Part Two Standards Map for Program 2 Basic ELA/ELD, Kindergarten Through Grade...

© California Department of Education – SBE Approved CA English Language Development Standards Map – Program 2, Grade Six of 25

Revised: 02/10/2015

Publisher: The College Board Program 2: CA ELD Standards

Program Title: SpringBoard English Language Arts and English Language Development

Components: Abbreviation

SpringBoard English Language Arts Student Edition, Grade 6 ELA SE

SpringBoard English Language Arts Teacher Edition, Grade 6 ELA TE

SpringBoard English Language Development Student Edition, Grade 6 ELD SE

SpringBoard English Language Development Teacher Edition, Grade 6 ELD TE

SpringBoard Writing Workshop with Grammar Activities Student Edition, Grade 6 WWGA SE

SpringBoard Writing Workshop with Grammar Activities Teacher Edition, Grade 6 WWGA TE

SpringBoard Close Reading Workshop Student Edition, Grade 6 CRW SE

SpringBoard Close Reading Workshop Teacher Edition, Grade 6 CRW TE

SpringBoard Digital Teacher Resources SBD TR

SpringBoard Digital Assessment SBD A

Part Two – Standards Map for Program 2 Basic ELA/ELD, Kindergarten Through Grade Eight Grade Six – California English Language Development Standards

The California English Language Development Standards (CA ELD Standards) describe the key knowledge, skills, and abilities in core areas of English language development that students learning English as a new language need in order to access, engage with, and achieve in grade‐level

academic content, with particular alignment to the key knowledge, skills, and abilities for achieving college‐ and career‐readiness described in the Common Core State Standards for ELA. However, the CA ELD Standards do not repeat the Common Core State Standards for ELA, or represent ELA content at lower levels of achievement or rigor. Rather, the CA ELD Standards are designed to provide challenging content in English language development for ELs to gain proficiency in a range of rigorous academic English language skills. The CA ELD Standards are not intended to replace the Common Core State Standards for ELA but instead to amplify the language knowledge, skills and abilities of those Common Core State Standards that are critical in order for ELs to simultaneously be successful in school while they are developing English.

Standard Standard Language Publisher Citations

Meets Standard Reviewer Comments,

Citations, and Questions Y N

PART I: INTERACTING IN MEANINGFUL WAYS

A. Collaborative

1. Exchanging information and ideas

PI.6.1.Em Engage in conversational exchanges and express ideas on familiar topics by asking and answering yes‐no and wh‐ questions and responding using simple phrases.

ELA TE: Unit 2: 2.11 (p. 120), 2.14 (p. 131), 2.15 (pp. 134–135); Unit 3: 3.2 (p. 163); Unit 4: 4.7 (p. 276)

Publisher: Program 2: CA ELD Standards Program Title: Components:


Revised: 02/10/2015




ELD SE: Unit 1: Part One: 1.4; Unit 2: Part One: 1.4; Part Two: 2.4; Part Three: 3.4; Unit 3: Part One: 1.4; Part Two: 2.4; Part Three: 3.4; Unit 4: Part One: 1.4; Part Two: 2.4; Part Three: 3.4

ELD TE: Unit 1: Part One: 1.1, 1.2, 1.3, 1.4; 1.5; 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7 Unit 2: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, Unit 3: Part One: 1.2, 1.3, 1.4, 1.5, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7 Unit 4: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7

PI.6.1.Ex Contribute to class, group, and partner discussions by following turn‐taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.

ELA TE: Unit 2: 2.14 (p. 131), 2.15 (pp. 134–135); Unit 3: 3.2 (p. 163), 3.4 (pp. 180-181), 3.11 (p. 227); Unit 4: 4.7 (p. 276) ELD SE: Unit 1: Part One: 1.4; Unit 2: Part One: 1. 4; Part Two: 2.4; Part Three: 3.4; Unit 3: Part One: 1.4; Part Two: 2.4; Part Three: 3.4; Unit 4: Part One: 1.4; Part Two:

2.4; Part Three: 3.4

ELD TE: Unit 1: Part One: 1.1, 1.2, 1.3, 1.4; 1.5; 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6,



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3.7 Unit 2: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, Unit 3: Part One: 1.2, 1.3, 1.4, 1.5, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7 Unit 4: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7

PI.6.1.Br Contribute to class, group, and partner discussions by following turn‐taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.

ELA TE: Unit 2: 2.14 (p. 131), 2.15 (pp. 134–135) ELD SE: Unit 1: Part One: 1.4; Unit 2: Part One: 1. 4; Part Two: 2.4; Part Three: 3.4; Unit 3: Part One: 1.4; Part Two: 2.4; Part Three: 3.4; Unit 4: Part One: 1.4; Part Two:


ELD TE: Unit 1: Part One: 1.1, 1.2, 1.3, 1.4; 1.5; 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7 Unit 2: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, Unit 3: Part One: 1.2, 1.3, 1.4, 1.5, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7 Unit 4: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7

2. Interacting via written English



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PI.6.2.Em Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.

