an

auth

or’s

pre

mis

es, c

laim

s,

and

evid

ence

by

corr

obor

atin

g or

cha

lleng

ing

them

with

oth

er in

form

atio

n.

Craf

t and

Str

uctu

reIn

tegr

atio

n of

Kno

wle

dge

and

Idea

s






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




RH 1

1-12

.6 -

Eval

uate

aut

hors

’ diff

erin

g po

ints

of

view

on

the

sam

e hi

stor

ical

eve

nt o

r iss

ue b

y as

sess

ing

the

auth

ors’

cla

ims,

reas

onin

g, a

nd

evid

ence

.

RH 1

1-12

.8 -

Eval

uate

an

auth

or’s

pr

emis

es, c

laim

s, a

ndev

iden

ce b

y co

rrob

orat

ing

or

chal

leng

ing

them

with

oth

er in

form

atio

n.

Craf

t and

Str

uctu

reIn

tegr

atio

n of

Kno

wle

dge

and

Idea

s



Grades 11-12 - Reading for H/SS (RH)


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

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








RH 1

1-12

.9 -

Inte

grat

e in

form

atio

n fr

om d

iver

se so

urce

s,bo

th p

rimar

y an

d se

cond

ary,

into

a

cohe

rent

unde

rsta

ndin

g of

an

idea

or e

vent

,

RH 1

1-12

.10

- By

the

end

of g

rade

12,

read

and

co

mpr

ehen

dhi

stor

y/so

cial

stud

ies t

exts

in th

e gr

ades

11–

12te

xt c

ompl

exity

ban

d in

depe

nden

tly a

ndpr

ofic

ient

ly.

Inte

grat

ion

of K

now

ledg

e an

d Id

eas

Rang

e of

Rea

ding

and

leve

l of T

ext C

ompl

exity


Grade 11-12 - Reading for S/TS (RST)

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











RST

11-1

2.1

- Cite

sp

ecifi

c te

xtua

l evi

denc

e to

supp

ort a

naly

sis o

f sc

ienc

e an

d te

chni

cal

text

s, a

tten

ding

to

impo

rtan

t dis

tinct

ions

RST

11-1

2.2

- De

term

ine

the

cent

ral i

deas

or c

oncl

usio

ns o

f a

text

; sum

mar

ize

com

plex

co

ncep

ts, p

roce

sses

, or

info

rmat

ion

pres

ente

d in

a

text

by

para

phra

sing

RST

11-1

2.3

- Fol

low

pre

cise

ly

a co

mpl

ex m

ultis

tep

proc

edur

e w

hen

carr

ying

out

ex

perim

ents

, tak

ing

mea

sure

men

ts, o

r per

form

ing

tech

nica

l tas

ks; a

naly

ze th

e

Key

Idea

s and

Det

ails




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


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


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


RST

11-1

2.4

- Det

erm

ine

the

mea

ning

of

sym

bols

, key

term

s, a

nd o

ther

dom

ain-

spec

ific

wor

ds a

nd p

hras

es a

s the

y ar

e us

ed

in a

spec

ific

scie

ntifi

c or

tech

nica

l con

text

re

leva

nt to

gra

des 1

1–12

text

s and

topi

cs.

RST

11-1

2.5

- Ana

lyze

how

the

text

st

ruct

ures

info

rmat

ion

orid

eas i

nto

cate

gorie

s or h

iera

rchi

es,

dem

onst

ratin

gun

ders

tand

ing

of th

e in

form

atio

n or

id

eas.

Craf

t and

Str

uctu

re







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

T 11

-12.

5 - A

naly

ze h

ow th

e te

xt

stru

ctur

es in

form

atio

n or

idea

s int

o ca

tego

ries o

r hie

rarc

hies

, de

mon

stra

ting

unde

rsta

ndin

g of

the

info

rmat

ion

or

idea

s.

Craf

t and

Str

uctu

re




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





PI.8 - Analyzing language choices


PI.7 - Evaluating language choices

RST

11-1

2.4

- Det

erm

ine

the

mea

ning

of

sym

bols

, key

term

s, a

nd o

ther

dom

ain-

spec

ific

wor

ds a

nd p

hras

es a

s the

y ar

e us

ed in

a

spec

ific

scie

ntifi

c or

tech

nica

l con

text

rele

vant

to

gra

des 1

1–12

text

s and

topi

cs.


Craf

t and

Str

uctu

re




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

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


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





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



RST

11-1

2.5

- Ana

lyze

how

the

text

stru

ctur

es in

form

atio

n or

idea

s int

o ca

tego

ries o

r hie

rarc

hies

, dem

onst

ratin

gun

ders

tand

ing

of th

e in

form

atio

n or

idea

s.



aft a

nd S

truc

ture

Inte

grat

ion

of K

now

ledg

e an

d Id

eas



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









RST

11-1

2.6

- Ana

lyze

the

auth

or’s

pur

pose

in p

rovi

ding

an

expl

anat

ion,

des

crib

ing

a pr

oced

ure,

or d

iscu

ssin

g an

ex

perim

ent i

n a

text

, id

entif

ying

impo

rtan

t iss

ues

that

rem

ain

unre

solv

ed.

RST

11-1

2.7

- Int

egra

te a

nd

eval

uate

mul

tiple

sour

ces o

f in

form

atio

npr

esen

ted

in d

iver

se fo

rmat

s an

d m

edia

(e.g

.,qu

antit

ativ

e da

ta, v

ideo

, m

ultim

edia

) in

orde

r to

addr

ess a

que

stio

n or

solv

e a

prob

lem

.

RST

11-1

2.8

- Ev

alua

te th

e hy

poth

eses

, dat

a,

anal

ysis

, and

conc

lusi

ons i

n a

scie

nce

or te

chni

cal t

ext,

verif

ying

the

data

whe

n po

ssib

le

and

corr

obor

atin

g or

chal

leng

ing

conc

lusi

ons


Grade11-12 - Reading for S/TS (RST)



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



Corresponding ELD StandardsRS

T 11

-12.

6 - A

naly

ze th

e au

thor

’s p

urpo

se in

pr

ovid

ing

anex

plan

atio

n, d

escr

ibin

g a

proc

edur

e, o

r di

scus

sing

an

expe

rimen

t in

a te

xt, i

dent

ifyin

g im

port

ant i

ssue

s tha

t rem

ain

unre

solv

ed.

RST

11-1

2.8

- Eva

luat

e th

e hy

poth

eses

, dat

a, a

naly

sis,

and

conc

lusi

ons i

n a

scie

nce

or te

chni

cal

text

, ver

ifyin

gth

e da

ta w

hen

poss

ible

and

co

rrob

orat

ing

orch

alle

ngin

g co

nclu

sion

s with

oth

er

sour

ces o

f

Craf

t and

Str

uctu

reIn

tegr

atio

n of

Kno

wle

dge

and

Idea

s






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



RST

11-1

2.9

- Syn

thes

ize

info

rmat

ion

from

a ra

nge

of so

urce

s(e

.g.,

text

s, e

xper

imen

ts, s

imul

atio

ns)

into

a c

oher

ent

unde

rsta

ndin

g of

a p

roce

ss,

phen

omen

on, o

r con

cept

,re

solv

ing

conf

lictin

g in

form

atio

n w

hen

poss

ible

.

RST

11-1

2.10

- By

the

end

of g

rade

12,

read

and

co

mpr

ehen

dsc

ienc

e/te

chni

cal t

exts

in th

e gr

ades

11–

12 te

xtco

mpl

exity

ban

d in

depe

nden

tly a

nd p

rofic

ient

ly.

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

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







Grade 11-12 - Writing (W)


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

W 1

1-12

.1 -

Writ

e ar

gum

ents

to su

ppor

t cla

ims

in a

n an

alys

is o

f sub

stan

tive

topi

cs o

r tex

ts,

usin

g va

lid re

ason

ing

and

rele

vant

and

suffi

cien

t ev

iden

ce.

(a. -

e.)

W 1

1-12

.2 -

Writ

e in

form

ativ

e/ex

plan

ato

ry te

xts t

o ex

amin

e an

d co

nvey

com

plex

id

eas,

conc

epts

, and

in

form

atio

n cl

early

and

W 1

1-12

.3 -W

rite

narr

ativ

es to

dev

elop

re

al o

r im

agin

ed

expe

rienc

es o

r eve

nts

usin

gef

fect

ive

tech

niqu

e,

wel

l-cho

sen

deta

ils,

Text

and

Typ

es a

nd P

urpo

ses


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

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

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

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

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

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

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

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

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

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

Bridging - a. Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.

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




Corresponding ELD StandardsPI.3 - Supporting opinions and persuading others


Emerging - Negotiate with or persuade others in conversations (e.g., ask for clarification or repetition ) using learned phrases (e.g., Could you repeat that please? I believe... )and open responses to express and defend opinions.

Expanding - Negotiate with or persuade others (e.g., by presenting counterarguments ) in discussions and conversations using learned phrases (e.g., You make a valid point, but my view is… ) and open responses to express and defend nuanced options.

Bridging - Negotiate with or persuade others in discussions and conversations in appropriate registers (e.g., to acknowledge new information and politely offer a counterpoint) using a variety of learned phrases (e.g., You postulate that X. However, I've reached a different conclusion on this issue) and open responses to express and defend nuanced options.

Page 28 of 103

W 1

1-12

.1 -

Writ

e ar

gum

ents

to su

ppor

t cla

ims i

n an

ana

lysi

s of s

ubst

antiv

e to

pics

or t

exts

, us

ing

valid

reas

onin

g an

d re

leva

nt a

nd su

ffici

ent e

vide

nce.

(a. -

e.)

Text

and

Typ

es a

nd P

urpo

ses


W 1

1-12

.1 -

Writ

e ar

gum

ents

to su

ppor

t cla

ims i

n an

ana

lysi

s of s

ubst

antiv

e to

pics

or t

exts

, us

ing

valid

reas

onin

g an

d re

leva

nt a

nd su

ffici

ent e

vide

nce.

(a. -

e.)

Text

and

Typ

es a

nd P

urpo

ses

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

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


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


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

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

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

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

Bridging - a. Justify opinions or per-suade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.

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



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






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


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


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


W 1

1-12

.2 -

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts t

o ex

amin

e an

d co

nvey

com

plex

id

eas,

conc

epts

, and

info

rmat

ion

clea

rly a

nd

accu

rate

ly th

roug

h th

e ef

fect

ive

sele

ctio

n, o

rgan

izat

ion,

and

ana

lysi

s of

cont

ent.

(a. -

f.)

W 1

1-12

.3 -W

rite

narr

ativ

es to

dev

elop

real

or

imag

ined

exp

erie

nces

or e

vent

s usi

ngef

fect

ive

tech

niqu

e, w

ell-c

hose

n de

tails

, and

wel

l-st

ruct

ured

eve

nt se

quen

ces.

(a. -

e.)

Text

and

Typ

es a

nd P

urpo

ses




PII.2 - Understanding cohesion

Text

and

Typ

es a

nd P

urpo

ses


Grade 11-12- Writing (W)


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

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

Emerging -a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns and synonyms to refer back to characters or concepts introduced earlier) to comprehending and writing brief texts.


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

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

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


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

W 1

1-12

.1 -

Writ

e ar

gum

ents

to su

ppor

t cl

aim

s in

an a

naly

sis o

f su

bsta

ntiv

e to

pics

or

text

s, u

sing

val

id

W 1

1-12

.2 -

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts t

o ex

amin

e an

d co

nvey

com

plex

idea

s,co

ncep

ts, a

nd in

form

atio

n cl

early

an

d ac

cura

tely

thro

ugh

the

effe

ctiv

e

W 1

1-12

.3 -

Writ

e na

rrat

ives

to

deve

lop

real

or i

mag

ined

ex

perie

nces

or e

vent

s usi

ngef

fect

ive

tech

niqu

e, w

ell-c

hose

n de

tails

, and

wel

l-str

uctu

red

even

t


Text

and

Typ

es a

nd P

urpo

ses





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

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

Bridging - Combine clauses in a variety of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to make a concession (e.g., While both characters strive for success, they each take different approaches through which to reach their goals.), or to establish cause (e.g., Women’s lives were changed forever after World War II as a result of joining the workforce ).

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

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

Bridging - Condense ideas in a variety of ways (e.g., through a variety of embedded clauses, or by compounding verbs or prepositional phrases, nominalization) to create precise simple, compound, and complex sentences that condense concrete and abstract ideas (e.g., The epidemic, which ultimately affected hundreds of thousands of people did not subside for another year ).

W 1

1-12

.1 -

Writ

e ar

gum

ents

to

supp

ort c

laim

s in

an

anal

ysis

of

subs

tant

ive

topi

cs o

r te

xts,

usi

ng v

alid

re

ason

ing

and

rele

vant

and

su

ffici

ent e

vide

nce.

W 1

1-12

.2 -

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts t

o ex

amin

e an

d co

nvey

com

plex

idea

s,co

ncep

ts, a

nd in

form

atio

n cl

early

an

d ac

cura

tely

thro

ugh

the

effe

ctiv

ese

lect

ion,

org

aniz

atio

n, a

nd a

naly

sis

of c

onte

nt. (

a. -

f.)

W 1

1-12

.3 -

Writ

e na

rrat

ives

to

deve

lop

real

or i

mag

ined

ex

perie

nces

or e

vent

s usi

ngef

fect

ive

tech

niqu

e, w

ell-

chos

en d

etai

ls, a

nd w

ell-

stru

ctur

ed e

vent

sequ

ence

s.

(a. -

e.)




W 1

1-12

.4 -P

rodu

ce c

lear

and

coh

eren

t w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n,an

d st

yle

are

appr

opria

te to

task

, pur

pose

, an

d au

dien

ce. (

Gra

de-s

peci

ficex

pect

atio

ns fo

r writ

ing

type

s are

def

ined

in

stan

dard

s 1–3

abo

ve.)

W 1

1-12

.5 -

Deve

lop

and

stre

ngth

en w

ritin

g as

ne

eded

by

plan

ning

, rev

isin

g, e

ditin

g,re

writ

ing,

or t

ryin

g a

new

app

roac

h, fo

cusi

ng o

n ad

dres

sing

wha

t is m

ost

sign

ifica

nt fo

r a sp

ecifi

c pu

rpos

e an

d au

dien

ce.

(Edi

ting

for c

onve

ntio

ns sh

ould

dem

onst

rate

com

man

d of

Lan

guag

e st

anda

rds

1–3

up to

and

incl

udin

g gr

ades

11–1

2.)



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

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing

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

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

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

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


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



Grade 11-12- Writing (W)




PI.12 - Selecting language resources Emerging - a. Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., cell, the Depression ) words to create clear spoken and written texts.

b. Use knowledge of morphology to appropriately select basic affixes (e.g., The news media relies on official sources).

