New Interchange 1

Cambridge University Press

correlated to

ELD for California Public Schools

GRADES 9-12
 New Interchange 1
Cambridge University Press
correlated to
ELD for California Public Schools
GRADES 9-12

Level LISTENING AND SPEAKING

B Begin to speak with a few words or sentences, using some English phonemes and Standard addressed throughout text (e.g., 2, 3, 5-6, 94).
rudimentary English grammatical forms (e.g., single words or phrases).
El Begin to be understood when speaking, but may have some inconsistent use of Standard addressed throughout text (e.g., 72, 79, 82).
standard English grammatical forms and sounds (e.g., plurals, simple past tense,
pronouns he/she).
I Be understood when speaking, using consistent standard English grammatical Standard addressed throughout text (e.g., 88, 90, IC-16).
forms and sounds; however, some rules may not be in evidence (e.g., third person
singular, male and female pronouns).
EA Be understood when speaking, using consistent standard English grammatical Standard addressed throughout text (e.g., 22, 48, 58).
forms and sounds, intonation, pitch, and modulation, but may have random errors.
A Speak clearly and comprehensibly using standard English grammatical forms, This standard is outside the scope of this text.
sounds, intonation, pitch, and modulation.

EA Recognize appropriate ways of speaking that vary based on purpose, audience, This standard is outside the scope of this text.
and subject matter.
A Consistently use appropriate ways of speaking and writing that vary based on This standard is outside the scope of this text.
purpose, audience, and subject matter.

B Demonstrate comprehension of oral presentations and instructions through non- Standard addressed by teacher giving instructions.
verbal responses.
I Listen attentively to stories/information and identify key details and concepts using Standard addressed throughout text (e.g., 52, 63, 76).
both verbal and non-verbal responses.
EA Listen attentively to more complex stories/ information on new topics and identify This standard is outside the scope of this text.
the main points and supporting details.
A Listen attentively to stories and subject area topics, and identify the main points and This standard is outside the scope of this text.
supporting details.

1
B = Beginning EA = Early Advanced
EI = Early Intermediate A = Advanced
I = Intermediate Heavy line separates clusters of standards.
El Restate and execute multi-step oral directions. This standard is outside the scope of this text; however, teacher may choose to address
this standard through supplemental activities.

B Respond with simple words or phrases to questions about simple written texts. Standard addressed throughout text (e.g., 14, 20, 25).

El Restate in simple sentences the main idea of oral presentations of subject matter Standard addressed throughout text (e.g., 33, 45, 59).
content.
I Identify the main idea and some supporting details of oral presentations, familiar Standard addressed within text (e.g., 24, 52, 77, 85).
literature, and key concepts of subject matter content.
EA Summarize literary pieces in greater detail, including character, setting, plot, and This standard is outside the scope of this text.
analysis.

B Orally identify types of media by name (e.g., magazine, documentary film, news Teacher can address standard by expanding on text (e.g., 23, 25, 27, 40).
report).
I Identify a variety of media messages and give some supporting details (e.g., radio, Teacher can address standard by expanding on text (e.g., 84, 92, 98).
television, movies).
A Identify strategies used by the media to present information for a variety of This standard is outside the scope of this text.
purposes (e.g., to inform, entertain, or persuade).

B Ask and answer questions using simple sentences or phrases. Standard addressed throughout text (e.g., 81, 92, 97, 98).

El Ask and answer questions using phrases or simple sentences. Standard addressed throughout text (e.g., 45, 71, 72, 80).

I Respond to messages by asking simple questions or by brief restatement of the Standard addressed throughout text (e.g., 32, 33, 51).
message.
EA Respond to messages by asking questions, challenging statement, or offering This standard is outside the scope of this text.
examples that affirm the message.

EA Use simple figurative language and idiomatic expressions to communicate ideas to This standard is outside the scope of this text.
a variety of audiences (e.g., "heavy as a ton of bricks," "sunshine girl").
A Demonstrate understanding of figurative language and idiomatic expressions by This standard is outside the scope of this text.
responding to and using such expressions appropriately.

EI Orally communicate basic needs (e.g., "Do we have to ?"). Standard addressed throughout text (e.g., 6, 50, 64).

