Transitioningto 2012 Caeldstandardscadierokaplan

TOM TORLAKSON
Transitioning to the 2012 CA English

Language Development Standards:
Implications for Policy & Practice
State Superintendent
of Public Instruction
Karen Cadiero-Kaplan, Ph.D.

Director, English Learner Support Division
California Department of Education
Cesar Chavez and Language Conference

March 15, 2014 - Fresno State University
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Session Overview
TOM TORLAKSON
Program Options for English Learners

Overview of CA ELD Standards and
Proficiency Level Descriptors (PLDs)
Highlight conceptual and structural shifts
from old to new ELD standards
Implementation and Ongoing Initiatives
ELA/ELD Curriculum Framework
Common Core in Espaol
Assessment Systems
Professional Development & Learning
2
TOM TORLAKSON
A look within
The California English
Language Development
Standards
English Language Development

Standards: Purposes
TOM TORLAKSON
Designed to be used in tandem with Common Core State

Standards for English Language Arts & Literacy (CCSS for
ELA/Literacy)
Highlight and amplify the critical knowledge about
language and skills using language in CCSS for ELA/
Literacy necessary for ELs to be successful in school
Provide fewer, clearer, higher standards so teachers can
focus on whats most important
Strengthen ELD opportunities in core content instruction
and in targeted ELD in light of new content standards
TOM TORLAKSON
CCSS for ELA/Literacy:

What must students do with language?
Students
can, without significant scaffolding,

comprehend and evaluate complex texts
across a range of types and disciplinescan
construct effective argumentsand convey
intricate or multifaceted informationable
independently to discern a speakers key
points, request clarification, and ask
relevant questionsbuild on others ideas,
articulate their own ideas, and confirm they
have been understood. !
!
(CCSS for ELA & Literacy in History/Social Studies, Science,

and Technical Subjects, p. 7)!
TOM TORLAKSON
CCSS for Math:

Mathematically proficient students understand

and use stated assumptions, definitions, and
previously established results in constructing
arguments. They make conjectures and build a
logical progression of statements to explore the
truth of their conjectures justify their
conclusions, communicate them to others, and
respond to the arguments of others. "
!
(CCSS for Mathematics, p. 6)"
TOM TORLAKSON
Next-generation science standards:

K-12 Science
Framework (NRC,
2012, pp. 45, 49)
Among essential science practices:

Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
TOM TORLAKSON
The CA ELD
Standards
AMPLIFY
the CCSS for
ELA/Literacy.
Key Conceptual Shifts

in 2012 CA ELD Standards
FROM
TOM TORLAKSON
(Adapted from
Walqui, 2012)
TO
Language acquisition
viewed as an
individualand lock-step
linear process
Language acquisition viewed as a

non-linear, social process
Language development
focused on accuracy
and grammatical
correctness, often
isolated from content
areas
Language development focused on

effective collaboration,
interpretation, and communication
across the disciplines;
Discourse, text structure, syntax,
and vocabulary addressed within
meaningful contexts
English viewed as a set

of rules
English viewed as a meaningmaking resource with different

language choices based on
audience, task, and purpose
Key Structural Shifts

in 2012 CA ELD Standards
FROM
TOM TORLAKSON
Five proficiency levels
TO
Three proficiency levels:
Emerging, Expanding, Bridging
(PLDs distinguish early stages and
exit for each level)
Standards and PLDs

Standards and PLDs focusing on
focusing on four isolated
modes of communication
domains: listening,
(collaborative, interpretive,
speaking, reading, and
productive), and language
writing as discrete skills
knowledge, awareness, and use
(interweaving L,S,R,W)
Standards in grade
spans
(K-2, 3-5, 6-8, 9-12)
Standards in grade levels/spans

that parallel CCSS
(K, 1, 2, 3, 4, 5, 6, 7, 8, 9-10, 11-12)
10
TOM TORLAKSON
Reflection:
Given these conceptual and structural shifts,
what implications follow for
strengthening pedagogy?
engaging biliteracy?

