integrating the ca eld standards into k-12 english...
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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 4
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 4
Formatted by Curriculum, Instruction and Accountability
Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 4 - Reading Literature (RL)
Corresponding ELD StandardsCA CCSS forELA Standard
PI.7 - Evaluating language choices
RL 4
.1 -
Refe
r to
deta
ils
and
exam
ples
in a
text
whe
n ex
plai
ning
wha
t th
e te
xt sa
ys e
xplic
itly
and
whe
n dr
awin
gin
fere
nces
from
the
text
.
RL 4
.2 -
Dete
rmin
ea
them
e of
a st
ory,
dr
ama,
or p
oem
from
det
ails
in th
e te
xt; s
umm
ariz
e th
e te
xt.
RL 4
.3 -
Desc
ribe
in d
epth
a ch
arac
ter,
sett
ing,
or e
vent
ina
stor
y o
r dra
ma,
dra
win
g on
spec
ific
deta
ils in
the
text
(e
.g.,
a ch
arac
ter’s
thou
ghts
,w
ords
, or a
ctio
ns).
PI.6 - Reading/viewing closelyEmerging - a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial support.
b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning ofunknown words on familiar topics.
Expanding - a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.
Bridging - a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words) and linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
Emerging - Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support
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 1 of 57
Expanding - Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.
Bridging - Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence), with prompting and light support.
Integrating the CA ELD Standards Into K-12 English Language Arts/LiteracyCr
aft a
nd S
truc
ture
Page 2 of 57 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Grade 4 - Reading Literature (RL)
Corresponding ELD StandardsPI.6 - Reading/viewing closely
Emerging - a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial support.
b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning ofunknown words on familiar topics.
Expanding - a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.
Bridging - a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words) and linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
PI.7 - Evaluating language choicesEmerging - Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.
Expanding - Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.
Bridging - Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence), with prompting and light support.
CA CCSS forELA Standard
RL 4
.4 -
Dete
rmin
e th
e m
eani
ng o
fw
ords
and
phr
ases
as t
hey
are
used
in a
text
, inc
ludi
ng th
ose
that
allu
deto
sign
ifica
nt c
hara
cter
s fou
nd in
m
ytho
logy
(e.
g., H
ercu
lean
). (S
eegr
ade
4 La
ngua
ge st
anda
rds 4
–6fo
r add
ition
al e
xpec
tatio
ns.)
CA
RL 4
.5 -
Expl
ain
maj
or d
iffer
ence
s be-
twee
n po
ems,
dra
ma,
and
pro
se, a
ndre
fer t
o th
e st
ruct
ural
ele
men
ts o
fpo
ems (
e.g.
, ver
se, r
hyth
m, m
eter
) and
dra
ma
(e.g
., ca
sts o
f cha
ract
ers,
sett
ings
, des
crip
tions
, di
alog
ue, s
tage
dire
ctio
ns) w
hen
writ
ing
or
spea
king
abo
ut a
text
.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 4 - Reading Literature (RL)
Bridging - Distinguish how different words with related meanings (e.g., fun versus entertaining versus thrilling, possibly versus certainly) and figurative language produce shades of meaning and different effects on the audience.
PII.1 - Understanding text structure
PII.2 - Understanding cohesion
Emerging - Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character’s actions as whined versus said).
Expanding - Distinguish how different words with similar meanings (e.g., describing a character as smart versus an expert) and figurative language (e.g., as big as a whale) produce shades of meaning and different effects on the audience.
CA CCSS forELA Standard Corresponding ELD Standards
PI.8 - Analyzing language choices
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 everyday connecting words or phrases (e.g., first, yesterday) to comprehending texts and writing basic texts.
Expanding - 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., since, next, for example) to comprehending texts and writing texts with increasing cohesion.
Bridging - a. Apply increasing understanding of language resources for referring the reader back or forward in 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., for instance, in addition, at the end) to comprehending texts and writing cohesive texts.
RL 4
.4 -
Dete
rmin
e th
e m
ean-
ing
of w
ords
and
phr
ases
as
they
are
use
d in
a te
xt,
incl
udin
g th
ose
that
allu
deto
sign
ifica
nt c
hara
cter
sfo
und
in m
ytho
logy
(e.g
., He
rcul
ean)
. (Se
e gr
ade
4 La
ngua
ge st
anda
rds 4
–6 fo
r ad
ditio
nal e
xpec
tatio
ns.)
CA
Page 3 of 57 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Emerging - Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially) to comprehending texts and writing basic texts.
Expanding - Apply increasing understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how an explanation is organized around ideas) to comprehending texts and writing texts with increasing cohesion.
Bridging - Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how opinions/arguments are structured logically, grouping related ideas) to comprehending texts
RL 4
.5 -
Expl
ain
maj
or d
iffer
ence
s bet
wee
n po
ems,
dram
a, a
nd p
rose
, and
refe
r to
the
stru
ctur
alel
emen
ts o
f poe
ms (
e.g.
, ver
se, r
hyth
m, m
eter
)an
d dr
ama
(e.g
., ca
sts o
f cha
ract
ers,
sett
ings
,de
scrip
tions
, dia
logu
e, st
age
dire
ctio
ns) w
hen
writ
ing
or sp
eaki
ng a
bout
a te
xt.
Craf
t and
Str
uctu
re
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page 4 of 57 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Emerging - Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.
Expanding - Describe how well writersor speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.
Bridging - Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g.,the clarity or appealing nature of language used to present evidence), with prompting and light support.
Grade 4 - Reading Literature (RL)
Corresponding ELD StandardsPI.7 - Evaluating language choicesPI.6 - Reading/viewing closely
Emerging - a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial support.
b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning ofunknown words on familiar topics.
Expanding - a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.
Bridging - a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words) and linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
CA CCSS forELA Standard
RL 4
.6 -
Com
pare
and
con
tras
tth
e po
int o
f vie
w fr
om w
hich
diffe
rent
stor
ies a
re n
arra
ted,
incl
udin
g th
e di
ffere
nce
betw
een
first
-and
third
-per
son
narr
atio
ns.
RL 4
.7 -
Mak
e co
nnec
tions
betw
een
the
text
of a
stor
y or
dram
a an
d a
visu
al o
r ora
lpr
esen
tatio
n of
the
text
,id
entif
ying
whe
re e
ach
vers
ion
refle
cts s
peci
fic d
escr
iptio
nsan
d di
rect
ions
in th
e te
xt.
Craf
t and
Str
uctu
reIn
tegr
atio
n of
Kno
wle
dge
and
Idea
s
Grade 4 - Reading Literature (RL)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page 5 of 57 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. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial support.
b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.
Expanding - a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.
Bridging - a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words) and linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
RL 4
.9 -
Com
pare
and
con
tras
t the
trea
tmen
t of
sim
ilar t
hem
es a
ndto
pics
(e.g
., op
posi
tion
of g
ood
and
evil)
and
pat
tern
s of e
vent
s(e
.g.,
the
ques
t) in
stor
ies,
myt
hs,
and
trad
ition
al li
tera
ture
from
diffe
rent
cul
ture
s.
RL 4
.10
- By
the
end
of th
e ye
ar,
read
and
com
preh
end
liter
atur
e,in
clud
ing
stor
ies,
dra
mas
, and
poet
ry, i
n th
e g
rade
s 4–5
text
com
plex
ity b
and
pro
ficie
ntly
,w
ith sc
affo
ldin
g as
nee
ded
atth
e hi
gh e
nd o
f the
rang
e.
Inte
grat
ion
of K
now
ledg
e an
d Id
eas
Rang
e of
Rea
ding
and
leve
l of T
ext
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Expanding - a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.
Bridging - a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words) and linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
PI.7 - Evaluating language choices
RI 4
.3 -
Expl
ain
even
ts,
proc
edur
es, i
deas
, or
conc
epts
in a
his
toric
al, s
cien
tific
, or
tech
nica
l tex
t, in
clud
ing
wha
t ha
ppen
edan
d w
hy, b
ased
on
spec
ific
info
rmat
ion
in th
e te
xt.
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 6 of 57
Grade 4 - Reading Information (RI)
Corresponding ELD StandardsCA CCSS forELA Standard
Emerging - Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.
Expanding - Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.
Bridging - Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence), with prompting and light support.
PI.6 - Reading/viewing closelyEmerging - a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial support.
b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning ofunknown words on familiar topics.
RI 4
.1 -
Refe
r to
deta
ilsan
d ex
ampl
es in
a te
xt
whe
n ex
plai
ning
wha
tth
e te
xt sa
ys e
xplic
itly
and
whe
n dr
awin
g in
fere
nces
from
the
text
.
RI 4
.2 -
Det
erm
ine
the
mai
nid
ea o
f a t
ext a
nd e
xpla
inho
w it
is su
ppor
ted
by k
eyde
tails
; sum
mar
ize
the
text
.
Key
Idea
s and
Det
ails
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Bridging - Distinguish how different words with related meanings (e.g., fun versus entertaining versus thrilling, possibly versus certainly) and figurative language produce shades of meaning and different effects on the audience.
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 StandardsCA CCSS forELA Standard
PI.6 - Reading/viewing closelyEmerging - a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial support.
b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning ofunknown words on familiar topics.
Expanding - a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.
Bridging - a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words) and linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
PI.8 - Analyzing language choices
Grade 4 - Reading Information (RI)
Emerging - Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character’s actions as whined versus said).
Expanding - Distinguish how different words with similar meanings (e.g., describing a character as smart versus an expert) and figurative language (e.g., as big as a whale) produce shades of meaning and different effects on the audience.
Page 7 of 57
RI 4
.4 -
Dete
rmin
e th
e m
eani
ng o
fge
nera
l aca
dem
ic a
nd d
omai
n-sp
ecifi
c w
ords
or p
hras
es in
a te
xt re
leva
nt to
a
grad
e 4
topi
c or
subj
ect a
rea.
(See
gra
de 4
La
ngua
gest
anda
rds 4
–6 fo
r add
ition
alex
pect
atio
ns.)