Expanding - a. Use an increasing variety of grade-appropriate general academic (e.g., fallacy, dissuade) and domain-specific (e.g., chromosome, federalism ) academic words accurately and appropriately when producing increasingly complex written and spoken texts.

b. Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., The cardiac muscle works continuously)

Bridging - a. Use a variety of grade-appropriate general (e.g., alleviate, salutary) and domain-specific (e.g., soliloquy, microorganism) ) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.

b. Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing inaugurate to inauguration ).

W 1

1-12

.4 -P

rodu

ce c

lear

and

coh

eren

t w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n,an

d st

yle

are

appr

opria

te to

task

, pur

pose

, an

d au

dien

ce. (

Gra

de-s

peci

ficex

pect

atio

ns fo

r writ

ing

type

s are

def

ined

in

stan

dard

s 1–3

abo

ve.)

W 1

1-12

.5 -

Deve

lop

and

stre

ngth

en w

ritin

g as

ne

eded

by

plan

ning

, rev

isin

g, e

ditin

g,re

writ

ing,

or t

ryin

g a

new

app

roac

h, fo

cusi

ng o

n ad

dres

sing

wha

t is m

ost

sign

ifica

nt fo

r a sp

ecifi

c pu

rpos

e an

d au

dien

ce.

(Edi

ting

for c

onve

ntio

ns sh

ould

dem

onst

rate

com

man

d of

Lan

guag

e st

anda

rds

1–3

up to

and

incl

udin

g gr

ades

11–1

2.)Pr

oduc

tion

and

Dist

ribut

ion

of W

ritin

g




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

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


Emerging -a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns or synonyms to refer back to characters or concepts introduced earlier) to comprehending and writing brief texts.



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

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


W 1

1-12

.4 -

Prod

uce

clea

r and

coh

eren

t w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n,an

d st

yle

are

appr

opria

te to

task

, pu

rpos

e, a

nd a

udie

nce.

(Gra

de-s

peci

ficex

pect

atio

ns fo

r writ

ing

type

s are

de

fined

in st

anda

rds 1

–3 a

bove

.)

W 1

1-12

.5 -D

evel

op a

nd st

reng

then

writ

ing

as n

eede

d by

pla

nnin

g, re

visi

ng, e

ditin

g,re

writ

ing,

or t

ryin

g a

new

app

roac

h, fo

cusi

ng o

n ad

dres

sing

wha

t is m

ost

sign

ifica

nt fo

r a sp

ecifi

c pu

rpos

e an

d au

dien

ce. (

Editi

ng

for c

onve

ntio

ns sh

ould

dem

onst

rate

com

man

d of

Lan

guag

e st

anda

rds 1

–3 u

p to

and

incl

udin

g gr

ades

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing



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

11-

12.4

- Pr

oduc

e cl

ear a

nd

cohe

rent

writ

ing

in w

hich

the

deve

lopm

ent,

orga

niza

tion,

and

styl

e ar

e ap

prop

riate

to ta

sk,

purp

ose,

and

aud

ienc

e. (G

rade

-sp

ecifi

cex

pect

atio

ns fo

r writ

ing

type

s


PII.5 - Modifying to add details


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

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

PII.3 - Using verbs and verb phrasesEmerging - Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline to create short texts on familiar academic topics.

W 1

1-12

.5 -D

evel

op a

nd st

reng

then

writ

ing

as n

eede

d by

pl

anni

ng, r

evis

ing,

edi

ting,

rew

ritin

g, o

r try

ing

a ne

w a

ppro

ach,

focu

sing

on

addr

essi

ng

wha

t is m

ost

sign

ifica

nt fo

r a sp

ecifi

c pu

rpos

e an

d au

dien

ce. (

Editi

ng fo

r co

nven

tions

shou

ld

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing

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

Bridging - Use a variety of verbs in different tenses(e.g., past, present, future, simple, progressive, perfect), and mood (e.g., subjunctive) appropriate to the text type and discipline to create a variety of texts that describe concrete and abstract ideas, explain procedures and sequences,summarize texts and ideas, and present and critique points of view.

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

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

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

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




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

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

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


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

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

Bridging - Combine clauses in a variety of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to make a concession (e.g., While both characters strive for success , they each take different approaches through which to reach their goals.), or to establish cause (e.g., Women’s lives were changed forever after World War II as a result of joining the workforce).

W 1

1-12

.4 -

Prod

uce

clea

r and

coh

eren

t w

ritin

g in

whi

ch th

e de

velo

pmen

t, or

gani

zatio

n,an

d st

yle

are

appr

opria

te to

task

, pur

pose

, an

d au

dien

ce. (

Gra

de-s

peci

ficex

pect

atio

ns fo

r writ

ing

type

s are

def

ined

in

stan

dard

s 1–3

abo

ve.)

W 1

1-12

.5 -D

evel

op a

nd st

reng

then

writ

ing

as n

eede

d by

pla

nnin

g, re

visi

ng, e

ditin

g,re

writ

ing,

or t

ryin

g a

new

app

roac

h, fo

cusi

ng

on a

ddre

ssin

g w

hat i

s mos

tsi

gnifi

cant

for a

spec

ific

purp

ose

and

audi

ence

. (Ed

iting

for c

onve

ntio

ns sh

ould

dem

onst

rate

com

man

d of

Lan

guag

e st

anda

rds 1

–3 u

p to

and

incl

udin

g gr

ades

11–1

2.)Pr

oduc

tion

and

Dist

ribut

ion

of W

ritin

g




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

W 1

1-12

.6 -

Use

tech

nolo

gy, i

nclu

ding

the

Inte

rnet

, to

prod

uce,

pub

lish,

and

upd

ate

indi

vidu

al o

r sha

red

writ

ing

prod

ucts

in

resp

onse

to o

ngoi

ng fe

edba

ck,

incl

udin

g ne

w a

rgum

ents

or i

nfor

mat

ion.

W 1

1-12

.7 -C

ondu

ct sh

ort a

s wel

l as m

ore

sust

aine

d re

sear

ch p

roje

cts t

o an

swer

a

ques

tion

(incl

udin

g a

self-

gene

rate

d qu

estio

n) o

r sol

ve

a pr

oble

m; n

arro

w o

r bro

aden

the

inqu

iry w

hen

appr

opria

te; s

ynth

esiz

e m

ultip

le so

urce

s on

the

subj

ect,

dem

onst

ratin

gun

ders

tand

ing

of th

e su

bjec

t und

er

Prod

uctio

n an

d Di

strib

utio

n of

Writ

ing

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge


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

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

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

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


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


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


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

nge

of W

ritin

g

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


Expanding - a. Write longer literary and informationaltexts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently by 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).

W 1

1-12

.8 -

Gat

her r

elev

ant i

nfor

mat

ion

from

mul

tiple

aut

horit

ativ

e pr

int a

nd

digi

tal s

ourc

es,

usin

g ad

vanc

ed se

arch

es e

ffec

tivel

y;

asse

ss th

e st

reng

ths a

nd li

mita

tions

of

each

sour

ce in

term

s of t

he ta

sk, p

urpo

se, a

nd

audi

ence

; int

egra

te in

form

atio

n in

to th

ete

xt se

lect

ivel

y to

mai

ntai

n th

e flo

w o

f id

eas,

avo

idin

g pl

agia

rism

and

ov

erre

lianc

eon

any

one

sour

ce a

nd fo

llow

ing

a

W 1

1-12

.9 -D

raw

ev

iden

ce fr

om li

tera

ry

or in

form

atio

nal t

exts

to

supp

ort a

naly

sis,

refle

ctio

n, a

nd

rese

arch

. (a.

- b.

)

W 1

1-12

.10

- Writ

e ro

utin

ely

over

ext

ende

d tim

e fr

ames

(t

ime

for r

esea

rch,

refle

ctio

n,

and

revi

sion

) and

shor

ter t

ime

fram

es (a

sing

le si

ttin

g or

a

day

or tw

o) fo

r

a

ra

nge

ofta

sks,

pur

pose

s, a

nd

audi

ence

s.



PI.10 - Writing

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge





PI.11 - Justifying/Arguing

Rese

arch

to b

uild

and

Pre

sent

kno

wle

dge

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

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

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

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

Bridging - a. Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.

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

W 1

1-12

.8 -G

athe

r rel

evan

t inf

orm

atio

n fr

om

mul

tiple

aut

horit

ativ

e pr

int a

nd d

igita

l sou

rces

,us

ing

adva

nced

sear

ches

eff

ectiv

ely;

ass

ess t

he

stre

ngth

s and

lim

itatio

ns o

f eac

hso

urce

in te

rms o

f the

task

, pur

pose

, and

aud

ienc

e;

inte

grat

e in

form

atio

n in

to th

ete

xt se

lect

ivel

y to

mai

ntai

n th

e flo

w o

f ide

as,

avoi

ding

pla

giar

ism

and

ove

rrel

ianc

eon

any

one

sour

ce a

nd fo

llow

ing

a st

anda

rd fo

rmat

W 1

1-12

.9 -D

raw

evi

denc

e fr

om li

tera

ry

or in

form

atio

nal t

exts

to su

ppor

t an

alys

is,

refle

ctio

n, a

nd re

sear

ch. (

a.-b

.)






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

11-

12.1

0 - W

rite

rout

inel

y ov

er e

xten

ded

time

fram

es (t

ime

for r

esea

rch,

refle

ctio

n, a

ndre

visi

on) a

nd sh

orte

r tim

e fr

ames

(a si

ngle

sitt

ing

or a

day

or t

wo)

for a

rang

e of

task

s, p

urpo

ses,

and

aud

ienc

es.

Rang

e of

Writ

ing


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



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



Emerging -a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns or synonyms to refer back to characters or concepts introduced earlier) to comprehending and writing brief texts.



page 43 of 103

CA CCSS for

ELA Standard

Grade11-12 - Writing for S/TS (WHST)


PI.3 - Supporting opinions and persuading others

Expanding -

negotiate with and persuade others (e.g., by presenting

counterarguments) in discussions and conversations using

learned phrases (e.g., You make a valid point, but my view

is…) and open responses to express and defend nuanced

opinions.

Bridging -

Negotiate with or persuade others in conversations in

appropriate registers (e.g., to acknowledge new

information in an academic conversation but then politely

offer a counterpoint) using a variety of learned phrases

(e.g., you postulate that X. However, I've reached a

different conclusion on this issue) and open responses to

express and defend nuanced opinions.


Emerging -

Negotiate with or persuade others in conversations (e.g.,

ask for clarification or repetition) using learned phrases

(e.g., Could you repeat that please? I believe . . . )and

open responses to express and defend opinions.

WH

ST 1

1-1

2.1

- 1

.Wri

te a

rgu

me

nts

fo

cuse

d o

n d

isci

plin

e-s

pec

ific

co

nte

nt.

(a.

- e

.)

Text

an

d T

ype

s an

d P

urp

ose

s


Emerging -

a. Justify opinions by

articulating some relevant

textual evidence or

background knowledge, with

visual support.

b. Express attitude and

opinions or temper

statements with familiar

modal expressions (e.g.,

can, may ).

Expanding -

a. Justify opinions and

positions or persuade others

by making connections

between ideas and

articulating relevant textual

evidence or background

knowledge.


opinions or temper

statements with a variety of

familiar modal expressions

(e.g., possibly/likely,

could/would ).

Emerging -

a. Write short literary and

informational texts (e.g., an

argument about free speech)

collaboratively (e.g., with

peers) and independently.

b. Write brief summaries of

texts and experiences by

using complete sentences and

key words (e.g., from notes or

graphic organizers).

Expanding -

a. Write longer literary and




peers) and independently by

using appropriate text

organization and growing

understanding of register.

b. Write increasingly concise

summaries of texts and

experiences by using

complete sentences and key

words (e.g., from notes or


Bridging -

a. Write longer and more

detailed literary and




peers) and independently


organization and register.

b. Write clear and coherent



complete and concise

sentences and key words

(e.g., from notes or graphic

organizers).


WH

ST 1

1-1

2.1

- 1

.Wri

te a

rgu

me

nts

fo

cuse

d o

n d

isci

plin

e-s

pec

ific

co

nte

nt.

(a.

- e

.)

Text

an

d T

ype

s an

d P

urp

ose

s

Bridging -

a. Justify opinions or

persuade others by making

connections and distinctions

between ideas and texts and

articulating sufficient,

detailed, and relevant

textual evidence or

background knowledge,

using appropriate register.


opinions or temper

statements with nuanced


possibly/ potentially/

certainly/ absolutely,

should/might ).

CA CCSS for

ELA Standard

Grade 11-12 - Writing for S/TS (WHST)


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

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

xt a

nd

Typ

es

and

Pu

rpo

ses


Page 45 of 103

CA CCSS for


PI.10 - Writing

Emerging -

a. Write short literary and informational texts (e.g., an

argument about free speech) collaboratively (e.g., with


b. Write brief summaries of texts and experiences using

complete sentences and key words (e.g., from notes or


Expanding -

a. Write longer literary and informational texts (e.g., an

argument about free speech ) collaboratively (e.g., with

peers) and independently by using appropriate text

organization and growing understanding of register.

b. Write increasingly concise summaries of texts and

experiences using complete sentences and key words

(e.g., from notes or graphic organizers).

Bridging -

a. Write longer and more detailed literary and

informational texts (e.g., an argument about free

speech) collaboratively (e.g., with peers) and

independently using appropriate text organization and

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).


WH

ST 1

1-1

2.2

- W

rite

info

rmat

ive

/exp

lan

ato

ry t

ext

s, in

clu

din

g th

e n

arra

tio

n o

f

his

tori

cal e

ven

ts, s

cie

nti

fic

pro

ced

ure

s/e

xpe

rim

en

ts,

or

tech

nic

al p

roce

sse

s (a

. - f

.)

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

xt a

nd

Typ

es

and

Pu

rpo

ses


CA CCSS for


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

Emerging -



different text types (e.g.,

how arguments are

organized by establishing

clear relationships among

claims, counterclaims,


comprehending texts and

to writing brief arguments,

informative/explanatory

texts and narratives.

Expanding -




how arguments are






to writing increasingly clear

and cohesive arguments,



Bridging -




how arguments are






to writing clear and

cohesive arguments,



Emerging -

a. Apply knowledge of familiar

language resources for referring

to make texts more cohesive

(e.g., using pronouns or

synonyms to refer back to

characters or concepts

introduced earlier) to

comprehending and writing

brief texts.

b. Apply knowledge of familiar

language resources for linking

ideas, events, or reasons

throughout a text (e.g., using

connecting/ transition words

and phrases, such as first,

second, finally ) to


brief texts.

Expanding -

a. Apply knowledge of a

growing number of language

resources for referring to

make texts more cohesive

(e.g., using nominalizations to

refer back to an action or

activity described earlier) to


writing increasingly cohesive

texts for specific purposes

and audiences.

b. Apply knowledge of

familiar language

resources for linking ideas,

events, or reasons



and phrases, such as

meanwhile, however, on the

other hand ) to




and audiences.

