California Department of Education English Language Development Standards For Grade 8

California Department of Education
English Language Development Standards for Grade 8
Section 1: Goal, Critical Principles, and Overview
Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language is a
complex, dynamic, and social resource for making meaning, as well as how content is organized in different text types and across disciplines using text structure,
language features, and vocabulary depending on purpose and audience. They are aware that different languages and variations of English exist, and they recognize
their home languages and cultures as resources to value in their own right and also to draw upon in order to build proficiency in English. English learners contribute
actively to class and group discussions, asking questions, responding appropriately, and providing useful feedback. They demonstrate knowledge of content through
oral presentations, writing, collaborative conversations, and multimedia. They develop proficiency in shifting language use based on task, purpose, audience, and text
type.
Critical Principles for Developing Language and Cognition in Academic Contexts: While advancing along the continuum of English language development levels,
English learners at all levels engage in intellectually challenging literacy, disciplinary, and disciplinary literacy tasks. They use language in meaningful and relevant
ways appropriate to grade level, content area, topic, purpose, audience, and text type in English language arts, mathematics, science, social studies, and the arts.
Specifically, they use language to gain and exchange information and ideas in three communicative modes (collaborative, interpretive, and productive), and they
apply knowledge of language to academic tasks via three crossmode language processes (structuring cohesive texts, expanding and enriching ideas, and connecting
and condensing ideas) using various linguistic resources.
Part I: Interacting in Meaningful Ways Corresponding Common Core State

Standards for English Language Arts*
A Collaborative
1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics SL.8.1,6; L.8.3,6
2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) W.8.6; WHST.8.6; SL.8.2; L.8.3,6
3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges W.8.1; WHST.8.1; SL.8.1,4,6; L.8.3,6
4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) W.8.45; WHST.8.45; SL.8.6; L.8.1,3,6
B. Interpretive
5. Listening actively to spoken English in a range of social and academic contexts SL.8.1,3,6; L.8.1,3,6
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and RL.8.17,910; RI.8.110; RH.8.110;
implicitly through language RST.8.110; SL.8.2; L.8.1,3,6
7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on RL.8.45; RI.8.4,6,8; RH.8.46,8;
modality, text type, purpose, audience, topic, and content area RST.8.46,8; SL.8.3; L.8.3,56
8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, RL.8.45; RI.8.45; RH.8.45; RST.8.45;
entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area SL.8.3; L.8.3,56
C. Productive
9. Expressing information and ideas in formal oral presentations on academic topics SL.8.46; L.8.1,3
10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology W.8.110; WHST.8.12,410; L.8.16
11. Justifying own arguments and evaluating others arguments in writing W.8.1,89; WHST.8.1,89; L.8.13,6
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas W.8.45; WHST.8.45; SL.8.4,6; L.8.1,3,56
California English Language Development Standards for Grade 8October 5, 2012 1
Corresponding Common Core State

Part II: Learning About How English Works Standards for English Language Arts*
A. Structuring Cohesive Texts
1. Understanding text structure

RL.8.5; RI.8.5; RH.8.5; RST.8.5;
W.8.15,10; WHST.8.12,45,10; SL.8.4
2. Understanding cohesion
RI.8.5; RH.8.5; RST.8.5; W.8.15,10;
WHST.8.12,45,10; L.8.1,36
B. Expanding & Enriching Ideas
3. Using verbs and verb phrases W.8.5; WHST.8.5; SL.8.6; L.8.1,36
4. Using nouns and noun phrases W.8.5; WHST.8.5; SL.8.6; L.8.1,36
5. Modifying to add details W.8.45; WHST.8.45; SL.8.6; L.8.1,36
C. Connecting & Condensing Ideas
6. Connecting ideas W.8.15; WHST.8.12,45;

SL.8.4,6; L.8.1,36
7. Condensing ideas
W.8.15; WHST.8.12,45;
SL.8.4,6; L.8.1,36
Part III: Using Foundational Literacy Skills RF.K1.14; RF.25.34 (as appropriate)
* The California English Language Development Standards correspond to Californias Common Core State Standards for English Language Arts (ELA) and, for grades 612, Literacy in
History/Social Studies, Science, and Technical Subjects. 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
language English learners might or should be able to understand or produce.

Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts
Part I: Interacting in Meaningful Ways
Texts and Discourse in Context English Language Development Level Continuum
Part I, strands 14 Corresponding Emerging Expanding Bridging
Common Core State Standards for English 1. Exchanging information/ideas 1. Exchanging information/ideas 1. Exchanging information/ideas
Language Arts: Engage in conversational exchanges Contribute to class, group, and partner Contribute to class, group, and partner
1. SL.8.1,6; L.8.3,6 and express ideas on familiar topics by discussions by following turntaking discussions by following turntaking
2. W.8.6; WHST.8.6; SL.8.2; L.8.3,6 asking and answering yesno and wh rules, asking relevant questions, rules, asking relevant questions,
3. W.8.1; WHST.8.1; SL.8.1,4,6; L.8.3,6 questions and responding using simple affirming others, adding relevant affirming others, adding relevant
4. W.8.45; WHST.8.45; SL.8.6; L.8.1,3,6 phrases. information, and paraphrasing key information and evidence, paraphrasing
ideas. key ideas, building on responses, and
Purposes for using language include:
providing useful feedback.
Describing, entertaining, informing,
interpreting, analyzing, recounting,
2. Interacting via written English 2. Interacting via written English 2. Interacting via written English
explaining, persuading, negotiating,
Engage in short written exchanges Engage in longer written exchanges Engage in extended written exchanges
justifying, evaluating, etc.
with peers and collaborate on simple with peers and collaborate on more with peers and collaborate on complex
written texts on familiar topics, using detailed written texts on a variety of written texts on a variety of topics,
Text types include: Informational text
technology when appropriate. topics, using technology when using technology when appropriate.
A. Collaborative
types include: descriptions or accounts

appropriate.
(e.g., scientific, historical, economic,
technical), recounts (e.g., biography,
3. Supporting opinions and 3. Supporting opinions and 3. Supporting opinions and
memoir), information reports,
persuading others persuading others persuading others
explanations (e.g., causal, factorial),
Negotiate with or persuade others in Negotiate with or persuade others in Negotiate with or persuade others in
expositions (e.g., speeches, opinion
conversations (e.g., to gain and hold conversations (e.g., to provide conversations using an appropriate
pieces, argument, debate), responses
the floor or to ask for clarification) counterarguments) using learned register (e.g., to acknowledge new
(e.g., literary analysis), etc.
using learned phrases (e.g., I think . . . phrases (I agree with X, but . . .) and information and justify views) using a
Would you please repeat that?) and open responses. variety of learned phrases, indirect
Literary text types include: stories
open responses. reported speech (e.g., I heard you say X,
(e.g., historical fiction, myths, graphic
and thats a good point. I still think Y,
novels), poetry, drama, etc.
though, because . . .) and open
responses.
Audiences include:
Peers (onetoone) Small
4. Adapting language choices 4. Adapting language choices 4. Adapting language choices
group (onetogroup) Whole
Adjust language choices according to Adjust language choices according to Adjust language choices according to
group (onetomany)
social setting (e.g., classroom, break purpose (e.g., explaining, persuading, task (e.g., facilitating a science
time) and audience (e.g., peers, entertaining), task, and audience. experiment, providing peer feedback on
teacher). a writing assignment), purpose, and
audience.

