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ESL LEVEL
Unit
Common Core Standard
(CCSS)
Know and apply gradelevel phonics and word
analysis skills in decoding
words. (a) Know the
spelling-sound
correspondences for
common consonant
diagraphs (two letters that
represent one sound). (b)
Decode regularly spelled
one-syllable words. ©
Know final -e and common
vowel team conventions
for representing long
vowel sounds. (d) Use
knowledge that every
syllable must have a vowel
sound to determine the
number of syllables in a
printed word. (e) Decode
two-syllable words
following basic patterns by
breaking the words into
syllables. (f) Read words
with inflectional endings.
(g) Recognize and read
grade-appropriate
irregularly spelled words.
Suggested Learning Target
#1
I can identify the sounds
each letter makes. I can
identify and create the
sounds common diagraphs
make (e.g., sh, ph, th).
Suggested Learning Target
#2
I can decode one-syllable
words by sounding out
each letter. I can
recognize long vowel
sounds created using a
final -e and common
vowel teams. I can
recognize that all syllables
have a vowel sound.
CCSS Vocabulary
diagraph, decode, syllable,
vowel sound, vowel team,
segment, inflectional
ending, irregular
ESL I MS
1.A
ESL I MS
1.B
Demonstrate
understanding of spoken
words, syllables, and
sounds (phonemes). (a)
Distinguish long from
short vowel sounds in
spoken-syllable words. (b)
Orally produce singlesyllable words by blending
sounds (phonemes),
including consonant
blends. © Isolate and
pronounce initial, medial
vowel, and final sounds
(phonemes) in spoken
single-syllable words. (d)
Segment spoken singlesyllable words into their
complete sequence of
individual sounds
(phonemes).
I can identify short vowel I can tell the difference
sounds in single-syllable
between long and short
words (e.g., cat, sit, hop). I vowel sounds. I can
identify the sound each
can identify long vowel
letter makes.
sounds in single-syllable
words (e.g., bake, mine,
hope).
short vowel, long vowel,
syllable, letter, blend,
segment
ESL I MS
1.C
I can describe an
illustration in a text.
I can identify details in a
text.
key idea, detail, illustration
ESL I MS
1.D
I can explain how the
images in text add
meaning to the words.
I can use the images and image, informational text
words in a text to help me
understand what I am
reading.
ESL I MS
1.E
Use the illustrations and
details in a text to describe
its key ideas.
Explain how specific
images (e.g., a diagram
showing how a machine
works) contribute to and
clarify a text
Know and use various text
features (e.g., captions,
bold print, subheadings,
glossaries, indexes,
electronic menus, icons) to
locate key facts or
information in a text
efficiently.
I can identify and give
I can explain how text
examples of text features. features help locate key
facts or information.
text feature
ESL I MS
1.F
ESL I MS
1.G
ESL I MS
1.H
ESL I MS
1.I
Ask and answer such
questions as who, what,
where, when, why, and
how to demonstrate
understanding of key
details in a text
Use information gained
from the illustrations and
words in a print or digital
text to demonstrate
understanding of its
characters, setting, or plot.
I can identify who, where, I can ask and answer
when, why, and how to
questions before, during,
answer questions about a and after reading a text.
text.
key detail
I can identify illustrations
that support a story.
illustration, character,
setting, plot
Determine or clarify the
meaning of unknown and
multiple-meaning words
and phrases based on
grade 1 reading and
content, choosing flexibly
from an array of
strategies. (a) Use
sentence-level context as
a clue to the meaning of a
word or phrase. (b) Use
frequently occurring
affixes as a clue to the
meaning of a word. (c)
Identify frequently
occurring root words (e.g.,
look) and their inflectional
forms (e.g., looks, looked,
looking).
Write narratives to
develop real or imagined
experiences or events
using effective technique,
descriptive details, and
clear event sequences. (a)
Establish a situation and
introduce a narrator
and/or characters;
organize an event
sequence that unfolds
naturally. (b) Use dialogue
and descriptions of
actions, thoughts, and
feelings to develop
experiences and events or
show the response of
characters to situations.
(c) Use temporal words
and phrases to signal
event order. (d) Provide a
sense of closure.
I can determine the
I can identify common
meaning of unknown and affixes (e.g., pre-, un-, multiple meaning words less) of unknown words.
using context clues (e.g.,
definitions, examples,
restatements) in a
sentence.
context clue, affix, root
word
I can define narrative text
and describe the basic
parts of plot (introduction,
rising action, climax, falling
action, and resolution).
narrative, plot, narrator,
character, event,
sequence, temporal
word/phrase, conclusion
I can explain how
illustrations add meaning
to the words in a story.
I can introduce the
narrator, characters, and
the event/situation that
starts the story. I can
sequence (put in order)
the events in my story so
that one event leads to
the next.
ESL I MS
1.J
ESL I MS
2.A
Determine or clarify the
meaning of unknown and
multiple-meaning word
and phrases based on
grade 3 reading and
content, choosing flexibly
from a range of strategies.
(a) Use sentence-level
context as a clue to the
meaning of a word or
phrase. (b) Determine the
meaning of the new word
formed when a known
affix is added to a known
word (e.g.,
agreeable/disagreeable,
comfortable/uncomfortabl
e, care/careless,
heat/preheat). (c) Use a
known root word as a clue
to the meaning of an
unknown word with the
same root (e.g., company,
companion). (d) Use
glossaries or beginning
dictionaries, both print
and digital, to determine
or clarify the precise
meaning of key words and
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. (b) Form and
use regular and irregular
plural nouns. (c) Use
abstract nouns (e.g.,
childhood). (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. (f) Ensure subjectverb and pronounantecedent agreement.
(g) Form and use
comparative and
superlative adjectives and
adverbs, and choose
between them depending
on what is to be modified.
(h) Use coordinating and
subordinating
I can determine the
I can recognize and define context clue, affix, root,
meaning of unknown
common affixes (e.g., un-, reference material
words using context clues dis-, -able, -less).
(e.g., definitions,
examples, restatements)
in a sentence.
I can define noun (person,
place, thing, or idea) and
pronoun (a word that
takes the place of one or
more nouns) and explain
how they function in a
sentence. (cont. on next
page). I can define verb
(an action or state of
being) and explain how it
functions in a sentence.