Bridging -


variety of language resources

for referring to make texts

more cohesive (e.g., using

nominalization,

paraphrasing, or summaries

to reference or recap an idea

or explanation provided

earlier) to comprehending

grade-level texts and to


grade-level texts for specific

purposes and audiences.


familiar language resources

for linking ideas, events, or

reasons throughout a text

(e.g., using connecting/

transition words and phrases,

such as on the contrary, in

addition, moreover ) to

comprehending grade-level

texts and to writing cohesive

texts for specific purposes and

audiences.

WH

ST 1

1-1

2.1

- 1

.Wri

te a

rgu

me

nts

fo

cuse

d o

n

dis

cip

line

-sp

ecif

ic c

on

ten

t. (

a. -

e.)

WH

ST 1

1-1

2.2

- W

rite

info

rmat

ive/

exp

lan

ato

ry t

exts

, in

clu

din

g th

e n

arra

tio

n o

f

his

tori

cal e

ven

ts, s

cie

nti

fic

pro

ced

ure

s/

exp

erim

en

ts, o

r te

chn

ical

pro

cess

es (

a. -

f.)





Page 47 of 103

CA CCSS for

ELA Standard

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

Bridging -

Condense ideas in a variety

of ways (e.g., through a

variety of embedded

clauses, or by

compounding verbs or

prepositional phrases,

nominalization) to create

precise simple, compound,

and complex sentences

that condense concrete

and abstract ideas (e.g.,

The epidemic, which

ultimately affected

hundreds of thousands of

people, did not subside for

another year ).

Emerging -

Combine clauses in a few

basic ways (e.g., creating

compound sentences

using and, but, so;

creating complex

sentences using because )

to make connections

between and to join ideas

(e.g., I want to read this

book because it tells the

history of Pi) .

Emerging -

Condense ideas in a few

basic ways (e.g., by

compounding verb or

prepositional phrases) to

create precise and detailed

simple, compound, and

complex sentences (e.g.,

The students asked survey

questions and recorded the

responses ).

Expanding -

Condense ideas in a

growing number of ways

(e.g., through embedded

clauses or by compounding

verbs or prepositional

phrases) to create more

precise and detailed



Species that could not

adapt to the changing

climate eventually

disappeared ).

Expanding -

Combine clauses in a

growing number of ways to

create compound and

complex sentences that

make connections between

and link concrete and

abstract ideas, for example,

to express a reason (e.g., He

stayed at home on Sunday

in order to study for

Monday’s exam ) or to make

a concession (e.g., She

studied all night even

though she wasn’t feeling

well ).

Bridging -


variety of ways to create

compound and complex

sentences that make

connections between and

link concrete and abstract

ideas, for example, to

make a concession (e.g.,

While both characters

strive for success, they

each take different

approaches through which

to reach their goals.), or to

establish cause (e.g.,

Women’s lives were

changed forever after

World War II as a result of

joining the workforce ).


WH

ST 1

1-1

2.1

- 1

.Wri

te a

rgu

me

nts

fo

cuse

d

on

dis

cip

line

-sp

ecif

ic c

on

ten

t. (

a. -

e.)

WH

ST 1

1-1

2.2

- W

rite

info

rmat

ive/

exp

lan

ato

ry t

exts

, in

clu

din

g th

e n

arra

tio

n o

f

his

tori

cal e

ven

ts, s

cien

tifi

c p

roce

du

res/

exp

erim

en

ts, o

r te

chn

ical

pro

cess

es (

a. -

f.)

Text

an

d T

ype

s an

d P

urp

ose

s



Emerging -



argument about free

speech) collaboratively (e.g.,

with peers) and

independently.



using complete sentences

and key words (e.g., from

notes or graphic organizers).

Expanding -



argument about free

speech) collaboratively

(e.g., with peers) and

independently by using

appropriate text



b. Write increasingly

concise summaries of texts

and experiences by using

complete sentences and

key words (e.g., from notes

or graphic organizers).

Bridging -

Adjust language choices

according to the task

(e.g., group presentation

of research project),

context (e.g., classroom,

community), purpose

(e.g., to persuade, to

provide arguments or

counterarguments), and

audience (e.g., peers,

teachers, college

recruiter).



Page 48 of 103

CA CCSS for

ELA StandardW

HST

11

-12

.4 -

Pro

du

ce c

lear

an

d c

oh

ere

nt

wri

tin

g in

wh

ich

th

e d

eve

lop

me

nt,

org

aniz

atio

n, a

nd

sty

le a

re a

pp

rop

riat

e t

o t

ask,

pu

rpo

se, a

nd

au

die

nce

.

WH

ST 1

1-1

2.5

- D

eve

lop

an

d s

tren

gth

en

wri

tin

g as

nee

de

d b

y p

lan

nin

g, r

evi

sin

g,

edit

ing,

rew

riti

ng,

or

tryi

ng

a n

ew

app

roac

h, f

ocu

sin

g o

n a

dd

ress

ing

wh

at is

mo

st s

ign

ific

ant

for

a sp

ecif

ic p

urp

ose

an

d

aud

ien

ce.P

rod

uct

ion

an

d D

istr

ibu

tio

n o

f W

riti

ng

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

Emerging -


according to the context

(e.g., classroom,

community) and


teachers).

Bridging -



informational texts (e.g.,

an argument about free



independently using

appropriate text


b. Write clear and

coherent summaries of


using complete and

concise sentences and key



Expanding -



(e.g., classroom,

community), purpose



counterarguments), task,

and audience (e.g.,

peers, teachers, guest

lecturer).


CA CCSS for


Grade 11-12- Writing for S/TS (WHST)

WH

ST 1

1-1

2.4

- P

rod

uce

cle

ar a

nd

co

he

ren

t

wri

tin

g in

wh

ich

th

e d

eve

lop

me

nt,

org

aniz

atio

n, a

nd

sty

le a

re a

pp

rop

riat

e t

o

task

, pu

rpo

se, a

nd

au

die

nce

.

WH

ST 1

1-1

2.5

- D

evel

op

an

d s

tren

gth

en

wri

tin

g as

nee

ded

by

pla

nn

ing,

rev

isin

g,

edit

ing,

re

wri

tin

g, o

r tr

yin

g a

new

ap

pro

ach

,

focu

sin

g o

n a

dd

ress

ing

wh

at is

mo

st

sign

ific

ant

for

a sp

ecif

ic p

urp

ose

and

au

die

nce

.

Pro

du

ctio

n a

nd

Dis

trib

uti

on

of

Wri

tin

g

PI.12 - Selecting language resources

Page 49 of 103

Emerging -

a. Use familiar general academic (e.g., temperature,

document) and domain-specific (e.g., cell, the

Depression ) words to create clear spoken and

written texts.

b. Use knowledge of morphology to appropriately

select basic affixes (e.g., The news media relies on

official sources).

Expanding -

a. Use an increasing variety of grade-appropriate general

academic (e.g., fallacy, dissuade ) and domain-specific (e.g.,

chromosome, federalism ) academic words accurately and

appropriately when producing increasingly complex written

and spoken texts.

b. Use knowledge of morphology to appropriately select

affixes in a growing number of ways to manipulate

language (e.g., The cardiac muscle works continuously).

Bridging -

a. Use a variety of grade-appropriate general (e.g.,

alleviate, salutary ) and domain-specific (e.g., soliloquy,

microorganism)) academic words and phrases, including

persuasive language, accurately and appropriately when

producing complex written and spoken texts.


affixes in a variety of ways to manipulate language (e.g.,

changing inaugurate to inauguration ).




Emerging -



to make texts more cohesive






brief texts.









brief texts.

Expanding -











and audiences.


familiar language


events, or reasons





other hand ) to




and audiences.

Bridging -





nominalization,

paraphrasing, or summaries

to reference or recap an idea

or explanation provided

earlier) to comprehending

grade-level texts and to















audiences.

CA CCSS for


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

Emerging -




how arguments are









Expanding -




how arguments are










Bridging -




how arguments are







cohesive arguments,


texts and narratives.WH

ST 1

1-1

2.4

- P

rod

uce

cle

ar a

nd

co

he

ren

t

wri

tin

g in

wh

ich

th

e d

eve

lop

me

nt,

org

aniz

atio

n, a

nd

sty

le a

re a

pp

rop

riat

e t

o t

ask,

pu

rpo

se, a

nd

au

die

nce

.

WH

ST 1

1-1

2.5

- D

evel

op

an

d s

tre

ngt

hen

wri

tin

g as

nee

ded

by

pla

nn

ing,

rev

isin

g,

edit

ing,

rew

riti

ng,

or

tryi

ng

a n

ew a

pp

roac

h,

focu

sin

g o

n a

dd

ress

ing

wh

at is

mo

st

sign

ific

ant

for

a sp

ecif

ic p

urp

ose

and

au

die

nce

.

Pro

du

ctio

n a

nd

Dis

trib

uti

on

of

Wri

tin

g





CA CCSS for


PII.3 - Using verbs and verb phrases

Emerging -

Use a variety of verbs in

different tenses (e.g., past,

present, future, simple,

progressive) appropriate to

the text type and discipline

to create short texts on

familiar academic topics.

Expanding -




progressive, perfect)

appropriate to the text

type and discipline to

create a variety of texts

that explain, describe, and

summarize concrete and

abstract thoughts and

ideas.

Bridging -




progressive, perfect), and

mood (e.g., subjunctive)




that describe concrete and

abstract ideas, explain

procedures and sequences,

summarize texts and ideas,

and present and critique

points of view.PII.4 - Using nouns and noun phrases

Emerging -

Expand noun phrases to

create increasingly detailed

sentences (e.g., adding

adjectives for precision)

about personal and familiar

academic topics

Expanding -

Expand noun phrases in a


(e.g., adding adjectives to

nouns; simple clause

embedding) to create

detailed sentences that

accurately describe, explain,

and summarize information

and ideas on a variety of

personal and academic

topics.

Bridging -


variety of ways (e.g.,

complex clause



accurately describe

concrete and abstract

ideas, explain procedures

and sequences, summarize

texts and ideas, and

present and critique points

of view on a variety of

academic topics.

WH

ST 1

1-1

2.4

- P

rod

uce

cle

ar a

nd

co

her

en

t w

riti

ng

in w

hic

h t

he

dev

elo

pm

en

t, o

rgan

izat

ion

,

and

sty

le a

re a

pp

rop

riat

e t

o t

ask,

pu

rpo

se, a

nd

au

die

nce

.

Pro

du

ctio

n a

nd

Dis

trib

uti

on

of

Wri

tin

g




Emerging -

Expand sentences with

simple adverbials (e.g.,

adverbs, adverb phrases,


provide details (e.g., time,

manner, place, cause)

about familiar activities or

processes.

WH

ST 1

1-1

2.4

- P

rod

uce

cle

ar a

nd

co

he

ren

t

wri

tin

g in

wh

ich

th

e d

eve

lop

me

nt,

org

aniz

atio

n, a

nd

sty

le a

re a

pp

rop

riat

e t

o

task

, pu

rpo

se, a

nd

au

die

nce

.

WH

ST 1

1-1

2.5

- D

evel

op

an

d s

tren

gth

en

wri

tin

g as

nee

de

d b

y p

lan

nin

g, r

evi

sin

g,

edit

ing,

re

wri

tin

g, o

r tr

yin

g a

new

ap

pro

ach

,

focu

sin

g o

n a

dd

ress

ing

wh

at is

mo

st

sign

ific

ant

for

a sp

ecif

ic p

urp

ose

and

au

die

nce

.)

Pro

du

ctio

n a

nd

Dis

trib

uti

on

of

Wri

tin

g

CA CCSS for


Bridging -




sentences that make






strive for success, they

each take different


to reach their goals.), or

to establish cause (e.g.,





Expanding -

Expand sentences with a

growing variety of

adverbials (e.g., adverbs,

adverb phrases, prepo-

sitional phrases) to provide

details (e.g., time, manner,

place, cause) about familiar

or new activities or

processes.

Bridging -


variety of adverbials (e.g.,

adverbs, adverb phrases

and clauses, prepositional

phrases) to provide details

(e.g., time, manner, place,

cause) about a variety of

familiar and new activities

and processes.

Emerging -



compound sentences using

and, but, so ; creating

complex sentences using

because ) to make


to join ideas (e.g., I want to

read this book because it

tells the history of Pi ).

PII.6 - Connecting Ideas

Expanding -



create compound and





to express a reason (e.g.,

He stayed at home on

Sunday in order to study

for Monday’s exam ) or to


She studied all night even


well).

PII.5- Modifying to add details



WH

ST 1

1-1

2.4

- P

rod

uce

cle

ar a

nd

co

he

ren

t

wri

tin

g in

wh

ich

th

e d

eve

lop

me

nt,

org

aniz

atio

n, a

nd

sty

le a

re a

pp

rop

riat

e t

o

task

, pu

rpo

se, a

nd

au

die

nce

.

WH

ST 1

1-1

2.5

- D

evel

op

an

d s

tre

ngt

hen

wri

tin

g as

nee

ded

by

pla

nn

ing,

rev

isin

g,

edit

ing,

rew

riti

ng,

or

tryi

ng

a n

ew a

pp

roac

h,

focu

sin

g o

n a

dd

ress

ing

wh

at is

mo

st

sign

ific

ant

for

a sp

ecif

ic p

urp

ose

and

au

die

nce

.

Pro

du

ctio

n a

nd

Dis

trib

uti

on

of

Wri

tin

g

Emerging -

Condense ideas in a few basic ways (e.g., by

compounding verb or prepositional phrases) to create

precise and detailed simple, compound, and complex

sentences (e.g., The students asked survey questions

and recorded the responses ).

Expanding -

Condense ideas in a growing number of ways (e.g.,

through embedded clauses or by compounding verbs or

prepositional phrases) to create more precise and

detailed simple, compound, and complex sentences

(e.g., Species that could not adapt to the changing

climate eventually disappeared ).

CA CCSS for

ELA Standard

PII.7 - Condensing ideas



Bridging -

Condense ideas in a variety of ways (e.g., through a

variety of embedded clauses, or by compounding verbs

or prepositional phrases, nominalization) to create

precise simple, compound, and complex sentences that

condense concrete and abstract ideas (e.g., The

epidemic, which ultimately affected hundreds of

thousands of people did not subside for another year ).



WH

ST 1

1-1

2.7

- C

on

du

ct s

ho

rt a

s w

ell a

s

mo

re s

ust

ain

ed r

ese

arch

pro

ject

s to

an

swer

a q

ues

tio

n (

incl

ud

ing

a

self

gen

erat

ed

qu

est

ion

) o

r so

lve

a p

rob

lem

; n

arro

w o

r

bro

aden

th

e in

qu

iry

wh

en a

pp

rop

riat

e;

syn

thes

ize

mu

ltip

le s

ou

rce

s o

n t

he

sub

ject

,

dem

on

stra

tin

g

Inte

grat

ion

of

Kn

ow

led

ge a

nd

Idea

s

Bridging -






peers) and independently









organizers).