CA
RI 4
.5 -
Desc
ribe
the
over
all
stru
ctur
e (e
.g.,
chro
nolo
gy, c
ompa
rison
, ca
use/
effe
ct, p
robl
em/s
olut
ion)
of
even
ts,
idea
s, c
once
pts,
or i
nfor
mat
ion
in a
text
or p
art o
f a te
xt.
Craf
t and
Str
uctu
re
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 8 of 57
PII.1 - Understanding text structure
CA CCSS forELA Standard
Emerging - Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially) to comprehending texts and writing basic texts.
Expanding - Apply increasing understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how an explanation is organized around ideas) to comprehending texts and writing texts with increasing cohesion.
Bridging - Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how opinions/arguments are structured logically, grouping related ideas) to comprehending texts and writing cohesive texts.
Grade 4 - Reading Information (RI)
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 everyday connecting words or phrases (e.g., first, yesterday) to comprehending texts and writing basic texts.
Expanding -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., since, next, for example) to comprehending texts and writing texts with increasing cohesion.
Bridging - a. Apply increasing understanding of language resources for referring the reader back or forward in 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., for instance, in addition, at the end) to comprehending texts and writing cohesive texts.
RI 4
.5 -
Desc
ribe
the
over
all s
truc
ture
(e.g
., ch
rono
logy
,co
mpa
rison
, cau
se/e
ffect
, pro
blem
/sol
utio
n) o
f eve
nts,
idea
s, c
once
pts,
or i
nfor
mat
ion
in a
text
or p
art o
f a te
xt.
Craf
t and
Str
uctu
re
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 4 - Reading Information (RI)
Corresponding ELD StandardsCA CCSS forELA Standard
Bridging - Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence), with prompting and light support.
PI.7 - Evaluating language choicesEmerging - Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.
Expanding - Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.
PI.6 - Reading/viewing closely
Page 9 of 57 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. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial support.
b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.
Expanding - a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.
Bridging - a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words) and linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
RI 4
.6 -C
ompa
re a
nd c
ontr
ast a
fir
stha
nd a
nd se
cond
hand
acco
unt o
f the
sam
e ev
ent o
rto
pic;
des
crib
e th
e di
ffere
nces
in fo
cus a
nd th
e in
form
atio
n pr
ovid
ed.
RI 4
.7 -
Inte
rpre
t inf
orm
atio
n pr
esen
ted
visu
ally
, ora
lly, o
r qua
ntita
tivel
y (e
.g.,
in c
hart
s,gr
aphs
, dia
gram
s, ti
me
lines
, ani
mat
ions
, or i
nter
activ
e el
emen
ts o
n W
eb p
ages
) and
exp
lain
how
the
info
rmat
ion
cont
ribut
es to
an
unde
rsta
ndin
g of
the
text
in w
hich
it a
ppea
rs.
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
Grade 4 - Reading Information (RI)
CA CCSS forELA Standard Corresponding ELD Standards
PI.7 - Evaluating language choicesEmerging - Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.
Expanding - Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Bridging - Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence), with prompting and light support.
PI.6 - Reading/viewing closelyEmerging - a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial support.
b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.
Expanding - a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaningof unknown words on familiar topics.
Bridging - a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words) and linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
RI 4
.9 -
Inte
grat
e in
form
atio
n fr
omtw
o te
xts o
n th
esa
me
topi
c in
ord
erto
writ
e or
spea
kab
out t
he su
bjec
tkn
owle
dgea
bly.
RI 4
.10-
By th
e en
d of
yea
r, re
ad a
nd
com
preh
end
info
rmat
iona
l tex
ts,
incl
udin
g hi
stor
y/so
cial
stud
ies,
scie
nce,
and
tech
nica
l tex
ts, i
n th
egr
ades
4–5
text
com
plex
ity b
and
prof
icie
ntly
, w
ith sc
affo
ldin
g as
need
ed a
t the
hig
h en
d of
the
rang
e.
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
Page 10 of 57
RI 4
.8 -
Expl
ain
how
an
auth
or u
ses r
easo
nsan
d ev
iden
ce to
supp
ort p
artic
ular
poin
ts in
a te
xt.
Grade 4 - Writing (W)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
CA CCSS forELA Standard
Emerging - a. Support opinions by expressing appropriate/accurate reasons using textual evidence (e.g., referring to text) or relevant background knowledge about content, with substantial support.
b. Express ideas and opinions or temper statements using basic modal expressions (e.g., can, will, maybe).
Expanding -a. Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts) or relevant background knowledge about content, with moderate support.
b. Express attitude and opinions or temper statements with familiar modal expressions (e.g., maybe/probably, can/must).
Bridging - a. Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quotations or specific events from text) or relevant background knowledge about content, with light support.
b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly, should/would) and phrasing (e.g., In my opinion ...).
W 4
.1 -
Writ
e op
inio
n pi
eces
on
topi
cs o
r tex
ts, s
uppo
rtin
g a
poin
t of v
iew
with
reas
ons
and
info
rmat
ion.
(a. -
d.)
W 4
.2 -
Writ
e in
form
ativ
e/ex
plan
ator
y te
xts t
oex
amin
e a
topi
c an
dco
nvey
idea
s and
info
rmat
ion
clea
rly.
(a. -
e.)
Corresponding ELD Standards
Expanding - a. Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence 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).
Bridging - a. Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or 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).
PI.11 - Supporting opinions
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
PI.10 - Writing Emerging - a. Write short literary and informational texts (e.g., a description ofa flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.
b. Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
W 4
.3 -W
rite
narr
ativ
esto
dev
elop
real
or
imag
ined
exp
erie
nces
or
even
ts u
sing
effe
ctiv
e te
chni
que,
des
crip
tive
deta
ils, a
nd c
lear
eve
nt
sequ
ence
s. (a
. - e
.)
Text
and
Typ
es a
nd P
urpo
ses
Page 11 of 57
Grade 4 - Writing (W)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Expanding - 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., since, next, for example) to comprehending texts and writing texts with increasing cohesion.
Bridging - a. Apply increasing understanding of language resources for referring the reader back or forward in 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., for instance, in addition, at the end) to comprehending texts and writing cohesive texts.
Page 12 of 57
Bridging - Apply understandingof how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how opinions/arguments are structured logically, grouping related ideas) to comprehending texts and writing cohesive texts.
CA CCSS forELA Standard
PII.1 - Understanding text structureEmerging -Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially) to comprehending texts and writing basic texts.
Expanding - Apply increasing understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how an explanation is organized around ideas) to comprehending texts and writing texts with increasing cohesion.
W 4
.1 -
Writ
e op
inio
npi
eces
on
topi
cs o
rte
xts,
supp
ortin
g a
poin
t of v
iew
with
reas
ons
and
info
r-m
atio
n. (a
. - d
.)
W 4
.2 -
Writ
e in
form
ativ
e/ex
plan
ator
y te
xts t
oex
amin
e a
topi
c an
dco
nvey
idea
s and
info
rmat
ion
clea
rly.
(a. -
e.)
W 4
.3 -W
rite
narr
ativ
esto
dev
elop
real
or
imag
ined
exp
erie
nces
or e
vent
s us
ing
effe
ctiv
e te
chni
que,
de
scrip
tive
deta
ils, a
nd c
lear
ev
ent s
eque
nces
. (a.
- e.
)
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/
PII.2 - Understanding cohesion
Corresponding ELD Standards
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 everyday connecting words or phrases (e.g., first, yesterday) to comprehending texts and writing basic texts.
Grade 4 - Writing (W)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Corresponding ELD Standards
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
CA CCSS forELA Standard
PII.6 - Connecting ideas PII.7 - Condensing ideasBridging - Condense clauses in a variety of ways (e.g., through various types of embedded clauses and other ways of condensing as in, There was a Gold Rush. It began in the 1850s. It brought a lot of people to California. → The Gold Rush that began in the 1850s brought a lot of people to California) to create precise and detailed sentences.
Emerging - Combine clauses in a few basic ways to make connections between and join ideas in sentences (e.g., creating compound sentences using coordinate conjunctions, such as and, but, so).
Emerging - Condense clauses in simple ways (e.g., through simple embedded clauses, as in, The woman is a doctor. She helps children. → The woman is a doctor who helps children) to create precise and detailed sentences.
Expanding - Condense clauses in an increasing variety of ways (e.g., through a growing number of embedded clauses and other condensing, as in, The dog ate quickly. The dog choked. → The dog ate so quickly that it choked) to create precise and detailed sentences.
Expanding - Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences, for example, to express cause/effect (e.g., The deer ran because the mountain lion came) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).
Text
and
Typ
es a
nd P
urpo
ses
Page 13 of 57
Bridging - Combine clauses in a wide variety of ways (e.g., creating complex sentences using a variety of subordinate conjunctions) to make connections between and join ideas, for example, to express cause/effect (e.g., Since the lion was at the waterhole, the deer ran away), to make a concession, or to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted).
W 4
.1 -
Writ
e op
inio
npi
eces
on
topi
cs o
rte
xts,
supp
ortin
g a
poin
t of v
iew
with
reas
ons
and
info
r-m
atio
n. (a
. - d
.)
W 4
.2 -
Writ
e in
form
ativ
e/ex
plan
ator
y te
xts t
oex
amin
e a
topi
c an
dco
nvey
idea
s and
info
rmat
ion
clea
rly.
(a. -
e.)
W 4
.3 -W
rite
narr
ativ
es to
de
velo
p re
al o
r im
agin
ed
expe
rienc
es o
r eve
nts
usin
g ef
fect
ive
tech
niqu
e,
desc
riptiv
e de
tails
, and
cle
ar
even
t seq
uenc
es. (
a. -
e.)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 4 - Writing (W)
Corresponding ELD Standards
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
CA CCSS forELA Standard
PI.10 - Writing PI.4 - Adapting language choices Emerging -Adjust language choices according to social setting (e.g., playground, classroom) and audience (e.g., peers, teacher), with substantial support.
Bridging - a. Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or 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).
Expanding - Adjust language choices according to purpose (e.g., persuading, entertaining), task (e.g., telling a story versus explaining a science experiment), and audience, with moderate support.
