elp standards implementation guide - … standards implementation guide ... with subject-verb...

Governing Board Approval, May, 2015

ELP STANDARDS IMPLEMENTATION GUIDE

ELL Stage III: Grades 3-5

Mesa Public Schools

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ELL Stage III: Grades 3-5 ELD Curriculum Implementation Guide

Quarter 1 Language Strand

Standard 1 (Grammar/Syntax): The student will identify and apply conventions of standard English in his or her communications.

The student will demonstrate knowledge of parts of speech by:

ELP Performance Indicator Examples for Support / Clarification Resources and Methods

Nouns

III-L-1(N):HI-1: justifying his/her use of

common versus proper nouns and definite

versus indefinite articles.

common - use indefinite article; a building

proper - use definite article; the White House

• Create a working chart comparing common to

proper nouns

• Grammar wall

• Thinking map (circle map)

III-L-1(N):HI-2: justifying his/her use of

singular versus plural nouns, common

versus proper nouns and definite versus

indefinite articles.

III-L-1(SC):HI-1: selecting a subject (i.e.,

noun/pronoun: singular, plural, compound

or collective) to complete a given sentence.

III-L-1(SC):HI-5 & 6: producing sentences

with a singular or plural noun as the subject

using S-V-C construction, with subject-verb

agreement.

(a) pencil ---(the) pencil(s)

Robert went to the baseball game. He caught a

baseball in his glove.

He is going is going to the baseball game. They

are going to the baseball game.

• Grammar wall

- Create a T-chart separating singular vs. plural

nouns

- Create T-chart for definite vs. indefinite

articles

• Grammar Guide, page 135 (noun chart)

• Verb Tense Study (use of articles and plurals,

subject-verb agreement)

• Moving Into English Activities

• Houghton Mifflin English

III-L-1(PH/CL):HI-1: using noun phrases in

a complete sentence.

noun phrase - formed by a noun or a pronoun

and any modifiers, complements, or

determiners

A bird flew into the palm of my hand.

• Verb Tense Study

• MIE Activities

• Vocabulary Frames

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III-L-1(N):HI-3: converting a given singular

common noun into a plural noun, including

irregular nouns (with definite and indefinite

articles as appropriate).

III-L-1(SC):HI-12: producing sentences

using subjects + verbs + direct object

(noun), with subject-verb agreement.

regular forms – boy - boys, kitten - kittens

irregular forms – child - children, leaf - leaves

The classes walked to lunch.

• Grammar Guide: page 32

• Students match singular/plural noun cards (in a

sort or matching game)

• Students match irregular singular/plural noun

cards (in a sort or matching game)

• Students orally state complete sentence frames

using irregular verb forms

III-L-1(PH/CL):HI-2: using joined noun

phrases in a complete sentence.

noun(s) + and + noun(s) • Verb Tense Study

Verbs

III-L-1(V):HI-1: defining and classifying

physical action, mental action, and state of

being (to be) verbs; explaining the

relationship of a verb to the subject.

physical action verb – a verb that describes an

action you can see (overt)

mental action verb – a verb that describes an

action that you cannot see (covert)

physical

action

mental

action

state of

being "to

be”

to jump

to fly

to catch

to salute

to think

to analyze

to imagine

to compare

am is are

was were

will be

being been

• Verb Tense Study – Concept Chart 1

Create a chart for physical action, mental action,

and state of being (to be)



• Grammar Wall

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III-L-1(V):E-2 & HI-13: defining and

differentiating between past, present, and

future.

Explain the difference between past, present,

and future tenses and give examples: use

pronoun + to be verbs. personal subject pronoun

past present future

I you he she it we you they

was were was was was were were were

am are is is is are are are

will be

• Verb Tense Study: Concept Chart #6


• Create a T-chart separating past, present, and

future tense verbs

III-L-1(V):HI-3: using imperative verbs (e.g.,

Put the markers in the box.).

III-L-1(SC): HI-15: producing imperative

sentences.

Put the markers in the box.

Chase the dog, please.

• Grammar Guide: pages 90-91


III-L-1(V):HI-4: identifying the infinitive

verb.

infinitive verb form - a verb in its basic form

with the word to preceding it

to swim, to flip, to sleep

• Verb Tense Study: Concept Chart #2


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III-L-1(V):HI-7: producing declarative,

negative, and interrogative sentences using

present progressive tense verbs with

subject-verb agreement.


using subject + verb + object (S-V-O) with


III-L-1(SC):HI-8: producing sentences in the

negative construction with a subject + “to

be” + adjective as the complement, with

subject-verb agreement. (S-V-C)

III-L-1(Q):HI-1: producing questions using

inflection when produced orally.

III-L-1(Q):HI-4: producing Yes/No questions

in the present progressive tense.

D: Subject + am/is/are + verb(ing) + finisher.

N: Subject + am/is/are + not + verb(ing) +

finisher.

I: Am/Is/Are + subject + verb(ing) + finisher?

Bob scored a goal.

subject-Bob, verb-scored, object-a goal

The dog is not temperamental.

“Are you going to the park?”


