Calif - Standards PP

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Publisher: John Wiley & Sons, Inc. Program Title: Phonics Pathways, 9 edition
FOR LEA USE ONLY

ELD Proficiency Levels:
Designated Standards ELD and ELA #’s
Beginning (B) X Early Advanced (EA)
X Early Intermediate (EI) X Advanced (A)
X Intermediate (I)
ELD / ELA Standards Correlation Matrix for Supplemental ELD Materials (SB1113 – Budget Act 2004-2005)
Grades K-2 ELA

ELD Reading Standards
Early Primary Supporting
Beginning Early Intermediate Intermediate Advanced Grade 1
Advanced Citation Citation
Word Analysis Word Analysis Word Analysis Word Analysis Word Analysis Reading
B1. Recognize EI1. Produce English I1. Pronounce most EA1. Use common A1. Apply knowledge 1.0 Word Analysis, EI1-ELD
English phonemes phonemes that English phonemes English of common Fluency, and Standard & 1.4
that correspond to correspond to correctly while morphemes to morphemes to derive Systematic ELA Standard
phonemes phonemes students reading aloud. derive meaning in meaning in oral and Vocabulary pp. 45-56, 62-74,
students already already hear and oral and silent silent reading (e.g., Development 107-121, 123-
hear and produce produce, including English-Language reading (e.g., basic basic syllabication Students 132, 178- 180
in their primary long and short Arts Content syllabication rules, rules, regular and understand the
language. vowels and initial and Standards regular and irregular plurals, and basic features of I1-ELD Standard
final consonants. Kindergarten: irregular plurals, basic phonics). reading. They select & 1.6 ELA
Fluency and Phonemic and basic letter patterns and Standard
Systematic English-Language Awareness phonics). English-Language know how to pp. 45-56, 62-74
Vocabulary Arts Content 1.7 Track (move Arts content translate them into
Development Standards sequentially from English- Standards spoken language by I1-ELD Standard
Kindergarten: sound to sound) and Language Arts Kindergarten using phonics, & 1.8 ELA
B2. Read aloud Phonemic represent the Content 1.14 Match all syllabication, and Standard
simple words (e.g., Awareness number, Standards consonant and short- word parts. They pp. 27-38
nouns and 1.7 Track (move sameness/difference, Kindergarten: vowel sounds to apply this
adjectives) in sequentially from and order of two and Phonemic appropriate letters. knowledge to A1-ELD
stories or games. sound to sound) and three isolated Awareness 1.15 Read simple achieve fluent oral Standard & 1.10
represent the phonemes (e.g., /f, s, 1.8 Track (move one-syllable and high- and silent reading. ELA Standard
English- number, th/,/j, d, j/). sequentially from frequency words (i.e., Concepts About pp. 45-56, 62 -
Language Arts sameness/difference, sound to sound) sight words). Print 91, 107-132,
Content and order of two and Grade One: and represent 1.16 Understand that 1.1 Match oral 178-180
Standards three isolated Phonemic changes in simple as letters of words words to printed
*English Language Arts Content Standards for California Public Schools Kindergarten Through Grade Twelve (State Board Adopted December 1997). 1
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.
8/4/2007
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FOR LEA USE ONLY

