Integrating the CA ELD Standards Into K-12 English ...
Transcript of Integrating the CA ELD Standards Into K-12 English ...
Formatted by Curriculum, Instruction and AccountabilityKern County Superintendent of Schools, Bakersfield, California (661) 636-4239
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
GRADE 9-10
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 9-10 - Reading Literature (RL)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Corresponding ELD StandardsCA CCSS forELA 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 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 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.
RL 9
-10.
1 - C
ite st
rong
and
thor
ough
text
ual
evid
ence
to su
ppor
t an
alys
is o
f wha
t the
te
xt sa
ys e
xplic
itly
as
wel
l as i
nfer
ence
s dr
awn
from
the
text
.
RL 9
-10.
2 - D
eter
min
e a
them
e or
cen
tral
idea
of a
te
xt a
nd a
naly
ze in
det
ail i
tsde
velo
pmen
t ove
r the
co
urse
of t
he te
xt,
incl
udin
g ho
w it
em
erge
s an
d is
shap
ed a
nd re
fined
by
spec
ific
deta
ils; p
rovi
de a
n ob
ject
ive
sum
mar
y
RL 9
-10.
3 - A
naly
ze h
ow
com
plex
cha
ract
ers (
e.g.
, th
ose
with
mul
tiple
or
conf
lictin
g m
otiv
atio
ns)
deve
lop
over
the
cour
se o
f a
text
, int
erac
t with
oth
er
char
acte
rs, a
nd a
dvan
ce th
e pl
ot o
r dev
elop
the
them
e.
Key
Idea
s and
Det
ails
Integrating the CA ELD Standards Into K-12 English Language Arts/LiteracyRL
9-1
0.5
- Ana
lyze
how
an
auth
or’s
cho
ices
conc
erni
ng h
ow to
stru
ctur
e a
text
, ord
er
even
ts w
ithin
it (e
.g.,
para
llel p
lots
), an
d m
anip
ulat
e tim
e (e
.g.,
paci
ng, f
lash
back
s)
crea
te su
ch e
ffect
s as m
yste
ry, t
ensi
on, o
r su
rpris
e.
Craf
t and
Str
uctu
re
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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.
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, with sub-stantial 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.
Grade 9-10 - Reading Literature (RL)
CA CCSS forELA Standard Corresponding ELD Standards
PI.6 - Reading/viewing closely PI.7 - Evaluating language choices
RL 9
-10.
4 - D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd
phra
ses a
s the
y ar
e us
ed in
the
text
, inc
ludi
ng
figur
ativ
e an
d co
nnot
ativ
e m
eani
ngs;
ana
lyze
the
cum
ulat
ive
impa
ct o
f spe
cific
wor
d ch
oice
s on
mea
ning
and
tone
(e.g
., ho
w th
e la
ngua
ge
evok
es a
sens
e of
tim
e an
d pl
ace;
how
it se
ts a
fo
rmal
or i
nfor
mal
tone
). (S
ee g
rade
9–1
0
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
RL 9
-10.
5 - A
naly
ze h
ow a
n au
thor
’s c
hoic
esco
ncer
ning
how
to st
ruct
ure
a te
xt, o
rder
eve
nts
with
in it
(e.g
., pa
ralle
l plo
ts),
and
man
ipul
ate
time
(e.g
., pa
cing
, fla
shba
cks)
cre
ate
such
effe
cts a
s m
yste
ry, t
ensi
on, o
r sur
pris
e.
Craf
t and
Str
uctu
re
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/
Grade 9-10 - Reading Literature (RL)
CA CCSS forELA Standard Corresponding 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.
RL 9
-10.
4 - D
eter
min
e th
e m
eani
ng o
f w
ords
and
phr
ases
as t
hey
are
used
in
the
text
, inc
ludi
ng fi
gura
tive
and
conn
otat
ive
mea
ning
s; a
naly
ze th
e cu
mul
ativ
e im
pact
of s
peci
fic w
ord
choi
ces o
n m
eani
ng a
nd to
ne (e
.g.,
how
the
lang
uage
evo
kes a
sens
e of
tim
e an
d pl
ace;
how
it se
ts a
form
al o
r in
form
al to
ne).
(See
gra
de 9
–10
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 9-10 - Reading Literature (RL)
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 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.
RL 9
-10.
6 - A
naly
ze a
par
ticul
ar p
oint
of
view
or c
ultu
ral e
xper
ienc
e re
flect
edin
a w
ork
of li
tera
ture
from
out
side
the
Uni
ted
Stat
es, d
raw
ing
on a
wid
e re
adin
g of
w
orld
lite
ratu
re.
RL 9
-10.
7 - A
naly
ze th
e re
pres
enta
tion
of a
su
bjec
t or a
key
scen
e in
two
diffe
rent
ar
tistic
med
ium
s, in
clud
ing
wha
t is
emph
asiz
ed o
r abs
ent i
n ea
ch tr
eatm
ent
(e.g
., Au
den’
s “M
usée
des
Bea
ux A
rts”
and
Br
eugh
el’s
Lan
dsca
pe w
ith th
e Fa
ll of
Ic
arus
).
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
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 9-10 - Reading Literature (RL)
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 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.
RL 9
-10.
9 - A
naly
ze h
ow a
n au
thor
dra
ws o
n an
d tr
ansf
orm
s sou
rce
mat
eria
l in
a sp
ecifi
c w
ork
(e.g
., ho
w S
hake
spea
re tr
eats
a th
eme
or to
pic
from
Ovi
d or
the
Bibl
e or
how
a la
ter
auth
or d
raw
s on
a pl
ay b
y Sh
akes
pear
e).
RL 9
-10.
10 -
By th
e en
d of
gra
de 9
, rea
d an
d co
mpr
ehen
d lit
erat
ure,
incl
udin
g st
orie
s, d
ram
as, a
nd p
oem
s, in
the
grad
es
9–10
text
com
plex
ity b
and
prof
icie
ntly
, w
ith sc
affo
ldin
g as
nee
ded
at th
e hi
gh e
nd
of th
e ra
nge.
By
the
end
of g
rade
10,
read
an
d co
mpr
ehen
d lit
erat
ure,
incl
udin
g st
orie
s, d
ram
as, a
nd p
oem
s, a
t the
hig
h en
d of
the
grad
es 9
–10
text
com
plex
ity
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/LiteracyKe
y Id
eas a
nd D
etai
lsRI
9-1
0.2
- Det
erm
ine
ace
ntra
l ide
a of
a te
xt a
nd a
naly
ze
its d
evel
opm
ent o
ver t
he c
ours
e of
the
text
, inc
ludi
ng h
ow it
em
erge
s and
is sh
aped
and
re
fined
by
spec
ific
deta
ils;
prov
ide
an o
bjec
tive
sum
mar
yof
the
text
.
Grade 9-10 - 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 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 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.
RI 9
-10.
1 - C
ite st
rong
an
d th
orou
gh te
xtua
l ev
iden
ce to
supp
ort
anal
ysis
of w
hat t
he te
xt
says
exp
licitl
y as
wel
l as
infe
renc
es d
raw
n fr
om
the
text
.
RI 9
-10.
3 - A
naly
ze h
ow th
eau
thor
unf
olds
an
anal
ysis
or
serie
s of i
deas
or e
vent
s,in
clud
ing
the
orde
r in
whi
ch
the
poin
ts a
re m
ade,
how
they
ar
e in
trod
uced
and
dev
elop
ed,
and
the
conn
ectio
ns th
at a
re
draw
n be
twee
n th
em.
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 9-10 - 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 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 7 of 103
RI 9
-10.
4 - D
eter
min
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 th
ecu
mul
ativ
e im
pact
of s
peci
fic w
ord
choi
ces o
n m
eani
ng a
nd to
ne(e
.g.,
how
the
lang
uage
of a
cou
rt o
pini
on d
iffer
s fro
m th
at o
f a n
ewsp
aper
).(S
ee g
rade
9–1
0 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 9-10 - 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, with substantial support.
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 9
-10.
4 - D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
ate
xt, i
nclu
ding
figu
rativ
e, c
onno
tativ
e, a
nd te
chni
cal m
eani
ngs;
ana
lyze
the
cum
ulat
ive
impa
ct o
f spe
cific
wor
d ch
oice
s on
mea
ning
and
tone
(e.g
., ho
w th
e la
ngua
ge o
f a c
ourt
opi
nion
diff
ers f
rom
that
of a
new
spap
er).
(See
gra
de 9
–10
Lang
uage
stan
dard
s 4–6
for a
dditi
onal
exp
ecta
tions
.) 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 9-10 - 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 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.
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 9
-10.
5 - A
naly
ze in
det
ail h
ow a
n au
thor
’s id
eas o
r cla
ims a
re d
evel
oped
and
refin
ed b
y pa
rtic
ular
sent
ence
s, p
arag
raph
s, o
r lar
ger p
ortio
ns o
f a te
xt (e
.g.,
a se
ctio
n or
ch
apte
r). a
. Ana
lyze
the
use
of te
xt fe
atur
es (e
.g.,
grap
hics
, hea
ders
, cap
tions
)in
func
tiona
l wor
kpla
ce d
ocum
ents
. CA
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 9-10 - 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 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, third ) 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 9
-10.
5 - A
naly
ze in
det
ail h
ow a
n au
thor
’s id
eas o
r cla
ims a
re d
evel
oped
and
refin
ed b
y pa
rtic
ular
sent
ence
s, p
arag
raph
s, o
r lar
ger p
ortio
ns o
f a te
xt (e
.g.,
a se
ctio
n or
cha
pter
). a.
Ana
lyze
the
use
of te
xt fe
atur
es (e
.g.,
grap
hics
, hea
ders
, cap
tions
) in
func
tiona
l wor
kpla
ce d
ocum
ents
. CA
Craf
t and
Str
uctu
re
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 9-10 - 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 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.
