ELP Standards with Correspondences to Common Core Standards (ELA & MP) & Next Generation Science Standards (SP)

Transcription

1 Standards with Correspondences to Common Core Standards (ELA & MP) & Next Generation Science Standards (SP) Kindergarten March 2014

2 Table of Contents English Language Proficiency Standards Overview... 2 How to use this document... 3 Initial Student Placement... 4 Correlations to English Language Arts Correlations to English Language Arts Reading: Literature and Informational Text... 5 Correlations to English Language Arts Reading: Foundational Skills Correlations to English Language Arts: Writing Correlations to English Language Arts: Speaking and Listening Correlations to English Language Arts: Language Correlations to Math Practices Correlations to Science Practices

3 English Language Proficiency Standards Overview: The Standards, developed for K, 1, 2-3, 4-5, 6-8, and 9-12 grades, highlight and amplify the language that is in the college-and-career-ready standards and that are necessary for English language learners (ELLs) to be successful in schools. critical language knowledge about language skills using language The 10 Standards highlight a strategic set of: Language Functions (what students do with language to accomplish content-specific tasks) and Language Forms (vocabulary, grammar, and discourse specific to a particular content area or discipline) Which are needed by ELLs as they develop competence in the practices associated with English language arts (ELA) & literacy, mathematics, and science (Bunch, Kiber, & Pimentel, 2013; CCSSO, 2012; Lee, Quinn, & Valdez, 2013; Moschkovich, 2012; van Lier & Walqui, 2012). The five levels for each of the Standards address the question, What might an ELL s language use look like at each level as he or she progresses toward independent participation in grade-appropriate activities? (CCSSO Dec. 2013) 2

4 How to Read and Use this Document: 1: STANDARDS/PRACTICES: The Common Core Standard (ELA, Literacy or Writing in History/Social Studies, Science and Technical Subjects), Math Practice (CCSS), or Science Practice (NGSS) 2: STANDARDS: The standards that corresponds to the content standard or practice (there may be more than 1 listed) 3: DESCRIPTORS: How an ELL student, based on their English proficiency level, can demonstrate proficiency of the content standard or practice The top of each descriptor identifies the supports that the student will need in the form of scaffolding The bulleted portion of each descriptor identifies what the student will be able to do 1 SAMPLE Reading Standards for Informational Text 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2 Standard 1: construct meaning from literary and informational text through gradeappropriate listening, reading, and viewing use a very limited set of strategies to: identify a few key words and phrases in communications and simple written texts use an emerging set of strategies: to identify the main topic in communications and simple written texts retell a few key details use a developing set of strategies to: determine the central idea or theme presentations or written text explain how the theme is supported by specific details summarize part of the text use an increasing range of strategies to: determine two or more central ideas or themes in presentations or written text explain how the central ideas/themes are supported by specific textual details summarize a simple text use a wide range of strategies to: determine central ideas or themes in presentations or written text explain how the central ideas/themes are developed by supporting ideas or evidence summarize a text 3 3

5 Initial Student Placement: Date: 4

6 English Language Proficiency Standards with Correlations to English Language Arts: Reading Literature and Reading Informational Text (CCSS) 5

7 Reading Standards for Literature 1: With prompting and ask and answer questions about key details in a text. Reading Standards for Informational Text 1: With prompting and ask and answer questions about key details in a text. Standard 1: construct meaning from literary and informational text through gradeappropriate listening, reading, and viewing with prompting and support (including context and visual aids), use a very limited set of strategies to: identify a few key words in read-alouds and presentations of information or stories. context and visual aids), use an emerging set of strategies to: identify some key words and phrases in read-alouds and presentations. use a developing set of strategies to: identify main topics ask and answer questions about key details in read-alouds and presentations. use an increasing range of strategies to: identify main topics answer questions about key details or parts of stories retell events from read-alouds, picture books, and presentations. context and visual aids), use a wide range of strategies to: identify main topics answer questions about key details retell familiar stories from read-alouds, picture books, and presentations. Reading Standards for Literature 2: With prompting and retell familiar stories, including key details. Reading Standards for Informational Text 2: With prompting and identify the main topic and retell key details of a text. Standard 1: construct meaning from literary and informational text through gradeappropriate listening, reading, and viewing with prompting and support (including context and visual aids), use a very limited set of strategies to: identify a few key words in read-alouds and presentations of information or stories. context and visual aids), use an emerging set of strategies to: identify some key words and phrases in read-alouds and presentations. use a developing set of strategies to: identify main topics ask and answer questions about key details in read-alouds and presentations. use an increasing range of strategies to: identify main topics answer questions about key details or parts of stories retell events from read-alouds, picture books, and presentations. context and visual aids), use a wide range of strategies to: identify main topics answer questions about key details retell familiar stories from read-alouds, picture books, and presentations. 6

