California 7th Grade Eld Standards

California Department of Education
English Language Development Standards for Grade 7
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.7.1,6; L.7.3,6
2. Interacting with others in written English in various communicative forms (print, communicative technology and multimedia) W.7.6; WHST.7.6; SL.7.2; L.7.3,6
3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges W.7.1; WHST.7.1; SL.7.1,4,6; L.7.3,6
4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) W.7.45; WHST.7.45; SL.7.6; L.7.1,3,6
B. Interpretive
5. Listening actively to spoken English in a range of social and academic contexts SL.7.1,3,6; L.7.1,3,6
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly RL.7.17,910; RI.7.110; RH.7.110;
through language RST.7.110; SL.7.2; L.7.1,3,6
7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, RL.7.45; RI.7.4,6,8; RH.7.46,8;
text type, purpose, audience, topic, and content area RST.7.46,8; SL.7.3; L.7.3,56
8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, RL.7.45; RI.7.45; RH.7.45; RST.7.45;
etc.) depending on modality, text type, purpose, audience, topic, and content area SL.7.3; L.7.3,56
C. Productive
9. Expressing information and ideas in formal oral presentations on academic topics SL.7.46; L.7.1,3
10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology W.7.110; WHST.7.12,410; L.7.16
11. Justifying own arguments and evaluating others arguments in writing W.7.1,89; WHST.7.1,89; L.7.13,6
12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas W.7.45; WHST.7.45; SL.7.4,6;
L.7.1,3,56
California English Language Development Standards for Grade 7October 5, 2012 1
Corresponding Common Core State

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

RL.7.5; RI.7.5; RH.7.5; RST.7.5;
1. Understanding text structure
W.7.15,10; WHST.7.12,45,10; SL.7.4
RI.7.5; RH.7.5; RST.7.5; W.7.15,10;
2. Understanding cohesion
WHST.7.12,45,10; L.7.1,36
B. Expanding & Enriching Ideas
3. Using verbs and verb phrases W.7.5; WHST.7.5; SL.7.6; L.7.1,36
4. Using nouns and noun phrases W.7.5; WHST.7.5; SL.7.6; L.7.1,36
5. Modifying to add details W.7.45; WHST.7.45; SL.7.6; L.7.1,36
C. Connecting & Condensing Ideas
W.7.15; WHST.7.12,45;
6. Connecting ideas
SL.7.4,6; L.7.1,36
W.7.15; WHST.7.12,45; SL.7.4,6;
7. Condensing ideas
L.7.1,36
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.7.1,6; L.7.3,6 and express ideas on familiar topics by discussions by following turntaking discussions by following turntaking
2. W.7.6; WHST.7.6; SL.7.2; L.7.3,6 asking and answering yesno and wh rules, asking relevant questions, rules, asking relevant questions,
3. W.7.1; WHST.7.1; SL.7.1,4,6; L.7.3,6 questions and responding using simple affirming others, adding relevant affirming others, adding relevant
4. W.7.45; WHST.7.45; SL.7.6; L.7.1,3,6 phrases. information, and paraphrasing key information and evidence,
ideas. paraphrasing key ideas, building on
Purposes for using language include:
responses, and providing useful
Describing, entertaining, informing,
feedback.
interpreting, analyzing, recounting,
explaining, persuading, negotiating,
2. Interacting via written English 2. Interacting via written English 2. Interacting via written English
justifying, evaluating, etc.
Engage in short written exchanges Engage in longer written exchanges Engage in extended written exchanges
with peers and collaborate on simple with peers and collaborate on more with peers and collaborate on complex
Text types include: Informational text
written texts on familiar topics, using detailed written texts on a variety of written texts on a variety of topics,
A. Collaborative
types include: descriptions or accounts