2
B = Beginning EA = Early Advanced
EI = Early Intermediate A = Advanced
I = Intermediate Heavy line separates clusters of standards.
I Actively participate in social conversations with peers and adults on familiar topics Standard addressed throughout text (e.g., 30, 65, 84).
by asking and answering questions and soliciting information.
EA Actively participate and initiate more extended social conversations with peers and Standard is outside the scope of this text.
adults on unfamiliar topics by asking and answering questions and soliciting
information.
A Negotiate and initiate social conversations by questioning, restating, soliciting Standard is outside the scope of this text.
information, and paraphrasing.

I Prepare and deliver short presentation on ideas, premises, or images from a variety Teacher can address this standard by expanding on topics within the text (e.g., 72, 80, 92,
of common sources. 98).

EA Prepare and deliver presentations that use a variety of sources. Standard is outside the scope of this text.

A Prepare and deliver presentations/reports across content areas that include Standard is outside the scope of this text.
purpose, point of view, introduction, coherent, transition, and appropriate
conclusions.
B Recognize and correctly pronounce most English phonemes when reading aloud. Standard is addressed throughout text (e.g., 82, 88, 96).

El Produce most English phonemes comprehensibly, while orally reading their own Standard addressed throughout text, depending on student competency level, (e.g., 32, 37,
writing, simple sentences or texts. 68).

B Recognize common English morphemes in phrases and simple sentences. Standard is addressed throughout text (e.g., 10, 14, 19, 27).

El Use common English morphemes in oral and silent reading. Standard is addressed throughout text (e.g., 33, 45, 81).

l Apply knowledge of common English morphemes in oral and silent reading to Standard is outside the scope of this text.
derive meaning from literature and texts in content areas.
EA/A Apply knowledge of word relationships, such as roots and affixes, to derive This standard is outside the scope of this text, although teacher can use supplements to
meaning from literature and texts in content areas. fulfill standard.

El Recognize obvious cognates in phrases, simple sentences, literature, and content Standard addressed throughout text when teacher is aware of cognates relative to language
area texts (e.g., education, educacion, actualmente, actually). of students.

I Identify cognates and false cognates in literature and texts in content areas (e.g., Standard addressed throughout text when teacher is aware of cognates relative to language
cognate -agonia, agony; false cognate - exito, exit). of students.

EA/A Distinguish between cognates and false cognates in literature and texts in content This standard is outside the scope of this text.
areas.

3
B = Beginning EA = Early Advanced
EI = Early Intermediate A = Advanced
I = Intermediate Heavy line separates clusters of standards.
Level READING FLUENCY & SYSTEMATIC VOCABULARY DEVELOPMENT
El Read own writing of narrative and expository text aloud with appropriate pacing, See 24, 32, 37, 64, 68, and 76; Teacher can expand on text to address standard by having
intonation, and expression. students read their writing aloud.
El Use connectors to appropriately sequence written text. (e.g., "first, then, after that, Standard not addressed directly in text, however teacher can supplement text to address
finally"). standard, (e.g., 24, 37, 76).
I Apply knowledge of text, connectors to make inferences. Standard not addressed in text.

EA Read increasingly complex narrative and expository texts aloud with appropriate Standard addressed throughout text (e.g., 14, 25, 51, 71, 85).
pacing, intonation, and expression.
El Recognize simple idioms, analogies, figures of speech, and metaphors in literature Standard not addressed within text.
and texts in content areas (e.g., "the last word").
I Demonstrate sufficient knowledge of English syntax to interpret the meaning of Standard not addressed within text.
idioms, analogies, and metaphors.
EA Use idioms, analogies, and metaphors in literature and texts in content areas. Standard not addressed within text.

