use the academic language of mathematics to describe how to find common factors and multiples; compute fluently with multi-digit numbers and find common factors and multiples in real-world scenarios, with scaffolding appropriate to the proficiency level
B - Expressions
use the academic language of mathematics in applying and extending previous understandings of arithmetic to algebraic expressions in real-world scenarios with scaffolding appropriate to the proficiency level
C - Exponents, Expressions, and Equations
use the academic language of mathematics in evaluating and solving expressions and equations using integer exponents in real-world scenarios with scaffolding appropriate to the proficiency level
D - Equations
use the academic language of mathematics in analyzing and solving linear equations and inequalities in real-world scenarios with scaffolding appropriate to the proficiency level
E - Introduction to Functions
use the academic language of mathematics to describe, define, evaluate, and compare functions in real-world scenarios with scaffolding appropriate to the proficiency level
F - Linear Functions
use the academic language of mathematics to describe the connections between proportional relationships, lines, and linear equations in real-world scenarios with scaffolding appropriate to the proficiency level
use the academic language of mathematics to describe, define, evaluate, and compare functions with scaffolding appropriate to the proficiency level
G - Linear Models and Tables
use the academic language of mathematics when investigating and describing patterns of association in bivariate data in real-world scenarios with scaffolding appropriate to the proficiency level
H - Quadratic Functions
use the academic language of mathematics in graphing, interpreting, and factoring quadratic and exponential functions with scaffolding appropriate to the proficiency level
I - Exponential Functions
use the academic language of mathematics to interpret exponential functions with scaffolding appropriate to the proficiency level
use the academic language of science to recognize, identify, understand, and communicate information about the structure and function of cells needed to support living organisms orally and in writing with visual support, modeling, and scaffolding appropriate to the proficiency level
B - Photosynthesis and Cellular Respiration
use the academic language of science to recognize, identify, understand, and ask questions to investigate the role of photosynthesis and cellular respiration in the energy exchange of organisms with visual support, modeling, and scaffolding appropriate to the proficiency level
C - Biology
use the academic language of science to recognize, identify, understand, and compare and contrast mitosis and meiosis (number of divisions, number of daughter cells produced, genetically different or identical, sexual or asexual, ) orally and in writing with visual support, modeling, and scaffolding appropriate to the proficiency level
D - Central Dogma of Biology
use the academic language of science to recognize, identify, understand, and communicate information about the Central Dogma of Biology orally and in writing with visual support, modeling, and scaffolding appropriate to the proficiency level
E - Inheritance
use the academic language of science to recognize, identify, understand, and communicate information orally and in writing to explain the probabilities of inheritance with visual support, modeling, and scaffolding appropriate to the proficiency level
comprehend and use the academic language of Social Studies to explore physical features on the earth, natural resources, migration of people, climate, and natural disasters with visual support, modeling, sentence frames, and other scaffolding appropriate to the proficiency level
use the academic language of Social Studies to recognize, identify, describe, and explain how geography has influenced historical or current events using simple and some compound sentences with visual support, modeling, sentence frames, and other scaffolding appropriate to the proficiency level
B - Government, Graphs, Charts, and Diagrams
determine the meaning of words and phrases as they are used in a text, including vocabulary specific to types of governments, different levels of government, basic government concepts, types of economic systems, and basic economic concepts with visual support, modeling, sentence frames, and other scaffolding appropriate to the proficiency level
C - History and Timelines
comprehend and use the academic language of Social Studies, including world and S. history vocabulary specific to trade, political ideologies, culture, and religious beliefs with visual support, modeling, sentence frames, and other scaffolding appropriate to the proficiency level
D - Political Symbols and Cartoons
comprehend and use the academic language of Social Studies to interpret political cartoons (e.g. caricature, symbol, caption) with increasing accuracy and precision with visual support, modeling, and scaffolding appropriate to the proficiency level
E - Reading in Social Studies
recognize, identify, and describe the main idea, key details, sequence of events, and/or cause and effect with visual support, modeling, and scaffolding appropriate to the proficiency level
F - Note-Taking
use the academic language of Social Studies to take, organize, and maintain notes on topics studied with visual support, modeling, and scaffolding appropriate to the proficiency level
listen to, read, understand, and respond to a variety of written texts
listen to, exchange, and understand simple spoken and written information in English on a variety of social and instructional topics and some academic topics that are culturally responsive to the backgrounds and contributions of students
B - Reading Foundations
read with increasing accuracy and fluency to support comprehension
understand phonics and use word-analysis skills in decoding words
recognize letters and use the alphabet
C - Grammar and Conventions
read, understand, and use English syntax properly to create simple sentences, and some compound/complex sentences
read, recognize, categorize, and use various parts of speech
D - Vocabulary
understand and use vocabulary related to places and buildings in the community (e.g., park, library, church, supermarket, shopping mall, police station, fire station) and important community members (e.g., crossing guard, firefighter, cashier, salesperson) in spoken interaction and written texts
