California English Language Development Standards for Kindergarten

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Kindergarten, ©2013

To the

California English Language Development Standards

for

Kindergarten

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California English Language Development Standards. Correlation page references are to the Student Edition and Teacher Edition.

Lessons in the annotated Pearson Language Central Teacher Edition contain the facsimile Student Edition. Throughout the Teacher Edition, references provide lesson alignments at point of use to SIOP®, AIMSweb®, A+Rise®, and SELP2 (Stanford English Language Proficiency Test).

Pearson Language Central is an English Language Development program that offers a variety of opportunities for English learners to produce, understand, and learn English. The program provides connections to the skills and content students are learning in English Language Arts. These connections include academic vocabulary, nonfiction passages, oral language, comprehension, grammar, and writing.

Language Central is aligned with and can be used with Scott Foresman Reading Street or Calle de la Lectura Scott Foresman.

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Part I: Interacting in Meaningful Ways ... 4 Part II: Learning About How English Works ... 17 Part III: Using Foundational Literacy Skills... 23

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Kindergarten

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 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 cross-mode language processes (structuring cohesive texts, expanding and enriching ideas, and connecting and condensing ideas) using various linguistic resources.

Part I: Interacting in Meaningful Ways A. Collaborative

1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics

CCSS: SL.K.1,6; L.K.1, 6 Emerging

1. Exchanging information and ideas Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and simple phrases.

TE only: Concept Talk, 11, 17, 23, 29, 35, 41, 49, 55, 61, 67, 73, 79, 87, 93, 99, 105, 111, 117, 125, 131, 137, 143, 149, 155, 163, 169, 175, 181, 187, 193, 201, 207, 213, 219, 225, 231

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Expanding

1. Exchanging information and ideas Contribute to class, group, and partner discussions by listening attentively,

following turn-taking rules, and asking and answering questions.

TE only: Table Talk, 9,10, 11, 12, 13, 15, 16, 17, 18, 19, 21, 22, 23, 24, 25, 27, 28, 29, 30, 31, 33, 34, 35, 36, 37, 39, 40, 41, 42, 43, 47, 48, 49, 50, 51, 53, 54, 55, 56, 57, 59, 60, 61, 62, 63, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 85, 86, 87, 88, 89, 91, 92, 93, 94, 95, 97, 98, 99, 100, 101, 103, 104, 105, 106, 107, 109, 110, 111, 112, 113, 115, 116, 117, 118, 119, 123, 124, 125, 126, 127, 129, 130, 131, 132, 133, 135, 136, 137, 138, 139, 141, 142, 143, 144, 145, 147, 148, 149,1 50, 151, 153, 154, 155, 156, 157, 161, 162, 163, 164, 165, 167, 168, 169, 170, 171, 173, 174, 175, 176, 177, 179, 180, 181, 182, 183, 185, 186, 188, 190 191, 192, 193, 194, 195, 199, 200, 201, 202, 203, 205, 206, 207, 208, 209, 211, 212, 213, 214, 215, 217, 218, 219, 220, 221, 223, 224, 225, 226, 227, 229, 230, 231, 232, 233

Bridging

1. Exchanging information and ideas Contribute to class, group, and partner discussions by listening attentively,

following turn-taking rules, and asking and answering questions.

TE only: Table Talk, 9,10, 11, 12, 13, 15, 16, 17, 18, 19, 21, 22, 23, 24, 25, 27, 28, 29, 30, 31, 33, 34, 35, 36, 37, 39, 40, 41, 42, 43, 47, 48, 49, 50, 51, 53, 54, 55, 56, 57, 59, 60, 61, 62, 63, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 85, 86, 87, 88, 89, 91, 92, 93, 94, 95, 97, 98, 99, 100, 101, 103, 104, 105, 106, 107, 109, 110, 111, 112, 113, 115, 116, 117, 118, 119, 123, 124, 125, 126, 127, 129, 130, 131, 132, 133, 135, 136, 137, 138, 139, 141, 142, 143, 144, 145, 147, 148, 149,1 50, 151, 153, 154, 155, 156, 157, 161, 162, 163, 164, 165, 167, 168, 169, 170, 171, 173, 174, 175, 176, 177, 179, 180, 181, 182, 183, 185, 186, 188, 190 191, 192, 193, 194, 195, 199, 200, 201, 202, 203, 205, 206, 207, 208, 209, 211, 212, 213, 214, 215, 217, 218, 219, 220, 221, 223, 224, 225, 226, 227, 229, 230, 231, 232, 233