11
CA ELD Standards: Elements
Glossary of Key Terms
Overview of the PLDs

TOM TORLAKSON
Describe student knowledge, skills,

and abilities across a continuum,
identifying what ELs know and can do
Provide three proficiency levels:
Emerging, Expanding, and Bridging at
early and exit stages
Guide targeted instruction in ELD, as
well as differentiated instruction in
academic content areas
13
Overview of the PLDs (cont.)

Native
Language
Emerging
Expanding
Bridging
Lifelong
Language
Learning
Lifelong Language
Learning:

Native Language:

Students come to
school with a wide
range of home language
resources to be tapped.

Students who reach

proficiency in English must
continue to build breadth,
depth, and complexity in
comprehending and
communicating in English in a
wide variety of contexts.

!
14
See Handout
TOM TORLAKSON
15
Overview of the PLDs (cont.)

TOM TORLAKSON
Include:
Descriptors for early stages of and exit from each
proficiency level, using ELD standard structure:
Three Modes of Communication:
Collaborative (engagement in dialogue with others)
Interpretive (comprehension and analysis of written
and spoken texts)
Productive (creation of oral presentations and written
texts)
Two dimensions of Knowledge of Language:
Metalinguistic Awareness (language awareness &
self-monitoring)
Accuracy of Production (acknowledging variation)
16
TOM TORLAKSON
17
PAGE LEFT
Proficiency Level Descriptors for California English Language Development Standards
English Language Development: Proficiency Level Continuum
Knowledge of
Language
Metalinguistic
Awareness
Emerging
Expanding
At the early stages of the Emerging

level, students are able to:
At exit from the Emerging level,

students are able to:
At the early stages of the Expanding

level, students are able to:
At exit from the Expanding level,

students are able to:
Apply to their learning of English an

emerging awareness about:
differences and similarities
between their native language
and English;
ways in which different kinds of
language are appropriate for
different tasks, purposes, and
audiences;
and how to:
intentionally and purposefully
use a limited range of everyday
vocabulary, phrases, and
memorized statements and
questions in English;

awareness about:
and English;
ways in which different kinds of
language are appropriate for
different tasks, purposes, and
audiences;
and how to:
use mostly everyday, and a
limited range of general
academic vocabulary and
domain specific vocabulary,
phrases, and memorized
statements and questions in
English related mostly to familiar
topics;

expanding awareness about:
and English;
ways in which language may be
different based on task,
purpose, and audience;
and how to:
use mostly everyday vocabulary,
and an expanding range of
general academic and domain
specific vocabulary in English
related mostly to familiar topics;
extend discourse in limited ways
in a range of conversations;
recognize language differences
and engage in some self
monitoring;
Apply to their learning of English

awareness about:
and English;
ways in which language may be
different based on task,
purpose, and audience;
and how to:
use both everyday vocabulary
and a range of general academic
and domain specific vocabulary
in English related to familiar and
new topics;
extend discourse in a variety of
ways in a range of
conversations;
recognize language differences,
engage in self monitoring, and
adjust oral and written
language;
Accuracy of
Production
October 19, 2012
be comprehensible when using

memorized or copied words or
phrases; and
may exhibit frequent errors in
pronunciation, grammar, and
writing conventions that often
impede meaning.

simple or learned phrases and
sentences; and
may exhibit frequent errors in
pronunciation, grammar, and
writing conventions that
sometimes impede meaning.

simple and some expanded
sentences and discourse or
texts; and
may exhibit fairly frequent
errors in pronunciation,
grammar, and writing
conventions that may
sometimes impede meaning.

expanded sentences, discourse
or texts; and
may exhibit fairly frequent
errors in pronunciation,
grammar, and writing
conventions that usually do not
impede meaning.
12
18
The 2012 English Language Development

Standards Structure
Section 1:
Section 2: Grade level standards by
2-page At a Glance overview
proficiency levels
19
Section 1: At-a-Glance Overview
Similar to the CCSS

anchor standards

English Language Development Standards for Grade 5
Part II: Learning About How English Works

