Coherence/Cohesion
DLLP
Not Evident
DLLP
Emerging
DLLP
Developing
DLLP
Controlled
• Coherence:
• Lack of coherence in
sequencing any
propositions
• No mental schema for
explaining in a way that
makes sense to the naïve
listener
• Steps or process being
explained are largely
incomprehensible to the
listener
OR
• Cohesion:
• No cohesion features are
present
•Coherence:
•Some coherence by logically
sequencing of a few
propositions using at least 1
conjunction (and, but, in
addition, etc.) or 1 transitional
word (then, next, first, finally,
etc.) to make the linkage
•Some evidence of a mental
schema but may include
several incomplete
thoughts/sentences
•Explanations may require a
lot of effort from a listener to
understand the steps or
process being explained
AND
•Cohesion:
•At least 1 instance of a
cohesive device (e.g.,
pronominal reference, ellipsis,
or substitution) that may or
may not accurately tie
together 2 (or more)
elements of the explanation
(i.e., links backward or
forward)
• Coherence:
• Logical sequencing of
most propositions
• Repertoire includes some
different discourse
connectors (should
include both
conjunctions and
transitional words)
• Evidence of a mental
schema but may include
1-2 incomplete
thoughts/sentences
• Explanations may require
some effort from a
listener to understand
the steps or process
being explained
AND
• Cohesion:
• Some instances of
cohesive devices (may or
may not be tied
accurately)
• Coherence:
• Logical sequencing of all
propositions
• Repertoire includes many
different discourse
connectors (should
include both
conjunctions and
transitional words)
• Evidence of a clear
schema from which the
explanation is crafted
• Explanations require very
little or no effort from a
listener to understand
the steps or process
being explained
AND
• Cohesion:
• Several instances of
cohesive devices (must
be tied accurately)
Content Guide, pp. 68-72
© 2015 The Regents of the University of California
Coherence and Cohesion
• Along the progression, children displayed increasing abilities to
employ sophisticated linguistic devices. Coherence and cohesion are
achieved with the utilization of clear cohesive devices, sequencing
with temporal discourse connectors, and use of complete sentences.
Controlled Coherence and Cohesion (EL):
Personal routine
EL
EO/P
You need to brush your teeth
because
if you Coherence
don't, you'll
get
a tooth
Controlled
and
Cohesion
to fall(EO/P):
down. And you don't want a
tooth to fall down because you want
themBecause
straight ahead
for you
cannot
your teeth
have
to be super
lose clean.
tooths.And you have to when you're
[Researcher:
And
can
you telland
done, youOkay.
put on
your
uniform
him how
to do
it cause
he doesn't
you get
your
backpack.
And then
knowyou
how?]
go in the car. And then your dad
Firstcome
you put
toothpaste
on the
take
you to school.
toothbrush.
Next
you
water
it
littlehim
[Researcher: And can youa tell
bit. And
let it to
dryclean
for a his
littleteeth?]
how then
to doyou
it? How
bit. And
brush.
Firstthen
you you
get your
toothbrush, and
Developing Coherence and Cohesion
(EO/P):
Emerging Coherence and Cohesion (EL):
No Evidence of Coherence and Cohesion
(EL):
With a pasta. With the toothbrush.
With the water. Spit out the water.
[Researcher:
can you tell
her
why
No EvidenceAnd
of Coherence
and
Cohesion
she(EO/P):
should do it?]
She should do it for his teeth can be
shiny
always.
Brush
your teeth because you will get
yellow teeth.
No use
of you
sequencing
or
[Can
tell her connectors
how to do it?]
cohesive
Get adevices
toothbrush and brush your teeth.
Because
his teeth
need and
to be
clean.
Emerging
Coherence
Cohesion
And (EO/P):
the bottom too, and his tongue.
And he needs to clean in the sides.
And Why
thenyou
he needs
them
shouldtodobrush
it is because
it's
everybetter
day. to
Then
he your
has to
cleanAnd
thewhy
brush
teeth.
otheryou
side.
should do it is because you can
move your cavities if you have any.
· Some
and
Andinstances
how you of
dosequencing
it is you take
a
cohesive
devicesand you put toothpaste
toothbrush,
You should brush your teeth because
you don't want to get cavities. First
you put toothpaste on your
toothbrush. Then you brush your
teeth. And then you put water on
your toothbrush and brush it again.
And then wash the toothpaste out of
your mouth and then spit in the sink.
And then shake your toothbrush and
put it on the toothbrush holder.
then the thing that you put on top.
Use And
of a variety
of sequencing
terms And
then you
brush your teeth.
connecting
most
as to
well
as your
then you
go clauses,
if you want
wash
cohesive
devices
face or
your hair, you could do that.
And I do that when I brush my teeth
too. And then everything could be
clean: your hair, your face, and your
teeth.
· Uses sequencing connectors in most
utterances and a variety of cohesive
devices
· Use of a variety of sequencing
connectors and cohesive devices
on. And you start brushing your teeth.
Yeah, that's it.
· Some use of sequencing connectors and
cohesive devices
· No use of cohesive devices
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
No Evidence of Coherence and Cohesion (EL):
Personal routine
EL
EO/P
No Evidence of Coherence and Cohesion (EO/P):
With a pasta. With the toothbrush. With the water.
Spit out
theteeth
water.
Brush
your
because you will get yellow teeth.
[And
can
you
tell
her why
[Can you tell her how
to doshe
it?]should do it?]
She ashould
do it for
hisbrush
teethyour
can be
shiny always.
Get
toothbrush
and
teeth.
••
•
•
Not (yet) evident
No use
of transitional
words or conjunctions to
Use
of one
conjunction
sequence
steps
No
use of cohesive
devices
No use of productive cohesive devices
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Emerging Coherence and Cohesion (EO/P):
Personal routine
EL
EO/P
Emerging Coherence and Cohesion (EL):
Why you should do it is because it's better to brush your
teeth. And
you
should
doclean.
it is because
can too,
Because
hiswhy
teeth
need
to be
And theyou
bottom
movehisyour
cavities
youneeds
haveto
any.