CA CCSS for


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

WH

ST 1

1-1

2.6

- U

se t

ech

no

logy

,

incl

ud

ing

the

Inte

rnet

, to

pro

du

ce,

pu

blis

h, a

nd

up

dat

e in

div

idu

al o

r

shar

ed w

riti

ng

pro

du

cts

in r

esp

on

se t

o o

ngo

ing

feed

bac

k, in

clu

din

g

new

arg

um

ents

or

info

rmat

ion

.

Cra

ft a

nd

Str

uct

ure

Emerging -

Collaborate with peers

to engage in short,

grade-appropriate

written exchanges and

writing projects, using

technology as

appropriate.

Expanding -


to engage in

increasingly complex

grade-appropriate



technology as

appropriate.

Bridging -


to engage in a variety

of extended written

exchanges and

complex grade-

appropriate writing

projects, using

technology as

appropriate.

Emerging -







texts and experiences by using




Expanding -


















CA CCSS for

ELA Standard

WH

ST 1

1-1

2.8

- G

ath

er r

elev

ant

info

rmat

ion

fro

m m

ult

iple

auth

ori

tati

ve p

rin

t an

d d

igit

al s

ou

rce

s, u

sin

g

adva

nce

d s

earc

hes

eff

ecti

vely

; ass

ess

the

stre

ngt

hs

and

lim

itat

ion

s o

f e

ach

so

urc

e in

term

s

of

the

spec

ific

tas

k, p

urp

ose

, an

d a

ud

ien

ce;

inte

grat

e in

form

atio

n in

to t

he

text

sele

ctiv

ely

to

mai

nta

in t

he

flo

w o

f id

eas,

avo

idin

g

pla

giar

ism

an

d

ove

rrel

ian

ce o

n a

ny

on

e so

urc

e a

nd

WH

ST 1

1-1

2.9

-

Dra

w e

vid

en

ce

fro

m in

form

atio

nal

text

s to

su

pp

ort

anal

ysis

, ref

lect

ion

,

and

res

earc

h.

WH

ST 1

1-1

2.1

0 -

Wri

te

rou

tin

ely

ove

r e

xte

nd

ed t

ime

fram

es

(tim

e f

or

refl

ecti

on

an

d r

evis

ion

) an

d

sho

rte

r ti

me

fra

me

s (a

sin

gle

sitt

ing

or

a d

ay o

r tw

o)

for

a ra

nge

of

dis

cip

line

spe

cifi

c

task

s, p

urp

ose

s, a

nd

aud

ien

ces.


PI.10 - Writing

Emerging -

a. Write short literary and informational texts (e.g.,

an argument about free speach) collaboratively

(e.g., with peers) and independently.

b. Write brief summaries of texts and experiences

by using complete sentences and key words (e.g.,

from notes or graphic organizers).

Expanding -

a. Write longer literary and informational

texts (e.g., an argument about free speech)

collaboratively (e.g., with peers) and independently

by using appropriate text organization and growing


b. Write increasingly concise summaries of texts

and experiences by using complete sentences and


Bridging -


informational texts (e.g., an argument about free

speech) collaboratively (e.g., with peers) and

independently using appropriate text organization

and register.


experiences by using complete and concise

sentences and key words (e.g., from notes or


Inte

grat

ion

of

Kn

ow

led

ge a

nd

Ide

asR

ange

of

Re

adin

g an

d le

vel o

f

Text

Co

mp

lexi

ty



Emerging -

a. Justify opinions by articulating some textual

evidence or background knowledge with visual

support

b. Express attitude and opinions or temper

statements with familiar modal expressions (e.g., can,

may).

Expanding -

a. Justify opinions and positions or persuade others by

making connections between ideas and articulating

relevant textual evidence or background knowledge.

b. Express attitude and opinions or temper statements

with a variety of familiar modal expressions (e.g.,

possibly/likely, could/would ).

Bridging -

a. Justify opinions or persuade others by making

connections and distinctions between ideas and texts

and articulating sufficient, detailed, and relevant textual

evidence or background knowledge, using appropriate

register.

b. Express attitude and opinions or temper statements

with nuanced modal expressions (e.g., possibly/

potentially/ certainly/ absolutely, should/might ).


CA CCSS for


PI.11 - Justifying/Arguing

WH

ST 1

1-1

2.8

- G

ath

er

rele

van

t in

form

atio

n f

rom

mu

ltip

le a

uth

ori

tati

ve p

rin

t an

d d

igit

al s

ou

rce

s, u

sin

g

adva

nce

d s

ear

che

s e

ffec

tive

ly; a

sse

ss t

he

stre

ngt

hs

and

lim

itat

ion

s o

f e

ach

so

urc

e in

te

rms

of

the

spe

cifi

c ta

sk, p

urp

ose

, an

d a

ud

ien

ce; i

nte

grat

e

info

rmat

ion

into

th

e t

ext

se

lect

ive

ly t

o m

ain

tain

th

e

flo

w o

f id

eas

, avo

idin

g p

lagi

aris

m a

nd

ove

rre

lian

ce o

n a

ny

on

e s

ou

rce

an

d f

ollo

win

g a

WH

ST 1

1-1

2.9

- D

raw

evi

de

nce

fro

m

info

rmat

ion

al t

ext

s to

su

pp

ort

an

alys

is,

refl

ecti

on

, an

d r

esea

rch

.

Inte

grat

ion

of

Kn

ow

led

ge a

nd

Ide

as




PII.2 - Understanding cohesion

Emerging -




how arguments are







informative/ explanatory


Expanding -




how arguments are








informative/ explanatory


Bridging -




how arguments are







cohesive arguments,



Emerging -

a. Apply knowledge of




pronouns or synonmyms to

refer back to characters or

cocepts introduced earlier)

to comprehending and

writing brief texts.






transition words and

phrases, such as first,



brief texts.

Expanding -











and audiences.


familiar language


events, or reasons





other hand ) to




and audiences.


Bridging -

a. Apply knowledge of a variety of


to make texts more cohesive (e.g.,

using nominalization,

paraphrasing, or summaries to

reference or

recap an idea or explanation

provided earlier) to

comprehending grade-level texts

and to writing clear and cohesive







connecting/transition words and

phrases, such as on the contrary,

in addition, moreover ) to


and to writing cohesive texts for

specific purposes and audiences.

CA CCSS for

ELA Standard


WH

ST 1

1-1

2.8

- G

ath

er r

elev

ant

info

rmat

ion

fro

m m

ult

iple

au

tho

rita

tive

pri

nt

and

dig

ital

sou

rce

s, u

sin

g ad

van

ced

se

arch

es

eff

ecti

vely

; ass

ess

th

e

stre

ngt

hs

and

lim

itat

ion

s o

f e

ach

so

urc

e in

te

rms

of

the

spec

ific

tas

k, p

urp

ose

, an

d a

ud

ien

ce;

inte

grat

e in

form

atio

n in

to t

he

te

xt s

ele

ctiv

ely

to

mai

nta

in t

he

flo

w o

f id

eas

, avo

idin

g p

lagi

aris

m a

nd

Inte

grat

ion

of

Kn

ow

led

ge a

nd

Ide

as


PI.5 - Listening activelyEmerging -

Demonstrate

comprehension

of oral

presentations

and discussions

on familiar social

and academic

topics by asking

and answering

questions, with

prompting and

substantial

support.

Expanding -

Demonstrate

comprehension

of oral

presentations

and discussions

on a variety of

social and

academic topics

by asking and

answering

questions that

show thoughtful

consideration of

the ideas or

arguments, with

moderate

support.

Bridging -

Demonstrate

comprehension

of oral

presentations

and discussions

on a variety of

social and

academic topics

by asking and

answering

detailed and

complex

questions that

show thoughtful

consideration of

the ideas or

arguments, with

light support.

PI.3 - Supporting opinions and persuading othersPI.1 - Exchanging information and ideasEmerging -

Negotiate with or

persuade others in

conversations using

learned phrases

(e.g., Would you

say that again? I

think . . .), as well

as open responses

to express and

defend opinions.

Expanding -

Negotiate with or

persuade others in

conversations (e.g.,

ask for clarification

or repetition)Using

learned phrases

(Could you repeat

that please? I

believe . . .) and

open responses to

express and

defend nuanced

opinions.

Bridging -

Negotiate with or

persuade others

in conversations

in appropriate

registers (e.g., to

acknowledge new

information and

politely offer a

counterpoint)

using a variety of

learned phrases

(e.g., You

postulate that X.

However, I've

reached a

different

conclusion on this

issue ), and open

responses to

express and

defend nuanced

opinions.

Emerging -

Engage in

conversational

exchanges and

express ideas on

familiar current

events and

academic topics by

asking and

answering yes-no

questions and wh -

questions and

responding using

phrases and short

sentences.

Expanding -

Contribute to class,

group, and partner

discussions,

sustaining

conversations on a

variety of age and

grade-appropriate

academic topics by

following turn-taking

rules, asking and

answering relevant,

on-topic questions,

affirming others,

providing additional,

relevant

information, and

paraphrasing key

ideas.

Bridging -

Contribute to class,

group, and partner

discussions,

sustaining

conversations on a

variety of age and

grade-appropriate

academic topics by

following turn-taking

rules, asking and

answering relevant,

on-topic questions,

affirming others, and

providing coherent

and well-articulated

comments and

additional

information.

CA CCSS for


Grade11-12- Speaking & Listening (SL)


SL 1

1-1

2.1

- In

itia

te a

nd

par

tici

pat

e e

ffec

tive

ly in

a r

ange

of

colla

bo

rati

ve d

iscu

ssio

ns

(on

e-o

n-

on

e, i

n g

rou

ps,

an

d t

each

er-

led

) w

ith

div

ers

e p

artn

ers

on

gra

de

s 1

1–1

2 t

op

ics,

text

s, a

nd

issu

es,

bu

ildin

g o

n o

the

rs’ i

de

as a

nd

exp

ress

ing

the

ir o

wn

cle

arly

an

d

pe

rsu

asiv

ely

.

(

a. -

d.)

.

Co

mp

reh

ensi

on

an

d C

olla

bo

rati

on

Grade11-12 - Speaking & Listening (SL)


Expanding -







appropriate texts, presented in various

print and multimedia formats, using

increasingly detailed sentences, and an

increasing variety of general academic





multimedia using an increasing variety

of verbs and adverbials (e.g., indicates

that, suggests, as a result ).

c. Use knowledge of morphology (e.g.,

affixes, Greek and Latin roots),





Emerging -


processes, and text relationships (e.g.,

compare/contrast, cause/effect,



appropriate texts, presented in various

print and multimedia formats, using

short sentences and a select set of

general academic and domain-specific

words.





seems that ).


common prefixes and suffixes),





CA CCSS for


Bridging -










range of general academic and domain-

specific words.




using a variety of verbs and adverbials

(e.g., creates the impression that,

consequently ).


derivational suffixes), context,

reference materials, and visual cues to

determine the meanings, including





PI.2 - Interacting via written English PI.6 - Reading/viewing closelyEmerging -

Collaborate with

peers to engage in

short, grade-

appropriate

written exchanges

and writing

projects, using

technology as

appropriate.

Expanding -

Collaborate with

peers to engage in

increasingly

complex grade-

appropriate

written exchanges

and writing

projects, using

technology as

appropriate.

Bridging -

Collaborate with

peers to engage in

a variety of

extended written

exchanges and

complex grade-

appropriate writing

projects, using

technology as

appropriate.

SL 1

1-1

2.2

- In

tegr

ate

mu

ltip

le s

ou

rces

of

info

rmat

ion

pre

sen

ted

in d

ive

rse

fo

rmat

s an

d m

ed

ia

(e.g

., v

isu

ally

, qu

anti

tati

vely

, ora

lly)

in o

rde

r to

mak

e in

form

ed

dec

isio

ns

and

so

lve

pro

ble

ms,

eval

uat

ing

the

cred

ibili

ty a

nd

acc

ura

cy o

f e

ach

so

urc

e a

nd

no

tin

g an

y d

iscr

ep

anci

es

amo

ng

the

dat

a.

Co

mp

reh

en

sio

n a

nd

Co

llab

ora

tio

n


Emerging -

Explain how a

writer’s or

speaker’s choice

of phrasing or

specific words

(e.g., describing a

character or

action as

aggressive versus

bold ) produces

nuances and

different effects

on the audience.

Expanding -

Explain how a

writer’s or

speaker’s choice

of phrasing or

specific words

(e.g., using

figurative

language or words

with multiple

meanings to

describe an event

or character)

produces nuances

and different

effects on the

audience.

Grade 11-12 - Speaking & Listening (SL)

CA CCSS for


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

SL 1

1-1

2.3

- E

valu

ate

a s

pea

ker’

s p

oin

t o

f vi

ew

, re

aso

nin

g, a

nd

use

of

evi

de

nce

an

d

rhe

tori

c, a

sses

sin

g th

e st

ance

, pre

mis

es,

lin

ks a

mo

ng

ide

as, w

ord

ch

oic

e, p

oin

ts o

f

emp

has

is, a

nd

to

ne

use

d.

Co

mp

reh

ensi

on

an

d C

olla

bo

rati

on

Emerging -

Demonstrate

comprehension of

oral presentations

and discussions on

familiar social and

academic topics by

asking and

answering

questions, with

prompting and

substantial support.

Expanding -

Demonstrate

comprehension of

oral presentations

and discussions on a

variety of social and

academic topics by

asking and

answering questions

that show

thoughtful

consideration of the

ideas or arguments,

with moderate

support.

Bridging -

Explain how a

writer’s or

speaker’s choice

of a variety of

different types of

phrasing or words

(e.g., hyperbole,

varying

connotations, the

cumulative impact

of word choices)

produces nuances

and different

effects on the

audience.

Bridging -

Demonstrate

comprehension of

oral presentations

and discussions on a


academic topics by

asking and

answering detailed

and complex

questions that show

thoughtful


ideas or arguments,

with light support.

Emerging -

Explain how

successfully

writers and

speakers structure

texts and use

language (e.g.,

specific word or

phrasing choices)

to persuade the

reader (e.g., by

providing evidence

to support claims

or connecting

points in an

argument) or

create other

Expanding -

Explain how

successfully

writers and

speakers structure

texts and use

language (e.g.,

specific word or

phrasing choices)

to persuade the

reader (e.g., by

providing well-

worded evidence

to support claims

or connecting

points in an

argument in

specific ways) or

create other

specific effects,

with moderate

support.

Bridging -

Explain how

successfully

writers and

speakers structure

texts and use

language (e.g.,

specific word or

phrasing choices)

to persuade the

reader (e.g., by

providing well-

worded evidence

to support claims

or connecting

points in an

argument in

specific ways) or

create other

specific effects,

with light support.