understand and use vocabulary related to self, family, home, rooms in the home, interests, pets, hobbies, and talents in spoken interaction and written texts
understand and use vocabulary related to numbers, colors, shapes, size, weather, calendar, and time
recognize, understand, and use vocabulary related to eating and drinking
understand and use vocabulary related to directions (i.e., north, south, east, west), the seven continents, and animals native to each continent
understand and use vocabulary related to school, various school environments (e.g., library, lunchroom, bathroom), school schedule, daily routine, and school subjects in spoken interaction and written texts
E - Writing
write short literary and informational texts with support
F - United States Culture and Values
recognize key documents related to the history of the United States and begin to understand and use vocabulary related to the foundational principles of the United States of America
identify key elements of poetry, specifically rhyme and stanzas
identify first- and third-person point of view
identify main ideas and some details when reading and listening to literary text
recount and retell literary text with appropriate scaffolding
use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, and/or plot
compare and contrast texts in different forms or genres
identify and describe the overall structure of a story, including describing how the beginning introduces the story, the middle provides major events and challenges, and the ending concludes the action
ask and answer questions - such as who, what, where, when, why, and how - to demonstrate understanding of key details in a literary text
recount literary text by completing cloze activities, via dictation or literary summaries, or by means of story charts
B - Reading Informational Text
compare and contrast the most important points presented by two texts on the same topic
identify and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text
identify the main purpose of a text, including what the author wants to answer, explain, or describe
ask and answer questions - such as who, what, where, when, why, and how - to demonstrate understanding of key details in an informational text
identify main ideas and some details when reading and listening to informational text
C - Writing
use basic punctuation
write a simple paragraph on a single topic
compare and contrast two views on a single topic, using graphic organizers and other supports as needed
use a variety of tools to produce and publish writing, including digital tools and collaboration with peers, with guidance and support from adults
write simple sentences on familiar topics
write persuasive phrases or sentences based on a familiar topic
complete simple forms pertaining to basic personal information (e.g., name, address, date of birth)
D - Speaking and Listening
engage in collaborative conversations with peers and adults on a given topic with appropriate scaffolding
consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the meaning or pronunciation of a word or determine its part of speech
listen for and respond to simple questions such as who, what, where, when, why and how pertaining to a given topic
listen for and recognize key vocabulary terms pertaining to a given topic
plan and deliver a variety of simple oral presentations
E - Reading Foundations
understand phonics and word analysis skills in decoding words
read with increasing accuracy and fluency to support comprehension
read and comprehend literature, including stories, dramas, and poems at the appropriate proficiency level, with teacher or peer guidance, collaboration, and/or scaffolding as needed
determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings
compare and contrast elements of poetry from cultural, linguistic, and historical perspectives
determine a theme and/or central idea of a text and how it is conveyed; provide a summary of the text
compare and contrast texts in different forms or genres (e.g., stories and poems, historical novels, fantasy stories, and traditional literature from different cultures) in terms of their approaches to similar themes and topics
compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text
identify first- and third-person point of view and provide details to support
cite textual evidence to support analysis of what the text says explicitly as well as work toward making inferences drawn from the text
describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution
analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot
B - Reading Informational Text
analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas
read and comprehend literary nonfiction at the appropriate proficiency level
determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments
integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue
determine an author’s point of view or purpose in a text
cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not
C - Writing
develop and strengthen writing through collaboration, guidance, and support from peers and adults, by planning, revising, editing, rewriting, or trying a new approach
use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills
write an informative/explanatory paragraph on a topic and convey ideas and information by selecting, analyzing, and organizing relevant content
produce expository, persuasive, and/or narrative writing of varying lengths (sentences and paragraphs) for appropriate discipline-specific tasks, purposes, and audiences
draw evidence from literary or informational texts to support analysis, reflection, and research
gather relevant information from a limited number of print and digital sources appropriate to the students’ proficiency level; assess the credibility of each source; quote and cite the data and conclusions of others appropriately
write arguments to support claims with logical reasons and evidence
write narratives to develop real or imagined experiences or events, relevant descriptive details, and well-structured event sequences
produce paragraphs with varying sentence types (e.g., simple, compound) with increasing cohesion in which the development, organization, and style are appropriate to task, purpose, and audience
conduct short research projects to answer questions, drawing on several sources and refocusing the inquiries when appropriate
D - Speaking and Listening
utilize formal and informal language as appropriate for audience and context
include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to convey information