Andinhow
doAnd
it is
and
tongue.
Andif he
clean
the you
sides.
you take
a toothbrush,
putday.
toothpaste
then
he needs
to brush and
themyou
every
Then heon.
hasAnd
to
you start
your teeth.
clean
the brushing
other side.
••
••
Not (yet) evident
Repetitive use
of 1 conjunction
(and)
Repertoire
includes
1 conjunction
andto1 sequence
transitional
steps
word
Use of
of one
2 different
cohesive
(pronominal
Use
cohesive
device devices
(pronominal
referent)
referent and substitution)
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Developing Coherence and Cohesion (EO/P):
Personal routine
EO/P
So then you can eat healthy. And then you can make your food all clean,
so you can eat healthy. And then if you eat healthy, your body gets big
and strong.
[Can you tell your friend how to clean your teeth because he doesn't
know how?]
So you put toothpaste on it. And then you rinse it. And then you brush
your teeth, so brush in this corner, then this corner, then that corner, then
that corner, then brush in the middle. And then you can rinse your brush
after you wash your teeth. And then get water and put it in the cup. And
then swish it in your mouth. And then spit it out.
• Repertoire includes 1 conjunction (and) and 2 transitional words (then,
after)
•Numerous instances of cohesive ties (pronominal referents; some
ambiguous/inaccurate use)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Controlled
Cohesion
(EO/P):
ControlledCoherence
Coherenceand
and
Cohesion
(EL):
Personal routine
EL
EO/P
Because
your
be super
clean.
Anddon't,
you have
to get
when
You need
to teeth
brushhave
yourtoteeth
because
if you
you'll
a
you're
done,
you
put
on
your
uniform
and
you
get
your
backpack.
tooth to fall down. And you don't want a tooth to fall down
And
then you
in the
car.straight
And then
your dad
come
take you
because
yougo
want
them
ahead
for you
cannot
loseto
school.
tooths.
[And can you tell him how to do it? How to clean his teeth?]
[Okay. And can you tell him how to do it, because he doesn't
First you get your toothbrush, and then the thing that you put on
know how?]
top. And then you brush your teeth. And then you go if you want to
First you put toothpaste on the toothbrush. Next you water it a
wash your face or your hair, you could do that. And I do that when I
little bit. And then you let it dry for a little bit. And then you
brush my teeth too. And then everything could be clean: your hair,
brush.
your
face, and your teeth.
Repertoire
includes
2 conjunctions
(and,
then)
2
• • Repertoire
includes
2 conjunctions
(and,
then)
andand
2 transitional
transitional
words
(when, words
first) (first, next)
Several
instances
cohesive
using
types
of
• • Several
instances
of of
cohesive
tiesties
using
twotwo
types
of cohesive
cohesive
devices
(ellipsis, pronominal
devices
(ellipsis,
pronominal
referent) referents)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
• Along the progression, children displayed increasing abilities to
employ sophisticated linguistic devices. Coherence and cohesion are
achieved with the utilization of clear cohesive devices, sequencing
with temporal discourse connectors, and use of complete sentences.
Controlled Coherence and Cohesion (EL):
Academic task
EL
EO/P
Developing Coherence and Cohesion
(EL): Developing Coherence and Cohesion
(EO/P):
Emerging Coherence and Cohesion (EL):
You need to put the cubes in the top
and count them.
[Researcher: And can you tell him
why this way helps?]
Emerging Coherence and Cohesion
It helps you for you can count.
(EO/P):
No Evidence of Coherence and Cohesion
(EL):
Because
there's six
cubes. and Cohesion
No Evidence
of Coherence
[Researcher:
(EO/P): Can you tell her how to
do it?]
One, How
two, three,
six.
did youfour,
usefive,
the cubes?
By
[Researcher:
you tell her why this
counting Can
them.
way helps?]
[Researcher: And can you tell her why
Because
he
didn't
know
how
to
count.
this way helps?]
· Use of some sequencing connectors
As you stack them up, you can count
and cohesive devices
them. It's easy.
[Can you tell her why this way helps?]
It helps me count a lot when I stack
them up.
Some use of sequencing connectors and
cohesive devices
Because you can learn.
No use of sequencing connectors or
cohesive
No devices
use of sequencing connectors
Not (yet) evident
First they need to count it and then
How
youAnd
find they
out how
they put
it like.
didn'tmany
put it.cubes
therethey
are?
have
to put
in a
And then
putYou'll
it. First
they
put them
it
lineThen
like this,
then count them in
together.
theyand
count.
your mind.
[Researcher:
Tell her why using the
cubes [Researcher:
this way helpsOkay.
her.] Perfect! And can
youit'stelleasy.
her why this way helps?]
Because
All bunchy like this. I will go like this.
two, two, three, four, five,
· VariedOne,
useone,
of sequencing
five, five,
six, seven,devices
eight, nine, ten.
connectors
and cohesive
And I wouldn't know that. I would be
like oh it's ten. But then it would be
one, two, three, four, five, six, seven.
It would normally be six. Another way
to do it is to stack it up like this. And
you just have to stack it up like this.
And then count. And then put it
down so it stays together. It's an
easier way. So you stick it together,
stack it up and then you put it down
like this. And count them one, two,
three, four, five, six.
[Researcher: Anything else?]
You could count them with your
fingers also like this one, two, three,
four, five, six. So it has six then.
You need to use the cubes to put
them in line and then count them
before you put them in line. And
then you put them in line and then
you start piling them more and more
and more until you find out.
[Researcher: Tell him why using the
cubes this way helps him?]
Because you will learn and know
already what is like three plus three
or if you put them in line, you already
know that there are six in all.
