ࡱ> M 6bjbj== )WW/,l"|N|N|N8NLO$"q0PtRFRRRVNEZ[qqqqqqqr tq\VV\\q]RR q]]]\dRRRq]\q]x]drqoT"oR$P "ZJ|N!]dooq0qotx]txo]""Grades 6-8 ELD Listening and Speaking StandardsELA Standards BeginningEarly IntermediateIntermediateEarly AdvancedAdvancedGrade 7Primary CitationSupporting Citation FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  B1. Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases). B2. Ask and answer questions by using simple sentences or phrases. B3. Demonstrate comprehension of oral presentations and instructions through nonverbal responses (e.g., gestures, pointing, drawing). B4. Independently use common social greetings and simple repetitive phrases (e.g., Good morning, Ms. ____).  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  EI1. Begin to be understood when speaking but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she). EI2. Ask and answer questions by using phrases or simple sentences. EI3. Restate and execute multiple-step oral directions. EI4. Restate in simple sentences the main idea of oral presentations in subject-matter content. EI5. Orally communicate basic needs (e.g., I need to borrow a pencil). EI6. Prepare and deliver short oral presentations.  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  I1. Respond to messages by asking simple questions or by briefly restating the message. I2. Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses. I3. Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns). I4. Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information. I5. Identify the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject-matter content. I6. Prepare and deliver short presentations on ideas, premises, or images obtained from various common sources.  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  EA1. Listen attentively to more complex stories and information on new topics across content areas and identify the main points and supporting details. EA2. Retell stories in greater detail by including the characters, setting, and plot. EA3. Make oneself understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation but may make random errors. EA4. Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information. EA5. Recognize appropriate ways of speaking that vary according to the purpose, audience, and subject matter. EA6. Respond to messages by asking questions, challenging statements, or offering examples that affirm the message. EA7. Use simple figurative language and idiomatic expressions (e.g., heavy as a ton of bricks, soaking wet) to communicate ideas to a variety of audiences. EA8. Prepare and deliver presentations that use various sources.  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  A1. Listen attentively to stories and information on topics; identify the main points and supporting details. A2. Demonstrate an understanding of figurative language and idiomatic expressions by responding to such expressions and using them appropriately. A3. Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others. A4. Consistently use appropriate ways of speaking and writing that vary according to the purpose, audience, and subject matter. A5. Prepare and deliver presentations and reports in various content areas, including a purpose, point of view, introduction, coherent transition, and appropriate conclusions. A6. Speak clearly and comprehensibly by using standard English grammatical forms, sounds, intonation, pitch, and modulation.   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Listening And Speaking 1.0 Listening and Speaking Strategies Deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Comprehension 1.1 Ask probing questions to elicit information, including evidence to support the speakers claims and conclusions. 1.2 Determine the speakers attitude toward the subject. 1.3 Respond to persuasive messages with questions, challenges, or affirmations. Organization and Delivery of Oral Communication 1.4 Organize information to achieve particular purposes and to appeal to the background and interests of the audience. 1.5 Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in relation to the audience. 1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations. Analysis and Evaluation of Oral and Media Communications 1.7 Provide constructive feedback to speakers concerning the coherence and logic of a speechs content and delivery and its overall impact upon the listener. 1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade seven outlined in Listening and Speaking Standard 1.0, students: 2.1 Deliver narrative presentations: a. Establish a context, standard plot line (having a beginning, conflict, rising action, climax, and denouement), and point of view. b. Describe complex major and minor characters and a definite setting. c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, expressions). 