Pearson Elementary ELDassets.pearsonschool.com/asset_mgr/pending/2013-08/Grade...Pearson Elementary ELD My Little Island, Levels 1, 2, 3 Language Central, Grade K Young Children’s

Pearson Elementary ELD My Little Island, Levels 1, 2, 3

Language Central, Grade K Young Children’s Picture Dictionary

Kindergarten

California English Language

Development Standards Map for Supplemental Instructional Materials

Publisher: Pearson Scott Foresman Program Title: Pearson Elementary ELD: My Little Island, 1, 2, 3 (MLI); Language Central K (LC), Young Children’s Picture Dictionary (YCPD) Components: Student Edition (SE), Teacher Edition (TE)

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

Kindergarten – English Language Development

Publisher Citations Meets

Standard For Reviewer Use Only

Standard Standard Language Primary

Citations Supporting Citations

Y N Reviewer Notes

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

I.A.1.Em Emerging Level 1. Exchanging information and ideas Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and simple phrases.

MLI 1: SE: 71 TE: T71 MLI 2: SE: 16-17, 26-27 TE: T16-T17, T26-T27 MLI 3: SE: 16-17, 66-67 TE: T16-T17, T66-T67 LC K: TE: 18

MLI 1: SE: 75 TE: T75 MLI 2: SE: 19, 23, 29, 33, 39, 43, 49, 79, 83, 100 TE: T19, T23, T29, T33, T39, T43, T49, T79, T83, T100 MLI 3: SE: 19, 23, 29, 36-37, 39, 53, 69, 73, 94 TE: T19, T23, T29, T36-T37, T39, T53, T69, T73, T94 LC K: TE only: 22, 57, 68, 69, 71, 103


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Publisher Citations

Meets Standard

For Reviewer Use Only

Standard Standard Language Primary Citations

Supporting Citations

Y N Reviewer Notes

I.A.1.Ex Expanding Level 1. Exchanging information and ideas Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.


MLI 1: SE: 75 TE: T75 MLI 2: SE: 29, 39, 53, 96, 101 TE: T29, T39, T53, T96, T101 MLI 3: SE: 46-47, 53, 59, 97 TE: T46-T47, T53, T59, T97 LC K: TE: 12, 13, 15, 18, 29, 57, 74


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Publisher Citations

Meets Standard




Y N Reviewer Notes

I.A.1.Br Bridging Level 1. Exchanging information and ideas Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.


MLI 1: SE: 75 TE: T75 MLI 2: SE: 33, 43, 93, 96, 101 TE: T33, T43, T93, T96, T101 MLI 3: SE: 46-47, 49, 59, 101 TE: T46-T47, T49, T59, T101 LC K: TE: 12, 13, 15, 18, 29, 57, 74

I.A.2.Em Emerging Level 2. Interacting via written English Collaborate with the teacher and peers on joint composing projects of short informational and literary texts that include minimal writing (labeling with a few words), using technology where appropriate for publishing, graphics, etc.

MLI 2: SE: 20 TE: T20 MLI 3: SE: 96 TE: T96

MLI 2: SE: 30, 40, 50, 60, 70, 80 TE: T30, T40, T50, T60, T70, T80 MLI 3: SE: 99 TE: T99


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Publisher Citations

Meets Standard




Y N Reviewer Notes

I.A.2.Ex Expanding Level 2. Interacting via written English Collaborate with the teacher and peers on joint composing projects of informational and literary texts that include some writing (e.g., short sentences), using technology where appropriate for publishing, graphics, etc.

LC K: TE: 19, 22, 25, 37, 51, 87, 63, 78, 133, 165, 195, 211 MLI3: SE: 22 TE: T22

LC K: TE: 9, 10, 16, 40, 149, 201 MLI3: SE: 40 TE: T40

I.A.2.Br Bridging Level 2. Interacting via written English Collaborate with the teacher and peers on joint composing projects of informational and literary texts that include a greater amount of writing (e.g., a very short story), using technology where appropriate for publishing, graphics, etc.

MLI 3: SE: 42 TE: T42

MLI 3: SE: 32, 52, 62, 72, 82, 92 TE: T32, T52, T62, T72, T82, T92


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Publisher Citations

Meets Standard




Y N Reviewer Notes

I.A.3.Em Emerging Level 3. Offering opinions Offer opinions and ideas in conversations using a small set of learned phrases (e.g., I think X.), as well as open responses.

