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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.
.
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
Grade 11-12 - Reading Literature (RL)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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
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.
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.
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
Page 2 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/
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 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 a
range of precise 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.
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.
Grade 11-12 - Reading Literature (RL)
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page 3 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/
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
Grade 11-12 - Reading Literature (RL)
CA CCSS for
ELA StandardCorresponding ELD Standards
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.
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 -
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page 4 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/
Grade 11-12 - Reading Literature (RL)
CA CCSS for
ELA StandardCorresponding ELD Standards
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
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 a precise 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.
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page 5 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/
Grade 11-12 - Reading Literature (RL)
CA CCSS for
ELA StandardCorresponding ELD Standards
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
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.
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.
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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.
Page 6 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/
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Grade 11-12 - Reading Information (RI)
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.
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.
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
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Grade 11-12 - Reading Information (RI)
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
Integrating the CA ELD Standards Into K-12 English Language Arts/LiteracyCr
aft a
nd S
truc
ture
Page 9 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/
Grade 11-12 - Reading Information (RI)
CA CCSS forELA Standard Corresponding ELD Standards
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 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 precise 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.
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.
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.
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Reading Information (RI)
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
CA CCSS forELA Standard
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Reading Information (RI)
CA CCSS forELA Standard Corresponding ELD Standards
PI.6 - Reading/viewing closely PI.7 - Evaluating language choices
Page 11 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/
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 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
.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 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.
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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.
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 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. active meanings, of unknown and multiple-meaning words on a variety of new topics.
Grade 11-12 - Reading Information (RI)
CA CCSS forELA Standard Corresponding ELD Standards
PI.6 - Reading/viewing closely PI.7 - Evaluating language choices
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page 13 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/
Grade 11-12 - Reading Information (RI)
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.
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 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
.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)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Corresponding ELD StandardsCA CCSS forELA Standard
PI.6 - Reading/viewing closely
Key
Idea
s and
Det
ails
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 14 of 103
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., com-mon 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.
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
.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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.
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.
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
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 15 of 103
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 ).
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 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 ).
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.
CA CCSS forELA Standard Corresponding ELD Standards
PI.6 - Reading/viewing closely
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Reading for H/SS (RH)
PI.8 - Analyzing language choices
Corresponding ELD StandardsCA CCSS forELA Standard
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
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 16 of 103
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.
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.
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 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.
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.
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Craf
t and
Str
uctu
re
Page 17 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/
Grade 11-12 - Reading for H/SS (RH)
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.
PII.1 - Understanding text structure
CA CCSS forELA Standard
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.
Grade 11-12 - Reading for H/SS (RH)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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 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 familiar verbs (e.g., seems that ).
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.
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 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., 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
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 18 of 103
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 19 of 103
Grade 11-12 - Reading for H/SS (RH)
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 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.
Corresponding ELD Standards
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 20 of 103
Grades 11-12 - Reading for H/SS (RH)
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 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 ).
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 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.
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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.
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.
Corresponding ELD StandardsCA CCSS forELA Standard
PI.6 - Reading/viewing closely
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
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 21 of 103
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 22 of 103
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., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar topics.
Expanding - a. Explain ideas, phenomena, processes, and 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 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.
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
CA CCSS forELA Standard Corresponding ELD Standards
PI.6 - Reading/viewing closely
Grade 11-12 - Reading for S/TS (RST)
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.
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.
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
Page 23 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/
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.
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.
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.
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.
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.
Grade 11-12 - Reading for S/TS (RST)
PI.8 - Analyzing language choices
Corresponding ELD StandardsCA CCSS forELA Standard
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Craf
t and
Str
uctu
re
Page 24 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/
Grade 11-12 - Reading for S/TS (RST)
Corresponding ELD StandardsPII.2 - Understanding cohesion
Emerging - a. Apply basic understanding of language resources for referring the reader back or forward in text (e.g., how pronouns 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.