8 Reading Standards for Literature 3: With prompting and identify characters, settings, and major events in a story. Reading Standards for Informational Text 3: With prompting and describe the connection between two individuals, events, ideas, or pieces of information in a text. Standard 1: construct meaning from literary and informational text through gradeappropriate listening, reading, and viewing with prompting and support (including context and visual aids), use a very limited set of strategies to: identify a few key words in read-alouds and presentations of information or stories. context and visual aids), use an emerging set of strategies to: identify some key words and phrases in read-alouds and presentations. use a developing set of strategies to: identify main topics ask and answer questions about key details in read-alouds and presentations. use an increasing range of strategies to: identify main topics answer questions about key details or parts of stories retell events from read-alouds, picture books, and presentations. context and visual aids), use a wide range of strategies to: identify main topics answer questions about key details retell familiar stories from read-alouds, picture books, and presentations. 7

9 Reading Standards for Literature 4 Ask and answer questions about unknown words in a text. Reading Standards for Informational Text 4: With prompting and ask and answer questions about unknown words in a text. Standard 8: determine the meaning of words and phrases in literary and informational text with prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words read-alouds about familiar topics, experiences, or context and visual aids), recognize the meaning of some frequently occurring words and phrases read-alouds about familiar topics, experiences, or answer questions to help determine the meaning of some words and phrases readalouds about familiar topics, experiences, or answer and sometimes ask questions about the meaning of words and phrases readalouds about a variety of topics, experiences, or context and visual aids), answer and ask questions about the meaning of words and phrases readalouds about a variety of topics, experiences, or Reading Standards for Literature 5: Recognize common types of texts (e.g., storybooks, poems). Reading Standards for Informational Text 5: Identify the front cover, back cover, and title page of a book. NO CORRELATION IDENTIFIED Reading Standards for Literature 6: With prompting and name the author and illustrator of a story and define the role of each in telling the story. Reading Standards for Informational Text 6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. NO CORRELATION IDENTIFIED 8

10 Reading Standards for Literature 7: With prompting and describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). Reading Standards for Informational Text 7: With prompting and describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Standard 1: construct meaning from literary and informational text through gradeappropriate listening, reading, and viewing with prompting and support (including context and visual aids), use a very limited set of strategies to: identify a few key words in read-alouds and presentations of information or stories. context and visual aids), use an emerging set of strategies to: identify some key words and phrases in read-alouds and presentations. use a developing set of strategies to: identify main topics ask and answer questions about key details in read-alouds and presentations. use an increasing range of strategies to: identify main topics answer questions about key details or parts of stories retell events from read-alouds, picture books, and presentations. context and visual aids), use a wide range of strategies to: identify main topics answer questions about key details retell familiar stories from read-alouds, picture books, and presentations. 9

11 Reading Standards for Literature 8: (Not applicable to literature) Reading Standards for Informational Text 8: With prompting and identify the reasons an author gives to support points in a text. Standard 6: analyze and critique the arguments of others ly and in writing introduced at identify a reason an author or speaker gives to support a point. identify appropriate reasons an author or speaker gives to support main points. Reading Standards for Literature 9: With prompting and compare and contrast the adventures and experiences of characters in familiar stories. Reading Standards for Informational Text 9: With prompting and identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). NO CORRELATION IDENTIFIED Reading Standards for Literature 10: Actively engage in group reading activities with purpose and understanding Reading Standards for Informational Text 10: Actively engage in group reading activities with purpose and understanding. NO CORRELATION IDENTIFIED 10

