1. hobbies and interests
2. reading

PUBLISHERS’COVER SHEET FOR AB 1802
ELA/ELD STANDARDS CORRELATION MATRIX FOR
SUPPLEMENTAL ELD MATERIALS
AB 1802 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”. Therefore, if an LEA or County Office of Education is
planning to purchase your instructional materials you will need to submit a Cover Sheet
for every program to the Department of Education by March 7, 2007. This information
will be used to review materials that have been requested by a LEA or COE.
Publisher: CURRICULUM ASSOCIATES®, Inc.
Division of the Publishing House:
Contact Information (Name, Phone Number, Address, & E-mail of Publisher Representative):
James Simpson, Western Regional Manager
11810 Ashland Way
Yucaipa, CA 92399
Phone & Fax: 909-790-5092
Email: [email protected]
Program Title: WRITE! Foundations and Models for Proficiency Series
Domains: www.CurriculumAssociates.com
Proficiency Levels:
Grade Level(s): 1–8
Program Description: The research-based WRITE! Series teaches foundational
grammar and mechanics skills in the context of writing in Part I. In Part II,
students work with prompt-driven writing models. The models have been scored
using a rubric and represent four levels of scores from highest to lowest.
Students learn the elements present in a good writing piece, and how their writing
will be evaluated against a rubric. They learn to write effectively to prompts in a
variety of genres—descriptions, narratives, expository essays, opinions, and
summaries. Test-taking practice is embedded in lessons with some selectiveresponse questions and an abundance of practice with writing on demand.
Abbreviation code: (Please indicate the code you will use in the publishers
citations, e.g. TE = teachers’ edition, WB = workbook, etc.)
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
1) WRITE! Book A (Grade 1)–Student Book
2) WRITE! Book A (Grade 1)–Teacher’s Guide
3) WRITE! Book B (Grade 2)–Student Book
4) WRITE! Book B (Grade 2)–Teacher’s Guide
5) WRITE! Book C (Grade 3)–Student Book
6) WRITE! Book C (Grade 3)–Student Response Book, Part I: Foundations
7) WRITE! Book C (Grade 3)–Student Response Book, Part II: Models
8) WRITE! Book C (Grade 3)–Teacher’s Guide
9) WRITE! Book D (Grade 4)–Student Book
10) WRITE! Book D (Grade 4)–Student Response Book, Part I: Foundations
11) WRITE! Book D (Grade 4)–Student Response Book, Part II: Models
12) WRITE! Book D (Grade 4)–Teacher’s Guide
13) WRITE! Book E (Grade 5)–Student Book
14) WRITE! Book E (Grade 5)–Student Response Book, Part I: Foundations
15) WRITE! Book E (Grade 5)–Student Response Book, Part II: Models
16) WRITE! Book E (Grade 5)–Teacher’s Guide
17) WRITE! Book F (Grade 6)–Student Book
18) WRITE! Book F (Grade 6)–Student Response Book, Part I: Foundations
19) WRITE! Book F (Grade 6)–Student Response Book, Part II: Models
20) WRITE! Book F (Grade 6)–Teacher’s Guide
21) WRITE! Book G (Grade 7)–Student Book
22) WRITE! Book G (Grade 7)–Student Response Book, Part I: Foundations
23) WRITE! Book G (Grade 7)–Student Response Book, Part II: Models
24) WRITE! Book G (Grade 7)–Teacher’s Guide
25) WRITE! Book H (Grade 8)–Student Book
26) WRITE! Book H (Grade 8)–Student Response Book, Part I: Foundations
27) WRITE! Book H (Grade 8)–Student Response Book, Part II: Models
28) WRITE! Book H (Grade 8)–Teacher’s Guide
ISBN NUMBER
1) ISBN: 0-7609-2458-9
2) ISBN: 0-7609-2466-2
3) ISBN: 0-7609-2459-7
4) ISBN: 0-7609-2467-8
5) ISBN: 0-7609-2460-0
6) ISBN: 0-7609-2575-5
7) ISBN: 0-7609-2587-9
8) ISBN: 0-7609-2468-6
9) ISBN: 0-7609-2461-9
10) ISBN: 0-7609-2576-3
11) ISBN: 0-7609-2588-7
12) ISBN: 0-7609-2469-4
13) ISBN: 0-7609-2462-7
14) ISBN: 0-7609-2577-1
15) ISBN: 0-7609-2589-5
16) ISBN: 0-7609-2470-8
17) ISBN: 0-7609-2463-5
18) ISBN: 0-7609-2578-2
19) ISBN: 0-7609-2590-9
20) ISBN: 0-7609-2471-6
21) ISBN: 0-7609-2464-3
22) ISBN: 0-7609-2579-8
23) ISBN: 0-7609-2591-7
24) ISBN: 0-7609-2472-4
25) ISBN: 0-7609-2465-1
26) ISBN: 0-7609-2580-1
27) ISBN: 0-7609-2592-5
28) ISBN: 0-7609-2473-2
Please mail or FAX the Cover Sheets to:
Curriculum Frameworks & Instructional Resources Division
California Department of Education
Attention: Irma Hernandez-Larin
1430 N Street, Room 3207
Sacramento, CA 9581
FAX: (916) 319-0172
Publisher: Curriculum Associates, Inc.
