complex and abstract ideas that are well supported
by evidence and reasoning and to use an appropriate
level of formality and understanding of register (ELD.
PI.9–12.9).
Students have many opportunities to present
information and ideas to their peers and other
audiences during the high school grades. While
speaking and listening standards are not specified in
the literacy standards for history/social studies, science,
and technical subjects, students are expected to deliver
presentations across content areas in high school, and
students engage in projects incorporating reading,
writing, listening, and speaking across disciplines. High
school students also employ technology appropriately
and effectively. Creative opportunities for using
technology to present information and ideas are many,
and high school students are particularly adept at
discovering new ways to do so. See chapter 10 and
the section on presenting in chapter 6 in this ELA/ELD
Framework for more information on technology use.Using Language Conventions
Contributing to effective expression is students’ command over language conventions, such as
grammar and usage in writing and speaking and capitalization, punctuation, and spelling in writing. By
the end of grade eight, students have come to understand the function of phrases, clauses (L.7.1a),
and verbals (L.8.1a) in general and in particular sentences. They have learned to use pronouns
(L.6.1b-d), various sentence structures (L.7.1b-c), and verbs in active and passive voice and various
moods (L.8.1b-d). Students have learned the use of capitalization; specialized punctuation to set off
nonrestrictive and parenthetical elements (L.6.2a), separate
coordinate adjectives (L.7.2a), and indicate a pause or break
(L.8.2a); and correct spelling (L.6–8.2b) in writing. Students
have also gained knowledge of the use of varied sentence
patterns (L.6.3a); consistency in style and tone (L.6.3b);
language that expresses ideas precisely and concisely,
eliminating wordiness and redundancy (L.7.3a); and verbs
in different voices and moods (L.8.3a) in writing, speaking,
reading, and listening. The command of standard English
conventions and knowledge of English have grown as the
result of rich reading, writing, and language opportunities in
which students have had repeated exposures, contextualized
practice, and meaningful language use.
The Language strand is designed so that skills learned in earlier grades serve as a base for those
learned in later grades. Since language is continually developing, the CA CCSS for ELA/Literacy identify
some skills first specified in the elementary and middle grades that may need continued attention
through the later grades. See figure 7.10.
Contributing to effective
expression is students’
command over language
conventions, such as grammar
and usage in writing and
speaking and capitalization,
punctuation, and spelling in
writing.Students have many opportunities
to present information and ideas
to their peers and other audiences
during the high school grades.
While speaking and listening
standards are not specified in the
literacy standards for history/social
studies, science, and technical
subjects, students are expected to
deliver presentations across content
areas in high school, and students
engage in projects incorporating
reading, writing, listening, and
speaking across disciplines.Grades 9 to 12 Chapter 7 | 695