12 English Language Proficiency Standards with Correlations to English Language Arts: Reading Foundations (CCSS) 11

13 Print Concepts: CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.a Follow words from left to right, top to bottom, and page by page. CCSS.ELA-Literacy.RF.K.1.b Recognize that spoken words are represented in written language by specific sequences of letters. CCSS.ELA-Literacy.RF.K.1.c Understand that words are separated by spaces in print. CCSS.ELA-Literacy.RF.K.1.d Recognize and name all upper- and lowercase letters of the alphabet. NO CORRELATION IDENTIFIED Phonological Awareness: CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.K.2.a Recognize and produce rhyming words. CCSS.ELA-Literacy.RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words. CCSS.ELA-Literacy.RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words. CCSS.ELA-Literacy.RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words. 1 (This does not include CVCs ending with /l/, /r/, or /x/.) CCSS.ELA-Literacy.RF.K.2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. NO CORRELATION IDENTIFIED 12

14 Phonics and Word Recognition: CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. CCSS.ELA-Literacy.RF.K.3.b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. CCSS.ELA-Literacy.RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). CCSS.ELA-Literacy.RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. NO CORRELATION IDENTIFIED Fluency: CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding. NO CORRELATION IDENTIFIED 13

15 English Language Proficiency Standards with Correlations to English Language Arts: Writing (CCSS) 14

16 Writing Standards 1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). Standard 4: construct gradeappropriate and written claims and support them with reasoning and evidence express a feeling or opinion about a familiar topic. express an opinion or preference about a familiar topic. express an opinion or preference about a familiar topic or story. express an opinion or preference or stories. express an opinion or preference or stories. Standard 6... analyze and critique the arguments of others ly and in writing. introduced at identify a reason an author or speaker gives to support a point. identify appropriate reasons an author or speaker gives to support main points. 15

17 Writing Standards 2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Standard 3: speak and write about gradeappropriate complex literary and informational texts and topics communicate simple information about familiar texts, topics, and experiences deliver short presentations compose written narratives or informational texts about familiar texts, topics, experiences, or deliver short presentations compose written narratives or informational texts develop texts with some details about familiar texts, topics, and experiences. deliver presentations compose written narratives or informational texts develop texts with some specific details about a variety of texts, topics, and experience. deliver presentations compose written narratives or informational texts develop texts with relevant details, ideas, or information about a variety of texts, topics, and experiences. Standard 9:.. create clear and coherent gradeappropriate speech and text..] introduced at.] with visual aids, context), retell several events from experience or a familiar story with developing control of some frequently occurring linking words (e.g., and, then). with visual aids, context), retell a simple sequence of events from experience or a familiar story with increasingly independent control of frequently occurring linking words. with visual aids), retell a short sequence of events from experience or a familiar story, with a beginning, middle, and end using frequently occurring linking words. 16

18 Writing Standards 3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Standard 3: speak and write about gradeappropriate complex literary and informational texts and topics communicate simple information about familiar texts, topics, and experiences deliver short presentations compose written narratives or informational texts about familiar texts, topics, experiences, or deliver short presentations compose written narratives or informational texts develop texts with some details about familiar texts, topics, and experiences. deliver presentations compose written narratives or informational texts develop texts with some specific details about a variety of texts, topics, and experience. deliver presentations compose written narratives or informational texts develop texts with relevant details, ideas, or information about a variety of texts, topics, and experiences. Standard 9:.. create clear and coherent gradeappropriate speech and text..] introduced at.] with visual aids, context), retell several events from experience or a familiar story with developing control of some frequently occurring linking words (e.g., and, then). with visual aids, context), retell a simple sequence of events from experience or a familiar story with increasingly independent control of frequently occurring linking words. with visual aids), retell a short sequence of events from experience or a familiar story, with a beginning, middle, and end using frequently occurring linking words. Writing Standards 4: (W.K.4 begins in grade 3) NO CORRELATION IDENTIFIED 17

