Download ELP STANDARDS IMPLEMENTATION GUIDE ELL Stage I: Kindergarten Mesa Public Schools

ELP STANDARDS IMPLEMENTATION GUIDE
ELL Stage I: Kindergarten
Mesa Public Schools
Governing Board Approval, May 2015
1
ELL Stage I: Kindergarten
ELD Curriculum Implementation Guide
Quarter 1
Language Strand
Standard 1 (Grammar/Syntax): The student will identify and apply conventions of standard English in his or her communications.
The student will demonstrate knowledge of parts of speech by:
ELP Performance Indicator
Examples for Support/Clarification
Nouns
I-L-1(N):HI-1: selecting articles (e.g., a, an, the)
a when followed by consonant and singular
for singular and plural nouns.
an when followed by vowel and singular
the when followed by consonant or vowel and
plural
Verbs
I-L-1(V):HI-2: using the present tense of the verb
“to be” (e.g., am, is, are).
Resources and Methods
• Students state correct articles a, an, and the
using pictures from MIE photo library box
• Students orally state correct articles a, an, and
the from MIE student book, page 5
• Grammar Guide, page 32
I am
he/she/it is
we/you/they are
• Grammar Guide, page 34
• Verb Tense Study
• Students orally state present tense verbs in
complete sentences
I-L-1(V):HI-3: using the present progressive
verb tense.
D: Subject + am/is/are + verb(ing) + finisher.
N: Subject + am/is/are + not + verb(ing) + finisher.
I: Am/Is/Are + subject + verb(ing) + finisher?
• Grammar Guide, page 31
• Use MIE student book, pages 15, 16 and 102:
Students use present progressive verbs when
speaking
• Students cut out pictures of same pages and
use them in sentence frames (I am “eating”
the pizza)
I-L-1(V):HI-7: using imperative verbs. (e.g., Put
the markers in the box.)
verb + noun + finisher
• Simon Says: Simon says take three steps
forward.
• Role play
Governing Board Approval, May, 2015
2
Pronouns
I-L-1(PRO):HI-1: using personal singular subject
and plural subject pronouns (e.g., I, you, he, she,
it, we, they) in oral communication.
Adjectives
I-L-1(ADJ):HI-1: using a series of adjectives in
the correct order (e.g., quantity/size/shape/
color) with instructional support.
Prepositions
I-L-1(PREP):HI-1: using prepositions of location
(e.g., up, down, over).
I-L-1(PREP):HI-2: using prepositions of
direction (e.g., on, in, near, behind).
I-L-1(PREP):HI-3: using prepositions of time
(e.g., on, at, in, by).
• Use grammar wall for help with verbs to use in
the sentences.
• Create a pronoun cube with corresponding
pictures of each pronoun (from Grammar
Guide, page 34): Students roll the cube and
orally state a sentence correctly using the
pronoun
Royal Order of Adjectives: determiner (a, some,
her, those), observation (brave, kind), size (big),
shape (round), age (old), color (blue), origin
(Japanese), material (glass), qualifier (more, less,
very, almost).
i.e. Joe has a big, round, red ball.
i.e. Jill has a darling, new, plastic doll.
• Grammar Guide, page 134
• Students create a pattern poem about school
• Read pattern books such as: “1 Fish 2 Fish Red
Fish Blue Fish” and “Brown Bear, Brown Bear
What Do You See?”
• As a class, make a school tour book with focus
on color adjectives (based on the format of
“Brown Bear, Brown Bear…” book)
• Hide and Seek: Give directions using only
prepositions
• Play put the “apple” under the tree, over the
tree, up above the tree, down below the tree,
etc.
• http://www.kizclub.com/ prepositions
posters
• http://www.sparklebox.co.uk/ prepositions
labels
• Use a hula hoop and butcher paper: put the
hula hoop on the paper, in the paper, near the
paper, behind the paper, etc.
• Students draw pictures of each preposition of
time used in school: in the morning I walk to
school, at lunch we eat hot dogs, in music we
sing songs, by the afternoon we are tired, on
the playground we play tag, etc.
Governing Board Approval, May, 2015
3
Interjections
I-L-1(I):HI-1: using interjections in appropriate
context.
interjections - words or phrases used to exclaim
or protest or command
Wow!, Oh!, Ouch!, Great!
• Grammar Rock video for interjections: School
House Rock
• Follow up with a sentence frame and then have
students illustrate it
• Multi-Sensory Grammar and Written
Composition TE Book, page 26
Standard 1 (Sentences): The student will identify and apply conventions of standard English in his or her communications.
The student will demonstrate knowledge of sentence construction by:
ELP Performance Indicator
Examples for Support/Clarification
Sentence Construction
I-L-1(SC):HI-1: selecting a subject (singular or
plural) to complete given sentences.
I-L-1(SC):HI-4: producing sentences with a
singular noun as the subject using S-V-C
construction with subject-verb agreement.
• Use MIE student workbook, page 9: Students
state all the singular and plural nouns on the
page in complete sentences
• Use questions from MIE teacher edition, page
T38: Students answer in a complete sentence
• Use Mondo pictures: students orally state
complete sentences using singular and plural
subjects
complement – using a linking verb to connect a
subject to a modifier
Sam is a happy man.
Subject- Sam
Verb- is
Complement-a happy man.