RI 9
-10.
6 - D
eter
min
e an
aut
hor’s
poi
nt o
f vie
wor
pur
pose
in a
text
and
ana
lyze
how
an
auth
or u
ses
rhet
oric
to a
dvan
ce th
at p
oint
of v
iew
or p
urpo
se.
RI 9
-10.
7 -A
naly
ze v
ario
us a
ccou
nts o
fa
subj
ect t
old
in d
iffer
ent m
ediu
ms (
e.g.
, a
pers
on’s
life
stor
y in
bot
h pr
int a
nd
mul
timed
ia),
dete
rmin
ing
whi
ch d
etai
ls a
re
emph
asiz
ed in
eac
h ac
coun
t.
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, with substantial support.
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
Page 12 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 - 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.
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. 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., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar andnew topics.
Grade 9-10 - Reading Information (RI)
CA CCSS forELA Standard Corresponding ELD Standards
PI.6 - Reading/viewing closely PI.7 - Evaluating language choices
RI 9
-10.
8 - D
elin
eate
and
eva
luat
e th
e ar
gum
ent a
nd sp
ecifi
c cl
aim
s in
a te
xt,
asse
ssin
g w
heth
er th
e re
ason
ing
is v
alid
and
the
evid
ence
is re
leva
nt a
nd su
ffici
ent;
iden
tify
fals
e st
atem
ents
and
falla
ciou
s rea
soni
ng.
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 9-10 - 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 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.
RI 9
-10.
9 - A
naly
ze se
min
al U
.S. d
ocum
ents
of
hist
oric
al a
nd li
tera
ry si
gnifi
canc
e (e
.g.,
Was
hing
ton’
s Far
ewel
l Add
ress
, the
G
etty
sbur
g Ad
dres
s, R
oose
velt’
s Fou
r Fr
eedo
ms s
peec
h, K
ing’
s “Le
tter
from
Bi
rmin
gham
Jail”
), in
clud
ing
how
they
add
ress
re
late
d th
emes
and
con
cept
s.
RI 9
-10.
10 -
By th
e en
d of
gra
de 9
, rea
d an
d co
mpr
ehen
d lit
erar
y no
nfic
tion
in th
e gr
ades
9–
10 te
xt c
ompl
exity
ban
d pr
ofic
ient
ly, w
ith
scaf
fold
ing
as n
eede
dat
the
high
end
of t
he ra
nge.
By
the
end
of g
rade
10,
read
and
com
preh
end
liter
ary
nonf
ictio
n at
the
high
end
of t
he g
rade
s 9–1
0 te
xt c
ompl
exity
ban
d in
depe
nden
tly a
nd
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
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 9-10 - 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 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.
RH 9
-10.
9 - C
ompa
re a
nd c
ontr
ast
trea
tmen
ts o
f the
sam
e to
pic
in se
vera
l pr
imar
y an
d se
cond
ary
sour
ces.
RH 9
-10.
10 -
By th
e en
d of
gra
de 1
0, re
ad a
nd
com
preh
end
hist
ory/
soci
al st
udie
s tex
ts in
the
grad
es 9
–10
text
com
plex
ity b
and
inde
pend
ently
and
pro
ficie
ntly
.
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 9-10 - 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 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.
RH 9
-10.
1 - C
ite sp
ecifi
c te
xtua
l evi
denc
e to
su
ppor
t ana
lysi
s of
prim
ary
and
seco
ndar
y so
urce
s, a
tten
ding
to
such
feat
ures
as t
he
date
and
orig
in o
f the
in
form
atio
n.
RH 9
-10.
2 -
Dete
rmin
e th
e ce
ntra
l ide
as o
r inf
orm
atio
n of
a
prim
ary
or se
cond
ary
sour
ce; p
rovi
de a
n ac
cura
te
sum
mar
y of
how
key
eve
nts
or id
eas d
evel
op o
ver t
he
cour
se o
f the
text
.
RH 9
-10.
3 - A
naly
ze in
det
ail a
se
ries o
f eve
nts d
escr
ibed
in a
te
xt; d
eter
min
e w
heth
er
earli
er e
vent
s cau
sed
late
r on
es o
r sim
ply
prec
eded
th
em.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grades 9-10 - 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 9
-10.
4 - D
eter
min
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
vo
cabu
lary
des
crib
ing
polit
ical
, soc
ial,
or
econ
omic
asp
ects
of h
isto
ry/s
ocia
l sci
ence
.
RH 9
-10.
5 - A
naly
ze h
ow a
text
us
es st
ruct
ure
to e
mph
asiz
e ke
y po
ints
or a
dvan
ce a
n ex
plan
atio
n or
ana
lysi
s.
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
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
RH 9
-10.
5 - A
naly
ze h
ow a
text
use
s st
ruct
ure
to e
mph
asiz
e ke
y po
ints
or
adv
ance
an
expl
anat
ion
or
anal
ysis
.
Craf
t and
Str
uctu
re
Page 16 of 103
Grade 9-10 - Reading for H/SS (RH)
PI.8 - Analyzing language choices
Corresponding ELD StandardsCA CCSS forELA Standard
PI.7 - Evaluating language choicesBridging - 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, with substantial support.
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.
RH 9
-10.
4 - D
eter
min
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
vo
cabu
lary
des
crib
ing
polit
ical
, soc
ial,
or e
cono
mic
as
pect
s of h
isto
ry/s
ocia
l sci
ence
.
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 9-10 - 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 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, third ) 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 9
-10.
5 - A
naly
ze h
ow a
text
use
s str
uctu
re to
em
phas
ize
key
poin
ts o
r adv
ance
an
expl
anat
ion
or a
naly
sis.
Grade 9-10 - 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 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.
RH 9
-10.
6 - C
ompa
re th
e po
int
of v
iew
of t
wo
or m
ore
auth
ors f
or h
ow th
ey tr
eat t
he
sam
e or
sim
ilar t
opic
s,
incl
udin
g w
hich
det
ails
they
in
clud
e an
d em
phas
ize
in th
eir
resp
ectiv
e ac
coun
ts.
RH 9
-10.
7 -
Inte
grat
e qu
antit
ativ
e or
tech
nica
l an
alys
is (e
.g.,
char
ts,
rese
arch
dat
a) w
ith
qual
itativ
e an
alys
isin
prin
t or d
igita
l tex
t.
RH 9
-10.
8 - A
sses
s the
ex
tent
to w
hich
the
reas
onin
g an
d ev
iden
ce in
a
text
supp
ort t
he a
utho
r’s
clai
ms.
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 9-10 - 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, 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 Standards
RH 9
-10.
6 - C
ompa
re th
e po
int o
f vie
w o
f tw
oor
mor
e au
thor
s for
how
they
trea
t the
sam
e or
si
mila
r top
ics,
incl
udin
g w
hich
det
ails
they
incl
ude
and
emph
asiz
e in
thei
r res
pect
ive
acco
unts
.
RH 9
-10.
8 - A
sses
s the
ext
ent t
o w
hich
the
reas
onin
g an
d ev
iden
ce in
a te
xt su
ppor
t the
au
thor
’s c
laim
s.
Craf
t and
Str
uctu
reIn
tegr
atio
n of
Kno
wle
dge
and
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Form
Grade 9-10 - 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 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.
Corresponding ELD StandardsCA CCSS forELA Standard
PI.6 - Reading/viewing closely
RST
9-10
.1 -
Cite
spec
ific
text
ual e
vide
nce
to
supp
ort a
naly
sis o
f sc
ienc
e an
d te
chni
cal
text
s, a
tten
ding
to th
e pr
ecis
e de
tails
of
RST
9-10
.2 -
Det
erm
ine
the
cent
ral i
deas
or c
oncl
usio
ns o
f a
text
; tra
ce th
e te
xt’s
ex
plan
atio
n or
dep
ictio
n of
a
com
plex
pro
cess
, ph
enom
enon
, or c
once
pt;
RST
9-10
.3 -
Follo
w p
reci
sely
a
com
plex
mul
tiste
p pr
oced
ure
whe
n ca
rryi
ng o
ut
expe
rimen
ts, t
akin
gm
easu
rem
ents
, or p
erfo
rmin
g te
chni
cal t
asks
, att
endi
ng to
Key
Idea
s and
Det
ails
Page 21 of 103
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
CA CCSS forELA Standard Corresponding ELD Standards
PI.6 - Reading/viewing closely
Grade 9 - 10 - 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 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.
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 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 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.
RST
9-10
.4 -
Dete
rmin
e th
e m
eani
ng o
f sy
mbo
ls, k
ey te
rms,
and
oth
er d
omai
n-sp
ecifi
c w
ords
and
phr
ases
as t
hey
are
used
in
a sp
ecifi
c sc
ient
ific
or te
chni
cal c
onte
xt
rele
vant
to g
rade
s 9–1
0 te
xts a
nd to
pics
.
RST
9-10
.5 -
Anal
yze
the
stru
ctur
e of
th
e re
latio
nshi
ps a
mon
g co
ncep
ts in
a
text
, inc
ludi
ng re
latio
nshi
ps a
mon
g ke
y te
rms (
e.g.
, for
ce, f
rictio
n,
reac
tion
forc
e, e
nerg
y).
Craf
t and
Str
uctu
re
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 9-10 - Reading for S/TS (RST)
PI.8 - Analyzing language choices
Corresponding ELD StandardsCA CCSS forELA Standard
PI.7 - Evaluating language choices
RST
9-10
.4 -
Dete
rmin
e th
e m
eani
ng o
f sy
mbo
ls, k
ey te
rms,
and
oth
er d
omai
n-sp
ecifi
c w
ords
and
phr
ases
as t
hey
are
used
in a
sp
ecifi
c sc
ient
ific
or te
chni
cal c
onte
xt re
leva
nt
to g
rade
s 9–1
0 te
xts a
nd to
pics
.
