elp standards implementation guide

Governing Board Approval, May, 2015

ELP STANDARDS IMPLEMENTATION GUIDE

ELL Stage V: Grades 9-12

Mesa Public Schools

1


ELL Stage V: Grades 9-12 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 ELA Correlation Resources and Methods

Nouns

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

common versus proper nouns and definite

versus indefinite articles. (e.g., I used “a

thought” versus “an thought” because

thought begins with a consonant sound.)

(math, science, social studies)

3.L.1 Demonstrate command of the conventions of

standard English grammar and usage when writing

or speaking.

a. Explain the function of nouns, pronouns, verbs,

adjectives, and adverbs in general and their

functions in particular sentences.

• American Headway (Levels 1-5)

• Verb Tense Study

• Grammar in Action

• More Grammar Practice

• Easy Grammar

• Grammar Wall

• Grammar Guide

• Grammar Grabbers

• Irregular Verb List

• Grammar in Context

• Picture Dictionary

• Building the Groundwork for a Better

Vocabulary

• Focus on Grammar

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

singular versus plural nouns, common

versus proper nouns, and definite versus

indefinite articles. (e.g., I used “the

president” versus “a president” because “the

president” is referring to a specific person.)


V-L-1(N):HI-3: using singular or plural

common and proper nouns, with definite

and indefinite articles as appropriate.



or speaking.

b. Form and use regular and irregular plural nouns.

2


Verbs

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

physical action, mental action, and state of

being (i.e., to be) verbs; explaining the

relationship of a verb to the subject.



or speaking.




V-L-1(V):HI-2: differentiating between past,

present, and future by responding.

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

Put the markers in the box.)


Standard English grammar and usage when writing

or speaking.

c. Form and use verbs in the indicative, imperative,

interrogative, conditional, and subjunctive mood.

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

verb.



or speaking.




3


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

irregular verbs (i.e., to be, to have, to do, and

to go) to produce declarative, negative, and

interrogative simple sentences.



or speaking.

d. Form and use regular and irregular verbs.

e. Form and use the simple (e.g., I walked; I walk; I

will walk) verb tenses.



or speaking.



V-L-1(V):HI-6: producing declarative,

negative, and interrogative sentences using

simple present tense verbs with subject-

verb agreement.


.



present progressive tense verbs with

subject-verb agreement.



or speaking.

b. Form and use the progressive (e.g., I was walking;

I am walking; I will be walking) verb tenses.



or speaking.



4


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

use of simple present and present

progressive verb tenses.



or speaking.





or speaking.

b. Form and use the progressive (e.g., I was

walking; I am walking; I will be walking) verb

tenses.

.

Pronouns

V-L-1(PRO):HI-1: using and justifying the

appropriate personal subjective pronouns

based upon the antecedent.



or speaking.

a. Ensure that pronouns are in the proper case

(subjective, objective, and possessive).


appropriate personal subjective and

personal objective pronouns. (e.g., I used

“them” instead of “they” because…)

Adjectives

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

adjectives in the correct order (e.g.,

quantity/ size/shape/color).




or speaking.

d. Order adjectives within sentences according to

conventional patterns (e.g., a small red bag rather

than a red small bag).

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

adjectives.



or speaking.

e. Use adjectives and adverbs, and choose between

them depending on what is to be modified.

5


V-L-1(ADJ):HI-3: using sensory/personality

adjectives.



or speaking.

f. Use frequently occurring adjectives.



or speaking.

e. Use adjectives and adverbs, and choose between

them depending on what is to be modified.

Adverbs

V-L-1(ADV):HI-1: using "when" adverbs.




or speaking.

e. Use adjectives and adverbs, and choose

between them depending on what is to be

modified.

V-L-1(ADV):HI-2: using "frequency"

adverbs.


Conjunctions

V-L-1(C):HI-1: defining and justifying the

use of coordinating conjunctions used to

combine nouns, verbs, adjectives, phrases,

or clauses.




or speaking.

h. Use coordinating and subordinating

conjunctions.



or speaking.

a. Explain the function of conjunctions,

prepositions, and interjections in general and

their function in particular sentences.

6


Interjections

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

appropriate context.



or speaking.