ELA TE: Unit 2: 2.11 (p. 120), 2.15 (pp. 134–135) ELD SE: Unit 1: Part Three: 3.7; Unit 2: Part Three: 3.7; Unit 3: Part Three: 3.7; Unit 4: Part Three: 3.7

ELD TE: Unit 1: Part One: 1.3, 1.5, 1.7; Part Two: 2.3, 2.5, 2.7; Part Three: 3.2, 3.5, 3.7; Unit 2: Part One: 1.3, 1.5, 1.7; Part Two: 2.3, 2.5, 2.6, 2.7; Part Three: 3.3, 3.5, 3.7; Unit 3: Part Two: 2.3, 2.5; Part Three: 3.3, 3.5; Unit 4: Part One: 1.3, 1.5, 1.7; Part Two: 2.3, 2.5, 2.7; Part Three: 3.3, 3.5, 3.7

PI.6.2.Ex Engage in longer written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.

ELA TE: Unit 2: 2.15 (pp. 134–135) ELD SE: Unit 1: Part Three: 3.7; Unit 2: Part Three: 3.7; Unit 3: Part Three: 3.7; Unit 4: Part Three: 3.7


PI.6.2.Br Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.

ELA TE: Unit 2: 2.15 (pp. 134–135) ELD SE: Unit 1: Part Three: 3.7; Unit 2: Part Three: 3.7; Unit 3: Part Three: 3.7; Unit 4: Part Three: 3.7



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3. Supporting opinions and persuading others

PI.6.3.Em Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or ask for clarification) using basic learned phrases (e.g., I think . . . , Would you please repeat that?), as well as open responses.

ELA TE: Unit 2: 2.15 (pp. 134–135); Unit 3: 3.15 (p. 240) ELD SE: Unit 1: Part One: 1.4, 1.7; Unit 2: Part One: 1.4; Part Two: 2.4; Part Three: 3.4; Unit 3: Part One: 1.4; Part Two: 2.7; Part Three: 3.4; Unit 4: Part One: 1.4; Part Two: 2.4; Part Three: 3.4

ELD TE: Unit 1: Part One: 1.4, 1.7; Part Two: 2.4; Part Three: 3.4; Unit 2: Part One: 1.4, 1.6; Part Two: 2.4, 2.6; Part Three: 3.4, 3.6; Unit 3: Part One: 1.3, 1.4, 1.7; Part Two: 2.4, 2.7; Part Three: 3.4, 3.7; Unit 4: Part One: 1.4; Part Two: 2.4; Part Three: 3.4

PI.6.3.Ex Negotiate with or persuade others in conversations

(e.g., to provide counter‐arguments) using an expanded set of learned phrases (I agree with X, but . . . ), as well as open responses.

ELA TE: Unit 2: 2.9 (p. 114), 2.15 (pp. 134–135); Unit 3: 3.15 (p. 240) ELD SE: Unit 1: Part One: 1.4, 1.7; Unit 2: Part One: 1.4; Part Two: 2.4; Part Three: 3.4; Unit 3: Part One: 1.4; Part Two: 2.7; Part Three: 3.4; Unit 4: Part One: 1.4; Part Two: 2.4; Part Three: 3.4



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PI.6.3.Br Negotiate with or persuade others in conversations using appropriate register (e.g., to reflect on multiple perspectives) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and Gabriel just pointed out Y), as well as open responses.

ELA TE: Unit 2: 2.15 (pp. 134–135) ELD SE: Unit 1: Part One: 1.4, 1.7; Unit 2: Part One: 1.4; Part Two: 2.4; Part Three: 3.4; Unit 3: Part One: 1.4; Part Two: 2.7; Part Three: 3.4; Unit 4: Part One: 1.4; Part Two: 2.4; Part Three: 3.4


4. Adapting language choices

PI.6.4.Em Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher).

ELA TE: Unit 2: 2.15 (pp. 134–135) ELD SE: Unit 1: Part One: 1.1; Part Two: 2.1; Part Three: 3.1; Unit 2: Part One: 1.1; Part Two: 2.1; Part Three: 3.1; Unit 3: Part One: 1.1; Part Two: 2.1; Part Three: 3.1, 3.6; Unit 4: Part One 1.1; Part Two: 2.1; Part Three: 3.1

ELD TE: Unit 1: Part Two: 2.1, 2.7;



Revised: 02/10/2015




Part Three: 3.1, 3.7; Unit 2: Part Two: 2.1 Unit 3: Part One: 1.1; Part Two: 2.1; Part Three: 3.1, 3.6; Unit 4: Part One: 1.1; Part Two: 2.1, 2.5

PI.6.4.Ex Adjust language choices according to purpose (e.g., explaining, persuading, entertaining), task, and audience.


ELD TE: Unit 1: Part Two: 2.1, 2.7; Part Three: 3.1, 3.7; Unit 2: Part Two: 2.1 Unit 3: Part One: 1.1; Part Two: 2.1; Part Three: 3.1, 3.6; Unit 4: Part One: 1.1; Part Two: 2.1, 2.5

PI.6.4.Br Adjust language choices according to task (e.g., facilitating a science experiment, providing peer feedback on a writing assignment), purpose, task, and audience.


ELD TE: Unit 1: Part Two: 2.1, 2.7; Part Three: 3.1, 3.7; Unit 2: Part Two: 2.1 Unit 3: Part One: 1.1; Part Two: 2.1; Part Three: 3.1, 3.6; Unit 4: Part One: 1.1; Part Two: 2.1, 2.5



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B. Interpretive

5. Listening actively

PI.6.5.Em Demonstrate active listening in oral presentation activities by asking and answering basic questions with prompting and substantial support.