technology when appropriate. topics, using technology when using technology when appropriate.
(e.g., scientific, historical, economic,
appropriate.
technical), recounts (e.g., biography,
memoir), information reports,
3. Supporting opinions and 3. Supporting opinions and 3. Supporting opinions and
explanations (e.g., causal, factorial),
persuading others persuading others persuading others
expositions (e.g., speeches, opinion
Negotiate with or persuade others in Negotiate with or persuade others in Negotiate with or persuade others in
pieces, argument, debate), responses
conversations (e.g., to gain and hold conversations (e.g., to provide counter conversations using appropriate
(e.g., literary analysis), etc.
the floor or ask for clarification) using arguments) using learned phrases (I register (e.g., to acknowledge new
learned phrases (e.g., I think. . . , agree with X, but . . ), and open information) using a variety of learned
Literary text types include: stories
Would you please repeat that?) and responses. phrases, indirect reported speech
(e.g., historical fiction, myths, graphic
open responses. (e.g., I heard you say X, and I havent
novels), poetry, drama, etc.
thought about that before), 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
teacher). on a writing assignment), purpose,
task, 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.7.1,3,6; L.7.1,3,6 presentation activities by asking and presentation activities by asking and presentation activities by asking and
6. RL.7.17,910; RI.7.110; RH.7.110; answering basic questions with answering detailed questions with answering detailed questions with
RST.7.110; SL.7.2; L.7.1,3,6 prompting and substantial support. occasional prompting and moderate minimal prompting and support.
7. RL.7.45; RI.7.4,6,8; RH.7.46,8; support.
RST.7.46,8; SL.7.3; L.7.3,56
8. RL.7.45; RI.7.45; RH.7.45; RST.7.45; 6. Reading/viewing closely 6. Reading/viewing closely 6. Reading/viewing closely
SL.7.3; L.7.3,56 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 gradelevel texts reading of a variety of gradelevel texts
appropriate texts and viewing of and viewing of multimedia with and viewing of multimedia with light
multimedia with substantial support. 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 of grade drawn based on close reading of grade
gradeappropriate texts and viewing of appropriate texts and viewing of level texts and viewing of multimedia
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, reference materials, and context, reference materials, and visual context, reference materials, and visual
visual cues to determine the meaning cues to determine the meaning of cues to determine the meaning,
of unknown and multiplemeaning unknown and multiplemeaning words including figurative and connotative
words on familiar topics. on familiar and new topics. meanings, of unknown and multiple
meaning words on a variety of new
Audiences include:
topics.
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.7.1,3,6; L.7.1,3,6 use language to support ideas and use specific language to present ideas use specific language resources to
6. RL.7.17,910; RI.7.110; RH.7.110; arguments with detailed evidence of support arguments and provide present ideas or support arguments
RST.7.110; SL.7.2; L.7.1,3,6 (e.g., identifying the precise detailed evidence (e.g., showing the and provide detailed evidence (e.g.,
7. RL.7.45; RI.7.4,6,8; RH.7.46,8; vocabulary used to present evidence, clarity of the phrasing used to present identifying the specific language used
RST.7.46,8; SL.7.3; L.7.3,56 or the phrasing used to signal a shift in an argument) when provided with to present ideas and claims that are
8. RL.7.45; RI.7.45; RH.7.45; RST.7.45; meaning) when provided with moderate support. well supported and distinguishing them
SL.7.3; L.7.3,56 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
how phrasing or different common Explain how phrasing, different words Explain how phrasing, different words
words with similar meaning (e.g., with similar meaning (e.g., describing a with similar meaning (e.g., refined
choosing to use the word polite versus character as diplomatic versus respectfulpolitediplomatic), or
good) produce different effects on the respectful) or figurative language (e.g., figurative language (e.g., The wind
audience. The wind whispered through the night.) whispered through the night.) produce
produce shades of meaning and shades of meaning, nuances, and
different effects on the audience. different effects on the 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.7.46; L.7.1,3 presentations on familiar topics. presentations on a variety of topics, presentations on a variety of topics in
10. W.7.110; WHST.7.12,410; L.7.16 using details and evidence to support a variety of disciplines, using reasoning
11. W.7.1,89; WHST.7.1,89; L.7.13,6 ideas. and evidence to support ideas, as well
12. W.7.45; WHST.7.45; SL.7.4,6; as growing understanding of register.
L.7.1,3,56
10. Writing 10. Writing 10. Writing
a) Write short literary and a) Write longer literary and a) Write longer and more detailed
informational texts (e.g., an argument informational texts (e.g., an argument literary and informational texts (e.g.,
for wearing school uniforms) for wearing school uniforms) an argument for wearing school
collaboratively (e.g., with peers) and collaboratively (e.g., with peers) and uniforms) collaboratively (e.g., with
C. Productive (page 1 of 2)
independently. independently using appropriate text peers) and independently using