I-L-1(SC):HI-5: producing sentences with a
plural noun as the subject using S-V-C
construction with subject-verb agreement.
Resources and Methods
Spiders are bugs.
Subject- Spiders
Verb- are
Complement-bugs.
Harry became rich.
Subject - Harry
Verb - became
Complement –rich.
• Day 1 -Students use each other’s names to
create a singular sentence about the person:
Kathy is tall. Jose is funny.
• Verb Tense Study
• Day 2 - Use pictures or objects in the
classroom: students state sentences about
the plural subjects:
All the pencils are yellow. The desks are dirty.
• Verb Tense Study
Governing Board Approval, May, 2015
4
I-L-1(SC):HI-9: producing sentences using “to
be” and “not” to form sentences in the negative
construction.
negative sentences with “not” and singular is and
plural are
I-L-1(SC):HI-11: producing imperative sentences
using imperative verbs.
After modeling for several days, high
intermediate students could produce their own
imperative sentence using an imperative verb.
• Day 3- Using sentences from Day 1, change all
to the negative construction:
Kathy is not tall. Jose is not funny.
• Syntax Surgery – negative sentences
(manipulate words on desk or in teacher
pocket chart)
• Verb Tense Study
• Simon Says: Students act as leaders
Questions
I-L-1(Q):HI-1: forming simple questions, using
inflection when produced orally.
I-L-1(Q):HI-2: producing yes/no questions
beginning with “to be, with inflection.
• Teacher uses his/her hand to show intonation
of each word in a question (keep your hand
level until the end of the question, then slowly
lift your hand upward)
• MIE TE, page T89- Students use words to form
questions with inflection
Use “to be” verbs is and are.
• 20 questions: Are you a rock? Is it blue? Is it
soft? Are you tall?
Standard 2 (Vocabulary): The student will acquire English language vocabulary and use it in relevant contexts.
The student will demonstrate knowledge of vocabulary by:
ELP Performance Indicator
Examples for Support/Clarification
I-L-2:HI-1: naming and sorting common objects
and pictures into self-selected categories and
providing rationale.
I-L-2:HI-2: identifying the meaning of and use of
sight words.
Resources and Methods
• Students sort objects into groups and orally
state how and why:
This is the red group. This is the blue group. This
is the green group.
• Students draw and illustrate sight words
• Students make their own sight word book
• Students play computer games (MPS, SSRC,
ELAD & Reading Websites) with sight words
• Game: Turn off lights, call out a sight word and
student with the flashlight shines the light on
the correct sight word
Governing Board Approval, May, 2015
5
I-L-2:HI-3: identifying the meaning of and using
high frequency words.
high frequency words – the most frequently used
words in reading and writing, such as: the, of, a,
and, to
• Students draw and illustrate high frequency
words
• Students make their own high frequency word
book
• Students play computer games (MPS SSRC,
ELAD & Reading Websites) with high
frequency words
• Game: Turn off lights, call out a high frequency
word and the student with the flashlight
shines the light on the correct word
• Students highlight high frequency words in
Weekly Readers, books, and magazines
• Students highlight high frequency words in
take-home-books
• Play “Swat the Word” Game
I-L-2:HI-4: completing synonym and antonym
word pairs.
• Play a synonym matching game with the
illustrations using MIE, Lesson 8 (happy, glad,
excited, mad, angry, frustrated), T132 Big
Book page 7, and student edition, page 28
• Play antonym matching game
• Smart board lessons
• Language Warm up
I-L-2:HI-5: using key words, symbols or
operations that represent grade specific
academic vocabulary within a given context.
• Use kindergarten math vocabulary cards
• Use SSRC website for Kindergarten Social
Studies and Science vocabulary lists
Governing Board Approval, May, 2015
6
Listening and Speaking
Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
The student will demonstrate understanding of oral communications by:
ELP Performance Indicator
Comprehension of Oral Communications
I-LS-1:HI-1: distinguishing between similar
sounding sentences dictated by the teacher.
I-LS-1:HI-2: counting the number of words said
in complete sentences dictated by the teacher.
(math)
I-LS-1:HI-3: responding to read-alouds by
identifying main ideas/concepts and details
using key words in complete sentences. (math,
science, social studies)
I-LS-1:HI-4: sequencing events from readalouds, presentations, and conversations. (math,
science, social studies)
I-LS-1:HI-5: following multiple-step directions
which include prepositions.
(math, science)
Examples for Support/Clarification
Resources and Methods
• Teacher orally states tongue twisters and
students will determine similar phoneme:
Silly Sally sat at the sea shore.
• Language Warm Up
• Play the Froggy Hop where students hop their
own frog for each word in a sentence
• Students line up and step forward for each
word dictated by the teacher
• Play the Eat Your Words game: Teacher
dictates a sentence; students drop a candy
into their cup for each word spoken. When
they have the correct number of matching
candies to words spoken they get to eat their
candy.