• Sentence Building Pyramid ( handout)


• Syntax Surgery

• Function Junction



the past progressive tense with subject-verb

agreement.


in the past progressive tense.

D: Subject + was/were + verb(ing) + finisher.

N: Subject + was/were + not + verb(ing) +

finisher.

I: Was/were + subject + verb(ing) + finisher?

“Were you going to the park?”



• Syntax Surgery



the future progressive tense with subject-

verb agreement.

III-L-1(Q):B-8: producing Yes/No questions

in the future progressive tense.

D: Subject + will be + verb(ing) + finisher.

N: Subject + will + not + be + verb(ing) +

finisher.

I: Will + subject + be + verb(ing) + finisher?

“Will you be going to the park?”



• Syntax Surgery

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III-L-1(V):HI-5: using simple present tense

irregular verbs: to be, to have, to do, and to

go to produce declarative, negative, and

interrogative simple sentences.

III-L-1(SC):HI-2 & 3: producing sentences in

the declarative and negative using subjects

and verbs, with subject-verb agreement. (S-

V)

III-L-1(SC):HI-7: producing sentences with

an adjective as the complement using S-V-C

construction, with subject-verb agreement.

The young girl went to school each morning.


• Grammar Guide, page 50



simple present tense verbs with subject-

verb agreement.


in the simple present tense using “to do.”

do, does, did


III-L-1(V):HI-17: distinguishing between the

auxiliary (helping) verb and the main verb.

Auxiliary verbs – used to help the main verb

create a negative structure, a question, or to

show tense.

In English, ‘to do,’ ‘to be,’ and ‘to have’ are the

helping verbs.

Jessica is going to the mall.

“is” – helping verb

“going” – main verb


• Houghton Mifflin

• Grammar Wall

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III-L-1(V):HI-8: differentiating between the

use of simple present and present

progressive verb tenses.

“She eats” versus “She is eating.” • Grammar Guide, page 46 - Simple Present

• Grammar Guide, page 44 - Past Progressive

• comparative chart

Pronouns

III-L-1(PRO):HI-1: using the appropriate

personal subjective pronouns.

III-L-1(SC):HI-4: producing sentences with a

pronoun as the subject using S-V-C

construction, with subject-verb agreement.

subjective pronoun - a pronoun that replaces

the noun acting as the subject

( I, you, he, she, it ,we, you, they)

Subject + verb + complement/finisher.

He went to the store.


• What We Know




III-L-1(PRO):HI-6: using interrogative

pronouns who, whom, what, which and

whose.

• Link activities to Grammar Wall parts of speech



III-L-1(PRO):HI-2: stating when to use

personal objective versus personal

subjective pronouns; using personal

objective pronouns.


using subjects + verbs + object pronouns,

with subject-verb agreement.

personal objective pronouns: me, you, him,

her, it, us, you, them

personal subjective pronouns: I, you, he, she,

it, we, you, they

I am watching you.




III-L-1(PRO):HI-3: stating when to use

possessive pronouns; using possessive

pronouns.

my/mine, your/yours, his, her/hers, its,

our/ours, their/theirs • Grammar Guide, page 76


Adjectives

III-L-1(ADJ):HI-1: producing a series of

adjectives in the correct order (i.e.,

quantity/concept/size/shape/color).

Royal Order of Adjectives: determiner,

observation, size, shape, age, color, origin,

material, qualifier

• Adjective sort



III-L-1(ADJ):HI-2: using possessive

adjectives.

my, your, his, her, its, our, their • Grammar Wall: Create sub-category for adjectives

Adverbs

III-L-1(ADV):HI-1: using “when” adverbs.

first, next, then, after, before, finally • Grammar Guide: page 138

• Link skill to interrogative sentences

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III-L-1(ADV):HI-2: using “frequency”

adverbs.

always, never, sometimes • Grammar Guide: page 138


III-L-1(ADV):HI-3: using “where” adverbs.

here, there, outside, inside • Grammar Guide: page 138


Conjunctions

III-L-1(C):HI-1: defining, using, and

differentiating coordinating conjunctions

used to join nouns, verbs, adjectives,

phrases and clauses.

III-L-1(PH/CL):HI-5: using a joined verb

phrases in a complete sentence.

and/or/but/yet

He was walking and talking at the same time.


• Grammar Wall activities


Interjections

III-L-1(I):HI-1: using interjections in

appropriate context.

Ahoy!, Go!, Ouch!, Yahoo!, Yuck! • Grammar Guide: page 141

• Grammar Wall

Prepositions

III-L-1(PREP):HI-1: using prepositions of

location.


direction.


time.

III-L-1(PH/CL):HI-6: using a prepositional

phrase in a complete sentence.

III-L-1(SC):HI-9: producing sentences using

a subject + “to be” + prepositional phrase,

with subject-verb agreement.

(S-V-P)

location: above, against, among, beyond, in

front of, opposite, under, upon

direction: up, down, over

time: on, at, in, by, during, past, since

• Grammar Guide, pages 68-69

• Grammar Guide, pages 70-71



• Sentence building handouts

• Charts

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III-L-1(SC): HI-10: producing sentences (S-

V-O-P) using subjects, verbs and

prepositional phrases, with subject-verb

agreement.

