COVER SHEET FOR ELA/ELD STANDARDS CORRELATION MATRIX FOR SUPPLEMENTAL ELD MATERIALS

Transcription

COVER SHEET FOR
ELA/ELD STANDARDS CORRELATION MATRIX FOR
SUPPLEMENTAL ELD MATERIALS
(SB 1113 – BUDGET ACT 2004-05)
SB 1113 requires that “the department shall develop a correlation matrix that shall be
used to determine if the instructional materials correlate to the standards adopted by the
State Board of Education. The contents of the matrix will be divided into the English
language development levels of proficiency, and indicate how the English language
development standards will be used to provide a path to obtaining grade level skills in
reading, writing, and speaking.”
Publisher:
Hampton-Brown
Program Title:
ELD Leveled Libraries (Pack 4.3 – ISBN 07362-27075)
Grade Level(s):
6-12
Program Description:
High-interest, classic, contemporary, and expository texts–with supports designed
especially for English learners–help your students become independent readers.
Abbreviation code: (Please indicate the code you will use in the publishers
citations, e.g. TE = teachers’ edition, WB = workbook, etc.)
OLTG = Online Teacher’s Guide
1
On this page, please list the components of the instructional materials
addressed on the attached matrix, including the ISBN number for each
component. A separate International Standard Book Number (ISBN) facilitates
the identification of each program or separate component satisfying the ISBN
evaluation criteria. For information regarding assignment and use of ISBNs,
contact:
U.S. ISBN Agency
630 Central Avenue
New Providence, NJ 07974
Tel: 877-310-7333
Fax: 908-219-0188
[email protected]
Programs or separate program components that do not meet ISBN
evaluation criteria and/or have not been assigned ISBNs should be
identified by some other unique number/letter combination. Publishers are
asked to limit this identifier to no more than 13 characters.
COMPONENT TITLE
CA SB1113 Pack 4.3 Online Teacher’s Guide
ISBN NUMBER
OLTG_4_3
This is an online component. To view this item online, please visit:
www.hampton-brown.com/sb1113/oltg
2
Publisher:
Program Title:
Hampton-Brown
FOR LEA USE ONLY
Designated Standards ELD and ELA #’s
ELD Proficiency Levels:
X
Beginning (B)
Early Intermediate (EI)
Intermediate (I)
X
X
Early Advanced (EA)
Advanced (A)
ELD / ELA Standards Correlation Matrix for Supplemental ELD Materials (SB1113 – Budget Act 2004-2005)
Grades 9-12
ELD Reading Standards
ELA
Standards
Beginning
Early Intermediate
Intermediate
Early
Advanced
Advanced
Word Analysis
Word Analysis
Word Analysis
Word Analysis
Word Analysis
Reading
B1. Recognize and
correctly
pronounce most
English phonemes
while reading
aloud.
EI1. Produce most
English phonemes
comprehensibly
while reading aloud
one’s own writing,
simple sentences,
or simple texts.
I1. Apply
knowledge of
common English
morphemes in oral
and silent reading
to derive meaning
from literature and
texts in content
areas.
EA1. Apply
knowledge of word
relationships, such
as roots and
affixes, to derive
meaning from
literature and texts
in content areas
(e.g., remove,
extend).
A1. Apply
knowledge of word
relationships, such
as roots and
affixes, to derive
meaning from
in content areas.
1.0 Word Analysis,
Fluency, and
Systematic
Vocabulary
Development
Grades 11-12
Students apply their
knowledge of word
origins to determine the
EI2. Use common
meaning of new words
A2. Apply
English morphemes
I2. Identify
encountered in reading
knowledge of
in oral and silent
cognates (e.g.,
EA2. Distinguish
materials and use those
cognates and false
reading.
agonía, agony) and
between cognates
words accurately.
cognates to derive
false
cognates
and
false
cognates
meaning
from
Vocabulary and
EI3. Recognize
(e.g.,
éxito,
exit)
in
in
literature
and
literature
and
texts
Concept Development
obvious cognates
texts in content
1.1 Trace the etymology
in content areas.
(e.g., education,
in content areas.
areas.
of significant terms used
educación;
in political science and
Fluency and
university,
history.