A Use common idioms, some analogies and metaphors (e.g., "shine like a star," and
"let the cat out of the bag").
B Recognize simple affixes (educate, education). prefixes (dislike), synonyms (big,
large), and antonyms (hot, cold).
El Begin to use knowledge of simple affixes, prefixes, synonyms, and antonyms to
interpret the meaning of unknown words.
I Identify variations of the same word that, are found in a text and know with some
accuracy how affixes change the meaning of these words.
EA Use knowledge of affixes, roots, and increased vocabulary to interpret the meaning
of words in literature and content area texts.
I Use decoding skills and knowledge of vocabulary, both academic and social, to
read independently.
EA Use decoding skills and knowledge of academic and social vocabulary to achieve
independent reading.
Standard not addressed within text.
Standard addressed throughout text (e.g., 9, 17, 20, 79).
Teacher able to expand on text to address standard, (e.g., 87, 89, 102).
Standard not directly addressed within text. Teacher able to supplement to address text.
Standard not addressed within text; although teacher can use text as foundation to address
standard at a basic level.
Standard not addressed within text; although teacher can use text as foundation to address
standard at a basic level.
Standard not addressed within text; although teacher can use text as foundation to address
standard at a basic level.

4
B = Beginning EA = Early Advanced
EI = Early Intermediate A = Advanced
I = Intermediate Heavy line separates clusters of standards.
A Apply knowledge of academic and social vocabulary to achieve independent, Standard not addressed within text.
reading.
B Read aloud simple words presented in literature and content area texts; Standard addressed throughout text (e.g., 14, 28, 33, 51).
demonstrate comprehension by using one or two words or simple sentence
responses.
El Read simple paragraphs and passages independently. Standard addressed throughout text (e.g., 33, 45, 59, 71, 81, 97).

I Use knowledge of English morphemes, phonics, and syntax to decode written texts. Standard addressed within text (e.g., 14, 59, 81).

EA Use knowledge of English morphemes, phonics, and syntax to decode and interpret Standard not addressed directly within text, although standard may be indirectly addressed
the meaning of unfamiliar words. towards end of text (e.g., 73, 76, 81).

El Recognize that words sometimes have multiple meanings and apply this knowledge Standard not addressed within text.
to written texts.
I Recognize that words sometimes have multiple meanings. Standard not addressed within text.

EA Recognize that words sometimes have multiple meanings and apply this knowledge Standard not addressed within text.
to understanding written texts.
El Use words appropriately that sometimes have multiple meanings and apply this Standard not addressed within text.
knowledge consistently to literature and texts in content areas.
B Use an English dictionary to derive meaning of simple known vocabulary. Standard can be addressed throughout text with a dictionary.

IE Use a standard dictionary to find the meaning of unknown vocabulary.
I Use a standard dictionary to derive the meanings of unknown vocabulary.
EA Use a standard dictionary to determine meanings of unknown words (e.g., idioms
and words with multiple meanings).
A Use a standard dictionary to determine meanings of unknown words.
Standard can be addressed throughout text with a dictionary.
Standard can be addressed throughout text with a dictionary.
This standard is outside the scope of this text.
Standard can be addressed throughout text with a dictionary.

B Produce simple vocabulary (single words or short phrases) to communicate basic Standard addressed throughout text (e.g., 10, 24, 30, 73, 81).
needs in social and academic settings (e.g., locations, greetings, classroom
objects).
B Respond with appropriate short phrases or sentences in a variety of social and Standard addressed throughout text (e.g., 29, 40, 46, 83).
academic settings (e.g., answer simple questions).
El Demonstrate internalization of English grammar, usage, and word choice by Standard addressed throughout text (e.g., 56, 68, 84).
recognizing and correcting some errors when speaking or reading aloud.
I Demonstrate internalization of English grammar, usage, and word choice by Standard addressed throughout text (e.g., 14, 20, 33).
recognizing and correcting some errors when speaking or reading aloud.

5
B = Beginning EA = Early Advanced
EI = Early Intermediate A = Advanced
I = Intermediate Heavy line separates clusters of standards.
Level READING COMPREHENSION
B Point out text features such as title, table of contents, and chapter headings. Standard addressed within text, (vi-2, 8, 14, 20, 26, 28, 34, 40, 46, 52, 54, 60, 66, 72, 78,
80, 86, 92, 98).

El Orally identify the features of simple excerpts of public documents using key words Standard not addressed within text, although teacher can address the standard with
or phrases. supplemental materials.

I Read and use simple sentences to orally identify the features of rhetorical devices Standard not addressed within text, although teacher can address the standard with
of simple excerpts of public and workplace documents and content text. supplemental materials.

