The California ELD Standards Companion, Grades 3-5. Jim Burke

explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.Explain their own ideas and understanding in light of the discussion.

       3 SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)

       4 SL.4.1: Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.Follow agreed-upon rules for discussions and carry out assigned roles.Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

       4 SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for specific expectations.)

       5 SL.5.1: Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.Follow agreed-upon rules for discussions and carry out assigned roles.Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

       5 SL.5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.)

      Language Standards

       3 L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.Form and use regular and irregular plural nouns.Use abstract nouns (e.g., childhood).Form and use regular and irregular verbs.Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.Ensure subject-verb and pronoun-antecedent agreement.Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.Use coordinating and subordinating conjunctions.Produce simple, compound, and complex sentences.Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence.Use reciprocal pronouns correctly.

       3 L.3.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.Choose words and phrases for effect.Recognize and observe differences between the conventions of spoken and written standard English.

       3 L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

       4 L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Use interrogative, relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.Use modal auxiliaries (e.g., can, may, must) to convey various conditions.Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).Form and use prepositional phrases.Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.Correctly use frequently confused words (e.g., to, too, two; there, their).Write fluidly and legibly in cursive or joined italics.

       4 L.4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.Choose words and phrases to convey ideas precisely.Choose punctuation for effect.Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

       4 L.4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

       5 L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.Use verb tense to convey various times, sequences, states, and conditions.Recognize and correct inappropriate shifts in verb tense.Use correlative conjunctions (e.g., either/or, neither/nor).

       5 L.5.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

       5 L.5.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

      Source: Common Core State Standards, K–12 English Language Arts (2010).

      Notes

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      Grades 3–5 Interacting in Meaningful Ways Collaborative Standard 3

      What the Teacher Does

      The CA ELD Standards amplify this emphasis on language, particularly on the development of academic English and language awareness. Students interpret, analyze, and evaluate how writers and speakers use language; they explain how well the language supports opinions or presents ideas (ELD.PI.4–5.7).

      Collaborative research projects promote language development as students communicate their new and existing knowledge and relevant experiences to one another. Speaking and listening standards from the CA CCSS for ELA/Literacy are addressed (SL.4–5.1, especially, and depending upon whether students prepare oral reports of their findings, SL.4–5.4), and the collaborative, interpretive, and productive skills outlined in the CA ELD Standards are richly employed when children undertake collaborative projects.

       In contrast to grade span K–2, ELLs in Grades 3 to 5 are now expected to have extended and more complex conversations, where they support their opinions and present their ideas. Students in this grade span are also expected to interact with each other collaboratively via research and other types of projects (see Snapshot 5.6). Please note that group roles and procedures—such as noise levels,