I can define adjective (a
word that adds meaning
to a noun or pronoun) and
adverb (a word that adds
meaning to a verb,
adjective, or other adverb)
and explain how they
function in a sentence. I
can identify comparative
adjectives/adverbs
(formed by adding -er or
more) and superlative
adjectives/adverbs
(formed by adding -est or
most) and choose the
correct form when writing
or speaking.
noun, pronoun, verb,
adjective, adverb,
regular/irregular plural
noun, abstract noun,
regular/irregular verb,
verb tense, antecedent,
comparative
adjective/adverb,
superlative
adjective/adverb,
coordinating conjunction,
subordinating conjunction,
simple sentence,
compound sentence,
complex sentence
ESL I MS
2.B
ESL I MS
2.C
Demonstrate
understanding of
figurative language, word
relationships and nuances
in word meanings. (a)
Identify real-life
connections between
words and their use (e.g.,
describe foods that are
spicy or juicy). (b)
Distinguish shades of
meaning among closely
related verbs (e.g., toss,
throw, hurl) and closely
related adjectives (e.g.,
thin, slender, skinny,
scrawny).
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking. (a) Use relative
pronouns (who, whose,
whom, which, that) and
relative adverbs (where,
when, why). (b) Form and
use the progressive (e.g., I
was walking; I am walking;
I will be walking) verb
tenses. (c) Use modal
auxiliaries (e.g., can, may,
must) to convey various
conditions. (d) Order
adjectives within
sentences according to
conventional patterns
(e.g., a small red bag
rather than a red small
bag). (e) Form and use
prepositional phrases. (f)
Produce complete
sentences, recognizing and
correcting inappropriate
fragments and run-ons.
(g) Correctly use
frequently confused words
(e.g., to, too, two; there,
I can make a real-life
I can recognize verbs and
connection (text to self) to adjectives that have
similar meanings and
words I hear and read.
choose the one that best
fits the action or
description.
connection, verb,
adjective
I can identify relative
pronouns and use them
correctly (e.g., who and
whom refer to people;
which refers to things,
qualities, and ideas; that
and whose refer to
people, things, qualities,
and ideas). I can define
and form progressive
verbs (verbs that indicate
something is happening,
was happening, or will be
happening) and use them
correctly. I can identify
and correctly use modal
auxiliaries (verbs that
convey mood or tense).
relative pronoun, relative
adverb, progressive verb
tense, modal auxiliary,
adjective, prepositional
phrase, fragment, run-on
sentence
I can identify relative
adverbs and use them
correctly (e.g., where
modifies nouns of place,
when modifies nouns of
time, why modifies the
noun reason). I can
recognize that multiple
adjectives describing the
same noun should be
placed in a particular
order (e.g., article + size +
shape + age + color; the
tiny, oval, red bead or an
old black suitcase). I can
identify common
prepositions (e.g., of, to,
in, on, at) and properly
form prepositional
phrases.
ESL I MS
2.D
Demonstrate command of
the conventions of
standard English
capitalization,
punctuation, and spelling
when writing. (a)
Capitalize appropriate
words in titles. (b) Use
commas in addresses. ©
Use commas and
quotation marks in
dialogue (d) Form and use
possessives. (e) Use
conventional spelling for
high-frequency and other
studied words and for
adding suffixes to base
words (e.g., sitting, smiled,
cries, happiness). (f) Use
spelling patterns and
generalizations (e.g., word
families, position-based
spellings, syllable patterns,
ending rules, meaningful
word parts) in writing
words. (g) Consult
reference materials,
including beginning
dictionaries, as needed to
check and correct
I can identify words in a
title that should be
capitalized (e.g., first and
last words, nouns,
pronouns, verbs,
adjectives, adverbs,
subordinating
conjunctions, prepositions
of five or more letters). I
can punctuate dialogue
correctly by using commas
before/after speaker tags
and placing quotation
marks around spoken
words (e.g., "I was
walking," Christian said,
"when Caleb tripped me.")
I can identify words in a
title, address, dialogue,
title that should not be
speaker tag, possessives,
capitalized (e.g., articles
base word, suffix, resource
coordinating conjunctions,
prepositions of four or
fewer letters). I can define
possessives (nouns that
own something) and form
singular possessives (e.g.,
add apostrophe s-'s) and
plural possessives (e.g.,
add an apostrophe after
the existing s-s').
ESL I MS
2.E
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking. (a) Print all
upper- and lowercase
letters. (b) Use common,
proper, and possessive
nouns. ©Use singular and
plural nouns with
matching verbs in basic
sentences (e.g., He hops;
We hop). (d) Use
personal, possessive, and
indefinite pronouns (e.g.,
I, me, my; they, them,
their, anyone, everything).
(e) use verbs to convey a
sense of past, present, and
future (e.g., Yesterday I
walked home; Today I
walk home; Tomorrow I
will walk home). (f) Use
frequently occurring
adjectives. (g) Use
frequently occurring
conjunctions (e.g., and,
but, and, but, or, so,
because). (h) Use
determiners (e.g., articles,
I can print all upper- and
lowercase letters
correctly. I can respond to
questions by writing
simple and compound
sentences. I can write
simple and compound
sentences that make a
statement, ask a question,
make a
command/request, or
make an exclamation. I
can write basic sentences
that use singular nouns
with singular verbs and
plural nouns with plural
verbs.
I can explain the
difference between
common nouns (a general
person, place, or thing),
proper nouns (a specific
person, place, or thing),
and possessive nouns (a
noun that shows
ownership). I can identify
and write common nouns
correctly by beginning
them with lowercase
letter.
uppercase letters,
lowercase letters,
common noun, proper
noun, possessive noun,
verb, singular, plural,
pronoun, personal
pronoun, possessive
pronoun, indefinite
pronoun conjunction,
determiner, preposition,
simple sentence,
compound sentence
ESL I MS
2.F
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking. (a) Use collective
nouns (e.g., group) (b)
Form and use frequently
occurring irregular plural
nouns (e.g., feet, children,
teeth, mice, fish). © Use
reflexive pronouns (e.g.,
myself, ourselves). (d)
Form and use the past
tense of frequently
occurring irregular verbs
(e.g., sat, hid, told). (e)
Use adjectives and
adverbs, and choose
between them depending
on what is to be modified.