Emerging - a. Write short literary and informational texts (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes 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 explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence 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).
Bridging - Adjust language choices according to purpose, task (e.g., facilitating a science experiment), and audience, with light support.
W 4
.4 -
Prod
uce
clea
r and
coh
eren
tw
ritin
g (in
clud
ing
mul
tiple
-par
agra
phte
xts)
in w
hich
the
deve
lopm
ent a
nd
orga
niza
tion
are
appr
opria
te to
task
, pur
pose
, an
d au
dien
ce. (
Gra
de-s
peci
fic e
xpec
tatio
ns fo
r w
ritin
g ty
pes a
rede
fined
in st
anda
rds 1
–3 a
bove
.) CA
W 4
.5 -
With
gui
danc
e an
d su
ppor
t fro
m
peer
s and
adu
lts, d
evel
op a
nd st
reng
then
w
ritin
g as
nee
ded
by p
lann
ing,
revi
sing
, and
ed
iting
. (Ed
iting
for c
onve
ntio
ns sh
ould
de
mon
stra
te c
omm
and
of L
angu
age
stan
dard
s 1–3
up
to a
nd in
clud
ing
grad
e 4.
)
Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
Page 14 of 57
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Expanding -a. Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts) or relevant background knowledge about content, with moderate support.
b. Express attitude and opinions or temper statements with familiar modal expressions (e.g.,
Bridging - a. Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quotations or specific events from text) or relevant background knowledge about content, with light support.
b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly, should/would) and phrasing (e.g., In my opinion...).
Emerging - a. Use a select number of general academic and domain-specific words to create precision while speaking and writing.
b. Select a few frequently used affixes for accuracy and precision (e.g., She walks, I’m unhappy).
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 57
Expanding - a. Use a growing number of general academic and domain-specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
b. Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . . . , I’m unhappy).
Bridging - a. Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
b. Select a variety of appropriate affixes for accuracy and precision (e.g., She’s walking. I’m uncomfortable. They left reluctantly).
Emerging - a. Support opinions by expressing appropriate/accurate reasons using textual evidence (e.g., referring to text) or relevant background knowledge about content, with substantial support.
b. Express ideas and opinions or temper statements using basic modal expressions (e.g., can, will, maybe).
W 4
.5 -
With
gui
danc
e an
d su
ppor
t fro
m
peer
s and
adu
lts, d
evel
op a
nd
stre
ngth
en w
ritin
g as
nee
ded
by
plan
ning
, rev
isin
g, a
nd e
ditin
g.(E
ditin
g fo
r con
vent
ions
shou
ldde
mon
stra
te c
omm
and
ofLa
ngua
ge st
anda
rds 1
–3 u
p to
and
incl
udin
g gr
ade
4.)
W 4
.4 -
Prod
uce
clea
r and
coh
eren
t writ
ing
(incl
udin
g m
ultip
le-p
arag
raph
text
s) in
whi
chth
e de
velo
pmen
t and
org
aniz
atio
n ar
eap
prop
riate
to ta
sk, p
urpo
se, a
nd a
udie
nce.
(Gra
de-s
peci
fic e
xpec
tatio
ns fo
r writ
ing
type
sar
e de
fined
in st
anda
rds 1
–3 a
bove
.) CA
Grade 4 - Writing (W)
CA CCSS forELA Standard Corresponding ELD Standards
PI.11 - Supporting opinions PI.12 - Selecting language resources
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 4 - 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 Standards
Page 16 of 57
CA CCSS forELA Standard
PII.1 - Understanding text structure PII.2 - Understanding cohesionEmerging -Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially) to comprehending texts and writing basic texts.
Expanding - Apply increasing understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how an explanation is organized around ideas) to comprehending texts and writing texts with increasing cohesion.
Bridging - Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how opinions/arguments are structured logically, grouping related ideas) to comprehending texts and writing cohesive texts.
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 everyday connecting words or phrases (e.g., first, yesterday) to comprehending texts and writing basic texts.
Expanding - 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., since, next, for example) to comprehending texts and writing texts with increasing cohesion.
Bridging - a. Apply increasing understanding of language resources for referring the reader back or forward in 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., for instance, in addition, at the end) to comprehending texts and writing cohesive W
4.4
- Pr
oduc
e cl
ear a
nd c
oher
ent w
ritin
g (in
clud
ing
mul
tiple
-par
agra
ph te
xts)
in w
hich
the
deve
lopm
ent a
nd o
rgan
izat
ion
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
stan
dard
s 1–
3 ab
ove.
) CA
W 4
.5 -
With
gui
danc
e an
d su
ppor
tfr
om p
eers
and
adu
lts, d
evel
opan
d st
reng
then
writ
ing
as n
eede
dby
pla
nnin
g, re
visi
ng, a
nd e
ditin
g.(E
ditin
g fo
r con
vent
ions
shou
ld
dem
onst
rate
com
man
d of
Lang
uage
stan
dard
s 1–3
up
toan
d in
clud
ing
grad
e 4.
)
Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Corresponding ELD Standards
Grade 4 - Writing (W)
Emerging - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the text type and discipline (e.g., simple past for recounting an experience) for familiar topics.
Expanding - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task, text type, and discipline (e.g., simple past for retelling, timeless present for science explanation) for an increasing variety of familiar and new topics.
Bridging - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task and text type (e.g., timeless present for science explanation, mixture of past and present for historical information report) for a variety of familiar and new topics.
Emerging - Expand noun phrases in simple ways (e.g., adding an adjective) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
PII.4 - Using nouns and noun phrases PII.5 - Modifying to add detailsExpanding -Expand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
PII.3 - Using verbs and verb phrases
CA CCSS forELA Standard
Bridging - Expand noun phrases in an increasing variety of ways (e.g., adding general academic adjectives and adverbs to noun phrases or more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
Emerging - Expand sentences with familiar adverbials (e.g., basic prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar activity or process (e.g., They walked to the soccer field).
Expanding - Expand sentences with a growing variety of adverbials (e.g., adverbs, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar or new activity or process (e.g., They worked quietly. They ran across the soccer field).
Page 17 of 57
Bridging - Expand sentences with a variety ofadverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a variety of familiar and new activities and processes (e.g., They worked quietly all night in their room).
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
W 4
.5 -
With
gui
danc
e an
d su
ppor
t fro
m p
eers
and
adu
lts, d
evel
op a
ndst
reng
then
writ
ing
as n
eede
d by
pla
nnin
g, re
visi
ng, a
nd e
ditin
g. (E
ditin
gfo
r con
vent
ions
shou
ld d
emon
stra
te c
omm
and
of L
angu
age
stan
dard
s1–
3 up
to a
nd in
clud
ing
grad
e 4.
)
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 4 - Writing (W)
Corresponding ELD StandardsCA CCSS forELA Standard
PII.6 - Connecting ideasEmerging - Combine clauses in a few basic ways to make connections between and join ideas in sentences (e.g., creating compound sentences using coordinate conjunctions, such as and, but, so).
Expanding - Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences, for example, to express cause/effect (e.g., The deer ran because the mountain lion came) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).
Bridging- Combine clauses in a wide variety of ways (e.g., creating complex sentences using a variety of subordinate conjunctions) to make connections between and join ideas, for example, to express cause/effect (e.g., Since the lion was at the waterhole, the deer ran away), to make a concession, or to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted).
Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
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 57
PII.7 - Condensing ideasEmerging - Condense clauses in simple ways (e.g., through simple embedded clauses, as in, The woman is a doctor. She helps children. → The woman is a doctor who helps children) to create precise and detailed sentences.
Expanding - Condense clauses in an increasing variety of ways (e.g., through a growing number of embedded clauses and other condensing, as in, The dog ate quickly. The dog choked. → The dog ate so quickly thatit choked) to create precise and detailed sentences.
Bridging - Condense clauses in a variety of ways (e.g., through various types of embedded clauses and other ways of condensing as in, There was a Gold Rush. It began in the 1850s. It brought a lot of people to California. → The Gold Rush that began in the 1850s brought a lot of people to California) to create precise and detailed sentences.
W 4
.5 -
With
gui
danc
e an
d su
ppor
t fro
m p
eers
and
adu
lts, d
evel
op a
ndst
reng
then
writ
ing
as n
eede
d by
pla
nnin
g, re
visi
ng, a
nd e
ditin
g.(E
ditin
g fo
r con
vent
ions
shou
ld d
emon
stra
te c
omm
and
of L
angu
age
stan
dard
s 1–3
up
to a
nd in
clud
ing
grad
e 4.
)
Grade 4 - Writing (W)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Corresponding ELD StandardsCA CCSS forELA Standard
Expanding - a. Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence 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).
Bridging - a. Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or 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).
PI.10 - Writing Emerging - a. Write short literary and informational texts (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.
b. Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
W 4
.6 -W
ith so
me
guid
ance
and
supp
ort f
rom
adu
lts, u
sete
chno
logy
, inc
ludi
ng th
eIn
tern
et, t
o pr
oduc
e an
dpu
blis
h w
ritin
g as
wel
l as t
o in
tera
ct a
nd
colla
bora
tew
ith o
ther
s; d
emon
stra
te su
ffici
ent
com
man
d of
key
boar
ding
skill
s to
type
a m
inim
um o
f one
pag
e in
a si
ngle
sitt
ing.
W 4
.7 -
Cond
uct
shor
t res
earc
h pr
ojec
ts th
atbu
ild k
now
ledg
eth
roug
hin
vest
igat
ion
ofdi
ffere
nt a
spec
tsof
a to
pic.
W 4
.8 -R
ecal
l rel
evan
tin
form
atio
n fr
omex
perie
nces
or g
athe
r re
leva
nt in
form
atio
nfr
om p
rint a
nd d
igita
lso
urce
s; ta
ke n
otes
,pa
raph
rase
, and
cate
goriz
e in
form
atio
n,an
d pr
ovid
e a
list
of so
urce
s. C
A
Prod
uctio
n an
d Di
strib
utio
n of
Writ
ing
Rese
arch
to b
uild
and
Pre
sent
kno
wle
dge
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 57
Grade 4 - Writing (W)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Bridging - a. Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or 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).
