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ELA/ELD Standards Correlation Matrix for ELD Materials

Kindergarten Reading
The EnglishLanguage Arts (ELA) Standards required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A,
Matrix 3. This correlation matrix is to be used to indicate the alignment of the required ELA Standards to the English-Language Development (ELD)
Standards in the ELD instructional materials and at which proficiency levels these standards are addressed.

Publisher Macmillan/McGraw-Hill Program Title California Treasures

ELA Standards Primary Supporting


ELD Standards Reading Grades K-2
Kindergarten Reading Citations Citations
Beginning Early Intermediate Intermediate Early Advanced
1.0 Word Analysis, Word Analysis Word Analysis Word Analysis Word Analysis ELA R K.1.1, ELA R K.1.1,
Fluency, and ELD B4: TE pp. ELD B4: TE pp.
B1. Recognize EI1. Produce English I1. Pronounce most EA1. Use
Systematic Vocabulary 13, 89, 150, 449 50, 129, 305
English phonemes that English phonemes common English
Development
phonemes that correspond to correctly while morphemes to
ELA R K.1.2, ELA R K.1.2,
Students know about correspond to phonemes students reading aloud. derive meaning
ELD B4: TE pp. ELD B4: TE pp.
letters, words, and phonemes already hear and in oral and silent
English-Language 9, 39, 421 197, 205, 521
sounds. They apply this students already produce, including reading (e.g.,
Arts Content
knowledge to read simple hear and long and short basic
Standards ELA R K.1.3, ELA R K.1.3,
sentences. produce in their vowels and initial syllabication
Kindergarten: ELD B5: TE pp. ELD B5: TE pp.
primary and final consonants. rules, regular and
Concepts About Print Phonemic 22, 295, 325 7, 302, 311
language. irregular plurals,
English-Language Awareness
R 1.1 Identify the front and basic
Fluency and Arts Content ELA R K.1.4, ELA R K.1.4,
cover, back cover, and 1.7 Track (move phonics).
Systematic Standards ELD B6, I2: TE ELD B6, I2: TE
title page of a book. sequentially from
Vocabulary Kindergarten: English- pp. 17, 100, 665 pp. 57, 554, 615
sound to sound) and
R 1.2 Follow words from Development Phonemic Language Arts
represent the
left to right and from top Awareness Content ELA R K.1.5, ELA R K.1.5,
B2. Read aloud number, ELD B1: TE pp.
to bottom on the printed Standards ELD B1: TE pp.
simple words 1.7 Track (move sameness/difference, 100, 433, 505
page. Kindergarten: 145, 289, 361
(e.g., nouns and sequentially from and order of two and
Phonemic
R 1.3 Understand that adjectives) in sound to sound) and three isolated ELA R K.1.6,
Awareness ELA R K.1.6,
printed materials provide stories or games. represent the phonemes (e.g., /f, s, ELD B1: TE pp.
ELD B1: TE pp.
information. number, th/,/j, d, j/). 1.8 Track (move 124, 326, 538
English- 93, 268, 606
sameness/difference, sequentially from
R 1.4 Recognize that Language Arts
and order of two and
Grade One:
sound to sound)
sentences in print are Content
three isolated
Phonemic
and represent
made up of separate Standards Awareness
phonemes (e.g., /f, s, changes in
words. simple syllables
Kindergarten th/,/j, d, j/). 1.5 Distinguish long-
R 1.5 Distinguish letters and short-vowel and words with
1.17 Identify and 1.10 Identify and
from words. sounds in orally two and three
sort common produce rhyming
stated single-syllable sounds as one
R 1.6 Recognize and words in basic words in response to
words (e.g., bit/bite). sound is added,
name all uppercase and categories (e.g., an oral prompt.
substituted,
colors, shapes, 1.6 Create and say a
California Department of Education revised June 2007
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ELA Standards Primary Supporting
ELD Standards Reading Grades K-2
Kindergarten Reading Citations Citations
Beginning Early Intermediate Intermediate Early Advanced
lowercase letters of the foods). Grade One: series of rhyming omitted, shifted, ELA R K.1.7, ELA R K.1.7,
alphabet. Phonemic words, including or repeated (e.g., ELD B1, EI1, EI2, ELD B1, EI1,
B3. Respond
Awareness consonant blends. vowel-consonant, I1: TE pp. 182, EI2, I1: TE pp.