EA Analyze the features and rhetorical devices of at least two types of public Standard not addressed directly within text, although teacher can supplement to introduce
documents (e.g., warranties, contracts, manuals, magazines, and textbooks). standard.

A Analyze the features and rhetorical devices of different types of public documents,
and how the authors use these features and devices.
B Use pictures, lists, charts, and tables to identify the vocabulary, syntax, and
grammar used in public and workplace documents (e.g., speeches, debates,
manuals, and contracts).
El Use simple sentences to orally identify the structure and format of workplace
documents (e.g., format, graphics, and headers).
This standard is outside the scope of this text.
This standard not addressed directly within text, although teacher can supplement to fulfill
standard.
This standard not addressed directly within text, although teacher can supplement to fulfill
standard.

I Read and orally identify the structure and format of workplace documents (e.g.,
graphics and headers) and give one brief example of how authors use the feature to
achieve their purpose.
EA Analyze the structure and format of workplace documents and how authors use
these to achieve their purposes.
This standard not addressed directly within text, although teacher can supplement to fulfill
standard.
This standard not addressed directly within text, although teacher can supplement to fulfill
standard.

B Understand and follow simple multi-step oral directions of classroom or work-related Standard not addressed directly within text. Teacher can expand on text to address
activities. standard, (e.g., 80-95).

El After a group activity, present a brief oral report demonstrating three or four simple Standard not addressed within text.
steps necessary to achieve a specific goal or product from a consumer or
workplace document.
El Identify and follow some multi-step directions for simple mechanical devices and Standard not addressed within text, although teacher can provide supplements to fulfill
basic forms. standard, (e.g., 98, IC-19).

I Understand and orally explain most, multi-step directions for simple mechanical This standard is outside the scope of this text.
devices and for simple applications.

6
B = Beginning EA = Early Advanced
EI = Early Intermediate A = Advanced
I = Intermediate Heavy line separates clusters of standards.
B Orally identify main ideas and some details of familiar literature and informational Standard addressed throughout text (e.g., 25, 51, 81, 97).
materials/public documents (e.g., newspaper, brochures, etc.) using key words or
phrases.
El Read and orally respond to simple literary text and text in content areas by Standard addressed throughout text (e.g., 14, 20, 25, 33).
answering factual comprehension questions using simple sentences.
I Read and use detailed sentences to orally identify main ideas and use them to This standard is outside the scope of this text.
make predictions about informational materials, literary text, and text in content
areas.
EA Apply knowledge of language to achieve meaning/ comprehension from This standard is outside the scope of this text.
informational materials, literary texts, and texts in content areas.
B Recognize a few specific facts in familiar expository texts such as consumer, and This standard can be addressed through supplementary materials, (e.g., 25, 51, 65).
workplace documents and content area texts.

El Read and orally identify a few specific facts in simple expository text such as This standard can be addressed through supplementary materials, (e.g., 77, 91, 98).
consumer and workplace documents and content area text.

I Present a brief report which verifies and clarifies facts presented in two to three This standard can be addressed through supplementary materials, (e.g., 19, 33, 39).
forms of expository texts.

EA Read and analyze how clarity is affected by patterns of organization, repetition of Standard addressed by teacher expanding on materials within text (e.g., 51, 59, 65).
key ideas, syntax, and word choice.

A Analyze how clarity is affected by patterns of organization, hierarchical structures, This standard is outside the scope of this text.
repetition of key ideas, syntax, and word choice in texts across content, areas.

I Listen to an excerpt from a brief political speech and give an oral critique of the This standard is outside the scope of this text.
author's evidence using simple sentences.

EA Prepare an oral and written report which evaluates the credibility of an author's This standard is outside the scope of this text.
argument or defense of a claim (include a bibliography)

A Prepare an oral and written report which evaluates the credibility of an author's This standard is outside the scope of this text.
argument or defense; of a claim by critiquing the relationship between
generalizations and evidence. Prepare a bibliography for the report.

7
B = Beginning EA = Early Advanced
EI = Early Intermediate A = Advanced
I = Intermediate Heavy line separates clusters of standards.
Level WRITING STRATEGIES & APPLICATIONS
B Create simple sentences or phrases with some assistance. Standard addressed throughout text (e.g., 11, 32, 68).