• Students jump/tap/clap out words
• Students do finger pops for each word
• Big Five hand from the Ten Important
Sentences: students respond to the following
questions Who, What, Where, Why and When
in complete sentences
• Use sequencing books and pictures (MIE
lesson 8, MIE lesson 2)
• Students sequence pictures from fairy tales
and other story read alouds
• Students draw the sequence of how to get
ready for school
• Four Picture Story Frame
• District A-Z science book
• District Elementary Science and Social Studies
Kit activities
Governing Board Approval, May, 2015
7
I-LS-1:HI-6: responding to comments and
questions in social conversations by asking
questions, sharing one’s experiences, and
expressing one’s thoughts. (science, social
studies)
• Each child makes and presents an “All About
Me” poster
• The children introduce themselves and talk
about their family
• MIE, Lessons 1-3
Standard 2: The student will express orally his or her own thinking and ideas.
The student will communicate by:
ELP Performance Indicator
Examples for Support/Clarification
Delivery of Oral Communications
I-LS-2:HI-1: naming upper and lower case
alphabet letters in random order with accurate
pronunciation.
Resources and Methods
• MPS Letter Sound Chart
• Letter of the week activities
• (DIBELS) Scramble and identify letters
• Language Warm Up
I-LS-2:HI-2: producing all individual phonemes
in words from print using accurate articulation.
• MPS Letter Sound Chart
• Letter of the week activities
• (DIBELS) Scramble letters and identify
phonemes
• Language Warm Up
I-LS-2:HI-3: producing initial and final sounds of
words using accurate articulation.
• Phoneme isolation games
I-LS-2:HI-4: producing and blending the initial,
medial, and final sounds of CVC words using
accurate articulation and pronunciation.
CVC words – words that begin with a consonant,
followed by a vowel, followed by a consonant,
such as: cat, big, mop, let, hug
• Using body parts, “sound blend” the initial,
medial, and final sounds of words using the
following touch points: shoulder, elbow, wrist
or head, stomach, feet
I-LS-2:HI-5: producing and blending the initial,
medial, and final sounds of grade-appropriate
words using accurate articulation and
pronunciation.
diagraphs: th, ch, sh, wh
blends: r blends, l blends,
silent e words
• Students blend grade appropriate words using
diagraphs, blends, and silent e words
Governing Board Approval, May, 2015
8
I-LS-2:HI-6: naming and distinguishing between
cardinal and ordinal numbers with accurate
pronunciation. (math)
ordinal—1st, 2nd, 3rd-10th
cardinal- 1-100
I-LS-2:HI-7: initiating conversations and
responding to social interactions using complete
sentences. (social studies)
I-LS-2:HI-8: using complete sentences, and
rephrasing when necessary, to communicate
immediate and future needs.
• Using number sticks, have students line up in
order and say the ordinal position they are
standing in
• Rote count everyday to 100 and try to find the
patterns in counting to 100
• Use the 100 chart to point and count for each
number
• Language Warm Up
• This or That
• Function Junction
modals – could, would, might, may, should
I would like, Could I?, May I?, Would you please
stop hitting me?
• Function Junction
• Students use complete sentences to ask to use
the restroom, to ask to go to the library, to ask
a question about their homework, etc.
Governing Board Approval, May, 2015
9
ELL Stage I: Kindergarten
ELD Curriculum Implementation Guide
Quarter 2
Language Strand
Standard 1 (Grammar/Syntax): The student will identify and apply conventions of standard English in his or her communications.
The student will demonstrate knowledge of parts of speech by:
ELP Performance Indicator
Examples for Support/Clarification
Nouns
I-L-1(N):HI-1: selecting articles (e.g., a, an, the)
a when followed by consonant and singular
for singular and plural nouns.
an when followed by vowel and singular
the when followed by consonant or vowel and
plural
I-L-1(N):HI-2: explaining differences between
common and proper nouns in context (singular
and plural).
Resources and Methods
• Students state correct articles a, an, and the
using pictures from MIE photo library box
• Students orally state correct articles a, an, and
the from MIE student book, page 5
• Grammar Guide, page 32
common noun - no capital
proper noun - capitalize specific name of
someone, something, or somewhere.
• Students sort pictures by common and proper
nouns
• Students use picture cards to state the
common name of each picture and then the
proper name for each picture
D: Singular Subject + verb(s) + finisher.
Plural Subject + verb + finisher.
N: Subject + does/do + not + verb + finisher.
I: Does/Do + subject + verb + finisher?
• Verb Tense Study
• Students use the simple present tense to orally
state what they are going to do or be
• Students illustrate each sentence
I-L-1(V):HI-4: using the simple past tense verbs
with subject-verb agreement (regular verbs
only).
D: Subject + verb(ed) + finisher.
N: Subject + did + not + verb + finisher.
I: Did + subject + verb + finisher?
• Verb Tense Study
• Students use the simple past tense to orally
state what they did
• Students illustrate each sentence
I-L-1(V):HI-5: using the simple future tense
verbs (e.g., will) with subject-verb agreement.
D: Subject + will + verb + finisher.
N: Subject + will + not + verb + finisher.
I: Will + subject + verb + finisher?
• Verb Tense Study
• Students use the simple future tense to orally
state what they will do or will be for an
occasion/activity
• Students illustrate each sentence
Verbs
I-L-1(V):HI-1: using the simple present tense
verbs with subject-verb agreement (regular
verbs only).
Governing Board Approval, May, 2015
10
I-L-1(V):HI-6: differentiating between past,
present, and future verb tenses.
Adjectives
I-L-1(ADJ):HI-1: using a series of adjectives in
the correct order (e.g., quantity/size/shape/
color) with instructional support.