present claims and findings, sequencing ideas logically, and using descriptions, facts, and details; use appropriate eye contact, adequate volume, and clear and correct pronunciation
interpret information presented in diverse media and formats
plan and deliver oral presentations and reports on a variety of appropriate topics
examine texts to determine the difference between fact and opinion
engage in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own
E - Grammar and Conventions
demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
use knowledge of language and its conventions when writing, speaking, reading, or listening
demonstrate command of the conventions of standard English grammar and usage when writing or speaking
F - Vocabulary
acquire and use general academic and domain-specific words and phrases appropriate for proficiency level with increasing precision
determine or clarify the meaning of unknown and multiple-meaning words and phrases, reading and content, as appropriate to the students’ proficiency level
determine the meaning of words and phrases as they are used in a text
cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text
analyze the elements of poetry (including tone, metaphor, simile, form, alliteration, rhyme, imagery, symbolism, and theme) from a variety of cultures, languages, and historic periods
read and comprehend literature, including stories, dramas, and poems at the appropriate proficiency level with teacher or peer guidance, collaboration, and/or scaffolding as needed
analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)
analyze texts in different forms or genres (e.g., stories and poems, historical novels, fantasy stories, and traditional literature from different cultures), comparing and contrasting themes and topics
determine a theme and/or central idea of a text and analyze its development over the course of the text
provide an objective summary of a variety of literary texts
B - Reading Informational Text
determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text
trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims and recognize when irrelevant evidence is introduced
read and comprehend nonfiction texts at the appropriate proficiency level, with scaffolding as needed
analyze how an author organizes a text, including how the major sections contribute to the whole and to the development of the ideas
cite several pieces of textual evidence to support the thesis and main ideas
determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints
demonstrate comprehension of current and historical events gained from a variety of written sources
determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone
analyze how a text connects with other subject areas
identify any inferences that can be drawn from the text to support thesis and main idea
compare and contrast a text to an audio, video, or multimedia version of the text, analyzing how and why each medium’s portrayal of the subject differs (e.g., how the delivery of a speech affects the impact of the words)
C - Writing
utilize informal language from academic conversations to draft formal written texts
produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
summarize opposing positions with evidence and evaluate and challenge evidence presented; summarize content-related material
write routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence)
write arguments to support claims with clear reasons and relevant evidence
conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation
collaborate with peers to engage in increasingly complex, grade-appropriate written exchanges and writing projects, using technology as appropriate
develop and strengthen writing as needed by participating in the writing process of planning, revising, editing, rewriting, or trying a new approach, with input from peers and adults
D - Speaking and Listening
contribute to class, group, and partner discussions, sustaining conversations on a variety of age- and grade-appropriate, academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas
plan and deliver a variety of oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas by using growing understanding of formal versus informal register
adjust language choices according to the context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), task, and audience (e.g., peers, teachers, guest lecturer)
engage regularly, effectively, and extensively in a range of collaborative discussions (e.g., one- on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly
evaluate the advantages and disadvantages of using different media (e.g., print or digital text, video, multimedia) to present a particular topic or idea
exchange oral and written information and ideas on topics related to contemporary events, history, and literature; demonstrate comprehension of these topics when presented through a variety of media
include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points
delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence
present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation
E - Grammar and Conventions
demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
demonstrate command of the conventions of standard English grammar and usage when writing or speaking
consult reference materials, both print and digital, to clarify the meaning or pronunciation of a word or determine the part of speech
choose words and phrases to provide precise details, descriptions, comparisons, and ordered procedures
F - Vocabulary
acquire and accurately use general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and context clues
use knowledge of morphology (e.g., affixes, Greek and Latin roots), context, reference materials to determine and learn the meaning of new words
demonstrate understanding of subtleties of meaning in a variety of level appropriate works, including idiomatic expressions and figurative language
understand phonics and word analysis skills in decoding words
read with increasing accuracy and fluency to support comprehension
B - Reading Across the Content Areas
compare and contrast content area texts that address related topics or themes
develop and strengthen basic reading skills, reading a variety of text types, fiction and non- fiction, on culturally responsive themes related to social, instructional language and the language of the content areas, with appropriate scaffolding
C - Writing
develop and strengthen foundational writing skills, progressing from words and phrases to sentences and simple paragraphs, on culturally responsive topics, with scaffolding appropriate for the proficiency level, with increasing fluency and accuracy