El Use common verbs, nouns, and high frequency modifiers in simple sentences. Standard addressed throughout text (e.g., 64, 76, 76).

El Write an increasing number of words and simple sentences appropriate for Standard addressed throughout text (e.g., 27, 30, 32, 39).
language arts and other content areas.
I Recognize structured ideas and arguments and their supporting examples in This standard is outside the scope of this text.
persuasive writing.
EA Use appropriate language variations and genres in writing for language arts and This standard is outside the scope of this text.
other content areas.
A Structure ideas and arguments within a given context giving supporting and This standard is outside the scope of this text.
relevant examples.
I Write responses to selected literature that exhibit understanding of the text, using This standard is outside the scope of this text.
detailed sentences and transitions.
EA Write persuasive compositions that structure ideas and arguments in a logical way This standard is outside the scope of this text.
with consistent use of standard grammatical forms.
A Write persuasive and expository compositions that include a clear thesis, describe This standard is outside the scope of this text.
organized points of support, and address counter-arguments.
A Produce writing that establishes a controlling impression or thesis. This standard is outside the scope of this text.

B Write simple compositions such as descriptions and compare/contrast that, have a Standard addressed throughout text (e.g., 37, 68, 76).
main idea and some detail.
El Write expository compositions such as descriptions, compare/contrast, and Standard addressed within text (e.g. 14, 25, 33).
problem/solution that include a main idea and some details using simple sentences.
I Recognize elements of characterization in a piece of writing and apply them when This standard not addressed within text.
writing.
EA Identify various elements of discourse in writing (e.g., purpose, speaker, audience, Standard fulfilled by teacher providing supplements to the text (e.g., 51, 59, 97).
form).
EA Write reflective compositions that explore the significance of events. This standard not addressed within text.

8
B = Beginning EA = Early Advanced
EI = Early Intermediate A = Advanced
I = Intermediate Heavy line separates clusters of standards.
A Produce writing using various elements of discourse in narrative, expository,
persuasive, informational, and/or descriptive writing.
B Write a brief narrative using a few simple sentences that include setting and some
details.
El Use simple sentences to follow on outline and create a draft of a short essay.
This standard not addressed within text.
Standard addressed throughout text (e.g., 64, 68, 76).
Teacher can expand on text to fulfill standard, (e.g., 76, 84, 88).

El Use simple sentences to write responses to selected literature that exhibit factual Standard addressed throughout text (e.g., 33, 85, 97).
understanding of the text and connect the student's own experience to specific
parts of the text.
I Narrate a sequence of events and communicate their significance to the audience. This standard not directly addressed in text but can be fulfilled by expanding on text (e.g..,
32, 45, 76).
I Write brief expository compositions and reports that, include a thesis and some This standard is outside the scope of this text.
supporting details; provide information from primary sources; and organize and
record information on charts/graphs.

EA Develop a clear thesis and support it using the rhetorical devices of analogy, This standard is outside the scope of this text.
quotation, and fact.
A Use a variety of rhetorical devices to support assertions (e.g., appeal to logic This standard is outside the scope of this text.
through reasoning, case study, and analogy).

B Use the writing process to write brief narratives and stories with a few standard Standard addressed throughout text (e.g., 18, 20, 32).
grammatical forms.
El From a given topic, use the writing process to write sentences and short Standard addressed within text (e.g., 64, 68, 88).
paragraphs with supporting details. 'there may be some inconsistent use of
standard grammatical forms.
I Use complex sentences to write brief fictional biographies and short stories that Standard not addressed within text.
include a sequence of events and provide supporting details.
EA Write detailed fictional biographies or autobiographies. Standard not addressed within text.

A Write expository compositions, including analytical essays and research reports, for Standard not addressed within text.
language arts and other content areas that provide evidence in support, of a thesis
and related claims.
B Organize and record expository information on pictures, lists, charts, and tables for Teacher must expand on text to address standard, (e.g., 28, 37, 71).
literature and content areas.

9
B = Beginning EA = Early Advanced
EI = Early Intermediate A = Advanced
I = Intermediate Heavy line separates clusters of standards.
El Collect information and take notes on a given topic from a variety of sources. Teacher must expand on topics within text to address standard, (e.g., 2, 28, 34).