organization. appropriate text organization and
growing understanding of register.
b) Write brief summaries of texts and b) Write increasingly concise summaries b) Write clear and coherent summaries
experiences using complete sentences of texts and experiences using complete of texts and experiences using
and key words (e.g., from notes or sentences and key words (e.g., from complete and concise sentences and
graphic organizers). notes or graphic organizers). key words (e.g., from notes or graphic
organizers).
11. Justifying/arguing 11. Justifying/arguing 11. Justifying/arguing
a) Justify opinions by providing some a) Justify opinions or persuade others by a) Justify opinions or persuade others
textual evidence or relevant providing relevant textual evidence or by providing detailed and relevant
background knowledge with relevant background knowledge with textual evidence or relevant
substantial support. moderate support. background knowledge with light
support.
Audiences include:
b) Express attitude and opinions or b) Express attitude and opinions or b) Express attitude and opinions or
temper statements with familiar temper statements with a variety of temper statements with nuanced
group (onetomany)
modal expressions (e.g., can, may). familiar modal expressions (e.g., modal expressions (e.g.,
possibly/likely, could/would/should). possibly/potentially/absolutely,
should/might).


Common Core State Standards for English 12. Selecting language resources 12. Selecting language resources 12. Selecting language resources a)
Language Arts: a) Use a select number of general a) Use a growing set of academic words Use an expanded set of general
9. SL.7.46; L.7.1,3 academic words (e.g., cycle, (e.g., cycle, alternative, indicate, academic words (e.g., cycle,
10. W.7.110; WHST.7.12,410; L.7.16 alternative) and domainspecific words process), domainspecific words (e.g., alternative, indicate, process,
11. W.7.1,89; WHST.7.1,89; L.7.13,6 (e.g., scene, chapter, paragraph, cell) scene, soliloquy, sonnet, friction, emphasize, illustrate), domainspecific
12. W.7.45; WHST.7.45; SL.7.4,6; to create some precision while monarchy, fraction), synonyms, and words (e.g., scene, soliloquy, sonnet,
L.7.1,3,56 speaking and writing. antonyms to create precision and friction, monarchy, fraction),
shades of meaning while speaking and synonyms, antonyms, and figurative
writing. language to create precision and
shades of meaning while speaking and
C. Productive (page 2 of 2)
writing.
b) Use knowledge of morphology to b) Use knowledge of morphology to b) Use knowledge of morphology to
appropriately select affixes in basic appropriately select affixes in a growing appropriately select affixes in a variety
ways (e.g., She likes X. He walked to number of ways to manipulate language of ways to manipulate language (e.g.,
school.). (e.g., She likes walking to school. Thats changing destroy > destruction,
impossible.). probably > probability, reluctant >
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
1. RL.7.5; RI.7.5; RH.7.5; RST.7.5; text types are organized to express features of different text types (e.g., organizational structure of different
W.7.15,10; WHST.7.12,45,10; SL.7.4 ideas (e.g., how narratives are how narratives are organized by an text types (e.g., how narratives are
2. RI.7.5; RH.7.5; RST.7.5; W.7.15,10; organized sequentially) to event sequence that organized by an event sequence that
WHST.7.12,45,10; L.7.1,36 comprehending texts and to writing unfolds naturally versus how arguments unfolds naturally versus how
brief arguments, informative/ are organized around reasons and arguments are organized around
Purposes for using language include: explanatory texts and narratives. evidence) to comprehending texts and reasons and evidence) to
Describing, entertaining, informing, to writing increasingly clear and comprehending texts and to writing
interpreting, analyzing, recounting, coherent arguments, clear and cohesive arguments,
A. Structuring Cohesive Texts
explaining, persuading, negotiating, informative/explanatory texts and informative/explanatory texts and