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2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia

CCSS: W.K.6; L.K.1, 6 Emerging

2. Interacting via written English Collaborate with the teacher and peers on joint composing projects of short

informational and literary texts that include minimal writing (labeling with a few words), using technology where appropriate for publishing, graphics, etc.

Students have opportunities to write with the following activities:

TE only: Cloze Sentences, 11, 67, 155;

Sentence Frame, 15, 16, 109, 183, 212

Expanding

2. Interacting via written English Collaborate with the teacher and peers on joint composing projects of informational and literary texts that include some writing (e.g., short sentences), using technology where appropriate for publishing, graphics, etc.

TE only: Produce Language: Write a Sentence, 10, 11, 22, 28, 40, 48, 54, 60, 66, 72, 78, 86, 98, 104, 110, 116, 124, 130, 142, 148, 154, 162, 168, 174, 180, 186, 192, 200, 206, 211, 212, 218, 230 Bridging

2. Interacting via written English Collaborate with the teacher and peers on joint composing projects of informational and literary texts that include a greater amount of writing (e.g., a very short story), using technology where appropriate for publishing, graphics, etc.

TE only: Produce Language: Write a Sentence, 10, 11, 22, 28, 40, 48, 54, 60, 66, 72, 78, 86, 98, 104, 110, 116, 124, 130, 142, 148, 154, 162, 168, 174, 180, 186, 192, 200, 206, 211, 212, 218, 230

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3. Offering and supporting opinions and negotiating with others in communicative exchanges

CCSS: SL.K.1, 6; L.K.1, 6 Emerging

3. Offering opinions

Offer opinions and ideas in conversations using a small set of learned phrases (e.g., I think X.), as well as open responses.

SE/TE: Concept Talk, 11, 17, 23, 29, 35, 41, 49, 55, 61, 67, 73, 79, 87, 93, 99, 105, 111, 117, 125, 131, 137, 143, 149, 155, 163, 169, 175, 181, 187, 193, 201, 207, 213, 219, 225, 231

TE only: Table Talk: 8d, 14d, 20d, 26d, 32d, 38d, 46d, 52d, 58d, 64d, 70d, 76d, 84d, 90d, 96d, 102d, 108d, 114d, 122d, 128d, 134d, 140d, 146d, 152d, 160d, 166d, 172d, 178d, 184d, 190d, 198d, 204d, 210d, 216d, 222d, 228d

Expanding

Offer opinions in conversations using an expanded set of learned phrases (e.g., I think/don’t think X. I agree with X.), as well as open responses, in order to gain and/or hold the floor.

SE/TE: Concept Talk: Review the Weekly Question, 13, 19, 25, 31, 37, 43, 51, 57, 63, 69, 75, 81, 89, 95, 101, 107, 113, 119, 127, 133, 139, 145, 151, 157, 165, 171, 177, 183, 189, 195, 203, 209, 215, 221, 227, 233

Bridging

Offer opinions in conversations using an expanded set of learned phrases (e.g., I think/don’t think X. I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor or add

information to an idea.