(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).
I can define collective
I can identify irregular
nouns (a singular noun
plural nouns (nouns that
that refers to a group of
do not add -s to form the
people or things) and use plural) and use them
them correctly. I can
correctly. I can identify
identify reflexive pronouns irregular verbs in the past
tense (past tense verbs
(personal pronouns
compounded with -self, or - that are not formed by
adding -ed) and use them
selves) and use them
correctly.
correctly.
language, collective noun,
irregular plural noun,
reflexive pronoun,
irregular verb, adjective,
adverb, simple sentence,
compound sentence,
expand, rearrange
ESL I MS
2.H
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking. (a) Print all
upper- and lowercase
letters. (b) Use common,
proper, and possessive
nouns. ©Use singular and
plural nouns with
matching verbs in basic
sentences (e.g., He hops;
We hop). (d) Use
personal, possessive, and
indefinite pronouns (e.g.,
I, me, my; they, them,
their, anyone, everything).
(e) use verbs to convey a
sense of past, present, and
future (e.g., Yesterday I
walked home; Today I
walk home; Tomorrow I
will walk home). (f) Use
frequently occurring
adjectives. (g) Use
frequently occurring
conjunctions (e.g., and,
but, and, but, or, so,
because). (h) Use
determiners (e.g., articles,
I can print all upper- and
lowercase letters
correctly. I can respond to
questions by writing
simple and compound
sentences. I can write
simple and compound
sentences that make a
statement, ask a question,
make a
command/request, or
make an exclamation. I
can write basic sentences
that use singular nouns
with singular verbs and
plural nouns with plural
verbs.
uppercase letters,
lowercase letters,
common noun, proper
noun, possessive noun,
verb, singular, plural,
pronoun, personal
pronoun, possessive
pronoun, indefinite
pronoun conjunction,
determiner, preposition,
simple sentence,
compound sentence
I can explain the
difference between
common nouns (a general
person, place, or thing),
proper nouns (a specific
person, place, or thing),
and possessive nouns (a
noun that shows
ownership). I can identify
and write common nouns
correctly by beginning
them with lowercase
letter.
ESL I MS
2.J
With guidance and
support from adults,
demonstrate
understanding of
figurative language, 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
9e.g., a duck is a bird that
swims; a tiger is a large cat
with stripes). (c) Identify
real-life connections
between words and their
use (e.g., note places at
home that are cozy). (d)
Distinguish shades of
meaning among verbs
differing in manner (e.g.,
look, peek, glance, stare,
glare, scowl) and
adjectives differing in
intensity (e.g., large,
gigantic) by defining or
choosing them or by
ESL I MS
2.K
ESL I MS
2.L
Ask and answer questions I can explain that a key
I can identify key details in key detail
about key details in a text. detail is an important part a text (e.g., who, what,
of a text
where, when, why, and
how).
Recount or describe key
I can identify information I can identify information format, key idea, detail
ideas or details from a text from a text being read
that is presented in
read aloud or information aloud.
different formats (e.g.,
presented orally or
media, charts, graphs,
through other media.
websites, speeches).
ESL I MS
3.A
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. (b) Form and
use regular and irregular
plural nouns. (c) Use
abstract nouns (e.g.,
childhood). (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. (f) Ensure subjectverb and pronounantecedent agreement.
(g) Form and use
comparative and
superlative adjectives and
adverbs, and choose
between them depending
on what is to be modified.
(h) Use coordinating and
subordinating
I can sort into categories. I I can connect words I hear common, category, trait,
can define words by
and read to the real world. connection, verb,
categories using common
adjective
traits.
I can define noun (person,
place, thing, or idea) and
pronoun (a word that
takes the place of one or
more nouns) and explain
how they function in a
sentence. (cont. on next
page). I can define verb
(an action or state of
being) and explain how it
functions in a sentence.
I can define adjective (a
word that adds meaning
to a noun or pronoun) and
adverb (a word that adds
meaning to a verb,
adjective, or other adverb)
and explain how they
function in a sentence. I
can identify comparative
adjectives/adverbs
(formed by adding -er or
more) and superlative
adjectives/adverbs
(formed by adding -est or
most) and choose the
correct form when writing
or speaking.
noun, pronoun, verb,
adjective, adverb,
regular/irregular plural
noun, abstract noun,
regular/irregular verb,
verb tense, antecedent,
comparative
adjective/adverb,
superlative
adjective/adverb,
coordinating conjunction,
subordinating conjunction,
simple sentence,
compound sentence,
complex sentence
ESL I MS
3.B
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking. (a) Print all
upper- and lowercase
letters. (b) Use common,
proper, and possessive
nouns. ©Use singular and
plural nouns with
matching verbs in basic
sentences (e.g., He hops;
We hop). (d) Use
personal, possessive, and
indefinite pronouns (e.g.,
I, me, my; they, them,
their, anyone, everything).
(e) use verbs to convey a
sense of past, present, and
future (e.g., Yesterday I
walked home; Today I
walk home; Tomorrow I
will walk home). (f) Use
frequently occurring
adjectives. (g) Use
frequently occurring
conjunctions (e.g., and,
but, and, but, or, so,
because). (h) Use
determiners (e.g., articles,
I can print all upper- and
lowercase letters
correctly. I can respond to
questions by writing
simple and compound
sentences. I can write
simple and compound
sentences that make a
statement, ask a question,
make a
command/request, or
make an exclamation. I
can write basic sentences
that use singular nouns
with singular verbs and
plural nouns with plural
verbs.
I can explain the
difference between
common nouns (a general
person, place, or thing),
proper nouns (a specific
person, place, or thing),
and possessive nouns (a
noun that shows
ownership). I can identify
and write common nouns
correctly by beginning
them with lowercase
letter.
uppercase letters,
lowercase letters,
common noun, proper
noun, possessive noun,
verb, singular, plural,
pronoun, personal
pronoun, possessive
pronoun, indefinite
pronoun conjunction,
determiner, preposition,
simple sentence,
compound sentence
ESL I MS
3.C
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking. (a) Print all
upper- and lowercase
letters. (b) Use common,
proper, and possessive
nouns. ©Use singular and
plural nouns with
matching verbs in basic
sentences (e.g., He hops;
We hop). (d) Use
personal, possessive, and
indefinite pronouns (e.g.,
I, me, my; they, them,
their, anyone, everything).