I Use basic strategies of note taking, outlining, and the writing process to structure Teacher could introduce standard towards end of text (e.g., 76, 84, 88, 95).
drafts of simple essays, with consistent use of standard grammatical forms. (Some
rules may not be in evidence.)
EA Use strategies of note taking, outlining, and the writing process to structure drafts of Standard not addressed within text.
simple essays, with consistent use of standard grammatical forms.
A Use strategies of note taking, outlining, and summarizing to structure drafts of clear, This standard is outside the scope of this text.
coherent, and focused essays, using standard grammatical forms.

B Complete a job application form by providing basic information such as name, Teacher must provide supplements to address this text (e.g., 8, 9, 10, 11).
address, and education.
El Complete simple informational documents related to career development. Teacher must provide supplements to address this text (e.g., 8, 9, 10, 11).

I Write job applications and resumes that are clear and provide all needed Teacher must provide supplements to address this text (e.g., 8, 9, 10, 11).
information.
EA Write job applications and resumes that are clear and purposeful and address the Teacher must provide supplements to address this text (e.g., 8, 9, 10, 11).
intended audience appropriately.
A Write job applications and resumes that modify tone to fit purpose and audience This standard is outside the scope of this text.
and follow the conventional format for the type of document.

I Investigate and research a topic in a content area and develop a brief essay or Teacher can expand on topics within text to address this standard, (e.g., 34-39).
report that includes source citations.
EA Write expository compositions and reports of information that convey information This standard is outside the scope of this text.
from primary and secondary sources and use some technical terms. Use
appropriate tone and voice based on purpose, audience, and subject matter.
A Clarify and defend positions with relevant evidence, including facts, expert opinions, This standard is outside the scope of this text.
quotations and/or expressions of commonly accepted beliefs, and logical reasoning.

10
B = Beginning EA = Early Advanced
EI = Early Intermediate A = Advanced
I = Intermediate Heavy line separates clusters of standards.
Level WRITING CONVENTIONS
B Revise writing for proper use of final punctuation, capitals, and correct spelling. Standard addressed throughout text (e.g., 78, 81, 83, 87).

El Revise writing with teacher assistance to clarify meaning and improve conventions Standard addressed throughout text (e.g., 11, 24, 64).
and organization.
I Revise writing for appropriate word choice and organization, with variation in Standard addressed within text (e.g., 76, 84, 97).
grammatical forms and spelling.
EA Revise writing for appropriate word choice, organization, consistent point of view, This standard is outside the scope of this text.
and transitions, with some variation in grammatical forms and spelling.
A Revise writing for appropriate word choice, organization, consistent point, of view, This standard is outside the scope of this text.
and transitions, with approximate standard grammatical forms and spelling.
B Edit own work and correct punctuation. Standard addressed within text (e.g., 13, 32, 37).

El Edit writing for basic conventions (e.g., punctuation, capitalization, and spelling). Standard addressed within text (e.g., 28, 29, 33).

I Edit and correct basic grammatical structures and conventions of writing. Standard addressed within text (e.g., 10, 87, 93, 95).

EA Edit writing for grammatical structures and conventions of writing. This standard is outside the scope of this text.

A Edit writing for conventions of writing to approximate standard grammatical forms. This standard is outside the scope of this text.

B Identify basic vocabulary, mechanics, and structures in a piece of writing. Standard addressed throughout text (e.g., 33, 39, 45).

El Use clauses, phrases, and mechanics with consistent, variations in grammatical This standard is outside the scope of this text.
forms.
EA Create coherent paragraphs through effective transitions. This standard is outside the scope of this text.

A Create coherent paragraphs through effective transitions and parallel constructions. This standard is outside the scope of this text.

11
B = Beginning EA = Early Advanced
EI = Early Intermediate A = Advanced
I = Intermediate Heavy line separates clusters of standards.
Level LITERARY RESPONSE & ANALYSIS
El Distinguish the characteristics of different forms of dramatic literature using simple This standard is outside the scope of this text.
sentences, pictures, lists, charts, and tables (e.g., comedy and tragedy).
EA Identify recognized works of world literature and contrast the major literary forms This standard is outside the scope of this text.
and techniques.
El Orally identify literary elements of theme, plot, setting, and character using simple This standard is outside the scope of this text.
sentences.
I Read and use detailed sentences to orally explain the literary elements of theme, This standard is outside the scope of this text.
plot, setting, and characters.
EA Identify the function of dialogue, scene design, and asides in dramatic literature. This standard is outside the scope of this text.