SE/TE: Concept Talk: Review the Weekly Question, 13, 19, 25, 31, 37, 43, 51, 57, 63, 69, 75, 81, 89, 95, 101, 107, 113, 119, 127, 133, 139, 145, 151, 157, 165, 171, 177, 183, 189, 195, 203, 209, 215, 221, 227, 233

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4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)

CCSS: N/A at Kindergarten Emerging

4. Adapting language choices No standard for kindergarten.

There are no California ELD Standards for this objective at this grade level

Expanding

4. Adapting language choices

No standard for kindergarten. There are no California ELD Standards for this objective at this grade level

Bridging

4. Adapting language choices

No standard for kindergarten. There are no California ELD Standards for this objective at this grade level

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B. Interpretive

5. Listening actively to spoken English in a range of social and academic contexts CCSS: SL.K.1-3

Emerging

5. Listening actively

Demonstrate active listening to read-alouds and oral presentations by asking and

answering yes-no and wh- questions with oral sentence frames and substantial prompting and support.

SE/TE: Concept Work, 9, 15, 21, 27, 33, 39, 47, 53, 59, 65, 71, 77, 85, 91, 97, 99, 103, 109, 115, 123, 129, 135, 141, 147, 153, 161, 167, 173, 179, 185, 191, 199, 205, 211, 217, 223, 229, 231

TE only: See the Leveled Support

Instructional notes for Beginning: 9, 15, 21, 27, 33, 39, 47, 53, 59, 65, 71, 77, 85, 91, 97, 99, 103, 109, 115, 123, 129, 135, 141, 147, 153, 161, 167, 173, 179, 185, 191, 199, 205, 211, 217, 223, 229, 231 Expanding

answering questions with oral sentence frames and occasional prompting and support.

TE only: See the Leveled Support

Instructional notes for Early Intermediate/

Intermediate: 9, 15, 21, 27, 33, 39, 47, 53, 59, 65, 71, 77, 85, 91, 97, 99, 103, 109, 115, 123, 129, 135, 141, 147, 153, 161, 167, 173, 179, 185, 191, 199, 205, 211, 217, 223, 229, 231

Bridging

answering detailed questions with minimal prompting and light support.

TE only: See the Leveled Support Instructional notes for Early Advance/

Advanced: 9, 15, 21, 27, 33, 39, 47, 53, 59, 65, 71, 77, 85, 91, 97, 99, 103, 109, 115, 123, 129, 135, 141, 147, 153, 161, 167, 173, 179, 185, 191, 199, 205, 211, 217, 223, 229, 231

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6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

CCSS: RL.K.1-7, 9, 10; RI.K.1-7, 9-10; SL.K.2-3; L.K.4, 6 Emerging

6. Reading/viewing closely

Describe ideas, phenomena (e.g., parts of a plant), and text elements (e.g., characters) based on understanding of a select set of grade-level texts and viewing of multimedia with substantial support.

SE/TE: Concept Work, 9, 15, 21, 27, 33, 39, 47, 53, 59, 65, 71, 77, 85, 91, 97, 99, 103, 109, 115, 123, 129, 135, 141, 147, 153, 161, 167, 173, 179, 185, 191, 199, 205, 211, 217, 223, 229; Concept Talk, 11, 17, 23, 29, 35, 41, 49, 55, 61, 67, 73, 79, 87, 93, 99, 105, 111, 117, 125, 131, 137, 143, 149, 155, 163, 169, 175, 181, 187, 193, 201, 207, 213, 219, 225, 231 Expanding

Describe ideas, phenomena (e.g., how butterflies eat), and text elements (e.g., setting, characters) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia with

moderate support.

SE/TE: Concept Work, 9, 15, 21, 27, 33, 39, 47, 53, 59, 65, 71, 77, 85, 91, 97, 99, 103, 109, 115, 123, 129, 135, 141, 147, 153, 161, 167, 173, 179, 185, 191, 199, 205, 211, 217, 223, 229; Concept Talk, 11, 17, 23, 29, 35, 41, 49, 55, 61, 67, 73, 79, 87, 93, 99, 105, 111, 117, 125, 131, 137, 143, 149, 155, 163, 169, 175, 181, 187, 193, 201, 207, 213, 219, 225, 231 TE only: Table Talk: 8d, 14d, 20d, 26d, 32d, 38d, 46d, 52d, 58d, 64d, 70d, 76d, 84d, 90d, 96d, 102d, 108d, 114d, 122d, 128d, 134d, 140d, 146d, 152d, 160d, 166d, 172d, 178d, 184d, 190d, 198d, 204d, 210d, 216d, 222d, 228d

Bridging

Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., major events, characters, setting) using key details based on understanding of a variety of grade-level texts and viewing of multimedia with light support.