Questions

III-L-1(Q): HI-11, 12, 13, 14 & 15: producing

interrogative sentences beginning with

“What,” “Where,” “Who,” or “Whom,”

“When,” & “Why.”


• Students ask questions to clarify content

information

Standard 2 (Vocabulary): The student will acquire English language vocabulary and use it in relevant contexts.

The student will demonstrate knowledge of vocabulary by:


III-L-2: HI-1: classifying words into

conceptual categories and providing

rationale for classification. (math, science,

social studies)

• Word sorts: Students categorize by meaning and

structure

III-L-2: HI-2: identifying the meaning/usage

of sight words and utilizing them in context.

(math, science, social studies)

• Refer to grade level content materials


of high frequency words and utilizing them

in context. (math, science, social studies)


III-L-2: HI-4 explaining the meaning and

usage of grade-specific academic vocabulary

and symbols. (math, science, social studies)


• Word web

• Marzano’s 6-Steps to Effective Vocabulary

Instruction

III-L-2: HI-5: determining the meaning of

compound words using knowledge of

individual words. (math, science, social

studies)

• Harcourt

• Moving Into English


III-L-2: HI-6: applying contractions in

context.

• Harcourt/MIE/Houghton Mifflin

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III-L-2: HI-7: using knowledge of base/root

words and affixes (prefixes and suffixes) to

determine the meaning of unknown grade-

level content words.


Root word – usually carries meaning but

cannot stand alone. Must add affixes to

become meaningful.

Bio is the root word for biography.

Base word – a word to which affixes may be

added to change its meaning, tense or part of

speech. Base words can stand alone.

Depend is the base word for dependable.

• Picture book – If I Were a …Prefix/Suffix etc.

• Card games – Provide root words/base words with

many prefixes/suffixes. Create new words and

write/discuss meanings

• Morph House

• Word study graphic organizer

III-L-2: HI-8: associating common/academic

language abbreviations and acronyms with

words. (math, science, social studies)

• Harcourt



III-L-2: HI-9: completing and explaining

analogous relationships (e.g., bravery:

courage :: smooth: ______). (math, science,

social studies)

• Harcourt


III-L-2: HI-10: using context clues in a

variety of content texts to confirm the

intended meaning of grade-level homonyms

and multiple-meaning words. (math,

science, social studies)

Homonym – words which have the same

pronunciation and spelling but have different

meanings.

Please duck out of the way. Look at that duck

over there.

• Students create illustrations and sentences with

corresponding homonyms:

Draw a baseball bat and use in a sentence.

Draw the mammal and use in a sentence.

III-L-2: HI-11: pronouncing a homograph in

context based on meaning. (math, science,

social studies)

homograph – words which have the same

spelling, different pronunciation, and

different meanings

wind, lead, bow


corresponding homographs



intended meaning of grade-level content


• Cloze passages

• Ten Important Sentences

III-L-2: HI-13: interpreting the meaning of

figurative language including in a variety of

grade-level texts.

simile, metaphor, hyperbole, idiom • Harcourt

• Moving Into English passages

• Trade books

• Use picture book to reinforce concept (idiom,

simile, onomatopoeia, etc.)

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III-L-2: HI-14: using a dictionary to identify

meanings, spellings, and pronunciations of

grade-level content words.

• Harcourt

Listening and Speaking

Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.

The student will demonstrate understanding of oral communication by:


Comprehension of Oral Communications

III-LS-1: HI-1: distinguishing between

phonemes in the initial, medial, and final

positions of words, phrases, and sentences.

Phoneme – the smallest unit of sound within

a word that distinguishes one word from

another.

cat = c/a/t

• Language Warm-Up

• Sound Spelling Mapping

III-LS-1: HI-2: summarizing main

ideas/concepts and supporting details from

read-alouds (fiction and nonfiction) in

complete sentences.


• Students use illustrations and/or graphic

organizer to identify/explain main

idea/supporting details

• Text Retell/Collaborative Story Retell

• Four-Picture Story Frame


III-LS-1: HI-3: sequencing events from read-

alouds, presentations, and conversations in

complete sentences. (math, science, social

studies)


organizer to identify/explain appropriate

sequence

• Four Picture Story Frame

• Video presentation/movie

III-LS-1: HI-4: summarizing the main

idea/concept and key points/details of a

presentation using complete sentences.








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III-LS-1: HI-5: demonstrating relationships

among facts, ideas or events using academic

vocabulary in classroom discussions (e.g.,

problem/solution, cause/effect, etc.).


• Students use graphic organizers to plan

presentation of information

• Florida Center for Reading Research website:

http://www.fcrr.org/

III-LS-1: HI-6: responding to comprehension

questions by demonstrating relationships

among facts, ideas or events and extending

the information to other relevant contexts

using appropriate academic vocabulary.

(e.g., problem/solution, cause/effect,

compare/contrast, etc.)

• Graphic Organizers

• Language Frames

• Vocabulary maps

III-LS-1: HI-7: following multi-step

procedures or processes containing specific

academic/content vocabulary. (e.g., steps to

complete authentic classroom tasks such as:

science lab, math problem, recipe, rules of a

game, etc.). ( math, science, social studies)

• Students follow a recipe

• Students write procedural steps to complete a

classroom task, switch with a partner and follow

the steps

• Students record the steps in a process using task

analysis: Pair the students up; have one read the

steps while the other follows; switch roles

III-LS-1: HI-8: responding to social

conversations by rephrasing and repeating

information, asking questions, offering

advice, sharing one’s experiences, and

expressing one’s thoughts.

• Students participate in a debate and defend their

argument


• This or That

• What We Know

• Big Cheese

III-LS-1: HI-9: asking questions to clarify

concepts.

• Question stems

• Who, what, where, when, why, how cues

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Standard 2: The student will express orally his or her own thinking and ideas.

The student will communicate orally by:


Delivery of Oral Communications

III-LS-2: HI-1: producing sentences with

accurate pronunciation, intonation, and

stress.

• Students use sentence strips to create simple

sentences, then they practice saying these

sentences with different emotions, intonation and

stress

• Language Warm Up


• Repeat After Me

III-LS-2: HI-2: presenting dialogue, skits and

drama using appropriate rhythm, rate,

phrasing and expression. (math, science,

social studies)

• Reader’s Theater

• MIE, end of unit plays


III-LS-2: HI-3: expressing one’s own and

responding to others’ needs and emotions

in complete sentences.



sentences with different emotions, intonation, and

stress


III-LS-2: HI-4: participating in socio-

functional communication tasks using

complete sentences.

• Create real-world scenarios and have students act

out using complete sentences


• This or That

III-LS-2: HI-5: asking and responding to

academic questions in complete sentences

(e.g., expressing possibilities and

probabilities, hypothetical questions, etc.).


• Big Cheese

• Interviewer/interviewee – one student asks

questions, other student answers in complete

sentences. Switch roles.


13


III-LS-2: HI-6: stating multi-step procedures

or processes using specific

academic/content vocabulary in complete

sentences. (math, science, social studies)



classroom task and switch with a partner, then

follow the steps



steps while the other follow; switch roles.

III-LS-2: HI-7: sharing personal

experiences/stories with descriptive

language supported by details and examples


• Students complete a writing prompt and share

their pieces orally

• Students make text-to-self connections with

fiction/non-fiction text

III-LS-2: HI-8: presenting a variety of oral

reports (e.g., expository, cause and effect,

persuasive, etc.) containing specific and

accurate academic vocabulary, an

introduction, body, conclusion, transitions

and visual aids. (math, science, social studies)

• Use graphic organizers specific to the concept/skill

(i.e. expository, cause/effect)

• Use Mesa Britannica Encyclopedia Online and

eBooks:

http://www.mpsaz.org/library

• Sentence starters

• Grammar Wall

• Science Kits

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Quarter 2

Language Strand




Nouns

III-L-1(N): HI-6: distinguishing between

plural nouns and singular possessive nouns.

Possessive noun - tells us who (or what)

owns or has something. To make a noun

possessive, just add ’s.

Tom = Tom’s / the doctor = the doctor’s



III-L-1(N): HI-7: using plural possessive

nouns, including irregular plurals.

regular noun that ends in s: Add an

apostrophe (‘) to make the plural noun

possessive

teachers = teachers’

If the plural noun does not end in s, add ’s.

children = children’s


III-L-1(N): HI-5: using collective nouns

(with definite and indefinite articles, as

appropriate).

collective noun – a noun that denotes a

collection or persons or things regarded as a

unit

the herd

a flock

a team

the class



• Grammar Wall

• Visual aides

Verbs +

III-L-1(V): HI-9: producing declarative,


simple past tense regular verbs with


D: Subject + verb(ed) + finisher.

N: Subject + did + not + verb + finisher.

I: Did + subject + verb + finisher?


15


III-L-1(Q): HI-5: producing Yes/No

questions in the simple past tense.

III-L-1(V): HI-10: using simple past tense

irregular verbs: to be, to have, to do, and to

go to produce declarative, negative, and

interrogative simple sentences (subject-

verb agreement).




irregular simple past tense verbs with





the simple future tense (will) with subject-

verb agreement.

III-L-1(PH/CL): HI-7: using an infinitive

verb phrase to complete a sentence frame.


questions in the simple future tense with

instructional support.

D: Subject + will + verb + finisher.

N: Subject + will + not + verb + finisher.

I: Will + subject + verb + finisher?

He helped to build the roof.


III-L-1(V): HI-13: differentiating between

past, present, and future.

III-L-1(SC): HI-18: producing sentences

using subject + verb + direct object +

indirect object (S-V-DO-IO) with subject-

verb agreement.

• Identify verb tense in sentences to determine past,

present, and future tense



the present participle “going” with the

infinitive verb to form the future tense. (e.g.,

I am going to dance.) with subject-verb

agreement.