RST
9-10
.5 -
Anal
yze
the
stru
ctur
e of
th
e re
latio
nshi
ps a
mon
g co
ncep
ts in
a
text
, inc
ludi
ng re
latio
nshi
ps
amon
g ke
y te
rms (
e.g.
, for
ce,
fric
tion,
reac
tion
forc
e, e
nerg
y).Cr
aft a
nd S
truc
ture
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, 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.
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 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 9-10 - 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 refer back to nouns in text) to comprehending texts and writing basic texts.
b. Apply basic understanding of how ideas, events, or reasons are linked throughout a text using a select set of everyday connecting words or phrases (e.g., first/next, at the beginning ) to comprehending texts and writing basic texts.
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 establishing clear relationships among claims, counter claims, 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, counter claims, 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, counter claims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.
RST
9-10
.5 -
Anal
yze
the
stru
ctur
e of
the
rela
tions
hips
am
ong
conc
epts
in a
text
, in
clud
ing
rela
tions
hips
am
ong
key
term
s (e.
g., f
orce
, fric
tion,
reac
tion
forc
e,
ener
gy).
Grade 9-10 - 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 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.
RST
9-10
.6 -
Anal
yze
the
auth
or’s
pur
pose
in p
rovi
ding
an
exp
lana
tion,
des
crib
ing
a pr
oced
ure,
or
disc
ussi
ng a
n ex
perim
ent i
n a
text
, def
inin
g th
e qu
estio
n th
e au
thor
seek
s to
addr
ess.
RST
9-10
.7 -
Tran
slat
e qu
antit
ativ
e or
tech
nica
l in
form
atio
n ex
pres
sed
in
wor
ds in
a te
xt in
to v
isua
l for
m
(e.g
., a
tabl
e or
cha
rt) a
nd
tran
slat
e in
form
atio
nex
pres
sed
visu
ally
or
mat
hem
atic
ally
(e.g
., in
an
equa
tion)
into
wor
ds.
RST
9-10
.8 -
Asse
ss th
e ex
tent
to
whi
ch th
e re
ason
ing
and
evid
ence
in a
text
su
ppor
t the
aut
hor’s
cl
aim
or a
re
com
men
datio
n fo
r so
lvin
g a
scie
ntifi
c or
tech
nica
l pro
blem
.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 9-10 - 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 9-
10.6
- An
alyz
e th
e au
thor
’s p
urpo
se in
pr
ovid
ing
an e
xpla
natio
n, d
escr
ibin
g a
proc
edur
e,
or d
iscu
ssin
g an
exp
erim
ent i
n a
text
, def
inin
g th
e qu
estio
n th
e au
thor
seek
s to
addr
ess.
RST
9-10
.8 -
Asse
ss th
e ex
tent
to
whi
ch th
e re
ason
ing
and
evid
ence
in
a te
xt su
ppor
t the
aut
hor’s
cla
im o
r a
reco
mm
enda
tion
for s
olvi
ng a
sc
ient
ific
or te
chni
cal p
robl
em.
Craf
t and
Str
uctu
reIn
tegr
atio
n of
Kno
wle
dge
and
Idea
s
Grade 9-10 - Reading for S/TS (RST)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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 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 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.
RST
9-10
.9 -
Com
pare
and
con
tras
t fin
ding
s pre
sent
ed in
a te
xt to
thos
e fr
om o
ther
sour
ces (
incl
udin
g th
eir o
wn
expe
rimen
ts),
notin
g w
hen
the
findi
ngs
supp
ort o
r con
trad
ict p
revi
ous
expl
anat
ions
or a
ccou
nts.
RST
9-10
.10
- By
the
end
of g
rade
10,
read
and
co
mpr
ehen
d sc
ienc
e/ te
chni
cal t
exts
in th
e gr
ades
9–1
0 te
xt c
ompl
exity
ban
d in
depe
nden
tly
and
prof
icie
ntly
.
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 9-10 - 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 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., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . . ) 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, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . . ), and open responses to express and defend nuanced opinions.
Page 28 of 103
W 9
-10.
1 - W
rite
argu
men
ts to
supp
ort c
laim
s in
an a
naly
sis o
f sub
stan
tive
topi
csor
text
s, u
sing
val
id re
ason
ing
and
rele
vant
and
suffi
cien
t evi
denc
e. (a
. - e
.)
Text
and
Typ
es a
nd P
urpo
ses
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
ELA/ELD Standards AlignmentGrade 9-10 - 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 water rights) 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 Corresponding ELD Standards
PI.10 - Writing PI.11 - Justifying/ArguingExpanding - a. Write longer literary and informational texts (e.g., an argument about water rights) 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 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 9
-10.
1 - W
rite
argu
men
ts to
supp
ort c
laim
s in
an a
naly
sis o
f sub
stan
tive
topi
csor
text
s, u
sing
val
id re
ason
ing
and
rele
vant
and
suffi
cien
t evi
denc
e. (a
. - e
.)
Text
and
Typ
es a
nd P
urpo
ses
Grade 9-10 - Writing (W)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
CA CCSS forELA Standard Corresponding ELD Standards
PI.10 - Writing Emerging - a. Write short literary and informational texts (e.g., an argument about water rights) 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 water rights) 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).
W 9
-10.
2 - W
rite
info
rmat
ive/
expl
anat
ory
text
s to
exam
ine
and
conv
ey c
ompl
ex
idea
s,co
ncep
ts, a
nd in
form
atio
n cl
early
and
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 9
-10.
3 - W
rite
narr
ativ
es to
dev
elop
real
or im
agin
ed e
xper
ienc
es o
r eve
nts u
sing
effe
ctiv
e te
chni
que,
wel
l-cho
sen
deta
ils, a
nd w
ell-
stru
ctur
ed e
vent
sequ
ence
s. (a
. - e
.)Text
and
Typ
es a
nd P
urpo
ses
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 9-10 - 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 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, third ) 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 9
-10.
1 - W
rite
argu
men
ts to
supp
ort
clai
ms i
n an
ana
lysi
sof
subs
tant
ive
topi
cs o
r te
xts,
usi
ng v
alid
W 9
-10.
2 - W
rite
info
rmat
ive/
expl
anat
ory
text
s to
exam
ine
and
conv
ey c
ompl
ex id
eas,
co
ncep
ts, a
nd in
form
atio
n cl
early
and
accu
rate
ly th
roug
h th
e ef
fect
ive
W 9
-10.
3 - W
rite
narr
ativ
es to
de
velo
p re
al o
r im
agin
ed
expe
rienc
es o
r eve
nts u
sing
ef
fect
ive
tech
niqu
e, w
ell-c
hose
n de
tails
, and
wel
l-str
uctu
red
even
t
Page 31 of 103
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/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 9-10 - 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 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 ).
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., Another issue that people may be concerned with is the amount of money that it will cost to construct the new building ).
W 9
-10.
1 - W
rite
argu
men
ts to
su
ppor
t cla
ims i
n an
an
alys
is o
f su
bsta
ntiv
e to
pics
or
text
s, u
sing
val
id
reas
onin
g an
d re
leva
nt a
nd
W 9
-10.
2 - W
rite
info
rmat
ive/
expl
anat
ory
text
s to
exam
ine
and
conv
ey c
ompl
ex id
eas,
co
ncep
ts, a
nd in
form
atio
n cl
early
an
d ac
cura
tely
thro
ugh
the
effe
ctiv
e se
lect
ion,
org
aniz
atio
n, a
nd a
naly
sis
of c
onte
nt. (
a. -
f.)
W 9
-10.
3 - W
rite
narr
ativ
es to
de
velo
p re
al o
r im
agin
ed
expe
rienc
es o
r eve
nts u
sing
effe
ctiv
e te
chni
que,
wel
l-ch
osen
det
ails
, and
wel
l-st
ruct
ured
eve
ntse
quen
ces.
(a. -
e.)
Text
and
Typ
es a
nd P
urpo
ses
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
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).
W 9
-10.
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, a
nd st
yle
are
appr
opria
te to
ta
sk, p
urpo
se, a
nd a
udie
nce.
(Gra
de-
spec
ific
expe
ctat
ions
for w
ritin
g ty
pes a
re
defin
ed in
stan
dard
s 1–3
abo
ve.)
W 9
-10.
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 s
igni
fican
t for
a sp
ecifi
c pu
rpos
e an
d au
dien
ce. (
Editi
ng fo
r con
vent
ions
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
9–1
0.)
Grade 9-10 - 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 water rights) 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 water rights) 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 9-10 - 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., 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, photosynthesis, 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 ).W
9-1
0.4
- Pro
duce
cle
ar a
nd c
oher
ent
writ
ing
in w
hich
the
deve
lopm
ent,
orga
niza
tion,
and
styl
e ar
e ap
prop
riate
to
task
, pur
pose
, and
aud
ienc
e. (G
rade
-sp
ecifi
c ex
pect
atio
ns fo
r writ
ing
type
s are
de
fined
in st
anda
rds 1
–3 a
bove
.)
W 9
-10.
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 s
igni
fican
t for
a sp
ecifi
c pu
rpos
e an
d au
dien
ce. (
Editi
ng fo
r con
vent
ions
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
9–1
0.)
Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
Grade 9-10 - Writing (W)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
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 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, third ) 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 9
-10.
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, a
nd st
yle
are
appr
opria
te to
ta
sk, p
urpo
se, a
nd a
udie
nce.
(Gra
de-
spec
ific
expe
ctat
ions
for w
ritin
g ty
pes a
re
defin
ed in
stan
dard
s 1–3
abo
ve.)
W 9
-10.
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 s
igni
fican
t for
a sp
ecifi
c pu
rpos
e an
d au
dien
ce. (
Editi
ng fo
r con
vent
ions
shou
ld
dem
onst
rate
com
man
d of
Lan
guag
e st
anda
rds 1
–3 u
p to
and
incl
udin
g gr
ades
9–1
0.)
Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
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.
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.
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.
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.
W 9
-10.
4 - P
rodu
ce c
lear
and
co
here
nt w
ritin
g in
whi
ch th
e de
velo
pmen
t, or
gani
zatio
n,
and
styl
e ar
e ap
prop
riate
to
task
, pur
pose
, and
aud
ienc
e.
(Gra
de-s
peci
fic e
xpec
tatio
ns
W 9
-10.
5 - D
evel
op a
nd st
reng
then
writ
ing
as n
eede
d by
pla
nnin
g,
revi
sing
, edi
ting,
rew
ritin
g, o
r try
ing
a ne
w a
ppro
ach,
focu
sing
on
addr
essi
ng w
hat i
s mos
t sig
nific
ant f
or 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
pto
and
incl
udin
g gr
ades
9–1
0.)
Grade 9-10 - Writing
CA CCSS forELA Standard Corresponding ELD Standards
PII.5 - Modifying to add details
Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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., 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 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 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 9
-10.
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, a
nd st
yle
are
appr
opria
te to
ta
sk, p
urpo
se, a
nd a
udie
nce.
(Gra
de-s
peci
fic
expe
ctat
ions
for w
ritin
g ty
pes a
re d
efin
ed in
st
anda
rds 1
–3 a
bove
.)
W 9
-10.
5 - D
evel
op a
nd st
reng
then
writ
ing
as
need
ed b
y pl
anni
ng, r
evis
ing,
edi
ting,
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
t sig
nific
ant f
or a
sp
ecifi
c pu
rpos
e an
d au
dien
ce. (
Editi
ng fo
r co
nven
tions
shou
ld d
emon
stra
te c
omm
and
of L
angu
age
stan
dard
s 1–3
up
to a
ndin
clud
ing
grad
es 9
–10.
)
Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
Grade 9-10 - Writing (W)
CA CCSS forELA Standard Corresponding ELD Standards
PII.6 - Connecting ideas PII.7 - Condensing ideas
Integrating the CA ELD Standards Into K-12 English Language Arts/LiteracyW
9-1
0.7
- Con
duct
shor
t as w
ell a
s mor
e su
stai
ned
rese
arch
pro
ject
s to
answ
era
ques
tion
(incl
udin
g a
self-
gene
rate
d qu
estio
n) o
r sol
ve a
pro
blem
;na
rrow
or b
road
en th
e in
quiry
whe
n ap
prop
riate
; syn
thes
ize
mul
tiple
sour
ces o
n th
e su
bjec
t, de
mon
stra
ting
unde
rsta
ndin
g of
the
subj
ect
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 water rights) 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 water rights) 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).
Grade 9-10 - Writing (W)
CA CCSS forELA Standard Corresponding ELD Standards
PI.2 - Interacting via written English PI.10 - Writing
W 9
-10.
6 - U
se te
chno
logy
, inc
ludi
ng
the
Inte
rnet
, to
prod
uce,
pub
lish,
and
up
date
indi
vidu
al o
r sha
red
writ
ing
prod
ucts
, tak
ing
adva
ntag
e of
te
chno
logy
’s c
apac
ity to
link
to o
ther
in
form
atio
n an
d to
dis
play
info
rmat
ion
flexi
bly
and
dyna
mic
ally
.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
Grade 9-10 - Writing (W)
CA CCSS forELA Standard Corresponding ELD Standards
PI.10 - Writing
Rese
arch
to b
uild
and
Pre
sent
kno
wle
dge
Rang
e of
Writ
ing
Emerging -a. Write short literary and informational texts (e.g., an argument about water rights) 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 water rights) 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 using complete and concise sentences and key words (e.g., from notes or graphic organizers).
W 9
-10.
8 - G
athe
r rel
evan
t inf
orm
atio
n fr
om m
ultip
le a
utho
ritat
ive
prin
t and
di
gita
l sou
rces
, usi
ng a
dvan
ced
sear
ches
effe
ctiv
ely;
ass
ess t
he
usef
ulne
ss o
f eac
h so
urce
in a
nsw
erin
g th
e re
sear
ch q
uest
ion;
inte
grat
e in
form
atio
n in
to th
e te
xt se
lect
ivel
y to
m
aint
ain
the
flow
of i
deas
, avo
idin
g pl
agia
rism
and
follo
win
g a
stan
dard
fo
rmat
for c
itatio
n in
clud
ing
foot
note
s an
d en
dnot
es. C
A
W 9
-10.
9 - D
raw
ev
iden
ce fr
om li
tera
ry
or in
form
atio
nal t
exts
to su
ppor
t ana
lysi
s,re
flect
ion,
and
re
sear
ch. (
a. -
b.)
W 9
-10.
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
time
fram
es (a
sing
le si
ttin
g or
a d
ay o
r tw
o) fo
r a ra
nge
of d
isci
plin
e-sp
ecifi
c ta
sks,
pu
rpos
es, a
nd a
udie
nces
.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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 9-10 - 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 9
-10.
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
effe
ctiv
ely;
ass
ess t
he u
sefu
lnes
s of e
ach
sour
ce in
an
swer
ing
the
rese
arch
que
stio
n; in
tegr
ate
info
rmat
ion
into
the
text
sele
ctiv
ely
to m
aint
ain
the
flow
of i
deas
, avo
idin
g pl
agia
rism
and
follo
win
g a
stan
dard
form
at fo
r cita
tion
incl
udin
g fo
otno
tes a
nd
endn
otes
. CA
W 9
-10.
9 - D
raw
evi
denc
e fr
omlit
erar
y or
info
rmat
iona
l tex
ts to
su
ppor
t ana
lysi
s, re
flect
ion,
and
re
sear
ch..
(a.-b
.)
Grade 9-10 - Writing (W)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page
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
PII.1 - Understanding text structure PII.2 - Understanding cohesion
W 9
-10.
10 -
Writ
e ro
utin
ely
over
ext
ende
d tim
e fr
ames
(tim
e fo
r res
earc
h,re
flect
ion,
and
revi
sion
) and
shor
ter t
ime
fram
es (a
sing
le si
ttin
g or
a d
ay o
r tw
o)fo
r a ra
nge
of ta
sks,
pur
pose
s, a
nd a
udie
nces
.
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 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, third ) to comprehending and writing brief texts.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page
Text
and
Typ
es a
nd P
urpo
ses
PI.10 - Writing PI.11 - Justifying/Arguing
W 9
-10.
1 - W
rite
argu
men
ts to
supp
ort c
laim
s in
an a
naly
sis o
f sub
stan
tive
topi
cs o
r tex
ts, u
sing
va
lid re
ason
ing
and
rele
vant
and
suffi
cien
t ev
iden
ce.
(a. -
e.)
Expanding - a. Write longer literary and informational texts (e.g., an argument about water rights) 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 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 9
-10.
2 - W
rite
info
rmat
ive/
expl
anat
ory
text
s to
exam
ine
and
conv
ey c
ompl
ex
idea
s, c
once
pts,
and
in
form
atio
n cl
early
and
accu
rate
ly th
roug
h
W 9
-10.
3 - W
rite
narr
ativ
es to
dev
elop
re
al o
r im
agin
ed
expe
rienc
es o
r eve
nts
usin
g ef
fect
ive
tech
niqu
e, w
ell-c
hose
n de
tails
, and
wel
l-
Grade 9-10 - 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/
Emerging -a. Write short literary and informational texts (e.g., an argument about water rights) 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 Corresponding ELD Standards
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Expanding - Negotiate with or persuade others in conversations (e.g., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . . ) 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, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . . ), 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 using learned phrases (e.g., Would you say that again? I think . . . ), as well as open responses to express and defend opinions.
page 43 of 103
CA CCSS forELA Standard
WHS
T 9-
10.1
- 1.
Writ
e ar
gum
ents
focu
sed
on d
isci
plin
e-sp
ecifi
c co
nten
t. (a
. - e
.)
Text
and
Typ
es a
nd P
urpo
ses
Grade 9-10 - Writing for S/TS (WHST)
Corresponding ELD StandardsPI.3 - Supporting opinions and persuading others
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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 ).
WHS
T 9-
10.1
- 1.
Writ
e ar
gum
ents
focu
sed
on d
isci
plin
e-sp
ecifi
c co
nten
t. (a
. - e
.)
Text
and
Typ
es a
nd P
urpo
ses
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 water rights) 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 water rights) 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).
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
CA CCSS forELA Standard
Grade 9-10 - Writing for S/TS (WHST)
Corresponding ELD StandardsPI.10 - Writing PI.11 - Justifying/arguing
Integrating the CA ELD Standards Into K-12 English Language Arts/LiteracyTe
xt a
nd T
ypes
and
Pur
pose
s
Grade 9-10 - Writing for S/TS (WHST)
Page 45 of 103
CA CCSS forELA Standard Corresponding ELD Standards
PI.10 - Writing Emerging - a. Write short literary and informational texts (e.g., an argument about water rights) 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 water rights) 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 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 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/
WHS
T 9-
10.2
- W
rite
info
rmat
ive/
expl
anat
ory
text
s, in
clud
ing
the
narr
atio
n of
his
toric
al
even
ts, s
cien
tific
pro
cedu
res/
expe
rimen
ts,
or te
chni
cal p
roce
sses
(a. -
f.)
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.
WHS
T 9-
10.1
- 1.
Writ
e ar
gum
ents
focu
sed
on
disc
iplin
e-sp
ecifi
c co
nten
t. (a
. - e
.)
WHS
T 9-
10.2
- W
rite
info
rmat
ive/
exp
lana
tory
te
xts,
incl
udin
g th
e na
rrat
ion
of h
isto
rical
ev
ents
, sci
entif
ic p
roce
dure
s/ e
xper
imen
ts, o
r te
chni
cal p
roce
sses
(a.
- f.)