justifying, evaluating, etc. narratives. narratives.
Text types include: Informational text 2. Understanding cohesion 2. Understanding cohesion 2. Understanding cohesion
types include: descriptions or accounts a) Apply knowledge of familiar a) Apply knowledge of familiar language a) Apply knowledge of familiar
(e.g., scientific, historical, economic, language resources for referring to resources for referring to make texts language resources for referring to
technical), recounts (e.g., biography, make texts more cohesive (e.g., how more cohesive (e.g., how pronouns make texts more cohesive (e.g., how
memoir), information reports, pronouns refer back to nouns in text) refer back to nouns in text, how using pronouns, synonyms, or
explanations (e.g., causal, factorial), to comprehending texts and writing synonyms helps avoid repetition) to nominalizations are used to refer
expositions (e.g., speeches, opinion brief texts. comprehending texts and writing texts backward in a text) to comprehending
pieces, argument, debate), responses with increasing cohesion. texts and writing cohesive texts.
b) Apply basic understanding of how b) Apply growing understanding of how b) Apply increasing understanding of
Literary text types include: stories ideas, events, or reasons are linked ideas, events, or reasons are linked how ideas, events, or reasons are
(e.g., historical fiction, myths, graphic throughout a text using everyday throughout a text using a variety of linked throughout a text using an
novels), poetry, drama, etc. connecting words or phrases (e.g., at connecting words or phrases (e.g., for increasing variety of academic
the end, next) to comprehending texts example, as a result, on the other hand) connecting and transitional words or
Audiences include: and writing brief texts. to comprehending texts and writing phrases (e.g., for instance, in addition,
Peers (onetoone) Small texts with increasing cohesion. consequently) to comprehending texts
group (onetogroup) Whole and writing texts with increasing
group (onetomany) cohesion.


Common Core State Standards for English 3. Using verbs and verb phrases Use a 3. Using verbs and verb phrases 3. Using verbs and verb phrases Use a
Language Arts: variety of verbs in different tenses Use a variety of verbs in different tenses variety of verbs in different tenses (e.g.,
3. W.7.5; WHST.7.5; SL.7.6; L.7.1,36 (e.g., present, past, future), and aspects (e.g., present, past, future), and aspects present, past, future), and aspects (e.g.,
4. W.7.5; WHST.7.5; SL.7.6; L.7.1,36 (e.g., simple, progressive) appropriate (e.g., simple, progressive, perfect) simple, progressive, perfect)
5. W.7.45; WHST.7.45; SL.7.6; L.7.1,36 for the text type and discipline (e.g., appropriate for the task, text type, and appropriate for the task, text type, and
simple past and past progressive for discipline (e.g., simple present for discipline (e.g., the present perfect to
recounting an experience) on familiar literary analysis) on an increasing describe previously made claims or
topics. variety of topics. conclusions) on a variety of topics.
B. Expanding & Enriching Ideas