(e) use verbs to convey a
sense of past, present, and
future (e.g., Yesterday I
walked home; Today I
walk home; Tomorrow I
will walk home). (f) Use
frequently occurring
adjectives. (g) Use
frequently occurring
conjunctions (e.g., and,
but, and, but, or, so,
because). (h) Use
determiners (e.g., articles,
I can print all upper- and
lowercase letters
correctly. I can respond to
questions by writing
simple and compound
sentences. I can write
simple and compound
sentences that make a
statement, ask a question,
make a
command/request, or
make an exclamation. I
can write basic sentences
that use singular nouns
with singular verbs and
plural nouns with plural
verbs.
I can explain the
difference between
common nouns (a general
person, place, or thing),
proper nouns (a specific
person, place, or thing),
and possessive nouns (a
noun that shows
ownership). I can identify
and write common nouns
correctly by beginning
them with lowercase
letter.
uppercase letters,
lowercase letters,
common noun, proper
noun, possessive noun,
verb, singular, plural,
pronoun, personal
pronoun, possessive
pronoun, indefinite
pronoun conjunction,
determiner, preposition,
simple sentence,
compound sentence
ESL I MS
3.D
ESL I MS
3.E
Determine or clarify the
meaning of unknown and
multiple-meaning words
and phrases based on
grade 1 reading and
content, choosing flexibly
from an array of
strategies. (a) Use
sentence-level context as
a clue to the meaning of a
word or phrase. (b) Use
frequently occurring
affixes as a clue to the
meaning of a word. (c)
Identify frequently
occurring root words (e.g.,
look) and their inflectional
forms (e.g., looks, looked,
looking).
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. (b) Form and
use regular and irregular
plural nouns. (c) Use
abstract nouns (e.g.,
childhood). (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. (f) Ensure subjectverb and pronounantecedent agreement.
(g) Form and use
comparative and
superlative adjectives and
adverbs, and choose
between them depending
on what is to be modified.
(h) Use coordinating and
subordinating
I can determine the
I can identify common
meaning of unknown and affixes (e.g., pre-, un-, multiple meaning words less) of unknown words.
using context clues (e.g.,
definitions, examples,
restatements) in a
sentence.
context clue, affix, root
word
I can define noun (person,
place, thing, or idea) and
pronoun (a word that
takes the place of one or
more nouns) and explain
how they function in a
sentence. (cont. on next
page). I can define verb
(an action or state of
being) and explain how it
functions in a sentence.
noun, pronoun, verb,
adjective, adverb,
regular/irregular plural
noun, abstract noun,
regular/irregular verb,
verb tense, antecedent,
comparative
adjective/adverb,
superlative
adjective/adverb,
coordinating conjunction,
subordinating conjunction,
simple sentence,
compound sentence,
complex sentence
I can define adjective (a
word that adds meaning
to a noun or pronoun) and
adverb (a word that adds
meaning to a verb,
adjective, or other adverb)
and explain how they
function in a sentence. I
can identify comparative
adjectives/adverbs
(formed by adding -er or
more) and superlative
adjectives/adverbs
(formed by adding -est or
most) and choose the
correct form when writing
or speaking.
ESL I MS
3.F
ESL I MS
ESL I MS
3.H
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking. (a) Use relative
pronouns (who, whose,
whom, which, that) and
relative adverbs (where,
when, why). (b) Form and
use the progressive (e.g., I
was walking; I am walking;
I will be walking) verb
tenses. (c) Use modal
auxiliaries (e.g., can, may,
must) to convey various
conditions. (d) Order
adjectives within
sentences according to
conventional patterns
(e.g., a small red bag
rather than a red small
bag). (e) Form and use
prepositional phrases. (f)
Produce complete
sentences, recognizing and
correcting inappropriate
fragments and run-ons.
(g) Correctly use
frequently confused words
(e.g., to, too, two; there,
I can identify relative
pronouns and use them
correctly (e.g., who and
whom refer to people;
which refers to things,
qualities, and ideas; that
and whose refer to
people, things, qualities,
and ideas). I can define
and form progressive
verbs (verbs that indicate
something is happening,
was happening, or will be
happening) and use them
correctly. I can identify
and correctly use modal
auxiliaries (verbs that
convey mood or tense).
I can identify relative
adverbs and use them
correctly (e.g., where
modifies nouns of place,
when modifies nouns of
time, why modifies the
noun reason). I can
recognize that multiple
adjectives describing the
same noun should be
placed in a particular
order (e.g., article + size +
shape + age + color; the
tiny, oval, red bead or an
old black suitcase). I can
identify common
prepositions (e.g., of, to,
in, on, at) and properly
form prepositional
phrases.
relative pronoun, relative
adverb, progressive verb
tense, modal auxiliary,
adjective, prepositional
phrase, fragment, run-on
sentence
Know and apply gradelevel phonics and word
analysis skills in decoding
words. (a) Know the
spelling-sound
correspondences for
common consonant
diagraphs (two letters that
represent one sound). (b)
Decode regularly spelled
one-syllable words. ©
Know final -e and common
vowel team conventions
for representing long
vowel sounds. (d) Use
knowledge that every
syllable must have a vowel
sound to determine the
number of syllables in a
printed word. (e) Decode
two-syllable words
following basic patterns by
breaking the words into
syllables. (f) Read words
with inflectional endings.
(g) Recognize and read
grade-appropriate
irregularly spelled words.
I can identify the sounds
each letter makes. I can
identify and create the
sounds common diagraphs
make (e.g., sh, ph, th).
I can decode one-syllable
words by sounding out
each letter. I can
recognize long vowel
sounds created using a
final -e and common
vowel teams. I can
recognize that all syllables
have a vowel sound.
diagraph, decode, syllable,
vowel sound, vowel team,
segment, inflectional
ending, irregular
I can ask and answer
questions before, during,
and after reading a text.
details
Ask and answer questions I can locate words and
to demonstrate
details to answer
understanding of a text,
questions in a text.
referring explicitly to the
text as the basis for the
answers.
