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California English Language Development Standards

K–12 Standards

Grade 7
Other California English Language Development sets
K-12
Pre-K
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 8
Grades 9, 10
Grades 11, 12

Interacting in Meaningful Ways

A.
Collaborative (engagement in dialogue with others)
1. 1.
  Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
  Em.
  Engage in conversational exchanges and express ideas on familiar topics by asking and answering yes-no and wh- questions and responding using simple phrases.ELD.PI.7.1.Em
  Ex.
  Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.ELD.PI.7.1.Ex
  Br.
  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.ELD.PI.7.1.Br
2. 2.
  Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)
  Em.
  Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.ELD.PI.7.2.Em
  Ex.
  Engage in longer written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.ELD.PI.7.2.Ex
  Br.
  Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.ELD.PI.7.2.Br
3. 3.
  Offering and justifying opinions, negotiating with and persuading others in communicative exchanges
  Em.
  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.ELD.PI.7.3.Em
  Ex.
  Negotiate with or persuade others in conversations (e.g., to provide counterarguments) using learned phrases (I agree with X, but…), and open responses.ELD.PI.7.3.Ex
  Br.
  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.ELD.PI.7.3.Br
4. 4.
  Adapting language choices to various contexts (based on task, purpose, audience, and text type)
  Em.
  Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher).ELD.PI.7.4.Em
  Ex.
  Adjust language choices according to purpose (e.g., explaining, persuading, entertaining), task, and audience.ELD.PI.7.4.Ex
  Br.
  Adjust language choices according to task (e.g., facilitating a science experiment, providing peer feedback on a writing assignment), purpose, task, and audience.ELD.PI.7.4.Br
B.
Interpretive (comprehension and analysis of written and spoken texts)
1. 5.
  Listening actively to spoken English in a range of social and academic contexts
  Em.
  Demonstrate active listening in oral presentation activities by asking and answering basic questions, with prompting and substantial support.ELD.PI.7.5.Em
  Ex.
  Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with occasional prompting and moderate support.ELD.PI.7.5.Ex
  Br.
  Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with minimal prompting and support.ELD.PI.7.5.Br
2. 6.
  Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
  Em.
  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.ELD.PI.7.6a.Em
  Em.
  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).ELD.PI.7.6b.Em
  Em.
  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.ELD.PI.7.6c.Em
  Ex.
  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.ELD.PI.7.6a.Ex
  Ex.
  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).ELD.PI.7.6b.Ex
  Ex.
  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.ELD.PI.7.6c.Ex
  Br.
  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.ELD.PI.7.6a.Br
  Br.
  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).ELD.PI.7.6b.Br
  Br.
  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.ELD.PI.7.6c.Br
3. 7.
  Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area
  Em.
  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.ELD.PI.7.7.Em
  Ex.
  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.ELD.PI.7.7.Ex
  Br.
  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.ELD.PI.7.7.Br
4. 8.
  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
  Em.
  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.ELD.PI.7.8.Em
  Ex.
  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.ELD.PI.7.8.Ex
  Br.
  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.ELD.PI.7.8.Br
C.
Productive (creation of oral presentations and written texts)
1. 9.
  Expressing information and ideas in formal oral presentations on academic topics
  Em.
  Plan and deliver brief informative oral presentations on familiar topics.ELD.PI.7.9.Em
  Ex.
  Plan and deliver longer oral presentations on a variety of topics, using details and evidence to support ideas.ELD.PI.7.9.Ex
  Br.
  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.ELD.PI.7.9.Br
2. 10.
  Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology
  Em.
  Write short literary and informational texts (e.g., an argument for wearing school uniforms) collaboratively (e.g., with peers) and independently.ELD.PI.7.10a.Em
  Em.
  Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).ELD.PI.7.10b.Em
  Ex.
  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.ELD.PI.7.10a.Ex
  Ex.
  Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).ELD.PI.7.10b.Ex
  Br.
  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.ELD.PI.7.10a.Br
  Br.
  Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).ELD.PI.7.10b.Br
3. 11.
  Justifying own arguments and evaluating others' arguments in writing
  Em.
  Justify opinions by providing some textual evidence or relevant background knowledge, with substantial support.ELD.PI.7.11a.Em
  Em.
  Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).ELD.PI.7.11b.Em
  Ex.
  Justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge, with moderate support.ELD.PI.7.11a.Ex
  Ex.
  Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would/should).ELD.PI.7.11b.Ex
  Br.
  Justify opinions or persuade others by providing detailed and relevant textual evidence or relevant background knowledge, with light support.ELD.PI.7.11a.Br
  Br.
  Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/potentially/absolutely, should/might).ELD.PI.7.11b.Br
4. 12.
  Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas
  Em.
  Use a select number of general academic words (e.g., cycle, alternative) and domain-specific words (e.g., scene, chapter, paragraph, cell) to create some precision while speaking and writing.ELD.PI.7.12a.Em
  Em.
  Use knowledge of morphology to appropriately select affixes in basic ways (e.g., She likes X. He walked to school).ELD.PI.7.12b.Em
  Ex.
  Use a growing set of academic words (e.g., cycle, alternative, indicate, process), domain-specific words (e.g., scene, soliloquy, sonnet, friction, monarchy, fraction), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.ELD.PI.7.12a.Ex
  Ex.
  Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., She likes walking to school. That's impossible).ELD.PI.7.12b.Ex
  Br.
  Use an expanded set of general academic words (e.g., cycle, alternative, indicate, process, emphasize, illustrate), domain-specific words (e.g., scene, soliloquy, sonnet, friction, monarchy, fraction), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.ELD.PI.7.12a.Br
  Br.
  Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing destroy → destruction, probably → probability, reluctant → reluctantly).ELD.PI.7.12b.Br