Use of a variety of sequencing
connectors and cohesive devices
Uses a variety of sequencing connectors
and cohesive devices
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
No
andand
Cohesion
(EL):(EO/P):
No Evidence
EvidenceofofCoherence
Coherence
Cohesion
Academic task
EL
EO/P
Because
sixthe
cubes.
How didthere's
you use
cubes? By counting them.
[Can you tell her how to do it?]
[And can you tell her why this way helps?]
One, two, three, four, five, six.
Because you can learn.
[Can you tell her why this way helps?]
Because he didn't know how to count.
• No use of sequencing connectors
•• No
Useuse
ofofone
cohesiveconnectors
device
sequencing
• No use of cohesive devices
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Emerging Coherence and Cohesion (EL):
Emerging Coherence and Cohesion (EO/P):
Academic task
EL
EO/P
You need to put the cubes in the top and count
As you stack them up, you can count them. It's
them.
easy.
[And can you tell him why this way helps?]
[Can you tell her why this way helps?]
It helps you for you can count.
It helps me count a lot when I stack them up.
•
•
•
•
Not (yet) evident
Use of 1 conjunction (and)
Use of two transitional words (as, when)
Several instances of cohesive ties
Several instances of cohesive ties
(pronominal referents)
(pronominal referents)
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Academic task
EL
EO/P
Developing Coherence and Cohesion (EO/P):
How
you find out Coherence
how many cubes
there
are? You'll(EL):
have to put them in a line like
Developing
and
Cohesion
this, and then count them in your mind.
[Okay. Perfect! And can you tell her why this way helps?]
they
need
to go
count
it and
they
put
it like.
AllFirst
bunchy
like this.
I will
like this.
One, then
one, two,
two,
three,
four, And
five, five, five,
six,they
seven,
eight, put
nine,it.
ten.And
And then
I wouldn't
I would
be like,
didn't
theyknow
putthat.
it. First
they
put“oh
it it's ten.”
Buttogether.
then it would
be one,
two,
three, four, five, six, seven. It would normally be six.
Then
they
count.
Another way to do it is to stack it up like this. And you just have to stack it up like
[Tell
using
the put
cubes
thissoway
helps
her.]It's an easier way.
this.
Andher
thenwhy
count.
And then
it down
it stays
together.
easy.stack it up and then you put it down like this. And count
SoBecause
you stick itit's
together,
them one, two, three, four, five, six.
[Anything else?]
• Repertoire includes 1 conjunctions (and) and 2
You could count them with your fingers also like this: one, two, three, four, five, six.
Sotransitional
it has six then. words (first, then)
• Numerous instances of cohesive ties (pronominal
• Repertoire
includes
(and, also) and 1 transitional word (then)
referents;
some2 conjunctions
ambiguous/inaccurate)
• Numerous instances of cohesive ties (pronominal referents; some
ambiguous/inaccurate)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Controlled Coherence and Cohesion (EL):
Academic task
EL
You need to use the cubes to put them in line and then count
them before you put them in line. And then you put them in line
and then you start piling them more and more and more until
you find out.
[Tell him why using the cubes this way helps him.]
Because you will learn and know already what is like three plus
three or if you put them in line, you already know that there are
six in all.
•
•
Not (yet) evident
Repertoire includes 1 conjunction (and) and 3 transitional
words (then, before, until)
Six instances of cohesive ties (pronominal referents) that are
accurately tied
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
• Along the progression, children displayed increasing abilities to
employ sophisticated linguistic devices. Coherence and cohesion are
achieved with the utilization of clear cohesive devices, sequencing
with temporal discourse connectors, and use of complete sentences.
Controlled Coherence and Cohesion (EL):
Personal routine
EL
EO/P
Developing Coherence and Cohesion
(EL):
First you get a toothbrush. Then
you get this little soap. And then
clean first in the left for thirty
Developing
Coherence
and Cohesion
seconds
and then
right another
thirty(EO/P):
seconds. Then you go to the
Emerging Coherence and Cohesion (EL):
No Evidence of Coherence and Cohesion
(EL):
So she could not go to the dentist.
[Researcher: And can you tell her how
to clean her teeth?]
With a toothbrush and some.
No use of sequencing connectors or
cohesive devices
Not (yet) evident
You get your brush. You get your
hand. Put something like those.
Emerging Coherence and Cohesion
Then put your hand in your mouth
(EO/P):
and then you shake it in your
mouth. Then you have to brush
You should
clean
teeth
themOK.
because
if you do
notyour
brush
you like
don'tthat.
want
yourifteeth to
them,because
will be ugly
Then
turnbrush
yellow.
And
youalldon't
you do
your
teeth
day,want
your to get
cavities.
And
how
to
do
it
is
you put
teeth will be happy.
toothpaste on your toothbrush, water
a little,
and thenconnectors
pop it in your
Someituse
of sequencing
and
mouth
and brush.
cohesive
devices
top and do another thirty seconds
I should thirty
tell, We
should get a
and So
thefirst
left another
seconds.
wetwo
should
get
And toothbrush
that's goingand
to be
minutes.
and spread
it on the
And toothpaste
then you should
do it because
brush.
then
you
you can
getAnd
germs
and
allscrub
of thatit back
and
forth
in
your
molars
and
your
stuff that's bad for your teeth.
front teeth. Yeah, that's how.
[Researcher:
And
can you and
tell her
Variety
of sequencing
connectors
why devices
she should do it?]
cohesive
She should do it so she won't have to
go to the dentist and get cavities if
her teeth turn yellow and get all dirty.
First, you need to turn on the water.
And then you're gonna get your
Controlled
and Cohesion
toothbrush
and Coherence
then put water
on it.
(EO/P):
And then
you get the toothpaste and
put it on the brush. Then you water it
firstthen
you buy
toothbrush.
a little Well,
bit. And
you abrush
your
And
then And
you just
put a little
teeth in
circles.
thenkind
youofspit.
water
on itthat,
by turning
on the faucet
And then
after
brush your
toothbrush
under it.
bottomand
andput
upthe
teeth.