A.
Corresponding Common Core State

Standards for English Language Arts*
Structuring Cohesive Texts
1. Understanding text structure
RL.5.5; RI.5.5; W.5.1 5; SL.5.4
2. Understanding cohesion
RL.5.5; RI.5.5; W.5.1 4; SL.5.4; L.5.1,3
B.
Expanding and Enriching Ideas
3. Using verbs and verb phrases
W.5.5; SL.5.6; L.5.1,3,6
4. Using nouns and noun phrase
W.5.5; SL.5.6; L.5.1,3,6
5. Modifying to add details
W.5.5; SL.5.4,6; L.5.1,3,6
C.
Connecting and Condensing Ideas
6. Connecting ideas
W.5.1 3,5; SL.5.4,6; L.5.1,3,6
7. Condensing ideas
Part III: Using Foundational Literacy Skills
W.5.1 3,5; SL.5.4,6; L.5.1,3,6

RF.K 1.1 4; RF.2 5.3 4 (as appropriate)
* The California English Language Development Standards correspond to CaliforniaOs Common Core State Standards for English Language Arts (ELA). English learners should have full
access to and opportunities to learn ELA, mathematics, science, history/social studies, and other content at the same time they are progressing toward full proficiency in English.
Note: Examples provided in specific standards are offered only as illustrative possibilities and should not be misinterpreted as the only objectives of instruction or as the only types of
20

Section 2: Parts I, II, and III
ion 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts
Part I: Interacting in Meaningful Ways
English Language Development Level Continuum
lish
e:
,
,
,
1. Exchanging information/ideas
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, buildingCalifornia
on responses,
Department of Education
and providing useful feedback.
Part I: Interacting in
meaningful ways
2. Interacting via written English

Collaborate with peers on joint writing
projects of short informational and
literary texts, using technology where
appropriate for publishing, graphics,
etc.

projects of longer informational and
projects ofon
a variety
longer for Developing Language & Cognition in Academic Contexts
Section 2: Elaboration
CriticalofPrinciples
literary texts, using technology where
informational and Part
literary
texts, using
II: Learning
About How English Works
appropriate for publishing, graphics,
technology where appropriate for
etc. Texts and Discourse in Context
publishing, graphics, etc.
English Language Development Level Continuum
3. Offering opinions
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.
Part II, strands

1I2 Corresponding Common
3. Offering
opinions
Core State
Standards
for English
Language
Negotiate
with
or persuade
others
in
Arts:
conversations using an expanded set of
1. RL.5.5;
RI.5.5;
W.5.1
5; SL.5.4
learned
phrases
(e.g.,
I agree
with X,
RI.5.5;
W.5.1responses,
4; SL.5.4; L.5.1,3
but2.. . .),RL.5.5;
as well
as open
in
order Purposes
to gain and/or
hold
the floor,
for using
language
include:
provideDescribing,
counter arguments,
entertaining,etc.
informing,
4. Adapting language choices

Adjust language choices according to
social setting (e.g., playground,
classroom) and audience (e.g., peers,
teacher) with substantial support.
4. Adaptingjustifying,
language
choices etc.
evaluating,
types include:
purpose (e.g., Text
persuading,
entertaining),
Informational
textversus
types include:
task (e.g.,
telling a story
description
(e.g.,
science log entry);
explaining
a science
experiment),
and
procedure
(e.g.,
how to solve
a mathematics
audience
with
moderate
support.
interpreting, analyzing, recounting,

explaining, persuading, negotiating,
problem); recount (e.g., autobiography,

science experiment results); information
report (e.g., science or history report);
explanation (e.g., how or why something
happened); exposition (e.g., opinion);
response (e.g., literary analysis); etc.
pment Standards for Grade 5ROctober 5, 2012
Part II:
Literary text types include:

stories (e.g., fantasy, legends, fables); drama
(e.g., readersI theater); poetry; retelling a
story; etc.
Audiences include:
Peers (one to one)
Small group (one to group)
Whole group (one to many)
Learning about
how English
works
3. Offering opinions Emerging