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 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.
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.
PII.1 - Understanding text structure
CA CCSS forELA Standard
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.
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.
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.
Grade 11-12 - Reading for S/TS (RST)
Integrating the CA ELD Standards Into K-12 English Language Arts/LiteracyCr
aft a
nd S
truc
ture
Inte
grat
ion
of K
now
ledg
e an
d Id
eas
Page 25 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/
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.
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 precise 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.
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade11-12 - Reading for S/TS (RST)
Page 26 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/
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, with substantial 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 - 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.
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
Grade 11-12 - Reading for S/TS (RST)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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.
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.
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/
CA CCSS forELA Standard Corresponding ELD Standards
PI.6 - Reading/viewing closely
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.
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Writing (W)
CA CCSS forELA Standard Corresponding ELD Standards
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
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 42 of 103
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).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Writing (W)
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Corresponding ELD StandardsPI.3 - Supporting opinions and persuading others
CA CCSS forELA Standard
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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.
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 water rights) 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 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 ).
Grade 11-12 - Writing (W)
Page 29 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/
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).
CA CCSS forELA Standard
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Writing (W)
CA CCSS forELA Standard Corresponding ELD Standards
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.
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 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 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 speech) 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).
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
Page 30 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
CA CCSS forELA Standard
PII.2 - Understanding cohesion
Text
and
Typ
es a
nd P
urpo
ses
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 31 of 103
Grade 11-12- Writing (W)
Corresponding ELD Standards
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.
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.
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.
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.
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Text
and
Typ
es a
nd P
urpo
ses
Grade 11-12 - Writing (W)
Corresponding ELD Standards
Page 32 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/
CA CCSS forELA Standard
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.)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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 by using complete and concise sentences and key words (e.g., from notes or graphic organizers).
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.)
Grade 11-12 - Writing (W)
CA CCSS forELA Standard Corresponding ELD Standards
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.
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 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).
Page 33 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/
Grade 11-12- Writing (W)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page 34 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/
CA CCSS forELA Standard Corresponding ELD Standards
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
Grade 11-12 - Writing (W)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
CA CCSS forELA Standard Corresponding ELD Standards
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.
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.
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 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.
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
Page 35 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/
Grade 11-12 - Writing (W)
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
CA CCSS forELA Standard Corresponding ELD Standards
PII.5 - Modifying to add details
Page 36 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/
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Writing (W)
CA CCSS forELA Standard Corresponding ELD Standards
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) .
Page 37 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/
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Writing (W)
CA CCSS forELA Standard Corresponding ELD Standards
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
Page 38 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/
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.
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).
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.
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 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 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 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).
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.
Grade 11-12 - Writing (W)
CA CCSS forELA Standard Corresponding ELD Standards
PI.10 - Writing
Rese
arch
to b
uild
and
Pre
sent
kno
wle
dge
Page 39 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Writing (W)
CA CCSS forELA Standard Corresponding ELD Standards
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
.)
Page 40 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/
Grade 11-12 - Writing (W)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 41 of 103
CA CCSS forELA Standard Corresponding ELD Standards
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
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.
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.
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.
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
page 43 of 103
CA CCSS for
ELA Standard
Grade11-12 - Writing for S/TS (WHST)
Corresponding ELD Standards
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.
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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 ).
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
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 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 speech)
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).
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 44 of 103
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.
b. Express attitude and
opinions or temper
statements with nuanced
modal expressions (e.g.,
possibly/ potentially/
certainly/ absolutely,
should/might ).
CA CCSS for
ELA Standard
Grade 11-12 - Writing for S/TS (WHST)
Corresponding ELD Standards
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
Grade 11-12 - Writing for S/TS (WHST)
Page 45 of 103
CA CCSS for
ELA StandardCorresponding ELD Standards
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.
b. Write brief summaries of texts and experiences using
complete sentences and key words (e.g., from notes or
graphic organizers).