ESL I MS
3.I
Ask and answer questions I can locate words and
to demonstrate
details to answer
understanding of a text,
questions in a text.
referring explicitly to the
text as the basis for the
answers.
I can ask and answer
questions before, during,
and after reading a text.
details
ESL I MS
3.J
Produce complete
sentences when
appropriate to task and
situation.
I can recognize a complete I can use complete
sentence (a group of
sentences when needed.
words that expresses a
complete thought).
ESL I MS
3.K
I can identify the
characters, settings, and
major events in a story.
I can use key details to
character, setting, major
describe the characters in event, key detail
a story.
ESL I MS
3.L
Describe characters,
settings, and major events
in a story, using key
details.
Engage effectively in a
range of collaborative
discussions (one-on-one,
in groups, and teacherled) with diverse partners
on grade 5 topics and
texts, building on others'
ideas and expressing their
own clearly. (a) Come to
discussions prepared,
having read or studied
required material;
explicitly draw on that
preparation and other
information known about
the topic to explore ideas
under discussion. (b)
Follow agreed-upon rules
for discussion and carry
out assigned roles. (c)
Pose and respond to
specific questions by
making comments that
contribute to the
discussion and elaborate
on the remarks of others.
(d) Review the key ideas
expressed and draw
conclusions in light of
information and
I can read or study
material(s) to be
discussed. I can list
important information
about the topic to be
discussed.
I can identify and follow
discussion, connection
the agreed upon rules for
discussion and carry out
assigned roles. I can ask
questions when I do not
understand.
complete sentence
ESL I MS
4.A
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. (b) Form and
use regular and irregular
plural nouns. (c) Use
abstract nouns (e.g.,
childhood). (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. (f) Ensure subjectverb and pronounantecedent agreement.
(g) Form and use
comparative and
superlative adjectives and
adverbs, and choose
between them depending
on what is to be modified.
(h) Use coordinating and
subordinating
I can define noun (person,
place, thing, or idea) and
pronoun (a word that
takes the place of one or
more nouns) and explain
how they function in a
sentence. (cont. on next
page). I can define verb
(an action or state of
being) and explain how it
functions in a sentence.
I can define adjective (a
word that adds meaning
to a noun or pronoun) and
adverb (a word that adds
meaning to a verb,
adjective, or other adverb)
and explain how they
function in a sentence. I
can identify comparative
adjectives/adverbs
(formed by adding -er or
more) and superlative
adjectives/adverbs
(formed by adding -est or
most) and choose the
correct form when writing
or speaking.
noun, pronoun, verb,
adjective, adverb,
regular/irregular plural
noun, abstract noun,
regular/irregular verb,
verb tense, antecedent,
comparative
adjective/adverb,
superlative
adjective/adverb,
coordinating conjunction,
subordinating conjunction,
simple sentence,
compound sentence,
complex sentence
ESL I MS
4.B
Demonstrate command of
the conventions of
standard English
capitalization,
punctuation, and spelling
when writing. (a)
Capitalize dates and
names of people. (b) Use
end punctuation for
sentences. © Use
commas in dates and to
separate single words in a
series. (d) Use
conventional spelling for
words with common
spelling patterns and for
frequently occurring
irregular words. (e) Spell
untaught words
phonetically, drawing on
phonemic awareness and
spelling conventions
I can capitalize days of the
week, months, and names
of people when writing. I
can identify end
punctuation marks such as
a period, exclamation
point, and question mark.
I can use the correct end
punctuation in my writing.
I can place a comma
between the day and the
year of the date.
capitalize, period,
exclamation point,
question mark,
punctuation, comma,
series, spelling pattern
ESL I MS
4.C
ESL I MS
4.D
Demonstrate command of
the conventions of
standard English
capitalization,
punctuation, and spelling
when writing. (a)
Capitalize holidays,
product names, and
geographic names. (b)
Use commas in greetings
and closings of letters. ©
Use an apostrophe to
form contractions and
frequently occurring
possessives. (d)
Generalize learned spelling
patterns when writing
words (e.g., cage - badge;
boy - boil). (e) Consult
reference materials,
including beginning
dictionaries, as needed to
check and correct
spellings
Demonstrate command of
the conventions of
standard English
capitalization,
punctuation, and spelling
when writing. (a)
Capitalize appropriate
words in titles. (b) Use
commas in addresses. ©
Use commas and
quotation marks in
dialogue (d) Form and use
possessives. (e) Use
conventional spelling for
high-frequency and other
studied words and for
adding suffixes to base
words (e.g., sitting, smiled,
cries, happiness). (f) Use
spelling patterns and
generalizations (e.g., word
families, position-based
spellings, syllable patterns,
ending rules, meaningful
word parts) in writing
words. (g) Consult
reference materials,
including beginning
dictionaries, as needed to
check and correct
I can recognize holidays,
product names, and
geographic names and
capitalize them when
writing. I can place a
comma after the greeting
and closing of letters.
I can identify a contraction
(a word formed from two
or more words by omitting
or combining some
sounds) and use an
apostrophe to spell
contractions correctly.
capitalize, comma,
greeting, closing,
apostrophe, contraction,
possessive, spelling
pattern
I can identify words in a
title that should be
capitalized (e.g., first and
last words, nouns,
pronouns, verbs,
adjectives, adverbs,
subordinating
conjunctions, prepositions
of five or more letters). I
can punctuate dialogue
correctly by using commas
before/after speaker tags
and placing quotation
marks around spoken
words (e.g., "I was
walking," Christian said,
"when Caleb tripped me.")
I can identify words in a
title, address, dialogue,
title that should not be
speaker tag, possessives,
capitalized (e.g., articles
base word, suffix, resource
coordinating conjunctions,
prepositions of four or
fewer letters). I can define
possessives (nouns that
own something) and form
singular possessives (e.g.,
add apostrophe s-'s) and
plural possessives (e.g.,
add an apostrophe after
the existing s-s').