19 Writing Standards 5: With guidance and respond to questions and suggestions from peers and add details to strengthen writing as needed. Standard 7: adapt language choices to purpose, task, and audience when speaking and writing... introduced at show a developing awareness of the difference between appropriate language for the playground and language for the classroom. show awareness of differences between informal ( playground speech ) and language appropriate to the classroom use some words learned through conversations, reading, and being read to. Writing Standards 6: With guidance and explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Standard 2: participate in gradeappropriate and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions listen with limited participation in short conversations respond to simple yes/no and some whquestions about familiar topics. participate in short conversations respond to simple yes/no and whquestions about familiar topics. participate in short conversations follow some rules for discussion respond to simple yes/no and whquestions about familiar topics. participate in conversations and discussions ask and answer simple questions follow increasing number of rules for discussion participate in conversations and discussions ask and answer questions follow rules for discussion 18

20 Writing Standards 7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Standard 5: conduct research and evaluate and communicate findings to answer questions or solve problems with prompting and support from adults, recall experience or from a provided source. recall information from experience or use a provided source to recall information from experience or use provided sources to recall experience or use provided sources to recall experience or use provided sources to Writing Standards 8: With guidance and recall experiences or gather information from provided sources to Standard 5: conduct research and evaluate and communicate findings to answer questions or solve problems with prompting and support from adults, recall experience or from a provided source. recall information from experience or use a provided source to recall information from experience or use provided sources to recall experience or use provided sources to recall experience or use provided sources to Writing Standards 9: (W.K.9 begins in grade 4) NO CORRELATION IDENTIFIED Writing Standards 10: (W.K.10 begins in grade 3) NO CORRELATION IDENTIFIED 19

21 English Language Proficiency Standards with Correlations to English Language Arts: Speaking and Listening (CCSS) 20

22 Speaking and Listening Standards 1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. Standard 2: participate in gradeappropriate and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions listen with limited participation in short conversations respond to simple yes/no and some whquestions about familiar topics. participate in short conversations respond to simple yes/no and whquestions about familiar topics. participate in short conversations follow some rules for discussion respond to simple yes/no and whquestions about familiar topics. participate in conversations and discussions ask and answer simple questions follow increasing number of rules for discussion participate in conversations and discussions ask and answer questions follow rules for discussion 21

23 Speaking and Listening Standards 2: Confirm understanding of a text read aloud or information presented ly or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Standard 1: construct meaning from literary and informational text through gradeappropriate listening, reading, and viewing use a very limited set of strategies to: identify a few key words and phrases in communications and simple written texts use an emerging set of strategies: to identify the main topic in communications and simple written texts retell a few key details use a developing set of strategies to: determine the central idea or theme in simple presentations or written text explain how the theme is supported by specific details summarize part of the text use an increasing range of strategies to: determine two or more central ideas or themes in presentations or written text explain how the central ideas/themes are supported by specific textual details summarize a simple text use a wide range of strategies to: determine central ideas or themes in presentations or written text explain how the central ideas/themes are developed by supporting ideas or evidence summarize a text Standard 8:... determine the meaning of words and phrases in literary and informational text. with prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words read-alouds about familiar topics, experiences, or context and visual aids), recognize the meaning of some frequently occurring words and phrases read-alouds about familiar topics, experiences, or answer questions to help determine the meaning of some words and phrases readalouds about familiar topics, experiences, or answer and sometimes ask questions about the meaning of words and phrases readalouds about a variety of topics, experiences, or context and visual aids), answer and ask questions about the meaning of words and phrases readalouds about a variety of topics, experiences, or 22

24 Speaking and Listening Standards 3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Standard 6: analyze and critique the arguments of others ly and in writing introduced at identify a reason an author or speaker gives to support a point. identify appropriate reasons an author or speaker gives to support main points. 23