16


III-L-1(PH/CL): HI-4: using a verb phrase in

a complete sentence.

III-L-1(V): HI-17: distinguishing between

the auxiliary (helping) verb and the main

verb.

to be, to have, to do


• Grammar Wall

III-L-1(V):HI-18: producing sentences using

modal auxiliary verbs (i.e., will, can, could,

may, might, must, should, would) and

negative modal auxiliary verbs (i.e., cannot,

should not) with subject-verb agreement.

III-L-1(PH/CL): HI-9: using auxiliary and/or

modal auxiliary verb phrases in a complete

sentence.


questions using modal auxiliaries.


• Big Cheese







regular present perfect tense verbs with


In order to conjugate a regular verb into the

past participle form, add the suffix “ed” at the

end of the verb.

We use this tense most often to convey an

action that began in the past or has recently

ended, continued to present, or happened in

the past at an unknown time.

D: Subject + has/have + past participle +

finisher.

N: Subject + has/have + not + past participle +

finisher.

I: Has/Have + subject + past participle +

finisher?



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questions in the present perfect tense.

Have they gone to the store?

Has she taken the test?



irregular present perfect tense verbs with


I have seen the Statue of Liberty. • Grammar Guide: page 54-57



the use of simple past tense and the present

perfect tense.

“They walked.” versus “They have walked.” • Grammar Guide: page 48, 49 and 54-57

Pronouns

III-L-1(PRO): HI-4: differentiating between

personal subjective, personal objective and

personal possessive pronouns and their

placement in sentences.

personal subjective pronouns: I, you, he, she,

it, we, you, they

personal objective pronouns: me, you, him,

her, it, us, you, them

They can serve as the direct object of a verb,

the indirect object of the verb, or the object of

a preposition.

direct object: Please notify him.

indirect object: Please give her the paper.

object of the preposition: She lives near it.

personal possessive pronouns: mine, yours,

his, hers, its, ours, yours, theirs.


• Sentence stems

III-L-1(PRO): HI-5: using singular or plural

demonstrative pronouns (i.e., this/that;

these/those) to complete a given sentence.


• Sentence stems

III-L-1(PRO): HI-6: using interrogative

pronouns who, whom, what, which and

whose.

• Reverse Questioning


• Big Cheese

18


III-L-1(PRO): HI-7: stating when to use

reflexive pronouns; using reflexive and

intensive pronouns.

III-L-1(SC): HI-21: constructing a sentence

using reflexive pronouns.

reflexive/intensive pronoun – pronouns that

refer to the same person or thing as another

noun or pronoun in the same sentence that

emphasized or re-emphasizes that person or

thing.

I did it myself.

singular myself

yourself

himself

herself

itself

plural ourselves

yourselves

themselves

• Grammar Wall


• Sentences stems

Adjectives

III-L-1(ADJ): HI-3: using

sensory/personality adjectives.

sticky, proud, etc. • Students create a chart


III-L-1(ADJ): HI-4: using nouns as modifiers.

noun modifier – a word phrase or clause that

changes the sense of another word or word

group

kitchen table


• Grammar Wall

III-L-1(ADJ): HI-5: using demonstrative

adjectives.

demonstrative adjective - used to modify a

noun to point out or demonstrate a specific

item(s)

this, that, these, those.

• Sentence stems



• Syntax Surgery

• Grammar Wall

III-L-1(ADJ): HI-8: using comparative and

superlative adjectives (e.g., big, bigger,

biggest; more/most/less/least, etc.).

comparative – adjectives comparing two

persons, places, or things

I am bigger than you.

superlative - adjectives comparing more than

two persons, places or things

I am the biggest of us all.



• Grammar Wall

• Vertical Sentence

19


III-L-1(ADJ): HI-9: using irregular

comparative and superlative adjectives.

bad, worse, worst, good, better, best.

• www.mygrammar.com


• Grammar Wall

III-L-1(PH/CL): HI-3: using a demonstrative

adjective and a noun in a complete sentence.

demonstrative adjectives – these, those, that,

this

example: Could you pass me those leaflets?

non-example: Give me that.


• Syntax Surgery

Adverbs

III-L-1(ADV): HI-4: using “how/degree”

adverbs.

III-L-1(PH/CL): HI-10: using degree adverbs

+ adjectives in a complete sentence.


using adverbs to modify verbs.

how adverbs – an adverb that tells us how an

action is or should be performed. Often these

adverbs are formed by adding –ly to the end.

careful - carefully

degree adverbs – an adverb that specifies the

degree to which an adjective or another

adverb applies.

almost, rarely, entirely, highly, quite, slightly,

totally, utterly

• Grammar Wall

• Students create chart


• Graphic organizers

III-L-1(ADV): HI-5: using regular

comparative and superlative adverbs (e.g.,

slowly, less slowly, least slowly, etc.).


• Vertical Sentence


III-L-1(ADV): HI-6: using irregular

comparative and superlative adverbs.

comparative – adjectives comparing two

persons, places or things

superlative - adjectives comparing more than

two persons, places or things adjective comparative superlative

good better best

bad worse worst

• http://www.englishclub.com/vocabulary/

irregular-adjectives.htm



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Prepositions

III-L-1(PREP): HI-7: using prepositions of

exception (i.e., despite, except).