Grade 9-10 - Writing for S/TS (WHST)
CA CCSS forELA Standard Corresponding ELD Standards
PII.1 - Understanding text structure PII.2 - Understanding cohesion
Text
and
Typ
es a
nd P
urpo
ses
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 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, third ) 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 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.
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 9-10 - Writing for S/TS (WHST)
Corresponding ELD Standards
Page 47 of 103
CA CCSS forELA Standard
PII.6 - Connecting ideas PII.7 - Condensing ideasBridging - Condense ideas in a variety of ways (e.g., through a variety of embedded clauses, or by compounding verbs or prepositional phrases, nominalization) to create precise simple, compound, and complex sentences that condense concrete and abstract ideas (e.g., Another issue that people may be concerned with is the amount of money that it will cost to construct the new building ).
Emerging - Combine clauses in a few basic ways (e.g., creating compound sentences using and, but, so ; creating complex sentences using because) to make connections between and to join ideas (e.g., I want to read this book because it describes the solar system ).
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/
WHS
T 9-
10.1
- 1.
Writ
e ar
gum
ents
focu
sed
on d
isci
plin
e-sp
ecifi
c co
nten
t. (a
. - e
.)
WHS
T 9-
10.2
- W
rite
info
rmat
ive/
exp
lana
tory
te
xts,
incl
udin
g th
e na
rrat
ion
of h
isto
rical
ev
ents
, sci
entif
ic p
roce
dure
s/ e
xper
imen
ts, o
r te
chni
cal p
roce
sses
(a.
- f.)
Text
and
Typ
es a
nd P
urpo
ses
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 9-10 - Writing for S/TS (WHST)
Emerging - a. Write short literary and informational texts (e.g., an argument about water rights) 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 water rights) 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 forELA Standard
WHS
T 9-
10.4
- Pr
oduc
e cl
ear a
nd c
oher
ent
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.
WHS
T 9-
10.5
- De
velo
p an
d st
reng
then
w
ritin
g as
nee
ded
by p
lann
ing,
revi
sing
, ed
iting
, rew
ritin
g, o
r try
ing
a ne
w
appr
oach
, foc
usin
g on
add
ress
ing
wha
t is
mos
t sig
nific
ant f
or a
spec
ific
purp
ose
and
audi
ence
.Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
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 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).
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 forELA Standard Corresponding ELD Standards
Grade 9-10 - Writing for S/TS (WHST)
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/
WHS
T 9-
10.4
- Pr
oduc
e cl
ear a
nd c
oher
ent
writ
ing
in w
hich
the
deve
lopm
ent,
orga
niza
tion,
and
styl
e ar
e ap
prop
riate
to
task
, pur
pose
, and
aud
ienc
e.
WHS
T 9-
10.5
- De
velo
p an
d st
reng
then
writ
ing
as n
eede
d by
pla
nnin
g, re
visi
ng, e
ditin
g,
rew
ritin
g, o
r try
ing
a ne
w a
ppro
ach,
focu
sing
on
add
ress
ing
wha
t is m
ost s
igni
fican
t for
a
spec
ific
purp
ose
and
audi
ence
.
Page 49 of 103
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, photosynthesis, 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 ).
Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 9-10 - Writing for S/TS (WHST)
Emerging - a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns 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, third ) 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 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 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.
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.
WHS
T 9-
10.4
- Pr
oduc
e cl
ear a
nd c
oher
ent
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.
WHS
T 9-
10.5
- De
velo
p an
d st
reng
then
writ
ing
as n
eede
d by
pla
nnin
g, re
visi
ng, e
ditin
g,
rew
ritin
g, o
r try
ing
a ne
w a
ppro
ach,
focu
sing
on
add
ress
ing
wha
t is m
ost s
igni
fican
t for
a
spec
ific
purp
ose
and
audi
ence
.Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
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 9-10 - 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 forELA Standard
WHS
T 9-
10.4
- Pr
oduc
e cl
ear a
nd c
oher
ent w
ritin
g in
whi
ch th
e de
velo
pmen
t, or
gani
zatio
n, a
nd
styl
e ar
e ap
prop
riate
to ta
sk, p
urpo
se, a
nd a
udie
nce.
Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
Corresponding ELD StandardsPII.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 phrasesEmerging - 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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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.
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, 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.
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 ).
PII.6 - Connecting IdeasExpanding -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
Grade 9-10 - Writing for S/TS (WHST)
WHS
T 9-
10.4
- Pr
oduc
e cl
ear a
nd c
oher
ent
writ
ing
in w
hich
the
deve
lopm
ent,
orga
niza
tion,
and
styl
e ar
e ap
prop
riate
to
task
, pur
pose
, and
aud
ienc
e.
WHS
T 9-
10.5
- De
velo
p an
d st
reng
then
writ
ing
as n
eede
d by
pla
nnin
g, re
visi
ng, e
ditin
g,
rew
ritin
g, o
r try
ing
a ne
w a
ppro
ach,
focu
sing
on
add
ress
ing
wha
t is m
ost s
igni
fican
t for
a
spec
ific
purp
ose
and
audi
ence
.)
Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
CA CCSS forELA Standard Corresponding ELD Standards
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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., Another issue that people may be concerned with is the amount of money that it will cost to construct the new building ).
Grade 9-10 - Writing for S/TS (WHST)
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 forELA Standard
PII.7 - Condensing ideas
Corresponding ELD Standards W
HST
9-10
.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, a
nd st
yle
are
appr
opria
te to
ta
sk, p
urpo
se, a
nd a
udie
nce.
WHS
T 9-
10.5
- De
velo
p an
d st
reng
then
writ
ing
as n
eede
d by
pla
nnin
g, re
visi
ng, e
ditin
g,
rew
ritin
g, o
r try
ing
a ne
w a
ppro
ach,
focu
sing
on
add
ress
ing
wha
t is m
ost s
igni
fican
t for
a
spec
ific
purp
ose
and
audi
ence
.
Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
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/
Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
Rese
arch
to b
uild
and
Pre
sent
kno
wle
dge
Grade 9-10 - Writing for S/TS (WHST)
CA CCSS forELA Standard Corresponding ELD Standards
PI.2 - Interacting via written English PI.10 - WritingEmerging -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 water rights) 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 water rights) 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).
WHS
T 9-
10.6
- U
se te
chno
logy
, in
clud
ing
the
Inte
rnet
, to
prod
uce,
pu
blis
h, a
nd u
pdat
e in
divi
dual
or
shar
ed w
ritin
g pr
oduc
ts, t
akin
g ad
vant
age
of te
chno
logy
’s c
apac
ity to
lin
k to
oth
er in
form
atio
n an
d to
dis
play
in
form
atio
n fle
xibl
y an
d dy
nam
ical
ly.
WHS
T 9-
10.7
- Co
nduc
t sho
rt 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
pro
blem
; nar
row
or
broa
den
the
inqu
iry w
hen
appr
opria
te;
synt
hesi
ze m
ultip
le so
urce
s on
the
subj
ect,
dem
onst
ratin
g un
ders
tand
ing
of th
e su
bjec
t un
der i
nves
tigat
ion.
Grade 9-10 - 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 forELA Standard
WHS
T 9-
10.8
- G
athe
r rel
evan
t inf
orm
atio
n fr
om m
ultip
leau
thor
itativ
e pr
int a
nd d
igita
l sou
rces
(p
rimar
y an
d se
cond
ary)
, usi
ng a
dvan
ced
sear
ches
effe
ctiv
ely;
asse
ss th
e us
eful
ness
of e
ach
sour
ce in
an
swer
ing
the
rese
arch
que
stio
n; in
tegr
ate
info
rmat
ion
into
the
text
sele
ctiv
ely
to m
aint
ain
the
flow
of
idea
s, a
void
ing
plag
iaris
m a
nd fo
llow
ing
a st
anda
rd fo
rmat
for
cita
tion.
CA
WHS
T 9-
10.9
- Dr
aw e
vide
nce
from
info
rmat
iona
l te
xts t
o su
ppor
t an
alys
is, r
efle
ctio
n,
and
rese
arch
.
WHS
T 9-
10.1
0 - W
rite
rout
inel
y ov
er e
xten
ded
time
fram
es (t
ime
for
refle
ctio
n an
d re
visi
on) a
nd
shor
ter t
ime
fram
es (a
sing
le si
ttin
g or
a d
ay o
r tw
o)
for a
rang
e of
dis
cipl
ine
spec
ific
task
s, p
urpo
ses,
and
au
dien
ces.
Rese
arch
to b
uild
and
Pre
sent
kno
wle
dge
Rang
e of
Writ
ing
Corresponding ELD StandardsPI.10 - Writing
Emerging -a. Write short literary and informational texts (e.g., an argument about water rights) 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 water rights) 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).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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Emerging - 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. 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 9-10 - Writing for S/TS (WHST)
CA CCSS forELA Standard Corresponding ELD Standards
PI.11 - Justifying/Arguing
WHS
T 9-
10.8
- 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
(p
rimar
y an
d se
cond
ary)
, usi
ng a
dvan
ced
sear
ches
ef
fect
ivel
y; a
sses
s the
use
fuln
ess o
f eac
h so
urce
in
answ
erin
g th
e re
sear
ch q
uest
ion;
inte
grat
e in
form
atio
n in
to th
e te
xt se
lect
ivel
y to
mai
ntai
n th
e flo
w o
f ide
as, a
void
ing
plag
iaris
m a
nd fo
llow
ing
a st
anda
rd fo
rmat
for
WHS
T 9-
10.9
- Dr
aw e
vide
nce
from
in
form
atio
nal t
exts
to su
ppor
t ana
lysi
s,
refle
ctio
n, a
nd re
sear
ch.
Rese
arch
to b
uild
and
Pre
sent
kno
wle
dge
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 9-10 - 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 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 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, third ) 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 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.