25 Speaking and Listening Standards 4: Describe familiar people, places, things, and events and, provide additional detail. Standard 3: speak and write about gradeappropriate complex literary and informational texts and topics communicate simple information or feelings about familiar topics or experiences. communicate simple information or feelings about familiar topics, experiences, events, or objects in the environment. communicate information or feelings about familiar topics, experiences, or tell or dictate simple messages or experiences. make simple presentations compose short written texts, experiences, or Standard 5: conduct research and evaluate and communicate findings to answer questions or solve problems with prompting and support from adults, recall experience or from a provided source. recall information from experience or use a provided source to recall information from experience or use provided sources to recall experience or use provided sources to recall experience or use provided sources to Standard 9: create clear and coherent gradeappropriate speech and text.] introduced at.] with visual aids, context), retell several events from experience or a familiar story with developing control of some frequently occurring linking words (e.g., and, then). with visual aids, context), retell a simple sequence of events from experience or a familiar story with increasingly independent control of frequently occurring linking words. with visual aids), retell a short sequence of events from experience or a familiar story, with a beginning, middle, and end using frequently occurring linking words. 24

26 Speaking and Listening Standards 5: Add drawings or other visual displays to descriptions as desired to provide additional detail. Standard 3: speak and write about gradeappropriate complex literary and informational texts and topics communicate simple information or feelings about familiar topics or experiences. communicate simple information or feelings about familiar topics, experiences, events, or objects in the environment. communicate information or feelings about familiar topics, experiences, or tell or dictate simple messages or experiences. make simple presentations compose short written texts, experiences, or Standard 5: conduct research and evaluate and communicate findings to answer questions or solve problems with prompting and support from adults, recall experience or from a provided source. recall information from experience or use a provided source to recall information from experience or use provided sources to recall experience or use provided sources to recall experience or use provided sources to 25

27 Speaking and Listening Standards 6: Speak audibly and express thoughts, feelings, and ideas clearly. Standard 4: construct gradeappropriate and written claims and support them with reasoning and evidence express a feeling or opinion about a familiar topic. express an opinion or preference about a familiar topic. express an opinion or preference about a familiar topic or story. express an opinion or preference or stories. express an opinion or preference or stories. Standard 7: adapt language choices to purpose, task, and audience when speaking and writing... recognize the meaning of some words learned through conversations, reading, and being read to with emerging control, adapt language choices according to task and audience begin to use frequently occurring general academic and content-specific words and phrases in conversations and discussions with developing ease, adapt language choices and style according to purpose, task, and audience use an increasing number of general academic and contentspecific words and phrases in speech and short written texts show developing control of style and tone in or written text with increasing ease, adapt language choices and style according to purpose, task, and audience use a wider range of general academic and content-specific academic words and phrases maintain consistency in style and tone throughout most of or written text with ease, adapt language choices and style according to purpose, task, and audience, use a wide variety of complex general academic and content-specific academic words to precisely express ideas maintain an appropriate and consistent style and tone throughout an or written text Standard 9: create clear and coherent gradeappropriate speech and text with support (including context and visual aids) and non-verbal communication, communicate simple information about an event or topic use a narrow range of vocabulary and syntactically simple sentences with support (including modeled sentences), recount a brief sequence of events in order introduce an informational topic present one or two facts about the topic use some commonly occurring linking words (e.g., next, because, and, also) provide a concluding statement recount a short sequence of events, with a beginning, middle, and end introduce and develop an informational topic with a few facts and details use common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result) provide a conclusion recount a more detailed sequence of events or steps in a process, with a beginning, middle, and end introduce and develop an informational topic with facts and details provide a concluding section or statement use a variety of transitional words and phrases to connect events, ideas, and opinions (e.g., however, on the other hand, from that moment on) recount a complex sequence of events or steps in a process, with a beginning, middle, and end introduce and effectively develop an informational topic with facts and details use a wide variety of transitional words and phrases to show logical relationships between events and ideas provide a concluding section or statement with limited control with emerging control with developing control with increasingly independent control 26

28 English Language Proficiency Standards with Correlations to English Language Arts: Language (CCSS) 27

29 Language Standards 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns ly by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities. Standard 10: make accurate use of standard English to communicate in gradeappropriate speech and writing... with support (including context and visual aids), recognize and use a small number of frequently occurring nouns and verbs understand and respond to simple questions. with support (including context and visual aids), recognize and use frequently occurring nouns, verbs, and short phrases respond to yes/no and wh- questions produce a few simple sentences in shared language activities. with recognize and use frequently occurring regular plural nouns, verbs, and prepositions use and respond to question words produce simple sentences in shared language activities. with support (context and visual aids), recognize and use frequently occurring regular plural nouns, verbs, and prepositions use and respond to question words; produce and expand simple sentences in shared language activities. with increasing independence, use frequently occurring regular plural nouns, verbs, prepositions, and question words ask and answer interrogatives (whquestions) produce and expand simple sentences in shared language activities. Language Standards 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. NO CORRELATION IDENTIFIED 28