CA CCSS for

ELA Standard

Grade 11-12- Speaking & Listening (SL)


PI.3 - Supporting opinions and persuading others PI.9 - Presenting


Emerging -

Negotiate with or

persuade others in

conversations using

learned phrases (e.g.,

ask for clarification or

repetition) Using


Could you repeat that

please? I believe…) and

open responses to

express and defend

opinions .

Expanding -

Negotiate with or

persuade others (e.g.,

by presenting

counterarguments) in

discussions and

conversations using


You make a valid point,

but my view is…) and

open responses to

express and defend

nuanced opinions.

Bridging -

Negotiate with or

persuade others in

conversations in

appropriate registers

(e.g., to acknowledge

new information and

politely offer a

counterpoint) using a

variety of learned

phrases (e.g., You

postulate that X .

However, I've reached a

different conclusion on

this issue) and open

response to express and

defend nuanced

opinions.

Expanding -

Plan and deliver a variety of

oral presentations and

reports on grade-appropriate

topics that present evidence

and facts to support ideas by

using growing understanding

of register.

Bridging -

Plan and deliver a variety of

oral presentations and

reports on grade-appropriate

topics that express complex

and abstract ideas well

supported by evidence and

sound reasoning, and are

delivered using an

appropriate level of formality

and understanding of

register.

Emerging -

Plan and deliver brief oral

presentations and reports on

grade-appropriate topics that

present evidence and facts to

support ideas.

SL 1

1-1

2.4

-P

rese

nt

info

rmat

ion

, fin

din

gs, a

nd

su

pp

ort

ing

evi

de

nce

(e.g

., r

efl

ect

ive

, his

tori

cal i

nve

stig

atio

n, r

esp

on

se t

o li

tera

ture

pre

sen

tati

on

s), c

on

veyi

ng

a cl

ear

an

d d

isti

nct

pe

rsp

ect

ive

an

d a

logi

cal a

rgu

me

nt,

su

ch t

hat

list

en

ers

can

fo

llow

th

e li

ne

of

reas

on

ing,

alte

rnat

ive

or

op

po

sin

g p

ers

pe

ctiv

es

are

ad

dre

sse

d, a

nd

th

e

org

aniz

atio

n, d

eve

lop

me

nt,

su

bst

ance

, an

d s

tyle

are

ap

pro

pri

ate

to

pu

rpo

se, a

ud

ien

ce, a

nd

a r

ange

of

form

al a

nd

info

rmal

tas

ks. U

se

app

rop

riat

e e

ye c

on

tact

, ad

eq

uat

e v

olu

me

, an

d c

lear

pro

nu

nci

atio

n.

CA

(a

- b

.).

SL 1

1-1

2.5

- M

ake

stra

tegi

c u

se

of

dig

ital

me

dia

(e

.g.,

te

xtu

al,

grap

hic

al, a

ud

io, v

isu

al, a

nd

inte

ract

ive

ele

me

nts

) in

pre

sen

tati

on

s to

en

han

ce

un

der

stan

din

g o

f fi

nd

ings

,

reas

on

ing,

an

d e

vid

ence

an

d t

o

add

inte

rest

.

Pre

sen

tati

on

of

Kn

ow

led

ge a

nd

Ide

as



Bridging -



micro-organism) academic words and phrases,

including persuasive language, accurately and

appropriately when producing complex written and

spoken texts.


select affixes in a variety of ways to manipulate

language (e.g., changing humiliate to inaugurate to

inauguration ).

Emerging -

a. Use familiar general academic (e.g., temper-nature,


depression) words to create clear spoken and written

texts.


select basic affixes (e.g., The news media relies on

official sources).

Expanding -


academic (e.g., fallacy, dissuade ) and domain-specific (e.g.,

chromosome, federalism ) academic words accurately and

appropriately when producing increasingly complex written

and spoken texts.


affixes in a growing number of ways to manipulate language

(e.g., The cardiac muscle works continuously).

CA CCSS for

ELA StandardCorresponding ELD Standard

PI.12 - Selecting language resources


SL 1

1-1

2.4

- P

rese

nt

info

rmat

ion

, fin

din

gs, a

nd

su

pp

ort

ing

evi

de

nce

(e

.g.,

re

fle

ctiv

e,

his

tori

cal

inve

stig

atio

n, r

esp

on

se t

o li

tera

ture

pre

sen

tati

on

s), c

on

veyi

ng

a cl

ear

an

d

dis

tin

ct p

ersp

ecti

ve a

nd

a lo

gica

l arg

um

en

t, s

uch

th

at li

ste

ne

rs c

an f

ollo

w t

he

line

of

reas

on

ing,

alt

ern

ativ

e o

r o

pp

osi

ng

per

spe

ctiv

es

are

ad

dre

sse

d, a

nd

th

e

org

aniz

atio

n, d

eve

lop

me

nt,

su

bst

ance

, an

d s

tyle

are

ap

pro

pri

ate

to

pu

rpo

se,

aud

ien

ce, a

nd

a r

ange

of

form

al a

nd

info

rmal

tas

ks. U

se a

pp

rop

riat

e e

ye c

on

tact

,

Pre

sen

tati

on

of

Kn

ow

led

ge a

nd

Ide

as



CA CCSS for


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

Pre

sen

tati

on

of

Kn

ow

led

ge a

nd

Ide

as

SL 1

1-1

2.4

- P

rese

nt

info

rmat

ion

, fin

din

gs, a

nd

su

pp

ort

ing

evi

de

nce

(e

.g.,

re

fle

ctiv

e, h

isto

rica

l

inve

stig

atio

n, r

esp

on

se t

o li

tera

ture

pre

sen

tati

on

s), c

on

veyi

ng

a cl

ear

an

d

dis

tin

ct p

ers

pe

ctiv

e a

nd

a lo

gica

l arg

um

en

t, s

uch

th

at li

ste

ne

rs c

an f

ollo

w t

he

line

of

reas

on

ing,

alt

ern

ativ

e o

r o

pp

osi

ng

pe

rsp

ect

ive

s ar

e a

dd

ress

ed

, an

d t

he

org

aniz

atio

n, d

eve

lop

me

nt,

su

bst

ance

, an

d s

tyle

are

ap

pro

pri

ate

to

pu

rpo

se,

Emerging -


organizational

structure of different

text types (e.g., how

arguments are

organized by

establishing clear

relationships among

claims,

counterclaims,

reasons, and

evidence) to

comprehending texts

and to writing brief

arguments,

informative/

explanatory texts

and narratives.

Expanding -


organizational



arguments are

organized by

establishing clear

relationships among

claims,

counterclaims,

reasons, and

evidence) to

comprehending texts

and to writing

increasingly clear and

cohesive arguments,

informactive/explana

tory texts and

narratives.

Bridging -

Condense ideas in

a variety of ways

(e.g., through a

variety of

embedded clauses,

or by compounding

verbs or

prepositional

phrases,

nominalization) to

create precise

simple, compound,

and complex

sentences that

condense concrete

and abstract ideas

(e.g., the epidemic,

which ultimately

affected hundreds

of thousands of

people, did not

subside for

another year).

Bridging -


organizational



arguments are

organized by

establishing clear

relationships among

claims,

counterclaims,

reasons, and

evidence) to

comprehending texts

and to writing clear

and cohesive

arguments,

informative/

explanatory texts

and narratives.

Emerging -

Combine clauses in

a few basic ways

(e.g., creating

compound

sentences using

and, but, so ;

creating complex

sentences using

because ) to make

connections

between and to

join ideas (e.g., I

want to read this

book because it

tells the history of

Pi ).

Expanding -

Combine clauses in

a growing number

of ways to create

compound and

complex sentences

that make

connections

between and link

concrete and

abstract ideas, for

example, to

express a reason

(e.g., He stayed at

home on Sunday in

order to study for

Monday’s exam )

or to make a

concession (e.g.,

She studied all

night even though

she wasn’t feeling

well ).

Bridging -

Combine clauses in

a variety of ways to

create compound

and complex

sentences that

make connections

between and link

concrete and

abstract ideas, for

example, to make

a concession (e.g.,

While both

characters strive

for success, they

each take different

approaches

through which to

reach their goals.),

or to establish

cause (e.g.,

Women’s lives

were changed

forever after

World War II as a

result of joining

the workforce ).

Emerging -

Condense ideas in

a few basic ways

(e.g., by

compounding verb

or prepositional

phrases) to create

precise and

detailed simple,

compound, and

complex sentences

(e.g., The students

asked survey

questions and

recorded the

responses ).

Expanding -

Condense ideas in

a growing number

of ways (e.g.,

through embedded

clauses or by

compounding

verbs or

prepositional

phrases) to create

more precise and

detailed simple,

compound, and

complex sentences

(e.g., Species that

could not adapt to

the changing

climate eventually

disappeared ).



CA CCSS for




Expanding -

Negotiate with or persuade

others(e.g., by presenting


discussions and

conversations using

learned phrases 9e.g., You

make a valid point, but my

view is…) and open

responses to express and

defend nuanced opinions.

Bridging -


others in discussions and

conversations in appropriate

registers (e.g., to

acknowledge new

information and politely

offer a counterpoint) using a

variety of learned phrases

(e.g., you postulate that X.


different conclusion on this

issue) and open responses

to express and defend

nuanced opinions.

PI.1 - Exchanging information/ideas PI.3 -Supporting opinions and persuading othersEmerging -

Engage in conversational

exchanges and express ideas

on familiar current events

and academic topics by

asking and answering yes-no

questions and wh- questions

and responding using

phrases and short

sentences.

Expanding -

Contribute to class, group,

and partner discussions,

sustaining conversations on

a variety of age and grade-

appropriate academic topics

by following turn-taking

rules, asking and answering

relevant, on-topic questions,

affirming others, providing

additional, relevant

information, and

paraphrasing key ideas.

Bridging -





appropriate academic topics

by following turn-taking

rules, asking and answering

relevant, on-topic questions,

affirming others, and

providing coherent and well-

articulated comments and

additional information.

Emerging -


others in

conversations(e.g., ask for

clarification or repetition)

using learned phrases (e.g.,

Could you repeat that

please? I believe…) and

open responses to express

and defend opinions.

SL 1

1-1

2.6

-A

dap

t sp

eech

to

a v

arie

ty o

f co

nte

xts

and

tas

ks, d

emo

nst

rati

ng

a co

mm

and

of

form

al E

ngl

ish

wh

en in

dic

ate

d o

r ap

pro

pri

ate

. (Se

e g

rad

es

11

–12

Lan

guag

e

stan

dar

ds

1 a

nd

3 f

or

spe

cifi

c e

xpe

ctat

ion

s.).

Pre

sen

tati

on

of

Kn

ow

led

ge a

nd

Ide

as

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

11

-12

.6 -

Ad

apt

spee

ch t

o a

var

iety

of

con

text

s an

d t

asks

, dem

on

stra

tin

g a

com

man

d

of

form

al E

ngl

ish

wh

en in

dic

ate

d o

r ap

pro

pri

ate

. (Se

e g

rad

es

11

–12

Lan

guag

e

stan

dar

ds

1 a

nd

3 f

or

spe

cifi

c e

xpe

ctat

ion

s.)



CA CCSS for


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



(e.g., classroom,

community) and audience

(e.g., peers, teachers).

Expanding -


according to the context (e.g.,

classroom, community),

purpose (e.g., to persuade, to


counterarguments), task, and


teachers, guest lecturer).

Bridging -


according to the task (e.g.,

group presentation of

research project), context

(e.g., classroom,

community), purpose (e.g.,

to persuade, to provide

arguments or



teachers, college recruiter).

Pre

sen

tati

on

of

Kn

ow

led

ge a

nd

Ide

as

Emerging -

Demonstrate

comprehension of oral

presentations and

discussions on familiar

social and academic topics

by asking and answering

questions, with prompting

and substantial support.

Expanding -

Demonstrate


presentations and

discussions on a variety of



questions that show

thoughtful consideration of

the ideas or arguments,

with moderate support.

Bridging -

Demonstrate


presentations and




detailed and complex

questions that show


the ideas or arguments,

with light support.



CA CCSS for


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

SL 1

1-1

2.6

- A

dap

t sp

eech

to

a v

arie

ty o

f co

nte

xts

and

tas

ks, d

emo

nst

rati

ng

a co

mm

and

of

form

al E

ngl

ish

wh

en in

dic

ate

d o

r ap

pro

pri

ate

. (Se

e g

rad

es

11

–12

Lan

guag

e

stan

dar

ds

1 a

nd

3 f

or

spe

cifi

c e

xpe

ctat

ion

s.)

Pre

sen

tati

on

of

Kn

ow

led

ge a

nd

Ide

as

Emerging -

a. Use familiar general

academic (e.g.,

temperature, document)

and domain-specific (e.g.,

characterization,

photosynthesis, society,

quadratic functions ) words

to create clear spoken and

written texts.

b. Use knowledge of

morphology to

appropriately select basic

affixes (e.g., The skull

protects the brain).

Expanding -

a. Use an increasing variety

of grade-appropriate

general academic (e.g.,

dominate, environment )


characterization,

photosynthesis, society,

quadratic functions )

academic words accurately

and appropriately when

producing increasingly

complex written and

spoken texts.

b. Use knowledge of

morphology to

appropriately select affixes

in a growing number of

ways to manipulate

language (e.g., diplomatic,

stems are branched or un-

branched).

Bridging -

a. Use a variety of grade-

appropriate general (e.g.,

anticipate, transaction )


characterization, photo-

synthesis, society,

quadratic functions )

academic words and

phrases, including

persuasive language,

accurately and

appropriately when

producing complex written

and spoken texts.

b. Use knowledge of

morphology to


in a variety of ways to

manipulate language (e.g.,

changing humiliate to

humiliation or incredible to

incredibly ).

Emerging -


presentations and reports on

grade-appropriate topics

that present evidence and

facts to support ideas.

Expanding -

Plan and deliver a variety

of oral presentations and

reports on grade-

appropriate topics that

present evidence and facts

to support ideas by using

growing understanding of

register.

Bridging -



reports on grade-


express complex and

abstract ideas well

supported by evidence and

sound reasoning, and are

delivered using an

appropriate level of

formality and under-

standing of register.




Emerging -

Use a variety of

verbs in different

tenses (e.g., past,

present, future,

simple,

progressive)

appropriate to the

text type and

discipline to create

short texts on

familiar academic

topics.

SL 1

1-1

2.6

- A

dap

t sp

eec

h t

o a

var

iety

of

con

text

s an

d t

asks

, dem

on

stra

tin

g a

com

man

d

of

form

al E

ngl

ish

wh

en in

dic

ate

d o

r ap

pro

pri

ate

. (Se

e g

rad

es

11

–12

Lan

guag

e

stan

dar

ds

1 a

nd

3 f

or

spe

cifi

c e

xpe

ctat

ion

s.)

Pre

sen

tati

on

of

Kn

ow

led

ge a

nd

Ide

as

CA CCSS for

ELA Standard


Emerging -

Expand noun

phrases to create

increasingly

detailed sentences

(e.g., adding

adjectives for

precision) about

personal and

familiar academic

topics.

