Page 16 - SpringBoard_ELD_Grade6_Flipbook

Language Processes
standard Code
PII .6 .6
Emerging
Connecting ideas
Combine clauses in a
few basic ways to make connections between and join ideas (e .g ., creating compound sentences using and, but, so) .
Expanding
Connecting ideas
Combine clauses in an increasing variety of ways (e .g ., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e .g ., He stayed at home on Sunday to study for Monday’s exam) or to make a concession (e .g ., She studied all night even though she wasn’t feeling well) .
Bridging
Connecting and Condensing Ideas
Condensing ideas
Condense ideas in
simple ways (e .g ., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl . The girl changed the world . > This is a story about
a girl who changed the world .) to create precise and detailed sentences .
Condensing ideas
Condense ideas in an increasing variety of ways (e .g ., through various types of embedded clauses and other ways of condensing, as in, Organic vegetables are food . They’re made without chemical fertilizers . They’re made without chemical insecticides .
> Organic vegetables
are foods that are made without chemical fertilizers or insecticides .) to create precise and detailed sentences .
California English Language Development standards xv
Connecting ideas
Combine clauses in a
wide variety of ways (e .g ., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e .g ., He stayed at home on Sunday to study for Monday’s exam), to make a concession (e .g ., She studied all night even though she wasn’t feeling well), or to link two ideas that happen at the same time (e .g ., The students worked in groups while their teacher walked around the room) .
PII .6 .7
Condensing ideas
Condense ideas in a variety of ways (e .g ., through various types
of embedded clauses, ways of condensing, and nominalization as in, They destroyed the rainforest . Lots of animals died .
> The destruction of
the rainforest led to the death of many animals .) to create precise and detailed sentences .
Foundational Literacy skills:
Literacy in an Alphabetic writing system
• Print concepts Phonological awareness
• Phonics & word
recognition
• Fluency
PIII .6
see Appendix A [of the California ELD standards] for information on teaching reading foundational skills to English learners of various profiles based on age, native language, native language writing system, schooling experience, and literacy experience and proficiency. some considerations are:
• Native language and literacy (e .g ., phoneme awareness or print concept skills in native language) should be assessed for potential transference to English language and literacy .
• Similarities between native language and English should be highlighted (e .g ., phonemes or letters that are the same in both languages) .
• Differences between native language and English should be highlighted (e .g ., some phonemes in English may not exist in the student’s native language; native language syntax may be different from English syntax) .
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