Negotiate
or persuade
in
1. with
Understanding
textothers
structure
Apply basic
conversations
usingunderstanding
a variety of of how
different (e.g.,
text types
arean
organized to
learned phrases
That5s
express
(e.g., how
narrative
interesting
idea.ideas
However
. . .),aas
well is
organized sequentially
as open responses,
in order towith
gain
predictable
stages
versus
how
and/or hold the floor, provide counter
opinions/arguments
organized
arguments,
elaborate on anare
idea,
etc.
around ideas) to comprehending texts

and writing basic texts.
4. Adapting language choices

purpose, task (e.g., facilitating a
science experiment),
andcohesion
audience
2. Understanding
with lighta)support.
Apply basic understanding of
A. Structuring Cohesive Texts
);
y;
Expanding
Contribute to conversations and
express ideas by asking and answering
yes no and wh questions and
responding using short phrases.
A. Collaborative
g.,
t
ce or
w or
on
ry
Emerging
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

3
ideas, events, or reasons are linked
throughout a text using a select set of
everyday connecting words or phrases
(e.g., first/next, at the beginning) to
comprehending texts and writing basic
texts.
California English Language Development Standards for Grade 5ROctober 5, 2012
Expanding
Bridging

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

Apply increasing understanding of how
different text types are organized to
express ideas (e.g., how a historical
account is organized chronologically
versus how opinions/arguments are
structured logically around reasons and
evidence) to comprehending texts and
writing cohesive texts.
a) Apply growing understanding of
how pronouns or synonyms refer
back to nouns in text) to
comprehending texts and writing
texts with increasing cohesion.
a) Apply increasing understanding of
how pronouns, synonyms, or
nominalizations refer back to nouns in
text) to comprehending texts and
b) Apply growing understanding of

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

how ideas, events, or reasons are
linked throughout a text using an
increasing variety of academic
connecting and transitional words or
phrases (e.g., consequently, specifically,
however) to comprehending texts and
Part III:
Foundational
literacy skills
21
English Language Development Standards:

Left Hand Column
Emphasizes interconnectedness of
content knowledge and language uses
Shows the many-to-many
correspondences between the CCSS
and ELD Standards
Signals how we shift language use
depending on:
Social purposes for using language
Types of oral and written texts, how
theyre structured
Relationship between people using
language
Section 2, Part I:
Interacting in Meaningful Ways
TOM TORLAKSON
Collaborative: Engaging in dialogue with others

Standards #1-4
Interpretive: Comprehending and analyzing
spoken and written texts
Standards #5-8
Productive: Creating oral presentations and
written texts
Standards #9-12
23
Reflection

TOM TORLAKSON
What do you notice about how these standard

strands are organized? What do you notice
about how the domains are represented?
24
Section 2, Part II:

Learning About How English Works
TOM TORLAKSON
Structuring Cohesive Texts: Understanding text

structure, organization, and cohesion
Standards # 1-2!
Expanding and Enriching Ideas: Using verbs &
verb phrases, nouns & noun phrases, and
modifiers to create precision, clarity, and expand
ideas.
Standards # 3-5!
Connecting and Condensing Ideas: Connecting,
combining, and condensing ideas within
sentences.
Standards # 6-7!
25
Reflection

TOM TORLAKSON
What do you notice about how these standard

strands are organized? What do you notice
about how the domains are represented?
26
Programs and Approaches:

English Language Arts/ELD and
Biliteracy
TOM TORLAKSON
27
TOM TORLAKSON
of Public Instruc4on
Californias Vision for College and

Career Readiness

High quality teaching and learning in every

classroom using assessments
Built on the Common Core State Standards
Reinforced by pracBcal supports for
teachers
Help more students at all prociency levels
with the goal of ensuring that all students
graduate prepared for college and careers
in the global economy of the 21st century
28
TOM TORLAKSON
Chapter 12
Criteria for EvaluaBng InstrucBonal
Materials
Program 1: English Language Arts Basic Program,
K8
Program 2: English Language Arts/English
Language Development Basic Program, K8
Program 3: Biliteracy Language Arts/English
Language Development Basic Program, K8
Program 4: Intensive Interven4on Program in
English Language Arts, 48
Program 5: Specialized Designated English
Language Development Program, 48
29
Goals,
Themes
and
Contexts
for
ELA and
ELD
Literacy
30
Spanish Resources for