D - Grammar and Conventions
revise draft texts by adding adjectives to nouns to create more detailed phrases and sentences on a variety of topics
develop and strengthen use of standard English grammar and usage when writing and speaking, with scaffolding appropriate for the proficiency level
develop and strengthen use of conventions of standard English capitalization, punctuation, and spelling
E - Vocabulary
acquire and use general social, instructional, and academic words and phrases on culturally responsive topics and themes such as self, hobbies, school, home, family, school, free time activities, and neighborhood and community, in speaking and writing
F - Speaking and Listening
engage in collaborative conversations with peers and adults on relevant, culturally responsive topics, with scaffolding appropriate for the proficiency level
determine the meaning of words and phrases as they are used in a text at the appropriate level of proficiency or with scaffolding appropriate to the proficiency level
compare and contrast texts on relevant topics and themes in different forms or genres, with scaffolding appropriate to the proficiency level
compare and contrast the experience of reading a variety of content area texts on relevant topics and themes to listening to or viewing an audio, video, or live version of the text, with scaffolding appropriate to the proficiency level
determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, with scaffolding appropriate to the proficiency level
read and comprehend a variety of content area texts on relevant, culturally responsive topics or themes, including fiction and nonfiction, at the appropriate level of proficiency or with scaffolding appropriate to the proficiency level
explain and evaluate the argument and specific claims in a text, and begin to recognize when irrelevant evidence is introduced, with scaffolding appropriate to the proficiency level
cite textual evidence to support analysis of what the text says as well as work toward making inferences drawn from the text, with scaffolding appropriate to the proficiency level
B - Writing
write summaries of texts and experiences by using complete sentences and keywords (e.g., from notes or graphic organizers), with scaffolding appropriate to the proficiency level
develop and strengthen writing as needed by participating in the writing process of planning, revising, editing, rewriting, with input from peers and adults, with scaffolding appropriate to the proficiency level
produce writing on relevant, culturally responsive topics and themes, in which the development, organization, and style are appropriate to task, purpose, and audience, with increasing clarity and coherence, with appropriate scaffolding
collaborate with peers to engage in increasingly complex, grade-appropriate written exchanges, with scaffolding appropriate to the proficiency level, using technology as appropriate
conduct short research projects on culturally responsive topics to answer a question, drawing on sources and generating additional related, focused questions for further research and investigation, with scaffolding appropriate to the proficiency level
leverage oral language from academic conversations to draft formal written texts on academic topics, with scaffolding appropriate to the proficiency level
write routinely over extended time frames (i.e., time for research, reflection, revision) and shorter time frames (i.e., a single sitting, a day or two) for a range of tasks, purposes, and audiences, with scaffolding appropriate to the proficiency level
synthesize vocabulary, phrases, and patterns in extended written discourse, with scaffolding appropriate to the proficiency level
C - Grammar and Conventions
demonstrate command of the conventions of standard English grammar and usage when writing or speaking, with scaffolding appropriate to the proficiency level
D - Vocabulary
use knowledge of morphology (e.g., affixes, Greek and Latin roots), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics
acquire and begin to accurately use general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
use dictionaries and other reference resources, print and digital, to determine the meaning and pronunciation and part of speech of unfamiliar words
determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and context clues, with scaffolding appropriate to the proficiency level
E - Speaking and Listening
engage regularly in collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on culturally relevant topics, building on others’ ideas and expressing their own clearly, with scaffolding appropriate to the proficiency level
present claims and findings, descriptions, facts, details, and examples; beginning to use appropriate eye contact, adequate volume, and clear pronunciation, with scaffolding appropriate to the proficiency level
exchange oral and written information and ideas on a variety of topics, such as contemporary events, history, and literature; demonstrate comprehension when presented through a variety of media, with scaffolding appropriate to the proficiency level
justify opinions and positions or persuade others by making connections between ideas, with scaffolding appropriate to the proficiency level
determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, with scaffolding appropriate to the level of proficiency
compare and contrast texts on related topics or themes, including fiction and nonfiction, in different forms or genres
determine the meaning of words and phrases as they are used in a text, with scaffolding appropriate to the level of proficiency
read and comprehend a variety of content area texts on relevant, culturally responsive topics and themes at the appropriate level of proficiency or with scaffolding appropriate to the level of proficiency
compare and contrast the experience of reading a variety of content area texts on relevant themes to listening to or viewing an audio, video, or live version of the text, with scaffolding appropriate to the level of proficiency
explain and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and recognizing when irrelevant evidence is introduced, with scaffolding appropriate to the level of proficiency
cite textual evidence to support analysis of what the text says explicitly as well as work toward making inferences drawn from the text, with scaffolding appropriate to the level of proficiency
B - Writing
write routinely over extended time frames (i.e., time for research, reflection, and revision) and shorter time frames (i.e., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences, with appropriate scaffolding