ELA TE: Unit 1: 1.11 (p. 51) ELD SE: Unit 1: Part One: 1.4; Unit 2:Part One: 1.4; Part Two: 2.4; Part Three: 3.4; Unit 3: Part One: 1.4; Part Two: 2.4; Part Three: 3.4; Unit 4: Part One: 1.4; Part Two:


ELD TE: Unit 1: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7; Unit 2: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7; Unit 3: Part One: 1.1, 1.4, 1.6; Part Two: 2.1, 2.4, 2.6; Part Three: 3.1, 3.2, 3.4; Unit 4: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7

PI.6.5.Ex Demonstrate active listening in oral presentation activities by asking and answering detailed questions with occasional prompting and moderate support.

ELA TE: Unit 3: 3.4 (pp. 180-181), 3.11 (p. 227) ELD SE: Unit 1: Part One: 1.4; Unit 2: Part One: 1.4; Part Two: 2.4; Part Three: 3.4; Unit 3: Part One: 1.4; Part Two: 2.4; Part Three: 3.4; Unit 4: Part One: 1.4; Part Two: 2.4; Part Three: 3.4

ELD TE: Unit 1: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6; Part Two: 2.1,



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2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7; Unit 2: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7; Unit 3: Part One: 1.1, 1.4, 1.6; Part Two: 2.1, 2.4, 2.6; Part Three: 3.1, 3.2, 3.4; Unit 4: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7

PI.6.5.Br Demonstrate active listening in oral presentation activities by asking and answering detailed questions with minimal prompting and support.

ELD SE: Unit 1: Part One: 1.4; Unit 2: Part One: 1.4; Part Two: 2.4; Part Three: 3.4; Unit 3: Part One: 1.4; Part Two: 2.4; Part Three: 3.4; Unit 4: Part One: 1.4; Part Two:


ELD TE: Unit 1: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7; Unit 2: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4,

3.5, 3.6, 3.7; Unit 3: Part One: 1.1, 1.4, 1.6; Part Two: 2.1, 2.4, 2.6; Part Three: 3.1, 3.2, 3.4; Unit 4: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7

6. Reading/viewing closely

PI.6.6.Em a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety

ELA TE: Unit 1: 1.4 (pp. 14–15), 1.12 (p. 56); Unit 2: 2.14 (p. 133); Unit 3: 3.3 (p. 170), 3.5 (p. 191);



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of grade‐level texts and viewing of multimedia with substantial support.

b) Express inferences and conclusions drawn based

on close reading of grade‐level texts and viewing of multimedia using some frequently used verbs (e.g., shows that, based on).

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.

Unit 4: 4.6 (p. 266), 4.9 (p. 285)

ELD SE: Unit 1: Part One: 1.3; 1.4; Unit 2: Part One: 1.3, 1.4, 1.7; Part Two: 2.3, 2.4; Part Three: 3.3, 3.4; Unit 3: Part One: 1.3, 1.4; Part Two: 2.3, 2.4; Part Three: 3.4; Unit 4: Part One: 1.3, 1.4, 1.7; Part Two: 2.3, 2.4; Part Three: 3.4, 3.5, 3.6; 3.7

ELD TE: Unit 1: Part One: 1.1, 1.3, 1.4, 1.5, 1.7; Part Two: 2.1, 2.3, 2.4, 2.6, 2.7; Part Three: 3.3, 3.4, 3.6; Unit 2: Part One: 1.3, 1.4, 1.6, 1.7; Part Two: 2.2, 2.4, 2.6, 2.7; Part Three: 3.1, 3.3, 3.4, 3.6, 3.7; Unit 3: Part One: 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.3, 2.7; Part Three: 3.3, 3.4; Unit 4: Part One: 1.1, 1.3, 1.4, 1.6, 1.7; Part Two: 2.1, 2.3, 2.4, 2.6, 2.7; Part Three: 3.1, 3.3, 3.4, 3.5, 3.6, 3.7

PI.6.6.Ex a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety

of grade‐level texts and viewing of multimedia with moderate support.


on close reading of grade‐level texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to).

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 and new topics.

ELA TE: Unit 1: 1.4 (pp. 14–15); Unit 2: 2.14 (p. 133); Unit 3: 3.4 (pp. 180-181), 3.11 (p. 227); Unit 4: 4.9 (p. 285)


ELD TE: Unit 1: Part One: 1.1, 1.3, 1.4, 1.5, 1.7; Part Two: 2.1, 2.3,



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2.4, 2.6, 2.7; Part Three: 3.3, 3.4, 3.6; Unit 2: Part One: 1.3, 1.4, 1.6, 1.7; Part Two: 2.2, 2.4, 2.6, 2.7; Part Three: 3.1, 3.3, 3.4, 3.6, 3.7; Unit 3: Part One: 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.3, 2.7; Part Three: 3.3, 3.4; Unit 4: Part One: 1.1, 1.3, 1.4, 1.6, 1.7; Part Two: 2.1, 2.3, 2.4, 2.6, 2.7; Part Three: 3.1, 3.3, 3.4, 3.5, 3.6, 3.7

PI.6.6.Br a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety

of grade‐level texts and viewing of multimedia with light support.


on close reading of grade‐level texts and viewing of multimedia using a variety of precise academic verbs (e.g., indicates that, influences).

c) Use knowledge of morphology (e.g., affixes, roots, and base words), 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.