Common Core
TOM TORLAKSON
Common Core Translation Project

Supported by the Council of Chief State School
Officers (CCSSO), the California Department of
Education (CDE) and the San Diego County Office of
Education (SDCOE)
Website:
http://commoncore-espanol.com/
31
Programs for English Learners

Structured English Immersion (SEI)
TOM TORLAKSON
English Language Development

Specially Designed Academic Instruction in English
(SDAIE)
Two-Way Bilingual Immersion
Heritage/Full Immersion programs
- Punjabi (Washington Unified, West Sacramento-first in the United States)
- Hmong (Sacramento City Unified--first in California)
Developmental Bilingual
Transitional Bilingual
32
Integrated ELD:
Content instruction that
supports development of
language uses specified
in CCSS for ELA/Literacy
& CA ELD Standards
TOM TORLAKSON
Implications
for how we
approach
ELD
Designated ELD:
Specialized instruction
that builds into and from
content instruction in ELA
and other disciplines
TOM TORLAKSON
Reflection:
What are the challenges and opportunities of
the 2012 ELD Standards and ELA/ELD
Framework provide educators?
34
Biliteracy Programs
TOM TORLAKSON
35

Program Growth by Year
TOM TORLAKSON
250
224
200
184
150
95
100
50
108
119
124
131
197
201
145
47
0
1994
1998
1999
2000
2001
2002
2003
2004
2005
2006
2008
At last repor4ng, there were an over 300 programs.

Program Languages
TOM TORLAKSON
Programs
Number
Percentage
Spanish/English
202
86.7
Mandarin/English
3.9
Korean/English
3.4
Cantonese/Mandarin/English
1.3
Cantonese/English
0.4
Japanese/English
0.4
Armenian/English
0.4
Total
233*
100
*Programs which likely s4ll exist, but did not report, are not included here.
Other languages added in 2010 included German and Italian. These and other
unspecied programs compose another 3.3%.
2011-12 Other World Languages
TOM TORLAKSON
American Sign
Lao
30
Arabic
Malay
Armenian
Mien
Chaozhou
Mixteco
Farsi
17
Pilipino
71
Finnish
Polish
Gujarti
Portuguese
Hebrew
Punjabi
38
Hindi
Romanian
Hmong
Russian
Hungarian
Serbo-Croatian
Ilocano
Taiwanese
Indian
Turkish
Indonesian
Urdu
37
Italian
10
Unknown
Khmer
36
Total
301
TOM TORLAKSON
Looking within the

Professional Learning
Modules
39
Professional Learning
Opportunities for Educators
TOM TORLAKSON
Professional Learning Modules (PLMs) for CCSS are developed and

posted. These will be reviewed and updated with ELD. They will
include instructional guidance on recognizing and taking advantage
of opportunities to support ELs in the all content areas.
Two ELD PLMs were recently developed by WestEd
Provides an introduction to understanding and using
the CA ELD Standards to ensure English learner (EL) students
have access to the CCSS for ELA/Literacy.
PLM-B: Focuses on using the CA ELD Standards in tandem
with the CA CCSS for ELA/Literacy during mainstream content
instruction, and using the CA ELD Standards as the focal
standards for designated ELD instruction.
Found at: http://www.myboe.org/
http://myboe.org/portal/default/Group/Viewer/GroupView?
action=2&gid=2996
40
CDEs Initiatives on ELD and

Common Core
ELD Standards and Implementation Plan
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
Professional Learning Modules www.myboe.org
ELA/ELD Curriculum Framework (2014-2015)
http://www.cde.ca.gov/ci/rl/cf/
elaeldfrmwrk2014pubrev.asp
Next-generation ELD assessment developed (2015-16)
http://www.cde.ca.gov/ta/tg/el/
Supplemental Instructional Materials (ELA, Math, ELD)
http://www.cde.ca.gov/ci/cr/cf/suptsupmatreview.asp
ELA/ELD Adoption of K-8 Instructional Materials (2016)
http://www.cde.ca.gov/ci/cr/cf/
TOM TORLAKSON
Final Reflections:
Identify one thing you learned today that
surprised you.
Identify one next step you are going to take for your
own/your groups professional learning.