2.2 Deliver oral summaries of articles and books: a. Include the main ideas of the event or article and the most significant details. b. Use the students own words, except for material quoted from sources. c. Convey a comprehensive understanding of sources, not just superficial details. 2.3 Deliver research presentations; a. Pose relevant and concise questions about the topic. b. Convey clear and accurate perspectives on the subject. c. Include evidence generated through the formal research process (e.g., use of a card catalog, Readers Guide to Periodical Literature, computer databases, magazines, newspapers, dictionaries). d. Cite reference sources appropriately. 2.4 Deliver persuasive presentations: a. State a clear position or perspective in support of an argument or proposal. b. Describe the points in support of the argument and employ well-articulated evidence. Written And Oral English Language Conventions The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to the grade level. Sentence Structure 1.1 Place modifiers properly and use the active voice. Grammar 1.2 Identify and use infinitives and participles and make clear references between pronouns and antecedents. 1.3 Identify all parts of speech and types and structure of sentences. 1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference). Punctuation 1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly. Capitalization 1.6 Use correct capitalization. Spelling 1.7 Spell derivatives correctly by applying the spellings of bases and affixes. 12-ELD, EA1-ELD, A1-ELD, I5-ELD Standards Level 300 Teachers Guide (TG) pp. 64, 65 Student Workbook (SW) pp. 33, 35 Level 400 TG: pp. 52, 53 SW: pp. 15, 17 Level 500 TG: pp. 76, 77 SW: pp. 51, 53 Level 600 TG: p. 52 SW: p. 15 Level 700 TG: pp. 48, 49 SW: pp. 9, 11 Level 800 TG: p. 52 SW: p. 15 13-ELD, EA3-ELD, A6-ELD Standards Level 300 TG: pp. 56, 72, 76 SW: pp. 22, 46, 52 Level 400 TG: pp. 52, 60, 68 SW: pp. 16, 28, 40 Level 500 TG: pp. 60, 64, 72 SW: pp. 28, 34, 46 Level 600 TG: pp. 60, 72, 76 SW: pp. 28, 46, 52 Level 700 TG: pp. 60, 72 SW: pp. 28, 46 Level 800 TG: pp. 56, 72 SW: pp. 22, 46 EA2-ELD Standard Level 300 TG: p. 69 SW: p. 41 Level 400 TG: p. 53 SW: p. 17 Level 500 TG: p. 73 SW: p. 47 A2-ELD Standard Level 500 TG: p. 75 SW: p. 49 14-ELD, EA4-ELD Standards Level 300 TG: pp. 48, 56, 64 SW: Level 400 TG: pp. 60, 72, 76 Level 500 TG: pp. 52, 56, 76 Level 600 TG: pp. 48, 60, 68 Level 700 TG: pp. 48, 68 Level 800 TG: pp. 56, 60, 72 A4-ELD Standard Level 300 TG: pp. 49, 57, 65 SW: pp. 11, 23, 35 Level 400 TG: pp. 53, 57, 69 SW: pp. 17, 23, 41 Level 500 TG: pp. 49, 57, 61 SW: pp. 11, 23, 39 Level 600 TG: pp. 53, 57, 61 SW: pp. 17, 23, 29 Level 700 TG: pp. 49, 61, 69 SW: pp. 11, 29, 41 Level 800 TG: pp. 49, 57, 65 SW: pp. 11, 23, 35 EA5-ELD Standard Level 300 TG: pp. 56, 72, 76 SW: pp. 22, 46, 52 Level 400 TG: pp. 52, 60, 68 SW: pp. 16, 28, 40 Level 500 TG: pp. 60, 64, 72 SW: pp. 28, 34, 46 Level 600 TG: pp. 60, 72, 76 SW: pp. 28, 46, 52 Level 700 TG: pp. 60, 72 SW: pp. 28, 46 Level 800 TG: pp. 56, 72 SW: pp. 22, 46 1.6-ELA Standard Level 300 TG: pp. 56, 72, 76 SW: pp. 22, 46, 52 Level 400 TG: pp. 52, 60, 68 SW: pp. 16, 28, 40 Level 500 TG: pp. 60, 64, 72 SW: pp. 28, 34, 46 Level 600 TG: pp. 60, 72, 76 SW: pp. 28, 46, 52 Level 700 TG: pp. 60, 72 SW: pp. 28, 46 Level 800 TG: pp. 56, 72 SW: pp. 22, 46 EA6-ELD Standard Level 300 TG: pp. 48, 56, 64 SW: Level 400 TG: pp. 60, 72, 76 Level 500 TG: pp. 52, 56, 76 Level 600 TG: pp. 48, 60, 68 Level 700 TG: pp. 48, 68 Level 800 TG: pp. 56, 60, 72 EA7-ELD Standard Level 300 TG: p. 53 SW: p. 17 1.0-ELA Standard Level 300 TG: pp. 49, 56, 72 SW: PP. 11, 22, 46 Level 400 TG: pp. 57, 60, 68 SW: pp. 23, 28, 40 Level 500 TG: pp. 49, 60, 64 SW: pp. 11, 28, 34 Level 600 TG: pp. 53, 72, 76 SW: pp. 17, 46, 52 Level 700 TG: pp. 49, 60, 72 SW: pp. 11, 28, 46 Level 800 TG: pp. 57, 72 SW: pp. 23, 46 1.1-ELA, 1.2-ELA, 1.3-ELA, 1.4-ELA, 1.5-ELA, 1.6-ELA, 1.7-ELA Standards Level 300 TG: pp. 49, 57, 65 SW: pp. 11, 23, 35 Level 400 TG: pp. 57, 53, 69 SW: pp. 23, 17, 41 Level 500 TG: pp. 49, 61, 57 SW: pp. 11, 23, 29 Level 600 TG: pp. 53, 57, 63 SW: pp.17, 23, 29 Level 700 TG: pp. 49, 61, 69 SW: pp. 11, 29, 41 Level 800 TG: pp. 49, 57, 65 SW: pp. 11, 23, 35  Publisher: ScholasticProgram Title: Sprint ReadingELD Proficiency Levels:FOR LEA USE ONLY Designated Standards ELD and ELA #s Beginning (B)xEarly Advanced (EA)Early Intermediate (EI)xAdvanced (A)xIntermediate (I) ELD / ELA Standards Correlation Matrix for Supplemental ELD Materials (SB1113 Budget Act 2004-2005) PAGE  PAGE 10 *English Language Arts Content Standards for California Public Schools Kindergarten Through Grade Twelve (State Board Adopted December 1997). 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