Fluency and
Fluency and
Systematic
universidad) in
Fluency and
1.2 Apply knowledge of
Systematic
Systematic
Vocabulary
phrases, simple
Systematic
Greek, Latin, and AngloVocabulary
Vocabulary
Development
sentences,
Vocabulary
Saxon roots and affixes
Development
Development
literature, and
Development
to draw inferences
A3.
Recognize
that
content area texts.
I3. Use a standard
EA3. Use
concerning the meaning
some words have
*English Language Arts Content Standards for California Public Schools Kindergarten Through Grade Twelve (State Board Adopted December 1997).
English Language Development Standards for California Public Schools Kindergarten Through Grade Twelve (State Board Adopted July 1999).
Both documents are available on-line at http://www.cde.ca.gov/be/st/ss.
B2. Recognize the
most common
English
morphemes in
phrases and simple
sentences (e.g.,
basic syllabication
rules, phonics,
regular and
irregular plurals).
3/8/2005
Primary
Citation
Supporting
Citation
I11-ELD & 2.0
ELA Standard
I11-ELD & 2.0 ELA
Standard
Online Teacher’s
Guide (OLTG),
Collection B,
Theme 3, Book
2, Any Small
Goodness
Pattern repeats in
the OLTG for each
of 3 books in
Themes 1-5 (15
books, total)
EA10-ELD & 2.0
ELA Standard
EA10-ELD & 2.0
ELA Standard
OLTG, Collection
B, Theme 3,
Book 2, Any
Small Goodness
Pattern repeats in
the OLTG for each
of 3 books in
Themes 1-5 (15
books, total)
A7-ELD & 2.0
ELA Standard
A7-ELD & 2.0 ELA
Standard
OLTG, Collection
Pattern repeats in
1
Publisher:
Program Title:
Hampton-Brown
FOR LEA USE ONLY
X
Beginning (B)
Intermediate (I)
X
X
Early Advanced (EA)
Advanced (A)
Grades 9-12
Beginning
B3. Recognize
simple affixes
(e.g., educate,
education),
prefixes (e.g.,
dislike),
synonyms (e.g.,
big, large), and
antonyms (e.g.,
hot,
B4. Read aloud
simple words
presented in
literature and
subject-matter
texts; demonstrate
comprehension by
using one to two
words or simplesentence
responses.
Early Intermediate
Fluency and
Systematic
Vocabulary
Development
Intermediate
dictionary to derive
the meaning of
unknown
vocabulary.
EI4. Begin to use
knowledge of
simple affixes,
prefixes, synonyms,
and antonyms to
interpret the
meaning of
unknown words.
I4. Identify
variations of the
same word that are
found in a text and
know with some
accuracy how
affixes change the
meaning of those
words.
EI5. Recognize
simple idioms,
analogies, and
figures of speech
(e.g., “the last
word”) in literature
and subject-matter
texts.
I5. Demonstrate
sufficient
knowledge of
English syntax to
interpret the
meaning of idioms,
analogies, and
metaphors.
ELA
Standards
Early
Advanced
knowledge of
English
morphemes,
phonics, and
syntax to decode
and interpret the
meaning of
unfamiliar words.
EA4. Recognize
that some words
have multiple
meanings and
apply this
knowledge to
understand texts.
Advanced
multiple meanings
and apply this
knowledge
consistently in
reading literature
and texts in content
areas
A4. Apply
knowledge of
academic and
social vocabulary
to achieve
independent
reading.
Grades 11-12
of scientific and
mathematical
terminology.
1.3 Discern the meaning
of analogies
encountered, analyzing
specific comparisons as
well as relationships and
inferences.
Supporting
Citation
B, Theme 3,
Book 2, Any
Small Goodness
the OLTG for each
of 3 books in
Themes 1-5 (15
books, total)
2.0 Reading
Comprehension
(Focus on
Informational
Materials)
A5. Use common
Students read and
EA5. Use
idioms and some
understand gradeknowledge of
analogies (e.g.,
level-appropriate
affixes, root words,
“shine like a star,”
material. They analyze
and increased
“let the cat out of
the organizational
vocabulary to
the bag”) and
patterns, arguments,
interpret the
metaphors.
and positions
meaning of words
B5. Respond with
advanced. The
in literature and
appropriate short
EI6. Read simple
I6. Demonstrate
A6. Use a standard
selections in
content area texts.
phrases or
paragraphs and
internalization of
dictionary to
Recommended
3/8/2005
Primary
Citation
2
Publisher:
Program Title:
Hampton-Brown
FOR LEA USE ONLY
X
Beginning (B)
Intermediate (I)
X
X
Early Advanced (EA)
Advanced (A)
Grades 9-12
Beginning
sentences in
various social and
academic settings
(e.g., answer
simple questions).