SE/TE: Concept Work, 9, 15, 21, 27, 33, 39, 47, 53, 59, 65, 71, 77, 85, 91, 97, 99, 103, 109, 115, 123, 129, 135, 141, 147, 153, 161, 167, 173, 179, 185, 191, 199, 205, 211, 217, 223, 229; Concept Talk, 11, 17, 23, 29, 35, 41, 49, 55, 61, 67, 73, 79, 87, 93, 99, 105, 111, 117, 125, 131, 137, 143, 149, 155, 163, 169, 175, 181, 187, 193, 201, 207, 213, 219, 225, 231 TE only: Table Talk: 8d, 14d, 20d, 26d, 32d, 38d, 46d, 52d, 58d, 64d, 70d, 76d, 84d, 90d, 96d, 102d, 108d, 114d, 122d, 128d, 134d, 140d, 146d, 152d, 160d, 166d, 172d, 178d, 184d, 190d, 198d, 204d, 210d, 216d, 222d, 228d

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7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area

CCSS: RL.K.3-4, 6; RI.K.2, 6, 8; L.K.4-6 Emerging

7. Evaluating language choices Describe the language an author uses to present an idea (e.g., the words and phrases used when a character is

introduced) with prompting and substantial support.

Opportunities to address this standard may be found with the following activities:

TE only: Concept Work, 9, 15, 21, 27, 33, 39, 47, 53, 59, 71, 77, 85, 91, 97, 103, 109, 115, 123, 129, 135, 141, 147, 153, 161, 167, 173, 179, 185, 191, 199, 205, 211, 217, 223, 229

Expanding

7. Evaluating language choices Describe the language an author uses to present an idea (e.g., the adjectives used to describe a character) with prompting and moderate support.

TE only: Concept Talk: 8, 14, 20, 26, 32, 38, 46, 52, 58, 64, 70, 76, 84, 90, 96, 102, 108, 114, 122, 128, 134, 140, 146, 152, 160, 166, 172, 178, 184, 190, 198, 204, 210, 216, 222, 228; Concept Work, 9, 15, 21, 27, 33, 39, 47, 53, 59, 71, 77, 85, 91, 97, 103, 109, 115, 123, 129, 135, 141, 147, 153, 161, 167, 173, 179, 185, 191, 199, 205, 211, 217, 223, 229

Bridging

7. Evaluating language choices Describe the language an author uses to present or support an idea (e.g., the vocabulary used to describe people and places) with prompting and light support.

TE only: Concept Talk: 8, 14, 20, 26, 32, 38, 46, 52, 58, 64, 70, 76, 84, 90, 96, 102, 108, 114, 122, 128, 134, 140, 146, 152, 160, 166, 172, 178, 184, 190, 198, 204, 210, 216, 222, 228; Concept Work, 9, 15, 21, 27, 33, 39, 47, 53, 59, 71, 77, 85, 91, 97, 103, 109, 115, 123, 129, 135, 141, 147, 153, 161, 167, 173, 179, 185, 191, 199, 205, 211, 217, 223, 229

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8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area

CCSS: RL.K.4-5; RI.K.4; L.K.4-6 Emerging

8. Analyzing language choices Distinguish how two different frequently used words (e.g., describing an action with the verb walk versus run) produce a

different effect.