• Grammar Wall



using “There” + “to be” + subject +

prepositional phrase, with subject – verb

agreement.

There are people sitting on the bench. • Verb Tense Study

• Grammar Wall

III-L-1(PREP): HI-4: differentiating among

prepositions of location, direction, and time.

III-L-1(PREP): HI-5: using prepositions of

action and movement (including compound

prepositions.).

prepositions of action and movement:

at, by, from, into, on, off.

compound prepositions: out of, onto


• Grammar Wall


Conjunctions

III-L-1(SC): HI-16: producing compound

sentences.

Use subordinating conjunctions: because, if,

so, that • Grammar Wall

• Sentence stems

III-L-1(C): HI-2: defining and differentiating

correlative conjunctions both/and and

either/or.

• Sentence stems

• This or That

Questions

III-L-1(Q): HI-16: producing interrogative

sentences beginning with “How”.




sentences beginning with “Which”.




sentences beginning with “Whose”.



21


III-L-1(Q): HI-19: producing questions with

“to be” + “there” + subject + preposition +

noun.

Are there students at school? • Verb Tense Study

• Sentence stems

III-L-1(Q): HI-21: producing an

interrogative sentence, introduced by an

auxiliary verb which offers two or more

alternative responses.

Was he studying?

Has she refused to go?

Have you been sick?

Did you finish your homework?




• Big Cheese


III-L-1(Q): HI-22: producing questions,

including negative construction, with

contractions (e.g., “When’s he arriving?”

“Didn’t he tell you we were coming over?”).


• Syntax Surgery

III-L-1(Q): HI-23: producing tag questions

(e.g., “You know Jill, don’t you?” “Jack isn’t

home, is he?”).








social studies)

• Word sorts with category headers

• Classification map




• Students practice decoding by breaking apart

word sounds

• Students practice reading daily/using in context





word sounds


III-L-2: HI-4: explaining the meaning and



• Refer to content area standards and texts

22





studies)

• Compound word creation game: provide cards

with single words and have students create as

many compound words using the single words

• Compound word matching game – match single

words to make compound words


context.

• Matching game: match contraction with its

corresponding words






root word – usually carries meaning but


become meaningful.


base word – a word to which affixes may be







write/discuss meanings as you go

• Morph House





abbreviations - Dr., St., Mr.

acronym – the first letter of each word in a

phrase (ASAP-as soon as possible, MPS- Mesa

Public Schools)

• Memory/concentration games

• Flashcards





social studies)

• Brain builders

• Give students an analogy to solve and discuss the

pattern/relationship between the two words







homonym – words which have the same


meanings.


over there.







social studies)


spelling, different pronunciation and different

meanings

wind, lead, bow



23






• Cloze passage




grade-level texts.

• Harcourt


• Trade books


simile, onomatopoeia, etc.).









phoneme – the smallest unit of sound within


another.

cat = c/a/t






complete sentences.








24





studies)


organizer to identify/explain appropriate

sequence


• Video presentation/movie













vocabulary in classroom discussions (e.g.,

problem/solution, cause/effect, etc.).














• Language Frames

• Vocabulary maps










the steps



steps while the other follows; switch roles

25








argument


• This or That

• What We Know

• Big Cheese


concepts.

• Question stems








stress.




stress



• Repeat After Me



phrasing and expression. (math, science,

social studies)










stress




complete sentences.




• This or That

26







• Big Cheese












the steps



steps while the other follows. Switch roles.






their pieces orally







introduction, body, conclusion, transitions

and visual aids. (math, science, social studies)

• Use graphic organizers specific to the concept/skill

(i.e. expository, cause/effect)


eBooks:


• Sentence starters

• Grammar Wall

• Science Kits

27



Quarter 3 Language Strand



ELP Performance Indicator Examples for Support / Clarification Resources and Materials

Nouns

III-L-1(N): HI-4: using count and non-count

nouns (with definite and indefinite articles,

and/or quantifiers, as appropriate).

count noun - one that can be expressed in

plural form, usually with an "s."

cat—cats, season—seasons, student—students

non-count noun - one that usually cannot be

expressed in a plural form.

milk, water, air, money, food

• Noun Study

Verbs +


questions in the present perfect progressive

tense.

(IV-L-1(V): HI-30: producing declarative,


present perfect progressive tense verbs with

subject-verb agreement.)

I: Has/Have + subject + been + verb(ing) +

finisher?

D: Subject + has/have + been + verb(ing) +

finisher.

N: Subject + has/have + not + been + verb(ing)

+ finisher.


III-L-1(V): HI-15: using linking verbs of

sensation (taste, smell, sound, and feel);

linking verbs of being (act, seem, appear,

look); and linking verbs of change (became,

turned, has gone) to complete a declarative,

negative, and interrogative sentence (e.g.,

The milk has gone bad.) (subject-verb

agreement).

linking verbs - connect a subject to a subject

complement, which identifies or describes

the subject

The cake tastes sweet.