Expanding -
a. Write longer literary and informational texts (e.g., an
argument 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).
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
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
Grade 11-12 - Writing for S/TS (WHST)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.1 - Understanding text structure PII.2 - Understanding cohesion
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.
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.
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.
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 46 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Writing for S/TS (WHST)
Corresponding ELD Standards
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
simple, compound, and
complex sentences (e.g.,
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 -
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 ).
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Writing for S/TS (WHST)
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
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 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).
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Corresponding ELD Standards
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 -
Adjust language choices
according to the context
(e.g., classroom,
community) and
audience (e.g., peers,
teachers).
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 by
using complete and
concise sentences and key
words (e.g., from notes or
graphic organizers).
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).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
CA CCSS for
ELA StandardCorresponding ELD Standards
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.
b. Use knowledge of morphology to appropriately select
affixes in a variety of ways to manipulate language (e.g.,
changing inaugurate to inauguration ).
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Writing for S/TS (WHST)
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.
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.1 - Understanding text structure PII.2 - Understanding cohesion
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.
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.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
Page 50 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Writing for S/TS (WHST)
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 51 of 103
CA CCSS for
ELA StandardCorresponding ELD Standards
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 -
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.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
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.
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Writing for S/TS (WHST)
Page 52 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/
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.
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
ELA StandardCorresponding ELD Standards
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 ).
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 -
Expand sentences with a
variety of adverbials (e.g.,
adverbs, adverb phrases
and clauses, prepositional
phrases) to provide details
(e.g., time, manner, place,
cause) about a variety of
familiar and new activities
and processes.
Emerging -
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 ).
PII.6 - Connecting Ideas
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).
PII.5- Modifying to add details
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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
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
Corresponding ELD Standards
Page 53 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/
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 ).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page 54 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/
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 -
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 by using
complete and concise
sentences and key words
(e.g., from notes or graphic
organizers).
Grade 11-12 - Writing for S/TS (WHST)
CA CCSS for
ELA StandardCorresponding ELD Standards
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 -
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 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
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 by using
complete sentences and key
words (e.g., from notes or
graphic organizers).
Grade 11-12 - Writing for S/TS (WHST)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page 55 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/
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.
Corresponding ELD Standards
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
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
speech) 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).
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page 56 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/
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 ).
Grade 11-12 - Writing for S/TS (WHST)
CA CCSS for
ELA StandardCorresponding ELD Standards
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Writing for S/TS (WHST)
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 57 of 103
PII.2 - Understanding cohesion
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.
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.
Emerging -
a. Apply knowledge of
familiar language resources
for referring to make texts
more cohesive (e.g., using
pronouns or synonmyms to
refer back to characters or
cocepts 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.
Corresponding ELD Standards
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.
CA CCSS for
ELA Standard
PII.1 - Understanding text structure
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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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
ELA StandardCorresponding ELD Standards
Grade11-12- Speaking & Listening (SL)
Page 58 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/
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)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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 ).
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.
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 ).
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.
CA CCSS for
ELA StandardCorresponding ELD Standards
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.
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 meanings, including
figurative and connotative meanings,
of unknown and multiple-meaning
words on a variety of new topics.
Page 59 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.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
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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
ELA StandardCorresponding ELD Standards
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
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.
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.
Page 60 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
CA CCSS for
ELA Standard
Grade 11-12- Speaking & Listening (SL)
Corresponding ELD Standards
PI.3 - Supporting opinions and persuading others PI.9 - Presenting
Page 61 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/
Emerging -
Negotiate with or
persuade others in
conversations using
learned phrases (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 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
Grade 11-12 - Speaking & Listening (SL)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Bridging -
a. Use a variety of grade-appropriate general (e.g.,
alleviate, salutary ) and domain-specific (e.g., soliloquy,
micro-organism) 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 humiliate to inaugurate to
inauguration ).