SE/TE: Vocabulary, 8, 14, 20, 26, 32, 38, 46, 52, 58, 64, 70, 76, 84, 90, 96, 102, 108, 114, 122, 128, 134, 140, 146, 152, 160, 166, 172, 178, 184, 190, 198, 204, 210, 216, 222, 228

TE only: Leveled Support: Beginning, 9, 15, 21, 27, 33, 39, 47, 53, 59, 65, 71, 77, 85, 91, 97, 99, 103, 109, 115, 123, 129, 135, 141, 147, 153, 161, 167, 173, 179, 185, 191, 199, 205, 211, 217, 223, 229 Expanding

8. Analyzing language choices Distinguish how two different words with similar meaning (e.g., describing an action as walk versus march) produce shades of meaning and a different effect.

SE/TE: Vocabulary, 8, 14, 20, 26, 32, 38, 46, 52, 58, 64, 70, 76, 84, 90, 96, 102, 108, 114, 122, 128, 134, 140, 146, 152, 160, 166, 172, 178, 184, 190, 198, 204, 210, 216, 222, 228

TE only: Leveled Support: Early

Intermediate/ Intermediate, 9, 15, 21, 27, 33, 39, 47, 53, 59, 65, 71, 77, 85, 91, 97, 99, 103, 109, 115, 123, 129, 135, 141, 147, 153, 161, 167, 173, 179, 185, 191, 199, 205, 211, 217, 223, 229

Bridging

8. Analyzing language choices Distinguish how multiple different words with similar meaning (e.g., walk, march, strut, prance) produce shades of meaning and a different effect.

SE/TE: Vocabulary, 8, 14, 20, 26, 32, 38, 46, 52, 58, 64, 70, 76, 84, 90, 96, 102, 108, 114, 122, 128, 134, 140, 146, 152, 160, 166, 172, 178, 184, 190, 198, 204, 210, 216, 222, 228

TE only: Leveled Support: Early Advanced/

Advanced, 9, 15, 21, 27, 33, 39, 47, 53, 59, 65, 71, 77, 85, 91, 97, 99, 103, 109, 115, 123, 129, 135, 141, 147, 153, 161, 167, 173, 179, 185, 191, 199, 205, 211, 217, 223, 229

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C. Productive

9. Expressing information and ideas in formal oral presentations on academic topics CCSS: SL.K.4-6; L.K.1, 6

Emerging 9. Presenting

Plan and deliver very brief oral presentations (e.g., show and tell, describing a picture).

TE only: Concept Talk, 8, 10–13, 14, 16–

19, 20, 22–25, 26, 28–31, 32, 34–37, 38, 40–43, 46, 48–51, 52, 54–57, 58, 60–63, 64, 66–69, 70, 72–75, 76, 78–81, 84, 86–

89, 90, 92–95, 96, 98–101, 102, 104–107, 108, 110–113, 114, 116–119, 122, 124–

127, 128, 130–133, 134, 136–139, 140, 142–145, 146, 148–151, 152, 154–157, 160, 162–165, 166, 168–172, 174–177, 178, 180–183, 184, 186–189, 190, 192–

195, 198, 200– 203, 204, 206–209, 210, 212–215, 216, 218–221, 222, 224–227, 228, 230–233

Expanding 9. Presenting

Plan and deliver brief oral presentations on a variety of topics (e.g., show and tell, author’s chair, recounting an experience, describing an animal).

19, 20, 22–25, 26, 28–31, 32, 34–37, 38, 40–43, 46, 48–51, 52, 54–57, 58, 60–63, 64, 66–69, 70, 72–75, 76, 78–81, 84, 86–

89, 90, 92–95, 96, 98–101, 102, 104–107, 108, 110–113, 114, 116–119, 122, 124–

127, 128, 130–133, 134, 136–139, 140, 142–145, 146, 148–151, 152, 154–157, 160, 162–165, 166, 168–172, 174–177, 178, 180–183, 184, 186–189, 190, 192–

195, 198, 200– 203, 204, 206–209, 210, 212–215, 216, 218–221, 222, 224–227, 228, 230–233

Bridging 9. Presenting

Plan and deliver longer oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, describing a science experiment).