ELA TE: Unit 1: 1.4 (pp. 14–15); Unit 4: 4.9 (p. 285)


ELD TE: Unit 1: Part One: 1.1, 1.3, 1.4, 1.5, 1.7; Part Two: 2.1, 2.3, 2.4, 2.6, 2.7; Part Three: 3.3, 3.4, 3.6; Unit 2: Part One: 1.3, 1.4, 1.6, 1.7; Part Two: 2.2, 2.4, 2.6, 2.7; Part Three: 3.1, 3.3, 3.4, 3.6, 3.7; Unit 3: Part One: 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.3, 2.7; Part Three: 3.3, 3.4; Unit 4: Part One: 1.1, 1.3, 1.4, 1.6, 1.7; Part Two: 2.1, 2.3, 2.4, 2.6, 2.7; Part Three: 3.1, 3.3, 3.4, 3.5, 3.6, 3.7

7. Evaluating language choices

PI.6.7.Em Explain how well writers and speakers use language to support ideas and arguments with detailed evidence (e.g., identifying the precise vocabulary

ELA TE: Unit 3: 3.10 (p. 222), 3.15 (p. 240) ELD SE: Unit 1: Part One: 1.3, 1.6;



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used to present evidence, or the phrasing used to signal a shift in meaning) with substantial support.

Unit 2: Part One: 1.3, 1.5; Part Two: 2.5; Unit 3: Part Two: 2.6; Unit 4: Part Two: 2.6

ELD TE: Unit 2: Part One: 1.5; Unit 3: Part One: 1.7; Part Two: 2.6; Part Three: 3.3, 3.5; Unit 4: Part Two: 2.6

PI.6.7.Ex Explain how well writers and speakers use specific language to present ideas or support arguments and provide detailed evidence (e.g., showing the clarity of the phrasing used to present an argument) with moderate support.

ELA TE: ELA TE: Unit 2: 2.9 (p. 114); Unit 3: 3.15 (p. 240), 3.10 (p. 222) ELD SE: Unit 1: Part One: 1.3, 1.6; Unit 2: Part One: 1.3, 1.5; Part Two: 2.5; Unit 3: Part Two: 2.6; Unit 4: Part Two: 2.6


PI.6.7.Br Explain how well writers and speakers use specific language resources to present ideas or support arguments and provide detailed evidence (e.g., identifying the specific language used to present ideas and claims that are well supported and distinguishing them from those that are not) with light support.

ELA TE: Unit 3: 3.10 (p. 222) ELD SE: Unit 1: Part One: 1.3, 1.6; Unit 2: Part One: 1.3, 1.5; Part Two: 2.5; Unit 3: Part Two: 2.6; Unit 4: Part Two: 2.6


8. Analyzing language choices

PI.6.8.Em Explain how phrasing or different common words with similar meaning (e.g., choosing to use the word cheap versus the phrase a good saver) produce different effects on the audience.

ELA TE: Unit 3: 3.6 (p. 193) ELD SE: Unit 1: Part One: 1.3, 1.6; Part Two: 2.5; Part Three: 3.5; Unit 2: Part Two: 2.5; Unit 3: Part



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Three: 3.5

ELD TE: Unit 1: Part One: 1.6; Part Two: 2.5, 2.6; Part Three: 3.5, 3.6; Unit 2: Part Two: 2.5; Part Three: 3.5; Unit 3: Part Two: 2.2, 2.5; Unit 4: Part One: 1.5, 1.6; Part Two: 2.6; Part Three: 3.6

PI.6.8.Ex Explain how phrasing, different words with similar meaning (e.g., describing a character as stingy versus economical), or figurative language (e.g., The room was depressed and gloomy.) produce shades of meaning and different effects on the audience.

ELD SE: Unit 1: Part One: 1.3, 1.6; Part Two: 2.5; Part Three: 3.5; Unit 2: Part Two: 2.5; Unit 3: Part Three: 3.5


PI.6.8.Br Explain how phrasing, different words with similar meaning (e.g., stingy‐economical‐unwasteful‐thrifty), or figurative language (e.g., The room was depressed and gloomy.) produce shades of meaning, nuances, and different effects on the audience.

ELD SE: Unit 1: Part One: 1.3, 1.6; Part Two: 2.5; Part Three: 3.5; Unit 2: Part Two: 2.5; Unit 3: Part Three: 3.5


C. Productive

9. Presenting

PI.6.9.Em Plan and deliver brief oral presentations on a variety of topics and content areas.

ELD SE: Unit 4: Part One: 1.7; Part Three: 3.7

ELD TE: Unit 1: Part Two: 2.7; Part Three: 3.7; Unit 2: Part One: 1.7; Part Two: 2.7; Part Three: 3.7; Unit



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4: Part One: 1.7; Part Two: 2.5, 2.7; Part Three: 3.7

PI.6.9.Ex Plan and deliver longer oral presentations on a variety of topics and content areas, using details and evidence to support ideas.