Phonemic Awareness appropriately to
consonant-vowel, 204, 272 128, 196, 348
some social and 1.4 Distinguish initial, 1.7 Add, delete, or
R 1.7 Track (move or consonant-
academic medial, and final change target
sequentially from sound vowel- ELA R K.1.8, ELA R K.1.8,
interactions (e.g., sounds in single- sounds to change
to sound) and represent consonant). ELD B1, B3, EI1, ELD B1, B3, EI1,
simple syllable words. words (e.g., change
the number, EI2, I1: TE pp. EI2, I1: TE pp.
question/answer, cow to how; pan to 1.9 Blend vowel-
sameness/difference, and EI2. Recognize 60, 462, 520, 632 106, 322, 470,
negotiate play). an). consonant
order of two and three English phonemes 628
sounds orally to
isolated phonemes (e.g., B4. Demonstrate that do not 1.8 Blend two to four
make words or
/f, s, th/, /j, d, j/). comprehension correspond to phonemes into ELA R K.1.9, ELA R K.1.9,
syllables.
of simple sounds students recognizable words ELD B3, EA2: TE ELD B3, EA2:
R 1.8 Track (move
vocabulary with hear and produce, (e.g., /c/a/t/ = cat; 1.11 Distinguish pp. 34, 488, 610 TE pp. 60, 327,
sequentially from sound
an appropriate (e.g., a in cat and /f/l/a/t/ = flat). orally stated one- 538
to sound) and represent
action. final consonants). syllable words
changes in simple 1.9 Segment single-
and separate into ELA R K.1.10, ELA R K.1.10,
syllables and words with B5. Retell simple syllable words into
beginning or ELD B2, B4, I2: ELD B2, B4, I2:
two and three sounds as stories by using their components
ending sounds. TE pp. 45, 211, TE pp. 145, 372,
one sound is added, drawings, words, (e.g., /c/a/t/ = cat;
250 606
substituted, omitted, or phrases. /s/p/l/a/t/ = splat; 1.12 Track
shifted, or repeated (e.g., /r/i/ch/ = rich). auditorily each
B6. Produce ELA R K.1.11, ELA R K.1.11,
vowel-consonant, word in a
simple I2. Recognize ELD B4, I2, EA2: ELD B4, I2, EA2:
consonant-vowel, or sentence and
vocabulary sound/symbol TE pp. 268, 390, TE pp. 80, 512,
consonant-vowel- each syllable in a
(single words or relationships and 606 656
consonant). word.
short phrases) to basic word-formation
R 1.9 Blend vowel- communicate rules in phrases, 1.13 Count the
consonant sounds orally basic needs in simple sentences, or number of
to make words or social and simple text. sounds in
syllables. academic syllables and
English-Language
settings (e.g., syllables in
R 1.10 Identify and Arts Content
locations, words.
produce rhyming words in Standards Grade
greetings,
response to an oral Two: Decoding and Grade Two:
classroom
prompt. Word Recognition Decoding and
objects).
Recognition
R 1.11 Distinguish orally 1.4 Recognize
stated one-syllable words common 1.1 Recognize
and separate into abbreviations (e.g., and use
beginning or ending Jan., Sun., Mr., St.). knowledge of
California Department of Education revised June 2007
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ELA Standards Primary Supporting
ELD Standards Reading Grades K-2
Kindergarten Reading Citations Citations
Beginning Early Intermediate Intermediate Early Advanced
sounds. I3. Recognize and spelling patterns ELA R K.1.12, ELA R K.1.12,
name all uppercase (e.g., diphthongs, ELD B2, I2: TE ELD B2, I2: TE
R 1.12 Track auditorily
and lowercase letters special vowel pp. 156, 663 pp. 8, 30
each word in a sentence
of the alphabet. spellings) when
and each syllable in a
reading. ELA R K.1.13, ELA R K.1.13,
word. English-Language
ELD EA2: TE pp. ELD EA2: TE
Arts Content 1.2 Apply
R 1.13 Count the number 124, 152, 156, pp. 512, 606
Standards knowledge of
of sounds in syllables and 440
Kindergarten basic
syllables in words.
syllabication
1.1 Identify the front ELA R K.1.14, ELA R K.1.14,
Decoding and Word rules when
cover, back cover, ELD B2, I1, I2, I3, ELD B2, I1, I2,
Recognition reading (e.g.,
and title page of a I5, EA2, EA5: TE I3, I5, EA2, EA5:
vowel-
R 1.14 Match all book. pp. 80, 132, 326 TE pp. 93, 196,
consonant-vowel
consonant and short- 309
1.2 Follow words = su/per; vowel-
vowel sounds to consonant/
from left to right and ELA R K.1.15,
appropriate letters. ELA R K.1.15,
from top to bottom on consonant-vowel
ELD B2, B4, EI3, ELD B2, B4, EI3,
R 1.15 Read simple one- the printed page. = sup/per).
