Understanding cohesion and how language resources across a text contribute to the way a text unfolds and flows.

Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., one time, then) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently.

Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., next, after a long time) to comprehending texts and composing texts in shared language activities guided by the teacher, collaboratively with peers, and with increasing independence.

Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., first/second/third, once, at the end) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and independently.

Understanding text structure and organization based on purpose, text type, and discipline.

Apply understanding of how text types are organized (e.g., how a story is organized by a sequence of events) to comprehending and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently.

Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages versus how an informative text is organized by topic and details) to comprehending texts and composing texts in shared language activities guided by the teacher, collaboratively with peers, and with increasing independence.

Apply understanding of how different text types are organized predictably (e.g., a narrative text versus an informative text versus an opinion text) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and independently.

Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.

a) Retell texts and recount experiences using a select set of key words.

b) Use a select number of general academic and domain-­specific words to add detail (e.g., adding the word spicy to describe a favorite food, using the word larva when explaining insect metamorphosis) while speaking and composing.

a) Retell texts and recount experiences using complete sentences and key words.

b) Use a growing number of general academic and domain-­specific words in order to add detail or to create shades of meaning (e.g., using the word scurry versus run) while speaking and composing.

a) Retell texts and recount experiences using increasingly detailed complete sentences and key words.

b) Use a wide variety of general academic and domain-­specific words, synonyms, antonyms, and non-­literal language to create an effect (e.g., using the word suddenly to signal a change) or to create shades of meaning (e.g., The cat’s fur was as white as snow.) while speaking and composing.

Supporting own opinions and evaluating others’ opinions in speaking and writing.

Offer opinions and provide good reasons (e.g., My favorite book is X because X.) referring to the text or to relevant background knowledge.

Offer opinions and provide good reasons and some textual evidence or relevant background knowledge (e.g., paraphrased examples from text or knowledge of content).

Offer opinions and provide good reasons with detailed textual evidence or relevant background knowledge (e.g., specific examples from text or knowledge of content).

Composing/Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology.

Draw, dictate, and write to compose very short literary texts (e.g., story) and informational texts (e.g., a description of a dog), using familiar vocabulary collaboratively in shared language activities with an adult (e.g., joint construction of texts), with peers, and sometimes independently.

Draw, dictate, and write to compose short literary texts (e.g., story) and informational texts (e.g., a description of dogs), collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence.

Draw, dictate, and write to compose longer literary texts (e.g., story) and informational texts (e.g., an information report on dogs), collaboratively with an adult (e.g., joint construction of texts), with peers, and independently using appropriate text organization.

Expressing information and ideas in formal oral presentations on academic topics.

Plan and deliver very brief oral presentations (e.g., show and tell, describing a picture).

Plan and deliver brief oral presentations on a variety of topics (e.g., show and tell, author’s chair, recounting an experience, describing an animal).

Plan and deliver longer oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, describing a science experiment).

Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area.

Distinguish how two different frequently used words (e.g., describing an action with the verb walk versus run) produce a different effect.

Distinguish how two different words with similar meaning (e.g., describing an action as walk versus march) produce shades of meaning and a different effect.

Distinguish how multiple different words with similar meaning (e.g., walk, march, strut, prance) produce shades of meaning and a different effect.

Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area.

Describe the language an author uses to present an idea (e.g., the words and phrases used when a character is introduced) with prompting and substantial support.

Describe the language an author uses to present an idea (e.g., the adjectives used to describe a character) with prompting and moderate support.

Describe the language an author uses to present or support an idea (e.g., the vocabulary used to describe people and places) with prompting and light support.

Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language.

Describe ideas, phenomena (e.g., parts of a plant), and text elements (e.g., characters) based on understanding of a select set of grade-­ level texts and viewing of multimedia with substantial support.

Describe ideas, phenomena (e.g., how butterflies eat), and text elements (e.g., setting, characters) in greater detail based on understanding of a variety of grade-­level texts and viewing of multimedia with moderate support.

Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., major events, characters, setting) using key details based on understanding of a variety of grade-­level texts and viewing of multimedia with light support.

Listening actively to spoken English in a range of social and academic contexts.

Demonstrate active listening to read-­alouds and oral presentations by asking and answering yes-no and wh-questions with oral sentence frames and substantial prompting and support.

Demonstrate active listening to read-­alouds and oral presentations by asking and answering questions with oral sentence frames and occasional prompting and support.

Demonstrate active listening to read-­alouds and oral presentations by asking and answering detailed questions with minimal prompting and light support.