19, 20, 22–25, 26, 28–31, 32, 34–37, 38, 40–43, 46, 48–51, 52, 54–57, 58, 60–63, 64, 66–69, 70, 72–75, 76, 78–81, 84, 86–

89, 90, 92–95, 96, 98–101, 102, 104–107, 108, 110–113, 114, 116–119, 122, 124–

127, 128, 130–133, 134, 136–139, 140, 142–145, 146, 148–151, 152, 154–157, 160, 162–165, 166, 168–172, 174–177, 178, 180–183, 184, 186–189, 190, 192–

195, 198, 200– 203, 204, 206–209, 210,

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10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

CCSS: W.K.1-3, 5-8; L.K.1-2, 6 Emerging

10. Composing/Writing

Draw, dictate, and write to compose very short literary texts (e.g., story) and

informational texts (e.g., a description of a dog), using familiar vocabulary

collaboratively in shared language activities with an adult (e.g., joint construction of texts), with peers, and sometimes independently.

Sentence Frame, 15, 16, 109, 183, 212

Expanding

Draw, dictate, and write to compose short literary texts (e.g., story) and informational texts (e.g., a description of dogs),

collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence.

Bridging

Draw, dictate, and write to compose longer literary texts (e.g., story) and informational texts (e.g., an information report on dogs), collaboratively with an adult (e.g., joint construction of texts), with peers, and independently using appropriate text organization.

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11. Supporting own opinions and evaluating others’ opinions in speaking and writing CCSS: W.K.1; SL.K.4, 6; L.K.1-2, 6

Emerging

11. Supporting opinions

Offer opinions and provide good reasons (e.g., My favorite book is X because X.) referring to the text or to relevant background knowledge.

Expanding

Offer opinions and provide good reasons and some textual evidence or relevant background knowledge (e.g., paraphrased examples from text or knowledge of content).

Bridging

Offer opinions and provide good reasons with detailed textual evidence or relevant background knowledge (e.g., specific examples from text or knowledge of content).

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12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

CCSS: W.K.5; SL.K.4, 6; L.K.1, 5-6 Emerging

12. Selecting language resources a) Retell texts and recount experiences using a select set of key words.

b) Use a select number of general academic and domain-specific words to add detail (e.g., adding the word spicy to describe a favorite food, using the word larva when explaining insect metamorphosis) while speaking and composing.

SE/TE: Picture Dictionary, 10, 16, 22, 28, 34, 40, 48, 54, 60, 66, 72, 78, 86, 92, 98, 104, 110, 116, 124, 130, 136, 142, 148, 154, 162, 168, 174, 180, 186, 192, 200, 206, 212, 218, 224, 230

TE only: Concept Talk: Sequence, 65, Retell, 142–143, 181; Concept Work:

Retell, 141

Expanding

12. Selecting language resources a) Retell texts and recount experiences using complete sentences and key words.

b) Use a growing number of general academic and domain-specific words in order to add detail or to create shades of meaning (e.g., using the word scurry

versus run) while speaking and composing.

Retell, 141; Review High Frequency Words

& Leveled Support, 11, 17, 23, 29, 35, 41, 49, 55, 61, 67, 73, 79, 87, 93, 99, 105, 111, 117, 125, 131, 137, 143, 149, 155, 163, 169, 175, 181, 187, 193, 201, 207, 213, 219, 225, 231

Bridging

12. Selecting language resources a) Retell texts and recount experiences using increasingly detailed complete sentences and key words.

b) Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language to create an effect (e.g., using the word suddenly to signal a change) or to create shades of meaning (e.g., The cat’s fur was as white as snow.) while speaking and composing.

Retell, 141; Review High Frequency Words

& Leveled Support, 11, 17, 23, 29, 35, 41, 49, 55, 61, 67, 73, 79, 87, 93, 99, 105, 111, 117, 125, 131, 137, 143, 149, 155, 163, 169, 175, 181, 187, 193, 201, 207, 213, 219, 225, 231

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Part II: Learning About How English Works A. Structuring Cohesive Texts

1. Understanding text structure

CCSS: RL.K.5; RI.K.5; W.K.1-3, 5; SL.K.4 Emerging

1. Understanding text structure Apply understanding of how text types are organized (e.g., how a story is organized by a sequence of events) to comprehending and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently.