Expanding -

Expand noun

phrases in a

growing number

of ways (e.g.,

adding adjectives

to nouns; simple

clause

embedding) to

create detailed

sentences that

accurately

describe, explain,

and summarize

information and

ideas on a variety

of personal and

academic topics.

Bridging -

Expand noun

phrases in a variety

of ways (e.g., more

complex clause

embedding) to

create detailed

sentences that

accurately describe

concrete and

abstract ideas,

explain procedures

and sequences,

summarize texts

and ideas, and

present and

critique points of

view on a variety of

academic topics.

Emerging -

Expand sentences

with simple

adverbials (e.g.,

adverbs, adverb

phrases,

prepositional

phrases) to provide

details (e.g., time,

manner, place,

cause) about

familiar activities

or processes.

Expanding -

Expand sentences

with a growing

variety of

adverbials (e.g.,

adverbs, adverb

phrases,

prepositional

phrases) to

provide details

(e.g., time,

manner, place,

cause) about

familiar or new

activities or

processes

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


PII.3 - Using verbs and verb phrasesExpanding -

Use a variety of

verbs in different

tenses (e.g., past,

present, future,

simple,

progressive,

perfect)

appropriate to the

text type and

discipline to create

a variety of texts

that explain,

describe, and

summarize

concrete and

abstract thoughts

and ideas.

Bridging -

Use a variety of

verbs in different

tenses (e.g., past,

present, future,

simple, progressive,

perfect), and mood

(e.g., subjunctive)

appropriate to the

text type and

discipline to create a

variety of texts that

describe concrete

and abstract ideas,

explain procedures

and sequences,

summarize texts and

ideas, and present

and critique points

of view.

Bridging -

Expand sentences

with a variety of

adverbials (e.g.,

adverbs, adverb

phrases and

clauses,

prepositional

phrases) to

provide details

(e.g., time,

manner, place,

cause) about a

variety of familiar

and new activities

and processes.



CA CCSS for


PII.6 - Connecting Ideas PII.7 - Condensing IdeasEmerging -



compounding verb or


create precise and

detailed simple,

compound, and complex

sentences (e.g., The

students asked survey

questions and recorded

the responses ).

Expanding -

Condense ideas in a



clauses or by compounding


phrases) to create more

precise and detailed



Species that could not

adapt to the changing

climate eventually

disappeared ).

Bridging -



variety of embedded

clauses, or by


prepositional phrases,

nominalization) to create

precise simple, compound,

and complex sentences

that condense concrete

and abstract ideas (e.g.,

Another issue that people

may be concerned with is

the amount of money that

it will cost to construct the

new building ).

SL 1

1-1

2.6

- A

dap

t sp

eech

to

a v

arie

ty o

f co

nte

xts

and

tas

ks, d

emo

nst

rati

ng

a co

mm

and

of

form

al E

ngl

ish

wh

en in

dic

ate

d o

r ap

pro

pri

ate

. (Se

e g

rad

es

11

–12

Lan

guag

e

stan

dar

ds

1 a

nd

3 f

or

spe

cifi

c e

xpe

ctat

ion

s.)

Pre

sen

tati

on

of

Kn

ow

led

ge a

nd

Ide

as


Emerging -






because ) to make


to join ideas (e.g., I want to

read this book because it

describes the solar system ).

Expanding -



to create compound and


make connections

between and link concrete

and abstract ideas, for

example, to express a

reason (e.g., He stayed at

home on Sunday in order

to study for Monday’s

exam ) or to make a

concession (e.g., She



well ).

Bridging -




sentences that make






strive for success , they

each take different


to reach their goals.), or to

establish cause (e.g.,






Grade 11-12 - Language (L)

CA CCSS for


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

L 1

1-1

2.1

- D

emo

nst

rate

co

mm

and

of

the

con

ven

tio

ns

of

stan

dar

d E

ngl

ish

gra

mm

ar

and

usa

ge w

hen

wri

tin

g o

r sp

eak

ing.

(a.

- b

.)

Co

nve

nti

on

s o

f St

and

ard

En

glis

h

Expanding -



(e.g., classroom,



arguments or


and audience (e.g., peers,


Bridging -


according to the task

(e.g., group presentation

of research project),

context (e.g., classroom,

community), purpose





teachers, college

recruiter).

Emerging -

Demonstrate


presentations and

discussions on familiar



questions, with promptting

and substantial support.

Expanding -

Demonstrate comprehension



social and academic topics by

asking and answering

questions that show


the ideas or arguments, with

moderate support.

Bridging -

Demonstrate comprehension



social and academic topics by

asking and answering detailed

and complex questions that

show thoughtful

consideration of the ideas or

arguments, with light

support.


Emerging -



(e.g., classroom, community)


teachers).


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

L 1

1-1

2.1

- D

emo

nst

rate

co

mm

and

of

the

con

ven

tio

ns

of

stan

dar

d E

ngl

ish

gra

mm

ar a

nd

usa

ge w

hen

wri

tin

g o

r sp

eak

ing.

(a.

- b

.)

Co

nve

nti

on

s o

f St

and

ard

En

glis

h


CA CCSS for


PI.6 - Reading/viewing closelyEmerging -


relationships (e.g., compare/contrast, cause/effect,


variety of grade-appropriate texts, presented in various

print and multimedia formats, using phrases, short

sentences and a select set of general academic and





c. Use knowledge of morphology (e.g., common prefixes

and suffixes), context, reference materials, and visual

cues to determine the meaning of unknown and

multiple-meaning words on familiar topics.

Expanding -







sentences, and a range of general academic and domain-

specific words.



multimedia using a variety of verbs and adverbials (e.g.,

indicates that, suggests, as a result ).


and Latin roots), context, reference materials, and visual

cues to determine the meaning of unknown and


Bridging -

a. Explain ideas, phenomena, processes,

and relationships within and across texts (e.g.,

compare/contrast, cause/effect, themes,


variety of grade-level texts, presented in various print and

multimedia formats, using a variety of detailed


specific words.



using a variety of verbs and adverbials (e.g., creates the



suffixes), context, reference materials, and visual cues to

determine the meaning, including figurative and

connotative meanings, of unknown and multiple-meaning




Corresponding ELD StandardsCA CCSS for

ELA StandardPI.10 - WritingPI.9 - Presenting

L 1

1-1

2.1

- D

emo

nst

rate

co

mm

and

of

the

con

ven

tio

ns

of

stan

dar

d E

ngl

ish

gra

mm

ar a

nd

usa

ge w

hen

wri

tin

g o

r sp

eak

ing.

(a.

- b

.)


Expanding -















Bridging -






peers) and independently using

appropriate text organization

and register.



experiences by using complete

and concise sentences and key



Page 71 of 103

Emerging -











Co

nve

nti

on

s o

f St

and

ard

En

glis

h

Emerging -


presentations and reports

on grade-appropriate

topics that present

evidence and facts to

support ideas.

Expanding -



reports on grade-


present evidence and

facts to support ideas by

using growing


Bridging -



reports on grade-


express complex and

abstract ideas well

supported by evidence

and sound reasoning, and

are delivered using an

appropriate level of




Emerging -


academic (e.g.,


and domain- specific (e.g.,

Cell, the depression ) words


written texts.

b. Use knowledge of

morphology to


affixes (e.g., The news

relies on official sources).

Expanding -


of grade-

appropriate general

academic (e.g., fallacy,

dissuade ) and domain-

specific (e.g., chromosome,

federalism ) academic

words accurately and

appropriately when


complex written and

spoken texts.

b. Use knowledge of

morphology to



ways to manipulate

language (e.g., the cardiac

muscle works

continuously).

Bridging -



alleviate, salutary ) and

domain-specific (e.g.,

soliloquy, micro-organism )

academic words and

phrases, including persuasive

language, accurately and

appropriately when


and spoken texts.

b. Use knowledge of

morphology to appropriately

select affixes in a variety of

ways to manipulate

language (e.g., changing

inaugurate to inauguration ).

Emerging -


articulating some textual


knowledge, with visual

support.


opinions or temper



can, may ).


CA CCSS for


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

Expanding -


positions or persuade

others by making

connections between

ideas and articulating

relevant textual


knowledge.


opinions or temper

statements with a

variety of familiar modal

expressions (e.g.,

possibly/likely,

could/would ).

Bridging -






detailed, and relevant textual


knowledge, using appropriate

register.


opinions or temper




certainly/absolutely,

should/might ).

L 1

1-1

2.1

- D

emo

nst

rate

co

mm

and

of

the

con

ven

tio

ns

of

stan

dar

d E

ngl

ish

gra

mm

ar a

nd

usa

ge w

hen

wri

tin

g o

r sp

eak

ing.

(a.

- b

.)

Co

nve

nti

on

s o

f St

and

ard

En

glis

h




CA CCSS for


PII.2 - Understanding cohesionEmerging -


language resources for

referring to make texts more

cohesive (e.g., using pronouns

or synonyms to refer back to




brief texts.









brief texts.

Expanding -


growing number of



cohesive (e.g., using

nominalizations to refer back

to an action or activity

described earlier) to




and audiences.







such as meanwhile, however,

on the other hand ) to




and audiences.

Bridging -

a. Apply knowledge of a variety

of language resources for



nominalization, paraphrasing, or

summaries to reference or recap

an idea or explanation provided

earlier) to comprehending grade-

level texts and to writing clear

and cohesive grade-level texts for






connecting/ transition words and






Emerging -




progressive) appropriate

to the text type and

discipline to create short

texts on familiar academic

topics.

PII.3 - Using verbs and verb phrasesExpanding -


different tenses (e.g.,

past, present, future,


perfect) appropriate to

the text type and



explain, describe, and



ideas.

Bridging -


different tenses

(e.g., past, present,

future, simple,






that describe concrete

and abstract ideas,

explain procedures and

sequences, summarize


present and critique

points of view.

L 1

1-1

2.1

- D

em

on

stra

te c

om

man

d o

f th

e co

nve

nti

on

s o

f st

and

ard

En

glis

h g

ram

mar

an

d

usa

ge w

hen

wri

tin

g o

r sp

eak

ing.

(a.

- b

.)

Co

nve

nti

on

s o

f St

and

ard

En

glis

h



Expanding -


growing variety of adverbials

(e.g., adverbs, adverb

phrases, prepositional



cause) about familiar or new

activities or processes.

Bridging -









and processes.


L 1

1-1

2.1

- D

em

on

stra

te c

om

man

d o

f th

e co

nve

nti

on

s o

f st

and

ard

En

glis

h g

ram

mar

and

usa

ge w

hen

wri

tin

g o

r sp

eak

ing.

(a.

- b

.)

Co

nve

nti

on

s o

f St

and

ard

En

glis

h


Emerging -






academic topics.

CA CCSS for


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











topics.

Bridging -


variety of ways (e.g., more

complex clause embedding)

to create detailed sentences

that accurately describe

concrete and abstract ideas,


sequences, summarize texts

and ideas, and present and

critique points of view on a

variety of academic topics.

Emerging -






manner, place, cause) about

familiar activities or

processes.



CA CCSS for



L 1

1-1

2.1

- D

em

on

stra

te c

om

man

d o

f th

e co

nve

nti

on

s o

f st

and

ard

En

glis

h g

ram

mar

and

usa

ge w

hen

wri

tin

g o

r sp

eak

ing.

(a.

- b

.)

Co

nve

nti

on

s o

f St

and

ard

En

glis

h

Emerging -



compounding verb or


create precise and

detailed simple,


sentences (e.g., The

students asked survey

questions and recorded

the responses ).


Emerging -

Combine clauses in a few basic

ways (e.g., creating compound

sentences using and, but, so ;

creating complex sentences

using because ) to make

connections between and to

join ideas (e.g., I want to read

this book because it tells the

history of Pi ).

Expanding -



create compound and












well ).

Bridging -




sentences that make






strive for success , they

each take different


to reach their goals.), or

to establish cause (e.g.,





Expanding -

Condense ideas in a



clauses or by



create more precise and

detailed simple,


sentences (e.g., Species

that could not adapt to

the changing climate

eventually disappeared ).

Bridging -



variety of embedded

clauses, or by compounding


phrases, nominalization) to

create precise simple,


sentences that condense

concrete and abstract ideas

(e.g., The epidemic, which

ultimately affected



another year ).


Bridging -




argument about free



independently using

appropriate text








organizers).

L 1

1-1

2.2

- D

emo

nst

rate

co

mm

and

of

the

con

ven

tio

ns

of

stan

dar

d E

ngl

ish

cap

ital

izat

ion

, pu

nct

uat

ion

, an

d s

pe

llin

g w

he

n w

riti

ng.

(a. -

c.)

Co

nve

nti

on

s o

f St

and

ard

En

glis

h

PI.11 - Justifying/arguingEmerging -



textual evidence or


with visual support.


opinions or temper



can, may ).

Expanding -



others by making

connections between ideas

and articulating relevant

textual evidence or

background knowledge.


opinions or temper

statements with a variety

of familiar modal

expressions (e.g., possibly/

likely, could/would ).


CA CCSS for

ELA Standard

PI.10 - Writing


Bridging -



connections and

distinctions between ideas

and texts and articulating

sufficient, detailed, and

relevant textual evidence

or background knowledge,



opinions or temper




certainly/ absolutely,

should/might ).

Emerging -



argument about free speach)








Expanding -



argument about free

speach) collaboratively (e.g.,

with peers) and


appropriate text












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

Collaborate with peers to

engage in a variety of

extended written exchanges

and complex grade-

appropriate writing projects,

using technology as

appropriate.


CA CCSS for

ELA Standard

L 1

1-1

2.3

- A

pp

ly k

no

wle

dge

of

lan

guag

e t

o u

nd

ers

tan

d h

ow

lan

guag

e f

un

ctio

ns

in

dif

fere

ntc

on

text

s, t

o m

ake

eff

ecti

ve c

ho

ice

s fo

r m

ean

ing

or

styl

e, a

nd

to

com

pre

he

nd

mo

re f

ully

wh

en

re

adin

g o

r li

ste

nin

g. (

a.)

Kn

ow

led

ge o

f La

ngu

age

Emerging -


exchanges and express

ideas on familiar current

events and academic topics


yes-no questions and wh -

questions and responding

using phrases and short

sentences.

Expanding -





appropriate academic

topics by following turn-

taking rules, asking and

answering relevant, on-

topic questions, affirming

others, providing

additional, relevant

information, and


Bridging -










others, and providing

coherent and well-



Emerging -


engage in short, grade-

appropriate written

exchanges and writing

projects, using technology

as appropriate.

Expanding -


engage in increasingly

complex grade-appropriate

written exchanges and writing

projects, using technology as

appropriate.



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

L 1

1-1

2.3

- A

pp

ly k

no

wle

dge

of

lan

guag

e t

o u

nd

ers

tan

d h

ow

lan

guag

e f

un

ctio

ns

in

dif

fere

ntc

on

text

s, t

o m

ake

eff

ecti

ve c

ho

ice

s fo

r m

ean

ing

or

styl

e, a

nd

to

com

pre

hen

dm

ore

fu

lly w

he

n r

ead

ing

or

list

en

ing.