4. Using nouns and noun phrases
4. Using nouns and noun phrases 4. Using nouns and noun phrases Expand noun phrases in an increasing
Expand noun phrases in basic ways Expand noun phrases in a growing variety of ways (e.g., more complex
(e.g., adding a sensory adjective to a number of ways (e.g., adding adjectives clause embedding) in order to enrich
noun) in order to enrich the meaning to nouns or simple clause embedding) the meaning of sentences and add
of sentences and add details about in order to enrich the meaning of details about ideas, people, and
ideas, people, and things. sentences and add details about ideas, things.
people, and things.
5. Modifying to add details
5. Modifying to add details Expand 5. Modifying to add details Expand sentences with a variety of
sentences with simple adverbials Expand sentences with adverbials (e.g., adverbials (e.g., adverbs, adverb
(e.g., adverbs, adverb phrases, adverbs, adverb phrases, prepositional phrases and clauses, prepositional
prepositional phrases) to provide phrases) to provide details (e.g., time, phrases) to provide details (e.g., time,
details (e.g., time, manner, place, manner, place, cause) about a familiar manner, place, cause) about a variety
cause) about a familiar activity or or new activity or process. of familiar and new activities and
process. processes.
Audiences include:
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
6. W.7.15; WHST.7.12,45; SL.7.4,6; to make connections between and join variety of ways (e.g., creating ways (e.g., creating compound,
L.7.1,36 ideas (e.g., creating compound compound and complex sentences) to complex, and compoundcomplex
7. W.7.15; WHST.7.12,45; SL.7.4,6; sentences using and, but, so; creating make connections between and join sentences) to make connections
L.7.1,36 complex sentences using because). ideas, for example, to express a reason between and join ideas, for example,
(e.g., He stayed at home on Sunday in to show the relationship between
order to study for Mondays exam) or to multiple events or ideas (e.g., After
make a concession (e.g., She studied all eating lunch, the students worked in
C. Connecting & Condensing Ideas

night even though she wasnt feeling groups while their teacher walked
well). around the room.) 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 variety Condense ideas in a variety of ways
by compounding verbs, adding of ways (e.g., through various types of (e.g., through various types of
prepositional phrases, or through embedded clauses and other ways of embedded clauses, ways of
simple embedded clauses or other condensing, as in, Organic vegetables condensing, and nominalization as in,
ways of condensing as in, This is a are food. Theyre made without They destroyed the rainforest. Lots of
story about a girl. The girl changed the chemical fertilizers. Theyre made animals died. The destruction of the
world. This is a story about a girl without chemical insecticides. rainforest led to the death of many
who changed the world.) to create Organic vegetables are foods that are animals.) to create precise and
precise and detailed sentences. made without chemical fertilizers or detailed sentences.
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).

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California 7th Grade Eld Standards

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California Department of Education

English Language Development Standards for Grade 7

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

California English Language Development Standards for Grade 7October 5, 2012 2

types include: descriptions or accounts

California English Language Development Standards for Grade 7October 5, 2012 3

Part I, strands 58 Corresponding Common Emerging Expanding Bridging

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

California English Language Development Standards for Grade 7October 5, 2012 4

Part I, strands 58 Corresponding Common Emerging Expanding Bridging

Literary text types include: stories

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

Part I, strands 912 Corresponding Emerging Expanding Bridging

independently. independently using appropriate text peers) and independently using

California English Language Development Standards for Grade 7October 5, 2012 6

Texts and Discourse in Context English Language Development Level Continuum

Part I, strands 912 Corresponding Emerging Expanding Bridging

Literary text types include: stories

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

Part II, strands 12 Corresponding Emerging Expanding Bridging

explaining, persuading, negotiating, informative/explanatory texts and informative/explanatory texts and

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

Part II, strands 35 Corresponding Emerging Expanding Bridging

explaining, persuading, negotiating,

California English Language Development Standards for Grade 7October 5, 2012 9

Texts and Discourse in Context English Language Development Level Continuum

Part II, strands 67 Corresponding Emerging Expanding Bridging

interpreting, analyzing, recounting,

California English Language Development Standards for Grade 7October 5, 2012 10

California English Language Development Standards for Grade 7October 5, 2012 11

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