Prepositions

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

location.




or speaking.

i. Use frequently occurring prepositions (e.g.,

during, beyond, toward).



or speaking.

e. Form and use prepositional phrases.


direction.


Phrase Construction

V-L-1(PH):HI-1: using a joined noun phrase

to complete a sentence frame.

9-10.L.1 Demonstrate command of the

conventions of Standard English grammar and

usage when writing or speaking.

b. Use various types of phrases (noun, verb,

adjectival, adverbial, participial, prepositional,

and absolute) and clauses (independent,

dependent; noun, relative, adverbial) to convey

specific meanings and add variety and interest to

writing or presentations.

V-L-1(PH):HI-2: using a verb phrase in a

complete sentence.

V-L-1(PH):HI-3: using a joined verb phrase

in a complete sentence.

V-L-1(PH):HI-4: using a joined verb phrase


V-L-1(PH):HI-5: using a prepositional

phrase in a complete sentence.

7


Sentence Construction

V-L-1(SC):HI-1: selecting a subject (singular,

plural, compound subject, or collective

nouns) to complete a given sentence.




or speaking.




V-L-1(SC):HI-2: identifying the predicate in

all sentence construction patterns.


V-L-1(SC):HI-3: producing sentences with a

subject, linking verb, and complement (S-V-

C) with subject-verb agreement.




or speaking.

b. Use common, proper, and possessive nouns.

d. Use personal, possessive, and indefinite

pronouns (e.g., I, me, my; they, them, their; anyone,

everything).

f. Use frequently occurring adjectives.



or speaking.


f. Ensure subject-verb and pronoun-antecedent

agreement.

i. Produce simple, compound, and complex

sentences.

V-L-1(SC):HI-4: producing sentences in the

negative construction with a subject, linking

verb, and complement (S-V-C) with subject-

verb agreement.


V-L-1(SC):HI-5: producing complete

sentences with a subject, verb, and direct

object (S-V-O) with subject-verb agreement.



negative construction.


8


Questions

V-L-1(Q):HI-1: producing single word

sentences to ask a question, using inflection

when produced orally.




or speaking.

j. Produce and expand complete simple and

compound declarative, interrogative, imperative,

and exclamatory sentences in response to prompts.

V-L-1(Q):HI-2: producing questions in the

simple present tense that require a yes or

no response.




or speaking.





or speaking.

c. Form and use verbs in the indicative,

imperative, interrogative, conditional, and

subjunctive mood.

V-L-1(Q):HI-3: producing questions,

beginning with various forms of “to be” and

containing a complement, which require yes

or no responses.




or speaking.



subjunctive mood.

9



present progressive tense that require a yes

or no response.



or speaking.



tenses.



or speaking.



subjunctive mood.


simple past tense that require a yes or no

response.




or speaking.





or speaking.




simple future tense that require a yes or no

response.(math, science, social studies)

10



past progressive tense that require a yes or

no response.



or speaking.



tenses.



or speaking.



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

The student will demonstrate knowledge of vocabulary by:


V-L-2:HI-1: reading and classifying words

into conceptual categories and providing

rationale for classification.


1.L.5 With guidance and support from adults,

demonstrate understanding of word relationships

and nuances in word meanings.

a. Sort words into categories (e.g., colors,

clothing) to gain a sense of the concepts the

categories represent.

b. Define words by category and by one or more key

attributes (e.g., a duck is a bird that swims; a tiger is

a large cat with stripes).


• Morpheme Study/Morph house

• Building Vocabulary from Word

Roots

• Picture This

11


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

of sight words and applying them in context.


9-10.L.4 Determine or clarify the meaning of

unknown and multiple-meaning words and

phrases based on grades 9–10 reading and

content, choosing flexibly from a range of

strategies.





strategies.

V-L-2:HI-3: identifying the meaning/usage

of high frequency words and applying them

in context.


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

usage of grade-specific academic vocabulary

and symbols.


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

compound words.


2.L.4 Determine or clarify the meaning of unknown

and multiple-meaning words and phrases based on

grade 2 reading and content, choosing flexibly from

an array of strategies.

d. Use knowledge of the meaning of individual words

to predict the meaning of compound words (e.g.,

birdhouse, lighthouse, housefly; bookshelf,

notebook, bookmark).

12


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

V-LS-1:HI-1: discriminating between

individual phonemes in minimal pairs,

minimal phrases, and minimal sentences.