Program Title: WRITE! Book C
FOR LEA USE ONLY
Designated Standards ELD and ELA #’s
ELD Proficiency Levels:
Beginning (B)
Early Intermediate (EI)
Intermediate (I)
Early Advanced (EA)
Advanced (A)
ELD / ELA Standards Correlation Matrix for Supplemental ELD Materials (AB 1802)
Grades 3-5
ELD Listening and Speaking Standards
Beginning
B1. Begin to speak
a few words or
sentences by using
some English
phonemes and
rudimentary
English
grammatical forms
(e.g., single words
or phrases).
B2. Answer simple
questions with oneto two-words
responses.
B3. Retell familiar
stories and
participate in short
conversations by
using appropriate
gestures,
expressions, and
illustrative objects.
Independently use
common social
Early Intermediate
EI1. Begin to be
understood when
speaking, but may
have some
inconsistent use of
standard English
grammatical forms
and sounds (e.g.,
plurals, simple past
tense, pronouns
such as he or she.
EI2. Ask and
answer questions
using phrases or
simple sentences.
EI3. Restate and
execute multiplestep oral directions.
EI4. Orally identify
the main points of
simple
conversations and
stories that are
read aloud by using
Intermediate
I1. Ask and answer
instructional
questions with
some supporting
elements (e.g., “Is it
your turn to go to
the computer
lab?”).
I2. Listen attentively
to stories and
information and
identify important
details and
concepts by using
both verbal and
nonverbal
responses.
I3. Make oneself
understood when
speaking by using
consistent standard
English
grammatical forms
and sounds;
however, some
Early
Advanced
ELA
Standards
Advanced
Grade 3
EA2. Summarize
major ideas and
retell stories in
greater detail by
including the
characters, setting,
and plot.
A2. Demonstrate
an understanding of
idiomatic
expressions (e.g.,
“It’s pouring
outside”) by
responding to such
expressions and
using them
appropriately.
Listening and
Speaking
1.0 Listening and
Speaking Strategies:
Students listen
critically and
respond
appropriately to oral
communication.
They speak in a
manner that guides
the listener to
understand
important ideas by
using proper
phrasing, pitch, and
modulation.
EA3. Make oneself
understood when
speaking by using
consistent standard
English
grammatical forms,
sounds, intonation,
pitch, and
modulation but may
A3. Negotiate and
initiate social
conversations by
questioning,
restating, soliciting
information, and
paraphrasing the
communication of
others.
Comprehension
1.1 Retell,
paraphrase, and
explain what has
been said by a
speaker.
1.2 Connect and
relate prior
experiences,
EA1. Listen
attentively to more
complex stories
and information on
new topics across
content areas and
identify the main
points and
supporting details.
A1. Listen
attentively to stories
and information on
topics; identify the
main points and
supporting details.
*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.