EI4, EI5, I2, I5, EI4, EI5, I2, I5,
syllable and high- 1.3 Decode two- EA2: TE pp. 9, EA2: TE pp. 35,
1.3 Understand that
frequency words (i.e., syllable 327, 535 225, 679
printed materials
sight words).
provide information. nonsense words
R 1.16 Understand that and regular ELA R K.1.16, ELA R K.1.16,
1.4 Recognize that multisyllable ELD I1, I2, I3, I5, ELD I1, I2, I3, I5,
as letters of words
sentences in print EA2, EA5: TE pp. EA2, EA5: TE
change, so do the sounds words.
are made up of 137, 232, 348 pp. 182, 390,
(i.e., the alphabetic 1.5 Identify and
separate words. 588
principle). correctly use
1.5 Distinguish
regular plurals
letters from words. (e.g., -s, -es,
Grade One: -ies) and
Concepts About irregular plurals
Print (e.g., fly/flies,
wife/wives).
1.1 Match oral words
to printed words. 1.6 Read aloud
fluently and
1.3 Identify letters, accurately and
words, and with appropriate
sentences. intonation and
expression.
California Department of Education revised June 2007
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ELA Standards Primary Supporting
ELD Standards Reading Grades K-2
Kindergarten Reading Citations Citations
Beginning Early Intermediate Intermediate Early Advanced
EA2. Recognize
sound/symbol
relationship and
basic word-
formation rules in
phrases, simple
sentences, or
simple text.
English-
Language Arts
Content
Standards
Kindergarten:
Decoding and
Word
Recognition
1.14 Match all
consonant and
short-vowel
sounds to
appropriate
letters.
1.15 Read simple
one-syllable and
high-frequency
words (i.e., sight
words).
1.16 Understand
that as letters of
words change,
so do the sounds
(i.e., the
alphabetic
principle).
Grade One:
Decoding and
Word
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ELA Standards Primary Supporting
ELD Standards Reading Grades K-2
Kindergarten Reading Citations Citations
Beginning Early Intermediate Intermediate Early Advanced
Recognition
1.10 Generate
the sounds from
all the letters and
letter patterns,
including
consonant
blends and long-
and short-vowel
patterns (i.e.,
phonograms),
and blend those
sounds into
recognizable
words.
1.11 Read
common,
irregular sight
words (e.g., the,
have, said,
come, give, of).
1.12 Use
knowledge of
vowel digraphs
and r-controlled
letter-sound
associations to
read words.
1.13 Read
compound words
and contractions.
1.14 Read
inflectional forms
(e.g., -s, -ed,
-ing) and root
words (e.g., look,

California Department of Education revised June 2007


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ELA Standards Primary Supporting
ELD Standards Reading Grades K-2
Kindergarten Reading Citations Citations
Beginning Early Intermediate Intermediate Early Advanced
looked, looking).
1.15 Read
common word
families (e.g., -ite
-ate).
1.16 Read aloud
with fluency in a
manner that
sounds like
natural speech.
Vocabulary and Concept Fluency and Fluency and Fluency and Fluency and ELA R K.1.17, ELA R K.1.17,
Development Systematic Systematic Systematic Systematic ELD B2, B4, EI4, ELD B2, B4, EI4,
Vocabulary Vocabulary Vocabulary Vocabulary EI5, EA3: TE pp. EI5, EA3: TE pp.