ELD TE: Unit 1: Part Two: 2.7; Part Three: 3.7; Unit 2: Part One: 1.7; Part Two: 2.7; Part Three: 3.7; Unit 4: Part One: 1.7; Part Two: 2.5, 2.7; Part Three: 3.7

PI.6.9.Br Plan and deliver longer oral presentations on a variety of topics and content areas, using reasoning and evidence to support ideas, as well as growing understanding of register.


ELD TE: Unit 1: Part Two: 2.7; Part Three: 3.7; Unit 2: Part One: 1.7; Part Two: 2.7; Part Three: 3.7; Unit 4: Part One: 1.7; Part Two: 2.5, 2.7; Part Three: 3.7

10. Writing

PI.6.10.Em a) Write short literary and informational texts (e.g., an argument for protecting the rainforests) 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).

ELA TE: Unit 1: 1.4 (pp. 14–15), 1.12 (p. 56); Unit 3: 3.5 (p. 191), 3.6 (p. 193), 3.10 (p. 222), 3.15 (p. 240); Unit 4: 4.11 (p. 291) ELD SE: Unit 1: Part One: 1.4, 1.7; Unit 2: Part One: 1.7; Part Two: 2.7; Part Three: 3. 4, 3.5, 3.7; Unit 3: Part Two: 2.7; Part Three: 3.4, 3.7; Unit 4: Part One: 1.7; Part Two: 2.7

ELD TE: Unit 1: Part One: 1.3, 1.5, 1.6, 1.7; Part Two: 2.3, 2.6; Part Three: 3.3, 3.6; Unit 2: Part One: 1.3, 1.5, 1.6, 1.7; Part Two: 2.3, 2.5, 2.6, 2.7; Part Three: 3.3, 3.5, 3.6, 3.7; Unit 3: Part One: 1.3, 1.5, 1.6 , 1.7; Part Two: 2.3, 2.6, 2.7;



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Part Three: 3.3, 3.5, 3.6, 3.7; Unit 4: Part One: 1.4, 1.6, 1.7; Part Two: 2.3, 2.5, 2.6, 2.7 Part Three: 3.3, 3.5, 3.6, 3.7

PI.6.10.Ex a) Write longer literary and informational texts (e.g., an argument for protecting the rainforests) collaboratively (e.g., with peers) and independently using appropriate text organization.

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

ELA TE: Unit 1: 1.4 (pp. 14–15); Unit 2: 2.9 (p. 114), 2.14 (p. 133); Unit 3: 3.3 (p. 170), 3.10 (p. 222), 3.15 (p. 240); Unit 4: 4.6 (p. 266), 4.11 (p. 291) ELD SE: Unit 1: Part One: 1.4, 1.7; Unit 2: Part One: 1.7; Part Two: 2.7; Part Three: 3. 4, 3.5, 3.7; Unit 3: Part Two: 2.7; Part Three: 3.4, 3.7; Unit 4: Part One: 1.7; Part Two: 2.7

ELD TE: Unit 1: Part One: 1.3, 1.5, 1.6, 1.7; Part Two: 2.3, 2.6; Part Three: 3.3, 3.6; Unit 2: Part One: 1.3, 1.5, 1.6, 1.7; Part Two: 2.3, 2.5, 2.6, 2.7; Part Three: 3.3, 3.5, 3.6, 3.7; Unit 3: Part One: 1.3, 1.5, 1.6 , 1.7; Part Two: 2.3, 2.6, 2.7; Part Three: 3.3, 3.5, 3.6, 3.7; Unit 4: Part One: 1.4, 1.6, 1.7; Part Two: 2.3, 2.5, 2.6, 2.7 Part Three: 3.3, 3.5, 3.6, 3.7

PI.6.10.Br a) Write longer and more detailed literary and informational texts (e.g., an argument for protecting the rainforests) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.

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

ELA TE: Unit 1: 1.4 (pp. 14–15); Unit 2: 2.14 (p. 133); Unit 3: 3.10 (p. 222); Unit 4: 4.11 (p. 291) ELD SE: Unit 1: Part One: 1.4, 1.7; Unit 2: Part One: 1.7; Part Two: 2.7; Part Three: 3. 4, 3.5, 3.7; Unit 3: Part Two: 2.7; Part Three: 3.4, 3.7; Unit 4: Part One: 1.7; Part Two: 2.7



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ELD TE: Unit 1: Part One: 1.3, 1.5, 1.6, 1.7; Part Two: 2.3, 2.6; Part Three: 3.3, 3.6; Unit 2: Part One: 1.3, 1.5, 1.6, 1.7; Part Two: 2.3, 2.5, 2.6, 2.7; Part Three: 3.3, 3.5, 3.6, 3.7; Unit 3: Part One: 1.3, 1.5, 1.6 , 1.7; Part Two: 2.3, 2.6, 2.7; Part Three: 3.3, 3.5, 3.6, 3.7; Unit 4: Part One: 1.4, 1.6, 1.7; Part Two: 2.3, 2.5, 2.6, 2.7 Part Three: 3.3, 3.5, 3.6, 3.7

11. Justifying/arguing

PI.6.11.Em a) Justify opinions by providing some textual evidence (e.g., quoting from the text) or relevant background knowledge with substantial support.

b) Express attitude and opinions or temper statements with some basic modal expressions (e.g., can, has to).