Early Intermediate
passages
independently.
Intermediate
English grammar,
usage, and word
choice by
recognizing and
correcting errors
when speaking or
reading aloud.
ELA
Standards
Early
Advanced
Advanced
Grades 11-12
3/8/2005
Supporting
Citation
determine the
meaning of
unknown words.
Readings in Literature,
Grades Nine Through
Twelve illustrate the
EI7. Recognize that
quality and complexity
some words have
of the materials to be
multiple meanings
Reading
read by students. In
B6. Use an English
and apply this
Comprehension
addition, by grade
dictionary to find
knowledge to texts.
twelve, students read
the meaning of
I7. Use decoding
two million words
A7. Apply
simple known
EI8. Demonstrate
skills and
annually on their own,
knowledge of
vocabulary.
internalization of
EA7. Use decoding
knowledge of both
including a wide
language to
English grammar,
skills and
academic and
variety of classic and
achieve
B7. Produce simple
usage, and word
knowledge of
social vocabulary to
comprehension of
contemporary
vocabulary (single
choice by
academic and
read independently.
informational
literature, magazines,
words or short
recognizing and
social vocabulary
materials, literacy
newspapers, and
phrases) to
correcting some
to achieve
I8. Apply
text, and text in
online information.
communicate basic
errors when
independent
knowledge of text
content areas.
Structural Features of
needs in social and
speaking or reading
reading.
connectors to make
Informational Materials
academic settings
2.1 Analyze both the
A8. Analyze the
aloud.
inferences.
(e.g., locations,
features and the
features and
EA8. Recognize
greetings,
rhetorical devices of
rhetorical devices
EI9. Read aloud
idioms, analogies,
Reading
classroom objects).
different types of public
of different types of
with appropriate
and metaphors
Comprehension
documents (e.g., policy
public documents
pacing, intonation,
used in literature
statements, speeches,
and the way
and expression
I9. In detailed
Reading
authors use those
debates, platforms) and
one’s own writing of
areas.
sentences identify
Comprehension
the way in which
features and
narrative and
orally two to three
EA6. Use a
standard dictionary
to determine the
meaning of
unknown words
(e.g., idioms and
words with multiple
meanings).
Primary
Citation
3
Publisher:
Program Title:
Hampton-Brown
FOR LEA USE ONLY
X
Beginning (B)
Intermediate (I)
X
X
Early Advanced (EA)
Advanced (A)
Grades 9-12
Beginning
B8. Understand
and follow simple
multiple-step oral
directions for
classroom or workrelated activities.
Early Intermediate
expository texts.
Intermediate
ELA
Standards
Early
Advanced
Advanced
Grades 11-12
3/8/2005
EA9. Read aloud
with appropriate
pacing, intonation,
and expression
increasingly
complex narrative
and expository
texts.
Supporting
Citation
devices.
authors use those
features and devices.
A9. Analyze how
EI10. Use a
Comprehension and
clarity is affected
standard dictionary
Analysis of Grade-Level
by patterns of
to find the meaning
Appropriate Text
organization,
of unknown
2.2 Analyze the way in
hierarchical
vocabulary.
which clarity of meaning
structures,
B9. Recognize a
is affected by the
I10. Present a brief
repetition of key
few specific facts in
EI11. Use
patterns of organization,
report that verifies
ideas, syntax, and
familiar expository
appropriate
hierarchical structures,
and clarifies facts in
Reading
word choice in
texts, such as
connectors (e.g.,
repetition of the main
two to three forms
Comprehension
texts across
consumer
ideas, syntax, and word
of expository text.
first, then, after
content areas.
publications,
that, finally) to
choice in the text.