(e.g., The base is nearby. The vase is

nearby.)

• Language!

• Rhythm & Role Play

• Picture This


• Reader’s Theater

• Jazz Chants

• Morpheme Study/ Morph house

• The Oxford Picture Dictionary for

the Content Areas


Roots

V-LS-1:HI-2: distinguishing between the

individual words of a sentence.

V-LS-1:HI-3: making inferences and drawing

conclusions using evidence from fiction and

nonfiction read-alouds in complete

sentences.


V-LS-1:HI-4: sequencing events from

read-alouds, presentations and

conversations.


V-LS-1:HI-5: summarizing main

ideas/concepts and key points/details of

presentations.


5.SL.2 Summarize a written text read aloud or

information presented in diverse media and

formats, including visually, quantitatively, and

orally.

13


V-LS-1:HI-6: responding to social

conversations by rephrasing/ repeating

information, asking questions, offering

advice, sharing one’s experiences, and

expressing one’s thoughts.

9-10.SL.1 Initiate and participate effectively in a

range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on

grades 9–10 topics, texts, and issues, building on

others' ideas and expressing their own clearly and

persuasively.





others’ ideas and expressing their own clearly and

persuasively.

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

The student will communicate orally by:


Delivery of Oral Communications

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

accurate pronunciation, intonation and

stress.

• Language!


• Picture This



• Jazz Chants



the Content Areas


Roots

14


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

drama using appropriate rhythm, rate,

phrasing, and expression.


9-10.SL.6 Adapt speech to a variety of contexts

and tasks, demonstrating command of formal

English when indicated or appropriate.

11-12.SL.6 Adapt speech to a variety of contexts and

tasks, demonstrating a command of formal English

when indicated or appropriate.

V-LS-2:HI-3: expressing and justifying one’s

needs and emotions in complete sentences.

V-LS-2:HI-4: participating in formal and

informal socio-functional communication

tasks using complete sentences.






persuasively.






persuasively.

15


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

academic questions (i.e., agreeing/

disagreeing with others, expressing

probabilities, hypothetical questions, etc.) in

complete sentences.







persuasively

c. Propel conversations by posing and responding

to questions that relate the current discussion to

broader themes or larger ideas; actively

incorporate others into the discussion; and

clarify, verify, or challenge ideas and conclusions.






persuasively.

c. Propel conversations by posing and responding to

questions that probe reasoning and evidence;

ensure a hearing for a full range of positions on a

topic or issue; clarify, verify, or challenge ideas and

conclusions; and promote divergent and creative

perspectives.

V-LS-2:HI-6: sharing a personal

experience/story with descriptive language

supported by details and examples in

complete sentences.





and tasks, demonstrating a command of formal


16



Quarter 2

Language Strand




Nouns

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

nouns, with definite and indefinite articles

and/or quantifiers as appropriate (i.e., May I

have a bottle of water?).



or speaking.


h. Use determiners (e.g., articles,

demonstratives).





• Easy Grammar

• Grammar Wall

• Grammar Guide






Vocabulary


V-L-1(N):HI-5: using collective nouns, with

definite and indefinite articles as

appropriate.

17


Verbs +



simple past tense regular verbs with





or speaking.





or speaking.



subjunctive mood.

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

irregular verbs (e.g., to be, to have, to do,

and to go) to produce declarative, negative,

and interrogative simple sentences with




or speaking.



tenses.



or speaking.



18




irregular simple past tense verbs with




or speaking.






or speaking.



subjunctive mood.



the simple future tense (e.g., will) with





the present participle “going” with the

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

I am going to dance.) with subject-verb

agreement.



or speaking.

a. Explain the function of verbals (gerunds,

participles, infinitives) in general and their function

in particular sentences.



V-L-1(V):HI-14: using linking verbs of

sensation (e.g., taste, smell, sound, and feel);

linking verbs of being (e.g., act, seem,

appear, look); and linking verbs of change

(e.g., became, turned, has gone) to complete

a declarative, negative, and interrogative

sentence (e.g., The milk has gone bad.) with




or speaking.



19




the past progressive tense with subject-verb

agreement.



or speaking.



tenses.



or speaking.