ELA TE: Unit 2: 2.19, (p. 151); Unit 3: 3.5 (p. 191), 3.14 (p. 237), 3.15 (p. 240) ELD SE: Unit 1: Part One: 1.6, 1.7; Unit 2: Part Two: 2.5; Unit 3: Part One: 1.7; Part Three: 3.5 ELD TE: Unit 1: Part One: 1.7; Part Two: 2.5; Unit 2: Part One: 1.5; Unit 3: Part One: 1.3, 1.7; Part Two: 2.7; Part Three: 3.6, 3.7; Unit 4: Part Two: 2.5

PI.6.11.Ex a) Justify opinions or persuade others by providing relevant textual evidence (e.g., quoting from the text or referring to what the text says) or relevant background knowledge with moderate support.

b) Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., maybe/probably, can/could, must).

ELA TE: Unit 2: 2.9 (p. 114), 2.19, (p. 151); Unit 3: 3.14 (p. 237), 3.15 (p. 240) ELD SE: Unit 1: Part One: 1.6, 1.7; Unit 2: Part Two: 2.5; Unit 3: Part One: 1.7; Part Three: 3.5

ELD TE: Unit 1: Part One: 1.7; Part Two: 2.5; Unit 2: Part One: 1.5; Unit 3: Part One: 1.3, 1.7; Part Two: 2.7; Part Three: 3.6, 3.7; Unit 4: Part Two: 2.5

PI.6.11.Br a) Justify opinions or persuade others by providing ELD SE: Unit 1: Part One: 1.6, 1.7;



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detailed and relevant textual evidence (e.g., quoting from the text directly or referring to specific textual evidence) or relevant background knowledge with light support.

b) Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly/definitely, should/would, might) and phrasing (e.g., In my opinion . . .).

Unit 2: Part Two: 2.5; Unit 3: Part One: 1.7; Part Three: 3.5

ELD TE: Unit 1: Part One: 1.7; Part Two: 2.5; Unit 2: Part One: 1.5; Unit 3: Part One: 1.3, 1.7; Part Two: 2.7; Part Three: 3.6, 3.7; Unit 4: Part Two: 2.5

12. Selecting language resources

PI.6.12.Em a) Use a select number of general academic words (e.g., author, chart) and domain‐specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.

b) Use knowledge of morphology to appropriately select affixes in basic ways (e.g., She likes X.).

ELD SE: Unit 1: Part One: 1.1, 1.2, 1.7; Part Two: 2.1, 2.2; Part Three: 3.1; Unit 2: Part One: 1.1,1.2; Part Two: 2.1, 2.2; Part Three: 3.1, 3.2; Unit 3: Part One: 3.1, 3.2; Part Two: 2.1, 2.2; Part Three: 3.1, 3.2; Unit 4: Part One: 1.1, 1.2; Part Two: 2.1, 2.2; Part Three: 3.1, 3.2, 3.6

ELD TE: Unit 1: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7; Unit 2: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6; Unit 3: Part One: 1.1, 1.2, 1.4, 1.6; Part Two: 2.1, 2.2, 2.3, 2.5, 2.6; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6; Unit 4: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6

PI.6.12.Ex a) Use a growing set of academic words (e.g., author, chart, global, affect), domain‐specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, and antonyms to

ELD SE: Unit 1: Part One: 1.1, 1.2, 1.7; Part Two: 2.1, 2.2; Part Three: 3.1; Unit 2: Part One: 1.1,1.2; Part Two: 2.1, 2.2; Part Three: 3.1, 3.2; Unit 3: Part One: 3.1, 3.2; Part



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create precision and shades of meaning while speaking and writing.

b) Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., She likes X. That’s impossible.).

Two: 2.1, 2.2; Part Three: 3.1, 3.2; Unit 4: Part One: 1.1, 1.2; Part Two: 2.1, 2.2; Part Three: 3.1, 3.2, 3.6

ELD TE: Unit 1: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7; Unit 2: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6; Unit 3: Part One: 1.1, 1.2, 1.4, 1.6; Part Two: 2.1, 2.2, 2.3, 2.5, 2.6; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6; Unit 4: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6

PI.6.12.Br a) Use an expanded set of general academic words (e.g., affect, evidence, demonstrate, reluctantly),

domain‐specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.

b) Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing observe ‐> observation,

reluctant ‐> reluctantly, produce ‐> production, etc.).

ELD SE: Unit 1: Part One: 1.1, 1.2, 1.7; Part Two: 2.1, 2.2; Part Three: 3.1; Unit 2: Part One: 1.1,1.2; Part Two: 2.1, 2.2; Part Three: 3.1, 3.2; Unit 3: Part One: 3.1, 3.2; Part Two: 2.1, 2.2; Part Three: 3.1, 3.2; Unit 4: Part One: 1.1, 1.2; Part Two: 2.1, 2.2; Part Three: 3.1, 3.2, 3.6

ELD TE: Unit 1: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7; Unit 2: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6; Unit 3: Part One: 1.1, 1.2, 1.4, 1.6; Part Two:



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2.1, 2.2, 2.3, 2.5, 2.6; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6; Unit 4: Part One: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6; Part Two: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6; Part Three: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6

PART II: LEARNING ABOUT HOW ENGLISH WORKS

A. Structuring Cohesive Texts

1. Understanding text structure

PII.6.1.Em Apply basic understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how arguments are organized around ideas) to comprehending texts and writing basic texts.