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 orrecap 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 forELA Standard
PII.1 - Understanding text structure
WHS
T 9-
10.8
- G
athe
r rel
evan
t inf
orm
atio
n fr
om m
ultip
leau
thor
itativ
e pr
int a
nd d
igita
l sou
rces
(prim
ary
and
seco
ndar
y), u
sing
adv
ance
d se
arch
es
effe
ctiv
ely;
ass
ess t
he u
sefu
lnes
s of e
ach
sour
ce in
ans
wer
ing
the
rese
arch
que
stio
n;
inte
grat
e in
form
atio
n in
to th
e te
xt se
lect
ivel
y to
mai
ntai
n th
e flo
w o
f ide
as, a
void
ing
plag
iaris
m a
nd fo
llow
ing
a st
anda
rd fo
rmat
for
cita
tion.
CA
Rese
arch
to b
uild
and
Pre
sent
kno
wle
dge
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 inconversations (e.g., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . .) 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, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . .), 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.
SL 9
-10.
1 - I
nitia
te a
nd p
artic
ipat
e ef
fect
ivel
y in
a ra
nge
of c
olla
bora
tive
disc
ussi
ons (
one-
on-o
ne, i
n gr
oups
, and
teac
her-
led)
with
div
erse
par
tner
s on
grad
es 9
–10
topi
cs, t
exts
, and
issu
es, b
uild
ing
on o
ther
s’ id
eas a
nd e
xpre
ssin
gth
eir o
wn
clea
rly a
nd p
ersu
asiv
ely.
(a.
- d.
).
Com
preh
ensi
on a
nd C
olla
bora
tion
CA CCSS forELA Standard Corresponding ELD Standards
Grade 9-10 - 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/
Grade 9-10 - Speaking & Listening (SL)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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. 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.
Com
preh
ensi
on a
nd C
olla
bora
tion
SL 9
-10.
2 - I
nteg
rate
mul
tiple
sour
ces o
f inf
orm
atio
n pr
esen
ted
in d
iver
se m
edia
or f
orm
ats
(e.g
., vi
sual
ly, q
uant
itativ
ely,
ora
lly) e
valu
atin
g th
e cr
edib
ility
and
accu
racy
of e
ach
sour
ce.
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
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.
Grade 9-10 - Speaking & Listening (SL)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
CA CCSS forELA Standard Corresponding ELD Standards
PI.5 - Listening actively PI.7 - Evaluating language choices PI.8 - Analyzing language choices
Com
preh
ensi
on a
nd C
olla
bora
tion
SL 9
-10.
3 - D
elin
eate
a sp
eake
r’s a
rgum
ent a
nd sp
ecifi
c cl
aim
s, e
valu
atin
g th
e so
undn
ess o
f th
e re
ason
ing
and
rele
vanc
e an
d su
ffici
ency
of t
he e
vide
nce
and
iden
tifyi
ng w
hen
irrel
evan
t evi
denc
e is
intr
oduc
ed.
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 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.
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.
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Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
CA CCSS forELA Standard
Grade 9-10- Speaking & Listening (SL)
Corresponding ELD StandardsPI.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., Would you say that again? I think . . .), as well as open responses to express and defend opinions.
Expanding -Negotiate with or persuade others inconversations (e.g., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . .) 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, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . .), and open responses 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 9
-10.
4 - P
rese
nt in
form
atio
n, fi
ndin
gs, a
nd su
ppor
ting
evid
ence
cle
arly
, con
cise
ly, a
nd lo
gica
lly (u
sing
app
ropr
iate
ey
e co
ntac
t, ad
equa
te v
olum
e, a
nd c
lear
pro
nunc
iatio
n) su
ch
that
list
ener
s can
follo
w th
e lin
e of
reas
onin
g an
d th
e or
gani
zatio
n, d
evel
opm
ent,
subs
tanc
e, a
nd st
yle
are
appr
opria
te to
pur
pose
(e.g
., ar
gum
ent,
narr
ativ
e,
info
rmat
ive,
resp
onse
to li
tera
ture
pre
sent
atio
ns),
audi
ence
, an
d ta
sk. C
A (a
- b.
).
SL 9
-10.
5 - M
ake
stra
tegi
c us
e of
di
gita
l med
ia (e
.g.,
text
ual,
grap
hica
l, au
dio,
vis
ual,
and
inte
ract
ive
elem
ents
) in
pres
enta
tions
to e
nhan
ce
unde
rsta
ndin
g of
find
ings
, re
ason
ing,
and
evi
denc
e an
d to
ad
d in
tere
st.
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
Grade 9-10 - 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., anticipate, transaction ) and domain-specific (e.g., characterization, photosynthesis, 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 - 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).
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
SL 9
-10.
4 - P
rese
nt in
form
atio
n, fi
ndin
gs, a
nd su
ppor
ting
evid
ence
cle
arly
,co
ncis
ely,
and
logi
cally
(usi
ng a
ppro
pria
te e
ye c
onta
ct, a
dequ
ate
volu
me,
and
clea
r pro
nunc
iatio
n) su
ch th
at li
sten
ers c
an fo
llow
the
line
of re
ason
ing
and
the
orga
niza
tion,
dev
elop
men
t, su
bsta
nce,
and
styl
e ar
e ap
prop
riate
to p
urpo
se (e
.g.,
argu
men
t, na
rrat
ive,
info
rmat
ive,
resp
onse
to li
tera
ture
pre
sent
atio
ns),
audi
ence
, and
task
. CA
(a -
b.).
CA CCSS forELA Standard Corresponding 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
Grade 9-10 - Speaking & Listening (SL)
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.6 - Connecting ideas PII.7 - Condensing ideas
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
SL 9
-10.
4 - P
rese
nt in
form
atio
n, fi
ndin
gs, a
nd su
ppor
ting
evid
ence
cle
arly
,co
ncis
ely,
and
logi
cally
(usi
ng a
ppro
pria
te e
ye c
onta
ct, a
dequ
ate
volu
me,
and
cle
ar
pron
unci
atio
n) su
ch th
at li
sten
ers c
an fo
llow
the
line
of re
ason
ing
and
the
orga
niza
tion,
de
velo
pmen
t, su
bsta
nce,
and
styl
e ar
e ap
prop
riate
to p
urpo
se (e
.g.,
argu
men
t, na
rrat
ive,
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 - 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 ).
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 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 ).
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 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/
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 ).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page
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
Grade 9-10 - Speaking & Listening (SL)
Expanding - Negotiate with or persuade others inconversations (e.g., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . . ) 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, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . . ), 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 using learned phrases (e.g., Would you say that again? I think . . . ), as well as open responses to express and defend opinions.
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
SL 9
-10.
6 - A
dapt
spee
ch to
a v
arie
ty o
f con
text
s and
task
s, d
emon
stra
ting
com
man
d of
fo
rmal
Eng
lish
whe
n in
dica
ted
or a
ppro
pria
te. (
See
grad
e 8
Lang
uage
stan
dard
s 1 a
nd 3
fo
r spe
cific
exp
ecta
tions
.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
SL 9
-10.
6 - A
dapt
spee
ch to
a v
arie
ty o
f con
text
s and
task
s, d
emon
stra
ting
com
man
d of
fo
rmal
Eng
lish
whe
n in
dica
ted
or a
ppro
pria
te. (
See
grad
e 8
Lang
uage
stan
dard
s 1 a
nd 3
fo
r spe
cific
exp
ecta
tions
.
Grade 9-10 - Speaking & Listening (SL)
CA CCSS forELA Standard Corresponding ELD Standards
PI.4 - Adapting language choices 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.
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).
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/LiteracyPr
esen
tatio
n of
Kno
wle
dge
and
Idea
s
SL 9
-10.
6 - A
dapt
spee
ch to
a v
arie
ty o
f con
text
s and
task
s, d
emon
stra
ting
com
man
d of
fo
rmal
Eng
lish
whe
n in
dica
ted
or a
ppro
pria
te. (
See
grad
e 8
Lang
uage
stan
dard
s 1 a
nd 3
fo
r spe
cific
exp
ecta
tions
.
Grade 9-10 - Speaking & Listening (SL)
CA CCSS forELA Standard Corresponding ELD Standards
PI.9 - Presenting PI.12 - Selecting language resourcesEmerging - 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 unbranched).
Bridging - a. Use a variety of grade-appropriate general (e.g., anticipate, transaction ) and domain-specific (e.g., characterization, photosynthesis, 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 understanding 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 9-10 - Speaking & Listening (SL)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
SL 9
-10.
6 - A
dapt
spee
ch to
a v
arie
ty o
f con
text
s and
task
s, d
emon
stra
ting
com
man
d of
fo
rmal
Eng
lish
whe
n in
dica
ted
or a
ppro
pria
te. (
See
grad
e 8
Lang
uage
stan
dard
s 1 a
nd 3
fo
r spe
cific
exp
ecta
tions
.
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.
CA CCSS forELA Standard
PII.4 - Using nouns and noun phrases PII.5 - Modifying to add details
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
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.
Corresponding ELD Standards
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.3 - Using verbs and verb phrases
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page
Grade 9-10 - Speaking & Listening (SL)
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 ).
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 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 ).
SL 9
-10.
6 - A
dapt
spee
ch to
a v
arie
ty o
f con
text
s and
task
s, d
emon
stra
ting
com
man
d of
fo
rmal
Eng
lish
whe
n in
dica
ted
or a
ppro
pria
te. (
See
grad
e 8
Lang
uage
stan
dard
s 1 a
nd 3
fo
r spe
cific
exp
ecta
tions
.
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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 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.
Page 69 of 103
L 9-
10.1
- De
mon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish
gram
mar
and
us
age
whe
n w
ritin
g or
spea
king
. (a.
- b.
)
Conv
entio
ns o
f Sta
ndar
d En
glis
h
Emerging - Adjust language choices according to the context (e.g., classroom, community) and audience (e.g., peers, teachers).