SE/TE: Goldilock’s Adventures, 140–141;

Where Does a Bear Hibernate? 64–65 TE only: Concept Talk: Sequence, 65, 95

Expanding

1. Understanding text structure Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages versus how an

informative text is organized by topic and details) to comprehending texts and composing texts in shared language activities guided by the teacher, collaboratively with peers, and with increasing independence.

SE/TE: Where Does a Bear Hibernate? 64–

65

Retell, 141

Bridging

1. Understanding text structure Apply understanding of how different text types are organized predictably (e.g., a narrative text versus an informative text versus an opinion text) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and independently.

65

Retell, 141

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2. Understanding cohesion

CCSS: RL.K.5; RI.K.5; W.K.1-3, 5; SL.K.4; L.K.1 Emerging

2. Understanding cohesion

Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., one time, then) to

comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and sometimes

independently.

65

Retell, 141

Expanding

Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., next, after a long time) to comprehending texts and

composing texts in shared language activities guided by the teacher, collaboratively with peers, and with increasing independence.

65

TE only: Concept Talk: Sequence, 65

Bridging

Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., first/second/third, once, at the end) to comprehending texts and composing texts in shared language

activities guided by the teacher, with peers, and independently.

65

TE only: Concept Talk: Sequence, 65

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B. Expanding and Enriching Ideas 3. Using verbs and verb phrases CCSS: W.K.5; SL.K.6; L.K.1, 6 Emerging

3. Using verbs and verb phrases

a) Use frequently used verbs (e.g., go, eat, run) and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the teacher and with increasing independence.

b) Use simple verb tenses appropriate for the text type and discipline to convey time (e.g., simple past for recounting an

experience) in shared language activities guided by the teacher and with increasing independence.

TE Only: Review High Frequency Words &

Leveled Support, 11, 17, 23, 29, 35, 41, 49, 55, 61, 67, 73, 79, 87, 93, 99, 105, 111, 117, 125, 131, 137, 143, 149, 155, 163, 169, 175, 181, 187, 193, 201, 207, 213, 219, 225, 231

Expanding

3. Using verbs and verb phrases

a) Use a growing number of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the teacher and independently.

b) Use a growing number of verb tenses appropriate for the text type and discipline to convey time (e.g., simple past tense for retelling, simple present for a science description) in shared language activities guided by the teacher and independently.

Leveled Support, 11, 17, 23, 29, 35, 41, 49, 55, 61, 67, 73, 79, 87, 93, 99, 105, 111, 117, 125, 131, 137, 143, 149, 155, 163, 169, 175, 181, 187, 193, 201, 207, 213, 219, 225, 231

Bridging

3. Using verbs and verb phrases a) Use a wide variety of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the teacher and independently.

b) Use a wide variety of verb tenses appropriate for the text type and discipline to convey time (e.g., simple present for a science description, simple future to predict) in shared language activities guided by the teacher and independently.

Leveled Support, 11, 17, 23, 29, 35, 41, 49, 55, 61, 67, 73, 79, 87, 93, 99, 105, 111, 117, 125, 131, 137, 143, 149, 155, 163, 169, 175, 181, 187, 193, 201, 207, 213, 219, 225, 231

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4. Using nouns and noun phrases CCSS: W.K.5; SL.K.6; L.K.1, 6 Emerging

4. Using nouns and noun phrases Expand noun phrases in simple ways (e.g., adding a familiar adjective to describe a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, etc., in shared language activities guided by the teacher and sometimes independently.

Students use nouns with the following activities:

Sentence Frame, 15, 16, 109, 183, 212

Expanding

4. Using nouns and noun phrases Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, etc., in shared

language activities guided by the teacher and with increasing independence.

Bridging

4. Using nouns and noun phrases Expand noun phrases in a wide variety of ways (e.g., adding a variety of adjectives to noun phrases) in order to enrich the

meaning of phrases/sentences and add details about ideas, people, things, etc., in shared language activities guided by the teacher and independently.