Expanding - a. Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence 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).
Emerging - a. Write short literary and informational texts (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.
b. Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
Page 20 of 57
W 4
.10
- Writ
e ro
utin
ely
over
ext
ende
dtim
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 ara
nge
of d
isci
plin
e-sp
ecifi
c ta
sks,
purp
oses
, and
aud
ienc
es.
PI.10 - Writing PI.11 - Supporting opinions
CA CCSS forELA Standard Corresponding ELD Standards
Emerging - a. Support opinions by expressing appropriate/accurate reasons using textual evidence (e.g., referring to text) or relevant background knowledge about content, with substantial support.
b. Express ideas and opinions or temper statements using basic modal expressions (e.g., can, will, maybe).
Expanding -a. Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts) or relevant background knowledge about content, with moderate support.
.
b. Express attitude and opinions or temper statements with familiar modal expressions (e.g., maybe/probably, can/must).
Bridging - a. Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quotations or specific events from text) or relevant background knowledge about content, with light support.
b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly, should/would) and phrasing (e.g., In my opinion . . .).
W 4
.9 -
Draw
evi
denc
efr
om li
tera
ry o
rin
form
atio
nal t
exts
to su
ppor
t ana
lysi
s,re
flect
ion,
and
rese
arch
. (a.
- b.
)
Rese
arch
to b
uild
and
Pr
esen
t kno
wle
dge
Rang
e of
Writ
ing
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
PI.4 - Adapting language choices
CA CCSS forELA Standard Corresponding ELD Standards
Emerging - Adjust language choices according to social setting (e.g., playground, classroom) and audience (e.g., peers, teacher), with substantial support.
Expanding - Adjust language choices according to purpose (e.g., persuading, entertaining), task (e.g., telling a story versus explaining a science experiment), and audience, with moderate support.
Bridging - Adjust language choices according to purpose, task (e.g., facilitating a science experiment), and audience, with light support.
PI.3 - Offering opinionsPI.1 - Exchanging information and ideas
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 21 of 57
Bridging - Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s a good idea. However...), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.
Emerging - Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.
Expanding - Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
Bridging - Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.
Grade 4 - Speaking & Listening (SL)
Emerging - Negotiate with or persuade others in conversations using basic learnedphrases (e.g., I think . . .), as well as open responses, in order to gain and/or hold the floor.
Expanding - Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but...), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.
SL 4
.1 -
Enga
ge e
ffect
ivel
y in
a ra
nge
of c
olla
bora
tive
disc
ussi
ons
(one
-on-
one,
in g
roup
s, a
nd te
ache
r-le
d) w
ith d
iver
se p
artn
ers o
ngr
ade
4 to
pics
and
text
s, b
uild
ing
on o
ther
s’ id
eas a
nd e
xpre
ssin
gth
eir o
wn
clea
rly. (
a. -
d.)
Com
preh
ensi
on a
nd C
olla
bora
tion
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page 22 of 57 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Grade 4 - Speaking & Listening (SL)
CA CCSS forELA Standard Corresponding ELD Standards
PI.5 - Listening actively
SL 4
.1 -
Enga
ge e
ffect
ivel
yin
a ra
nge
of c
olla
bora
tive
disc
ussi
ons (
one-
on-o
ne, i
n gr
oups
, and
teac
her-
led)
with
di
vers
e pa
rtne
rs o
n gr
ade
4 to
pics
an
d te
xts,
bui
ldin
g on
oth
ers’
id
eas a
nd e
xpre
ssin
g th
eir o
wn
clea
rly. (
a. -
d.)
Emerging - Demonstrate active listening of read-alouds and oral presentations by asking and answering basic questions, with prompting and substantial support.
Expanding - Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with occasional prompting and moderate support.
Bridging - Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.
Bridging - a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words) and linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
Emerging - a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial support.
b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.
Expanding - a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.
SL 4
.2 -
Par
aphr
ase
port
ions
of a
text
read
alou
d or
info
rmat
ion
pres
ente
d in
div
erse
med
ia a
nd fo
rmat
s,in
clud
ing
visu
ally
, qua
ntita
tivel
y,
and
oral
ly.
SL 4
.3 -
Iden
tify
the
reas
ons a
nd e
vi-
denc
e a
spea
ker o
r med
ia
sour
ce p
rovi
des t
o su
ppor
tpa
rtic
ular
poi
nts.
CA
Com
preh
ensi
on a
nd C
olla
bora
tion
PI.6 - Reading/viewing closely
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
CA CCSS forELA Standard Corresponding ELD Standards
Grade 4 - Speaking & Listening (SL)
Expanding - Distinguish how different words with similar meanings (e.g., describing a character as smart versus an expert) and figurative language (e.g., as big as a whale) produce shades of meaning and different effects on the audience.
Bridging - Distinguish how different words with related meanings (e.g., fun versus entertaining versus thrilling, possibly versus certainly) and figurative language produce shades of meaning and different effects on the audience.
Page 23 of 57 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 - Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.
Expanding - Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.
Bridging - Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence), with prompting and light support.
Emerging - Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character’s actions as whined versus said).
SL 4
.3 -
Iden
tify
the
reas
ons a
nd e
vide
nce
a sp
eake
r or m
edia
sour
ce p
rovi
des t
o su
ppor
tpa
rtic
ular
poi
nts.
CA
Com
preh
ensi
on a
nd C
olla
bora
tion
Grade 4 - Speaking & Listening (SL)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Emerging - Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience,and so on), with substantial support.
Expanding -Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with moderate support.
Bridging - Plan and deliver oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with light support.
Emerging - a. Support opinions by expressing appropriate/accurate reasons using textual evidence (e.g., referring to text) or relevant background knowledge about content, with substantial support.
b. Express ideas and opinions or temper statements using basic modal expressions (e.g., can, will, maybe).
Expanding - a. Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts) or relevant background knowledge about content, with moderate support.
b. Express attitude and opinions or temper statements with familiar modal expressions (e.g., maybe/probably, can/must).
Bridging - a. Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quotations or specific events from text)or relevant background knowledge about content, with light support.
b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly, should/would) and phrasing (e.g., In my opinion...).
Page 24 of 57 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
Emerging - a. Use a select number of general academic and domain-specific words to create precision while speaking and writing.
b. Select a few frequently used affixes for accuracy and precision (e.g., She walks, I’m unhappy).
Expanding - a. Use a growing number of general academic and domain-specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
b. Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes..., I’m unhappy).
Bridging - a. Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
b. Select a variety of appropriate affixes for accuracy and precision (e.g., he’s walking. I’m uncomfortable. They left reluctantly).
SL 4
.4 -
Repo
rt o
n a
topi
c or
text
, tel
l a st
ory,
or r
ecou
nt a
n ex
perie
nce
in a
n or
gani
zed
man
ner,
usin
g ap
prop
riate
fact
s and
rele
vant
,de
scrip
tive
deta
ils to
supp
ort m
ain
idea
s or t
hem
es; s
peak
clea
rly a
t an
unde
rsta
ndab
le p
ace.
(a.)
CA
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
PI.9 - Presenting PI.11 - Supporting opinions PI.12 - Selecting language resources
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 4 - Speaking & Listening (SL)
Corresponding ELD StandardsCA CCSS forELA Standard
PII.1 - Understanding text structure PII.2 - Understanding cohesion SL
4.4
- Re
port
on
a to
pic
or te
xt, t
ell a
stor
y, o
r rec
ount
an
expe
rienc
ein
an
orga
nize
d m
anne
r, us
ing
appr
opria
te fa
cts a
nd re
leva
nt,
desc
riptiv
e de
tails
to su
ppor
t mai
n id
eas o
r the
mes
; spe
akcl
early
at a
n un
ders
tand
able
pac
e. (a
.) CA
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 25 of 57
Emerging - Apply understand-ing of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially)to comprehending texts and writing basic texts.
Expanding - Apply increasing understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how an explanation is organized around ideas) to comprehending texts and writing texts with increasing cohesion.
Bridging - Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how opinions/arguments are structured logically, grouping related ideas) to comprehending texts and writing cohesive texts.
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 inked throughout a text using everyday connecting words or phrases (e.g., first, yesterday) to comprehending texts and writing basic texts.
Expanding - a. Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how pronounsor 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., since, next, for example) to comprehending texts and writing texts with increasing cohesion.
Bridging - a. Apply increasing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns, synonyms, or nominalizations refer back to nounsin 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., for instance, in addition, at the end) to comprehending texts and writing cohesive texts.
Grade 4 - Speaking & Listening (SL)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
CA CCSS forELA Standard
PII.6 - Connecting ideas PII.7 - Condensing ideas
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
Corresponding ELD Standards
Emerging - Combine clauses in a few basic ways to make connections between and join ideas in sentences (e.g., creating compound sentences using coordinate conjunctions, such as and, but, so).
Expanding - Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences, for example, to express cause/effect (e.g., The deer ran because the mountain lion came) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).
Bridging - Combine clauses in a wide variety of ways (e.g., creating complex sentences using a variety of subordinate conjunctions) to make connections between and join ideas, for example, to express cause/effect (e.g., Since the lion was at the waterhole, the deer ran away), to make a concession, or to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted).
Emerging - Condense clauses in simple ways (e.g., through simple embedded clauses, as in, The woman is a doctor. She helps children. → The woman is a doctor who helps children)to create precise and detailed sentences.
Expanding - Condense clauses in an increasing variety of ways (e.g., through a growing number of embedded clauses and other condensing, as in, The dog ate quickly. The dog choked. → The dog ate so quickly that it choked) to create precise and de-tailed sentences.
PII.5 - Modifying to add detailsEmerging - Expand sentences with familiar adverbials (e.g., basic prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar activity or process (e.g., They walked to the soccer field).
Expanding - Expand sentences with a growing variety of adverbials (e.g., adverbs, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar or new activity or process (e.g., They worked quietly. They ran across the soccer field).
Bridging - Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a variety of familiar and new activities and processes (e.g., They worked quietly all night in their room).