V-L-1(V):HI-16: distinguishing between the

auxiliary (i.e., helping) verb and the main

verb.



or speaking.

c. Use modal auxiliaries (e.g., can, may, must) to

convey various conditions.

Pronouns


appropriate adjective form of the personal

possessive pronoun versus the objective

form. (e.g., I used “your” instead of “yours”

because…)



or speaking.

a. Ensure that pronouns are in the proper case

(subjective, objective, and possessive).

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

personal subjective, personal objective, and

personal possessive pronouns and their

placement in sentences.

20


Adjectives

V-L-1(ADJ):HI-4: using a noun as a modifier.



or speaking.



modified.

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

adjectives.

Adverbs

V-L-1(ADV):HI-3: using "how"/degree

adverbs.



or speaking.



modified.

V-L-1(ADV):HI-4: using "where" adverbs.

V-L-1(ADV):HI-5: using comparative and

superlative adverbs, including irregular

adverbs.



or speaking.

g. Form and use comparative and superlative

adjectives and adverbs, and choose between them

depending on what is to be modified.

Prepositions


time.




or speaking.





or speaking.

e. Form and use prepositional phrases.


action and movement (including compound

prepositions).

21


Conjunctions

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

between correlative conjunctions.




or speaking.




e. Use correlative conjunctions (e.g., either/or,

neither/nor).

Phrase Construction

V-L-1(PH):HI-6: using an infinitive verb

phrase in a complete sentence.










V-L-1(PH):HI-7: using an adverbial phrase


V-L-1(PH):HI-8: using an auxiliary and/or

modal auxiliary verb phrase in a complete

sentence.

V-L-1(PH):HI-9: using adverb + adjective

(e.g., too hot, very cold) in a complete

sentence.

V-L-1(PH):HI-10: using linking verb + noun

complement in a complete sentence.

22




sentences with a subject, verb, direct object,

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





or speaking.


d. Use personal, possessive, and indefinite

pronouns (e.g., I, me, my; they, them, their; anyone,

everything).



or speaking.



agreement.


sentences.



or speaking

c. Place phrases and clauses within a sentence,

recognizing and correcting misplaced and

dangling modifiers.


sentences with a subject, verb, indirect

object, and direct object (S-V-IO-DO) with



23


V-L-1(SC):HI-9: producing sentences with a

subject, verb, and prepositional phrase (S-V-

P) with subject-verb agreement.




or speaking.


agreement.


sentences.










V-L-1(SC):HI-10: producing sentences with

a subject, verb, object, and prepositional

phrase (S-V-O-P) with subject-verb

agreement.


24



an adverb to modify the verb.



or speaking.



modified.



or speaking.





sentences.



or speaking.

f. Produce complete sentences, recognizing and

correcting inappropriate fragments and run-ons.


an adverb to modify an adjective.



or speaking.



modified.



or speaking.




an adverb to modify an adverb.

25


Questions


future progressive tense that require a yes

or no response.



or speaking.



tenses.



or speaking.



subjunctive mood.


present perfect tense that require a yes or

no response.



or speaking.

b. Form and use the perfect (e.g., I had walked; I

have walked; I will have walked) verb tenses.



or speaking.



subjunctive mood.


past perfect tense that require a yes or no

response.


future perfect tense that require a yes or no

response.

26


V-L-1(Q):LI-12: producing questions in the

present perfect progressive tense that

require a yes or no response.



or speaking.



tenses.



or speaking.





or speaking.



subjunctive mood.


past perfect progressive tense that require a

yes or no response.


future perfect progressive tense that

require a yes or no response.




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




Roots

• Picture This

V-L-2:HI-7: analyzing how affixes change

base/root words. (e.g., adding -ly to quick

makes it an adverb instead of an adjective.)



and multiple-meaning words or phrases based on

grade 8 reading and content, choosing flexibly from a

range of strategies.

b. Use common, grade-appropriate Greek or Latin

affixes and roots as clues to the meaning of a word

(e.g., precede, recede, and secede).

27


V-L-2:HI-8: stating the words represented

by abbreviations in context.


V-L-2:LI-9: analyzing words based on a

continuum of intensity.



Standard English grammar and usage when

writing or speaking.



