Justifying own arguments and evaluating others’ arguments in writing.

a) Justify opinions by providing some textual evidence or relevant background knowledge, with substantial support.

b) Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).

a) Justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge, with moderate support.

b) Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/ would/should).

a) Justify opinions or persuade others by providing detailed and relevant textual evidence or relevant background knowledge, with light support.

b) Express attitude and opinions or temper statements with nuanced modal expressions, (e.g., possibly/potentially/absolutely, should/might).

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

a) Write short literary and informational texts (e.g., an argument for wearing school uniforms) collaboratively (e.g., with peers) and independently.

b) Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

a) Write longer literary and informational texts (e.g., an argument for wearing school uniforms) collaboratively (e.g., with peers) and independently using appropriate text organization.

b) Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

a) Write longer and more detailed literary and informational texts (e.g., an argument for wearing school uniforms) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.

b) Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).

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

Plan and deliver brief informative oral presentations on familiar topics.

Plan and deliver longer oral presentations on a variety of topics, using details and evidence to support ideas.

Plan and deliver longer oral presentations on a variety of topics in a variety of disciplines, using reasoning and evidence to support ideas, as well as growing understanding of register.

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.

Explain how phrasing or different common words with similar meaning (e.g., choosing to use the word polite versus good) produce different effects on the audience.

Explain how phrasing, different words with similar meaning (e.g., describing a character as diplomatic versus respectful) or figurative language (e.g., The wind blew through the valley like a furnace) produce shades of meaning and different effects on the audience.

Explain how phrasing, different words with similar meaning (e.g., refined-respectful-polite-diplomatic), or figurative language (e.g., The wind whispered through the night) produce shades of meaning, nuances, and different effects on the audience.

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.

Explain how well writers and speakers use language to support ideas and arguments with detailed evidence (e.g., identifying the precise vocabulary used to present evidence, or the phrasing used to signal a shift in meaning) when provided with substantial support.

Explain how well writers and speakers use specific language to present ideas of support arguments and provide detailed evidence (e.g., showing the clarity of the phrasing used to present an argument) when provided with moderate support.

Explain how well writers and speakers use specific language resources to present ideas or support arguments and provide detailed evidence (e.g., identifying the specific language used to present ideas and claims that are well supported and distinguishing them from those that are not) when provided with light support.

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

a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of grade-appropriate texts and viewing of multimedia, with substantial support.

b) Express inferences and conclusions drawn based on close reading of grade-appropriate texts and viewing of multimedia using some frequently used verbs (e.g., shows that, based on).

c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar topics.

a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate support.

b) Express inferences and conclusions drawn based on close reading of grade-appropriate texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to).

c) Use knowledge of morphology (e.g., affixes, roots, and base words), context reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics.

a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.

b) Express inferences and conclusions drawn based on close reading of grade-level texts and viewing multimedia using a variety of precise academic verbs (e.g., indicates that, influences).

c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning, including figurative and connotative meanings, of unknown an multiple-meaning words on a variety of new topics.

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

Demonstrate active listening in oral presentation activities by asking and answering basic questions, with prompting and substantial support.

Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with occasional prompting and moderate support.

Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with minimal prompting and support.

Adapting language choices to various contexts (based on task, purpose, audience, and text type).

Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher).

Adjust language choices according to purpose (e.g., explaining, persuading, entertaining), task, and audience.

Adjust language choices according to task (e.g., facilitating a science experiment, providing peer feedback on a writing assignment), purpose, task, and audience.

Offering and justifying opinions, negotiating with and persuading others in communicative exchanges.

Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or ask for clarification) using learned phrases (e.g., I think . . . , Would you please repeat that?) and open responses.

Negotiate with or persuade others in conversations (e.g., to provide counterarguments) using learned phrases (I agree with X, but . . .), and open responses.

Negotiate with or persuade others in conversations using appropriate register (e.g., to acknowledge new information) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven't thought about that before), and open responses.

Interacting with others in written English in various communicative forms (print, communicative technology, & multimedia).

Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.

Engage in longer written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.

Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.