11/2/2007
Primary
Citation
Written and Oral
English
Language
Conventions 1.0
ELA & 1.2 ELA
Standard
Student Edition
(SE): pp. 10–11,
12–13, 22–23, 24–
25, 28–29, 30–31,
32–33
Written and Oral
English
Language
Conventions 1.0
ELA & 1.3 ELA
Standard
SE: pp. 16–17, 18–
19
Supporting
Citation
I2-ELD, EA1-ELD &
A1-ELD Standard
Student Edition (SE):
p. 115
I4-ELD, EA4-ELD &
A3-ELD Standard
SE: p. 85
I5-ELD, 1.7 ELA &
2.3 ELA Standard
SE: p. 85
EA5-ELD Standard
SE: p. 125
A5-ELD Standard
SE: p. 115, 125
Written and Oral
English
Language
Conventions 1.0
1.11 ELA Standard
SE: p. 125
1
Publisher: Curriculum Associates, Inc.
Program Title: WRITE! Book C
FOR LEA USE ONLY
Designated Standards ELD and ELA #’s
ELD Proficiency Levels:
Beginning (B)
Early Intermediate (EI)
Intermediate (I)
Early Advanced (EA)
Advanced (A)
ELD / ELA Standards Correlation Matrix for Supplemental ELD Materials (AB 1802)
Grades 3-5
ELA
ELD Listening and Speaking Standards
Standards
Beginning
greetings and
simple repetitive
phrases (e.g., “May
I go and play?”).
Early Intermediate
phrases or simple
sentences.
EI5. Orally
communicate basic
needs (e.g., “May I
get a drink of
water?”).
EI6. Recite familiar
rhymes, songs, and
simple stories.
Intermediate
rules may not be
followed (e.g., thirdperson singular,
male and female
pronouns).
I4. Participate in
social
conversations with
peers and adults on
familiar topics by
asking and
answering
questions and
soliciting
information.
I5. Retell stories
and talk about
school-related
activities by using
expanded
vocabulary,
descriptive words,
and paraphrasing.
Early
Advanced
make random
errors.
EA4. Participate in
and initiate more
extended social
conversations with
peers and adults
on unfamiliar topics
by asking and
answering
questions and
restating and
soliciting
information.
EA5. Recognize
appropriate ways of
speaking that vary
according to the
purpose, audience,
and subject matter.
EA6. Ask and
answer
instructional
questions with
more extensive
Advanced
A4. Consistently
use appropriate
ways of speaking
and writing that
vary according to
the purpose,
audience, and
subject matter.
A5. Identify the
main ideas and
points of view and
distinguish fact
from fiction in
broadcast and print
media.
A6. Speak clearly
and
comprehensibly by
using standard
English
grammatical forms,
sounds, intonation,
pitch, and
modulation.
Grade 3
insights, and ideas
to those of a
speaker.
1.3 Respond to
questions with
appropriate
elaboration.
1.4. Identify the
musical elements of
literary language
(e.g., rhymes,
repeated sounds,
instances of
onomatopoeia).
Organization and
Delivery of Oral
Communication
1.5 Organize ideas
chronologically or
around major points
of information.
1.6 Provide a
beginning, a middle,
and an end,
including concrete
details that develop
a central idea.
*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.
11/2/2007
Primary
Citation
ELA & 1.4 ELA
Standard
SE: pp. 14–15, 16–
17, 18–19, 20–21,
22–23, 26–27, 40–
41
Written and Oral
English
Language
Conventions 1.0
ELA & 1.7 ELA
Standard
SE: pp. 46–47, 48–
49
Supporting
Citation
Written and Oral
English Language
Conventions 1.0
ELA & 1.1 ELA
Standard
SE: pp. 38–39, 78,
79, 81, 85, 90, 100,
136, 115, 125
Written and Oral
English Language
Conventions 1.0
ELA & 1.2 ELA
Standard
SE: pp. 63, 80, 85
Written and Oral
English
Language
Conventions 1.0
ELA & 1.8 ELA
Standard
SE: pp. 6–7, 36–37
Written and Oral
English Language
Conventions 1.0
ELA & 1.3 ELA
Standard
SE: pp. 81, 85, 91,
99, 100, 101, 110,
111
2
Publisher: Curriculum Associates, Inc.
