Language Development in the Content Areas 3

ESOLLDC3: Language Development in the Content Areas 3

ESOLLDC3.A: Reading Across the Content Areas

ESOLLDC2.B: Writing

ESOLLDC3.C: Grammar and Conventions

ESOLLDC3.D: Vocabulary

ESOLLDC3.E: Speaking and Listening

ESOLLDC3.A.1: 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

ESOLLDC3.A.2: 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

ESOLLDC3.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 level of proficiency

ESOLLDC3.A.4: 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

ESOLLDC3.A.5: compare and contrast texts on related topics or themes, including fiction and nonfiction, in different forms or genres

ESOLLDC3.A.6: determine the meaning of words and phrases as they are used in a text, with scaffolding appropriate to the level of proficiency

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

ESOLLDC3.B.8: 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

ESOLLDC3.B.9: collaborate with peers to engage in increasingly complex, grade-appropriate written exchanges, with scaffolding appropriate to the level of proficiency, using technology as appropriate

ESOLLDC3.B.10: 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

ESOLLDC3.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 level of proficiency

ESOLLDC3.B.12: synthesize vocabulary, phrases, and patterns in extended written discourse, with scaffolding appropriate to the level of proficiency

ESOLLDC3.B.13: utilize oral language from academic conversations to draft formal written texts on academic topics and themes, with scaffolding appropriate to the level of proficiency

ESOLLDC3.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 level of proficiency

ESOLLDC3.B.15: 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

ESOLLDC3.C.16: demonstrate command of the conventions of standard English grammar and usage when writing or speaking, with scaffolding appropriate to the level of proficiency

ESOLLDC3.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

ESOLLDC3.D.18: determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and context clues

ESOLLDC3.D.19: use dictionaries and other reference resources, print and digital, to determine the meaning and pronunciation and part of speech of unfamiliar words

ESOLLDC3.D.20: 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

ESOLLDC3.E.21: 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

ESOLLDC3.E.22: 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

ESOLLDC3.E.23: 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

ESOLLDC3.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 level of proficiency

ESOLLDC3.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 an objective summary of the text

ESOLLDC3.A.1.b: determine the author’s point of view or purpose in a text

ESOLLDC3.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, with scaffolding appropriate to the level of proficiency

ESOLLDC3.A.1.d: analyze how an author uses the features of nonfiction text including headings, subheadings, and other features to communicate key concepts

ESOLLDC3.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.) depending on modality, text type, purpose, audience, topic, and content area

ESOLLDC3.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)

ESOLLDC3.B.10.a: gather relevant information from multiple print and digital sources, using search terms; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation

ESOLLDC3.B.10.b: draw evidence from informational texts to support analysis, reflection, and research

ESOLLDC3.C.16.a: use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect) appropriate to the text type

ESOLLDC3.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 topics

ESOLLDC3.C.16.c: combine clauses in a growing number of ways to create compound and complex sentences that make connections between and link ideas

ESOLLDC3.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), with appropriate scaffolding

ESOLLDC3.C.16.e: demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing, with appropriate scaffolding

ESOLLDC3.E.21.a: identify details from oral discussions (e.g., when, who, where, what, and why)

ESOLLDC3.E.21.b: pose and respond to questions in small group discussions

ESOLLDC3.E.21.c: ask clarifying questions in a respectful manner; validate the ideas of others; provide and receive constructive feedback from others tactfully

ESOLLDC3.E.21.d: paraphrase and summarize content-related ideas in large and small groups

ESOLLDC3.E.21.e: build stamina when discussing ideas in a small group

ESOLLDC3.E.21.f: synthesize vocabulary, phrases, and patterns in extended oral discourse

ESOLLDC3.E.22.a: negotiate with or persuade others in conversations (e.g., to provide counter- arguments) using a growing number of learned phrases (e.g., I see your point, but . . .) and open responses to express and defend nuanced opinions

ESOLLDC3.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

ESOLLDC3.E.23.b: demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering questions

ESOLLDC3.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)

ESOLLDC3.E.24.b: incorporate multimedia components and visual displays in presentations to clarify claims and findings