R 1.17 Identify and sort
Development Development Development Development 10, 18, 392, 400 126, 134, 442,
common words in basic
450
categories (e.g., colors, B2. Read aloud EI3. Produce I4. Demonstrate EA3. Recognize
shapes, foods). simple words vocabulary, phrases, internalization of simple antonyms
ELA R K.1.18, ELA R K.1.18,
(e.g., nouns and and simple English grammar, and synonyms
R 1.18 Describe common ELD B3, B4, B5, ELD B3, B4, B5,
adjectives) in sentences to usage, and word (e.g., good, bad;
objects and events in both B6, EI3, EI6, I4, B6, EI3, EI6, I4,
stories or games. communicate basic choice by blend, mix) in
general and specific I6, I7: TE pp. 6, I6, I7: TE pp.
needs in social and recognizing and stories or games.
language. English- 173, 439 100, 101, 418,
academic settings. correcting errors
Language Arts EA4. Use simple 419, 366
when speaking or
Content EI4. Read simple prefixes and
reading aloud.
Standards vocabulary, phrases, suffixes when
Kindergarten and sentences I5. Use decoding they are attached
independently. skills to read more to known
1.17 Identify and
complex words vocabulary.
sort common EI5. Read aloud an
independently.
words in basic increasing number of English-
categories (e.g., English words. English-Language Language Arts
colors, shapes, Arts Content Content
EI6. Demonstrate
foods). Standards Grade Standards
internalization of
One Grade Two
B3. Respond English grammar,
appropriately to usage, and word 1.17 Classify grade- 1.9 Know the
some social and choice by appropriate meaning of
academic recognizing and categories of words simple prefixes
interactions (e.g., correcting some (e.g., concrete and suffixes
simple errors when collections of (e.g., over-, un-,
California Department of Education revised June 2007
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ELA Standards Primary Supporting
ELD Standards Reading Grades K-2
Kindergarten Reading Citations Citations
Beginning Early Intermediate Intermediate Early Advanced
question/answer, speaking or reading animals, foods, toys). -ing, -ly).
negotiate play). aloud.
I6. Use more EA5. Use
B4. Demonstrate complex vocabulary decoding skills
comprehension and sentences to and knowledge
of simple communicate needs of academic and
vocabulary with and express ideas in social vocabulary
an appropriate a wider variety of to begin
action. social and academic independent
settings (e.g., reading.
B5. Retell simple
classroom
stories by using
discussions,
drawings, words,
mediation of
or phrases.
conflicts).
B6. Produce
English-Language
simple
Arts Content
vocabulary
Standards
(single words or
Kindergarten
short phrases) to
communicate 1.18 Describe
basic needs in common objects and
social and events in both
academic general and specific
settings (e.g., language.
locations,
I7. Apply knowledge
greetings,
of content-related
classroom
vocabulary to
objects).
discussions and
reading.
I8. Recognize simple
prefixes and suffixes
when they are
attached to known
vocabulary (e.g.,
remove, jumping).
2.0 Reading Reading Reading Reading Reading
Comprehension Comprehension Comprehension Comprehension Comprehension
Students identify the B7. Respond EI7. Respond orally I9. Read stories and EA6. Read text
California Department of Education revised June 2007
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ELA Standards Primary Supporting
ELD Standards Reading Grades K-2
Kindergarten Reading Citations Citations
Beginning Early Intermediate Intermediate Early Advanced
basic facts and ideas in orally to stories to simple stories read respond orally in and use detailed ELA R K.2.1, ELA R K.2.1,
what they have read, read aloud, using aloud, using phrases simple sentences to sentences to ELD I10: TE pp. ELD I10: TE pp.
heard, or viewed. They physical actions or simple sentences factual identify orally the 14, 15, 37, 111, 6, 107, 266, 302,
use comprehension and other means to answer factual comprehension main idea and 180, 229 532
strategies (e.g., of nonverbal comprehension questions about the use the idea to
generating and communication questions. stories. draw inferences ELA R K.2.2, ELA R K.2.2,
responding to questions, (e.g., matching about the text. ELD B7, EA9: TE ELD B7, EA9:
EI8. Draw and label I10. While reading
comparing new objects, pointing pp. 7, 51, 151, TE pp. 23, 55,
pictures related to a aloud in a group, EA7. Read
information to what is to an answer, 295 154, 155, 299,
story topic or ones point out basic text stories and orally
already known). The drawing 302, 465
own experience. features, such as the respond to them
selections in pictures).
title, table of by answering
Recommended Literature, EI9. Understand and ELA R K.2.3, ELA R K.2.3,
B8. Respond contents, and factual
Kindergarten Through follow simple two- ELD B9, EI8, I12: ELD B9, EI8,
orally to stories chapter headings. comprehension
Grade Twelve (California step directions for TE pp. 33, 45, 95, I12: TE pp. 23,
read aloud, questions about
Department of Education, classroom activities. I11. Draw inferences 261, 355, 427, 249, 351, 397,
giving one- or cause-and-effect
2002) illustrate the quality about stories read 643 423, 426, 451,
two- word EI10. Orally identify, relationships.