And when
theAnd
water,
you'reThen
done you
withturn
that,offspit.
getand
kindput
of itjust
put toothpaste
some you
water,
in your
mouth andon it.
thenyou'll
do itbe
and
thenAnd
rinse
a
spit it And
out and
done.
you
bit off,
a lotbecause
of it. And
then
shouldlittle
brush
yournot
teeth
you
start to just
your will
teeth
will beyou
handsome,
andscrape
your teeth
with it.and
Andyour
then
you just
look clean,
mouth
will do
be the
fresh. whole step over, but you don't clean
your teeth again. And then you
apply
this mouthwash,
you put it
Multiple
sequencing
connectorsorand
in adevices
cup. And then you just squish it
cohesive
around your mouth and then spit it
out. And then it's important to do it
because if you don't, you're teeth will
fall out. And you get many cavities
because you eat candy and stuff,
and it's on your teeth, and it won't
come off.
Multiple sequencing connectors and
cohesive devices
Variety of sequencing connectors and
cohesive devices
Some use of sequencing connectors
and cohesive devices
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
No Evidence of Coherence and Cohesion (EL):
Personal routine
EL
Not (yet) evident
So she could not go to the dentist.
[And can you tell her how to clean her teeth?]
With a toothbrush and some.
• Use of conjunction does not serve the
purpose of sequencing propositions
• No use of cohesive devices
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Emerging Coherence and Cohesion (EL):
(EO/P):
Personal routine
EL
EO/P
Not (yet) evident
You should
get yourclean
brush.
your
Youteeth
get your
because
hand.
you
Put
don't
something
want
your teeth
like those.
to turn
Then
yellow.
put your
And you
handdon't
in your
mouthtoand
want
getthen
cavities.
you And
shake
how
it intoyour
do itmouth.
is you Then
you toothpaste
put
have to brush
on them
your toothbrush,
because if you
water
do not
it a
brush and
little,
them,
then
willpop
be ugly
it in your
like that.
mouth
Then
andifbrush.
you do
brush your teeth all day, your teeth will be happy.
• Use of 1 conjunction (and) and 1 transition
• word
Use of(then)
1 transitional word (then)
• Use of cohesive devices (pronominal
(ambiguous
pronominal referents)
referents)
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Developing Coherence
Cohesion
(EO/P):
Developing
Coherenceand
and
Cohesion
(EL):
Personal routine
EL
EO/P
So first I should tell, “We should get a toothbrush and we
First you get a toothbrush. Then you get this little soap. And then
should get toothpaste and spread it on the brush. And then
clean first in the left for thirty seconds and then right another
you scrub it back and forth in your molars and your front
thirty seconds. Then you go to the top and do another thirty
teeth.” Yeah, that's how.
seconds and the left another thirty seconds. And that's going to be
[And can you tell her why she should do it?]
two minutes. And then you should do it because you can get
She should do it so she won't have to go to the dentist and get
germs and all of that stuff that's bad for your teeth.
cavities if her teeth turn yellow and get all dirty.
• •Repertoire
Repertoireincludes
includes1 1conjunction
conjunction(and)
(and)and
and2 2transitional
transitionalwords
(first,
then)
words
(first, then)
• •Numerous
and
Numerousinstances
instancesofofcohesive
cohesiveties
ties(pronominal
(pronominalreferents
referents,
ellipses)
substitution, and ellipses)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Controlled
Coherence and Cohesion (EO/P):
Controlled Coherence and Cohesion (EL):
Personal routine
EL
EO/P
First
yourto
toothbrush,
toothpaste
it, and
I
First, take
you need
turn on theput
water.
And thenon
you're
gonna
usually
water onand
it. then
And then
cleanonyour
teeth
by you
doing
get yourput
toothbrush
put water
it. And
then
little
circles
on your
teeth.
then
cleanThen
youryou
bottom
get the
toothpaste
and
put itAnd
on the
brush.
waterand
it a
your bit.
topAnd
teeth.
Clean
front
yourinteeth,
the
topthen
of
little
then
you the
brush
yourofteeth
circles.
And
yourspit.
teeth,
back
of your
And then
fill
you
Andand
thenthe
after
that,
brushteeth.
your bottom
andafter,
up teeth.
And
with
that, spit.
And get
someand
water,
put
a cupwhen
withyou're
water,done
swish
it around
in your
mouth,
then
it
in your
mouthout.
andAnd
spit you
it outshould
and you'll
beyour
done.teeth
And so
youyour
spit
the water
clean
should
brushget
your
teeth because
you will
be get
handsome,
teeth don't
cavities
and so they
don't
dirty. and
your teeth will look clean, and your mouth will be fresh.
• Repertoire includes 1 conjunction (and) and 3
• Repertoire
includes(first,
1 conjunction
(and) and 4 transitional
transition words
then, after)
(first,
then, after,
when)
• words
Multiple
instances
of accurately
tied cohesive devices
• 7 instances of cohesive devices (pronominal referents)
(pronominal referents and ellipses)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Along the progression, children displayed increasing abilities to employ
sophisticated linguistic devices. Coherence and cohesion are achieved
with the utilization of clear cohesive devices, sequencing with temporal
discourse connectors, and use of complete sentences.
Controlled Coherence and Cohesion
(EL):
Academic task
EL
EO/P
Emerging Coherence and Cohesion (EL):
No Evidence of Coherence and Cohesion
(EL):
By counting and by your mind can
No Evidence of Coherence and Cohesion
count.
(EO/P): And why does using the
[Researcher:
cubes this way help her? Tell her
that.]Count by tens so it's easier to count by.
[Researcher:
you tell him why this
For you
can learn Can
to count.
way helps?]
Because
it's andevices
easy number to count
· No use
of cohesive
by.