Program Title: WRITE! Book C
FOR LEA USE ONLY
Designated Standards ELD and ELA #’s
ELD Proficiency Levels:
Beginning (B)
Early Intermediate (EI)
Intermediate (I)
Early Advanced (EA)
Advanced (A)
ELD / ELA Standards Correlation Matrix for Supplemental ELD Materials (AB 1802)
Grades 3-5
ELA
ELD Listening and Speaking Standards
Standards
Beginning
Early Intermediate
Intermediate
Early
Advanced
supporting
elements (e.g.,
“Which part of the
story was the most
important?”).
EA7. Use simple
figurative language
and idiomatic
expressions (e.g.,
“”It’s raining cats
and dogs”) to
communicate ideas
to a variety of
audiences.
Advanced
Grade 3
1.7 Use clear and
specific vocabulary
to communicate
ideas and establish
the tone.
1.8 Clarify and
enhance oral
presentations
through the use of
appropriate props
(e.g., objects,
pictures, charts).
1.9 Read prose and
poetry aloud with
fluency, rhythm, and
pace, using
appropriate
intonation and vocal
patterns to
emphasize important
passages of the text
being read.
Analysis and
Evaluation of Oral
and Media
Communications
1.10 Compare ideas
and points of view
*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.
11/2/2007
Primary
Citation
Supporting
Citation
Written and Oral
English Language
Conventions 1.0
ELA & 1.4 ELA
Standard
SE: pp. 63, 80, 91,
136
Written and Oral
English Language
Conventions 1.0
ELA & 1.5 ELA
Standard
SE: p. 49
Written and Oral
English Language
Conventions 1.0
ELA & 1.6 ELA
Standard
SE: pp. 50–51, 66,
89
Written and Oral
3
Publisher: Curriculum Associates, Inc.
Program Title: WRITE! Book C
FOR LEA USE ONLY
Designated Standards ELD and ELA #’s
ELD Proficiency Levels:
Beginning (B)
Early Intermediate (EI)
Intermediate (I)
Early Advanced (EA)
Advanced (A)
ELD / ELA Standards Correlation Matrix for Supplemental ELD Materials (AB 1802)
Grades 3-5
ELA
ELD Listening and Speaking Standards
Standards
Beginning
Early Intermediate
Intermediate
Early
Advanced
Advanced
Grade 3
expressed in
broadcast and print
media.
1.11 Distinguish
between the
speaker’s opinions
and verifiable facts.
2.0 Speaking
Applications
(Genres and Their
Characteristics)
Students deliver
brief recitations and
oral presentations
about familiar
experiences or
interests that are
organized around a
coherent thesis
statement. Student
speaking
demonstrates a
command of
standard American
English and the
organizational and
delivery strategies
*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.
11/2/2007
Primary
Citation
Supporting
Citation
English Language
Conventions 1.0
ELA & 1.7 ELA
Standard
SE: pp. 81, 130
Written and Oral
English Language
Conventions 1.0
ELA & 1.8 ELA
Standard
SE: pp. 79, 80, 81,
89, 90, 91, 99, 100,
108, 109
4
Publisher: Curriculum Associates, Inc.
Program Title: WRITE! Book C
FOR LEA USE ONLY
Designated Standards ELD and ELA #’s
ELD Proficiency Levels:
Beginning (B)
Early Intermediate (EI)
Intermediate (I)
Early Advanced (EA)
Advanced (A)
ELD / ELA Standards Correlation Matrix for Supplemental ELD Materials (AB 1802)
Grades 3-5
ELA
ELD Listening and Speaking Standards
Standards
Beginning
Early Intermediate
Intermediate
Early
Advanced
Advanced
Grade 3
Primary
Citation
Supporting
Citation
outlined in Listening
and Speaking
Standard 1.0.
Using the speaking
strategies of grade
three outlined in
Listening and
Speaking Standard
1.0, students:
2.1 Make brief
narrative
presentations:
a. Provide a context
for an incident that is
the subject of the
presentation
b. Provide insight
into why the selected
incident is
memorable.
c. Include wellchosen details to
develop character,
setting, and plot.
2.2 Plan and present
dramatic
interpretations of
experiences, stories,
*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.
11/2/2007
5
Publisher: Curriculum Associates, Inc.