The thunder sounds loud.

My teacher appears nice.

The toddler acts silly.


• Charades: Students act out scenarios while others

guess

28


III-L-1(PH/CL): HI-11: using linking verbs +

noun/adjective complement in a complete

sentence.


the use of action verbs and non-

action/stative verbs without a present

progressive form (i.e., want, need, like) (e.g.,

I am longing for a vacation versus I want a

vacation.)


• Use T-charts with sentences and words


the use of action verbs and non-

action/stative verbs (i.e., see/watch,

hear/listen) in context.


• Students illustrate the two types of verbs

III-L-1(V): HI-25: comparing transitive (e.g.,

lay, raise) and intransitive (e.g., lie, rise)

verbs in context with instructional support.


• Students write sentences with a transitive verb,

then change it into an intransitive verb


using the passive voice.

Use this tense to hide the actor in the

sentence, which allows us to focus on the

item receiving the action rather than the

person or thing doing the action (object from

first sentence changes to the subject in the

second sentence).

‘Sam was throwing the pencil at his teacher’

changes to ‘The pencil was being thrown at the

teacher’.


• Students create active sentences and change them

to passive voice

III-L-1(SC): HI-20: producing a sentence

using present real conditional.

If/When + clause in the simple present + (then)

+ clause in simple present.

If/when the water boils, (then) it turns to

steam.

When the puppy greets her at the door, the girl

smiles.


• Students discuss a science experiment using the

appropriate clauses

29


Pronouns

III-L-1(PRO): HI-8: using indefinite

pronouns (i.e., all, both, nothing, somebody,

anything, etc.: “Jack bought something. Jill

didn’t buy anything.”)

common indefinite pronouns: all, any, anyone,

anything, each, everybody, everyone,

everything, few, many, nobody, none, one,

several, some, somebody, someone.


• Give students an indefinite pronoun and have

them use it in a sentence and/or draw a picture

Adjectives

III-L-1(ADJ): HI-6: using proper adjectives

with instructional support.

An adjective that has its roots in a proper

noun.

Italian food, African dance

• Give students a list of nouns and have them add

proper adjectives to them.

III-L-1(ADJ): HI-7: using indefinite

adjectives.

An adjective formed from an indefinite

pronoun.

There are several people in the kitchen.

I have some pencils in my desk.

• Students choose objects from around the

classroom and use an indefinite adjective to

discuss it

III-L-1(ADJ):HI-10: using present participles

(dripping faucet) as adjectives

III-L-1(ADJ):HI-11: using past participles

(tired man) as adjectives

III-L-1(PH/CL): HI-12: using participle

phrase (participle + modifiers: “studying all

night, the students…”) to complete a

sentence frame.


• Sentence frames

Adverbs

III-L-1(ADV): HI-8: using conjunctive

adverbs.

III-L-1(SC): HI-22: producing a compound

sentence using an independent clause +

semi colon + conjunctive adverb +

independent clause.

The meaning of a conjunctive adverb (or

conjunct) affects the entire clause of which it

is a part.

common conjunctive adverbs:

accordingly, afterward, also, anyhow, anyway,

as a result, at last, at the same time, besides,

certainly, consequently



• Create sentences using conjunctive adverbs:

Students replace the conjunctive adverbs with a

different one and discuss how the meaning of the

sentence has changed

30


III-L-1(PH/CL): HI-8: using an adverbial

phrase in a complete sentence.

as quickly as possible, surprisingly well, earlier

than usual


III-L-1(ADJ):HI-7: using intensifier adverbs

intensifier adverbs - modifier that amplifies

the meaning of the word it modifies.

very, quite, extremely, highly, and greatly


• Vertical Sentence (using intensifiers)

• Syntax Surgery

Conjunctions

III-L-1(C):HI-3: defining and differentiating

correlative conjunctions: not only…but also

• Students make a list of correlative conjunctions

and then define them

Phrase and Clause Constructions

III-L-1(PH/CL): HI-13: using noun clause

markers (i.e., that, whether, how, whatever)

to complete a sentence frame.



III-L-1(PH/CL): HI-14: using noun clauses.








social studies)



31






word sounds






word sounds


III-L-2: HI-4: explaining the meaning and







studies)




• Compound word matching game – match single



context.

• matching game: match contraction with its

corresponding words






root word – usually carries meaning, but


become meaningful.


base word – a word to which affixes may be








• Morph House





abbreviations - Dr., St., Mr.

acronym – the first letter of each word in a

phrase (ASAP-as soon as possible, MPS- Mesa

Public Schools)


• Flashcards





social studies)

• Brain builders




32







homonym – words which have the same


meanings.


over there.







social studies)


spelling, different pronunciation and different

meanings

wind, lead, bow







• Cloze passages




grade-level texts.