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PI.4 - Adapting language choices PI.5 - Listening actively
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 9-10 - Language (L)
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 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 multi- media 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.
L 9-
10.1
- De
mon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish
gram
mar
and
usa
ge
whe
n w
ritin
g or
spea
king
. (a.
- b.
)
Conv
entio
ns o
f Sta
ndar
d En
glis
h
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/
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/
Expanding - a. Write longer literary and informational texts (e.g., an argument about water rights) 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).
Page 71 of 103
Emerging - a. Write short literary and informational texts (e.g., an argument about water rights) 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).
L 9-
10.1
- De
mon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish
gram
mar
and
us
age
whe
n w
ritin
g or
spea
king
. (a.
- b.
)
Conv
entio
ns o
f Sta
ndar
d 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.
Grade 9-10 - Language (L)
Corresponding ELD StandardsCA CCSS forELA Standard
PI.10 - WritingPI.9 - Presenting
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page 72 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. Use familiar general academic (e.g., temper-ature, 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,photosynthesis, 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 - 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 ).
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding 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 9-
10.1
- De
mon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish
gram
mar
and
us
age
whe
n w
ritin
g or
spea
king
. (a.
- b.
)
Conv
entio
ns o
f Sta
ndar
d En
glis
h
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.2 - Understanding cohesionEmerging - a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns 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, third ) to comprehending and writing brief texts.
Expanding -a. Apply knowledge of a growing number oflanguage 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, pro-gressive, 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 9-
10.1
- De
mon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish
gram
mar
and
us
age
whe
n w
ritin
g or
spea
king
. (a.
- b.
)
Conv
entio
ns o
f Sta
ndar
d En
glis
h
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Emerging - Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics.
CA CCSS forELA Standard Corresponding ELD Standards
PII.4 - Using nouns and noun phrases PII.5 - Modifying to add details
L 9-
10.1
- De
mon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish
gram
mar
and
us
age
whe
n w
ritin
g or
spea
king
. (a.
- b.
)
Conv
entio
ns o
f Sta
ndar
d En
glis
h
Grade 9-10 - Language (L)
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.
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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Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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 75 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 9-
10.1
- De
mon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish
gram
mar
and
us
age
whe
n w
ritin
g or
spea
king
. (a
. - b
.)
Conv
entio
ns o
f Sta
ndar
d En
glis
h
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 ).
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 ).
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.6 - Connecting ideas PII.7 - Condensing ideas
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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 water rights) 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 water rights) 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 76 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 9-10 - Language (L)
CA CCSS forELA Standard
L 9-
10.2
- De
mon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish
capi
taliz
atio
n,
punc
tuat
ion,
and
spel
ling
whe
n w
ritin
g.(a
. - c
.)
Conv
entio
ns o
f Sta
ndar
d En
glis
h
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).
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 ).
PI.10 - Writing
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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Bridging - Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.
L 9-
10.3
- Ap
ply
know
ledg
e of
lang
uage
to u
nder
stan
d ho
w la
ngua
ge fu
nctio
ns in
di
ffere
nt c
onte
xts,
to m
ake
effe
ctiv
e ch
oice
s for
mea
ning
or s
tyle
, and
to c
ompr
ehen
d m
ore
fully
whe
n re
adin
g or
list
enin
g. (a
.)
Know
ledg
e of
Lan
guag
e
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 para-phrasing 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 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PI.1 - Exchanging information/ideas PI.2 - Interacting via written English
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 9-10 - Language (L)
Expanding - Negotiate with or persuade others in conversations (e.g., to provide counter-arguments) using a growing number of learned phrases (I see your point, but . . . ) 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, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . . ), 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 using learned phrases (e.g., Would you say that again? I think . . .), as well as open responses to express and defend opinions.
CA CCSS forELA Standard Corresponding ELD Standards
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PI.4 - Adapting language choicesPI.3 - Supporting opinions and persuading others
L 9-
10.3
- Ap
ply
know
ledg
e of
lang
uage
to u
nder
stan
d ho
w la
ngua
ge fu
nctio
ns in
di
ffere
nt c
onte
xts,
to m
ake
effe
ctiv
e ch
oice
s for
mea
ning
or s
tyle
, and
to c
ompr
ehen
d m
ore
fully
whe
n re
adin
g or
list
enin
g. (a
.)
Know
ledg
e of
Lan
guag
e
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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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.
Corresponding ELD Standards
Grade 9-10 - Language (L)
CA CCSS forELA Standard
PI.5 - Listening actively PI.6 - Reading/viewing closely
L 9-
10.3
- Ap
ply
know
ledg
e of
lang
uage
to u
nder
stan
d ho
w la
ngua
ge fu
nctio
ns in
diff
eren
t co
ntex
ts, t
o m
ake
effe
ctiv
e ch
oice
s for
mea
ning
or s
tyle
, and
to c
ompr
ehen
d m
ore
fully
w
hen
read
ing
or li
sten
ing.
(a.)
Know
ledg
e of
Lan
guag
e
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
Grade 9-10 - 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 forELA Standard Corresponding 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, with substantial support.
PI.7 - Evaluating language choices PI.8 - Analyzing language choices
L 9-
10.3
- Ap
ply
know
ledg
e of
lang
uage
to u
nder
stan
d ho
w la
ngua
ge fu
nctio
ns in
di
ffere
nt c
onte
xts,
to m
ake
effe
ctiv
e ch
oice
s for
mea
ning
or s
tyle
, and
to
com
preh
end
mor
e fu
lly w
hen
read
ing
or li
sten
ing.
(a.)
Know
ledg
e of
Lan
guag
e
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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 understanding of register.
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Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PI.9 - Presenting PI.10 - WritingL
9-10
.3 -
Appl
y kn
owle
dge
of la
ngua
ge to
und
erst
and
how
lang
uage
func
tions
in d
iffer
ent
cont
exts
, to
mak
e ef
fect
ive
choi
ces f
or m
eani
ng o
r sty
le, a
nd to
com
preh
end
mor
e fu
lly
whe
n re
adin
g or
list
enin
g. (a
.)
Know
ledg
e of
Lan
guag
e
Emerging - a. Write short literary and informational texts (e.g., an argument about water rights) 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 water rights) 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).
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., 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).
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L 9-
10.3
- Ap
ply
know
ledg
e of
lang
uage
to u
nder
stan
d ho
w la
ngua
ge fu
nctio
ns in
diff
eren
t co
ntex
ts, t
o m
ake
effe
ctiv
e ch
oice
s for
mea
ning
or s
tyle
, and
to c
ompr
ehen
d m
ore
fully
w
hen
read
ing
or li
sten
ing.
(a.)
Know
ledg
e of
Lan
guag
e
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., 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, photosynthesis, 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 ).
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PI.11 - Justifying/arguing PI.12 - Selecting language resources
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding 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., sub-junctive) 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 9-
10.3
- Ap
ply
know
ledg
e of
lang
uage
to u
nder
stan
d ho
w la
ngua
ge fu
nctio
ns in
di
ffere
nt c
onte
xts,
to m
ake
effe
ctiv
e ch
oice
s for
mea
ning
or s
tyle
, and
to c
ompr
ehen
d m
ore
fully
whe
n re
adin
g or
list
enin
g. (a
.)
Know
ledg
e of
Lan
guag
e
Emerging - a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns 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, third ) 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.
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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.
Know
ledg
e of
Lan
guag
e
L 9-
10.3
- Ap
ply
know
ledg
e of
lang
uage
to u
nder
stan
d ho
w la
ngua
ge fu
nctio
ns
indi
ffere
nt c
onte
xts,
to m
ake
effe
ctiv
e ch
oice
s for
mea
ning
or s
tyle
, and
to
com
preh
end
mor
e fu
lly w
hen
read
ing
or li
sten
ing.
(a.)
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.
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.4 - Using nouns and noun phrases PII.5 - Modifying to add details
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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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L 9-
10.3
- Ap
ply
know
ledg
e of
lang
uage
to u
nder
stan
d ho
w la
ngua
ge fu
nctio
ns
indi
ffere
nt c
onte
xts,
to m
ake
effe
ctiv
e ch
oice
s for
mea
ning
or s
tyle
, and
to
com
preh
end
mor
e fu
lly w
hen
read
ing
or li
sten
ing.
(a.)
Know
ledg
e of
Lan
guag
e
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 ).
Expanding - Condense ideas in a growing number of ways (e.g., through embedded clauses or by compound-ing 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 ).
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.6 - Connecting ideas PII.7 - Condensing ideas
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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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).
L 9-
10.4
- De
term
ine
or c
larif
y th
e m
eani
ng o
f unk
now
n an
d m
ultip
le-m
eani
ng w
ords
and
ph
rase
s bas
ed o
n gr
ades
9–1
0 re
adin
g an
d co
nten
t, ch
oosi
ng fl
exib
ly fr
om a
rang
e of
st
rate
gies
. (a.
- d.
)
Voca
bula
ry A
cqui
sitio
n an
d U
se
Grade 9-10 - Language (L)
CA CCSS forELA Standard
PI.10 - Writing
Corresponding ELD Standards
Emerging - a. Write short literary and informational texts (e.g., an argument about water rights) 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 water rights) 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).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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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 9-
10.4
- De
term
ine
or c
larif
y th
e m
eani
ng o
f unk
now
n an
d m
ultip
le-m
eani
ng w
ords
and
ph
rase
s bas
ed o
n gr
ades
9–1
0 re
adin
g an
d co
nten
t, ch
oosi
ng fl
exib
ly fr
om a
rang
e of
st
rate
gies
. (a.
- d.
)
Voca
bula
ry A
cqui
sitio
n an
d U
se
Emerging - a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns 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, third ) to comprehending and writing brief texts.
Expanding -a. Apply knowledge of a growing number oflanguage 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.