A Describe the function of dialogue, scene design, asides, and soliloquies in dramatic This standard is outside the scope of this text.
literature.
El Orally respond to factual comprehension questions taken from two forms of Teacher can use supplemental materials to address this standard.
literature (brief excerpts from a comedy and tragedy) using simple sentences.
I Read and use detailed sentences to orally respond to factual comprehension This standard is outside the scope of this text.
questions taken from three forms of literature.
I Apply knowledge of language to analyze and derive meaning/comprehension from This standard is outside the scope of this text.
literary texts.
B Role-play a character from a familiar piece of literature using phrases or simple 27; Teacher can expand on text.
sentences.
EI Briefly describe what a character is like by what he/she does in a familiar narration, Teacher can use supplemental materials to fulfill standard.
dialogue, or drama, using simple sentences.
I Read and use detailed sentences to orally describe what, a character is like by This standard is outside the scope of this text.
what he/she does in a narration, dialogue, or drama.
A Analyze the interaction between characters and subordinate characters in literary This standard is outside the scope of this text.
texts (e.g., motivations and reactions).
El Use expanded vocabulary and some descriptive words for oral responses to familiar 54-58, 91, 97, S-2 through S-17
literature.
I Use expanded vocabulary and descriptive words and paraphrasing for oral and 54-58, 91, 97, S-2 through S-17
written responses to texts.
I Use detailed sentences to orally compare and contrast a similar theme or topic This standard is outside the scope of this text.
across three genres.
EA Orally and in writing compare and contrast a similar theme or topic across several This standard is outside the scope of this text.
genres using detailed sentences.
A Compare and contrast a similar theme or topic across genres and explain how the This standard is outside the scope of this text.
genre shapes the theme or topic.
12
B = Beginning EA = Early Advanced
EI = Early Intermediate A = Advanced
I = Intermediate Heavy line separates clusters of standards.
B Recite simple poems. Teacher must provide supplements to address standard.

I Use detailed sentences to orally identify at least two ways in which poets use This standard is outside the scope of this text.
personification, figures of speech, and sounds.
EA Identify techniques which have specific rhetorical or aesthetic purposes in literary This standard is outside the scope of this text.
texts (e.g., irony, tone, mood, "sound" of language).
EA Identify several literary elements and techniques (e.g., figurative language, imagery, This standard is outside the scope of this text.
and symbolism).
EA Read and identify ways in which poets use personification, figures of speech, This standard is outside the scope of this text.
imagery, and sound.
A Explain the significance of several literary elements and techniques (e.g., figurative This standard is outside the scope of this text.
language, imagery, allegory, and symbolism).
B Orally identify the beginning, middle, and end of a simple literary text. Teacher may address standard by providing supplements to this text (e.g., 77, 80, 97).

B Use pictures, lists, charts, and tables to identify the sequence of events from simple Standard addressed by expanding on text and previous standard.
literary texts.
El Read and orally identify the main events of the plot, using simple sentences. Teacher may supplement text with appropriate materials for this level to fulfill standard.

I Read and use detailed sentences to orally describe the sequence of events in This standard is outside the scope of this text.
literary texts.
B Read and orally identify the speaker or narrator in a simple selection. Standard addressed throughout text (e.g., 71, 80, 97).

B Recognize the difference between first and third person using phrases or simple Standard addressed throughout text (e.g., 13, 71, 85).
sentences.
EA Identify recognized works of American literature and their genre in order to contrast This standard is outside the scope of this text.
major periods, themes, and trends.
A Relate literary works and authors to major themes and issues of their eras. This standard is outside the scope of this text.

A Analyze recognized works of American literature and their genre in order to contrast This standard is outside the scope of this text.
major periods, themes, and trends.

13
B = Beginning EA = Early Advanced
EI = Early Intermediate A = Advanced
I = Intermediate Heavy line separates clusters of standards.