I-L-1(ADJ):HI-2: using possessive adjectives (e.g.,
my, your, his, her, its, our, their) with nouns.
Today I accept.
Yesterday I accepted.
Tomorrow I will accept.
• Students use the “100 Commonly Used Verbs
in English” to orally state each verb in the
present, past, and future tense
Royal Order of Adjectives: determiner (a, some,
her, those), observation (brave, kind), size (big),
shape (round), age (old), color (blue), origin
(Japanese), material (glass), qualifier (more, less,
very, almost).
i.e. Joe has a big, round, red ball.
i.e. Jill has a darling, new, plastic doll.
my—me
your—single person or a group
his—boy
her—girl
• Students sort tangrams/buttons/dyed
macaroni by color and shape
• Read “I Can Read Shapes” big book
• MIE, Lesson 17
• Students make the shape animal and state the
color and shapes of the animal: TE, page T299
Conjunctions
I-L-1(C):HI-1: using conjunctions (e.g., and, or)
in sentences.
Phrase and Clause
I-L-1(PH/CL):HI-1: using a noun phrase in a
complete sentence.
I-L-1(PH/CL):HI-3: using a verb phrase in a
complete sentence.
I-L-1(PH/CL):HI-5: using a prepositional phrase
in a complete sentence.
• Students illustrate each possessive adjective
• Students orally state with a stuffed animal
each possessive adjective in a whole group
setting: My stuffed bear. Your stuffed cat. His
stuffed dog. Her stuffed giraffe.
• Students pretend to order through a fast food
restaurant: I want a hamburger, fries, and a
drink. I want a taco and a drink.
• Students pretend to be a waiter at a
restaurant: Do you want water or a soda? Do
you want a salad or French fries?
noun phrase - sentence that includes a noun and
modifiers or complement such as an adjective or
prepositional phrase
The red ball…..
• Students orally state a noun phrase (using the
noun “pumpkin”) in a complete sentence and
then illustrate it. The orange pumpkin is round
like a ball. The orange pumpkin is dirty.
verb phrase – verb+adverb or adverb+verb
quickly runs or runs quickly
• Students orally state a verb phrase for the
talking turkey. The turkey always talks “gobble
gobble.” The turkey runs quickly away from
the farmer.
• Students orally state sentences about their
turkey using prepositional phrases to
describe where the turkey is hiding: under
the porch, behind the tree, by the barn, etc.
• Students illustrate each sentence
Governing Board Approval, May, 2015
11
Standard 1 (Sentences): The student will identify and apply conventions of standard English in his or her communications.
The student will demonstrate knowledge of sentence construction by:
ELP Performance Indicator
Examples for Support/Clarification
Sentence Construction
I-L-1(SC):HI-2: producing sentences using S-V
construction with subject-verb agreement.
Resources and Methods
• Students draw pictures about what they are
doing for Winter Break and trade pictures
• Students orally produce sentences using S-V
agreement
• Verb Tense Study
I-L-1(SC):HI-3: producing sentences with a
pronoun as the subject using S-V-C construction
with subject-verb agreement.
• Students use a picture to orally produce a
sentence with S-V-C agreement and a
pronoun: Describe what they are going to do
during Winter Break
• Students switch papers and use different
pronouns
• Verb Tense Study
I-L-1(SC):HI-8: producing sentences using a
subject, verb, and prepositional phrase.
• Students orally produce sentences using S-Vprepositional phrase to answer questions
• Verb Tense Study
Standard 2 (Vocabulary): The student will acquire English language vocabulary and use it in relevant contexts.
The student will demonstrate knowledge of vocabulary by:
ELP Performance Indicator
Examples for Support/Clarification
I-L-2:HI-1: naming and sorting common objects
and pictures into self-selected categories and
providing rationale.
Resources and Methods
• Students sort objects into groups and orally
state how and why:
This is the red group. This is the blue group. This
is the green group.
Governing Board Approval, May, 2015
12
I-L-2:HI-2: identifying the meaning and use of
sight words.
• Students draw and illustrate sight words
• Students make their own sight word book
• Students play sight word computer games
(MPS SSRS, ELAD, Reading Websites)
• Game: Turn off lights, teacher calls out a high
frequency word and the student with the
flashlight shines the light on the correct word
I-L-2:HI-3: identifying the meaning of and using
high frequency words.
• Students draw and illustrate high frequency
words
• Students make their own high frequency word
book
• Students play computer games (MPS SSRS,
ELAD & Reading Websites) with high
frequency words
• Game: Turn off lights, teacher calls out a high
frequency word and the student with the
flashlight shines the light on the correct word
• Students highlight high frequency words in
Weekly Readers, books, magazines, etc.
• Students highlight high frequency words in
take-home-books
• Play “Swat the Word” Game
I-L-2:HI-4: completing synonym/antonym word
pairs.
• Play a synonym matching game with the
illustrations using MIE, Lesson 8 (happy, glad,
excited, mad, angry, frustrated), T132 Big
Book page 7, and student edition, page 28
• Play antonym matching game
• Smart board lessons
• Language Warm up
• Use math vocabulary cards
• Use SSRC website Kindergarten Social Studies
and Science vocabulary lists
I-L-2:HI-5: using key words, symbols or
operations that represent grade specific
academic vocabulary within a given context.