Part I, strands 58 Corresponding Common Emerging Expanding Bridging
Core State Standards for English Language 5. Listening actively 5. Listening actively 5. Listening actively
Arts: Demonstrate active listening in oral Demonstrate active listening in oral Demonstrate active listening in oral
5. SL.8.1,3,6; L.8.1,3,6 presentation activities by asking and presentation activities by asking and presentation activities by asking and
6. RL.8.17,910; RI.8.110; RH.8.110; answering basic questions with answering detailed questions with answering detailed questions with
RST.8.110; SL.8.2; L.8.1,3,6 prompting and substantial support. occasional prompting and moderate minimal prompting and support.
7. RL.8.45; RI.8.4,6,8; RH.8.46,8; support.
RST.8.46,8; SL.8.3; L.8.3,56
8. RL.8.45; RI.8.45; RH.8.45; RST.8.45; 6. Reading/viewing closely 6. Reading/viewing closely 6. Reading/viewing closely
SL.8.3; L.8.3,56 a) Explain ideas, phenomena, a) Explain ideas, phenomena, a) Explain ideas, phenomena,
processes, and text relationships (e.g., processes, and text relationships (e.g., processes, and text relationships (e.g.,
compare/contrast, cause/effect, compare/contrast, cause/effect, compare/contrast, cause/effect,
B. Interpretive (page 1 of 2)
problem/solution) based on close problem/solution) based on close problem/solution) based on close

reading of a variety of grade reading of a variety of grade reading of a variety of gradelevel texts
appropriate texts and viewing of appropriate texts and viewing of and viewing of multimedia with light
multimedia with substantial support. multimedia with moderate support. support.
b) Express inferences and conclusions b) Express inferences and conclusions b) Express inferences and conclusions
drawn based on close reading of drawn based on close reading grade drawn based on close reading of grade
gradeappropriate texts and viewing appropriate texts and viewing of level texts and viewing of multimedia
of multimedia using some frequently multimedia using a variety of verbs using a variety of precise academic
used verbs (e.g., shows that, based (e.g., suggests that, leads to). verbs (e.g., indicates that, influences).
on).
c) Use knowledge of morphology (e.g., c) Use knowledge of morphology (e.g., c) Use knowledge of morphology (e.g.,
affixes, roots, and base words), affixes, roots, and base words), affixes, roots, and base words), context,
context, reference materials, and context, reference materials, and visual reference materials, and visual cues to
visual cues to determine the meanings cues to determine the meanings of determine the meanings, including
of unknown and multiplemeaning unknown and multiplemeaning words figurative and connotative meanings, of
words on familiar topics. on familiar and new topics. unknown and multiplemeaning words
on a variety of new topics.
Audiences include:
group (onetomany)

Part I, strands 58 Corresponding Common Emerging Expanding Bridging
Core State Standards for English Language 7. Evaluating language choices 7. Evaluating language choices 7. Evaluating language choices
Arts: Explain how well writers and speakers Explain how well writers and speakers Explain how well writers and speakers
5. SL.8.1,3,6; L.8.1,3,6 use language to support ideas and use specific language to present ideas use specific language resources to
6. RL.8.17,910; RI.8.110; RH.8.110; arguments with detailed evidence or support arguments and provide present ideas or support arguments
RST.8.110; SL.8.2; L.8.1,3,6 (e.g., identifying the precise detailed evidence (e.g., showing the and provide detailed evidence (e.g.,
7. RL.8.45; RI.8.4,6,8; RH.8.46,8; vocabulary used to present evidence, clarity of the phrasing used to present identifying the specific language used
RST.8.46,8; SL.8.3; L.8.3,56 or the phrasing used to signal a shift in an argument) when provided with to present ideas and claims that are
8. RL.8.45; RI.8.45; RH.8.45; RST.8.45; meaning) when provided with moderate support. well supported and distinguishing them
SL.8.3; L.8.3,56 substantial support. from those that are not) when provided
with light support.
B. Interpretive (page 2 of 2)
8. Analyzing language choices Explain 8. Analyzing language choices 8. Analyzing language choices Explain
how phrasing or different common Explain how phrasing or different how phrasing or different words with
words with similar meanings (e.g., words with similar meanings (e.g., similar meanings (e.g., cunning versus
choosing to use the word persistent describing a character as stubborn smart, stammer versus
versus the term hard worker) produce versus persistent) or figurative say) or figurative language (e.g., Let me
different effects on the audience. language (e.g., Let me throw some light throw some light onto the topic.)
onto the topic.) produce shades of produce shades of meaning, nuances,
meaning and different effects on the and different effects on the audience.
audience.

