Language Development in the Content Areas 2

ESOLLDC2: Language Development in the Content Areas 2

ESOLLDC2.A: Reading Across the Content Areas

ESOLLDC2.B: Writing

ESOLLDC2.C: Grammar and Conventions

ESOLLDC2.D: Vocabulary

ESOLLDC2.E: Speaking and Listening

ESOLLDC2.A.1: 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

ESOLLDC2.A.2: 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

ESOLLDC2.A.3: 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

ESOLLDC2.A.4: 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

ESOLLDC2.A.5: compare and contrast texts on relevant topics and themes in different forms or genres, with scaffolding appropriate to the proficiency level

ESOLLDC2.A.6: 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

ESOLLDC2.A.7: 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

ESOLLDC2.B.8: 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

ESOLLDC2.B.9: collaborate with peers to engage in increasingly complex, grade-appropriate written exchanges, with scaffolding appropriate to the proficiency level, using technology as appropriate

ESOLLDC2.B.10: 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

ESOLLDC2.B.11: 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

ESOLLDC2.B.12: synthesize vocabulary, phrases, and patterns in extended written discourse, with scaffolding appropriate to the proficiency level

ESOLLDC2.B.13: leverage oral language from academic conversations to draft formal written texts on academic topics, with scaffolding appropriate to the proficiency level

ESOLLDC2.B.14: 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

ESOLLDC2.B.15: 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

ESOLLDC2.C.16: demonstrate command of the conventions of standard English grammar and usage when writing or speaking, with scaffolding appropriate to the proficiency level

ESOLLDC2.E.21: 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

ESOLLDC2.E.22: justify opinions and positions or persuade others by making connections between ideas, with scaffolding appropriate to the proficiency level

ESOLLDC2.E.23: 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

ESOLLDC2.E.24: 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

ESOLLDC2.A.1.a: determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide a summary of the text

ESOLLDC2.A.1.b: determine the author’s point of view or purpose in a text

ESOLLDC2.A.1.c: analyze how an author organizes a text, including how the major sections contribute to the whole and to the development of the ideas

ESOLLDC2.A.1.d: analyze how an author uses the features of nonfiction text including headings, subheadings, and other features to communicate key concepts

ESOLLDC2.A.6.a: analyze how writers and speakers use language (e.g., specific word or phrasing choices) for specific purposes (e.g., to explain, persuade, entertain, etc.)

ESOLLDC2.B.8.a: use elements specific to type of writing assigned (e.g., narrative: descriptive details, sensory language, dialogue; informational: explanations, objective presentation of information; persuasive: introduce and support claims with evidence)

ESOLLDC2.B.10.a: gather relevant information from print and digital sources, using search terms; assess the credibility of each source; quote or paraphrase the data and conclusions with appropriate citations

ESOLLDC2.C.16.a: use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect) appropriate to the text type

ESOLLDC2.C.16.b: expand sentences and phrases in a growing number of ways (e.g., adding adjectives to nouns; simple clause embedding) to create detailed sentences that accurately describe, explain, and summarize information and ideas on a variety of relevant themes

ESOLLDC2.C.16.c: combine clauses in a growing number of ways to create compound and complex sentences that make connections between and link ideas

ESOLLDC2.C.16.d: choose words and phrases to provide precise details, descriptions, comparisons, and ordered procedures and express attitude and opinions with a variety of familiar modal expressions (e.g., possibly/likely, could/ would)

ESOLLDC2.C.16.e: demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

ESOLLDC2.D.17: 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

ESOLLDC2.D.18: 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

ESOLLDC2.D.19: use dictionaries and other reference resources, print and digital, to determine the meaning and pronunciation and part of speech of unfamiliar words

ESOLLDC2.D.20: 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

ESOLLDC2.E.21.a: identify details from oral discussions (e.g., when, who, where, what, and why)

ESOLLDC2.E.21.b: pose and respond to questions in small group discussions

ESOLLDC2.E.21.c: ask clarifying questions in a respectful manner; validate the ideas of others; provide and receive constructive feedback from others tactfully

ESOLLDC2.E.21.d: paraphrase and summarize content-related ideas in large and small groups

ESOLLDC2.E.21.e: build stamina when discussing ideas in a small group

ESOLLDC2.E.21.f: synthesize vocabulary, phrases, and patterns in extended oral discourse

ESOLLDC2.E.22.a: negotiate with or persuade others in conversations (e.g., to provide counter- arguments) using a growing number of learned phrases (I see your point, but . . .) and open responses to express and defend nuanced opinions

ESOLLDC2.E.23.a: 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

ESOLLDC2.E.23.b: demonstrate comprehension of oral presentations and discussions on a variety of social, instructional, and academic topics by asking and answering questions

ESOLLDC2.E.24.a: 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)

ESOLLDC2.E.24.b: incorporate multimedia components and visual displays in presentations to clarify claims and findings