Governing Board Approval, May, 2015
13
Listening and Speaking
Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge
The student will demonstrate understanding of oral communications by:
ELP Performance Indicator
Comprehension of Oral Communications
I-LS-1:HI-1: distinguishing between similar
sounding sentences dictated by the teacher.
I-LS-1:HI-2: counting the number of words said
in complete sentences dictated by the teacher.
I-LS-1:HI-3: responding to read-alouds by
identifying main ideas/concepts and details
using key words in complete sentences. (math,
science, social studies)
I-LS-1:HI-4: sequencing events from readalouds, presentations, and conversations. (math,
science, social studies)
I-LS-1:HI-5: following multiple-step directions
which include prepositions.
(math, science)
Examples for Support/Clarification
Resources and Methods
• Teacher orally states tongue twisters and
students will determine similar phoneme.
Silly Sally sat at the sea shore.
• Language Warm Up
• Play the Froggy Hop: students hop their own
frog for each word in a sentence
• Students line up and step forward for each
word dictated by the teacher
• Play the Eat Your Words game: Teacher
dictates a sentence; students drop a candy
into their cup for each word spoken. When
they have the correct number of matching
candies to words spoken, they get to eat their
candy.
• Students jump/tap/clap out words
• Students do finger pops for each word
• Big Five hand from the Ten Importance
Sentences: students respond to the following
questions Who, What, Where, Why, and When
in complete sentences
• Use sequencing books and pictures (MIE
lesson 8, MIE lesson 2)
• Students sequence pictures from fairy tales
and other story read alouds
• Students draw the sequence of how to get
ready for school
• Four Picture Story Frame
• MPS A-Z science book
• MPS Elementary Science and Social Studies Kit
activities
Governing Board Approval, May, 2015
14
I-LS-1:HI-6: responding to comments and
questions in social conversations by asking
questions, sharing one’s experiences, and
expressing one’s thoughts. (science, social
studies)
• Each student makes and presents an “All
About Me” poster
• Students introduce themselves and their
family
• Use MIE, Lessons 1-3
Standard 2: The student will express orally his or her own thinking and ideas.
The student will communication orally by:
ELP Performance Indicator
Delivery of Oral Communications
I-LS-2:HI-1: naming upper and lower case
alphabet letters in random order with accurate
pronunciation.
I-LS-2:HI-2: producing all individual phonemes
in words from print using accurate articulation.
I-LS-2:HI-3: producing initial and final sounds of
words using accurate articulation.
I-LS-2:HI-4: producing and blending the initial,
medial, and final sounds of CVC words using
accurate articulation and pronunciation.
I-LS-2:HI-5: producing and blending the initial,
medial, and final sounds of grade-appropriate
words using accurate articulation and
pronunciation.
I-LS-2:HI-6: naming and distinguishing between
cardinal and ordinal numbers with accurate
pronunciation. (math)
Examples for Support/Clarification
Resources and Methods
• MPS Letter Sound Chart
• Letter of the week activities
• (DIBELS) Scramble and identify letters
• Language Warm Up
• MPS Letter Sound Chart
• Do letter of the week activities.
• (DIBELS) Scramble letters and identify
phonemes
• Language Warm Up
• Play a variety of phoneme isolation games
• Using body parts, “sound blend” the initial,
medial, and final sounds of words using the
following touch points; shoulder, elbow, wrist
or head, stomach, feet
• Students blend grade appropriate words using
diagraphs, blends, and silent e words
• Using number sticks, students line up in order
and state their ordinal position
• Rote count every day to 100 and look for
patterns in counting to 100
• Use 100 chart to point and count for each
number
• Language Warm Up
Governing Board Approval, May, 2015
15
I-LS-2:HI-7: initiating conversations and
responding to social interactions using complete
sentences. (social studies)
I-LS-2:HI-8: using complete sentences, and
rephrasing when necessary, to communicate
immediate and future needs.
• This or That
• Function Junction
Use modals in verb tense study: I would like,
Could I?, May I?, Would you please stop hitting me?
• Function Junction
• Students use complete sentences to ask to use
the bathroom, to ask to go to the library, to
ask a question about their homework, etc.
Governing Board Approval, May, 2015
16
ELL Stage I: Kindergarten
ELD Curriculum Implementation Guide
Quarter 3
Language Strand
Standard 1 (Grammar/Syntax): The student will identify and apply conventions of standard English in his or her communications.
The student will demonstrate knowledge of parts of speech by:
ELP Performance Indicator
Examples for Support/Clarification
Resources and Methods
Verbs
I-L-1(V):HI-1: using the simple present tense
verbs with subject-verb agreement (irregular
verbs).
simple present tense irregular verbs
to be, to have, to do, to go
• Students use simple present tense verbs, am,
have, do, and go in a complete sentence to
discuss everyday activities
simple present tense irregular verbs
to be, to have, to do, to go
• Students use simple present tense verbs,
was, had, did, and went in a complete
sentence to discuss everyday activities
Royal Order of Adjectives: determiner (a, some,
her, those), observation (brave, kind), size (big),
shape (round), age (old), color (blue), origin
(Japanese), material (glass), qualifier (more, less,
very, almost).
i.e. Joe has a big, round, red ball.
i.e. Jill has a darling, new, plastic doll.
• Students sort attribute blocks by size, shape
and color and explain their reasoning
I-L-1(V):HI-4: using the simple past tense verbs
with subject-verb agreement, including common
irregular verbs (e.g., go, see, come).