MLI 1: SE: 54 TE: T54 MLI 2: SE: 66-67 TE: T66-T67 LC K: SE/TE: 37 TE only: 33 YCPD: 50

MLI 1: SE: 55, 59 TE: T55, T59 MLI 2: SE: 68, 69, 99 TE: T68, T69, T99 LC K: TE only: 35, 62, 85

I.A.3.Ex Expanding Level 3. Offering opinions Offer opinions in conversations using an expanded set of learned phrases (e.g., I think/don’t think X. I agree with X.), as well as open responses, in order to gain and/or hold the floor.




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Publisher Citations

Meets Standard




Y N Reviewer Notes

I.A.3.Br Bridging Level 3. Offering opinions Offer opinions in conversations using an expanded set of learned phrases (e.g., I think/don’t think X. I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor or add information to an idea.




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Publisher Citations

Meets Standard




Y N Reviewer Notes

Shift 2: Use of Complex Text with Content Essential for Learning Academic English I.C.11.Em Emerging Level

11. Supporting opinions Offer opinions and provide good reasons (e.g., My favorite book is X because X.) referring to the text or to relevant background knowledge.



I.C.11.Ex Expanding Level 11. Supporting opinions Offer opinions and provide good reasons and some textual evidence or relevant background knowledge (e.g., paraphrased examples from text or knowledge of content).




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Publisher Citations

Meets Standard




Y N Reviewer Notes

I.C.11.Br Bridging Level 11. Supporting opinions Offer opinions and provide good reasons with detailed textual evidence or relevant background knowledge (e.g., specific examples from text or knowledge of content).




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Publisher Citations

Meets Standard




Y N Reviewer Notes

II.A.1.Em Emerging Level 1. Understanding text structure Apply understanding of how text types are organized (e.g., how a story is organized by a sequence of events) to comprehending and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently.

MLI 1: SE: 6-7 TE: T6-T7 MLI 2: SE: 16-17 TE: T16-T17 MLI 3: SE: 16-17 TE: T16-T17

MLI 1: SE: 22-23, 46-47 TE: T22-T23, T46-T47 MLI 2: SE: 26-27, 36-37 TE: T26-T27, T36-T37 MLI 3: SE: 26-27, 36-37, 46-47 TE: T26-T27, T36-T37, T46-T47


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Publisher Citations

Meets Standard




Y N Reviewer Notes

II.A.1.Ex Expanding level 1. Understanding text structure Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages versus how an informative text is organized by topic and details) to comprehending texts and composing texts in shared language activities guided by the teacher, collaboratively with peers, and with increasing independence.


MLI 1: SE: 30-31, 54-55 TE: T30-T31, T54-T55 MLI 2: SE: 46-47, 56-57 TE: T46-T47, T56-T57 MLI 3: SE: 66-67, 76-77 TE: T66-T67, T76-T77


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Publisher Citations

Meets Standard




Y N Reviewer Notes

II.A.1.Br Bridging level 1. Understanding text structure Apply understanding of how different text types are organized predictably (e.g., a narrative text versus an informative text versus an opinion text) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and independently.


MLI 1: SE: 38-39, 62-63, 70-71 TE: T38-T39, T62-T63, T70-T71 MLI 2: SE: 66-67, 76-77, 86-87 TE: T66-T67, T76-T77, T86-T87 MLI 3: SE: 66-67, 76-77, 86-87 TE: T66-T67, T76-T77, T86-T87

II.A.2.Em Emerging Level 2. Understanding cohesion Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., one time, then) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently.

MLI 1: SE: 6-7 TE: T6-T7

MLI 1: SE: 93 TE: T93


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Publisher Citations

Meets Standard




Y N Reviewer Notes

II.A.2.Ex Expanding level 2. Understanding cohesion Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., next, after a long time) to comprehending texts and composing texts in shared language activities guided by the teacher, collaboratively with peers, and with increasing independence.

MLI 1: SE: 6-7 TE: T6-T7

MLI 1: SE: 93 TE: T93

II.A.2.Br Bridging Level 2. Understanding cohesion Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., first/second/third, once, at the end) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and independently.

MLI 1: SE: 6-7 TE: T6-T7

MLI 1: SE: 93 TE: T93


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Publisher Citations

Meets Standard




Y N Reviewer Notes

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

I.B.7.Em Emerging Level 7. Evaluating language choices Describe the language an author uses to present an idea (e.g., the words and phrases used when a character is introduced) with prompting and substantial support.