ELA TE: Unit 1: 1.4 (pp. 14–15), 1.12 (p. 56); Unit 3: 3.15 (p. 240) ELD SE: Unit 1: Part One: 1.3, 1.6, 1.7; Unit 3: Part Two: 2.7

ELD TE: Unit 1: Part One: 1.3, 1.7; Part Two: 2.3, 2.6, 2.7; Part Three: 3.3, 3.6, 3.7; Unit 2: Part Three: 3.3; Unit 3: Part One: 1.3, 1.6, 1.7; Part Two: 2.3, 2.7; Part Three: 3.3, 3.7; Unit 4: Part One: 1.3; Part Two: 2.3; Part Three: 3.3

PII.6.1.Ex Apply growing understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how arguments are structured logically around reasons and evidence) to comprehending texts and writing texts with increasing cohesion.

ELA TE: Unit 1: 1.4 (pp. 14–15); Unit 2: 2.9 (p. 114); Unit 3: 3.15 (p. 240) ELD SE: Unit 1: Part One: 1.3, 1.6, 1.7; Unit 3: Part Two: 2.7


PII.6.1.Br Apply increasing understanding of how different text ELA TE: Unit 1: 1.4 (pp. 14–15)



Revised: 02/10/2015




types are organized to express ideas (e.g., how a historical account is organized chronologically versus how arguments are structured logically around reasons and evidence) to comprehending texts and writing cohesive texts.

ELD SE: Unit 1: Part One: 1.3, 1.6, 1.7; Unit 3: Part Two: 2.7


2. Understanding cohesion

PII.6.2.Em 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.

ELA TE: Unit 1: 1.4 (pp. 14–15), 1.12 (p. 56); Unit 3: 3.14 (p. 237) ELD SE: Unit 1: Part One: 1.5, 1.6; Unit 2: Part Two: 2.6; Unit 4: Part One: 1.6

ELD TE: Unit 1: Part One: 1.5; Part Two: 2.6, 2.7; Part Three: 3.5, 3.6, 3.7; Unit 2: Part One: 1.6; Part Two: 2.6; Part Three: 3.5; Unit 4: Part One: 1.5, 1.6; Part Two: 2.5

PII.6.2.Ex a) Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns or synonyms refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion.

b) Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, in the first place, as a result, on the other hand) to comprehending texts and writing texts with increasing cohesion.

ELA TE: Unit 1: 1.4 (pp. 14–15); Unit 3: 3.14 (p. 237) ELD SE: Unit 1: Part One: 1.5, 1.6; Unit 2: Part Two: 2.6; Unit 4: Part One: 1.6

ELD TE: Unit 1: Part One: 1.5; Part Two: 2.6, 2.7; Part Three: 3.5, 3.6, 3.7; Unit 2: Part One: 1.6; Part Two: 2.6; Part Three: 3.5; Unit 4: Part One: 1.5, 1.6; Part Two: 2.5:

PII.6.2.Br a) Apply increasing understanding of language resources for referring the reader back or forward in

ELA TE: Unit 1: 1.4 (pp. 14–15)



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text (e.g., how pronouns, synonyms, or nominalizations refer back to nouns in text) to comprehending texts and writing cohesive texts.

b) Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., consequently, specifically, however, moreover) to comprehending texts and writing cohesive texts.

ELD SE: Unit 1: Part One: 1.5, 1.6; Unit 2: Part Two: 2.6; Unit 4: Part One: 1.6

ELD TE: Unit 1: Part One: 1.5; Part Two: 2.6, 2.7; Part Three: 3.5, 3.6, 3.7; Unit 2: Part One: 1.6; Part Two: 2.6; Part Three: 3.5; Unit 4: Part One: 1.5, 1.6; Part Two: 2.5

B. Expanding & Enriching Ideas

3. Using verbs and verb phrases

PII.6.3.Em Use a variety of verb types (e.g., doing, saying, being/having, thinking/feeling), tenses (e.g., present, past, future), and aspects (e.g., simple, progressive) appropriate for the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics.

ELD SE: Unit 2: Part Two: 2.5; Unit 3: Part One: 1.5; Unit 3: Part One:1.7; Part Two: 2.5

ELD TE: Unit 3: Part One: 1.5, 1.7; Part Two: 2.5, 2.7; Part Three: 3.6, 3.7

PII.6.3.Ex Use various verb types (e.g., doing, saying, being/having, thinking/feeling, reporting), tenses (e.g., present, past, future), and aspects (e.g., simple, progressive, perfect) appropriate for the task, text type, and discipline (e.g., simple present for literary analysis) on an increasing variety of topics.



PII.6.3.Br Use various verb types (e.g., doing, saying, being/having, thinking/feeling, reporting), tenses (e.g., present, past, future), and aspects (e.g., simple, progressive, perfect) appropriate for the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on a variety of topics.



4. Using nouns and noun phrases

PII.6.4.Em Expand noun phrases in simple ways (e.g., adding a sensory adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.

ELD SE: Unit 3: Part Two: 2.6; Unit 4: Part Two: 2.6

ELD TE: Unit 2: Part One: 1.3; Part



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Two: 2.3; Unit 3: Part Two: 2.5, 2.6; Unit 4: Part Two: 2.6

PII.6.4.Ex Expand noun phrases in a variety of ways (e.g., adding comparative/ superlative adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.