and complexity of the aloud and use simple 499, 549, 583,
responses (e.g., using key words or
materials to be read by phrases or EA8. Write a 671
brown bear) to phrases, the basic
students. sentences to brief summary
factual sequence of events
communicate the (three or four ELA R K.2.4, ELA R K.2.4,
Structural Features of comprehension in text read aloud.
inferences. complete ELD B11, EI10, ELD B11, EI10,
Informational Materials questions.
EI11. Draw logical sentences) of a EA8: TE pp. 227, EA8: TE pp. 325,
I12. Write captions or 411, 415, 537 477, 497, 515,
R 2.1 Locate the title, B9. Draw inferences from a story.
phrases for drawings 533, 536
table of contents, name of pictures from story read aloud.
related to a story. EA9. Read and
author, and name of ones own
use basic text
illustrator. experience I13. Understand and ELA R K.2.5, ELA R K.2.5,
features, such as
related to a story follow some multiple- ELD B7, B8, EI7, ELD B7, B8, EI7,
Comprehension and the title, table of EI11, I9, I11, EI11, I9, I11,
or topic (e.g., step directions for
Analysis of Grade-Level- contents, and EA6, EA7, EA10: EA6, EA7, EA10:
community in classroom-related
Appropriate Text chapter TE pp. 11, 113, TE pp. 19, 41,
social studies). activities.
headings. 123, 131, 195, 82, 126, 555,
R 2.2 Use pictures and
B10. Understand 339, 586, 605 583, 608
context to make EA10. Read
and follow simple
predictions about story stories and texts
one-step
content. from content
directions for
areas and
R 2.3 Connect to life classroom
respond orally to
experiences the activities.
them by restating
information and events in
B11. Identify, facts and details
texts.
using key words
California Department of Education revised June 2007
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ELA Standards Primary Supporting
ELD Standards Reading Grades K-2
Kindergarten Reading Citations Citations
Beginning Early Intermediate Intermediate Early Advanced
R 2.4 Retell familiar or pictures, the to clarify ideas.
stories. basic sequence
of events in
R 2.5 Ask and answer
stories read
questions about essential
aloud.
elements of a text.

ELA Standards ELD Standards Writing Grades K-2 Primary Supporting


Kindergarten Writing Citations Citations
Beginning Early Intermediate Intermediate Early Advanced
1.0 Writing Strategies Writing Writing Writing Writing ELA W K.1.1, ELD ELA W K.1.1, ELD
Strategies Strategies Strategies Strategies B3, B4, EI1, EI3, I4: B3, B4, EI1, EI3,
Students write words and
TE pp. 19, 95, 163, I4: TE pp. 185,
brief sentences that are B2. Copy words EI1. Write simple I1. Write short EA1. Write short
227, 333, 477 329, 380, 452,
legible. posted and sentences about narrative stories narratives that
524, 596, 668
commonly used events or that include the include elements
Organization and Focus
in the classroom characters from elements of of setting,
W 1.1 Use letters and (e.g., labels, familiar stories setting and characters, and
ELA W K.1.2, ELD ELA W K.1.2, ELD
phonetically spelled words to number names, read aloud by the characters. events.
B3, B4, EI1, EI3, I4: B3, B4, EI1, EI3,
write about experiences, days of the teacher.
EA2. Proceed TE pp. 236, 308, I4: TE pp. 329,
stories, people, objects, or week).
EI2. Write simple through the 333, 477, 596 380, 452, 524, 668
events. I2. Produce
B3. Write a few sentences by writing process to
independent
W 1.2 Write consonant-vowel- words or phrases using key words write short
writing that is
consonant words (i.e, about an event or posted and paragraphs that ELA W K.1.3, ELD ELA W K.1.3, ELD
understood when
demonstrate the alphabetic character from a commonly used maintain a B2, B3, B4, EI1, B2, B3, B4, EI1,
read but may
principle). story read by the in the classroom consistent focus. EI2, EI3, I4: TE pp. EI2, EI3, I4: TE
include
teacher. (e.g., labels, 95, 163, 477 pp. 329, 333, 659
W 1.3 Write by moving from inconsistent use EA3. Use
number names,
left to right and from top to B4. Write a of standard complex
days of the week,
bottom. phrase or simple grammatical vocabulary and
and months (e.g.,
sentence about forms. sentences
Today is
an experience appropriate for
Tuesday). I3. Following a
generated from a language arts
model, proceed
group story. EI3. Write one to and other content
through the
two simple areas (e.g., math,
writing process to
sentences (e.g., science, social
independently
I went to the studies).