V-L-2:LI-10: analyzing the relationship of a

word pair. (i.e., analogy)

7.L.5 Demonstrate understanding of figurative

language, word relationships, and nuances in word

meanings.

b. Use the relationship between particular words

(e.g., synonym/antonym, analogy) to better

understand each of the words.

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








nearby.)

• Language!


• Picture This



• Jazz Chants



the Content Areas


Roots

28




V-LS-1:HI-3: making inferences and

drawing conclusions using evidence from

fiction and nonfiction read-alouds in

complete sentences.




conversations.




presentations.





orally.











persuasively.






persuasively.

29








stress.

• Language!


• Picture This



• Jazz Chants



the Content Areas


Roots













30










persuasively.






persuasively.

31






complete sentences.







persuasively











persuasively.






perspectives.




complete sentences.







32



Quarter 3 Language Strand



ELP Performance Indicator ELA Correlation Resources and Materials

Nouns

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

plural nouns and singular possessive nouns.



or speaking.





standard English capitalization, punctuation, and

spelling when writing.

d. Form and use possessives.





• Easy Grammar

• Grammar Wall

• Grammar Guide






Vocabulary


33


V-L-1(N):HI-7: using regular and irregular

plural possessive nouns.



or speaking.




b. Form and use regular and irregular plural

nouns.


standard English capitalization, punctuation, and

spelling when writing.

d. Form and use possessives.

Verbs +

V-L-1(V):HI-17: producing sentences using

modal auxiliary verbs, negative modal

auxiliary verbs, and present and past

progressive modals (e.g., may have been

talking) with subject-verb agreement.



or speaking.




or speaking.

b. Form and use the progressive (e.g., I was walking;

I am walking; I will be walking) verb tenses.





or speaking.



34


V-L-1(V):HI-18: producing sentences with

phrasal verbs.



or speaking.

a. Explain the function of phrases and clauses in

general and their function in specific sentences.



the future progressive tense with subject-

verb agreement.



or speaking.



tenses.



or speaking.



subjunctive mood.



regular present perfect tense verbs with




or speaking.





or speaking.



35




irregular present perfect tense verbs with




or speaking.




or speaking.





or speaking.



subjunctive mood.


use of simple past tense and the present

perfect tense.



or speaking.

b. Form and use regular and irregular plural

nouns.



or speaking.



36



use of action verbs and non-action/stative

verbs without a present progressive form

(e.g., want, need, like). (e.g., “I am longing

for a vacation.” versus “I want a vacation.”)



or speaking.

c. Use verb tense to convey various times,

sequences, states, and conditions.


use of action verbs and non-action/stative

verbs in context. (e.g., see/watch,

hear/listen) in context.

Pronouns

V-L-1(PRO):HI-5: using and justifying

demonstrative pronouns.


use of interrogative pronouns.

Adjectives

V-L-1(ADJ):HI-6: defining and using proper

adjectives with nouns.



or speaking.



modified.

37


V-L-1(ADJ):HI-7: using indefinite adjectives.

Adverbs

V-L-1(ADV):HI-6: using conjunctive

adverbs.



or speaking.



modified.

V-L-1(ADV):HI-7: using intensifier adverbs.

(e.g., too, not, very, some, any)

Conjunctions

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

subordinating conjunctions.




or speaking.


conjunctions.



or speaking.




Phrase Construction

V-L-1(PH):HI-11: using linking verb +

adjective complement in a complete

sentence.

38


V-L-1(PH):HI-12: using a participial phrase











V-L-1(PH):HI-13: using noun clauses in a

complete sentence.

V-L-1(PH):HI-15: using subordinating

conjunctions in introductory clauses.



or speaking.


conjunctions.










V-L-1(PH):HI-16: using restrictive clauses

using “that” in complete sentences.










39



V-L-1(SC):HI-14: producing compound

sentences. (independent clause +

conjunction + independent clause)










40


V-L-1(SC):HI-15: producing compound

sentences semicolon. (independent clause;

conjunctive adverb + independent clause)



or speaking.

f. Produce, expand, and rearrange complete

simple and compound sentences (e.g., The boy

watched the movie; The little boy watched the

movie; The action movie was watched by the little

boy).











conventions of Standard English capitalization,

punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive

adverb) to link two or more closely related

independent clauses.

41


V-L-1(SC):HI-16: producing sentences using

reflexive pronouns.



or speaking.

c. Use reflexive pronouns (e.g., myself, ourselves).



or speaking.


sentences.



or speaking.