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 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.2 - Understanding cohesion PII.3 - Using verbs and verb phrases
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
L 9-
10.4
- De
term
ine
or c
larif
y th
e m
eani
ng o
f unk
now
n an
d m
ultip
le-m
eani
ng w
ords
an
d ph
rase
s bas
ed o
n gr
ades
9–1
0 re
adin
g an
d co
nten
t, ch
oosi
ng fl
exib
ly fr
om a
rang
e of
stra
tegi
es. (
a. -
d.)
Voca
bula
ry A
cqui
sitio
n an
d U
se
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.
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.4 - Using nouns and noun phrases PII.5 - Modifying to add details
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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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L 9-
10.4
- De
term
ine
or c
larif
y th
e m
eani
ng o
f unk
now
n an
d m
ultip
le-m
eani
ng w
ords
an
d ph
rase
s bas
ed o
n gr
ades
9–1
0 re
adin
g an
d co
nten
t, ch
oosi
ng fl
exib
ly fr
om a
rang
e of
stra
tegi
es. (
a. -
d.)
Voca
bula
ry A
cqui
sitio
n an
d U
se
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 ).
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 ).
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.6 - Connecting ideas PII.7 - Condensing ideas
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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, with substantial support.
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.
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Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PI.7 - Evaluating language choices PI.8 - Analyzing language choices
L 9-
10.5
- De
mon
stra
te u
nder
stan
ding
of f
igur
ativ
e la
ngua
ge, w
ord
rela
tions
hips
, an
d nu
ance
s in
wor
d m
eani
ngs.
(a -
b.)
Voca
bula
ry A
cqui
sitio
n an
d U
se
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.
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., 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).
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L 9-
10.5
- De
mon
stra
te u
nder
stan
ding
of f
igur
ativ
e la
ngua
ge, w
ord
rela
tions
hips
, and
nu
ance
s in
wor
d m
eani
ngs.
(a -
b.)
Voca
bula
ry A
cqui
sitio
n an
d U
se
Emerging - a. Write short literary and informational texts (e.g., an argument about water rights) 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 water rights) 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).
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,photosynthesis, 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 ).
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PI.10 - Writing PI.12 - Selecting language resources
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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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 9-
10.5
- De
mon
stra
te u
nder
stan
ding
of f
igur
ativ
e la
ngua
ge, w
ord
rela
tions
hips
, and
nu
ance
s in
wor
d m
eani
ngs.
(a -
b.)
Voca
bula
ry A
cqui
sitio
n an
d U
se
Emerging - a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns 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, third ) to comprehending and writing brief texts.
Expanding -a. Apply knowledge of a growing number oflanguage 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.
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 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.2 - Understanding cohesion PII.3 - Using verbs and verb phrases
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
L 9-
10.5
- De
mon
stra
te u
nder
stan
ding
of f
igur
ativ
e la
ngua
ge, w
ord
rela
tions
hips
, and
nu
ance
s in
wor
d m
eani
ngs.
(a -
b.)
Voca
bula
ry A
cqui
sitio
n an
d U
se
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.
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.4 - Using nouns and noun phrases PII.5 - Modifying to add details
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
L 9-
10.5
- De
mon
stra
te u
nder
stan
ding
of f
igur
ativ
e la
ngua
ge, w
ord
rela
tions
hips
, and
nu
ance
s in
wor
d m
eani
ngs.
(a -
b.)
Voca
bula
ry A
cqui
sitio
n an
d U
se
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 ).
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 ).
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.6 - Connecting ideas PII.7 - Condensing ideas
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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Bridging - Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.
L 9-
10.6
- Ac
quire
and
use
acc
urat
ely
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd
phra
ses,
suffi
cien
t for
read
ing,
writ
ing,
spea
king
, and
list
enin
g at
the
colle
ge a
nd
care
er re
adin
ess l
evel
; dem
onst
rate
inde
pend
ence
in g
athe
ring
voca
bula
ry k
now
ledg
e w
hen
cons
ider
ing
a w
ord
or p
hras
e im
port
ant t
o co
mpr
ehen
sion
or e
xpre
ssio
n.
Voca
bula
ry A
cqui
sitio
n 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.
Expanding - Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriateacademic 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 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PI.1 - Exchanging information/ideas PI.2 - Interacting via written English
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
L 9-
10.6
- Ac
quire
and
use
acc
urat
ely
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd
phra
ses,
suffi
cien
t for
read
ing,
writ
ing,
spea
king
, and
list
enin
g at
the
colle
ge a
nd
care
er re
adin
ess l
evel
; dem
onst
rate
inde
pend
ence
in g
athe
ring
voca
bula
ry k
now
ledg
e w
hen
cons
ider
ing
a w
ord
or p
hras
e im
port
ant t
o co
mpr
ehen
sion
or e
xpre
ssio
n.
Voca
bula
ry A
cqui
sitio
n an
d U
se
Emerging - 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 inconversations (e.g., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . . ) 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 anacademic conversation but then politely offer a counterpoint) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . . ), 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).
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PI.3 - Supporting opinions and persuading others PI.4 - Adapting language choices
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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.
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/
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PI.5 - Listening actively PI.6 - Reading/viewing closely
L 9-
10.6
- Ac
quire
and
use
acc
urat
ely
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd
phra
ses,
suffi
cien
t for
read
ing,
writ
ing,
spea
king
, and
list
enin
g at
the
colle
ge a
nd c
aree
r re
adin
ess l
evel
; dem
onst
rate
inde
pend
ence
in g
athe
ring
voca
bula
ry k
now
ledg
e w
hen
cons
ider
ing
a w
ord
or p
hras
e im
port
ant t
o co
mpr
ehen
sion
or e
xpre
ssio
n.
Voca
bula
ry A
cqui
sitio
n an
d U
se
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.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
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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 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, with substantial support.
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.
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 9-
10.6
- Ac
quire
and
use
acc
urat
ely
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd
phra
ses,
suffi
cien
t for
read
ing,
writ
ing,
spea
king
, and
list
enin
g at
the
colle
ge a
nd c
aree
r re
adin
ess l
evel
; dem
onst
rate
inde
pend
ence
in g
athe
ring
voca
bula
ry k
now
ledg
e w
hen
cons
ider
ing
a w
ord
or p
hras
e im
port
ant t
o co
mpr
ehen
sion
or e
xpre
ssio
n.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
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 9-
10.6
- Ac
quire
and
use
acc
urat
ely
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd
phra
ses,
suffi
cien
t for
read
ing,
writ
ing,
spea
king
, and
list
enin
g at
the
colle
ge a
nd
care
er re
adin
ess l
evel
; dem
onst
rate
inde
pend
ence
in g
athe
ring
voca
bula
ry k
now
ledg
e w
hen
cons
ider
ing
a w
ord
or p
hras
e im
port
ant t
o co
mpr
ehen
sion
or e
xpre
ssio
n.
Voca
bula
ry A
cqui
sitio
n an
d U
se
Emerging - a. Write short literary and informational texts (e.g., an argument about water rights) 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 water rights) 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 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 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PI.10 - Writing PI.11 - Justifying/arguing
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PI.12 - Selecting language resourcesEmerging - 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, photosynthesis, 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 ).
L 9-
10.6
- Ac
quire
and
use
acc
urat
ely
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd
phra
ses,
suffi
cien
t for
read
ing,
writ
ing,
spea
king
, and
list
enin
g at
the
colle
ge a
nd c
aree
r re
adin
ess l
evel
; dem
onst
rate
inde
pend
ence
in g
athe
ring
voca
bula
ry k
now
ledg
e w
hen
cons
ider
ing
a w
ord
or p
hras
e im
port
ant t
o co
mpr
ehen
sion
or e
xpre
ssio
n.
Voca
bula
ry A
cqui
sitio
n an
d U
se
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
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 9-
10.6
- Ac
quire
and
use
acc
urat
ely
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd
phra
ses,
suffi
cien
t for
read
ing,
writ
ing,
spea
king
, and
list
enin
g at
the
colle
ge a
nd c
aree
r re
adin
ess l
evel
; dem
onst
rate
inde
pend
ence
in g
athe
ring
voca
bula
ry k
now
ledg
e w
hen
cons
ider
ing
a w
ord
or p
hras
e im
port
ant t
o co
mpr
ehen
sion
or e
xpre
ssio
n.
Voca
bula
ry A
cqui
sitio
n an
d U
se
Emerging - a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns 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, third ) 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.
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 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.2 - Understanding cohesion PII.3 - Using verbs and verb phrases
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
L 9-
10.6
- Ac
quire
and
use
acc
urat
ely
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd
phra
ses,
suffi
cien
t for
read
ing,
writ
ing,
spea
king
, and
list
enin
g at
the
colle
ge a
nd
care
er re
adin
ess l
evel
; dem
onst
rate
inde
pend
ence
in g
athe
ring
voca
bula
ry k
now
ledg
e w
hen
cons
ider
ing
a w
ord
or p
hras
e im
port
ant t
o co
mpr
ehen
sion
or e
xpre
ssio
n.
Voca
bula
ry A
cqui
sitio
n an
d U
se
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.
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.4 - Using nouns and noun phrases PII.5 - Modifying to add details
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
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/
L 9-
10.6
- Ac
quire
and
use
acc
urat
ely
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd
phra
ses,
suffi
cien
t for
read
ing,
writ
ing,
spea
king
, and
list
enin
g at
the
colle
ge a
nd
care
er re
adin
ess l
evel
; dem
onst
rate
inde
pend
ence
in g
athe
ring
voca
bula
ry k
now
ledg
e w
hen
cons
ider
ing
a w
ord
or p
hras
e im
port
ant t
o co
mpr
ehen
sion
or e
xpre
ssio
n.
Voca
bula
ry A
cqui
sitio
n an
d U
se
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 ).
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 ).
Grade 9-10 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.6 - Connecting ideas PII.7 - Condensing ideas