ESL I MS
4.F
Demonstrate command of
the conventions of
standard English
capitalization,
punctuation, and spelling
when writing. (a)
Capitalize appropriate
words in titles. (b) Use
commas in addresses. ©
Use commas and
quotation marks in
dialogue (d) Form and use
possessives. (e) Use
conventional spelling for
high-frequency and other
studied words and for
adding suffixes to base
words (e.g., sitting, smiled,
cries, happiness). (f) Use
spelling patterns and
generalizations (e.g., word
families, position-based
spellings, syllable patterns,
ending rules, meaningful
word parts) in writing
words. (g) Consult
reference materials,
including beginning
dictionaries, as needed to
check and correct
I can identify words in a
title that should be
capitalized (e.g., first and
last words, nouns,
pronouns, verbs,
adjectives, adverbs,
subordinating
conjunctions, prepositions
of five or more letters). I
can punctuate dialogue
correctly by using commas
before/after speaker tags
and placing quotation
marks around spoken
words (e.g., "I was
walking," Christian said,
"when Caleb tripped me.")
I can identify words in a
title, address, dialogue,
title that should not be
speaker tag, possessives,
capitalized (e.g., articles
base word, suffix, resource
coordinating conjunctions,
prepositions of four or
fewer letters). I can define
possessives (nouns that
own something) and form
singular possessives (e.g.,
add apostrophe s-'s) and
plural possessives (e.g.,
add an apostrophe after
the existing s-s').
ESL I MS
4.G
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking. (a) Print all
upper- and lowercase
letters. (b) Use common,
proper, and possessive
nouns. ©Use singular and
plural nouns with
matching verbs in basic
sentences (e.g., He hops;
We hop). (d) Use
personal, possessive, and
indefinite pronouns (e.g.,
I, me, my; they, them,
their, anyone, everything).
(e) use verbs to convey a
sense of past, present, and
future (e.g., Yesterday I
walked home; Today I
walk home; Tomorrow I
will walk home). (f) Use
frequently occurring
adjectives. (g) Use
frequently occurring
conjunctions (e.g., and,
but, and, but, or, so,
because). (h) Use
determiners (e.g., articles,
I can print all upper- and
lowercase letters
correctly. I can respond to
questions by writing
simple and compound
sentences. I can write
simple and compound
sentences that make a
statement, ask a question,
make a
command/request, or
make an exclamation. I
can write basic sentences
that use singular nouns
with singular verbs and
plural nouns with plural
verbs.
I can explain the
difference between
common nouns (a general
person, place, or thing),
proper nouns (a specific
person, place, or thing),
and possessive nouns (a
noun that shows
ownership). I can identify
and write common nouns
correctly by beginning
them with lowercase
letter.
uppercase letters,
lowercase letters,
common noun, proper
noun, possessive noun,
verb, singular, plural,
pronoun, personal
pronoun, possessive
pronoun, indefinite
pronoun conjunction,
determiner, preposition,
simple sentence,
compound sentence
ESL I MS
4.H
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking. (a) Print all
upper- and lowercase
letters. (b) Use common,
proper, and possessive
nouns. ©Use singular and
plural nouns with
matching verbs in basic
sentences (e.g., He hops;
We hop). (d) Use
personal, possessive, and
indefinite pronouns (e.g.,
I, me, my; they, them,
their, anyone, everything).
(e) use verbs to convey a
sense of past, present, and
future (e.g., Yesterday I
walked home; Today I
walk home; Tomorrow I
will walk home). (f) Use
frequently occurring
adjectives. (g) Use
frequently occurring
conjunctions (e.g., and,
but, and, but, or, so,
because). (h) Use
determiners (e.g., articles,
I can print all upper- and
lowercase letters
correctly. I can respond to
questions by writing
simple and compound
sentences. I can write
simple and compound
sentences that make a
statement, ask a question,
make a
command/request, or
make an exclamation. I
can write basic sentences
that use singular nouns
with singular verbs and
plural nouns with plural
verbs.
ESL I MS
4.I
I can identify purposes for I can read a text and
author's purpose
reading (e.g., to inform, to identify the author's main
purpose for writing it.
explain, to describe).
ESL I MS
4.J
ESL I MS
4.K
Identify the main purpose
of a text, including what
the author wants to
answer, explain, or
describe
Determine the main idea
of a text; recount the key
details and explain how
they support the main
idea
Conduct short research
projects that build
knowledge about a topic.
I can define main idea
(who or what a text is
mostly about).
I can explain the
difference between
common nouns (a general
person, place, or thing),
proper nouns (a specific
person, place, or thing),
and possessive nouns (a
noun that shows
ownership). I can identify
and write common nouns
correctly by beginning
them with lowercase
letter.
I can determine the main
idea of a text.
I can define research and I can research a topic to
explain how it is different answer questions and/or
from other types of
gain information.
writing.
uppercase letters,
lowercase letters,
common noun, proper
noun, possessive noun,
verb, singular, plural,
pronoun, personal
pronoun, possessive
pronoun, indefinite
pronoun conjunction,
determiner, preposition,
simple sentence,
compound sentence
main idea, key detail,
recount
research, topic
ESL I MS
5.A
Demonstrate command of
the conventions of
standard English
capitalization,
punctuation, and spelling
when writing. (a)
Capitalize appropriate
words in titles. (b) Use
commas in addresses. ©
Use commas and
quotation marks in
dialogue (d) Form and use
possessives. (e) Use
conventional spelling for
high-frequency and other
studied words and for
adding suffixes to base
words (e.g., sitting, smiled,
cries, happiness). (f) Use
spelling patterns and
generalizations (e.g., word
families, position-based
spellings, syllable patterns,
ending rules, meaningful
word parts) in writing
words. (g) Consult
reference materials,
including beginning
dictionaries, as needed to
check and correct
I can identify words in a
title that should be
capitalized (e.g., first and
last words, nouns,
pronouns, verbs,
adjectives, adverbs,
subordinating
conjunctions, prepositions
of five or more letters). I
can punctuate dialogue
correctly by using commas
before/after speaker tags
and placing quotation
marks around spoken
words (e.g., "I was
walking," Christian said,
"when Caleb tripped me.")
I can identify words in a
title, address, dialogue,
title that should not be
speaker tag, possessives,
capitalized (e.g., articles
base word, suffix, resource
coordinating conjunctions,
prepositions of four or
fewer letters). I can define
possessives (nouns that
own something) and form
singular possessives (e.g.,
add apostrophe s-'s) and
plural possessives (e.g.,
add an apostrophe after
the existing s-s').