V-L-1(SC):HI-17: producing sentences using

the passive voice.

(social studies)



or speaking.



sentences.



or speaking.





or speaking.

b. Form and use verbs in the active and passive

voice.

42



present real conditional.



or speaking.



subjunctive mood.











present future conditional. (If + subject +

present tense verb…, subject + will +

present tense verb…)




V-L-2:LI-11: applying knowledge of

homonyms in context.



or speaking.

g. Correctly use frequently confused words (e.g.,

to, too, two; there, their).




Roots

• Picture This

V-L-2:LI-12: applying knowledge of

homographs in context.


5.L.5 Demonstrate understanding of figurative

language, word relationships, and nuances in word

meanings.

c. Use the relationship between particular words

(e.g., synonyms, antonyms, homographs) to better

understand each of the words.

43


V-L-2:LI-13: analyzing the parts and spelling

of a word to derive meaning.



and multiple-meaning words or phrases based on

grade 8 reading and content, choosing flexibly from a

range of strategies.

b. Use common, grade-appropriate Greek or Latin

affixes and roots as clues to the meaning of a

word (e.g., precede, recede, and secede).

V-L-2:LI-14: using semantic clues (e.g.,

sentence and paragraph context, the

organizational pattern of the text) to derive

meaning of words in context.





strategies.

a. Use context (e.g., the overall meaning of a

sentence, paragraph, or text; a word’s position or

function in a sentence) as a clue to the meaning of

a word or phrase.





strategies.

a. Use context (e.g., the overall meaning of a

sentence, paragraph, or text; a word’s position or

function in a sentence) as a clue to the meaning of

a word or phrase.

44


Listening and Speaking

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








nearby.)

• Language!


• Picture This



• Jazz Chants



the Content Areas


Roots






sentences.




conversations.




presentations.





orally.

45












persuasively.






persuasively.

V-LS-1:HI-7: offering and justifying opinions

and ideas in response to questions and

statements in academic discourse.


V-LS-1:HI-8: following multiple step

directions, instructions, and procedures

which include prepositional phrases.


46


V-LS-1:HI-9: requesting specific details,

examples, and information to clarify ideas

and concepts.







persuasively.











persuasively.






perspectives.

V-LS-1:HI-10: recognizing the language

nuances of a speaker. (e.g., a subtle

difference in tone, expression, meaning, etc.)

47








stress.

• Language!


• Picture This



• Jazz Chants



the Content Areas


Roots













48










persuasively.






persuasively.

49






complete sentences.







persuasively











persuasively.






perspectives.

V-LS-ST2:HI-6: sharing a personal



complete sentences.







50


V-LS-2:HI-7: report detailed information on

a topic supported by concrete details,

commentary, and examples in complete

sentences.







persuasively.

9-10.SL.4 Present information, findings, and

supporting evidence clearly, concisely, and

logically such that listeners can follow the line of

reasoning and the organization, development,

substance, and style are appropriate to purpose,

audience, and task.









persuasively.


supporting evidence, conveying a clear and

distinct perspective, such that listeners can follow

the line of reasoning, alternative or opposing

perspectives are addressed, and the organization,

development, substance, and style are appropriate

to purpose, audience, and a range of formal and

informal tasks.




51


V-LS-2:HI-8: delivering a prepared

presentation that includes the main idea,

detailed information and explanations, and

a valid conclusion in simple, compound,

complex, and compound-complex

sentences.



supporting evidence clearly, concisely, and logically

such that listeners can follow the line of reasoning

and the organization, development, substance, and

style are appropriate to purpose, audience, and

task.











informal tasks.




V-LS-2:HI-9: delivering an extemporaneous

speech using simple, compound, complex,

and compound-complex sentences.


V-LS-2:HI-10: providing multiple step

directions/ instructions with specific

details.


52


V-LS-2:HI-11: providing and justifying an

appropriate response to given formal and

informal situations.






persuasively.






persuasively.

53



Quarter 4

Language Strand




Nouns

V-L-1(N):HI-8: using gerunds.



or speaking.