(a.

)

Kn

ow

led

ge o

f La

ngu

age


Expanding -


others in conversations (e.g.,

by presenting


discussions and conversations

using learned phrases (e.g.,

You make a valid point, but

my view is…) and open



Bridging -


others in discussions and

conversations in appropriate

registers (e.g., to

acknowledge new

information and politely offer

a counterpoint) using a


(e.g., you postulate that X.


different conclusion on this

issue) and open responses to

express and defend nuanced

opinions

Emerging -



(e.g., classroom,



Expanding -



(e.g., classroom,

community), purpose






Bridging -





(e.g., classroom,

community), purpose





teachers, college

recruiter).

Emerging -


others in conversations (e.g.,

ask for clarification or

repetition ) using learned

phrases (e.g., Could you

repeat that please? I

believe…)and open responses

to express and defend

opinions.

CA CCSS for






CA CCSS for

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

L 1

1-1

2.3

- A

pp

ly k

no

wle

dge

of

lan

guag

e t

o u

nd

ers

tan

d h

ow

lan

guag

e f

un

ctio

ns

in

dif

fere

ntc

on

text

s, t

o m

ake

eff

ecti

ve c

ho

ice

s fo

r m

ean

ing

or

styl

e, a

nd

to

com

pre

hen

dm

ore

fu

lly w

he

n r

ead

ing

or

list

en

ing.

(a.

)

Kn

ow

led

ge o

f La

ngu

age

Emerging -

Demonstrate

comprehension of

oral presentations

and discussions on

familiar social and

academic topics by


questions, with

prompting and


Expanding -

Demonstrate


presentations and

discussions on a


academic topics by


questions that show

thoughtful


ideas or arguments,

with moderate

support.

Bridging -










range of general academic and





using a variety of verbs and adverbials

(e.g., creates the impression that,

consequently ).








Expanding -










sentences, and an increasing variety

of general academic and domain-

specific words.




multimedia using an increasing

variety of verbs and adverbials (e.g.,

indicates that, suggests, as a result ).







Emerging -


processes, and text relationships (e.g.,

compare/contrast, cause/ effect,




various print and multimedia formats,

using short sentences and a select set


specific words.





seems that ).







Bridging -

Demonstrate


presentations and

discussions on a variety

of social and academic

topics by asking and

answering detailed and

complex questions that

show thoughtful


ideas or arguments,

with light support.




Expanding -

Explain how successfully

writers and speakers

structure texts and use

language (e.g., specific word

or phrasing choices) to

persuade the reader (e.g., by

providing well-worded

evidence to support claims or

connecting points in an

argument in specific ways) or

create other specific effects,

with moderate support.

Bridging -






persuade the reader (e.g.,

by providing well-worded

evidence to support claims

or connecting points in an

argument in specific ways)

or create other specific

effects, with light support.

Emerging -

Explain how a writer’s or

speaker’s choice of

phrasing or specific words

(e.g., describing a character

or action as aggressive

versus bold ) produces

nuances and different

effects on the audience.

CA CCSS for


Expanding -




words (e.g., using


words with multiple

meanings to describe an

event or character)



audience.

Bridging -


speaker’s choice of a

variety of different types of

phrasing or words (e.g.,

hyperbole, varying

connotations, the

cumulative impact of word

choices) produces nuances

and different effects on the

audience.

Emerging -







by providing evidence to

support claims or


argument) or create other

specific effects.

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

L 1

1-1

2.3

- A

pp

ly k

no

wle

dge

of

lan

guag

e t

o u

nd

ers

tan

d h

ow

lan

guag

e f

un

ctio

ns

in

dif

fere

ntc

on

text

s, t

o m

ake

eff

ecti

ve c

ho

ice

s fo

r m

ean

ing

or

styl

e, a

nd

to

com

pre

hen

dm

ore

fu

lly w

he

n r

ead

ing

or

list

en

ing.

(a.

)

Kn

ow

led

ge o

f La

ngu

age



L 1

1-1

2.3

- A

pp

ly k

no

wle

dge

of

lan

guag

e t

o u

nd

ers

tan

d h

ow

lan

guag

e f

un

ctio

ns

in

dif

fere

ntc

on

text

s, t

o m

ake

eff

ecti

ve c

ho

ice

s fo

r m

ean

ing

or

styl

e, a

nd

to

com

pre

hen

dm

ore

fu

lly w

he

n r

ead

ing

or

list

en

ing.

(a.

)

Kn

ow

led

ge o

f La

ngu

age


CA CCSS for


PI.9 - Presenting PI.10 - WritingEmerging -


presentations and

reports on grade-



facts to support ideas.

Expanding -



reports on grade-



facts to support ideas by

using growing


Bridging -



reports on grade-


express complex and

abstract ideas well

supported by evidence

and sound reasoning,

and are delivered using

an appropriate level of



Emerging -


informational texts (e.g.,

an argument about free



independently.

b. Write brief summaries

of texts and experiences by



notes or graphic

organizers).

Expanding -



argument about free

speech) collaboratively (e.g.,

with peers) and


appropriate text









Bridging -






peers) and independently using

appropriate text organization

and register.



experiences by using complete

and concise sentences and key






CA CCSS for


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

L 1

1-1

2.3

-A

pp

ly k

no

wle

dge

of

lan

guag

e t

o u

nd

ers

tan

d h

ow

lan

guag

e f

un

ctio

ns

in

dif

fere

ntc

on

text

s, t

o m

ake

eff

ecti

ve c

ho

ice

s fo

r m

ean

ing

or

styl

e, a

nd

to

co

mp

reh

en

dm

ore

fully

wh

en r

ead

ing

or

list

en

ing.

(a.

)

Kn

ow

led

ge o

f La

ngu

age

Emerging -


academic (e.g.,



cell, the depression)

words to create clear

spoken and written texts.

b. Use knowledge of

morphology to



media relies on official

sources).


Emerging -



textual evidence or




opinions or temper



can, may ).

Expanding -



others by making

connections between

ideas and articulating


or background

knowledge.

b.Express attitude and

opinions or temper


of familiar modal

expressions (e.g.,

possibly/likely,

could/would).

Bridging -






detailed, and relevant textual


knowledge, using appropriate

register.


opinions or temper



possibly/

potentially/certainly/

absolutely, should/might ).

Expanding -

a. Use an increasing variety of

grade-appropriate general


dissuade) and domain-specific

(e.g., chromosome,

federalisms ) academic words

accurately and appropriately

when producing increasingly

complex written and spoken

texts.

b. Use knowledge of


select affixes in a growing

number of ways to manipulate

language (e.g., The cardiac

muscle works continuously).

Bridging -



alleviate, salutary ) and


soliloquy, micro-organism )

academic words and phrases,

including persuasive language,

accurately and appropriately

when producing complex

written and spoken texts.

b. Use knowledge of



ways to manipulate language

(e.g., changing inaugurate to

inauguration).


Bridging -





nominalization, paraphrasing,

or summaries to reference or

recap an idea or explanation

provided earlier) to


texts and to writing clear and

cohesive grade-level texts for

specific purposes and

audiences.












audiences.

Emerging -








topics.

Expanding -




simple, proggressive,


the text type and






ideas.


CA CCSS for


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


different tenses


future, simple,







and abstract ideas,





points of view.

L 1

1-1

2.3

- A

pp

ly k

no

wle

dge

of

lan

guag

e t

o u

nd

ers

tan

d h

ow

lan

guag

e f

un

ctio

ns

in

dif

fere

ntc

on

text

s, t

o m

ake

eff

ecti

ve c

ho

ice

s fo

r m

ean

ing

or

styl

e, a

nd

to

com

pre

he

nd

mo

re f

ully

wh

en

re

adin

g o

r li

ste

nin

g.. (

a.)

Kn

ow

led

ge o

f La

ngu

age

Emerging -









brief texts.





connecting/transition words




brief texts.

Expanding -



resources for referring to make

texts more cohesive (e.g., using







audiences.






and phrases, such as mean-

while, however, on the other

hand ) to comprehending texts

and to writing increasingly

cohesive texts for specific





CA CCSS for



L 1

1-1

2.3

- A

pp

ly k

no

wle

dge

of

lan

guag

e t

o u

nd

ers

tan

d h

ow

lan

guag

e f

un

ctio

ns

in

dif

fere

ntc

on

text

s, t

o m

ake

eff

ecti

ve c

ho

ice

s fo

r m

ean

ing

or

styl

e, a

nd

to

com

pre

hen

dm

ore

fu

lly w

he

n r

ead

ing

or

list

en

ing.

(a.

)

Kn

ow

led

ge o

f La

ngu

age

Emerging -








processes.

Emerging -






academic topics.

Expanding -











topics.

Bridging -


variety of ways (e.g.,

more complex clause



accurately describe



and sequences,

summarize texts and

ideas, and present and

critique points of view on

a variety of academic

topics.

Expanding -


growing variety of


adverb phrases,




familiar or new activities or

processes.

Bridging -









and processes.


Grade11-12 - Language (L)

CA CCSS for



L 1

1-1

2.3

- A

pp

ly k

no

wle

dge

of

lan

guag

e t

o u

nd

ers

tan

d h

ow

lan

guag

e f

un

ctio

ns

in

dif

fere

ntc

on

text

s, t

o m

ake

eff

ecti

ve c

ho

ice

s fo

r m

ean

ing

or

styl

e, a

nd

to

com

pre

he

nd

mo

re f

ully

wh

en

re

adin

g o

r li

ste

nin

g. (

a.)

Kn

ow

led

ge o

f La

ngu

age

Emerging -



compounding verb or







responses ).


Emerging -




and, but, so; creating complex

sentences using because) to


and to join ideas (e.g., I want

to read this book because it


Expanding -



create compound and





to express a reason (e.g.,

He stayed at home on

Sunday in order to study

for Monday’s exam ) or to


She studied all night even


well ).

Bridging -

Combine clauses in a variety

of ways to create compound

and complex sentences that




to make a concession (e.g.,

While both characters strive

for success , they each take

different approaches

through which to reach their

goals.), or to establish cause

(e.g., Women’s lives were

changed forever after World

War II as a result of joining

the workforce ).

Expanding -

Condense ideas in a growing

number of ways (e.g.,

through embedded clauses

or by compounding verbs or



detailed simple, compound,

and complex sentences (e.g.,

Species that could not adapt

to the changing climate


Bridging -



variety of embedded









ultimately affected



another year ).



CA CCSS for

ELA StandardPI.10 - Writing


Emerging -

a. Write short literary and informational texts (e.g., an



b. Write brief summaries of texts and experiences by

using complete sentences and key words (e.g., from


Expanding -

a. Write longer literary and informational texts (e.g., an


peers) and independently by using appropriate text

organization and growing understanding of register.

b. Write increasingly concise summaries of texts and

experiences by using complete sentences and key words

(e.g., from notes or graphic organizers).

L 1

1-1

2.4

- D

ete

rmin

e o

r cl

arif

y th

e m

ean

ing

of

un

kno

wn

an

d m

ult

iple

-me

anin

g w

ord

s an

d

ph

rase

s b

ase

d o

n g

rad

es 1

1–1

2 r

ead

ing

and

co

nte

nt,

ch

oo

sin

g fl

exi

bly

fro

m a

ran

ge o

f st

rate

gie

s. (

a. -

d.)

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se


Bridging -


informational texts (e.g., an argument about free speech)

collaboratively (e.g., with peers) and independently using

appropriate text organization and register.


experiences by using complete and concise sentences and



Expanding -


growing number of










and audiences.












and audiences.

Bridging -










and cohesive grade-level texts

for specific purposes and

audiences.











Emerging -








topics.

Expanding -






the text type and






ideas.


CA CCSS for




different tenses


future, simple,







and abstract ideas,





points of view.

L 1

1-1

2.4

- D

ete

rmin

e o

r cl

arif

y th

e m

ean

ing

of

un

kno

wn

an

d m

ult

iple

-me

anin

g w

ord

s

and

ph

rase

s b

ased

on

gra

des

11

–12

rea

din

g an

d c

on

ten

t, c

ho

osi

ng

fle

xib

ly f

rom

a

ran

ge o

f st

rate

gie

s.

(a. -

d.)

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

Emerging -






nouns in text) to


brief texts.







such as first, second, finally )

to comprehending and writing

brief texts.




CA CCSS for



L 1

1-1

2.4

- D

ete

rmin

e o

r cl

arif

y th

e m

ean

ing

of

un

kno

wn

an

d m

ult

iple

-me

anin

g w

ord

s

and

ph

rase

s b

ased

on

gra

des

11

–12

re

adin

g an

d c

on

ten

t, c

ho

osi

ng

fle

xib

ly f

rom

a

ran

ge o

f st

rate

gie

s. (

a. -

d.)

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

Emerging -








processes.


Emerging -






academic topics.

Expanding -











topics.

Bridging -












Expanding -


growing variety of


adverb phrases,



manner, place, cause)

about familiar or new


Bridging -









and processes.



CA CCSS for



L 1

1-1

2.4

- D

ete

rmin

e o

r cl

arif

y th

e m

ean

ing

of

un

kno

wn

an

d m

ult

iple

-me

anin

g w

ord

s

and

ph

rase

s b

ase

d o

n g

rad

es 1

1–1

2 r

ead

ing

and

co

nte

nt,

ch

oo

sin

g fl

exi

bly

fro

m a

ran

ge o

f st

rate

gie

s.

(a.

- d

.)

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

Emerging -



compounding verb or







responses ).


Emerging -




and, but, so; creating complex

sentences using because) to


and to join ideas (e.g., I want

to read this book because it


Expanding -



create compound and












well ).

Bridging -
















the workforce ).

Expanding -












Bridging -



variety of embedded








(e.g., the epidemic, which

ultimately affected hundreds

of thousands of people, did

not subside for another

year).


L 1

1-1

2.5

- D

em

on

stra

te u

nd

erst

and

ing

of

figu

rati

ve la

ngu

age

, wo

rd r

ela

tio

nsh

ips,

and

nu

ance

s in

wo

rd m

ean

ings

. (a

- b

.)

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se


CA CCSS for


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








support claims or



specific effects.

Expanding -












effects, with moderate

support.

Bridging -













Emerging -


speaker’s choice of phrasing

or specific words (e.g.,

describing a character or

action as aggressive versus

bold ) produces nuances


audience.

Expanding -




words (e.g., using


words with multiple


event or character)



audience.

Bridging -





hyperbole, varying

connotations, the




audience.




CA CCSS for


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

L 1

1-1

2.5

- D

emo

nst

rate

un

der

stan

din

g o

f fi

gura

tive

lan

guag

e, w

ord

re

lati

on

ship

s, a

nd

nu

ance

s in

wo

rd m

ean

ings

. (a

- b

.)