Audiences include:
group (onetomany)

Common Core State Standards for English 9. Presenting 9. Presenting 9. Presenting
Language Arts: Plan and deliver brief informative oral Plan and deliver longer oral Plan and deliver longer oral
9. SL.8.46; L.8.1,3 presentations on concrete topics. presentations on a variety of topics presentations on a variety of concrete
10. W.8.110; WHST.8.12,410; L.8.16 using details and evidence to support and abstract topics using reasoning and
ideas. evidence to support ideas and using a
11. W.8.1,89; WHST.8.1,89; L.8.13,6
growing understanding of register.
12. W.8.45; WHST.8.45; SL.8.4,6;
L.8.1,3,56
10. Writing 10. Writing 10. Writing
Purposes for using language include: a) Write short literary and a) Write longer literary and a) Write longer and more detailed
Describing, entertaining, informing, informational texts (e.g., an argument informational texts (e.g., an argument literary and informational texts (e.g., an
interpreting, analyzing, recounting, about whether the government about whether the government should argument about whether the
explaining, persuading, negotiating, should fund research using stem cells) fund research using stem cells) government should fund research using
C. Productive (page 1 of 2)
justifying, evaluating, etc. collaboratively (e.g., with peers) and collaboratively (e.g., with peers) and stem cells) collaboratively (e.g., with
independently. independently using appropriate text peers) and independently using
Text types include: Informational text organization. appropriate text organization and
types include: descriptions or accounts growing understanding of register.
technical), recounts (e.g., biography, b) Write brief summaries of texts and b) Write increasingly concise b) Write clear and coherent summaries
memoir), information reports, experiences using complete sentences summaries of texts and experiences of texts and experiences using
explanations (e.g., causal, factorial), and key words (e.g., from notes or using complete sentences and key complete and concise sentences and
expositions (e.g., speeches, opinion graphic organizers). words (e.g., from notes or graphic key words (e.g., from notes or graphic
pieces, argument, debate), responses organizers). organizers).
11. Justifying/arguing 11. Justifying/arguing 11. Justifying/arguing
Literary text types include: stories a) Justify opinions by providing some a) Justify opinions or persuade others a) Justify opinions or persuade others
(e.g., historical fiction, myths, graphic textual evidence or relevant by providing relevant textual evidence by providing detailed and relevant
novels), poetry, drama, etc. background knowledge with or relevant background knowledge textual evidence or relevant
substantial support. with moderate support. background knowledge with light
Audiences include: support.
group (onetogroup) Whole b) Express attitude and opinions or b) Express attitude and opinions or b) Express attitude and opinions or
group (onetomany) temper statements with familiar temper statements with a variety of temper statements with nuanced
modal expressions (e.g., can, may). familiar modal expressions (e.g., modal expressions (e.g.,
possibly/likely, could/would). potentially/certainly/absolutely,
should/might).