ELD TE: Unit 2: Part One: 1.3; Part Two: 2.3; Unit 3: Part Two: 2.5, 2.6; Unit 4: Part Two: 2.6

PII.6.4.Br Expand noun phrases in an increasing variety of ways (e.g., adding comparative/superlative and general academic adjectives to noun phrases or more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.


ELD TE: Unit 2: Part One: 1.3; Part Two: 2.3; Unit 3: Part Two: 2.5, 2.6; Unit 4: Part Two: 2.6

5. Modifying to add details

PII.6.5.Em Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar activity or process.

ELD SE: Unit 3: Part One: 1.6

ELD TE: Unit 1: Part One: 1.6; Part Two: 2.6; Unit 2: Part One: 1.5, 1.7; Part Two: 2.5, 2.7; Part Three: 3.7; Unit 3: Part One: 1.6, 1.7; Part Three: 3.7; Unit 4: Part One: 1.7; Part Two: 2.7; Part Three: 3.5, 3.7

PII.6.5.Ex Expand sentences with an increasing variety of 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.


ELD TE: Unit 1: Part One: 1.6; Part Two: 2.6; Unit 2: Part One: 1.5, 1.7; Part Two: 2.5, 2.7; Part Three: 3.7; Unit 3: Part One: 1.6, 1.7; Part Three: 3.7; Unit 4: Part One: 1.7; Part Two: 2.7; Part Three: 3.5, 3.7

PII.6.5.Br 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.


ELD TE: Unit 1: Part One: 1.6; Part Two: 2.6; Unit 2: Part One: 1.5, 1.7; Part Two: 2.5, 2.7; Part Three: 3.7; Unit 3: Part One: 1.6, 1.7; Part Three: 3.7; Unit 4: Part One: 1.7;



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Part Two: 2.7; Part Three: 3.5, 3.7

C. Connecting & Condensing Ideas

6. Connecting ideas

PII.6.6.Em Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so).

ELA TE: Unit 1: Activity 1.7 (p. 34) ELD SE: Unit 2: Part One: 1.6, 1.7; Part Three: 3.6; Unit 3: Part Three: 3.7; Unit 4: Part One: 1.5, 1.6, 1.7

ELD TE: Unit 1: Part One: 1.1, 1.4; Part Two: 2.1, 2.4; Part Three: 3.4; Unit 2: Part One: 1.1,1.6, 1.7; Part Two: 2.1, 2.6, 2.7; Part Three: 3.1, 3.6, 3.7; Unit 3: Part One: 1.4; Part Two: 2.7; Part Three: 3.4; Unit 4: Part One: 1.1, 1.4, 1.5, 1.7; Part Two: 2.1, 2.4, 2.7; Part Three: 3.4, 3.7

PII.6.6.Ex Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday 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.6.6.Br Combine clauses in a wide variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday to study for Monday’s exam), to make a




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concession (e.g., She studied all night even though she wasn’t feeling well), or to link two ideas that happen at the same time (e.g., The students worked in groups while their teacher walked around the room).


7. Condensing ideas

PII.6.7.Em Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. This is a story about a girl who changed the world.) to create precise and detailed sentences.

ELD SE: Unit 3: Part One: 1.6, 1.7

ELD TE: Unit 3: Part One: 1.6; Part Three: 3.1

PII.6.7.Ex Condense ideas in an increasing variety of ways (e.g., through various types of embedded clauses and other ways of condensing, as in, Organic vegetables are food. They’re made without chemical fertilizers. They’re made without chemical insecticides. Organic vegetables are foods that are made without chemical fertilizers or insecticides.) to create precise and detailed sentences.



PII.6.7.Br Condense ideas in a variety of ways (e.g., through various types of embedded clauses, ways of condensing, and nominalization as in, They destroyed the rainforest. Lots of animals died. The destruction of the rainforest led to the death of many animals.) to create precise and detailed sentences.



Part III: Using Foundational Literacy Skills

Foundational Literacy Skills (See Appendix A-Grade Six):

Literacy in an Alphabetic Writing System

Print concepts

Routines for Teaching Foundational Skills. Using



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Phonological awareness

Phonics & word recognition

Fluency

Foundational Literacy Skills in Teacher Edition of every

activity: pp. 5, 7, 10, 13, 16, 20, 21, 23, 27, 29, 32, 35, 38, 41, 46, 49, 51, 54, 57, 60, 63, 73, 75, 78, 81, 84, 88, 92, 95, 97, 100, 103, 106, 110, 114, 117, 119, 121, 125, 128, 132, 135, 143, 145, 148, 154, 165, 167, 170, 173, 176, 180, 183, 187, 189, 192, 195, 198, 201. 205, 211, 213, 216, 221, 226, 229, , 230, 233, 235, 237, 238, 241, 243, 245, 247, 251, 252, 255, 260, 261, 263, 265, 269, 273

SBD TR: https://californiareview.springboardonline.org/ebook/resource/67281460E48811E4B8841221B092E8C6

African American Vernacular English: pp. 27, 54, 88, 121, 132, 145, 216, 235, 260, 273

Appendix

California Department of Education

Posted September 2014

https://californiareview.springboardonline.org/ebook/resource/67281460E48811E4B8841221B092E8C6



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