Learning About How English Works

A.
Structuring Cohesive Texts
1. 1.
  Understanding text structure
  Em.
  Apply understanding of how different text types are organized to express ideas (e.g., how narratives are organized sequentially) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.ELD.PII.7.1.Em
  Ex.
  Apply understanding of the organizational features of different text types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing increasingly clear and coherent arguments, informative/explanatory texts and narratives.ELD.PII.7.1.Ex
  Br.
  Apply understanding of the organizational structure of different text types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.ELD.PII.7.1.Br
2. 2.
  Understanding cohesion
  Em.
  Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing brief texts.ELD.PII.7.1a.Em
  Em.
  Apply basic understanding of how ideas, events, or reasons are linked throughout a text using everyday connecting words or phrases (e.g., at the end, next) to comprehending texts and writing brief texts.ELD.PII.7.1b.Em
  Ex.
  Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text, how using synonyms helps avoid repetition) to comprehending texts and writing texts with increasing cohesion.ELD.PII.7.1a.Ex
  Ex.
  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, as a result, on the other hand) to comprehending texts and writing texts with increasing cohesion.ELD.PII.7.1b.Ex
  Br.
  Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns, synonyms, or nominalizations are used to refer backward in a text) to comprehending texts and writing cohesive texts.ELD.PII.7.1a.Br
  Br.
  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., for instance, in addition, consequently) to comprehending texts and writing texts with increasing cohesion.ELD.PII.7.1b.Br
B.
Expanding and Enriching Ideas
1. 3.
  Using verbs and verb phrases
  Em.
  Use a variety of verbs in different tenses (e.g., present, past, future, simple, progressive) appropriate to the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics.ELD.PII.7.3.Em
  Ex.
  Use a variety of verbs in different tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., simple present for literary analysis) on an increasing variety of topics.ELD.PII.7.3.Ex
  Br.
  Use a variety of verbs in different tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on a variety of topics.ELD.PII.7.3.Br
2. 4.
  Using nouns and noun phrases
  Em.
  Expand noun phrases in basic ways (e.g., adding a sensory adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, and things.ELD.PII.7.4.Em
  Ex.
  Expand noun phrases in a growing number of ways (e.g., adding adjectives to nouns or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, and things.ELD.PII.7.4.Ex
  Br.
  Expand noun phrases in an increasing variety of ways (e.g., more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, and things.ELD.PII.7.4.Br
3. 5.
  Modifying to add details
  Em.
  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.ELD.PII.7.5.Em
  Ex.
  Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process.ELD.PII.7.5.Ex
  Br.
  Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes.ELD.PII.7.5.Br
C.
Connecting and Condensing Ideas
1. 6.
  Connecting ideas
  Em.
  Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so; creating complex sentences using because).ELD.PII.7.6.Em
  Ex.
  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 in order to study for Monday's exam) or to make a concession (e.g., She studied all night even though she wasn't feeling well).ELD.PII.7.6.Ex
  Br.
  Combine clauses in a wide variety of ways (e.g., creating compound, complex, and compound–complex sentences) to make connections between and join ideas, for example, to show the relationship between multiple events or ideas (e.g., After eating lunch, the students worked in groups while their teacher walked around the room) or to evaluate an argument (e.g., The author claims X, although there is a lack of evidence to support this claim).ELD.PII.7.6.Br
2. 7.
  Condensing ideas
  Em.
  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.ELD.PII.7.7.Em
  Ex.
  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. They're made without chemical fertilizers. They're made without chemical insecticides. → Organic vegetables are foods that are made without chemical fertilizers or insecticides) to create precise and detailed sentences.ELD.PII.7.7.Ex
  Br.
  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 rain forest. Lots of animals died → The destruction of the rainforest led to the death of many animals) to create precise and detailed sentences.ELD.PII.7.7.Br

Frequently asked questions

What grade levels do these standards cover?: Grade 7
When were these standards adopted?: 2012
Where can I read the official document?: California English Language Development Standards

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