EA10. Apply
workplace
sequence written
2.3 Verify and clarify
I11. Read text and
knowledge of
A10. Prepare oral
documents, and
text.
facts presented in other
use detailed
language to
and written reports
content area texts.
types of expository texts
sentences to
achieve
that evaluate the
by using a variety of
Reading
identify orally the
comprehension of
credibility of an
B10. Orally identify
consumer, workplace,
Comprehension
main ideas and
informational
author’s argument
the main ideas and
and public documents.
use them to make
materials, literary
or defense of a
some details of
EI12. Read and
2.4 Make warranted and
predictions about
texts, and texts in
claim by critiquing
familiar literature
orally respond to
reasonable assertions
informational text,
content areas.
the relationship
and informational
simple literary texts
about the author’s
literary text, and
between
materials/public
arguments by using
EA11. Analyze the
text in content
generalizations and
documents (e.g.,
areas by using
elements of the text to
structure and
areas.
evidence. Prepare
newspaper,
simple sentences to
defend and clarify
format of workplace
a bibliography for
brochure) by using
answer factual
interpretations.
I12. Understand
documents and the
examples of how
clarity of text is
affected by the
repetition of
important ideas and
by syntax.
Primary
Citation
4
Publisher:
Program Title:
Hampton-Brown
FOR LEA USE ONLY
X
Beginning (B)
Intermediate (I)
X
X
Early Advanced (EA)
Advanced (A)
Grades 9-12
Beginning
Early Intermediate
key words or
phrases.
comprehension
questions.
B11. Point out text
features, such as
the title, table of
contents, and
chapter headings.
EI13. Identify and
follow some
multiple-step
directions for using
simple mechanical
devices and filling
out basic forms.
B12. Identify the
vocabulary, syntax,
and grammar used
in public and workplace documents
(e.g., speeches,
debates, manuals,
and contracts).
EI14. Orally identify
the features of
simple excerpts of
public documents
by using key words
or phrases.
Intermediate
and orally explain
most multiple-step
directions for using
a simple
mechanical device
and filling out
simple applications.
I13. Listen to an
excerpt from a brief
political speech and
give an oral critique
of the author’s
evidence by using
simple sentences.
ELA
Standards
Early
Advanced
way in which
authors use
structure and
format to achieve
their purposes.
EA12. Prepare oral
and written reports
that evaluate the
credibility of an
author’s argument
or defense of a
claim (include a
bibliography).
Advanced
the report.
A11. Prepare a
brief research or
synthesizing paper
in a content area
and analyze ideas
from several
sources to present
a coherent
argument or
conclusion
arranged in the
proper format,
including a
bibliography.
Grades 11-12
Supporting
Citation
2.5 Analyze an author’s
implicit and explicit
philosophical
assumptions and beliefs
about a subject.
Expository Critique
2.6 Critique the power,
validity, and truthfulness
of arguments set forth in
public documents; their
appeal to both friendly
and hostile audiences;
and the extent to which
the arguments
anticipate and address
reader concerns and
counterclaims (e.g.,
appeal to reason, to
authority, to pathos and
emotion).
EA13. Read
I14. Read
material and
workplace
analyze how clarity
Literary Response
documents and
EI15. Read and
is affected by
and Analysis
Literary Response
orally identify the
orally identify a few
patterns of
and Analysis
structure and
specific facts in
organization,
A12. Describe the
format (e.g.,
simple expository
repetition of key
B13. Identify orally
functions of
3.0 Literary Response
graphics and
text, such as
ideas, syntax, and
the beginning,
dialogue, scene
and Analysis
headers) and give
consumer and
word choice.
middle, and end of
design, asides, and
one brief example
workplace
a simple literary
soliloquies in
Students read and
of how the author
documents and
EA14. Analyze the
text.
drama.
respond to historically or
3/8/2005
Primary
Citation
5
Publisher:
Program Title:
Hampton-Brown
FOR LEA USE ONLY
X
Beginning (B)
Intermediate (I)
X
X
Early Advanced (EA)
Advanced (A)
Grades 9-12
Beginning
Early Intermediate
content area text.
Intermediate
ELA
Standards
Early
Advanced
Advanced
Grades 11-12
culturally significant
works of literature that
EI16. In simple
reflect and enhance
sentences orally
their studies of history
identify the
and social science.
I15. Read and use
structure and
They conduct in-depth
simple sentences to
format of workplace
analyses of recurrent
identify orally the
B15. Role-play a
documents (e.g.,
themes. The selections
features and the
character from a
format, graphics,
in Recommended
rhetorical devices
familiar piece of
and headers).
of simple excerpts
literature by using
Readings in Literature,
A14. Compare and
of public and workphrases or simple
Grades Nine Through
EI17. Read a
Twelve illustrate the
contrast a similar
place documents
sentences.
Literary Response
consumer or
quality and complexity
theme or topic
and content area
and Analysis
workplace
of the materials to be
across genres and
texts.
B16. Create
document in a
read by students.
explain how the
pictures, lists,
EA15. Identify
group activity and
genre shapes the
charts, and tables
several literary
Structural Features of
Literary Response
present a brief oral
theme or topic.
to identify the
elements and
Literature
and Analysis
report,
3.1 Analyze
sequence of events
techniques (e.g.,
demonstrating
characteristics of
A15. Analyze the
I16. Use expanded
in simple literary
figurative language,
three or four simple
subgenres (e.g., satire,
interaction between
vocabulary and
texts.
imagery, and
steps necessary to
parody, allegory,
characters and
descriptive words in
symbolism).
achieve a specific
pastoral) that are used
subordinate
paraphrasing oral
B17. Recognize the
goal or obtain a
in poetry, prose, plays,
characters in
and written
difference in points
EA16. Read and
product.
novels, short stories,
literary texts (e.g.,
responses to texts.
of view between
identify ways in
essays, and other basic
motivations and
first person and
which poets use
genres.
reactions).
I17. Read text and
third person by
personification,
Literary Response
B14. Read a simple
selection and orally
identify the speaker
or narrator.
3/8/2005
uses the feature to
achieve his or her
purpose.
features and
rhetorical devices
of at least two
types of documents
intended for the
general public
(e.g., warranties,
contracts, manuals,
magazines, and
textbooks).
Primary
Citation
Supporting
Citation
A13. Explain the
significance of
several literary
elements and
techniques (e.g.,
figurative language,
imagery, allegory,
and symbolism).
6
Publisher:
Program Title:
Hampton-Brown
FOR LEA USE ONLY
X
Beginning (B)
Intermediate (I)
X
X
Early Advanced (EA)
Advanced (A)
Grades 9-12
Beginning
using phrases or
simple sentences.
Early Intermediate
and Analysis
Intermediate
use detailed
sentences to
respond orally to
factual
comprehension
questions about
three forms of
literature.
ELA
Standards
Early
Advanced
figures of speech,
imagery, and the
“sound” of
language.
Advanced
Grades 11-12
Narrative Analysis of
Grade-LevelEI18. Respond
Appropriate Text
orally in simple
B18. Recite simple
sentences to
poems.
which the theme or
factual
EA17. Identify the
meaning of a selection
comprehension
functions of
represents a view or
questions about
dialogue, scene
comment on life, using
two forms of
design, and asides
textural evidence to
A17. Relate the
literature (brief
in dramatic
support the claim.
I18. Read literary
literary works of
excerpts from a
literature.
3.3 Analyze the ways in
texts and use
authors to the
comedy and
which irony, tone, mood,
detailed sentences
major themes and
tragedy).
EA18. Compare
the author’s style, and
to describe orally
issues of their eras.
and contrast orally
the “sound” of language
the sequence of
EI19. Read literary
and in writing a
achieve specific
events.
texts and orally
similar theme or
rhetorical or aesthetic
identify the main
topic across
purposes or both.
I19. Apply
events of the plot
several genres by
3.4 Analyze ways in
knowledge of
by using simple
using detailed
which poets use
language to
sentences.
sentences.
imagery, personification,
analyze and derive
figures of speech, and
meaning from
EI20. Identify orally
EA19. Identify
sounds to evoke
literary texts and
the theme, plot,
recognized works
readers’ emotions.
comprehend them.
setting, and
of American
3.5 Analyze recognized
characters of a
literature and the
works of American
I20. Use detailed
literary selection by
genre to which they
literature representing a
sentences to
3/8/2005
Primary
Citation
Supporting
Citation
A16. Analyze
recognized works
of American
literature and
identify their genre
to contrast major
periods and trends.
7
Publisher:
Program Title:
Hampton-Brown
FOR LEA USE ONLY
X
Beginning (B)
Intermediate (I)
X
X
Early Advanced (EA)
Advanced (A)
Grades 9-12
Beginning
Early Intermediate
using simple
sentences.
