MULTILINGUAL & MULTICULTURAL EDUCATION DEPARTMENT

6th Grade CA ELD Standards

Part I: Interacting in
Meaningful Ways

EMERGING

EXPANDING

BRIDGING

A. Collaborative (engagement in dialogue with others)

1. Exchanging information/ideas:
Exchanging information and ideas with
others through oral collaborative
discussions on a range of social and
academic topic- SL.6.1,6; L.6.3,6
2. Interacting via written English:
Interacting with others in written English
in various communicative forms (print,
communicative technology, and
multimedia) -W.6.6; WHST.6.6; SL.6.2;
L.6.3,6
3. Supporting opinions and persuading
others: Offering and justifying opinions,
negotiating with and persuading others in
communicative exchanges- W.6.1;
WHST.6.1; SL.6.1,4,6; L.6.3,6
4. Adapting language choices:
Adapting language choices to various
contexts (based on task, purpose,
audience, and text type)- W.6.4-5;
WHST.6.4-5; SL.6.6; L.6.1,3,6

1. Engage in conversational exchanges and

express ideas on familiar topics by asking and
answering yes-no and wh- questions and
responding using simple phrases.

1. Contribute to class, group, and partner

discussions by following turn-taking rules,
asking relevant questions, affirming others,
adding relevant information, and paraphrasing
key ideas.

1. Contribute to class, group, and partner

discussions by following turn-taking rules,
asking relevant questions, affirming others,
adding relevant information and evidence,
paraphrasing key ideas, building on responses,
and providing useful feedback.
2. Engage in short written exchanges with peers 2. Engage in longer written exchanges with
2. Engage in extended written exchanges with
and collaborate on simple written texts on
peers and collaborate on more detailed written peers and collaborate on complex written texts
familiar topics, using technology when
texts on a variety of topics, using technology
on a variety of topics, using technology when
appropriate.
when appropriate.
appropriate.

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

3. Negotiate with or persuade others in

conversations (e.g., to provide counter-
arguments) using an expanded set of learned
phrases (I agree with X, but . . ), as well as open
responses.

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

4. Adjust language choices according to social

setting (e.g., classroom, break time) and
audience (e.g., peers, teacher).

3. Negotiate with or persuade others in

conversations using appropriate register (e.g.,
to reflect on multiple perspectives) using a
variety of learned phrases, indirect reported
speech (e.g., I heard you say X, and Gabriel just
pointed out Y), as well as open responses.
4. Adjust language choices according to task
(e.g., facilitating a science experiment, providing
peer feedback on a writing assignment),
purpose, task, and audience.

B. Interpretive (comprehension and analysis of written and spoken texts)

5. Listening actively: Listening actively to
spoken English in a range of social and
academic context-
SL.6.1,3,6; L.6.1,3,6
6. Reading/viewing closely: Reading
closely literary and informational texts
and viewing multimedia to determine
how meaning is conveyed explicitly and
implicitly through language-

RL.6.1-7,9-10; RI.6.1-10;
RH.6.1-10;RST.6.1-10; SL.6.2; L.6.1,3,6

5. Demonstrate active listening in oral

presentation activities by asking and answering
basic questions with prompting and substantial
support.
6. 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 substantial support.
b) Express inferences and conclusions drawn
based on close reading of grade-level 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.

5. Demonstrate active listening in oral

presentation activities by asking and answering
detailed questions with occasional prompting
and moderate support.
6. a) Explain ideas, phenomena, processes, and
text relationships (e.g., compare/contrast,
cause/effect, problem/solution base 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-level 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.

5. Demonstrate active listening in oral

presentation activities by asking and answering
detailed questions with minimal prompting and
support.
6. 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 of 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 and multiple-meaning
words on a variety of new topics.
7. Evaluating language choices:
7. Explain how well writers and speakers use
7. Explain how well writers and speakers use
7. Explain how well writers and speakers use
Evaluating how well writers and speakers language to support ideas and arguments with specific language to present ideas or support
specific language resources to present ideas or
use language to support ideas and
detailed evidence (e.g., identifying the precise arguments and provide detailed evidence (e.g., support arguments and provide detailed
arguments with details or evidence
vocabulary used to present evidence, or the
showing the clarity of the phrasing used to
evidence (e.g., identifying the specific language
depending on modality, text type,
phrasing used to signal a shift in meaning) with present an argument) with moderate support. used to present ideas and claims that are well
purpose, audience, topic, and content
substantial support.