utilize oral language from academic conversations to draft formal written texts on academic topics and themes, with scaffolding appropriate to the level of proficiency
write summaries of texts and experiences by using complete sentences and keywords (e.g., from notes or graphic organizers), with scaffolding appropriate to the level of proficiency
synthesize vocabulary, phrases, and patterns in extended written discourse, with scaffolding appropriate to the level of proficiency
produce clear and coherent writing on relevant, culturally responsive topics and themes, in which the development, organization, and style are appropriate to task, purpose, and audience, with scaffolding appropriate to the level of proficiency
develop and strengthen writing as needed by participating in the writing process of planning, revising, editing, rewriting, with input from peers and adults, with scaffolding appropriate to the level of proficiency
conduct research projects of increasing length to answer a question, drawing on sources and generating additional related, focused questions for further research and investigation, with scaffolding appropriate to the level of proficiency
collaborate with peers to engage in increasingly complex, grade-appropriate written exchanges, with scaffolding appropriate to the level of proficiency, using technology as appropriate
C - Grammar and Conventions
demonstrate command of the conventions of standard English grammar and usage when writing or speaking, with scaffolding appropriate to the level of proficiency
D - Vocabulary
use dictionaries and other reference resources, print and digital, to determine the meaning and pronunciation and part of speech of unfamiliar words
acquire and accurately use general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
use knowledge of morphology (e.g., affixes, Greek and Latin roots), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics
determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and context clues
E - Speaking and Listening
engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on culturally responsive topics, building on others ’ ideas and expressing their own clearly, with appropriate scaffolding
exchange oral and written information and ideas on topics related to contemporary events, history, and literature; demonstrate comprehension when presented through a variety of media, with scaffolding appropriate to the level of proficiency
justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge, with scaffolding appropriate to the level of proficiency
present claims and findings, descriptions, facts, details, and examples; beginning to use appropriate eye contact, adequate volume, and clear pronunciation, with scaffolding appropriate to the level of proficiency
explain and evaluate the argument and the specific claims in a text, and begin to recognize when irrelevant evidence is introduced, with scaffolding appropriate to the proficiency level
compare and contrast the experience of reading a variety of content area texts to listening or to viewing the text with scaffolding appropriate to the proficiency level
read and comprehend a variety of content area texts on relevant, culturally responsive topics or themes, including fiction and non-fiction, at the appropriate level of proficiency
compare and contrast texts on relevant topics and themes in different forms or genres with scaffolding appropriate to the proficiency level
determine the meaning of words and phrases as they are used in a text at the appropriate level of proficiency or with scaffolding appropriate to the proficiency level
cite textual evidence to support analysis of the text; make inferences from the text, with scaffolding appropriate to the proficiency level
determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings with scaffolding appropriate to the proficiency level
B - Writing
conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subject under investigation with scaffolding appropriate to the proficiency level
utilize oral language from academic conversations to draft formal written texts on academic topics and themes, appropriate to the level of proficiency
write summaries of texts and experiences by using complete sentences and keywords (e.g., from notes or graphic organizers), appropriate to the level of proficiency
write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content with scaffolding appropriate to the proficiency level
write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
synthesize vocabulary, phrases, and patterns in extended written discourse, appropriate to the level of proficiency
gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citations with scaffolding appropriate to the proficiency level
develop and strengthen writing as needed, with some guidance and support from peers and adults, by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed
collaborate with peers to engage in increasingly complex, grade-appropriate written exchanges, appropriate to the level of proficiency, using technology as appropriate
C - Grammar and Conventions
demonstrate command of the conventions of standard English grammar and usage when writing or speaking, with scaffolding appropriate to the proficiency level
D - Vocabulary
use dictionaries and other reference resources, print and digital, to determine the meaning, pronunciation, and part of speech of unfamiliar words
use knowledge of morphology (e.g., affixes, Greek and Latin roots), context, and visual cues to determine the meaning of unknown and multiple-meaning words
acquire and accurately use general and domain specific words and phrase, apply vocabulary knowledge when considering a word or phrase important to comprehension or expression
E - Speaking and Listening
exchange oral and written information and ideas on topics related to contemporary events, science, history, and literature; demonstrate comprehension when presented through a variety of media, appropriate to the level of proficiency
initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively with scaffolding appropriate to the proficiency level
present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation with scaffolding appropriate to the proficiency level
make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
evaluate and/or reflect on a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence with scaffolding appropriate to the proficiency level
delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence
