or imagined experiences or events using effective technique, descriptive details, and clear event sequences; W.4.4—Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience; W.4.7—Conduct short research projects that build knowledge through investigation of different aspects of a topic; RI.4.3—Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CA ELD Standards (Expanding): ELD.PI.4.1—Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information; ELD.PI.4.10a—Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) . . . ; ELD.PI. 4.12a—Use a growing number of general academic and domain-specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing; ELD. PII.6—Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences . . .
The vignette cited above can be found in its entirety at https://www.cde.ca.gov/ci/rl/cf/, ELA/ELD Framework, pp. 453–454.
Standard 3: Offering opinions
ELD Standard 3 Organized by Grade Level and Proficiency Level
Emerging
3 Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I think . . .), as well as open responses in order to gain and/or hold the floor.
4 Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think . . .), as well as open responses, in order to gain and/or hold the floor.
5 Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think . . .), as well as open responses, in order to gain and/or hold the floor.
Expanding
3 Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I agree with X, and . . .), as well as open responses in order to gain and/or hold the floor, provide counterarguments, and the like.
4 Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.
5 Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.
Bridging
3 Offer opinions and negotiate with others in conversations using a variety of learned phrases (e.g., That’s a good idea, but . . .), as well as open responses in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and the like.
4 Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s a good idea. However . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.
5 Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s an interesting idea. However, . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.
Script in bold italics indicates content not found in earlier proficiency levels of the same ELD Standard.
Source: California English Language Development Standards for Grades K–12, California Department of Education (2012).
Notes
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Grades 3–5 Interacting in Meaningful Ways Collaborative Standard 3
What the Student Does
Emerging
Gist: Students offer their opinions and ideas in conversation using learned phrases, as well as open responses.
3 They consider:Do I know how to start my opinion or idea using learned phrases?Do I know how to start my opinion or idea using open responses?Can I negotiate with others to gain and/or hold the floor so that I can speak?
4 They consider:Do I know how to start my opinion or idea using learned phrases or open responses?Can I persuade others with my ideas and opinions?Can I negotiate with others to gain and/or hold the floor so that I can speak?
5 They consider:Do I know how to start my opinion or idea using learned phrases or open responses?Can I persuade others with my ideas and opinions?Can I negotiate with others to gain and/or hold the floor so that I can speak?
Expanding
Gist: Students offer their opinions and negotiate with others in conversations using an expanded set of learned phrases, as well as open responses, in order to gain or hold the floor, add to ideas, etc.
3 They also consider:Can I expand the learned phrases that I know as sentence starters?Can I offer counterarguments to what the others are saying?
4 They also consider:Can I expand the learned phrases that I know as sentence starters?Can I offer counterarguments to what the others are saying?
5 They also consider:Can I expand the learned phrases that I know as sentence starters?Can I offer counterarguments to what the others are saying?
Bridging
Gist: Students offer their opinions and negotiate with others in conversations using an expanded set of learned phrases, as well as open responses, in order to gain or hold the floor, provide counterarguments, elaborate on ideas, etc.
3 They also consider:Can I elaborate on an idea that is being discussed?
4 They also consider:Can I elaborate on an idea that is being discussed?
5 They also consider:Can I elaborate on an idea that is being discussed?
Source: California English Language Development Standards for Grades K–12 (2012).
CCSS ELA Standards Related to Standard 3 Offering opinions
Speaking and Listening Standards
3 SL.3.1: Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.Come to discussions prepared, having