supported and distinguishing them from those
area- RL.6.4-5; RI.6.4,6,8; RH.6.4-6,8;
that are not) with light support.
RST.6.4-6,8; SL.6.3; L.6.3,5-6
8. Analyzing language choices:
8. Explain how phrasing or different common
8. Explain how phrasing, different words with
8. Explain how phrasing, different words with
Analyzing how writers and speakers use words with similar meaning (e.g., choosing to
similar meaning (e.g., describing a character as similar meaning (e.g., stingy-
vocabulary and other language resources use the word cheap versus the phrase a good
stingy versus economical), or figurative
economical-unwasteful-thrifty), or figurative
for specific purposes (to explain,
saver) produce different effects on the
language (e.g., The room was depressed and
language (e.g., The room was depressed and
persuade, entertain, etc.) depending on
audience.
gloomy.) produce shades of meaning and
gloomy.) produce shades of meaning, nuances,
modality, text type, purpose, audience,
different effects on the audience.
and different effects on the audience.
topic, and content area- RL.6.4-5; RI.6.4-5;
RH.6.4-5; RST.6.4-5; SL.6.3; L.6.3,5-6

C. Productive (creation of oral presentations and written texts)

9. Presenting: Expressing information and
ideas in formal oral presentations on
academic topics
SL.6.4-6; L.6.1,3,5,6
10. Writing: Writing literary and
informational texts to present, describe,
and explain ideas and information, using
appropriate technology

W.6.1-10; WHST.6.1-2,4-10; L.6.1-6

11. Justifying/arguing: Justifying own

arguments and evaluating others
arguments in writing

W.6.1,8-9; WHST.6.1,8-9; L.6.1-3,6

9. Plan and deliver brief oral presentations on a 9. Plan and deliver longer oral presentations
variety of topics and content areas.
on a variety of topics and content areas, using
details and evidence to support ideas.

10. a) Write short literary and informational
10. a) Write longer literary and informational
texts (e.g., an argument for protecting the
texts (e.g., an argument for protecting the
rainforests) collaboratively (e.g., with peers)
rainforests) collaboratively (e.g., with peers)
and independently.
and independently using appropriate text
b) Write brief summaries of texts and
organization.
experiences using complete sentences and key b) Write increasingly concise summaries of
words (e.g., from notes or graphic organizers). texts and experiences using complete
sentences and key words (e.g., from notes or
graphic organizers).

11. a) Justify opinions by providing some textual

evidence (e.g., quoting from the text) or
relevant background knowledge with
substantial support.
b) Express attitude and opinions or temper
statements with some basic modal expressions
(e.g., can, has to).


12. Selecting language resources:
12. a) Use a select number of general academic
Selecting and applying varied and precise words (e.g., author, chart) and domain-specific
vocabulary and other language resources words (e.g., scene, cell, fraction) to create some
to effectively convey ideas
precision while speaking and writing.

b) Use knowledge of morphology to
W.6.4-5; WHST.6.4-5; SL.6.4,6; L.6.1,3,5-6 appropriately select affixes in basic ways (e.g.,
She likes X.).

11. a) Justify opinions or persuade others by

providing relevant textual evidence (e.g.,
quoting from the text or referring to what the
text says) or relevant background knowledge
with moderate support.
b) Express attitude and opinions or temper
statements with a variety of familiar modal
expressions (e.g., maybe/probably,
can/could, must).
12. a) Use a growing set of academic words
(e.g., author, chart, global, affect),
domain-specific words (e.g., scene, setting,
plot, point of view, fraction, cell membrane,
democracy), synonyms, and antonyms to
create precision and shades of meaning while
speaking and writing.
b) Use knowledge of morphology to
appropriately select affixes in a growing
number of ways to manipulate language (e.g.,
She likes X. Thats impossible.).