You could use the cubes stick
together or separate. And just you
couldEmerging
use the Coherence
cubes stickand
together
or
Cohesion
separate
for you could find out how
(EO/P):
many cubes they are. And when
you'reSodone,
youshould
want to,
canshould
what ifyou
doyou
is you
write put
down
howin many.
Whenand
you're
them
each color,
then you
donecount
you could
just count
all ofcolor.
them,And
how many
in each
and it'll
help
you
find
the
answer
then how much I got was I had ten in
faster.
each. So I think I got forty-eight. It
Developing Coherence and Cohesion
(EL):
You get a cube. You stack them up
to each other. You stick them to
each and when there's no more,
Controlled
Coherence
and the
Cohesion
you stick
the other
ones and
other(EO/P):
ones together until there's no
You should use it like that because it
will be more easier. And put the
cubes, get the cubes from each color
and put it like like this. And then
Coherence
and
Cohesion
whenDeveloping
you already
put it like
that,
count(EO/P):
these, then count the other
color. But don't put it like that, just
cubes.
them into
countUse
the the
colors
and Make
everything.
If it'sa
groupamount
and take
a time.
the same
as two
this out
oneatthen
Count
them
see how
many
you will
know
howtomany
there
is in you
have.
Finish
doing
that
when
all. And you should use it because the
if first
clusterit is
the second
Then
you count
likein that
it would one.
be more
you'll know how many cubes there
easier.
are.
you tell
him why using the
Use of[Can
a variety
of sequencing
cubes and
thiscohesive
way helps?]
connectors
devices, even if
It'sare
faster
than using
them tied
by ones.
devices
not always
accurately
more. And then you count them.
first
should
putand
all the
And So
then
youhecount
them
youcubes.
should
cube color.
couldFirst
counthethem
by pick
fives,a tens,
Thenfifteens.
he should put them in order like
twenties,
blue. OneAnd
of them
can
be using
blue and
[Researcher:
tell him
why
then you
can do
it with
all the other
the cubes
this way
helps
him.]
colors.
And after
he does
that, he
It's easier
because
they're
big and
could count
find out
whatYou
each
one is. Then
you could
them.
could
could
know
whateasier
the answer
is.
counthe
them
and
they're
to
should do it this way because this
countHe
with.
way he can know how many cubes
are sequencing
more easy connectors
because they're
Use ofthere
multiple
all in one
stick. And you know that if
and cohesive
devices
you don't know the answer for like
this yellow one, then you could just
see and you know that the white
one's ten. And it's the same amount
so it's ten.
Use of a variety of sequencing
connectors and cohesive devices
Use of multiple sequencing connectors
and cohesive devices
helped me to get my answers
Minimal use of sequence connectors and
because I can count them one by
cohesive devices
one, or two by two, or by a number.
Minimal use of sequence connectors
and cohesive devices
No evidence of sequencing connectors or
cohesive devices
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
No Evidence of Coherence and Cohesion (EL):
No Evidence of Coherence and Cohesion (EO/P):
Academic task
EL
EO/P
By counting and by your mind can count.
Count by tens so it's easier to count by.
[And why does using the cubes this way help
[Can you tell him why this way helps?]
her?
Tell her
Because
it's that.]
an easy number to count by.
For you can learn to count.
•
Use of 1 conjunction (and) and 1 transition
• Noword
use of
cohesive devices
(then)
• • Use
ofofone
conjunction
Use
cohesive
devices (pronominal referents)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Emerging Coherence and Cohesion (EL):
Academic task
EL
EO/P
Emerging Coherence and Cohesion (EO/P):
By learning and counting more easily.
You
stack
them
this which would be
[Cancould
you tell
him
howup
tolike
do it?]
pretty
easy him
because
you put
canthem
keep track
of
I can show
how then
he could
and how
how
many
you have.
he could
count.
And how he could get to the
numbers higher.
• Use of 1 transition word (then)
• Use
of cohesive
(pronominal
Repetitive
use ofdevice
1 conjunction
(and)referent)
• Use of 1 cohesive device (pronominal
referent)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Academic task
EL
EO/P
Developing Coherence and Cohesion (EO/P):
Developing Coherence and Cohesion (EL):
Use the cubes. Make them into a group and take two out at a
You use
the cubes
to see
helphow
youmany
countyou
andhave.
you could
them by
time.
Count
them to
Finishdo
doing
fives when
since however
you want.
when you're
done,you'll
you
that
the first cluster
is inAnd
the second
one. Then
have to
count
them.
And
thenare.
you get the total of cubes. It
know
how
many
cubes
there
helpsyou
youtell
because
it makes
easier
forthis
youway
to count.
[Can
him why
using itthe
cubes
helps?]
It's faster than using them by ones.
•Repertoire includes 1 conjunction (and) and 2 transitional
•Repertoire
includes
1 conjunction (and) and 2 transitional words
words (when,
then)
(when,
then) instances of cohesive ties (pronominal referents)
• Numerous
• Numerous instances of cohesive ties (pronominal referents)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Controlled
Coherence
and Cohesion
(EO/P): (EL):
Controlled
Coherence
and Cohesion
Academic task
EL
EO/P
So first he should put all the cubes. First he should pick a cube color. Then
To
find out
are,One
first
findand
outthen
he should
puthow
themmany
in orderthere
like blue.
of you
themhave
can betoblue
if
they're
same
color
not. And
Andafter
howhemany
are there
you
can do the
it with
all the
otherorcolors.
does that,
he could
find
out what each
is. Then
could
the there
answerare
is. He
all together.
Andone
when
youhefind
outknow
howwhat
many
should
do it this
way you
because
wayanswer
he can know
many cubes
all together
then
findthis
your
and how
it's more
there are more easy because they're all in one stick. And you know that if
easier
this way because you don't need to be all stressed
you don't know the answer for like this yellow one, then you could just
out.
see and you know that the white one's ten. And it's the same amount so
it's ten.