• Easy Grammar

• Grammar Wall

• Grammar Guide






Vocabulary


Verbs

V-L-1(V):HI-25: comparing transitive verbs

(e.g., lay, raise) and intransitive verbs (e.g.,

lie, rise) in context with instructional

support.

54




past perfect tense verbs with subject-verb

agreement.



or speaking.





or speaking.



subjunctive mood.



future perfect tense verbs with subject-verb

agreement.



present perfect progressive tense verbs

with subject-verb agreement.



past perfect progressive tense verbs with




future perfect progressive tense verbs with




or speaking.



tenses.



or speaking.



55


V-L-1(V):HI-31: explaining the difference

between the use of simple, progressive, and

perfect verb tenses

.



or speaking.





or speaking.



tenses.



or speaking.



V-L-1(V):HI-32: identifying and using the

subjunctive mood to express a condition

contrary to fact or to express a wish.



or speaking.



Pronouns

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

reflexive and intensive pronouns; using

reflexive and intensive pronouns.



or speaking.

c. Use reflexive pronouns (e.g., myself, ourselves).



or speaking.

b. Use intensive pronouns (e.g., myself, ourselves).

56



use of indefinite pronouns.



or speaking.

d. Use personal, possessive, and indefinite pronouns

(e.g., I, me, my; they, them, their; anyone, everything).


use of relative pronouns.



or speaking.

a. Use relative pronouns (who, whose, whom, which,

that) and relative adverbs (where, when, why).

Adjectives

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

superlative adjectives, including irregular

adjectives.




or speaking.




V-L-1(ADJ):HI-9: using participles as

adjectives.

Adverbs

V-L-1(ADV):HI-8: using adverbs to show

cause and effect.



or speaking.



modified.

V-L-1(ADV):HI-9: producing contrast

adverbs.

57


Prepositions

V-L-1(PREP):HI-7: using propositions of

cause and effect, exception and contrast.

(science, social studies)



or speaking.



V-L-1(PREP):HI-8: using prepositions +

gerunds.



or speaking.





or speaking.




Conjunctions

V-L-1(C):HI-4: identifying and using

subordinating conjunctions to begin a

clause introducing a complete sentence.



or speaking.


conjunctions.



or speaking.




58


Phrase Construction

V-L-1(PH):HI-14: using a gerund phrase in a

complete sentence.



or speaking.


participles, infinitives) in general and their

function in particular sentences.










V-L-1(PH):HI-17: using non-restrictive

clauses beginning with “who” or “which” in

a complete sentence. (e.g., “Jack, who is tall,

is…”)










V-L-1(PH):HI-18: using an adjective clause

in a complete sentence. (e.g., “…, who is a

writer)

V-L-1(PH):HI-19: using an adverb clause in

a complete sentence. (e.g., subordinating

conjunction + clause: “…because he is

tired.”)

V-L-1(PH):HI-20: using an adverb clause in

a complete sentence. (e.g., subordinating

conjunction + clause: “…because he is

tired.”)

59



V-L-1(SC):HI-20: producing imperative

sentences.



or speaking.



subjunctive mood.


interjections. (e.g., “Ouch, that hurt!”)



or speaking.





or speaking.





subjunctive mood.



or speaking.



subjunctive mood.

60


V-L-1(SC):HI-23: producing a complex

sentence consisting of

independent clause + relative pronoun +

dependent clause.










V-L-1(SC):HI-24: producing a complex

sentence consisting of a dependent clause +

comma + independent clause.










V-L-1(SC):HI-25: completing a complex

sentence frame consisting of an adverbial

phrase and independent clause.

V-L-1(SC):HI-26: completing a compound-

complex sentence frame consisting of two

independent clauses and one or more

dependent clauses.

• completing a habitual past “state of

being” sentence frame.

• (subject + “used to” + simple

present…)

• completing a habitual past

“repeated action” sentence frame.

(When (subject) (simple past tense

verb), (subject) would (simple

present tense verb)…)

• producing present habitual (e.g., If

it rains, I have my umbrella.”)

• producing sentences in the present

unreal conditional.

• producing sentences in the past

unreal conditional

61


Questions

V-L-1(Q):HI-22: producing interrogative

sentences beginning with “whose.”


K.L.1 Demonstrate command of the conventions of


or speaking.

d. Understand and use question words

(interrogatives) (e.g., who, what, where, when,

why, how).



or speaking.



and exclamatory sentences in response to

prompts.



or speaking.



subjunctive mood.