X Intermediate (I)
Grades K-2 ELA

Kindergarten phonemes (e.g., /f, s, Awareness syllables and change, so do the words. A1-ELD
1.17 Identify and th/,/j, d, j/). 1.5 Distinguish long- words with two and sounds (i.e., the 1.2 Identify the title Standard & 1.12
sort common 1.10 Identify and and short- vowel three sounds as alphabetic principle). and author of a ELA Standard
words in basic produce rhyming sounds in orally one sound is Grade One reading selection. pp. 133-156,
categories (e.g., words in response to stated single-syllable added, substituted, 1.10 Generate the 1.3 Identify letters, 206, 207
colors, shapes, an oral prompt. words (e.g., bit/bite). omitted, shifted, or sounds from all the words, and
foods). Grade One: 1.6 Create and say a repeated (e.g., letters and letter sentences. A1-ELD
Phonemic series of rhyming vowel-consonant, patterns, Phonemic Standard & 1.13
B3. Respond Awareness words, including consonant-vowel, including consonant Awareness ELA Standard
appropriately to 1.4 Distinguish initial, consonant blends. or consonant- blends and long- and 1.4 Distinguish pp. 188, 189, 218
some social and medial, and final 1.7 Add, delete, or vowel-consonant). short-vowel patterns. initial, medial, and
academic sounds in single- change target 1.9 Blend vowel- (i.e., Phonograms), final sounds in A1-ELD
interactions (e.g., syllable words. sounds to change consonant sounds and blend those single-syllable Standard & 1.15
simple words (e.g., change orally to make sounds into words. ELA Standard
question/answer, EI2. Recognize cow to how; pan to words or syllables. recognizable words. 1.5 Distinguish long- pp. 70, 71, 73
negotiate play). English phonemes an). 1.11 Distinguish 1.11 Read common, and short-vowel
that do not 1.8 Blend two to four orally stated one- irregular sight words sounds in orally EI2 -ELD
B4. Demonstrate correspond to phonemes into syllable words and (e.g., the, have, said, stated single- Standard & 1.4
comprehension of sounds students recognizable words separate into come, give, of). syllable words (e.g., ELA Standard
simple vocabulary hear and produce, (e.g., /c/a/t/ = cat; beginning or 1.12 Use knowledge bit/bite). pp. 45-56, 62-
with an appropriate (e.g., a in cat and /f/l/a/t/ = flat). ending sounds. of vowel digraphs and 1.6 Create and state 74, 107-121,
action. final consonants). 1.9 Segment single 1.12 Track r-controlled letter- a series of rhyming 123-132, 178-
syllable words into auditorily each sound associations to words, including 180
B5. Retell simple English-Language their components word in a sentence read words. consonant blends.
stories by using Arts Content (e.g., /c/a/t/ = cat; and each syllable 1.13 Read compound 1.7 Add, delete, or
drawings, words, Standards /s/p/l/a/t/ = splat; in a word. words and change target
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FOR LEA USE ONLY

X Intermediate (I)
Grades K-2 ELA

or phrases. Kindergarten: /r/i/ch/ = rich). 1.13 Count the contractions. sounds to change
Phonemic number of sounds 1.14 Read inflectional words (e.g., change
B6. Produce Awareness I2. Recognize in syllables and forms (e.g., -s, -ed, cow to how; pan to
simple vocabulary 1.7 Track (move sound/symbol syllables in words. -ing) and root words an).
(single words or sequentially from relationships and Grade Two (e.g., look, looked, 1.8 Blend two to four
short phrases) to sound to sound) and basic word-formation 1.1 Recognize and looking). phonemes into
communicate basic represent the rules in phrases, use knowledge of 1.15 Read common recognizable words
needs in social and number, simple sentences, or spelling patterns word families (e.g., (e.g.,/c/a/t/ = cat;
academic settings sameness/difference, simple text. (e.g., diphthongs, -ite, -ate). /f/l/a/t/ = flat).
(e.g., locations, and order of two and special vowel 1.16 Read aloud with 1.9 Segment single
greetings, three isolated English-Language spellings) when fluency in a manner syllable words into
classroom objects). phonemes (e.g., /f, s, Arts Content reading. that sounds like their components
th/, /j, d, j/). Standards Grade 1.2 Apply natural speech. (e.g., /c/a/t/ = cat;
Reading 1.10 Identify and Two: Decoding and knowledge of basic /s/p/l/a/t/. = splat;
Comprehension produce rhyming Word Recognition syllabication rules Grade Two /r/i/ch/ = rich).
words in response to 1.4 Recognize when reading (e.g., 1.1 Recognize and Decoding and Word
B7. Respond orally an oral prompt. common vowel-consonant- use knowledge of Recognition
to stories read Grade One: abbreviations (e.g., vowel = su/per; spelling patterns (e.g., 1.10 Generate the
aloud, using Phonemic Jan., Sun., Mr., St.). vowel-consonant/ diphthongs, special sounds from all the
physical actions Awareness consonant-vowel = vowel spellings) when letters and letter
and other means of 1.4 Distinguish initial, I3. Recognize and sup/per). reading. patterns, including
nonverbal medial, and final name all uppercase 1.3 Decode two- 1.2 Apply knowledge consonant blends
communication sounds in single- and lowercase letters syllable nonsense of basic syllabication and long- and short-
(e.g., matching syllable words. of the alphabet. words and regular rules when reading vowel patterns (i.e.,
objects, pointing to multisyllable (e.g., vowel- phonograms), and
an answer, Fluency and English-Language words. consonant-vowel = blend those sounds
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FOR LEA USE ONLY