•Repertoire includes 1 conjunction (and) and 2
•Repertoire
includes
(and)
and 3 transitional words (first,
transitional
words1 conjunction
(first, when,
then)
after, then)
•• Numerous
Numerous
instances of cohesive ties (pronominal
instances of cohesive ties (pronominal referents,
referents,
substitution,ellipses)
ellipses)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
• Along the progression, children displayed increasing abilities to
employ sophisticated linguistic devices. Coherence and cohesion are
achieved with the utilization of clear cohesive devices, sequencing
with temporal discourse connectors, and use of complete sentences.
Controlled Coherence and Cohesion (EL):
Personal routine
EL
EO/P
Emerging Coherence and Cohesion (EL):
No Evidence of Coherence and Cohesion
(EL):
Up and down. Side to side. Rinse.
[Researcher: Can you tell him why he
should do it?]
So he doesn't get bad breath.
Lack of complete sentences, with no use
of sequencing connectors or cohesive
devices
Not (yet) evident
You brush your teeth by brushing
your teeth
on your
front teeth,
on
Emerging
Coherence
and Cohesion
your left
and right teeth. Then brush
(EO/P):
for 20 seconds and wash off with
water.Well,
Andyou
do the
same
routine
get a toothbrush. If you
againdon't
and have
for theone,
same
time
then
go or
to more
the store
if youand
want.
off again.
getAnd
one.then
Get wash
toothpaste.
Put the
[Researcher:
Andoncan
tell her and
toothpaste
theyou
toothbrush
why she
should
it?]teeth good. And get
brush
all ofdo
your
You should
brush
your
teeth
every
all the food out of them and yeah.
day so
you won't have
not do
[Researcher:
And germs
why heand
should
a badit?]
breath smell. And your teeth
won't To
turnbeyellow.
clean. So he doesn't get
cavities. And yeah.
Some use of sequencing connectors and
cohesive
devices
Some
use of sequencing connectors
and cohesive devices, but lacks
complete sentences in some
instances
Emerging
Developing Coherence and Cohesion
(EL): Developing Coherence and Cohesion
(EO/P):
You need a toothbrush and you need
supposed
do itit on
likethe
this: you
paste.You're
And you
need totoput
just get
a toothbrush,
the
toothbrush
and
brush your put
teeth
it, and
then
you rub it
upsidetoothpaste
down andon
side
to side.
And
your
teeth
astoothbrush
hard as you
after against
that, you
clean
your
can. you
Andput
then
youon
doyour
it all over the
and then
water
place,
tongue.
And then
mouth.
Theneven
rinseyour
it. And
you should
done
brushafter
your you've
teeth so
you that,
won'tyou
getspit out
theand
toothpaste,
you
getbad
some
water,
cavities
they won't
look
and
and then
it out again. And
they won't
smellyou
thatspit
funky.
then you rinse out your mouth like
that.
Then
you
get
a
little
liquid
that
Use of a variety of sequencing
helps and
youcohesive
get even
more white, and
connectors
devices
you spit it out again.
[Researcher: Sorry, did you tell him
why he should do it?]
You should also do it because people
might think your breath might stink.
And also you should do it to not get
sick.
First, if you want to have nice teeth
that look white and don't look
brownish and have food stuck to your
teeth, you have to get toothpaste,
mouthwash
and Coherence
a toothbrush.
so
Controlled
and And
Cohesion
when (EO/P):
you have a toothbrush, you put
toothpaste on it and you start washing
your teeth
in circles.
Then
that, put
So you
first wet
yourafter
toothbrush,
you spit
the water
out. When
youitput
some
toothpaste
on it, put
in your
water, mouth.
you spitI prefer
it out. After,
to put you
it onget
the side of
the mouthwash
and
scrub
and
then
my mouth and go across and do the
spit it out.
And of
that's
how
youthe
brush
top part
them,
then
backside,
your teeth.
then Hopefully
the upper you
side.brush
And your
you scrub
teeth. it for 20 seconds each. So do each
[Okay side
and can
you
tell her each
frienduntil
whyyou've
for 20
seconds
she should
gottendotoit?]
the far side and do the next
You should
this
because
you don't
layer. do
And
then
once you're
done,
wannayou
have
nasty
or you don't
rinse
off teeth
the toothbrush.
You spit
want your
breath
to stink.
it out.
You get
a cup,And
fill ityou
with water,
don't want
be mouth.
ugly and
and your
then teeth
rinse to
your
look like
you
don't
have
a
house
or
[Researcher: And can you also tell
anything
that.
himlike
why
he should clean his teeth?]
You should really clean your teeth
Use of because
multiple sequencing
connectors
you don't want
them to rot.
and cohesive
devices
And you
want be able to eat hard
stuff. You'll only be able to eat kind of
soft mushy stuff, like yogurt, I think,
like oatmeal. Sorry about that.
Use of multiple sequencing connectors
and cohesive devices
Use of a variety of sequencing connectors
and cohesive devices
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
No Evidence of Coherence and Cohesion (EL):
Personal routine
EL
Up and down. Side to side. Rinse.
[Can you tell him why he should do it?]
So he doesn't get bad breath.
• Lack of complete sentences
• Use of one conjunction
• No use of cohesive devices
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Emerging
(EL):
EmergingCoherence
Coherenceand
andCohesion
Cohesion
(EO/P):
Personal routine
EL
EO/P
You brush your teeth by brushing your teeth on your front
You get a toothbrush. If you don't have one, then go to
teeth, on your left and right teeth. Then brush for 20 seconds
the store and get one. Get toothpaste. Put the
and wash off with water. And do the same routine again and
toothpaste
on the toothbrush and brush all of your teeth
for the same time or more if you want. And then wash off
good.
again. And get all the food out of them.
[And
whyyou
he tell
should
do it?]
[And can
her why
she should do it?]
To
clean.brush
So heyour
doesn't
cavities.