Emerging -
a. Use familiar general academic (e.g., temper-nature,
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).
CA CCSS for
ELA StandardCorresponding ELD Standard
PI.12 - Selecting language resources
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 62 of 103
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
Grade 11-12 - Speaking & Listening (SL)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
CA CCSS for
ELA StandardCorresponding ELD Standards
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 -
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 -
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,
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 -
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.
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 ).
Page 63 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
CA CCSS for
ELA StandardCorresponding ELD Standards
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 64 of 103
Grade 11-12 - Speaking & Listening (SL)
Expanding -
Negotiate with or persuade
others(e.g., by presenting
counterarguments) in
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 -
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 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 -
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.
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.
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.)
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 65 of 103
Grade 11-12 - Speaking & Listening (SL)
CA CCSS for
ELA StandardCorresponding ELD Standards
PI.4 - Adapting language choices PI.5 - Listening ActivelyEmerging -
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).
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
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Speaking & Listening (SL)
CA CCSS for
ELA StandardCorresponding ELD Standards
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 )
and domain-specific (e.g.,
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 )
and domain-specific (e.g.,
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
appropriately select affixes
in a variety of ways to
manipulate language (e.g.,
changing humiliate to
humiliation or incredible to
incredibly ).
Emerging -
Plan and deliver brief oral
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 -
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 under-
standing of register.
Page 66 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/
Grade 11-12 - Speaking & Listening (SL)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 67 of 103
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
Corresponding ELD Standards
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Speaking & Listening (SL)
CA CCSS for
ELA StandardCorresponding ELD Standards
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 ).
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
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 68 of 103
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
describes the solar system ).
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 ).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
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 -
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 -
Demonstrate
comprehension of oral
presentations and
discussions on familiar
social and academic topics
by asking and answering
questions, with promptting
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.
Page 69 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/
Emerging -
Adjust language choices
according to the context
(e.g., classroom, community)
and audience (e.g., peers,
teachers).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding 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.
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
multi- media 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 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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
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
.)
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
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 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 speech)
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).
Page 71 of 103
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).
Co
nve
nti
on
s o
f St
and
ard
En
glis
h
Emerging -
Plan and deliver brief oral
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 -
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 under-
standing of register.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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
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, micro-organism )
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 ).
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 ).
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PI.11 - Justifying/arguing PI.12 - Selecting language resources
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 ).
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
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Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.2 - Understanding cohesionEmerging -
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.
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.
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.
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
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Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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.
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.
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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
Grade 11-12 - Language (L)
Emerging -
Expand noun phrases to
create increasingly detailed
sentences (e.g., adding
adjectives for precision)
about personal and familiar
academic topics.
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.4 - Using nouns and noun phrases PII.5 - Modifying to add detailsExpanding -
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.6 - Connecting ideas PII.7 - Condensing ideas
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 -
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 ).
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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 ).
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 ).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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 by using
complete and concise
sentences and key words
(e.g., from notes or graphic
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 -
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 ).
Grade 11-12 - Language (L)
CA CCSS for
ELA Standard
PI.10 - Writing
Corresponding ELD Standards
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 ).
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).
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Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Corresponding ELD Standards
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.
Grade 11-12 - Language (L)
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 -
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.
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.
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Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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
Grade 11-12 - Language (L)
Expanding -
Negotiate with or persuade
others in conversations (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 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
opinions
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 -
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.
CA CCSS for
ELA StandardCorresponding ELD Standards
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Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Corresponding ELD Standards
Grade 11-12 - Language (L)
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
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 -
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.
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.
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 ).
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.
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 ).
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.
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.
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Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
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.
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
ELA StandardCorresponding ELD Standards
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.
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.
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
Page 80 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PI.9 - Presenting PI.10 - WritingEmerging -
Plan and deliver brief oral
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 -
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 under-
standing of register.
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
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 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 speech)
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).
Page 81 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
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 -
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).
Page 82 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/
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 ).