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5. Modifying to add details CCSS: W.K.5; SL.K.4, 6; L.K.1, 6 Emerging

5. Modifying to add details

Expand sentences with frequently used prepositional phrases (such as in the house, on the boat) to provide details (e.g., time, manner, place, cause) about a familiar activity or process in shared language activities guided by the teacher and sometimes independently.

Sentence Frame, 15, 16, 109, 183, 212

Expanding

5. Modifying to add details Expand sentences with prepositional phrases to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process in shared language activities guided by the teacher and with increasing independence.

TE only: Produce Language: Write a Sentence, 10, 11, 22, 28, 40, 48, 54, 60, 66, 72, 78, 86, 98, 104, 110, 116, 124, 130, 142, 148, 154, 162, 168, 174, 180, 186, 192, 200, 206, 211, 212, 218, 230 Bridging

5. Modifying to add details

Expand simple and compound sentences with prepositional phrases to provide details (e.g., time, manner, place, cause) in shared language activities guided by the teacher and independently.

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C. Connecting and Condensing Ideas 6. Connecting ideas

CCSS: W.K.1-3, 5; SL.K.4, 6; L.K.1, 6 Emerging

6. Connecting ideas

Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so) in shared language activities guided by the teacher and sometimes independently.

Sentence Frame, 15, 16, 109, 183, 212

Expanding

Combine clauses in an increasing variety of ways to make connections between and join ideas, for example, to express cause/effect (e.g., She jumped because the dog

barked.) in shared language activities guided by the teacher and with increasing independence.

Bridging

Combine clauses in a wide variety of ways (e.g., rearranging complete simple

sentences to form compound sentences) to make connections between and join ideas (e.g., The boy was hungry. The boy ate a sandwich. -> The boy was hungry so he ate a sandwich.) in shared language activities guided by the teacher and independently.

7. Condensing ideas CCSS: N/A at K Emerging

7. Condensing ideas

No standard for kindergarten. There are no California ELD Standards at this grade level

Expanding

Bridging

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Part III: Using Foundational Literacy Skills CCSS: RF.K.1-4

Foundational Literacy Skills:

Literacy in an Alphabetic Writing System

Print concepts

Phonological awareness Phonics & word recognition Fluency

SE/TE: Discriminate Initial /m/, 35;

Identify Sound /s/, 56; Identify Sound /p/, 62; Identify Sound /k/, 68; Identify Sound /n/, 88; Identify Sound /b/, 88, 226;

Identify Sound /r/, 94; Identifying the Initial and Ending Sound, 100; Identify Sound /h/, 126; Identify Sound /l/, 132; Initial and Final /g/, 144; Identify Sounds /j/ and /w/, 164; Identify Sound /ks/, 170; Identify Initial /v/ and /z/, 188; Identify Initial /y/ and /kw/, 194;

Consonants and Blends, 207; Consonant Sounds, 220; High Frequency Words, 11, 17, 23, 29, 35, 41, 49, 55, 61, 67, 73, 79, 87, 93, 99, 105, 111, 117, 125, 131, 137, 143, 149, 155, 163, 169, 175, 181, 187, 193, 201, 207, 213, 219, 225, 231 TE only: Phonemic Awareness, & Leveled Support: Phonics, 50, 56, 62, 68, 74, 80, 88, 94, 100, 106, 112, 118, 126, 132, 138, 144, 150, 156, 164, 170, 176, 182, 188, 194, 202, 208, 214, 220, 226, 232; High Frequency Words & Fluency, 8d, 14d, 20d, 26d, 32d, 38d, 46d, 52d, 58d, 64d, 70d, 76d, 84d, 90d, 96d, 102d, 108d, 114d, 122d, 128d, 134d, 140d, 146d, 152d, 160d, 166d, 172d, 178d, 184d, 190d, 198d, 204d, 210d, 216d, 222d, 228d