Bridging - Condense clauses in a variety of ways (e.g., through various types of embedded clauses and other ways of condensing as in, There was a Gold Rush. It began in the 1850s. It brought a lot of people to California. → The Gold Rush that began in the 1850s brought a lot of people to California) to cre-ate precise and detailed sentences.
SL 4
.4 -
Repo
rt o
n a
topi
c or
text
, tel
l a st
ory,
or r
ecou
nt a
n ex
perie
nce
in a
n or
gani
zed
man
ner,
usin
g ap
prop
riate
fact
s and
rele
vant
,de
scrip
tive
deta
ils to
supp
ort m
ain
idea
s or t
hem
es; s
peak
clea
rly a
t an
unde
rsta
ndab
le p
ace.
(a.)
CA
Page 26 of 57 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
Corresponding ELD Standards
Grade 4 - Speaking & Listening (SL)
CA CCSS forELA Standard
PI.9 - PresentingEmerging - Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with substantial support.
Bridging - Plan and deliver oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with light support.
Expanding -Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with moderate support.
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 27 of 57
SL 4
.5 -
Add
audi
o re
cord
ings
and
visu
al d
ispl
ays t
o pr
esen
tatio
nsw
hen
appr
opria
te to
enh
ance
the
deve
lopm
ent o
f mai
n id
eas o
r the
mes
.
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 4 - Speaking & Listening (SL)
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 28 of 57
CA CCSS forELA Standard Corresponding ELD Standards
Bridging - Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s a good idea. However...), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.
PI.1 - Exchanging information and ideas PI.3 - Offering opinionsEmerging - Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.
Expanding - Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
Bridging - Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, buildingon responses, and providing useful feedback.
Emerging - Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think...), as well as open responses, in order to gain and/or hold the floor.
SL 4
.6 -D
iffer
entia
te b
etw
een
cont
exts
that
cal
l for
form
al E
nglis
h(e
.g.,
pres
entin
g id
eas)
and
situ
atio
ns w
here
info
rmal
dis
cour
seis
app
ropr
iate
(e.g
., sm
all-g
roup
dis
cuss
ion)
; use
form
al E
nglis
hw
hen
appr
opria
te to
task
and
situ
atio
n. (S
ee g
rade
4 L
angu
age
stan
dard
s 1 a
nd 3
for s
peci
fic e
xpec
tatio
ns.)
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
Expanding - Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but...), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 4 - Speaking & Listening (SL)
Emerging - Adjust language choices according to social setting (e.g., playground, classroom) and audience (e.g., peers, teacher), with substantial support.
Expanding - Adjust language choices according to purpose (e.g., persuading, entertaining), task (e.g., telling a story versus explaining a science experiment), and audience, with moderate support.
Bridging - Adjust language choices according to purpose, task (e.g., facilitating a science experiment), and audience, 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/Page 29 of 57
CA CCSS forELA Standard Corresponding ELD Standards
PI.9 - PresentingEmerging - Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with substantial support.
Expanding - Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with moderate support.
Bridging - Plan and deliver oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recountinga memorable experience, and so on), with light support.
PI.4 - Adapting language choices
SL 4
.6 -D
iffer
entia
te b
etw
een
cont
exts
that
cal
l for
form
al E
nglis
h(e
.g.,
pres
entin
g id
eas)
and
situ
atio
ns w
here
info
rmal
dis
cour
seis
app
ropr
iate
(e.g
., sm
all-g
roup
dis
cuss
ion)
; use
form
al E
nglis
hw
hen
appr
opria
te to
task
and
situ
atio
n. (S
ee g
rade
4 L
angu
age
stan
dard
s 1 a
nd 3
for s
peci
fic e
xpec
tatio
ns.)
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Corresponding ELD Standards
Grade 4 - Speaking & Listening (SL)
CA CCSS forELA Standard
PI.11 - Supporting opinions PI.12 - Selecting language resources
SL 4
.6 -
Diffe
rent
iate
bet
wee
n co
ntex
ts th
at c
all f
or fo
rmal
Eng
lish
(e.g
., pr
esen
ting
idea
s) a
nd si
tuat
ions
whe
re in
form
al d
isco
urse
is a
ppro
pria
te (e
.g.,
smal
l-gro
up d
iscu
ssio
n); u
se fo
rmal
Eng
lish
whe
n ap
prop
riate
to ta
sk a
nd si
tuat
ion.
(See
gra
de 4
Lang
uage
stan
dard
s 1 a
nd 3
for s
peci
fic e
xpec
tatio
ns.)
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 30 of 57
Emerging - a. Support opinions by expressing appropriate/accurate reasons using textual evidence (e.g., referring to text) or relevant background knowledge about content, with substantial support.
b. Express ideas and opinions or temper statements using basic modal expressions (e.g., can, will, maybe).
Expanding - a. Support opinions or persuade others by ex-pressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts) or relevant background knowledge about content, with moderate support.
b. Express attitude and opinions or temper statements with familiar modal expressions (e.g., maybe/probably, can/must).
Bridging - a. Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quotations or specific events from text) or relevant background knowledge about content, with light support.
b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly, should/would) and phrasing (e.g., In my opinion...).
Emerging - a. Use a select number of general academic and domain-specific words to create precision while speaking and writing.
b. Select a few frequently used affixes for accuracy and precision (e.g., She walks, I’m unhappy).
Expanding - a. Use a growing number of general academic and domain-specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
b. Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes..., I’m unhappy).
Bridging - a. Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
b. Select a variety of appropriate affixes for accuracy and precision (e.g., She’s walking. I’m uncomfortable. Theyleft reluctantly).
Grade 4 - Speaking & Listening (SL)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Corresponding ELD StandardsCA CCSS forELA Standard
SL 4
.6 -
Diffe
rent
iate
bet
wee
n co
ntex
ts th
at c
all f
or fo
rmal
Eng
lish
(e.g
., pr
esen
ting
idea
s) a
nd si
tuat
ions
whe
re in
form
al d
isco
urse
is a
ppro
pria
te (e
.g.,
smal
l-gro
up d
iscu
ssio
n); u
se fo
rmal
Eng
lish
whe
n ap
prop
riate
to ta
sk a
nd si
tuat
ion.
(See
gra
de 4
Lang
uage
stan
dard
s 1 a
nd 3
for s
peci
fic e
xpec
tatio
ns.)
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
PII.3 - Using verbs and verb phrasesBridging - Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a variety of familiar and new activities and processes (e.g., They worked quietly all night in their room).
Bridging - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task and text type (e.g., timeless present for science explanation, mixture of past and present for historical information report) for a variety of familiar and new topics.
PII.4 - Using nouns and noun phrases PII.5 - Modifying to add detailsEmerging - Expand noun phrases in simple ways (e.g., adding an adjective) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
Expanding - Expand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
Bridging - Expand noun phrases in an increasing variety of ways (e.g., adding general academic adjectives and adverbs to noun phrases or more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
Emerging - Expand sentences with familiar adverbials (e.g., basic prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar activity or process (e.g., They walked to the soccer field).
Expanding - Expand sentences with a growing variety of adverbials (e.g., adverbs, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar or new activity or process (e.g., They worked quietly. They ran across the soccer field).
Emerging - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the text type and discipline (e.g., simple past for recounting an experience) for familiar topics.
Expanding - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task, text type, and discipline (e.g., simple past for retelling, timeless present for science explanation) for an increasing variety of familiar and new topics.
Page 31 of 57 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
Corresponding ELD StandardsPII.7 - Condensing ideas
CA CCSS forELA Standard
Grade 4 - Speaking & Listening (SL)
PII.6 - Connecting ideasSL
4.6
- Di
ffere
ntia
te b
etw
een
cont
exts
that
cal
l for
form
al E
nglis
h(e
.g.,
pres
entin
g id
eas)
and
situ
atio
ns w
here
info
rmal
dis
cour
seis
app
ropr
iate
(e.g
., sm
all-g
roup
dis
cuss
ion)
; use
form
al E
nglis
hw
hen
appr
opria
te to
task
and
situ
atio
n. (S
ee g
rade
4La
ngua
ge st
anda
rds 1
and
3 fo
r spe
cific
exp
ecta
tions
.)
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
Emerging - Condense clauses in simple ways (e.g., through simple embedded clauses, as in, The woman is a doctor. She helps children. → The woman is a doctor who helps children) to create precise and detailed sentences.
Expanding - Condense clauses in an increasing variety of ways (e.g., through a growing number of embedded clauses and other condensing, as in, The dog ate quickly. The dog choked. → The dog ate so quickly that it choked) to create precise and detailed sentences.
Bridging - Condense clauses in a variety of ways (e.g., through various types of embedded clauses and other ways of condensing as in, There was a Gold Rush. It began in the 1850s. It brought a lot of people to California. → The Gold Rush that began in the 1850s brought a lot of people to California) to create precise and detailed sentences.
Emerging - Combine clauses ina few basic ways to make connections between and join ideas in sentences (e.g., creating compound sentences using coordinate conjunctions, such as and, but, so).
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 32 of 57
Expanding - Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences, for example, to express cause/effect (e.g., The deer ran because the mountain lion came) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).
Bridging - Combine clauses in a wide variety of ways (e.g., creating complex sentences using a variety of subordinate conjunctions) to make connections between and join ideas, for example, to express cause/effect (e.g., Since the lion was at the waterhole, the deer ran way), to make a concession, or to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Expanding - Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
Bridging - Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.
Emerging - Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
Expanding - Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 33 of 57
Bridging - Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
Corresponding ELD StandardsPI.1 - Exchanging information and ideas PI.2 - Interacting via written English
Emerging - Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.
Grade 4 - Language (L)
CA CCSS forELA Standard
L 4.
1 - D
emon
stra
te c
omm
and
of th
e co
nven
tions
of
stan
dard
Eng
lish
gram
mar
and
usa
ge w
hen
writ
ing
or sp
eaki
ng. (
a. -
h.)
Conv
entio
ns o
f Sta
ndar
d En
glis
h
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Expanding - Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but ...), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.
Bridging - Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s a good idea. However . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.
Emerging - Adjust language choices according to social setting (e.g., playground, classroom) and audience (e.g., peers, teacher), with substantial support.