Yoube
should
teethget
every
day so you won't have
germs and not a bad breath smell. And your teeth won't turn
•yellow.
Repertoire includes one conjunction (and) and one
transitional word (then)
• Repertoire includes one conjunction (and) and one
• transitional
Use of cohesive
word devices
(then) (pronominal referent and
substitution)
• Use
of cohesive devices (ellipses and substitution)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Developing Coherence
(EO/P):
Developing
Coherenceand
andCohesion
Cohesion
(EL):
Personal routine
EL
EO/P
Firstneed
you would
take yourand
toothbrush,
the toothpaste
You
a toothbrush
you needput
paste.
And you need
where
the
bristles
are,
and
put
it
in
your
mouth.
And
start
to put it on the toothbrush and brush your teeth
upside
scrubbing up and down, up and down. Then move it a little bit
down and side to side. And after that, you clean your
so it gets on the other side of your mouth, up and down, and
toothbrush and then you put water on your mouth. Then
then the other side, up and down, for about two minutes or
rinse
it. And you should brush your teeth so you won't get
something. Just wash off your toothbrush. Spit the toothpaste
cavities
they
won't
look
bad
and
theyout,
won't
that
stuff out.and
Rinse
your
mouth
out.
Spit
it back
andsmell
you're
funky.
done.
•• Repertoire
includesone
oneconjunction
conjunction
(and)
and
Repertoire includes
(and)
and
twotwo
transitional
words(first,
(after,
then)
transitional words
then)
• Use of
of numerous
cohesive devices
referents,
ellipses)
cohesive(pronominal
devices (pronominal
referents,
ellipses)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Personal routine
EL
EO/P
Not (yet) evident
Controlled Coherence and Cohesion (EL):
Controlled Coherence and Cohesion (EO/P):
First, if you want to have nice teeth that look white and don't look
So
you first
wet
yourfood
toothbrush.
Put some
it. Put it in
brownish
and
have
stuck to your
teeth,toothpaste
you have toonget
your
mouth.mouthwash
I prefer to put
the side of And
my mouth
and
gohave
across
toothpaste,
andit aontoothbrush.
so when
you
a
and
do the top
them, then
backside,
then
the upper
toothbrush,
youpart
put of
toothpaste
onthe
it and
you start
washing
yourside.
teeth
And
you scrub
for 20
seconds
each.
do each
foryou
20 seconds
in circles.
Thenitafter
that,
you spit
theSo
water
out. side
When
put
each
gotten
to the
side
do the next
water,until
youyou've
spit it out.
After,
youfar
get
theand
mouthwash
andlayer.
scrubAnd
andthen
once
you're
done,
you
rinsehow
off the
You spit
it out. You
then spit
it out.
And
that's
youtoothbrush.
brush your teeth.
Hopefully
youget
a
cup. your
Fill itteeth.
with water, and then rinse your mouth.
brush
[And
he should
his do
teeth?]
[Okaycan
andyou
canalso
youtell
tellhim
yourwhy
friend
why sheclean
should
it?]
You should really
youryou
teeth
because
you
don't
want
them
do thisclean
because
don't
wanna
have
nasty
teeth
or to
you
rot.
youyour
want
be able
to eatAnd
hardyou
stuff.
You'll
onlyyour
be able
don'tAnd
want
breath
to stink.
don't
want
teethtotoeat
be
kind
of soft
mushy
stuff,
likehave
yogurt,
like oatmeal.
ugly and
look
like you
don't
a house
or anything like that.
four transitional
• Repertoire includes one conjunction (and) and three
transitional
words (first, when,
then, after)
then, once)
• Use of numerous cohesive devices (pronominal referents, ellipses)
substitution, ellipses)
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Along the progression, children displayed increasing abilities to employ
sophisticated linguistic devices. Coherence and cohesion are achieved
with the utilization of clear cohesive devices, sequencing with temporal
discourse connectors, and use of complete sentences.
Controlled Coherence and Cohesion (EL):
Academic task
EL
EO/P
Developing Coherence and Cohesion
(EL):
Emerging Coherence and Cohesion (EL):
No Evidence of Coherence and Cohesion
(EL):
I think
should
use the tools
No she
Evidence
of Coherence
and Cohesion
because
(EO/P):maybe the tools is more
easier for her to count them. Because
maybe
she
doesn't
knows
her
You should make groups oftens
ten or
using
six. the cubes to find out how many there
are because it's easier to count by tens
Use than
of onedoing
pronoun,
sequencing
it onebut
byno
one.
connectors
Emerging
Cohesion
He could
use Coherence
the cubes and
by tens
or
(EO/P):
twenties.
And twenties is much more
easier because it's longer and you
Usingspace.
the cubes in groups helps you
use less
because it'd
be easier
to organize
[Researcher:
Anything
else?]
count easier
them because
So itthem
couldand
be much
by using then
know how much if you know
tens you'll
or twenties.
how to count by fives and tens and
twos.
· Some
use of sequencing connectors
[Researcher:
And
can are
younot
tell her
and cohesive
devices,
which
how
to how to
always
accurately
tieddo it?]
To do it, he has to get a cube and
then stack it on top to make the little
group ten times.
I used it that way for it could be
easier to understand and do it. So
you could count by tens if you know
how to count by tens. So if I did it by
by separating it, you'll just get
confused,
sometimes,
if you
Developing
Coherence
andput
Cohesion
them(EO/P):
in different order. And you
should do it this way because it's an
easier way for you to understand it.
It helped me because I go faster and
[Researcher: Can you tell her what
was counting. And it might help you
to do?]
because you might also go fast. So I
First you get cubes that could attach
suggest you use that way that I did.
to each other. Then you put them
[Researcher: And can you tell him
rows by tens if you want to. Then
how to do it?]
you count them by tens, and then
The first way I did was connecting
you'll see how much you have.
them in one big line, and then I
separated them into a bunch of lines.