X Intermediate (I)
Grades K-2 ELA

drawing pictures). Systematic Arts Content 1.5 Identify and su/per; vowel- into recognizable
Vocabulary Standards correctly use consonant/consonant- words.
B8. Respond orally Development Kindergarten regular plurals vowel = sup/per). 1.11 Read common,
to stories read 1.1 Identify the front (e.g., -s, -es, -ies) 1.3 Decode two- irregular sight words
aloud, giving one- EI3. Produce cover, back cover, and irregular syllable nonsense (e.g., the, have,
or two- word vocabulary, phrases, and title page of a plurals (e.g., words and regular said, come, give,
responses (e.g., and simple book. fly/flies, multisyllable words. of).
“brown bear”) to sentences to 1.2 Follow words wife/wives). 1.4 Recognize 1.12 Use knowledge
factual communicate basic from left to right and 1.6 Read aloud common of vowel digraphs
comprehension needs in social and from top to bottom on fluently and abbreviations (e.g., and r-controlled
questions. academic settings. the printed page. accurately and with Jan., Sun., Mr., St.). letter-sound
1.3 Understand that appropriate 1.5 Identify and associations to read EI5-ELD
B9. Draw pictures EI4. Read simple printed materials intonation and correctly use regular words. Standard & 1.0
from one’s own vocabulary, phrases, provide information. expression. plurals (e.g., -s, -es, 1.13 Read ELA Standard
experience related and sentences 1.4 Recognize that -ies) and irregular compound words p. 39
to a story or topic independently. sentences in print EA2. Recognize plurals (e.g., fly/flies, and contractions.
(e.g., community in are made up of sound/symbol wife/wives). 1.14 Read
social studies). EI5. Read aloud an separate words. relationship and inflectional forms EA2-ELD
increasing number of 1.5 Distinguish basic word- Fluency and (e.g., -s, -ed, Standard & 1.10
B10. Understand English words. letters from words. formation rules in Systematic -ing) and root words ELA Standard
and follow simple Grade One phrases, simple Vocabulary (e.g., look, looked, pp. 45-56, 62-89,
one-step directions EI6. Demonstrate 1.1 Match spoken sentences, or Development looking). 91, 107-121,
for classroom internalization of words to printed simple text. 1.15 Read common 123-132, 178-
activities. English grammar, words. A2. Explain common word families (e.g., 180
usage, and word 1.3 Identify letters, English- antonyms and -ite, -ate).
B11. Identify, using choice by words, and Language Arts synonyms. 1.16 Read aloud
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X Intermediate (I)
Grades K-2 ELA

key words or recognizing and sentences. Content with fluency in a EA2-ELD
pictures, the basic correcting some Standards English-Language manner that sounds Standard & 1.12
sequence of errors when Fluency and Kindergarten: Arts Content like natural speech. ELA Standard
events in stories speaking or reading Systematic Decoding and Standards Vocabulary and pp. 133-156,
read aloud. aloud. Vocabulary Word Recognition Grade Two Concept 206, 207
Development 1.14 Match all 1.7 Understand and Development
Literary Reading consonant and explain common 1.17 Classify grade- EA2-ELD
Response and Comprehension I4. Demonstrate short-vowel antonyms and appropriate Standard & 1.13
Analysis internalization of sounds to synonyms. categories of words ELA Standard
EI7. Respond orally English grammar, appropriate letters. (e.g., concrete pp. 188, 189, 218
B12. Listen to a to simple stories read usage, and word 1.15 Read simple A3. Recognize words collections of
story and respond aloud, using phrases choice by one-syllable and that have multiple animals, foods, EA2-ELD
orally in one or two or simple sentences recognizing and high-frequency meanings in texts. toys). Standard & 1.15
words to factual to answer factual correcting errors words (i.e., sight ELA Standard
comprehension comprehension when speaking or words). English-Language 2.0 Reading pp. 70, 71, 73
questions. questions. reading aloud. 1.16 Understand Arts Content Comprehension
that as letters of Standards Students read and
B13. Draw pictures EI8. Draw and label I5. Use decoding words change, so Grade Two understand grade-
related to a work of pictures related to a skills to read more do the sounds (i.e., 1.10 Identify simple level-appropriate
literature story topic or one’s complex words the alphabetic multiple-meaning material. They draw
identifying setting own experience. independently. principle). words. upon a variety of
and characters. comprehension
EI9. Understand and English-Language Grade One: A4. Apply knowledge strategies as
follow simple two- Arts Content Decoding and of academic and needed (e.g.,
step directions for Standards Word Recognition social vocabulary to generating and
classroom activities. Grade One 1.10 Generate the achieve independent responding to
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X Intermediate (I)
Grades K-2 ELA