Expanding - Adjust language choices according to purpose (e.g., persuading, entertaining), task (e.g., telling a story versus explaining a science experiment), and audience, with moderate support.
Bridging - Adjust language choices according to purpose, task (e.g., facilitating a science experiment), and audience, with light support.
Page 34 of 57 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Grade 4 - Language (L)
Emerging - Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think . . .), as well as open responses, in order to gain and/or hold the floor.
CA CCSS forELA Standard Corresponding ELD Standards
PI.3 - Offering opinions PI.4 - Adapting language choices
L 4.
1 - D
emon
stra
te c
omm
and
of th
e co
nven
tions
of
stan
dard
Eng
lish
gram
mar
and
usa
ge w
hen
writ
ing
or sp
eaki
ng. (
a. -
h.)
Conv
entio
ns o
f Sta
ndar
d En
glis
h
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Expanding - a. Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence 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).
Bridging - a. Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or 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).
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 35 of 57
Emerging - Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with substantial support.
Expanding - Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with moderate support.
Bridging - Plan and deliver oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with light support.
Emerging - a. Write short literary and informational texts (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.
b. Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
Grade 4 - Language (L)
Corresponding ELD StandardsCA CCSS forELA Standard
PI.10 - WritingPI.9 - Presenting
L 4.
1 - D
emon
stra
te c
omm
and
of th
eco
nven
tions
of s
tand
ard
Engl
ish
gram
mar
and
usa
ge w
hen
writ
ing
or sp
eaki
ng. (
a. -
h.)
L 4.
2 - D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish
capi
taliz
atio
n,pu
nctu
atio
n, a
nd sp
ellin
gw
hen
writ
ing.
(a. -
d.)
Conv
entio
ns o
f Sta
ndar
d En
glis
h
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 36 of 57
Grade 4 - Language (L)
Expanding - a. Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts) or relevant background knowledge about content, with moderate support.
b. Express attitude and opinions or temper statements with familiar modal expressions (e.g., maybe/probably, can/must).
Bridging -a. Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quotations or specific events from text) or relevant background knowledge about content, with light support.
b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly, should/would) and phrasing (e.g., In my opinion . . .).
Emerging - a. Use a select number of general academic and domain-specific words to create precision while speaking and writing.
b. Select a few frequently used affixes for accuracy and precision (e.g., She walks, I’m unhappy).
Expanding - a. Use a growing number of general academic and domain-specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
b. Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . . . , I’m unhappy).
L 4.
1 - D
emon
stra
te c
omm
and
of th
e co
nven
tions
of
stan
dard
Eng
lish
gram
mar
and
usa
ge w
hen
writ
ing
or sp
eaki
ng. (
a. -
h.)
L 4.
2 - D
emon
stra
teco
mm
and
of th
eco
nven
tions
of s
tand
ard
Engl
ish
capi
taliz
atio
n, p
unct
uatio
n, a
nd
spel
ling
whe
n w
ritin
g. (a
. - d
.) Co
nven
tions
of S
tand
ard
Engl
ish
Emerging - a. Support opinions by expressing appropriate/accurate reasons using textual evidence (e.g., referring to text) or relevant background knowledge about content, with substantial support.
b. Express ideas and opinions or temper statements using basic modal expressions (e.g., can, will, maybe).
CA CCSS forELA Standard Corresponding ELD Standards
PI.11 - Supporting opinions PI.12 - Selecting language resourcesBridging - a. Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
b. Select a variety of appropriate affixes for accuracy and precision (e.g., She’s walking. I’m uncomfortable. They left reluctantly).
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 37 of 57
Grade 4 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.2 - Understanding cohesionEmerging - 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 everyday connecting words or phrases (e.g., first, yesterday) to comprehending texts and writing basic texts.
Expanding -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., since, next, for example) to comprehending texts and writing texts with increasing cohesion.
Bridging - a. Apply increasing understanding of language resources for referring the reader back or forward intext (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., for instance, in addition, at the end) to comprehending texts and writing cohesive texts.
Emerging - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the text type and discipline (e.g., simple past for recounting an experience) for familiar topics.
PII.3 - Using verbs and verb phrasesExpanding - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task, text type, and discipline (e.g., simple past for retelling, timeless present for science explanation) for an increasing variety of familiar and new topics.
Bridging - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task and text type (e.g., timeless present for science explanation, mixture of past and present for historical information report) for a variety of familiar and new topics.
L 4.
1 - D
emon
stra
te c
omm
and
of th
e co
nven
tions
of st
anda
rd E
nglis
h gr
amm
ar a
nd u
sage
whe
nw
ritin
g or
spea
king
. (a.
- h.
)
Conv
entio
ns o
f Sta
ndar
d En
glis
h
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Expanding - Expand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
Bridging - Expand noun phrases in an increasing variety of ways (e.g., adding general academic adjectives and adverbs to noun phrases or more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
Emerging - Expand sentences with familiar adverbials (e.g., basic prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar activity or process (e.g., They walked to the soccer field).
Expanding - Expand sentences with a growing variety of adverbials (e.g., adverbs, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar or new activity or process (e.g., They worked quietly. They ran across the soccer field).
Bridging - Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a variety of familiar and new activities and processes (e.g., They worked quietly all night in their room).
Page 38 of 57 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Emerging - Expand noun phrases in simple ways (e.g., adding an adjective) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
L 4.
1 - D
emon
stra
te c
omm
and
of th
e co
nven
tions
of st
anda
rd E
nglis
h gr
amm
ar a
nd u
sage
whe
nw
ritin
g or
spea
king
. (a.
- h.
)
Conv
entio
ns o
f Sta
ndar
d En
glis
h
Grade 4 - 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 clauses in simple ways (e.g., through simple embedded clauses, as in, The woman is a doctor. She helps children. → The woman is a doctor who helps children) to create precise and detailed sentences.
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 39 of 57
Emerging - Combine clauses in a few basic ways to make connections between and join ideas in sentences (e.g., creating compound sentences using coordinate conjunctions, such as and, but, so).
Expanding - Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences, for example, to express cause/effect (e.g., The deer ran because the mountain lion came) orto make a concession (e.g., She studied all night even though she wasn’t feeling well).
Bridging - Combine clauses in a wide variety of ways (e.g., creating complex sentences using a variety of subordinate conjunctions) to make connections between and join ideas, for example, to express cause/effect (e.g., Since the lion was at the waterhole, the deer ran away), to make a concession, or to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted).
Expanding - Condense clauses in an increasing variety of ways (e.g., through a growing number of embedded clauses and other condensing, as in, The dog ate quickly. The dog choked. → The dog ate so quickly thatit choked) to create precise and detailed sentences.
Bridging - Condense clauses in a variety of ways (e.g., through various types of embedded clauses and other ways of condensing as in, There was a Gold Rush. It began in the 1850s. It brought a lot of people to California. → The Gold Rush that began in the 1850s brought a lot of people to California) to create precise and detailed sentences.
Grade 4 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PII.6 - Connecting ideas PII.7 - Condensing ideas
L 4.
1 - D
emon
stra
te c
omm
and
of th
e co
nven
tions
of
stan
dard
Eng
lish
gram
mar
and
usa
ge w
hen
writ
ing
or sp
eaki
ng. (
a. -
h.)
Conv
entio
ns o
f Sta
ndar
d En
glis
h
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 4 - Language (L)
CA CCSS forELA Standard
PI.1 - Exchanging information and ideas
Corresponding ELD StandardsL
4.3
- Use
kno
wle
dge
of la
ngua
ge a
nd it
s con
vent
ions
whe
n w
ritin
g, sp
eaki
ng, r
eadi
ng, o
r lis
teni
ng. (
a. -
c.)
Know
ledg
e of
Lan
guag
e
Emerging - Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.
Expanding - Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
Bridging - Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.
Emerging - Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
Expanding - Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
Bridging - Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
PI.2 - Interacting via written English
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 40 of 57
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Emerging - Adjust language choices according to social setting (e.g., playground, classroom) and audience (e.g., peers, teacher), with substantial support.
L 4.
3 - U
se k
now
ledg
e of
lang
uage
and
its c
onve
ntio
nsw
hen
writ
ing,
spea
king
, rea
ding
, or l
iste
ning
. (a.
- c.
)
Know
ledg
e of
Lan
guag
e
Expanding - Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.
Bridging - Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s a good idea. However . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.
Grade 4 - Language (L)
Page 41 of 57 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.3 - Offering opinions PI.4 - Adapting language choicesExpanding - Adjust language choices according to purpose (e.g., persuading, entertaining), task (e.g., telling a story versus explaining a science experiment), and audience, with moderate support.
Emerging - Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think . . .), as well as open responses, in order to gain and/or hold the floor.
Bridging - Adjust language choices according to purpose, task (e.g., facilitating a science experiment), and audience, with light support.
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Emerging - Demonstrate active listening to read-alouds and oral presentations by asking and answering basic questions, with prompting and substantial support.
Expanding - Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with occasional prompting and moderate support.
L 4.
3 - U
se k
now
ledg
e of
lang
uage
and
its c
onve
ntio
nsw
hen
writ
ing,
spea
king
, rea
ding
, or l
iste
ning
. (a.
- c.
)
Know
ledg
e of
Lan
guag
e
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 42 of 57
Bridging - a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words) and linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
Expanding - a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.
Emerging - a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial support.
b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.
Bridging - Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.
Corresponding ELD Standards
Grade 4 - Language (L)
CA CCSS forELA Standard
PI.5 - Listening actively PI.6 - Reading/viewing closely
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Page 43 of 57 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Emerging - Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.
PI.7 - Evaluating language choices PI.8 - Analyzing language resources
Grade 4 - Language (L)
Expanding - Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.
Bridging - Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence), with prompting and light support.
Emerging - Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character's actions as whined versus said).
CA CCSS forELA Standard Corresponding ELD Standards
Expanding - Distinguish how different words with similar meanings (e.g., describing a character as smart versus an expert) and figurative language (e.g., as big as a whale) produce shades of meaning and different effects on the audience.
Bridging - Distinguish how different words with related meanings (e.g., fun versus entertaining versus thrilling, possibly versus certainly) and figurative language produce shades of meaning and different effects on the audience.