Adjectives
I-L-1(ADJ):HI-1: using a series of adjectives in
the correct order (e.g., quantity/size/shape/
color) with instructional support.
Governing Board Approval, May, 2015
17
I-L-1(ADJ):HI-2: using possessive adjectives (e.g.,
my, your, his, her, its, our, their) with nouns.
its – used with objects
its tail, its snout, its feather
our – used with a group that includes yourself
their – used a group that does not include yourself
Adverbs
I-L-1(ADV):HI-1: using the “when” adverbs
(e.g., first, then, next, after, before, finally)
and “frequency” adverbs (always, never, and
sometimes) in context with instructional
support.
Phrase and Clause
I-L-1(PH/CL):HI-2: using a joined noun phrase in
a complete sentence.
• Students orally state the parts of an animal
in a sentence: Its hair is blue. Its tail is long.
Its legs are brown.
• Students orally state which objects in the
room are ours: Our desks, our teacher, our
room, our books, our tables, our art supplies
• Students orally state what belongs to
someone else in the other kindergarten
rooms: Their room is blue. Their teacher is
nice. Their playground is cool.
• Students compare and contrast activities
using our and their
• Students use first, then, and next, to orally
describe what they do when they first
wake up
• Students use after, before, and finally, to
orally describe what they do after lunch,
before lunch, and at the end of the school
day
John and Fred
bird and tree
• Students orally use joined noun phrases in
reference to the 100th day of school or
current school activities: I need 10 pennies
and 90 nickels to make 100 items.
I-L-1(PH/CL):HI-4: using a joined verb phrase in walks and talks
• Students orally state joined verb phrase in
a complete sentence.
runs and falls
reference to current school activities: John
cut and pasted and 100 pennies onto his
paper.
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
The student will demonstrate knowledge of sentence construction by:
ELP Performance Indicator
Examples for Support/Clarification
Sentence Construction
I-L-1(SC):HI-7: producing S-V-C constructed
sentences with nouns, “to be” verbs, and
prepositional phrases with subject-verb
agreement.
“to be verb”—is, are
nouns+ is/are +prepositional phrase
Resources and Methods
• Students orally produce S-V-C sentences
using the formula with subject-verb
agreement in reference to current school
activities: The 100 pennies are on the table.
The 100th Day Party is outside.
Governing Board Approval, May, 2015
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Standard 2 (Vocabulary): The student will acquire English language vocabulary and use it in relevant contexts.
The student will demonstrate knowledge of vocabulary by:
ELP Performance Indicator
Examples for Support/Clarification
Resources and Methods
I-L-2:HI-1: naming and sorting common objects
and pictures into self-selected categories and
providing rationale.
• Students sort objects into groups and orally
state how and why:
This is the red group. This is the blue group.
This is the green group.
I-L-2:HI-2: identifying the meaning of and using
sight words.
• Students draw and illustrate high frequency
words
• Students make their own high frequency
word book
• Students play computer games (MPS SSRS,
ELAD & Reading Websites) with high
frequency words
• Game: Turn off lights, teacher calls out a high
frequency word and the student with the
flashlight shines the light on the correct
word
• Students draw and illustrate high frequency
words
• Students make their own high frequency
word book
• Students play computer games (MPS SSRS,
ELAD & Reading Websites) with high
frequency words
• Game: Turn off lights, teacher calls out a high
frequency word and the student with the
flashlight shines the light on the correct
word
• Students highlight high frequency words in
Weekly Readers, books, and magazines
• Students highlight high frequency words in
take-home-books
• Play “Swat the Word” Game
I-L-2:HI-3: identifying the meaning of and using
high frequency words.
Governing Board Approval, May, 2015
19
I-L-2:HI-4: completing synonym and antonym
word pairs.
• Play a synonym matching game with the
illustrations using MIE, Lesson 8 (happy,
glad, excited, mad, angry, frustrated), T132
Big Book page 7, and student edition, page
28
• Play antonym matching game
• Smart board lessons
• Language Warm up
• Use math vocabulary cards
• Use SSRC website Kindergarten Social
Studies and Science vocabulary lists
I-L-2:HI-5: using key words, symbols or
operations that represent grade specific
academic vocabulary within a given context.
Listening and Speaking
Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
The student will demonstrate understanding of oral communication by:
ELP Performance Indicator
Comprehension of Oral Communications
I-LS-1:HI-1: distinguishing between similar
sounding sentences dictated by the teacher.
I-LS-1:HI-2: counting the number of words said
in complete sentences dictated by the teacher.
(math)
I-LS-1:HI-3: responding to read-alouds by
identifying main ideas/concepts and details
using key words in complete sentences. (math,
science, social studies)
Examples for Support/Clarification
Resources and Methods
• Teacher orally states tongue twisters and
students will determine similar phonemes:
Silly Sally sat at the sea shore.
• Language Warm Up
• Play the Froggy Hop where students hop
their own frog for each word in a sentence
• Students line up and step forward for each
word dictated by the teacher
• Play the Eat Your Words game: Teacher
dictates a sentence; students drop a candy
into their cup for each word spoken. When
they have the correct number of matching
candies to words spoken they get to eat
their candy.