Common Core State Standards for English 12. Selecting language resources a) 12. Selecting language resources 12. Selecting language resources a) Use
Language Arts: Use a select number of general a) Use a growing set of academic words an expanded set of general academic
9. SL.8.46; L.8.1,3 academic words (e.g., specific, (e.g., specific, contrast, significant, words (e.g., specific, contrast,
10. W.8.110; WHST.8.12,410; L.8.16 contrast) and domainspecific words function), domainspecific words (e.g., significant, function, adequate,
(e.g., scene, cell, fraction) to create scene, irony, suspense, analogy, cell analysis), domainspecific words (e.g.,
11. W.8.1,89; WHST.8.1,89; L.8.13,6
some precision while speaking and membrane, fraction), synonyms, and scene, irony, suspense, analogy, cell
12. W.8.45; WHST.8.45; SL.8.4,6;
writing. antonyms to create precision and membrane, fraction), synonyms,
L.8.1,3,56
shades of meaning while speaking and antonyms, and figurative language to
Purposes for using language include: writing. create precision and shades of meaning
Describing, entertaining, informing, while speaking and writing.
C. Productive (page 2 of 2)
explaining, persuading, negotiating, b) Use knowledge of morphology to b) Use knowledge of morphology to b) Use knowledge of morphology to
justifying, evaluating, etc. appropriately select affixes in basic appropriately select affixes in a appropriately select affixes in a variety
ways (e.g., She likes X. He walked to growing number of ways to manipulate of ways to manipulate language (e.g.,
Text types include: Informational text school.). language (e.g., She likes walking to changing destroy > destruction,
types include: descriptions or accounts school. Thats impossible.). probably > probability, reluctant >
(e.g., scientific, historical, economic, reluctantly).

Audiences include:
group (onetomany)

Part II: Learning About How English Works
Part II, strands 12 Corresponding Emerging Expanding Bridging

Common Core State Standards for English 1. Understanding text structure 1. Understanding text structure Apply 1. Understanding text structure
Language Arts: Apply understanding of how different understanding of the organizational Apply understanding of the
text types are organized to express features of different text types (e.g., organizational structure of different
California Common Core Standards: ideas (e.g., how narratives are how narratives are organized by an text types (e.g., how narratives are
1. RL.8.5; RI.8.5; RH.8.5; RST.8.5; organized sequentially) to event sequence that unfolds naturally organized by an event sequence that
W.8.15,10; WHST.8.12,45,10; SL.8.4 comprehending texts and to writing versus how arguments are organized unfolds naturally versus how
2. RI.8.5; RH.8.5; RST.8.5; W.8.15,10; brief arguments, informative/ around reasons and evidence) to arguments are organized around
WHST.8.12,45,10; L.8.1,36 explanatory texts and narratives. comprehending texts and to writing reasons and evidence) to
Purposes for using language include: increasingly clear and coherent comprehending texts and to writing
Describing, entertaining, informing, A. Structuring Cohesive Texts arguments, informative/explanatory clear and cohesive arguments,
interpreting, analyzing, recounting, texts and narratives. informative/explanatory texts and
explaining, persuading, negotiating, narratives.
justifying, evaluating, etc. 2. Understanding cohesion
2. Understanding cohesion a) Apply knowledge of familiar 2. Understanding cohesion
Text types include: Informational text a) Apply knowledge of familiar language resources for referring to a) Apply knowledge of familiar
types include: descriptions or accounts language resources for referring to make texts more cohesive (e.g., how language resources for referring to
(e.g., scientific, historical, economic, make texts more cohesive (e.g., how pronouns refer back to nouns in text, make texts more cohesive (e.g., how
technical), recounts (e.g., biography, pronouns refer back to nouns in text) how using synonyms helps avoid pronouns, synonyms, or
memoir), information reports, to comprehending and writing brief repetition) to comprehending and nominalizations are used to refer
explanations (e.g., causal, factorial), texts. writing texts with increasing cohesion. backward in a text) to comprehending
expositions (e.g., speeches, opinion texts and writing cohesive texts.
pieces, argument, debate), responses b) Apply growing understanding of how
(e.g., literary analysis), etc. b) Apply basic understanding of how ideas, events, or reasons are linked b) Apply increasing understanding of
ideas, events, or reasons are linked throughout a text using a variety of how ideas, events, or reasons are
Literary text types include: stories throughout a text using everyday connecting words or phrases (e.g., for linked throughout a text using an
(e.g., historical fiction, myths, graphic connecting words or phrases (e.g., at example, as a result, on the other hand) increasing variety of academic
novels), poetry, drama, etc. the end, next) to comprehending and to comprehending and writing texts connecting and transitional words or
writing brief texts. with increasing cohesion. phrases (e.g., for instance, in addition,
Audiences include: consequently) to comprehending and
Peers (onetoone) Small writing texts with increasing cohesion.
group (onetomany)