V-L-1(Q):HI-23: producing interrogative

sentences with “to be” + “there” + subject +

prepositional phrase.

62


V-L-1(Q):HI-24: producing Yes/No

questions beginning with a modal auxiliary

verb.



or speaking.




prompts.



or speaking.





or speaking.



subjunctive mood.

63



present real conditional beginning with the

modal auxiliary verb, followed by a

conditional dependent clause beginning

with “if”. (e.g., “Would you drive us to the

movie if we gave you gas money?”)



or speaking.





or speaking.



subjunctive mood.










V-L-1(Q):HI-26: producing a question in the

future real conditional beginning with the

modal auxiliary verb “will”, followed by a

conditional dependent clause beginning

with “if”. (e.g., “Will you drive us to the

movie if we give you gas money?”)

V-L-1(Q):HI-27: producing questions, which

include the negative construction, using

contractions.




or speaking.




prompts.

V-L-1(Q):HI-28: producing tag questions.

64





V-L-2:HI-16: using reference materials,

print and/or electronic, to identify meaning,

spelling, pronunciation, and usage of words.






strategies.

c. Consult general and specialized reference

materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify

its precise meaning, its part of speech, or its

etymology.

d. Verify the preliminary determination of the

meaning of a word or phrase (e.g., by checking the

inferred meaning in context or in a dictionary).





strategies.

c. Consult general and specialized reference

materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify

its precise meaning, its part of speech, its

etymology, or its standard usage.

d. Verify the preliminary determination of the

meaning of a word or phrase (e.g., by checking the

inferred meaning in context or in a dictionary).




Roots

• Picture This

65


V-L-2:HI-17: distinguishing between the

denotative and connotative meanings of

grade-level words in content area text.


9-10.L.5 Demonstrate understanding of figurative

language, word relationships, and nuances in

word meanings.

a. Interpret figures of speech (e.g., euphemism,

oxymoron) in context and analyze their role in the

text.

b. Analyze nuances in the meaning of words with

similar denotations.

11-12.L.5 Demonstrate understanding of

figurative language, word relationships, and

nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole,

paradox) in context and analyze their role in the

text.

b. Analyze nuances in the meaning of words with

similar denotations.

V-L-2:HI-18: distinguishing the literal and

figurative meanings of idioms in content

area text.


V-L-2:LI-19: distinguishing the literal and

intended meaning of figurative language.

V-L-2:LI-20: identifying and applying cross-

categorical academic vocabulary. (e.g.,

describe, explain, evaluate, paragraph)


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








nearby.)

• Language!


• Picture This



• Jazz Chants

66




the Content Areas


Roots






sentences.




conversations.




presentations.





orally.











persuasively.






persuasively.

V-LS-1:HI-7: offering and justifying opinions

and ideas in response to questions and

statements in academic discourse.


67


V-LS-1:HI-8: following multiple step

directions, instructions, and procedures

which include prepositional phrases.


V-LS-1:HI-9: requesting specific details,

examples, and information to clarify ideas

and concepts.







persuasively.











persuasively.






perspectives.

V-LS-1:HI-10: recognizing the language

nuances of a speaker. (e.g., a subtle

difference in tone, expression, meaning, etc.)

68








stress.

• Language!


• Picture This



• Jazz Chants



the Content Areas


Roots













69










persuasively.






persuasively.

70






complete sentences.







persuasively











persuasively.






perspectives.




complete sentences.







71


V-LS-2:HI-7: report detailed information on

a topic supported by concrete details,

commentary, and examples in complete

sentences.







persuasively.






task.









persuasively.








informal tasks.




72


V-LS-2:HI-8: delivering a prepared

presentation that includes the main idea,

detailed information and explanations, and

a valid conclusion in simple, compound,

complex, and compound-complex

sentences.







task.











informal tasks.




V-LS-2:HI-9: delivering an extemporaneous

speech using simple, compound, complex,

and compound-complex sentences.


V-LS-2:HI-10: providing multiple step

directions/ instructions with specific

details.


73


V-LS-2:HI-11: providing and justifying an

appropriate response to given formal and

informal situations.






persuasively.






persuasively.

elp standards implementation guide

Documents