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

Emerging -


academic (e.g.,

temperature, document )


cell, the Depression ) words


written texts.

b. Use knowledge of

morphology to



media relies on official

sources ).


Emerging -



argument about free

speach ) collaboratively

(e.g., with peers ) and

independently.





notes or graphic

organizers ).

Expanding -

a. Write longer literary

and informational

texts (e.g., an argument

about free speach)


peers) and


appropriate text

organization and

growing understanding

of register.

b. Write increasingly

concise summaries of


using complete


(e.g., from notes or

graphic organizers ).

Bridging -




argument about free speach )


peers ) and indepen-dently









organizers ).

Expanding -


of grade-

appropriate general


dissuade) and domain-

specific (e.g., chromosome,

federalism) academic

words accurately and

appropriately when


complex written and

spoken texts.

b. Use knowledge of

morphology to



ways to manipulate

language (e.g., The cardiac

muscle works

continuously ).

Bridging -



alleviate, salutary) and


soliloquy, micro-organism)

academic words and

phrases, including persuasive

language, accurately and

appropriately when


and spoken texts.

b. Use knowledge of



ways to manipulate

language (e.g., changing

humiliate to humiliation or

incredible to incredibly ).


Expanding -


growing number of




nominalizations to refer

back to an action or activity





and audiences.







phrases, such as mean-

while, however, on the other

hand ) to comprehending

texts and to writing

increasingly cohesive texts


audiences.

Bridging -












audiences.











Emerging -








topics.

Expanding -






the text type and






ideas.


CA CCSS for




different tenses


future, simple,







and abstract ideas,





points of view.

L 1

1-1

2.5

- D

emo

nst

rate

un

der

stan

din

g o

f fi

gura

tive

lan

guag

e, w

ord

re

lati

on

ship

s, a

nd

nu

ance

s in

wo

rd m

ean

ings

. (a

- b

.)

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

Emerging -


familiar language







comprehending and



familiar language


events, or reasons

throughout a text (e.g.,

using connecting/




comprehending and





CA CCSS for



L 1

1-1

2.5

- D

emo

nst

rate

un

der

stan

din

g o

f fi

gura

tive

lan

guag

e, w

ord

re

lati

on

ship

s, a

nd

nu

ance

s in

wo

rd m

ean

ings

. (a

- b

.)

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

Emerging -








processes.


Emerging -






academic topics.

Expanding -











topics.

Bridging -



complex clause



accurately describe



and sequences, summarize


present and critique points

of view on a variety of

academic topics.

Expanding -









Bridging -









and processes.



CA CCSS for



L 1

1-1

2.5

- D

emo

nst

rate

un

der

stan

din

g o

f fi

gura

tive

lan

guag

e, w

ord

re

lati

on

ship

s, a

nd

nu

ance

s in

wo

rd m

ean

ings

.. (

a -

b.)

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

Emerging -



compounding verb or







responses ).


Emerging -






because ) to make




history of Pi ).

Expanding -



create compound and












well ).

Bridging -
















the workforce ).

Expanding -












Bridging -



variety of embedded








(e.g., the epidemic, which

ultimately affected



another year ).


Expanding -





appropriate

academic topics by

following turn-taking rules,


relevant, on-topic

questions, affirming others,

providing additional,

relevant information, and


Bridging -










others, and providing

coherent and well-



Emerging -


engage in short, grade-

appropriate written

exchanges and writing

projects, using technology as

appropriate.

Expanding -


engage in increasingly

complex grade-appropriate



technology as appropriate.


CA CCSS for


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


engage in a variety of

extended written

exchanges and complex

grade-appropriate writing

projects, using technology

as appropriate.

L 1

1-1

2.6

- A

cqu

ire

and

use

acc

ura

tely

ge

ne

ral a

cad

em

ic a

nd

do

mai

n-s

pec

ific

wo

rds

and

ph

rase

s, s

uff

icie

nt

for

read

ing,

wri

tin

g, s

pe

akin

g, a

nd

list

en

ing

at t

he

co

llege

an

d

care

er

read

ine

ss le

vel;

dem

on

stra

te in

de

pe

nd

en

ce in

gat

he

rin

g vo

cab

ula

ry

kno

wle

dge

wh

en c

on

sid

erin

g a

wo

rd o

r p

hra

se im

po

rtan

t to

co

mp

reh

en

sio

n o

r

exp

ress

ion

.

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

Emerging -


exchanges and express ideas

on familiar current events

and academic topics by

asking and answering yes-no

questions and wh- questions

and responding using phrases

and short sentences.




CA CCSS for


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

L 1

1-1

2.6

- A

cqu

ire

and

use

acc

ura

tely

ge

ne

ral a

cad

em

ic a

nd

do

mai

n-s

pec

ific

wo

rds

and

ph

rase

s, s

uff

icie

nt

for

read

ing,

wri

tin

g, s

pe

akin

g, a

nd

list

en

ing

at t

he

co

llege

an

d

care

er r

ead

ines

s le

vel;

dem

on

stra

te in

de

pe

nd

en

ce in

gat

he

rin

g vo

cab

ula

ry

kno

wle

dge

wh

en c

on

sid

eri

ng

a w

ord

or

ph

rase

imp

ort

ant

to c

om

pre

he

nsi

on

or

exp

ress

ion

.

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

Emerging -



(e.g., classroom,




Emerging -

Negotiate with or

persuade others in

conversations (e.g., ask

for clarification or

repetition) using learned

phreaes (e.g., Could you

repeat that please? I

believe…) and open


defend opinions.

Expanding -

Negotiate with or

persuade others (e.g., by

presenting


discussions and

conversations using


You make a valid point,

but my view is…) and

open responses to

express and defend

nuanced opinions.

Bridging -

Negotiate with or

persuade others in

discussions and

conversations in

appropriate registers

(e.g., to acknowledge new

information in an

academic conversation

but then politely offer a

counterpoint) using a


(e.g., you postulate that

X. However, I've reached

a different conclusion on

this issue ), and open



Expanding -


according to the context (e.g.,

classroom, community),

purpose (e.g., to persuade, to


counterarguments), task, and



Bridging -





(e.g., classroom,



arguments or



teachers, college recruiter).

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

11

-12

.6 -

Acq

uir

e an

d u

se a

ccu

rate

ly g

ene

ral a

cad

em

ic a

nd

do

mai

n-s

pec

ific

wo

rds

and

ph

rase

s, s

uff

icie

nt

for

read

ing,

wri

tin

g, s

pe

akin

g, a

nd

list

en

ing

at t

he

co

llege

an

d

care

er

read

ines

s le

vel;

dem

on

stra

te in

de

pe

nd

en

ce in

gat

he

rin

g vo

cab

ula

ry

kno

wle

dge

wh

en c

on

sid

eri

ng

a w

ord

or

ph

rase

imp

ort

ant

to c

om

pre

he

nsi

on

or

exp

ress

ion

.

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

seGrade 11-12 - Language (L)

CA CCSS for


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

Demonstrate

comprehension of

oral presentations

and discussions on

familiar social and

academic topics by


questions, with

prompting and


Expanding -

Demonstrate


presentations and

discussions on a


academic topics by


questions that show

thoughtful


ideas or arguments,

with moderate

support.

Bridging -

Demonstrate


presentations and

discussions on a variety

of social and academic

topics by asking and

answering detailed and

complex questions that

show thoughtful


ideas or arguments,

with light support.

Emerging -


processes, and text relationships

(e.g., compare/contrast, cause/

effect, evidence-based argument)

based on close reading of a variety of

grade-appropriate texts, presented in


formats, using short sentences and a

select set of general academic and






seems that ).







Expanding -










sentences, and an increasing variety


specific words.

b. Explain inferences and

conclusions drawn from close

reading of grade-appropriate texts

and viewing of multimedia using an

increasing variety of verbs and

adverbials (e.g., indicates that,

suggests, as a result ).




visual cues to determine the

meaning of unknown and multiple-

meaning words on familiar and new

topics.

Bridging -










range of general academic and





using a variety of verbs and

adverbials (e.g., creates the












CA CCSS for


Page 98 of 103

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se


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








support claims or



specific effects.

Expanding -












effects, with moderate

support.

Bridging -













Emerging -


speaker’s choice of phrasing

or specific words (e.g.,

describing a character or

action as aggressive versus

bold ) produces nuances


audience.

Expanding -




words (e.g., using


words with multiple


event or character)



audience.

Bridging -





hyperbole, varying

connotations, the




audience.

L 1

1-1

2.6

-A

cqu

ire

and

use

acc

ura

tely

gen

era

l aca

de

mic

an

d d

om

ain

-sp

ecif

ic w

ord

s an

d

ph

rase

s, s

uff

icie

nt

for

read

ing,

wri

tin

g, s

pe

akin

g, a

nd

list

en

ing

at t

he

co

llege

an

d

care

er r

ead

ines

s le

vel;

dem

on

stra

te in

de

pe

nd

en

ce in

gat

he

rin

g vo

cab

ula

ry

kno

wle

dge

wh

en c

on

sid

eri

ng

a w

ord

or

ph

rase

imp

ort

ant

to c

om

pre

he

nsi

on

or

exp

ress

ion

.


Expanding -



argument about free

speach) collaboratively (e.g.,

with peers) and


appropriate text









Bridging -




argument about free



independently using

appropriate text








organizers).

Emerging -



textual evidence or




opinions or temper



can, may ).

Expanding -



others by making

connections between ideas

and articulating relevant

textual evidence or

background knowledge.


opinions or temper


of familiar modal

expressions (e.g.,

possibly/likely,

could/would ).


CA CCSS for


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



connections and

distinctions between ideas

and texts and articulating

sufficient, detailed, and


or background knowledge,



opinions or temper




certainly/absolutely,

should/might ).

L 1

1-1

2.6

- A

cqu

ire

and

use

acc

ura

tely

ge

ne

ral a

cad

em

ic a

nd

do

mai

n-s

pec

ific

wo

rds

and

ph

rase

s, s

uff

icie

nt

for

read

ing,

wri

tin

g, s

pe

akin

g, a

nd

list

en

ing

at t

he

co

llege

an

d

care

er

read

ine

ss le

vel;

dem

on

stra

te in

de

pe

nd

en

ce in

gat

he

rin

g vo

cab

ula

ry

kno

wle

dge

wh

en c

on

sid

erin

g a

wo

rd o

r p

hra

se im

po

rtan

t to

co

mp

reh

en

sio

n o

r

exp

ress

ion

.

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

Emerging -



argument about free speach)











CA CCSS for


PI.12 - Selecting language resourcesEmerging -

a. Use familiar general academic (e.g., temperature,


Depression ) words to create clear spoken and written

texts.


basic affixes (e.g., The news media on official sources).

Expanding -


academic (e.g., fallacy, dissuade) and domain-specific

(e.g., chromosome, federalism) academic words

accurately and appropriately when producing

increasingly complex written and spoken text.


affixes in a growing number of ways to manipulate

language (e.g., diplomatic, stems are branched or

un branched).

Bridging -



micro-organism) ) academic words and phrases, including

persuasive language, accurately and appropriately when

producing complex written and spoken texts.


affixes in a variety of ways to manipulate language (e.g.,

changing humiliate to humiliation or incredible to

incredibly ).

L 1

1-1

2.6

- A

cqu

ire

and

use

acc

ura

tely

ge

ne

ral a

cad

em

ic a

nd

do

mai

n-s

pec

ific

wo

rds

and

ph

rase

s, s

uff

icie

nt

for

read

ing,

wri

tin

g, s

pe

akin

g, a

nd

list

en

ing

at t

he

co

llege

an

d

care

er

read

ine

ss le

vel;

dem

on

stra

te in

de

pe

nd

en

ce in

gat

he

rin

g vo

cab

ula

ry

kno

wle

dge

wh

en c

on

sid

erin

g a

wo

rd o

r p

hra

se im

po

rtan

t to

co

mp

reh

en

sio

n o

r

exp

ress

ion

.

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se



Expanding -











and audiences.












and audiences.

Bridging -












audiences.











Emerging -








topics.

Expanding -






the text type and






ideas.


CA CCSS for




different tenses


future, simple,







and abstract ideas,





points of view.

L 1

1-1

2.6

- A

cqu

ire

an

d u

se a

ccu

rate

ly g

ene

ral a

cad

em

ic a

nd

do

mai

n-s

pec

ific

wo

rds

and

ph

rase

s, s

uff

icie

nt

for

read

ing,

wri

tin

g, s

pe

akin

g, a

nd

list

en

ing

at t

he

co

llege

an

d

care

er

read

ines

s le

vel;

dem

on

stra

te in

de

pe

nd

en

ce in

gat

he

rin

g vo

cab

ula

ry

kno

wle

dge

wh

en c

on

sid

erin

g a

wo

rd o

r p

hra

se im

po

rtan

t to

co

mp

reh

en

sio

n o

r

exp

ress

ion

.

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

Emerging -


familiar language





nouns in text) to

comprehending and



familiar language

resources for linking


throughout a text (e.g.,

using connecting/




comprehending and





CA CCSS for



L 1

1-1

2.6

- A

cqu

ire

an

d u

se a

ccu

rate

ly g

en

era

l aca

de

mic

an

d d

om

ain

-sp

ecif

ic w

ord

s

and

ph

rase

s, s

uff

icie

nt

for

read

ing,

wri

tin

g, s

pe

akin

g, a

nd

list

en

ing

at t

he

co

llege

an

d

care

er r

ead

ines

s le

vel;

dem

on

stra

te in

de

pe

nd

en

ce in

gat

he

rin

g vo

cab

ula

ry

kno

wle

dge

wh

en c

on

sid

eri

ng

a w

ord

or

ph

rase

imp

ort

ant

to c

om

pre

he

nsi

on

or

exp

ress

ion

.

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

Emerging -








processes.


Emerging -






academic topics.

Expanding -











topics.

Bridging -












Expanding -









Bridging -









and processes.



CA CCSS for



L 1

1-1

2.6

- A

cqu

ire

and

use

acc

ura

tely

ge

ne

ral a

cad

em

ic a

nd

do

mai

n-s

pec

ific

wo

rds

and

ph

rase

s, s

uff

icie

nt

for

read

ing,

wri

tin

g, s

pe

akin

g, a

nd

list

en

ing

at t

he

co

llege

an

d

care

er r

ead

ines

s le

vel;

dem

on

stra

te in

de

pe

nd

en

ce in

gat

he

rin

g vo

cab

ula

ry

kno

wle

dge

wh

en c

on

sid

erin

g a

wo

rd o

r p

hra

se im

po

rtan

t to

co

mp

reh

en

sio

n o

r

exp

ress

ion

.

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

Emerging -



compounding verb or







responses ).


Emerging -






because) to make




history of Pi ).

Expanding -



create compound and












well ).

Bridging -
















the workforce ).

Expanding -












Bridging -



variety of embedded









ultimately affected



another year ).

integrating the ca eld standards into k-12 english ... · the ca eld standards correspond with the...

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