Program Title: WRITE! Book C
FOR LEA USE ONLY
Designated Standards ELD and ELA #’s
ELD Proficiency Levels:
Beginning (B)
Early Intermediate (EI)
Intermediate (I)
Early Advanced (EA)
Advanced (A)
ELD / ELA Standards Correlation Matrix for Supplemental ELD Materials (AB 1802)
Grades 3-5
ELA
ELD Listening and Speaking Standards
Standards
Beginning
Early Intermediate
Intermediate
Early
Advanced
Advanced
Grade 3
Primary
Citation
Supporting
Citation
poems, or plays with
clear diction, pitch,
tempo, and tone.
2.3 Make descriptive
presentations that
use concrete
sensory details to
set forth and support
unified impressions
of people, places,
things, or
experiences.
Written and Oral
English Language
Conventions
The standards for
written and oral
English language
conventions have
been placed
between those for
writing and for
listening and
speaking because
these conventions
are essential to both
sets of skills.
*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.
11/2/2007
6
Publisher: Curriculum Associates, Inc.
Program Title: WRITE! Book C
FOR LEA USE ONLY
Designated Standards ELD and ELA #’s
ELD Proficiency Levels:
Beginning (B)
Early Intermediate (EI)
Intermediate (I)
Early Advanced (EA)
Advanced (A)
ELD / ELA Standards Correlation Matrix for Supplemental ELD Materials (AB 1802)
Grades 3-5
ELA
ELD Listening and Speaking Standards
Standards
Beginning
Early Intermediate
Intermediate
Early
Advanced
Advanced
Grade 3
Primary
Citation
Supporting
Citation
1.0 Written and
Oral English
Language
Conventions
Students write and
speak with a
command of
standard English
conventions
appropriate to this
grade level.
Sentence Structure
1.1 Understand and
be able to use
complete and correct
declarative,
interrogative,
imperative, and
exclamatory
sentences in writing
and speaking.
Grammar
1.2 Identify subjects
and verbs that are in
agreement and
*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.
11/2/2007
7
Publisher: Curriculum Associates, Inc.
Program Title: WRITE! Book C
FOR LEA USE ONLY
Designated Standards ELD and ELA #’s
ELD Proficiency Levels:
Beginning (B)
Early Intermediate (EI)
Intermediate (I)
Early Advanced (EA)
Advanced (A)
ELD / ELA Standards Correlation Matrix for Supplemental ELD Materials (AB 1802)
Grades 3-5
ELA
ELD Listening and Speaking Standards
Standards
Beginning
Early Intermediate
Intermediate
Early
Advanced
Advanced
Grade 3
Primary
Citation
Supporting
Citation
identify and use
pronouns,
adjectives,
compound words,
and articles correctly
in writing and
speaking.
1.3 Identify and use
past, present, and
future verb tenses
properly in writing
and speaking.
1.4 Identify and use
subjects and verbs
correctly in speaking
and writing simple
sentences.
Punctuation
1.5 Punctuate dates,
city and state, and
titles of books
correctly.
1.6 Use commas in
dates, locations, and
addresses and for
items in a series.
*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.
11/2/2007
8
Publisher: Curriculum Associates, Inc.
Program Title: WRITE! Book C
FOR LEA USE ONLY
Designated Standards ELD and ELA #’s
ELD Proficiency Levels:
Beginning (B)
Early Intermediate (EI)
Intermediate (I)
Early Advanced (EA)
Advanced (A)
ELD / ELA Standards Correlation Matrix for Supplemental ELD Materials (AB 1802)
Grades 3-5
ELA
ELD Listening and Speaking Standards
Standards
Beginning
Early Intermediate
Intermediate
Early
Advanced
Advanced
Grade 3
Primary
Citation
Supporting
Citation
Capitalization
1.7 Capitalize
geographical names,
holidays, historical
periods, and special
events correctly.
Spelling
1.8 Spell correctly
one-syllable words
that have blends,
contractions,
compounds,
orthographic
patterns (e.g., qu,
consonant doubling,
changing the ending
of a word from –y to
–ies when forming
the plural), and
common
homophones (e.g.,
hair-hare).
1.9 Arrange words in
alphabetic order.
*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.
11/2/2007
9