Common Core State Standards for English 3. Using verbs and verb phrases Use a 3. Using verbs and verb phrases Use a 3. Using verbs and verb phrases
Language Arts: variety of verbs in different tenses variety of verbs in different tenses Use a variety of verbs in different tenses
3. W.8.5; WHST.8.5; SL.8.6; L.8.1,36 (e.g., present, past, future) and aspects (e.g., present, past, future) and aspects (e.g., present, past, future), aspects
4. W.8.5; WHST.8.5; SL.8.6; L.8.1,36 (e.g., simple, progressive) appropriate (e.g., simple, progressive, perfect) (e.g., simple, progressive, perfect),
5. W.8.45; WHST.8.45; SL.8.6; L.8.1,36 for the text type and discipline (e.g., appropriate for the task, text type, and voices (active and passive), and moods
Purposes for using language include: simple past and past progressive for discipline (e.g., the present perfect to (e.g., declarative, interrogative,
Describing, entertaining, informing, recounting an experience) on familiar describe previously made claims or subjunctive) appropriate for the task,
interpreting, analyzing, recounting, topics. conclusions) on an increasing variety of text type, and discipline (e.g., the
topics. passive voice in simple past to describe
B. Expanding & Enriching Ideas
justifying, evaluating, etc. the methods of a scientific experiment)
on a variety of topics.
types include: descriptions or accounts 4. Using nouns and noun phrases 4. Using nouns and noun phrases 4. Using nouns and noun phrases
(e.g., scientific, historical, economic, Expand noun phrases in basic ways Expand noun phrases in a growing Expand noun phrases in an increasing
technical), recounts (e.g., biography, (e.g., adding a sensory adjective to a number of ways (e.g., adding variety of ways (e.g., embedding relative
memoir), information reports, noun) in order to enrich the meaning prepositional or adjective phrases) in or complement clauses) in order to
explanations (e.g., causal, factorial), of sentences and add details about order to enrich the meaning of enrich the meaning of sentences and
expositions (e.g., speeches, opinion ideas, people, things, etc. sentences and add details about ideas, add details about ideas, people, things,
pieces, argument, debate), responses people, things, etc. etc.
5. Modifying to add details Expand 5. Modifying to add details 5. Modifying to add details
Literary text types include: stories sentences with simple adverbials Expand sentences with adverbials (e.g., Expand sentences with increasingly
(e.g., historical fiction, myths, graphic (e.g., adverbs, adverb phrases, adverbs, adverb phrases, prepositional complex adverbials (e.g., adverbs,
novels), poetry, drama, etc. prepositional phrases) to provide phrases) to provide details (e.g., time, adverb phrases and clauses,
details (e.g., time, manner, place, manner, place, cause) about a familiar prepositional phrases) to provide details
Audiences include: cause) about a familiar activity or or new activity or process. (e.g., time, manner, place, cause) about a
Peers (onetoone) Small process. variety of familiar and new activities and
group (onetogroup) Whole processes.
group (onetomany)