30 Language Standards 3: (L.K.3 begins in grade 2) NO CORRELATION IDENTIFIED Language Standards 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. Standard 8: determine the meaning of words and phrases in literary and informational text with prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words read-alouds about familiar topics, experiences, or context and visual aids), recognize the meaning of some frequently occurring words and phrases read-alouds about familiar topics, experiences, or answer questions to help determine the meaning of some words and phrases readalouds about familiar topics, experiences, or answer and sometimes ask questions about the meaning of words and phrases readalouds about a variety of topics, experiences, or context and visual aids), answer and ask questions about the meaning of words and phrases readalouds about a variety of topics, experiences, or 29

31 Language Standards 5: With guidance and explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. Standard 8: determine the meaning of words and phrases in literary and informational text with prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words read-alouds about familiar topics, experiences, or context and visual aids), recognize the meaning of some frequently occurring words and phrases read-alouds about familiar topics, experiences, or answer questions to help determine the meaning of some words and phrases readalouds about familiar topics, experiences, or answer and sometimes ask questions about the meaning of words and phrases readalouds about a variety of topics, experiences, or context and visual aids), answer and ask questions about the meaning of words and phrases readalouds about a variety of topics, experiences, or 30

32 Language Standards 6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Standard 7: adapt language choices to purpose, task, and audience when speaking and writing... introduced at show a developing awareness of the difference between appropriate language for the playground and language for the classroom. show awareness of differences between informal ( playground speech ) and language appropriate to the classroom use some words learned through conversations, reading, and being read to. 31

33 English Language Proficiency Standards with Correlations to the CCSS: Mathematical Practices 32

34 Mathematical Practice 1: Make sense of problems and preserve in solving them Standard 1: construct meaning from literary and informational text through gradeappropriate listening, reading, and viewing with prompting and support (including context and visual aids), use a very limited set of strategies to: identify a few key words in read-alouds and presentations of information or stories. context and visual aids), use an emerging set of strategies to: identify some key words and phrases in read-alouds and presentations. use a developing set of strategies to: identify main topics ask and answer questions about key details in read-alouds and presentations. use an increasing range of strategies to: identify main topics answer questions about key details or parts of stories retell events from read-alouds, picture books, and presentations. context and visual aids), use a wide range of strategies to: identify main topics answer questions about key details retell familiar stories from read-alouds, picture books, and presentations. Standard 2: participate in gradeappropriate and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions listen with limited participation in short conversations respond to simple yes/no and some whquestions about familiar topics. participate in short conversations respond to simple yes/no and whquestions about familiar topics. participate in short conversations follow some rules for discussion respond to simple yes/no and whquestions about familiar topics. participate in conversations and discussions ask and answer simple questions follow increasing number of rules for discussion participate in conversations and discussions ask and answer questions follow rules for discussion 33

35 Standard 3: speak and write about gradeappropriate complex literary and informational texts and topics communicate simple information or feelings about familiar topics or experiences. communicate simple information or feelings about familiar topics, experiences, events, or objects in the environment. communicate information or feelings about familiar topics, experiences, or tell or dictate simple messages or experiences. make simple presentations compose short written texts, experiences, or Standard 5: conduct research and evaluate and communicate findings to answer questions or solve problems with prompting and support from adults, recall experience or from a provided source. recall information from experience or use a provided source to recall information from experience or use provided sources to recall experience or use provided sources to recall experience or use provided sources to Standard 6: analyze and critique the arguments of others ly and in writing introduced at identify a reason an author or speaker gives to support a point. identify appropriate reasons an author or speaker gives to support main points. 34