9. Plan and deliver longer oral presentations on a

variety of topics and content areas, using
reasoning and evidence to support ideas, as well
as growing understanding of register.
10. a) Write longer and more detailed literary and
informational texts (e.g., an argument for
protecting the rainforests) 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).
11. a) Justify opinions or persuade others by
providing detailed and relevant textual evidence
(e.g., quoting from the text directly or referring to
specific textual evidence) or relevant background
knowledge with light support.
b) Express attitude and opinions or temper
statements with nuanced modal expressions (e.g.,
probably/certainly/definitely, should/would,
might) and phrasing (e.g., In my opinion . . .).
12.a) Use an expanded set of general academic
words (e.g., affect, evidence, demonstrate,
reluctantly), domain-specific words (e.g., scene,
setting, plot, point of view, fraction, cell
membrane, democracy), synonyms, antonyms,
and figurative language to create precision and
shades of meaning while speaking and writing.
b) Use knowledge of morphology to appropriately
select affixes in a variety of ways to manipulate
language (e.g., changing observe -> observation,
reluctant -> reluctantly, produce -> production,
etc.).

LAUSD- Adapted from the 2012 CA ELD Standards

MULTILINGUAL & MULTICULTURAL EDUCATION DEPARTMENT

6th CA ELD Standards

Part II: Learning About
How English Works

EMERGING

EXPANDING

BRIDGING

1. Apply growing understanding of how

different text types are organized to
express ideas (e.g., how a narrative is
organized sequentially with predictable
stages versus how arguments are
structured logically around reasons and
evidence) to comprehending texts and
writing texts with increasing cohesion.
2. a) Apply growing understanding of
language resources for referring the
reader back or forward in text (e.g., how
pronouns or synonyms refer back to
nouns in text) to comprehending texts and
writing texts with increasing cohesion.
b) Apply growing understanding of how
ideas, events, or reasons are linked
throughout a text using a variety of
connecting words or phrases (e.g., for
example, in the first place, as a result, on
the other hand) to comprehending texts
and writing texts with increasing cohesion.

1. Apply increasing understanding of how

different text types are organized to
express ideas (e.g., how a historical
account is organized chronologically
versus how arguments are structured
logically around reasons and evidence) to
comprehending texts and writing cohesive
texts.
2. a) Apply increasing understanding of
language resources for referring the
reader back or forward in text (e.g., how
pronouns, synonyms, or nominalizations
refer back to nouns in text) to
comprehending texts and writing cohesive
texts.
b) Apply increasing understanding of how
ideas, events, or reasons are linked
throughout a text using an increasing
variety of academic connecting and
transitional words or phrases (e.g.,
consequently, specifically, however,
moreover) to comprehending texts and
writing cohesive texts.

A. Structuring Cohesive Texts

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

RL.6.5; RI.6.5; RH.6.5; RST.6.5; W.6.1-5,10;
WHST.6.1-2,4-5,10; SL.6.4

1. Apply basic understanding of how

different text types are organized to
express ideas (e.g., how a narrative is
organized sequentially with predictable
stages versus how arguments are
organized around ideas) to
comprehending texts and writing basic
texts.
2. Understanding cohesion and how
2. a) Apply basic understanding of
language resources across a text contribute language resources for referring the
to the way a text unfolds and flows-
reader back or forward in text (e.g., how

pronouns refer back to nouns in text) to
RI.6.5; RH.6.5; RST.6.5; W.6.1-5,10;
comprehending texts and writing basic
WHST.6.1-2,4-5,10; L.6.1,3-6
texts.

b) Apply basic understanding of how
ideas, events, or reasons are linked
throughout a text using a select set of
everyday connecting words or phrases
(e.g., first/next, at the beginning) to
comprehending texts and writing basic
texts.

B. Expanding & Enriching Ideas

3. Using verbs and verb phrases to create
precision and clarity in different text types-

W.6.5; WHST.6.5; SL.6.6; L.6.1,3-6

4. Using nouns and noun phrases to

expand ideas and provide more detail-

W.6.5; WHST.6.5; SL.6.6; L.6.1,3-6

5. Modifying to add details to provide

more information and create precision-

W.6.4-5; WHST.6.4-5; SL.6.6; L.6.1,3-6

3. Use a variety of verb types (e.g., doing,

saying, being/having, thinking/feeling),
tenses (e.g., present, past, future), and
aspects (e.g., simple, progressive)
appropriate for the text type and
discipline (e.g., simple past and past
progressive for recounting an experience)
on familiar topics.

4. Expand noun phrases in simple ways
(e.g., adding a sensory adjective to a
noun) in order to enrich the meaning of
sentences and add details about ideas,
people, things, etc.

5. Expand sentences with simple

adverbials (e.g., adverbs, adverb phrases,
prepositional phrases) to provide details
(e.g., time, manner, place, cause) about a
familiar activity or process.