ESL I MS
5.B
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking. (a) Print all
upper- and lowercase
letters. (b) Use common,
proper, and possessive
nouns. ©Use singular and
plural nouns with
matching verbs in basic
sentences (e.g., He hops;
We hop). (d) Use
personal, possessive, and
indefinite pronouns (e.g.,
I, me, my; they, them,
their, anyone, everything).
(e) use verbs to convey a
sense of past, present, and
future (e.g., Yesterday I
walked home; Today I
walk home; Tomorrow I
will walk home). (f) Use
frequently occurring
adjectives. (g) Use
frequently occurring
conjunctions (e.g., and,
but, and, but, or, so,
because). (h) Use
determiners (e.g., articles,
I can print all upper- and
lowercase letters
correctly. I can respond to
questions by writing
simple and compound
sentences. I can write
simple and compound
sentences that make a
statement, ask a question,
make a
command/request, or
make an exclamation. I
can write basic sentences
that use singular nouns
with singular verbs and
plural nouns with plural
verbs.
I can explain the
difference between
common nouns (a general
person, place, or thing),
proper nouns (a specific
person, place, or thing),
and possessive nouns (a
noun that shows
ownership). I can identify
and write common nouns
correctly by beginning
them with lowercase
letter.
uppercase letters,
lowercase letters,
common noun, proper
noun, possessive noun,
verb, singular, plural,
pronoun, personal
pronoun, possessive
pronoun, indefinite
pronoun conjunction,
determiner, preposition,
simple sentence,
compound sentence
ESL I MS
5.C
Determine or clarify the
meaning of unknown and
multiple-meaning words
and phrases based on
grade 2 reading and
content, choosing
flexibility from an array of
strategies. (a) Use
sentence level context as a
clue to the meaning of a
word or phrase. (b)
Determine the meaning of
the new word formed
when a known prefix is
added to a known word
9e.g., happy/unhappy,
tell/retell). (c) Use a
known root word as a clue
to the meaning of an
unknown word with the
same root (e.g., addition,
additional). (d) Use
knowledge of the meaning
of individual words to
predict the meaning of
compound words (e.g.,
birdhouse, lighthouse,
housefly; bookshelf,
notebook, bookmark). (e)
Use glossaries and
I can determine the
meaning of unknown
words using context clues
(e.g., definitions,
examples, restatements)
in a sentence.
I can recognize and define context clue, prefix, root
common prefixes (e.g., un- word, compound word,
, dis-, re-). I can break
glossary, dictionary
down unknown words into
units of meaning (prefix,
root) to determine
definitions.
ESL I MS
5.E
Determine or clarify the
meaning of unknown and
multiple-meaning words
and phrases based on
grade 1 reading and
content, choosing flexibly
from an array of
strategies. (a) Use
sentence-level context as
a clue to the meaning of a
word or phrase. (b) Use
frequently occurring
affixes as a clue to the
meaning of a word. (c)
Identify frequently
occurring root words (e.g.,
look) and their inflectional
forms (e.g., looks, looked,
looking).
I can determine the
I can identify common
meaning of unknown and affixes (e.g., pre-, un-, multiple meaning words less) of unknown words.
using context clues (e.g.,
definitions, examples,
restatements) in a
sentence.
context clue, affix, root
word
ESL I MS
5.F
Demonstrate command of
the conventions of
standard English
capitalization,
punctuation, and spelling
when writing. (a)
Capitalize appropriate
words in titles. (b) Use
commas in addresses. ©
Use commas and
quotation marks in
dialogue (d) Form and use
possessives. (e) Use
conventional spelling for
high-frequency and other
studied words and for
adding suffixes to base
words (e.g., sitting, smiled,
cries, happiness). (f) Use
spelling patterns and
generalizations (e.g., word
families, position-based
spellings, syllable patterns,
ending rules, meaningful
word parts) in writing
words. (g) Consult
reference materials,
including beginning
dictionaries, as needed to
check and correct
I can identify words in a
title that should be
capitalized (e.g., first and
last words, nouns,
pronouns, verbs,
adjectives, adverbs,
subordinating
conjunctions, prepositions
of five or more letters). I
can punctuate dialogue
correctly by using commas
before/after speaker tags
and placing quotation
marks around spoken
words (e.g., "I was
walking," Christian said,
"when Caleb tripped me.")
I can identify words in a
title, address, dialogue,
title that should not be
speaker tag, possessives,
capitalized (e.g., articles
base word, suffix, resource
coordinating conjunctions,
prepositions of four or
fewer letters). I can define
possessives (nouns that
own something) and form
singular possessives (e.g.,
add apostrophe s-'s) and
plural possessives (e.g.,
add an apostrophe after
the existing s-s').
ESL I MS
5.G
Describe the connection
between a series of
historical events, scientific
ideas or concepts, or steps
in technical procedures in
a text.
I can identify historical
events. I can identify
scientific ideas or
concepts.
I can identify the steps in a event, idea, concept, step,
process. I can explain how process, connect
historical events connect.
ESL I MS
5.H
Identify words and
phrases in stories or
poems that suggest
feelings or appeal to the
senses.
I can identify the five
senses (sight, hearing,
taste, touch, smell).
I can identify words and
five senses
phrases in a story or poem
that tell me how
something looks, sounds,
tastes, feels, or smells.
ESL I MS
5.I
I can use details to
describe people, places,
things, and events.
I can express ideas and
feelings clearly.
ESL I MS
6.B
Describe people, places,
things, and events with
relevant details,
expressing ideas and
feelings clearly
Compare and contrast the
adventures and
experiences of characters
in stories.
ESL I MS
6.C
Retell stories, including
I can retell (put into my
key details, and
own words) stories using
demonstrate
key details.
understanding of their
central message or lesson.
I can define central
message or lesson (the
overall idea an author is
trying to share).
retell, key detail, central
message, lesson
ESL I MS
6.D
Recount stories, including I can recount/retell(put in
fables, folktales, and
my own words) stories.
myths from diverse
cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key
details in the text.
I can define central
message, lesson, and/or
moral (overall idea an
author is trying to share).
recount, central message,
lesson, moral, key detail,
fable, folktale, myth
detail, people, place,
thing, event
I can identify characters in I can describe the
character, adventure,
stories I read or hear.
adventures and
experience, compare,
experiences of characters contrast
in stories I read or hear.