Intermediate
compare and
contrast orally a
similar theme or
topic across three
genres.
ELA
Standards
Early
Advanced
Advanced
Grades 11-12
Supporting
Citation
belong to contrast
major periods,
themes, and
trends.
variety of genres and
traditions:
a, Trace the
EI21. Distinguish
development of
the characteristics
American literature from
EA20. Identify
of different forms of
the colonial period
I21. Read a literary
recognized works
dramatic literature
forward.
selection and use
of world literature
(e.g., comedy and
b. Contrast the major
detailed sentences
and contrast the
tragedy) by using
periods, themes, styles,
to explain orally the
major literary forms
simple sentences,
and trends and describe
elements of theme,
and techniques.
pictures, lists,
how works by members
plot, setting, and
charts, and tables.
of different cultures
characters.
EA21. Identify the
relate to one another in
characteristics of
EI22. Describe
each period.
I22. Read a literary
subgenres (e.g.,
briefly in simple
c. Evaluate the
selection and use
satire, pastoral,
sentences a
philosophical, political,
detailed sentences
allegory) that are
character according
religious, ethical, and
to describe orally a
used in various
to what he or she
social influences of the
character according
genres.
does in a familiar
historical period that
to what he or she
narration, dialogue,
shaped the characters,
does in a narration,
EA22. Identify
or drama.
plots, and settings.
dialogue, or
techniques that
dramatic
have specific
EI23. Use
which authors through
monologue.
rhetorical or
expanded
the centuries have used
aesthetic purposes
vocabulary and
archetypes drawn from
I23. Use detailed
in literary texts
some descriptive
myth and tradition in
3/8/2005
Primary
Citation
8
Publisher:
Program Title:
Hampton-Brown
FOR LEA USE ONLY
X
Beginning (B)
Intermediate (I)
X
X
Early Advanced (EA)
Advanced (A)
Grades 9-12
Beginning
Early Intermediate
Intermediate
ELA
Standards
Early
Advanced
Advanced
Grades 11-12
literature, film, political
speeches, and religious
writings (e.g., how the
archetypes of
banishment from an
ideal world may be used
to interpret
Shakespeare’s tragedy
Macbeth).
3.7 Analyze recognized
works of world literature
from a variety of
authors:
a. Contrast the major
literary forms,
techniques, and
characteristics of the
major literary periods
(e.g., Homeric Greece,
medieval, romantic,
neoclassic, modern).
b. Relate literary works
and authors to the major
themes and issues of
their eras.
c. Evaluate the
words in oral
responses to
familiar literature.
3/8/2005
sentences to orally
identify at least two
ways in which
poets use
personification,
figures of speech,
and sound.
Primary
Citation
Supporting
Citation
(e.g., irony, tone,
mood, “sound” of
language).
9
Publisher:
Program Title:
Hampton-Brown
FOR LEA USE ONLY
X
Beginning (B)
Intermediate (I)
X
X
Early Advanced (EA)
Advanced (A)
Grades 9-12
Beginning
Early Intermediate
Intermediate
ELA
Standards
Early
Advanced
Advanced
Grades 11-12
philosophical, political,
religious, ethical, and
social influences of the
historical period that
shaped the characters,
plots, and settings.
Literary Criticism
3.8 Analyze the clarity
and consistency of
political assumptions in
a selection of literary
works or essays on a
topic (e.g., suffrage,
women’s role in
organized labor).
(Political approach)
3.9 Analyze the
philosophical arguments
presented in literary
works to determine
whether the author’s
positions have
contributed to the quality
of each work and the
credibility of the
characters.
3/8/2005
Primary
Citation
Supporting
Citation
10
Publisher:
Program Title:
Hampton-Brown
FOR LEA USE ONLY
X
Beginning (B)
Intermediate (I)
X
X
Early Advanced (EA)
Advanced (A)
Grades 9-12
Beginning
Early Intermediate
Intermediate
ELA
Standards
Early
Advanced
Advanced
Grades 11-12
Primary
Citation
Supporting
Citation
(Philosophical
approach)
3/8/2005
11

COVER SHEET FOR ELA/ELD STANDARDS CORRELATION MATRIX FOR SUPPLEMENTAL ELD MATERIALS

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