• Students jump/tap/clap out words
• Students do finger pops for each word
• Big Five hand from the Ten Important
Sentences: students respond to the
following questions Who, What, Where,
Why, and When in complete sentences
Governing Board Approval, May, 2015
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I-LS-1:HI-4: sequencing events from readalouds, presentations, and conversations. (math,
science, social studies)
• Use sequencing books and pictures (MIE
lesson 8, MIE lesson 2)
• Students sequence pictures from fairy tales
and other story read alouds
• Students draw the sequence of how to get
ready for school
• Four Picture Story Frame
I-LS-1:HI-5: following multiple-step directions
which include prepositions. (math, science)
• Use sequencing books and pictures (MIE
lesson 8, MIE lesson 2)
• Students sequence pictures from fairy tales
and other story read alouds
• Students draw the sequence of how to get
ready for school
• Each child makes and presents an “All About
Me” poster
• Students introduce themselves and their
family
• Use MIE, Lessons 1-3
I-LS-1:HI-6: responding to comments and
questions in social conversations by asking
questions, sharing one’s experiences, and
expressing one’s thoughts. (science, social
studies)
Standard 2: The student will express orally his or her own thinking and ideas.
The student will communication orally by:
ELP Performance Indicator
Delivery of Oral Communications
I-LS-2:HI-1: naming upper and lower case
alphabet letters in random order with accurate
pronunciation.
I-LS-2:HI-2: producing all individual phonemes
in words from print using accurate articulation.
I-LS-2:HI-3: producing initial and final sounds of
words using accurate articulation.
Examples for Support/Clarification
Resources and Methods
• MPS Letter Sound Chart
• Letter of the week activities
• (DIBELS) Scramble and identify letters
• Language Warm Up
• MPS Letter Sound Chart
• Letter of the week activities
• (DIBELS) Scramble letters and identify
phonemes
• Language Warm Up
• Play a variety of phoneme isolation games
Governing Board Approval, May, 2015
21
I-LS-2:HI-4: producing and blending the initial,
medial, and final sounds of CVC words using
accurate articulation and pronunciation.
I-LS-2:HI-5: producing and blending the initial,
medial, and final sounds of
grade-appropriate words using accurate
articulation and pronunciation.
I-LS-2:HI-6: naming and distinguishing between
cardinal and ordinal numbers with accurate
pronunciation. (math)
I-LS-2:HI-7: initiating conversations and
responding to social interactions using complete
sentences. (social studies)
I-LS-2:HI-8: using complete sentences, and
rephrasing when necessary, to communicate
immediate and future needs.
• Using body parts, “sound blend” the initial,
middle, and final sounds of words using the
following touch points: shoulder, elbow,
wrist or head, stomach, feet
• Students blend grade appropriate words
using diagraphs, blends, and silent e words
• Using number sticks, have students line up in
order and state their ordinal position
• Rote count every day to 100 and look for
patterns in counting to 100
• Use the 100 chart to point and count for each
number
• Language Warm Up
• This or That
• Function Junction
• Students use complete sentences to ask to
use the restroom, to ask to go to the library,
to ask a question about their homework,
etc.
Governing Board Approval, May, 2015
22
ELL Stage I: Kindergarten
ELD Curriculum Implementation Guide
Quarter 4
Language Strand
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
The student will demonstrate knowledge of parts of speech by:
ELP Performance Indicator
Verbs
I-L-1(V):HI-6: differentiating between past,
present, and future verb tenses.
Adjectives
I-L-1(ADJ):HI-1: using a series of adjectives in
the correct order (e.g., quantity/size/shape/
color) with instructional support.
Adverbs
I-L-1(ADV):HI-1: using the “when” adverbs (e.g.,
first, then, next, after, before, finally) and
“frequency” adverbs (always, never, and
sometimes) in context with instructional
support.
Examples for Support/Clarification
Resources and Methods
• Morph House
• Verb Tense Study
Royal Order of Adjectives: determiner (a, some,
her, those), observation (brave, kind), size (big),
shape (round), age (old), color (blue), origin
(Japanese), material (glass), qualifier (more, less,
very, almost).
i.e. Joe has a big, round, red ball.
i.e. Jill has a darling, new, plastic doll.
• Use math standard: K.G.4. Analyze and
compare two- and three-dimensional
shapes, in different sizes and orientations,
using informal language to describe their
similarities, differences, parts (e.g., number
of sides and vertices/corners) and other
attributes (e.g., having sides of equal length)
• Connections: K.MD.3
• K.G.1-3
• K.RI.3; K.W.2; K.SL.2
• Students orally produce complete sentences,
with support, to talk about everyday
activities using always, never, and
sometimes
• Verb Tense Study
Governing Board Approval, May, 2015
23
Standard 1 (Sentences): The student will identify and apply conventions of standard English in his or her communications.
The student will demonstrate knowledge of sentence construction by:
ELP Performance Indicator
Sentence Construction
I-L-1(SC):HI-6: producing S-V-C constructed
sentence with adjectives as the complements
with subject-verb agreement.
Examples for Support/Clarification
Resources and Methods
adjective complement - a clause or phrase that adds
to the meaning of an adjective or modifies it; The
adjective complement always follows the adjective
it complements and it is a noun clause or a
prepositional phrase.
She wished for a brown puppy.