write short
park).
paragraphs of at EA5. Produce
California Department of Education revised June 2007
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ELA Standards ELD Standards Writing Grades K-2 Primary Supporting
Kindergarten Writing Citations Citations
Beginning Early Intermediate Intermediate Early Advanced
least three lines. independent
writing with
I4. Write simple
consistent use of
sentences
standard
appropriate for
grammatical
language arts
forms. (some
and other content
rules may not be
areas (e.g., math,
followed).
science, social
studies). EA4. Write a
formal letter.
I5. Write a
friendly letter of a
few lines.

ELA Standards
Kindergarten ELD Standards Listening and Speaking Grades K-2 Primary Supporting
Listening and Speaking Beginning Early Intermediate Intermediate Early Advanced Citations Citations
LAS 1.0 Listening and Strategies and Strategies and Strategies and Strategies and ELA LAS K.1.1, ELD ELA LAS K.1.1,
Speaking Strategies Applications Applications Applications Applications Reading ELD Reading
Comprehension B10, Comprehension
Students listen and respond B1. Begin to EI1. Begin to be I1. Ask and EA1. Listen
EI9, and I13, LAS B10, EI9, and
to oral communication. They speak a few understood when answer attentively to
B3: TE pp. 66, 105, I13, LAS B3: TE
speak in clear and coherent words or speaking, but instructional stories and
155, 342, 599, 680 pp. 95, 104, 134,
sentences. sentences by may have some questions by information, and
139, 154, 206,
using some inconsistent use using simple orally identify key
Comprehension 487, 518, 702
English of standard sentences. details and
LAS 1.1 Understand and phonemes and English concepts.
I2. Listen
follow one- and two-step oral rudimentary grammatical ELA LAS K.1.2, ELD ELA LAS K.1.2,
attentively to EA2. Retell
directions. English forms and B1, B2, B3, EI1, EI2, ELD B1, B2, B3,
stories and stories in greater
grammatical sounds (e.g., I1, I2, I3, I4, I5, EA1, EI1, EI2, I1, I2,
LAS 1.2 Share information information, and detail by
forms (e.g., plurals, simple EA2, EA3, EA4, EA5: I3, I4, I5, EA1,
and ideas, speaking audibly identify important including
single words or past tense, TE pp. 14, 95, 136, EA2, EA3, EA4,
in complete, coherent details and characters,
phrases). pronouns such 302, 308 EA5: TE pp. 23,
sentences. concepts by setting and plot.
as he or she). 64, 126, 329,
B2. Answer using both verbal
LAS 2.0 Speaking EA3. Make 333, 451, 523,
simple questions EI2. Ask and and nonverbal
Applications (Genres and oneself 740741
with one- to -two- answer questions responses.
Their Characteristics) understood when
word responses. by using phrases
I3. Make oneself speaking by
or simple
California Department of Education revised June 2007
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ELA Standards
Kindergarten ELD Standards Listening and Speaking Grades K-2 Primary Supporting
Listening and Speaking Beginning Early Intermediate Intermediate Early Advanced Citations Citations
Students deliver brief B3. Respond to sentences. understood when using consistent ELA LAS K.2.1, ELD ELA LAS K.2.1,
recitations and oral simple directions speaking by standard English EI3: TE pp. 44, 131, ELD EI3: TE pp.
EI3. Retell 139, 198, 298, 382, 658
presentations about familiar and questions by using consistent grammatical 33, 126, 195,
familiar stories
experiences or interests, using physical standard English forms, sounds, 464, 494, 524,
and short
demonstrating command of actions and other grammatical intonation, pitch, 546, 568, 692,
conversations by
the organization and delivery means of forms and and modulation 740741
using appropriate
strategies outlined in nonverbal sounds; however, but may make
gestures,
Listening and Speaking communication some rules may random errors.
expressions, and ELA LAS K.2.2, ELD ELA LAS K.2.2,
Standard 1.0. (e.g., matching not be followed
illustrative EA4. Participate EI5: TE pp. 211, 325, ELD EI5: TE pp.
objects, pointing (e.g., third-
Using the listening and objects. in and initiate 635, 639 84, 124, 128,
to an answer, person singular,
speaking strategies of more extended 156, 246, 276,
drawing EI4. Orally male and female
kindergarten outlined in social 340, 368, 606,
pictures). communicate pronouns).