3. Use various verb types (e.g., doing,

saying, being/having, thinking/feeling,
reporting), tenses (e.g., present, past,
future), and aspects (e.g., simple,
progressive, perfect) appropriate for the
task, text type, and discipline (e.g., simple
present for literary analysis) on an
increasing variety of topics.

4. Expand noun phrases in a variety of
ways (e.g., adding comparative/
superlative adjectives to noun phrases or
simple clause embedding) in order to
enrich the meaning of sentences and add
details about ideas, people, things, etc.

3. Use various verb types (e.g., doing,

saying, being/having, thinking/feeling,
reporting), tenses (e.g., present, past,
future), and aspects (e.g., simple,
progressive, perfect) appropriate for the
task, text type, and discipline (e.g., the
present perfect to describe previously
made claims or conclusions) on a variety
of topics.
4. Expand noun phrases in an increasing
variety of ways (e.g., adding
comparative/superlative and general
academic adjectives to noun phrases or
more complex clause embedding) in order
to enrich the meaning of sentences and
add details about ideas, people, things,
etc.
5. Expand sentences with an increasing
5. Expand sentences with a variety of
variety of adverbials (e.g., adverbs, adverb adverbials (e.g., adverbs, adverb phrases
phrases, prepositional phrases) to provide and clauses, prepositional phrases) to
details (e.g., time, manner, place, cause)
provide details (e.g., time, manner, place,
about a familiar or new activity or process. cause) about a variety of familiar and new

activities and processes.

C. Connecting and Condensing Ideas

6. Connecting ideas within sentences by
combining clauses-

W.6.1-5; WHST.6.1-2,4-5; SL.6.4,6; L.6.1,3-6

6. Combine clauses in a few basic ways to

make connections between and join ideas
(e.g., creating compound sentences using
and, but, so).

6. Combine clauses in an increasing variety

of ways (e.g., creating compound and
complex sentences) to make connections
between and join ideas, for example, to
express a reason (e.g., He stayed at home
on Sunday to study for Mondays exam.)
or to make a concession (e.g., She studied
all night even though she wasnt feeling
well).

7. Condensing ideas within sentences using

a variety of language resources-

W.6.1-5; WHST.6.1-2,4-5; SL.6.4,6; L.6.1,3-6

7. Condense ideas in simple ways (e.g., by

compounding verbs, adding prepositional
phrases, or through simple embedded
clauses or other ways of condensing as in,
This is a story about a girl. The girl
changed the world. ->This is a story about
a girl who changed the world.) to create
precise and detailed sentences.

7. Condense ideas in an increasing variety

of ways (e.g., through various types of
embedded clauses and other ways of
condensing, as in, Organic vegetables are
food. Theyre made without chemical
fertilizers. Theyre made without chemical
insecticides. ->Organic vegetables are
foods that are made without chemical
fertilizers or insecticides.) to create precise
and detailed sentences.

6. Combine clauses in a wide variety of

ways (e.g., creating compound and
complex sentences) to make connections
between and join ideas, for example, to
express a reason (e.g., He stayed at home
on Sunday to study for Mondays exam.),
to make a concession (e.g., She studied all
night even though she wasnt feeling
well.), or to link two ideas that happen at
the same time (e.g., The students worked
in groups while their teacher walked
around the room).
7. Condense ideas in a variety of ways
(e.g., through various types of embedded
clauses, ways of condensing, and
nominalization as in, They destroyed the
rainforest. Lots of animals died. ->The
destruction of the rainforest led to the
death of many animals.) to create precise
and detailed sentences.

Part III: Using Foundational Literacy Skills- RF.K-1.1-4; RF.2-5.3-4 (as appropriate)
Foundational Literacy Skills:

See Appendix A for information on teaching reading foundational skills to English learners of various profiles based on age, native
language, native language writing system, schooling experience, and literacy experience and proficiency. Some considerations are:

Literacy in an Alphabetic Writing System

Print concepts
Phonological awareness
Phonics & word recognition
Fluency

Native language and literacy (e.g., phoneme awareness or print concept skills in native language) should be assessed for
potential transference to English language and literacy.
Similarities between native language and English should be highlighted (e.g., phonemes or letters that are the same in both
languages).
Differences between native language and English should be highlighted (e.g., some phonemes in English may not exist in the
students native language; native language syntax may be different from English syntax).

LAUSD- Adapted from the 2012 CA ELD Standards