• Students orally produce S-V-C sentences with
adjectives
• Students describe the seeds in the “Growing
Seeds” Kindergarten science kit
• Verb Tense Study
I-L-1(SC):HI-7: producing S-V-C constructed
sentences with nouns, “to be” verbs, and
prepositional phrases with subject-verb
agreement.
• Students orally produce S-V-C sentences with
prepositional phrases
• Students use TE, Lesson 13 and student page
43
• Verb Tense Study
Standard 2 (Vocabulary): The student will acquire English language vocabulary and use it in relevant contexts.
The student will demonstrate knowledge of vocabulary by:
ELP Performance Indicator
I-L-2:HI-1: naming and sorting common objects
and pictures into self-selected categories and
providing rationale.
I-L-2:HI-2: identifying the meaning of and using
sight words.
I-L-2:HI-3: identifying the meaning of and using
high frequency words.
I-L-2:HI-4: completing synonym and antonym
word pairs.
I-L-2:HI-5: using key words, symbols or
operations that represent grade specific
academic vocabulary within a given context.
Examples for Support/Clarification
Resources and Methods
• Students sort seeds from “Growing Seeds”
Kindergarten science kit and explain
reasoning
• Use Teacher Edition, page T235 to sort seeds
and provide rationale
• Students use the sight words to write a story
about planting the seeds from the “Growing
Seeds” Kindergarten science kit along with
Lesson 13
• Syntax Surgery
• Vertical Sentence
• Use math vocabulary cards
• Use SSRC website Kindergarten Social
Studies and Science vocabulary lists
Governing Board Approval, May, 2015
24
Listening and Speaking
Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
The student will demonstrate understanding of oral communications by:
ELP Performance Indicator
Examples for Support/Clarification
Comprehension of Oral Communications
I-LS-1:HI-1: distinguishing between similar
sounding sentences dictated by the teacher.
I-LS-1:HI-2: counting the number of words said
in complete sentences dictated by the teacher.
(math)
I-LS-1:HI-3: responding to read-alouds by
identifying main ideas/concepts and details
using key words in complete sentences. (math,
science, social studies)
Resources and Methods
• Teacher orally states tongue twisters and
students will determine similar phoneme:
Silly Sally sat at the sea shore.
• Language Warm Up
• Play the Froggy Hop where students hop
their own frog for each word in a sentence
• Students line up and step forward for each
word dictated by the teacher
• Play the Eat Your Words game: Teacher
dictates a sentence; students drop a candy
into their cup for each word spoken. When
they have the correct number of matching
candies to words spoken they get to eat their
candy.
• Students jump/tap/clap out words
• Students do finger pops for each word
• Collaborative Story Retell
• Four Picture Story Frame
• Ten Important Sentences
I-LS-1:HI-4: sequencing events from readalouds, presentations, and conversations. (math,
science, social studies)
• Students use the Ten Important Sentences to
put the story into correct sequence
• Four Picture Story Frame
I-LS-1:HI-5: following multiple-step directions
which include prepositions. (math, science)
• Use MIE, student page 57: Students correctly
glue shapes into the correct position
• Use MIE, TE, page T311, make “Shape Face”
with prepositional phrases that use position
words
Governing Board Approval, May, 2015
25
I-LS-1:HI-6: responding to comments and
questions in social conversations by asking
questions, sharing one’s experiences, and
expressing one’s thoughts. (science, social
studies)
Standard 2: The student will express orally his or her own thinking and ideas.
The student will communicate orally by:
ELP Performance Indicator
Delivery of Oral Communications
I-LS-2:HI-1: naming upper and lower case
alphabet letters in random order with accurate
pronunciation.
I-LS-2:HI-2: producing all individual phonemes
in words from print using accurate articulation.
I-LS-2:HI-3: producing initial and final sounds of
words using accurate articulation.
I-LS-2:HI-4: producing and blending the initial,
medial, and final sounds of CVC words using
accurate articulation and pronunciation.
I-LS-2:HI-5: producing and blending the initial,
medial, and final sounds of grade-appropriate
words using accurate articulation and
pronunciation.
I-LS-2:HI-6: naming and distinguishing between
cardinal and ordinal numbers with accurate
pronunciation. (math)
I-LS-2:HI-7: initiating conversations and
responding to social interactions using complete
sentences. (social studies)
Examples for Support/Clarification
• Big Cheese
• Function Junction
Resources and Methods
• MPS Letter Sound Chart
• Letter of the week activities
• (DIBELS) Scramble and identify letters
• Language Warm Up
• MPS Letter Sound Chart
• Letter of the week activities
• (DIBELS) Scramble letters and identify
phonemes
• Language Warm Up
• Play a variety of phoneme isolation games
• Using body parts, “sound blend” the initial,
middle, and final sounds of words using the
following touch points: shoulder, elbow,
wrist or head, stomach, feet.
• Students blend grade appropriate words
using diagraphs, blends, and silent e words
• Using number sticks, have students line up in
order and state their ordinal position
• Rote count every day to 100 and
• Use the 100 chart to point and count for each
number
• This or That
• The Big Cheese
Governing Board Approval, May, 2015
26
I-LS-2:HI-8: using complete sentences, and
rephrasing when necessary, to communicate
immediate and future needs.
• Function Junction
• Students use complete sentences to ask to
use the restroom, to ask to go to the library,
to ask a question about their homework,
etc.
Governing Board Approval, May, 2015