Listening and Speaking conversations 740741
basic needs
Standard 1.0, students: B4. I4. Participate in with peers and
(e.g., May I get a
Independently social adults on ELA LAS K.2.3, ELD ELA LAS K.2.3,
LAS 2.1 Describe people, drink?).
use common conversations unfamiliar topics EI1, I3, EA3: TE pp. ELD EI1, I3, EA3:
places, things (e.g., size, 227, 325, 477, 514
social greetings EI5. Recite with peers and by asking and TE pp. 195, 198,
color, shape), locations, and
and simple familiar rhymes, adults on familiar answering 341, 342, 414,
actions.
repetitive songs, and topics by asking questions and 415, 549, 558,
LAS 2.2 Recite short poems, phrases (e.g., simple stories. and answering restating and 710, 740741
rhymes, and songs. Thank you, questions and soliciting
Youre soliciting information.
LAS 2.3 Relate an welcome). information.
experience or creative story EA5. Recognize
in a logical sequence. I5. Retell stories appropriate ways
and talk about of speaking that
school-related vary according to
activities by using the purpose,
expanded audience, and
vocabulary, subject matter.
descriptive
EA6. Ask and
words, and
answer
paraphrasing
instructional
questions with
more extensive
supporting
elements (e.g.,
Which part of
the story was the
California Department of Education revised June 2007
11
ELA Standards
Kindergarten ELD Standards Listening and Speaking Grades K-2 Primary Supporting
Listening and Speaking Beginning Early Intermediate Intermediate Early Advanced Citations Citations
most
important?).

ELA Standards
Kindergarten Written and ELD Standards English-Language Conventions Grades K-2 Primary Supporting
Oral English Language Beginning Early Intermediate Intermediate Early Advanced Citations Citations
Conventions
LC 1.0 Written and Oral English English English English ELA LC K.1.1, ELD ELA LC K.1.1,
English Language Language Language Language Language I7, EA7: TE pp. 136, ELD I7, EA7: TE
Conventions Conventions Conventions Conventions Conventions 163, 308 pp. 14, 23, 91,
154, 185, 186,
Students write and speak with B5. Use EI4. Use I6. Produce EA6. Produce
188, 208, 238,
a command of standard capitalization capitalization to independent independent
257, 330, 352,
English conventions. when writing begin sentences writing that may writing that may
424, 523, 524
ones own name. and for proper include some include some
Sentence Structure
nouns. inconsistent use periods, correct ELA LC K.1.2, ELD ELA LC K.1.2,
LC 1.1 Recognize and use of capitalization, spelling, and B5, EI4: TE pp. 95,
EI5. Use a period ELD B5, EI4: TE
complete, coherent sentences periods, and inconsistent 163, 227, 477
or question mark pp. 236, 308, 333,
when speaking. correct spelling. capitalization.
at the end of a 452, 524, 596, 668
Spelling sentence. I7. Use standard EA7. Use
word order but standard word
LC 1.2 Spell independently by EI6. Edit writing
may have some order with some
using pre-phonetic for basic
inconsistent inconsistent
knowledge, sounds of the conventions (e.g.,
grammatical grammar forms
alphabet, and knowledge of capitalization and
forms (e.g., (e.g.,
letter names. use of periods)
subject/verb subject/verb
and make some
without agreement).
corrections.
inflections).
EA8. Edit writing
to check some of
the mechanics of
writing (e.g.,
capitalization and
periods).
English-
Language Arts
Content
Standards
California Department of Education revised June 2007
12
ELA Standards
Kindergarten Written and ELD Standards English-Language Conventions Grades K-2 Primary Supporting
Oral English Language Beginning Early Intermediate Intermediate Early Advanced Citations Citations
Conventions
Grade One:
1.8 Spell three-
and four-letter
short-vowel
words and grade-
level-appropriate
sight words
correctly.
Grade Two:
1.7 Spell
frequently used,
irregular words
correctly (e.g.,
was, were, says,
said, who, what,
why).

California Department of Education revised June 2007


13