36 Standard 8: determine the meaning of words and phrases in literary and informational text with prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words read-alouds about familiar topics, experiences, or context and visual aids), recognize the meaning of some frequently occurring words and phrases read-alouds about familiar topics, experiences, or answer questions to help determine the meaning of some words and phrases readalouds about familiar topics, experiences, or answer and sometimes ask questions about the meaning of words and phrases readalouds about a variety of topics, experiences, or context and visual aids), answer and ask questions about the meaning of words and phrases readalouds about a variety of topics, experiences, or Standard 9: create clear and coherent gradeappropriate speech and text.] introduced at.] with visual aids, context), retell several events from experience or a familiar story with developing control of some frequently occurring linking words (e.g., and, then). with visual aids, context), retell a simple sequence of events from experience or a familiar story with increasingly independent control of frequently occurring linking words. with visual aids), retell a short sequence of events from experience or a familiar story, with a beginning, middle, and end using frequently occurring linking words. Mathematical Practice 2: Reason abstractly and quantitatively NO CORRELATION IDENTIFIED 35

37 Mathematical Practice 3: Construct viable arguments and critique the reasoning of others Standard 4: construct gradeappropriate and written claims and support them with reasoning and evidence express a feeling or opinion about a familiar topic. express an opinion or preference about a familiar topic. express an opinion or preference about a familiar topic or story. express an opinion or preference or stories. express an opinion or preference or stories. Standard 6: analyze and critique the arguments of others ly and in writing introduced at identify a reason an author or speaker gives to support a point. identify appropriate reasons an author or speaker gives to support main points. Standard 9: create clear and coherent gradeappropriate speech and text.] introduced at.] with visual aids, context), retell several events from experience or a familiar story with developing control of some frequently occurring linking words (e.g., and, then). with visual aids, context), retell a simple sequence of events from experience or a familiar story with increasingly independent control of frequently occurring linking words. with visual aids), retell a short sequence of events from experience or a familiar story, with a beginning, middle, and end using frequently occurring linking words. Mathematical Practice 4: Model with mathematics NO CORRELATION IDENTIFIED Mathematical Practice 5: Use appropriate tools strategically NO CORRELATION IDENTIFIED 36

38 Mathematical Practice 6: Attend to Precision Standard 2: participate in gradeappropriate and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions listen with limited participation in short conversations respond to simple yes/no and some whquestions about familiar topics. participate in short conversations respond to simple yes/no and whquestions about familiar topics. participate in short conversations follow some rules for discussion respond to simple yes/no and whquestions about familiar topics. participate in conversations and discussions ask and answer simple questions follow increasing number of rules for discussion participate in conversations and discussions ask and answer questions follow rules for discussion Standard 3: speak and write about gradeappropriate complex literary and informational texts and topics communicate simple information or feelings about familiar topics or experiences. communicate simple information or feelings about familiar topics, experiences, events, or objects in the environment. communicate information or feelings about familiar topics, experiences, or tell or dictate simple messages or experiences. make simple presentations compose short written texts, experiences, or Standard 4: construct gradeappropriate and written claims and support them with reasoning and evidence express a feeling or opinion about a familiar topic. express an opinion or preference about a familiar topic. express an opinion or preference about a familiar topic or story. express an opinion or preference or stories. express an opinion or preference or stories. 37

39 Standard 7: adapt language choices to purpose, task, and audience when speaking and writing... introduced at show a developing awareness of the difference between appropriate language for the playground and language for the classroom. show awareness of differences between informal ( playground speech ) and language appropriate to the classroom use some words learned through conversations, reading, and being read to. Standard 10: make accurate use of standard English to communicate in gradeappropriate speech and writing... with support (including context and visual aids), recognize and use a small number of frequently occurring nouns and verbs understand and respond to simple questions. with support (including context and visual aids), recognize and use frequently occurring nouns, verbs, and short phrases respond to yes/no and wh- questions produce a few simple sentences in shared language activities. with recognize and use frequently occurring nouns, verbs, and short phrases respond to yes/no and wh- questions produce a few simple sentences in shared language activities. with support (context and visual aids), recognize and use frequently occurring regular plural nouns, verbs, and prepositions use and respond to question words; produce and expand simple sentences in shared language activities. with increasing independence, use frequently occurring regular plural nouns, verbs, prepositions, and question words ask and answer interrogatives (whquestions) produce and expand simple sentences in shared language activities. Mathematical Practice 7: Look for and make use of structure NO CORRELATION IDENTIFIED Mathematical Practice 8: Look for and express regularity in repeated reasoning NO CORRELATION IDENTIFIED 38