EI10. Orally identify, 1.17 Classify grade- sounds from all the reading. essential questions,
using key words or appropriate letters and letter making predictions,
phrases, the basic categories of words patterns, including English-Language comparing
sequence of events (e.g., concrete consonant blends Arts Content information from
in text read aloud. collections of and long- and Standards several sources).
animals, foods, toys). short-vowel Grade Two The selections in
EI11. Draw logical patterns (i.e., 1.8 Use knowledge of Recommended
inferences from a I6. Use more phonograms), and individual words in Readings in
story read aloud. complex vocabulary blend those unknown compound Literature,
and sentences to sounds into words to predict their Kindergarten
Literary Response communicate needs recognizable meaning. Through Grade
and Analysis and express ideas in words. Eight illustrate the
a wider variety of 1.11 Read A5. Read aloud with quality and
EI12. Respond orally social and academic common, irregular appropriate pacing, complexity of the
to factual settings (e.g., sight words (e.g., intonation, and materials to be read A5-ELD
comprehension classroom the, have, said, expression narrative by students. In Standard & 1.10
questions about discussions, come, give, of). and expository texts. addition to their ELA Standard
stories by answering mediation of 1.12 Use regular school pp. 45-56, 62-91,
in simple sentences. conflicts). knowledge of English-Language reading, by grade 107-121, 123-
vowel digraphs Arts Content four, students read 132, 178-180
EI13. Recite simple English-Language and r-controlled Standards one-half million
poems. Arts Content letter- sounds Kindergarten words annually, A5-ELD
Standards associations to 1.14 Match all including a good Standard & 1.12
EI14. Identify orally Kindergarten read words. consonant and short- representation of ELA Standard
the setting and 1.18 Describe 1.13 Read vowel sounds to grade-level- pp. 133 -156,
characters by using common objects and compound words appropriate letters. appropriate 206, 207
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X Intermediate (I)
Grades K-2 ELA

simple sentences events in both and contractions. 1.15 Read simple narrative and A5-ELD
and vocabulary. general and specific 1.14 Read one-syllable and high- expository text (e.g., Standard & 1.13
language. inflectional forms frequency words (i.e., classic and ELA Standard
(e.g., -s, -ed, -ing) sight words). contemporary pp. 188, 189, 218
I7. Apply knowledge and root words 1.16 Understand that literature,
of content-related (e.g., look, looked, as letters change, so magazines, A5-ELD
vocabulary to looking). do the sounds (i.e., newspapers, online Standard & 1.15
discussions and 1.15 Read the alphabetic information). In ELA Standard
reading. common word principle). grade one, students pp. 70, 71, 73
families (e.g., -ite begin to make
I8. Recognize simple -ate). Grade One progress toward this
prefixes and suffixes 1.16 Read aloud 1.10 Generate the goal. I8-ELD Standard
when they are with fluency in a sounds from all the Structural Features & 1.0 ELA
attached to known manner that letters and letter of Informational Standard
vocabulary (e.g., sounds like natural patterns, including Materials pp. 57, 58, 59,
remove, jumping). speech. consonant blends and 2.1 Identify text hat 60, 94, 95, 96,
long- and short-vowel uses sequence or 97, 98, 99, 100,
Reading Fluency and patterns (i.e., other logical order. 168, 170, 210,
Comprehension Systematic phonograms), and Comprehension and 211, 212, 213,
Vocabulary blend those sounds Analysis of Grade- 214, 215, 216,
I9. Read stories and Development into recognizable Level-Appropriate 217
respond orally in words. Text
simple sentences to EA3. Recognize 1.11 Read common, 2.2 Respond to who,
factual simple antonyms irregular sight words what, when, where,
comprehension and synonyms (e.g., the, have, said, and how questions.
questions about the (e.g., good, bad; come, give, of). 2.3 Follow one-step
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X Intermediate (I)
Grades K-2 ELA