Expanding -
a. Use an increasing variety of
grade-appropriate general
academic (e.g., fallacy,
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
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, micro-organism )
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).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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.
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 -
Use a variety of verbs in
different tenses (e.g.,
past, present, future,
simple, proggressive,
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.
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.2 - Understanding cohesion PII.3 - Using verbs and verb phrasesBridging -
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.
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 -
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 mean-
while, however, on the other
hand ) to comprehending texts
and to writing increasingly
cohesive texts for specific
purposes and audiences.
Page 83 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.4 - Using nouns and noun phrases PII.5 - Modifying to add details
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 -
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.
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.
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.
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.6 - Connecting ideas PII.7 - Condensing ideas
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 -
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 ).
Page 85 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/
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 ).
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 ).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardPI.10 - Writing
Corresponding ELD Standards
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 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 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
Page 86 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/
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 by using complete and concise sentences and
key words (e.g., from notes or graphic organizers).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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.
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 -
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.
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.2 - Understanding cohesion PII.3 - Using verbs and verb phrasesBridging -
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.
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 -
a. Apply knowledge of familiar
language resources for
referring to make texts more
cohesive (e.g., using pronouns
or synonyms to refer back to
nouns in text) 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.
Page 87 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.4 - Using nouns and noun phrases PII.5 - Modifying to add details
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 -
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.
Page 88 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/
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.
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.
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.6 - Connecting ideas PII.7 - Condensing ideas
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 -
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 ).
Page 89 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/
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 ).
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).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PI.7 - Evaluating language choices PI.8 - Analyzing 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 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.
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.
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.
Page 90 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
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 -
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 ).
Page 91 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/
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 indepen-dently
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 ).
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, micro-organism)
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
humiliate to humiliation or
incredible to incredibly ).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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 mean-
while, 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.
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 -
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.
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.2 - Understanding cohesion PII.3 - Using verbs and verb phrasesBridging -
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.
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 -
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.
Page 92 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.4 - Using nouns and noun phrases PII.5 - Modifying to add details
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 -
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.
Page 93 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/
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.
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.
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.6 - Connecting ideas PII.7 - Condensing ideas
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 -
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 ).
Page 94 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/
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 ).
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 ).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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.
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.
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
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.
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 -
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.
Page 95 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
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 -
Adjust language choices
according to the context
(e.g., classroom,
community) and audience
(e.g., peers, teachers).
Page 96 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/
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
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 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
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.
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).
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
ELA StandardCorresponding ELD Standards
PI.5 - Listening actively PI.6 - Reading/viewing closelyEmerging -
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.
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 ).
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 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 ).
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 a
range of 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.
Page 97 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
Page 98 of 103
Vo
cab
ula
ry A
cqu
isit
ion
an
d U
se
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
PI.7 - Evaluating language choices PI.8 - Analyzing 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 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.
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.
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.
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
.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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
speech) 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
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 ).
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PI.10 - Writing PI.11 - Justifying/arguingBridging -
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 ).
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 -
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).
Page 99 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PI.12 - Selecting language resourcesEmerging -
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 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 text.
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.,
alleviate, salutary ) and domain-specific (e.g., soliloquy,
micro-organism) ) 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 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
Page 100 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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.
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 -
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.
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.2 - Understanding cohesion PII.3 - Using verbs and verb phrasesBridging -
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.
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 -
a. Apply knowledge of
familiar language
resources for referring to
make texts more cohesive
(e.g., using pronouns or
synonyms to refer back to
nouns in text) 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.
Page 101 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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.4 - Using nouns and noun phrases PII.5 - Modifying to add details
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 -
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.
Page 102 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/
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.
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.
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 11-12 - Language (L)
CA CCSS for
ELA StandardCorresponding ELD Standards
PII.6 - Connecting ideas PII.7 - Condensing ideas
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 -
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 ).
Page 103 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/
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 ).
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 ).