Use of a variety of sequencing
And then I figured that wouldn't be
connectors and cohesive devices
very fast. So I decided to count the
rest.
You first got to look for the colors
and got to put the colors and then
make a ten pile. Make one of a little
straight line and put it as a ten. Put
ten of these cubes and make it until
ten until you get to the end how
much you need, how much you had.
And then after, you could count them
and then count them if there's any
left, count the leftovers if you need
to.
Controlled Coherence and Cohesion
[Researcher: Can you tell him why
(EO/P):
this way helps?]
This will help how much they are and
First you have your pile. You count
if you have any problem of having to
by ones where each cube represents
know what number it could possibly
one. So you just count up to ten. And
be. If your mom asks you how much
then you grab and you put it in a pile.
cubes do you have for mathematical
And then you do it for each of them
problem, or I'm thinking that it'll help
and
you just do it until there's no
you with
math.
more left. And then you just count it
up by how
many you
put in the pile,
Use of multiple
sequencing
connectors
and
then
you'll get the answer.
and cohesive devices
Use of multiple sequencing connectors
and cohesive devices
Use of a variety of sequencing
connectors and cohesive devices
Some use of sequencing connectors and
cohesive devices
No use of sequencing connectors or
cohesive devices
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
No
No Evidence
Evidence of
of Coherence
Coherence and
and Cohesion
Cohesion (EL):
(EO/P):
Academic task
EL
EO/P
IYou
think
she should
use theoftools
because
the
should
make groups
ten using
themaybe
cubes to
tools
is more
easierthere
for her
tobecause
count them.
Because
find out
how many
are
it's easier
to
maybe
doesn't
knowsither
or six.
count byshe
tens
than doing
onetens
by one.
••
••
Not (yet) evident
No
No use
use of
of sequencing
sequencing connectors
connectors
Use
cohesive devices
device (pronominal
Use of
of cohesive
(pronominalreferent)
referents)
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Emerging
and
Cohesion
(EO/P):
EmergingCoherence
Coherence
and
Cohesion
(EL):
Academic task
EL
EO/P
Using the cubes in groups helps you because it'd be easier to
He
couldthem
use the
by tens
or twenties.
And
organize
andcubes
count them
because
then you'll
know how
twenties
is know
muchhow
more
easierbybecause
longer
and
much if you
to count
fives andit's
tens
and twos.
you
space.
[Anduse
can less
you tell
her how to how to do it?]
To do it, he else?]
has to get a cube and then stack it on top to make
[Anything
the
group
ten times.
So itlittle
could
be much
easier by using tens or twenties.
• Repertoire includes one conjunction (and) and one
• transitional
Repertoireword
includes
one conjunction (and)
(then)
•• Use
Useofofcohesive
cohesive
devices
(pronominal
referents
devices
(pronominal
referents
and and
ellipses)
ellipses)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Developing Coherence
andand
Cohesion
(EL): (EO/P):
Developing
Coherence
Cohesion
Academic task
EL
EO/P
IItused
it that
for it could
easier
to understand
and do
it. itSo you
helped
meway
because
I go be
faster
and
was counting.
And
could
tens
if you know
to also
countgo
byfast.
tens. So
So Iifsuggest
I did it by
mightcount
help by
you
because
you how
might
by separating it, you'll just get confused, sometimes, if you put them
you use that way that I did.
in different order. And you should do it this way because it's an easier
[And
can
tell him how
way for
youyou
to understand
it. to do it?]
The
way
was
connecting them in one big line, and
[Can first
you tell
herI did
what
to do?]
then
I separated
intoattach
a bunch
of lines.
then
figured
First you
get cubes them
that could
to each
other.And
Then
you Iput
that
be ifvery
decided
to count
them wouldn't
rows by tens
you fast.
want So
to. IThen
you count
themthe
by rest.
tens, and
then you'll see how much you have.
• Repertoire includes one conjunction (and) and two transitional
• words
Repertoire
(first,includes
then) one conjunction (and) and two transitional
• Use
words
of (first,
cohesive
then)
devices (pronominal referents, ellipses,
• substitution)
Use of cohesive devices (pronominal referents, ellipses)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Coherence and Cohesion
Controlled Coherence and Cohesion (EO/P):
Controlled Coherence and Cohesion (EL):
Academic task
EL
EO/P
First you put two and make them go down the table until you don't
You
to look
for on
thethe
colors
andThen
got toyou
putgo
thetocolors
androw
thenand
havefirst
anygot
more
space
table.
the next
make
a ten
Make
one of
a little
straight
line and
it as
a ten.
Put
put the
nextpile.
ones
behind
those.
And
then keep
on put
doing
that
until
ten
these
and But
make
it until
until
youin
get
to the
end you
how put
much
youof
run
out cubes
of cubes.
you
stackten
the
cubes
twos
when
you
need,
how
much
youthen
had.inAnd
you could
them and
them
in the
rows.
And
thethen
end,after,
depending
on count
how much
you
then count them if there's any left, count the leftovers if you need to.
have in each row, you just count up how many are in each row and
[Can you tell him why this way helps?]
you count by how many that there are in each row. And you go, like
This will help how much they are and if you have any problem of having
for me it would be 8, 16, 24, 32, 40, 48, 56. But if it's something like
to know what number it could possibly be. If your mom asks you how
different,
then
youhave
just count
by how many
that is.orItI'm
also
helps by
much cubes
do you
for mathematical
problem,
thinking
thatit's
faster
usewith
it and
more convenient, so that you wouldn't have to
it'll helptoyou
math.
spend as much time doing it.
•
•
•
•
Repertoire includes one conjunction (and) and three transitional
Repertoire
two conjunctions (and, also) and four
words (first,includes
then, after)
transitional
words/phrases
(first,(pronominal
then, when,referents,
in the end)
Use of numerous
cohesive devices
ellipses,
Use of multiple cohesive devices (pronominal referents,
substitution)
substitution, ellipses)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California