40 English Language Proficiency Standards with Correlations to Science and Engineering Practices (NGSS) 39

41 Science and Engineering Practice 1: Ask questions and define problems Standard 1: construct meaning from literary and informational text through gradeappropriate listening, reading, and viewing with prompting and support (including context and visual aids), use a very limited set of strategies to: identify a few key words in read-alouds and presentations of information or stories. context and visual aids), use an emerging set of strategies to: identify some key words and phrases in read-alouds and presentations. use a developing set of strategies to: identify main topics ask and answer questions about key details in read-alouds and presentations. use an increasing range of strategies to: identify main topics answer questions about key details or parts of stories retell events from read-alouds, picture books, and presentations. context and visual aids), use a wide range of strategies to: identify main topics answer questions about key details retell familiar stories from read-alouds, picture books, and presentations. Standard 6: analyze and critique the arguments of others ly and in writing introduced at identify a reason an author or speaker gives to support a point. identify appropriate reasons an author or speaker gives to support main points. Standard 7: adapt language choices to purpose, task, and audience when speaking and writing... introduced at show a developing awareness of the difference between appropriate language for the playground and language for the classroom. show awareness of differences between informal ( playground speech ) and language appropriate to the classroom use some words learned through conversations, reading, and being read to. 40

42 Standard 8: determine the meaning of words and phrases in literary and informational text with prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words context and visual aids), recognize the meaning of some frequently occurring words and phrases answer questions to help determine the meaning of some words and phrases answer and sometimes ask questions about the meaning of words and phrases context and visual aids), answer and ask questions about the meaning of words and phrases read-alouds about familiar topics, experiences, or read-alouds about familiar topics, experiences, or readalouds about familiar topics, experiences, or readalouds about a variety of topics, experiences, or readalouds about a variety of topics, experiences, or Science and Engineering Practice 2: Develop and use models NO CORRELATION IDENTIFIED Science and Engineering Practice 3: Plan and carry out investigations Standard 5: conduct research and evaluate and communicate findings to answer questions or solve problems with prompting and support from adults, recall experience or from a provided source. recall information from experience or use a provided source to recall information from experience or use provided sources to recall experience or use provided sources to recall experience or use provided sources to 41

43 Science and Engineering l Practice 4: Analyze and interpret data Standard 2: participate in gradeappropriate and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions listen with limited participation in short conversations respond to simple yes/no and some whquestions about familiar topics. participate in short conversations respond to simple yes/no and whquestions about familiar topics. participate in short conversations follow some rules for discussion respond to simple yes/no and whquestions about familiar topics. participate in conversations and discussions ask and answer simple questions follow increasing number of rules for discussion participate in conversations and discussions ask and answer questions follow rules for discussion Standard 4: construct gradeappropriate and written claims and support them with reasoning and evidence express a feeling or opinion about a familiar topic. express an opinion or preference about a familiar topic. express an opinion or preference about a familiar topic or story. express an opinion or preference or stories. express an opinion or preference or stories. Science and Engineering Practice 5: Use mathematics and computational thinking NO CORRELATION IDENTIFIED 42

44 Science and Engineering Practice 6: construct explanations and design solutions Standard 2: participate in gradeappropriate and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions listen with limited participation in short conversations respond to simple yes/no and some whquestions about familiar topics. participate in short conversations respond to simple yes/no and whquestions about familiar topics. participate in short conversations follow some rules for discussion respond to simple yes/no and whquestions about familiar topics. participate in conversations and discussions ask and answer simple questions follow increasing number of rules for discussion participate in conversations and discussions ask and answer questions follow rules for discussion Standard 3: speak and write about gradeappropriate complex literary and informational texts and topics communicate simple information or feelings about familiar topics or experiences. communicate simple information or feelings about familiar topics, experiences, events, or objects in the environment. communicate information or feelings about familiar topics, experiences, or tell or dictate simple messages or experiences. make simple presentations compose short written texts, experiences, or 43