MLI 3: SE: 54 TE: T54 LC K: SE/TE: 92 YCPD: 62-63

MLI 3: SE: 55, 56-57 TE: T55, T56-T57 YCPD: 64-65

I.B.7.Ex Expanding Level 7. Evaluating language choices Describe the language an author uses to present an idea (e.g., the adjectives used to describe a character) with prompting and moderate support.


MLI 3: SE: 55, 56-57 TE: T55, T56-T57 YCPD: 64-65

I.B.7.Br Bridging Level 7. Evaluating language choices Describe the language an author uses to present or support an idea (e.g., the vocabulary used to describe people and places) with prompting and light support.


MLI 3: SE: 55, 56-57 TE: T55, T56-T57 YCPD: 64-65


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Publisher Citations

Meets Standard




Y N Reviewer Notes

I.B.8.Em Emerging Level 8. Analyzing language choices Distinguish how two different frequently used words (e.g., describing an action with the verb walk versus run) produce a different effect.

LC K: SE/TE: 92 YCPD: 62-63

LC K: SE/TE: 136, 148 YCPD: 64-65

I.B.8.Ex Expanding Level 8. Analyzing language choices Distinguish how two different words with similar meaning (e.g., describing an action as walk versus march) produce shades of meaning and a different effect.


LC K: SE/TE: 136, 148 YCPD: 64-65

I.B.8.Br Bridging Level 8. Analyzing language choices Distinguish how multiple different words with similar meaning (e.g., walk, march, strut, prance) produce shades of meaning and a different effect.


LC K: SE/TE: 136, 148 YCPD: 64-65


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Publisher Citations

Meets Standard




Y N Reviewer Notes

I.C.12.Em Emerging Level 12. Selecting language resources a) Retell texts and recount experiences using a select set of key words. b) Use a select number of general academic and domain‐specific words to add detail (e.g., adding the word spicy to describe a favorite food, using the word larva when explaining insect metamorphosis) while speaking and composing.

MLI 1: SE: 13 TE: T13 MLI 2: SE: 15 TE: T15 MLI 3: SE: 15 TE: T15 LC K: TE: 9

MLI 1: SE: 21, 29 TE: T21, T29 MLI 2: SE: 25, 55 TE: T25, T55 MLI 3: SE: 25, 55, 65 TE: T25, T55, T65 LC K: TE: 13, 15, 19, 27, 77

I.C.12.Ex Expanding Level 12. Selecting language resources a) Retell texts and recount experiences using complete sentences and key words. b) Use a growing number of general academic and domain‐specific words in order to add detail or to create shades of meaning (e.g., using the word scurry versus run) while speaking and composing.


MLI 1: SE: 45, 53 TE: T45, T53 MLI 2: SE: 35, 65, 85 TE: T35, T65, T85 MLI 3: SE: 35, 55, 75 TE: T35, T55, T75 LC K: TE: 13, 15, 19, 27, 77


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Publisher Citations

Meets Standard




Y N Reviewer Notes

I.C.12.Br Bridging Level 12. Selecting language resources a) Retell texts and recount experiences using increasingly detailed complete sentences and key words. b) Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language to create an effect (e.g., using the word suddenly to signal a change) or to create shades of meaning (e.g., The cat’s fur was as white as snow.) while speaking and composing.


MLI 1: SE: 69 TE: T69 MLI 2: SE: 45, 75 TE: T45, T75 MLI 3: SE: 45, 55, 85 TE: T45, T55, T85 LC K: TE: 13, 15, 19, 27, 77


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Publisher Citations

Meets Standard




Y N Reviewer Notes

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

II.B.3.Em Emerging Level 3. Using verbs & verb phrases a) Use frequently used verbs (e.g., go, eat, run) and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the teacher and with increasing independence. b) Use simple verb tenses appropriate for the text type and discipline to convey time (e.g., simple past for recounting an experience) in shared language activities guided by the teacher and with increasing independence.

MLI 1: SE: 8-9 TE: T8-T9 LC K: SE/TE: 11 YCPD: 66

MLI 1: SE: 10-11 TE: T10-T11 LC K: SE/TE: 17, 55, 125, 131, 181, 207, 213 YCPD: 67

II.B.3.Ex Expanding Level 3. Using verbs & verb phrases a) Use a growing number of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the teacher and independently. b) Use a growing number of verb tenses appropriate for the text type and discipline to convey time (e.g., simple past tense for retelling, simple present for a science description) in shared language activities guided by the teacher and independently.