Common Core State Standards for English 6. Connecting ideas 6. Connecting ideas 6. Connecting ideas
Language Arts: Combine clauses in a few basic ways Combine clauses in an increasing Combine clauses in a wide variety of ways
6. W.8.15; WHST.8.12,45; SL.8.4,6; to make connections between and variety of ways (e.g., creating (e.g., creating compound and complex
L.8.1,36 join ideas (e.g., creating compound compound and complex sentences) to sentences, and compound complex
7. W.8.15; WHST.8.12,45; SL.8.4,6; sentences using and, but, so; creating make connections between and join sentences) to make connections between
L.8.1,36 complex sentences using because). ideas, for example, to express a and join ideas, for example, to show the
reason (e.g., He stayed at home on relationship between multiple events or
Sunday to study for Mondays exam.) ideas (e.g., After eating lunch, the
or to make a concession (e.g., She students worked in groups while
C. Connecting & Condensing Ideas

studied all night even though she their teacher walked around the room.)
wasnt feeling well.). or to evaluate an argument (e.g., The
author claims X, although there is a lack
of evidence to support this claim.).
7. Condensing ideas 7. Condensing ideas 7. Condensing ideas
Condense ideas in simple ways (e.g., Condense ideas in an increasing Condense ideas in a variety of ways (e.g.,
by compounding verbs, adding variety of ways (e.g., through various through various types of embedded
prepositional phrases, or through types of embedded clauses and other clauses, ways of condensing, and
simple embedded clauses or other ways of condensing, as in, Organic nominalization as in, They destroyed the
ways of condensing as in, This is a vegetables are food. Theyre made rainforest. Lots of animals died. The
story about a girl. The girl changed without chemical fertilizers. Theyre destruction of the rainforest led to the
the world. This is a story about a made without chemical insecticides. death of many animals.) to create
girl who changed the world.) to create Organic vegetables are foods that precise and detailed sentences.
precise and detailed sentences. are made without chemical fertilizers
or insecticides.) to create precise and
detailed sentences.
Audiences include:
group (onetomany)

Part III: Using Foundational Literacy Skills
Foundational Literacy Skills: See Appendix A for information on teaching reading foundational skills to English learners of various profiles based on age, native
language, native language writing system, schooling experience, and literacy experience and proficiency. Some considerations are:
Literacy in an Alphabetic
Writing System Native language and literacy (e.g., phoneme awareness or print concept skills in native language) should be assessed for potential
Print concepts transference to English language and literacy.
Phonological awareness Similarities between native language and English should be highlighted (e.g., phonemes or letters that are the same in both
Phonics & word recognition languages).
Fluency Differences between native language and English should be highlighted (e.g., some phonemes in English may not exist in the
students native language; native language syntax may be different from English syntax).

California Department of Education English Language Development Standards For Grade 8

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

California Department of Education English Language Development Standards For Grade 8

Загружено:

Авторское право:

Доступные форматы

California Department of Education

English Language Development Standards for Grade 8

Section 1: Goal, Critical Principles, and Overview

Part I: Interacting in Meaningful Ways Corresponding Common Core State

Corresponding Common Core State

A. Structuring Cohesive Texts

1. Understanding text structure

6. Connecting ideas W.8.15; WHST.8.12,45;

California English Language Development Standards for Grade 8October 5, 2012 2

types include: descriptions or accounts

California English Language Development Standards for Grade 8October 5, 2012 3

problem/solution) based on close problem/solution) based on close problem/solution) based on close

California English Language Development Standards for Grade 8October 5, 2012 4

Literary text types include: stories

California English Language Development Standards for Grade 8October 5, 2012 5

California English Language Development Standards for Grade 8October 5, 2012 6

Literary text types include: stories

California English Language Development Standards for Grade 8October 5, 2012 7

Texts and Discourse in Context English Language Development Level Continuum

Part II, strands 12 Corresponding Emerging Expanding Bridging

California English Language Development Standards for Grade 8October 5, 2012 8

Texts and Discourse in Context English Language Development Level Continuum

California English Language Development Standards for Grade 8October 5, 2012 9

Texts and Discourse in Context English Language Development Level Continuum

interpreting, analyzing, recounting,

California English Language Development Standards for Grade 8October 5, 2012 10

California English Language Development Standards for Grade 8October 5, 2012 11

Вам также может понравиться