42
State Seal of Biliteracy

The First in the Na-on
TOM TORLAKSON
43
State Seal of Biliteracy
TOM TORLAKSON
First in the NaBon: Assembly Bill 815 (Brownley,

Chapter 618,Statues of 2011) took eect January
1, 2012
Purpose: To recognize high school graduates who
have a^ained a high level of prociency in one or
more languages in addi4on to English
Criteria: Students must meet high school college
entry level course competency in English and one
or more languages.
44
Type of LEA (2011-12)
TOM TORLAKSON
School District
County Office of
Education
Charter School
Number
Seals Issued
94
2
10,282
99
17
304
TOTAL 10,685
Type of LEA (2012-13)
School District
County Office of
Education
Charter School
Number
Seals Issued
170
6
19
TOTAL 19,586
California State Seal of Biliteracy

Language of Proficiency
2012
French
1,059
10%
TOM TORLAKSON
Mandarin
678
6%
Japanese
255
3%
Spanish
7,600
71%
Cantonese
240
2%
German
188
2%
Total: 10,685
Other
301
3%
Vietnamese
108
1%
Korean
141
Latin
1%
115
1%
California State Seal of Biliteracy

Language of Proficiency
2013
TOM TORLAKSON
German
Cantonese 2%
Japanese
2% 0%
Mandarin
4%
Korean Vietnamese Other

3% Latin 2%
1%
1%
French
11%
Spanish
74%
47
For More Information

TOM TORLAKSON
State Superintendent of
Public Instruction
Karen Cadiero-Kaplan, Director

English Learner Support Division
kcadierokaplan@cde.ca.gov
California ELD Standards
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
48

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TOM TORLAKSON

Transitioning to the 2012 CA English

Karen Cadiero-Kaplan, Ph.D.

Cesar Chavez and Language Conference

Program Options for English Learners

English Language Development

Designed to be used in tandem with Common Core State

CCSS for ELA/Literacy:

can, without significant scaffolding,

(CCSS for ELA & Literacy in History/Social Studies, Science,

CCSS for Math:

Mathematically proficient students understand

(CCSS for Mathematics, p. 6)"

Next-generation science standards:

Among essential science practices:

Key Conceptual Shifts

Language acquisition viewed as a

Language development focused on

English viewed as a set

English viewed as a meaningmaking resource with different

Key Structural Shifts

Five proficiency levels

Standards and PLDs

Standards in grade levels/spans

CA ELD Standards: Elements

Glossary of Key Terms

Overview of the PLDs

Describe student knowledge, skills,

Overview of the PLDs (cont.)

Students who reach

Overview of the PLDs (cont.)

At the early stages of the Emerging

At exit from the Emerging level,

At the early stages of the Expanding

At exit from the Expanding level,

Apply to their learning of English an

Apply to their learning of English an

Apply to their learning of English an

Apply to their learning of English

October 19, 2012

be comprehensible when using

be comprehensible when using

be comprehensible when using

be comprehensible when using

The 2012 English Language Development

Section 2: Grade level standards by

2-page At a Glance overview

Section 1: At-a-Glance Overview

Similar to the CCSS

California Department of Education

Part II: Learning About How English Works

Corresponding Common Core State

Structuring Cohesive Texts

1. Understanding text structure

RL.5.5; RI.5.5; W.5.1 5; SL.5.4

RL.5.5; RI.5.5; W.5.1 4; SL.5.4; L.5.1,3

Expanding and Enriching Ideas

3. Using verbs and verb phrases

W.5.5; SL.5.6; L.5.1,3,6

4. Using nouns and noun phrase

W.5.5; SL.5.6; L.5.1,3,6

5. Modifying to add details

W.5.5; SL.5.4,6; L.5.1,3,6