ESL I MS
6.E
ESL I MS
ALL UNITS
ESL I MS
ALL UNITS
ESL I MS
ALL UNITS
Summarize a written text I can identify information
read aloud or information from a text being read
presented in diverse
aloud.
media and formats,
including visually,
quantitatively, and orally.
I can identify information
that is presented in
different formats (e.g.,
media, charts, graphs,
websites, speeches).
format, main idea,
supporting details
Demonstrate command of
the conventions of
standard English
capitalization,
punctuation, and spelling
when writing. (a)
Capitalize dates and
names of people. (b) Use
end punctuation for
sentences. © Use
commas in dates and to
separate single words in a
series. (d) Use
conventional spelling for
words with common
spelling patterns and for
frequently occurring
irregular words. (e) Spell
untaught words
phonetically, drawing on
phonemic awareness and
spelling conventions
With guidance and
support from adults,
demonstrate
understanding of
figurative language, 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
9e.g., a duck is a bird that
swims; a tiger is a large cat
with stripes). (c) Identify
real-life connections
between words and their
use (e.g., note places at
home that are cozy). (d)
Distinguish shades of
meaning among verbs
differing in manner (e.g.,
look, peek, glance, stare,
glare, scowl) and
adjectives differing in
intensity (e.g., large,
gigantic) by defining or
choosing them or by
I can use the correct end
punctuation in my writing.
I can place a comma
between the day and the
year of the date.
capitalize, period,
exclamation point,
question mark,
punctuation, comma,
series, spelling pattern
I can capitalize days of the
week, months, and names
of people when writing. I
can identify end
punctuation marks such as
a period, exclamation
point, and question mark.
I can sort into categories. I I can connect words I hear common, category, trait,
can define words by
and read to the real world. connection, verb,
categories using common
adjective
traits.
With guidance and
I can write about a topic.
support from adults, focus
on a topic, respond to
questions and suggestions
from peers, and add
details to strengthen
writing as needed.
I can answer questions
about my writing.
topic, detail
ESL I MS
ALL UNITS
With guidance and
support from adults, use a
variety of digital tools to
produce and publish
writing, including in
collaboration with peers.
I can identify digital tools I can use digital tools to
(e.g., Word, Publisher,
produce and publish my
PowerPoint) that will help writing.
me produce and publish
my writing.
digital tools, publish
ESL I MS
ALL UNITS
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking. (a) Use collective
nouns (e.g., group) (b)
Form and use frequently
occurring irregular plural
nouns (e.g., feet, children,
teeth, mice, fish). © Use
reflexive pronouns (e.g.,
myself, ourselves). (d)
Form and use the past
tense of frequently
occurring irregular verbs
(e.g., sat, hid, told). (e)
Use adjectives and
adverbs, and choose
between them depending
on what is to be modified.
(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).
I can define collective
I can identify irregular
nouns (a singular noun
plural nouns (nouns that
that refers to a group of
do not add -s to form the
people or things) and use plural) and use them
them correctly. I can
correctly. I can identify
identify reflexive pronouns irregular verbs in the past
tense (past tense verbs
(personal pronouns
compounded with -self, or - that are not formed by
adding -ed) and use them
selves) and use them
correctly.
correctly.
language, collective noun,
irregular plural noun,
reflexive pronoun,
irregular verb, adjective,
adverb, simple sentence,
compound sentence,
expand, rearrange
ESL I MS
ALL UNITS
Participate in collaborative I can identify and follow
I can make connections
discussion, connection,
conversations with diverse the agreed upon rules for between the comments of idea
partners about grade 2
discussion.
others.
topics and texts with peers
and adults in small and
larger groups. (a) Follow
agreed-upon rules for
discussions (e.g., gaining
the floor in respectful
ways, listening to others
with care, speaking one at
a time about the topics
and texts under
discussion). (b) Build on
others' talk in
conversations by linking
their comments to the
remarks of others. (c) Ask
for clarification and
further explanation as
needed about the topics
and texts under
discussion.
ESL I MS
ALL UNITS
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking. (a) Explain the
function of conjunctions,
prepositions, and
interjections in general
and their function in
particular sentences. (b)
Form and use the perfect
(e.g., I had walked; I have
walked; I will have walked)
verb tenses. (c) Use verb
tense to convey various
times, sequences, states,
and conditions. (d)
Recognize and correct
inappropriate shifts in
verb tense. (e) Use
correlative conjunctions
(e.g., either/or,
neither/nor).
ESL I MS
ALL UNITS
ESL I MS/HS
ALL UNITS
I can define conjunction
(word(s) that connect
words, phrases, clauses, or
sentences) and explain its
function in a sentence. I
can define interjection (an
exclamation or attention
getter that expresses
strong feeling and usually
comes at the beginning of
a sentence) and explain its
function in a sentence.
I can define preposition (a
word that shows a
relationship of a noun or
pronoun to another word
in a sentence) and explain
its function in a sentence. I
can identify the past
perfect, present perfect,
and future perfect verb
tenses and use them
correctly.
conjunction, preposition,
interjection, past perfect,
present perfect, future
perfect, verb tense,
correlative conjunction
Write opinion pieces on
I can determine my
topics or texts, supporting opinion or point of view
a point of view with
on a topic or text.
reasons and information.
(a) Introduce a topic or
text clearly, state an
opinion, and create an
organizational structure in
which ideas are logically
grouped to support the
writer's purpose. (b)
Provide logically ordered
reasons that are
supported by facts and
details. (c) Link opinion
and reasons using words,
phrases, and clauses (e.g.,
consequently, specifically).
(d) Provide a concluding
statement or section
related to the opinion
presented.
I can create an
organizational structure
(chronology,
compare/contrast,
cause/effect,
problem/solution) to
logically introduce my
topic and opinion.
opinion, point of view,
organizational structure
Write routinely over
extended time frames
(time for research,
reflection, and revision)
and shorter time frames (a
single sitting or a day or
two) for a range of
discipline-specific tasks,
purposes, and audiences.
I can determine a writing writing format, writing
format/style to fit my task, style, task, purpose,
purpose, and/or audience. audience
I can recognize that
different writing tasks
(e.g., journal, reflection,
research) require varied
time frames to complete.