MLI 1: SE: 8-9 TE: T8-T9 LC K: SE/TE: 11, 78 YCPD: 66

MLI 1: SE: 10-11 TE: T10-T11 LC K: SE/TE: 17, 55, 99, 105, 125, 131, 181, 207, 213, 225 YCPD: 67


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Publisher Citations

Meets Standard




Y N Reviewer Notes

II.B.3.Br Bridging Level 3. Using verbs & verb phrases a) Use a wide variety of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the teacher and independently. b) Use a wide variety of verb tenses appropriate for the text type and discipline to convey time (e.g., simple present for a science description, simple future to predict) in shared language activities guided by the teacher and independently.

MLI 1: SE: 8-9 TE: T8-T9 LC K: SE/TE: 11, 78 YCPD: 66

MLI 1: SE: 10-11 TE: T10-T11 LC K: SE/TE: 17, 55, 99, 105, 125, 131, 181, 207, 213, 225 YCPD: 67

II.B.4.Em Emerging Level 4. Using nouns & noun phrases Expand noun phrases in simple ways (e.g., adding a familiar adjective to describe a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, etc., in shared language activities guided by the teacher and sometimes independently.

LC K: SE/TE: 23 YCPD: 62

LC K: SE/TE: 29, 163, 169 YCPD: 63

II.B.4.Ex Expanding Level 4. Using nouns & noun phrases Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, etc., in shared language activities guided by the teacher and with increasing independence.


LC K: SE/TE: 29, 163, 169 YCPD: 63


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Publisher Citations

Meets Standard




Y N Reviewer Notes

II.B.4.Br Bridging Level 4. Using nouns & noun phrases Expand noun phrases in a wide variety of ways (e.g., adding a variety of adjectives to noun phrases) in order to enrich the meaning of phrases/sentences and add details about ideas, people, things, etc., in shared language activities guided by the teacher and independently.


LC K: SE/TE: 29, 163, 169 YCPD: 63

II.C.6.Em Emerging Level 6. Connecting ideas Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so) in shared language activities guided by the teacher and sometimes independently.

MLI 3: SE: 47 TE: T47

MLI 3: SE: 57, 66 TE: T57, T66

II.C.6.Ex Expanding Level 6. Connecting ideas Combine clauses in an increasing variety of ways to make connections between and join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked.) in shared language activities guided by the teacher and with increasing independence.

MLI 3: SE: 47 TE: T47

MLI 3: SE: 57, 66 TE: T57, T66

II.C.6.Br Bridging Level 6. Connecting ideas Combine clauses in a wide variety of ways (e.g., rearranging complete simple sentences to form compound sentences) to make connections between and join ideas (e.g., The boy was hungry. The boy ate a sandwich. ‐> The boy was hungry so he ate a sandwich.) in shared language activities guided by the teacher and independently.

MLI 3: SE: 47 TE: T47

MLI 3: SE: 57, 66 TE: T57, T66


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Appendix: An asterisk * indicates citations that offer support to the standard as noted below. Shift 1 I.A.2.Em: *Students write letters. *Students trace words. I.A.2.Ex: *Students trace short sentences. I.A.2.Br: *Students dictate/compose sentences. *Students trace short sentences. I.A.3.Em, Ex, Br: *Students express likes/dislikes. *Audio dialog discusses likes/dislikes. Shift 2 I.C.11.Em, Ex, Br: *Students express likes/dislikes. *Audio dialog discusses likes/dislikes. II.A.1.Em, Ex, Br: *Students and teacher read poems/stories as a class. II.A.2.Em, Ex, Br: * (MLI1) *Students listen to a story called First Day and Christmas Time which addresses sequencing. Shift 3 I.B.7.Em, Ex, Br: *Adjectives and describing words. I.B.8.Em, Ex, Br: *Students learn feeling words and words for sizes (big, small, tall, short).*Adjectives (feeling words-sad/happy) and weather words (sunny/cloudy). Shift 4 II.B.3.Em, Ex, Br: *Students circle words am, have, is, etc. *Action words. II.B.4.Em, Ex, Br: *Students circle describing words (adjectives). *Adjectives. II.C.6.Em, Ex, Br: *Students read a story that includes sentences with and/but. Created by the California Department of Education

Documents

Pearson Elementary ELDassets.pearsonschool.com/asset_mgr/pending/2013-08/Grade...Pearson Elementary ELD My Little Island, Levels 1, 2, 3 Language Central, Grade K Young Children’s