• Harcourt


• Trade books
















another.

cat = c/a/t



33





complete sentences.











studies)

• Use illustrations and/or graphic organizer to

identify/explain appropriate sequence

• Text Retell










• Four-Picture Story Frames




vocabulary in classroom discussions. (e.g.,

problem/solution, cause/effect, etc.) (math,














• Language Frames

• Vocabulary maps

34










classroom task and switch with a partner and

follow the steps


analysis. Pair the students up; have one read the








argument


• This or That

• What We Know

• Big Cheese


concepts.

• Question stems








stress.


sentences and practice saying the sentences with

different emotions, intonation and stress



• Repeat After Me



phrasing, and expression. (math, science,

social studies)








sentences and practice saying these sentences with

different emotions, intonation, and stress


35




complete sentences.




• This or That






• Big Cheese












the steps









their pieces orally







introduction, body, conclusion, transitions,

and visual aids.


• Use graphic organizers specific to the

concept/skill. (i.e. expository, cause/effect)


eBooks:


• Posted sentence starters

• Grammar Wall

• Science Kits

36



Quarter 4

Language Strand




Prepositions

III-L-1 (PREP): LI-6: using prepositions of

opposition.

• Students use sentences, highlight prepositions of

opposition, and illustrate them


Sentence Construction

III-L-1 (SC): LI-19: converting a given sentence

in the active voice to a sentence in the passive

voice.

active: Most of the class is reading the book.

passive: The book is being read by most of the

class.


• Students create active sentences and change them

to passive voice

Questions

III-L-1 (Q): HI-3: producing Yes/No questions

beginning with “to be” and containing a

complement in a variety of verb tenses.

Is she happy?

Will you go to the party? • Function Junction

• Role playing




III-L-2: HI-1: classifying words into conceptual

categories and providing rationale for

classification. (math, science, social studies)



37


III-L-2: HI-2: identifying the meaning/usage of

sight words and utilizing them in context.



word sounds


III-L-2: HI-3: identifying the meaning/usage of

high frequency words and utilizing them in

context. (math, science, social studies)


word sounds


III-L-2: HI-4: explaining the meaning and usage

of grade-specific academic vocabulary and

symbols. (math, science, social studies)



compound words using knowledge of individual





• Compound word matching game: match single


III-L-2: HI-6: applying contractions in context.

• Matching game: match contraction with its

corresponding words



determine the meaning of unknown grade-level

content words.






• Morph House






• Flashcards



analogous relationships (e.g., bravery: courage ::

smooth: ______). (math, science, social studies)

• Brain builders




III-L-2: HI-10: using context clues in a variety of

content texts to confirm the intended meaning

of grade-level homonyms and multiple-meaning






38



context based on meaning. (math, science, social

studies)



III-L-2: HI-12: using context clues in a variety of

content texts to confirm the intended meaning

of grade-level content words. (math, science,

social studies)

• Cloze passages




grade-level texts.

• Harcourt


• Trade books






Listening and Speaking Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.




III-LS-1: HI-1: distinguishing between phonemes

in the initial, medial, and final positions of

words, phrases, and sentences.



another.

cat = c/a/t


• Sound Spelling Map



read-alouds (fiction and nonfiction) in complete

sentences.








39





studies)

• Use illustrations and/or graphic organizer to

identify/explain appropriate sequence

• Text Retell




presentation using complete sentences. (math,






• Four-Picture Story Frames



among facts, ideas, or events using academic

vocabulary in classroom discussions. (e.g.,

problem/solution, cause/effect, etc.) (math,




• Florida Center for Reading Research website




among facts, ideas or events and extending the

information to other relevant contexts using

appropriate academic vocabulary. (e.g.,

problem/solution, cause/effect,



• Language Frames

• Vocabulary maps

III-LS-1: HI-7: following multi-step procedures

or processes containing specific



science lab, math problem, recipe, rules of a game,

etc.). (math, science, social studies)



classroom task , switch with a partner, and follow

the steps






information, asking questions, offering advice,

sharing one’s experiences, and expressing one’s

thoughts.


argument


• This or That

• What We Know

• Big Cheese

40



concepts.

• Question stems







accurate pronunciation, intonation, and stress.






• Repeat After Me


drama using appropriate rhythm, rate, phrasing

and expression. (math, science, social studies)





responding to others’ needs and emotions in

complete sentences.





III-LS-2: HI-4: participating in socio-functional

communication tasks using complete sentences.




• This or That


academic questions in complete sentences (e.g.,

expressing possibilities and probabilities,

hypothetical questions, etc.). (math, science,

social studies)

• Big Cheese





41


III-LS-2: HI-6: stating multi-step procedures or

processes using specific academic/content

vocabulary in complete sentences. (math,




classroom task , switch with a partner, and follow

the steps




III-LS-2:HI-7: sharing personal

experiences/stories with descriptive language

supported by details and examples in complete

sentences.


their pieces orally



III-LS-2:HI-8: presenting a variety of oral


persuasive, etc.) containing specific and accurate

academic vocabulary, an introduction, body,

conclusion, transitions and visual aids.


• Use graphic organizers specific to the

concept/skill. (i.e. expository, cause/effect)


eBooks:


• Posted sentence starters

• Grammar Wall

• Science Kits

elp standards implementation guide - … standards implementation guide ... with subject-verb...

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