L 4.
3 - U
se k
now
ledg
e of
lang
uage
and
its c
onve
ntio
nsw
hen
writ
ing,
spea
king
, rea
ding
, or l
iste
ning
. (a.
- c.
)
Know
ledg
e of
Lan
guag
e
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 4 - Language (L)
Emerging - Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with substantial support.
Expanding - Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with moderate support.
Bridging - Plan and deliver oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with light support.
Emerging - a. Write short literary and informational texts (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.
b. Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
CA CCSS forELA Standard
PI.9 - Presenting PI.10 - Writing
Corresponding ELD Standards
Expanding - a. Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence 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).
Bridging - a. Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or 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).
L 4.
3 - U
se k
now
ledg
e of
lang
uage
and
its c
onve
ntio
nsw
hen
writ
ing,
spea
king
, rea
ding
, or l
iste
ning
. (a.
- c.
)
Know
ledg
e of
Lan
guag
e
Page 44 of 57 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
Emerging - a. Use a select number of general academic and domain-specific words to create precision while speaking and writing.
b. Select a few frequently used affixes for accuracy and precision (e.g., She walks, I’m unhappy).
CA CCSS forELA Standard Corresponding ELD Standards
Expanding - a. Use a growing number of general academic and domain-specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
b. Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . . . , I’munhappy).
Bridging - a. Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
b. Select a variety of appropriate affixes for accuracy and precision (e.g., She’s walking. I’m uncomfortable. They left reluctantly).
Emerging - a. Support opinions by expressing appropriate/accurate reasons using textual evidence (e.g., referring to text) or relevant background knowledge about content, with substantial support.
b. Express ideas and opinions or temper statements using basic modal expressions (e.g., can, will, maybe).
PI.11 - Supporting opinions PI.12 - Selecting language resourcesL
4.3
- Use
kno
wle
dge
of la
ngua
ge a
nd it
s con
vent
ions
whe
n w
ritin
g, sp
eaki
ng, r
eadi
ng, o
r lis
teni
ng. (
a. -
c.)
Know
ledg
e of
Lan
guag
e
Grade 4 - Language (L)
Expanding - a. Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts) or relevant background knowledge about content, with moderate support.
b. Express attitude and opinions or temper statements with familiar modal expressions (e.g., maybe/probably, can/must).
Bridging -a. Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quotations or specific events from text) or relevant background knowledge about content, with light support.
b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly, should/would) and phrasing (e.g., In my opinion . . .).
Page 45 of 57 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Expanding -a. Apply growing understand-ing 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 compretending 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., since, next, for example) to comprehending texts and writing texts with increasing cohesion.
Bridging - a. Apply increasing understanding of language resources for referring the reader back or forward in 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., for instance, in addition, at the end) to comprehending texts and writing cohesive texts.
Emerging - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the text type and discipline (e.g., simple past for recounting an experience) for familiar topics.
Expanding - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task, text type, and discipline (e.g., simple past for retelling, timeless present for science explanation) for an increasing variety of familiar and 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 46 of 57
Bridging - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task and text type (e.g., timeless present for science explanation, mixture of past and present for historical information report) for a variety of familiar and new topics.
Grade 4 - Language (L)
Corresponding ELD StandardsPII.2 - Understanding cohesion PII.3 - Using verbs and verb phrases
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 everydayconnecting words or phrases (e.g., first, yesterday) to comprehending texts and writing basic texts.
CA CCSS forELA Standard
L 4
.3 -
Use
kno
wle
dge
of la
ngua
ge a
nd it
s con
vent
ions
whe
n w
ritin
g, sp
eaki
ng, r
eadi
ng, o
r lis
teni
ng. (
a. -
c.)
Know
ledg
e of
Lan
guag
e
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Expanding - Expand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
Bridging - Expand noun phrases in an increasing variety of ways (e.g., adding general academic adjectives and adverbs to noun phrases or more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
Emerging - Expand sentences with familiar adverbials(e.g., basic prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar activity or process (e.g., They walked to the soccer field).
Expanding - Expand sentences with a growing variety of adverbials (e.g., adverbs, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar or new activity or process (e.g., They worked quietly. They ran across the soccer field).
Bridging - Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a variety of familiar and new activities and processes (e.g., They worked quietly all night in their room).
Page 47 of 57 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Emerging - Expand noun phrases in simple ways (e.g., adding an adjective) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
L 4.
3 - U
se k
now
ledg
e of
lang
uage
and
its c
onve
ntio
nsw
hen
writ
ing,
spea
king
, rea
ding
, or l
iste
ning
. (a.
- c.
)
Know
ledg
e of
Lan
guag
e
Grade 4 - 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
PII.6 - Connecting ideas PII.7 - Condensing ideasL
4.3
- Use
kno
wle
dge
of la
ngua
ge a
nd it
s con
vent
ions
whe
n w
ritin
g, sp
eaki
ng, r
eadi
ng, o
r lis
teni
ng. (
a. -
c.)
Know
ledg
e of
Lan
guag
e
Grade 4 - Language (L)
Corresponding ELD StandardsCA CCSS forELA Standard
Emerging - Condense clauses in simple ways (e.g., through simple embedded clauses, as in, The woman is a doctor. She helps children. → The woman is a doctor who helps children) to create precise and detailed sentences.
Expanding - Condense clauses in an increasing variety of ways (e.g., through a growing number of embedded clauses and other condensing, as in, The dog ate quickly. The dog choked. → The dog ate so quickly that it choked) to create precise and detailed sentences.
Bridging - Condense clauses in a variety of ways (e.g., through various types of embedded clauses and other ways of condensing as in, There was a Gold Rush. It began in the 1850s. It brought a lot of people to California. → The Gold Rush that began in the 1850s brought a lot of people to California) to create precise and detailed sentences.
Emerging -Combine clauses in a few basic ways to make connections between and join ideas in sentences (e.g., creating compound sentences using coordinate conjunctions, such as and, but, so).
Expanding - Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences, for example, to express cause/effect (e.g., The deer ran because the mountain lion came) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).
Bridging - Combine clauses in a wide variety of ways (e.g., creating complex sentences using a variety of subordinate conjunctions) to make connections between and join ideas, for example, to express cause/effect (e.g., Since the lion was at the waterhole, the deer ran away), to make a concession, or to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted).
Page 48 of 57 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/Page 49 of 57
Emerging - Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.
Emerging - a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial support.
b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.
Expanding - a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.
Bridging - a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words) and linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
Expanding - Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.
Bridging - Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence), with prompting and light support.
L 4.
5 - D
emon
stra
te
unde
rsta
ndin
g of
figur
ativ
e la
ngua
ge,
wor
d re
latio
nshi
ps,
and
nuan
ces i
n w
ord
mea
ning
s. (a
. - c
.)
Grade 4 - Language (L)
CA CCSS forELA Standard
PI.6 - Reading/viewing closely PI.7 - Evaluating language choices
Corresponding ELD StandardsL
4.4
- Det
erm
ine
or c
larif
y th
e m
eani
ng o
fun
know
n an
d m
ultip
le-m
eani
ng w
ords
and
phra
ses b
ased
on
grad
e 4
read
ing
and
cont
ent,
choo
sing
flex
ibly
from
a ra
nge
of st
rate
gies
. (a
. - c
.)
Voca
bula
ry A
cqui
sitio
n an
d U
se
Integrating the CA ELD Standards Into K-12 English Language Arts/LiteracyVo
cabu
lary
Acq
uisi
tion
and
Use
CA CCSS forELA Standard Corresponding ELD Standards
PI.8 - Analyzing language choices
L 4.
4 - D
eter
min
e or
cla
rify
the
mea
ning
of u
nkno
wn
and
mul
tiple
-m
eani
ng w
ords
and
phr
ases
bas
edon
gra
de 4
read
ing
and
cont
ent,
choo
sing
flex
ibly
from
a ra
nge
of st
rate
gies
. (a
. - c
.)
Grade 4 - Language (L)
Page 50 of 57 Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/
Bridging - Distinguish how different words with related meanings (e.g., fun versus entertaining versus thrilling, possibly versus certainly) and figurative language produce shades of meaning and different effects on the audience.
PI.12 - Selecting language resourcesEmerging - a. Use a select number of general academic and domain-specific words to create precision while speaking and writing.
b. Select a few frequently used affixes for accuracy and precision (e.g., She walks, I’m unhappy).
Expanding - a. Use a growing number of general academic and domain-specific words, synonyms, and antonymsto create precision and shades of meaning while speaking and writing.
b. Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . . . , I’m unhappy).
Bridging - a. Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
b. Select a variety of appropriate affixes for accuracy and precision (e.g., She’s walking. I’m uncomfortable. They left reluctantly).
Emerging - Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character’s actions as whined versus said).
Expanding - Distinguish how different words with similar meanings (e.g., describing a character as smart versus an expert) and figurative language (e.g., as big as a whale) produce shades of meaning and different effects on the audience.
L 4.
5 - D
emon
stra
te u
nder
stan
ding
of fi
gura
tive
lang
uage
, wor
dre
latio
nshi
ps, a
nd n
uanc
es in
wor
d m
eani
ngs.
(a. -
c.)
Grade 4 - Language (L)
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 51 of 57
Bridging - Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.
Emerging - Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
Expanding - Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
Bridging - Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
CA CCSS forELA Standard Corresponding ELD Standards
PI.1 - Exchanging information and ideas
L 4
.6 -
Acqu
ire a
nd u
se a
ccur
atel
y gr
ade-
appr
opria
te g
ener
alac
adem
ic a
nd d
omai
n-sp
ecifi
c w
ords
and
phr
ases
, inc
ludi
ngth
ose
that
sign
al p
reci
se a
ctio
ns, e
mot
ions
, or s
tate
s of b
eing
(e.g
., qu
izze
d, w
hine
d, st
amm
ered
) and
that
are
bas
ic to
apa
rtic
ular
topi
c (e
.g.,
wild
life,
con
serv
atio
n, a
nd e
ndan
gere
dw
hen
disc
ussi
ng a
nim
al p
rese
rvat
ion)
.
