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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.