stories. blend, mix) in 1.12 Use knowledge written instructions.
stories or games. of vowel diagraphs 2.4 Use context to
I10. While reading and r-controlled letter- resolve ambiguities
aloud in a group, EA4. Use simple sound associations to about word and
point out basic text prefixes and read words. sentence meanings. EA4-ELD
features, such as the suffixes when they 1.13 Read compound 2.5 Confirm Standard & 1.0
title, table of are attached to words and predictions about ELA Standard
contents, and known vocabulary. contractions. what will happen pp. 57, 58, 59,
chapter headings. 1.14 Read inflectional next in a text by 60, 94, 95, 96,
English- forms (e.g., -s, -ed, identifying key 97, 98, 99, 100,
I11. Draw inferences Language Arts -ing) and root words words (i.e., signpost 168, 170, 210,
about stories read Content (e.g., look, looked, words). 211, 212, 213,
aloud and use simple Standards Grade looking). 2.6 Relate prior 214, 215, 216,
phrases or Two 1.15 Read common knowledge to textual 217
sentences to 1.9 Know the word families (e.g., information.
communicate the meaning of simple -ite, -ate). 2.7 Retell the central
inferences. prefixes and 1.16 Read aloud with ideas of simple
suffixes e.g., over-, fluency in a manner expository or
I12. Write captions or un-, -ing, -ly). that sounds like narrative passages.
phrases for drawings natural speech.
related to a story. EA5. Use decoding 3.0 Literary
skills and Grade Two Response and
I13. Understand and knowledge of 1.1 Recognize and Analysis
follow some multiple- academic and use knowledge of Students read and
step directions for social vocabulary spelling patterns (e.g., respond to a wide
classroom-related to begin diphthongs, special variety of significant
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X Intermediate (I)
Grades K-2 ELA

activities. independent vowel spellings) when works of children’s
reading. reading. literature. They
Literary Response 1.2 Apply knowledge distinguish between
and Analysis Reading of basic syllabication the structural
Comprehension rules when reading features of the text
I14. Use expanded (e.g., vowel- and the literary
vocabulary and EA6. Read text consonant-vowel = terms or elements
descriptive words in and use detailed su/per; vowel- (e.g., theme, plot,
oral and written sentences to consonant/consonant- setting, characters).
responses to simple identify orally the vowel = sup/per).\ The selections in
texts. main idea and use 1.3 Decode two- Recommended
the idea to draw syllable nonsense Readings in
I15. Read simple inferences about words and regular Literature,
poetry and use the text. multisyllable words. Kindergarten
simple sentences in 1.4 Recognize Through Grade
answering factual EA7. Read stories common Eight illustrate the
comprehension and orally respond abbreviations (e.g., quality and
questions. to them by Jan., Sun., Mr., St.). complexity of the
answering factual 1.5 Identify and materials to be read
comprehension correctly use regular by students.
questions about plurals (e.g., -s, -es, Narrative Analysis of
cause-and-effect -ies) and irregular Grade-level-
relationships. plurals (e.g., fly/flies, Appropriate Text
wife/wives). 3.1 Identify and
EA8. Write a brief describe the
summary (three or Reading elements of plot,
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X Intermediate (I)
Grades K-2 ELA

four complete Comprehension setting, and
sentences) of a character(s) in a
story. A6. Prepare an oral or story, as well as the
a written summary by story’s beginning,
EA9. Read and using various middle, and ending.
use basic text comprehension 3.2 Describe the
features, such as strategies (e.g., roles of authors and
the title, table of generate and respond illustrators and their
contents, and to questions, draw contributions to print
chapter headings. inferences, compare materials.
information from 3.3 Recollect, talk,
EA10. Read several sources) with and write about
stories and texts literature and content books read during
from content areas area texts. the school year.
and respond orally
to them by A7. Locate and use
restating facts and text features, such as
details to clarify the title, table of
ideas. contents, chapter
headings, diagrams,
Literary and index.
Response and
Analysis Literary Response
and Analysis
EA11. Read short A8. Read a variety of
poems and orally children’s literature
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X Intermediate (I)
Grades K-2 ELA

identify the basic and respond to it both
elements (e.g., orally and in writing.
rhythm and
rhyme). A9. Describe the
elements of poetry
EA12. Read a (e.g., rhythm, rhyme,
literary selection alliteration).
and orally identify
the literary A10. Compare and
elements of plot, contrast different
setting, and authors’ use of literary
characters. elements.
EA13. Read a
story and identify
the beginning,
middle, and end.
8/4/2007

Calif - Standards PP

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Grades K-2 ELA

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Grades K-2 ELA

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Grades K-2 ELA

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Grades K-2 ELA

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Grades K-2 ELA

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Grades K-2 ELA

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Grades K-2 ELA

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Grades K-2 ELA

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