Voca
bula
ry A
cqui
sitio
n an
d U
se
PI.2 - Interacting via written EnglishEmerging - Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.
Expanding - Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
Grade 4 - Language (L)
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Corresponding ELD StandardsPI.3 - Offering opinions PI.4 - Adapting language choices
Expanding - Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.
Bridging - Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s a good idea. However . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.
Emerging - Adjust language choices according to social setting (e.g., playground, classroom) and audience (e.g., peers, teacher), with substantial support.
Expanding - Adjust language choices according to purpose (e.g., persuading, entertaining), task (e.g., telling a story versus explaining a science experiment), and audience, with moderate support.
Bridging - Adjust language choices according to purpose, task (e.g., facilitating a science experiment), and audience, 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 - Negotiate with or persuade others in conversations using basic learned phrases (e.g.,I think . . .), as well as open responses, in order to gain and/or hold the floor.
CA CCSS forELA Standard
Page 52 of 57
L 4
.6 -
Acqu
ire a
nd u
se a
ccur
atel
y gr
ade-
appr
opria
te g
ener
alac
adem
ic a
nd d
omai
n-sp
ecifi
c w
ords
and
phr
ases
, inc
ludi
ngth
ose
that
sign
al p
reci
se a
ctio
ns, e
mot
ions
, or s
tate
s of b
eing
(e.g
., qu
izze
d, w
hine
d, st
amm
ered
) and
that
are
bas
ic to
apa
rtic
ular
topi
c (e
.g.,
wild
life,
con
serv
atio
n, a
nd e
ndan
gere
dw
hen
disc
ussi
ng a
nim
al p
rese
rvat
ion)
.
Voca
bula
ry A
cqui
sitio
n an
d U
se
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 4 - Language (L)
PI.6 - Reading/viewing closely
Corresponding ELD StandardsPI.8 - Analyzing 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 53 of 57
Emerging - Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character’s actions as whined versus said).
CA CCSS forELA Standard
Expanding - Distinguish how different words with similar meanings (e.g., describing a character as smart versus an expert) and figurative language (e.g., as big as a whale) produce shades of meaning and different effects on the audience.
Bridging - Distinguish how different words with related meanings (e.g., fun versus entertaining versus thrilling, possibly versus certainly) and figurative language produce shades of meaning and different effects on the audience.
Emerging - a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial support.
b. Use knowledge of frequently used affixes (e.g., un-, mis-) and linguisticcontext, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.
Expanding - a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.
Bridging - a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.
b. Use knowledge of morphology (e.g., affixes, roots, and base words) and linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
Emerging - Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.
Expanding - Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.
Bridging - Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence), with prompting and light support.
L 4.
6 - A
cqui
re a
nd u
se a
ccur
atel
y gr
ade-
appr
opria
te g
ener
al a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es, i
nclu
ding
thos
e th
at si
gnal
prec
ise
actio
ns, e
mot
ions
, or s
tate
s of b
eing
(e.g
., qu
izze
d, w
hine
d,st
amm
ered
) and
that
are
bas
ic to
a p
artic
ular
topi
c (e
.g.,
wild
life,
cons
erva
tion,
and
end
ange
red
whe
n di
scus
sing
ani
mal
pre
serv
atio
n).
Voca
bula
ry A
cqui
sitio
n an
d U
se
PI.7 - Evaluating language choices
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Bridging - a. Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or 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).
L 4
.6 -
Acqu
ire a
nd u
se a
ccur
atel
y gr
ade-
appr
opria
te g
ener
al a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es, i
nclu
ding
thos
e th
at si
gnal
prec
ise
actio
ns, e
mot
ions
, or s
tate
s of b
eing
(e.g
., qu
izze
d, w
hine
d,st
amm
ered
) and
that
are
bas
ic to
a p
artic
ular
topi
c (e
.g.,
wild
life,
cons
erva
tion,
and
end
ange
red
whe
n di
scus
sing
ani
mal
pre
serv
atio
n).
Voca
bula
ry A
cqui
sitio
n an
d U
se
Formatted by Curriculum, Instruction and Accountability, Kern County Superintendent of Schools, Bakersfield, California (661) 636-4239 http://kern.org/cia/el/eld-resources/Page 54 of 57
Emerging - Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with substantial support.
Expanding - Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with moderate support.
Bridging - Plan and deliver oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with light support.
Emerging - a. Write short literary and informational texts (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes 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 explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence 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 organ-izers).
Grade 4 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PI.9 - Presenting PI.10 - Writing
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 4 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
PI.11 - Supporting opinions PI.12 - Selecting language resourcesExpanding - a. Use a growing number of general academic and domain-specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
b. Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . . . , I’munhappy).
Bridging - a. Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
b. Select a variety of appropriate affixes for accuracy and precision (e.g., She’s walking. I’m uncomfortable. They left reluctantly).
Page 55 of 57 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. Support opinions by expressing appropriate/accurate reasons using textual evidence (e.g., referring to text) or relevant background knowledge about content, with substantial support.
b. Express ideas and opinions or temper statements using basic modal expressions (e.g., can, will, maybe).
L 4
.6 -
Acqu
ire a
nd u
se a
ccur
atel
y gr
ade-
appr
opria
te g
ener
al a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es, i
nclu
ding
thos
e th
at si
gnal
prec
ise
actio
ns, e
mot
ions
, or s
tate
s of b
eing
(e.g
., qu
izze
d, w
hine
d,st
amm
ered
) and
that
are
bas
ic to
a p
artic
ular
topi
c (e
.g.,
wild
life,
cons
erva
tion,
and
end
ange
red
whe
n di
scus
sing
ani
mal
pre
serv
atio
n).
Voca
bula
ry A
cqui
sitio
n an
d U
se
Expanding - a. Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts) or relevant background knowledge about content, with moderate support.
b. Express attitude and opinions or temper statements with familiar modal expressions (e.g., maybe/probably, can/must).
Bridging -a. Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quotations or specific events from text) or relevant background knowledge about content, with light support.
b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly, should/would) and phrasing (e.g., In my opinion . . .).
Emerging - a. Use a select number of general academic and domain-specific words to create precision while speaking and writing.
b. Select a few frequently used affixes for accuracy and precision (e.g., She walks, I’m unhappy).
Integrating the CA ELD Standards Into K-12 English Language Arts/Literacy
Grade 4 - Language (L)
Voca
bula
ry A
cqui
sitio
n an
d U
se
Bridging - Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a variety of familiar and new activities and processes (e.g., They worked quietly all night in their room).
Emerging - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the text type and discipline (e.g., simple past for recounting an experience) for familiar topics.
Expanding - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task, text type, and discipline (e.g., simple past for retelling, timeless present for science explanation) for an increasing variety of familiar and new topics.
Bridging - Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task and text type (e.g., timeless present for science explanation, mixture of past and present for historical information report) for a variety of familiar and new topics.
CA CCSS forELA Standard Corresponding ELD Standards
PII.3 - Using verbs and verb phrases PII.4 - Using nouns and noun phrases PII.5 - Modifying to add detailsEmerging - Expand noun phrases in simple ways (e.g., adding an adjective) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
Expanding - Expand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
Bridging - Expand noun phrases in an increasing variety of ways (e.g., adding general academic adjectives and adverbs to noun phrases or more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
Emerging - Expand sentences with familiar adverbials (e.g., basic prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar activity or process (e.g., They walked to the soccer field).
Expanding - Expand sentences with a growing variety of adverbials (e.g., adverbs, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar or new activity or process (e.g., They worked quietly. They ran across the soccer field).
L 4
.6 -
Acqu
ire a
nd u
se a
ccur
atel
y gr
ade-
appr
opria
te g
ener
al a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es, i
nclu
ding
thos
e th
at si
gnal
prec
ise
actio
ns, e
mot
ions
, or s
tate
s of b
eing
(e.g
., qu
izze
d, w
hine
d,st
amm
ered
) and
that
are
bas
ic to
a p
artic
ular
topi
c (e
.g.,
wild
life,
cons
erva
tion,
and
end
ange
red
whe
n di
scus
sing
ani
mal
pre
serv
atio
n).
Page 56 of 57 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/LiteracyVo
cabu
lary
Acq
uisi
tion
and
Use
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 57
Grade 4 - Language (L)
CA CCSS forELA Standard Corresponding ELD Standards
Expanding - Condense clauses in an increasing variety of ways (e.g., through a growing number of embedded clauses and other condensing, as in, The dog ate quickly. The dog choked. → The dog ate so quickly that it choked) to create precise and detailed sentences.
Bridging - Condense clauses in a variety of ways (e.g., through various types of embedded clauses and other ways of condensing as in, There was a Gold Rush. It began in the 1850s. It brought a lot of people to California. → The Gold Rush that began in the 1850s brought a lot of people to California) to create precise and detailed sentences.
PII.6 - Connecting ideas PII.7 - Condensing ideasExpanding - Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences, for example, to express cause/effect (e.g., The deer ran because the mountain lion came) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).
Bridging - Combine clauses in a wide variety of ways (e.g., creating complex sentences using a variety of subordinate conjunctions) to make connections between and join ideas, for example, to express cause/effect (e.g., Since the lion was at the waterhole, the deer ran away), to make a concession, or to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted).
Emerging - Condense clauses in simple ways (e.g., through simple em-bedded clauses, as in, The woman is a doctor. She helps children. → The woman is a doctor who helps children) to create precise and detailed sentences.
Emerging - Combine clauses in a few basic ways to make connections between and join ideas in sentences (e.g., creating compound sentences using coordinate conjunctions, such as and, but, so).
L 4.
6 - A
cqui
re a
nd u
se a
ccur
atel
y gr
ade-
appr
opria
te g
ener
al a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es, i
nclu
ding
thos
e th
at si
gnal
prec
ise
actio
ns, e
mot
ions
, or s
tate
s of b
eing
(e.g
., qu
izze
d, w
hine
d,st
amm
ered
) and
that
are
bas
ic to
a p
artic
ular
topi
c (e
.g.,
wild
life,
cons
erva
tion,
and
end
ange
red
whe
n di
scus
sing
ani
mal
pre
serv
atio
n).