Download ELP STANDARDS IMPLEMENTATION GUIDE ELL Stage II: Grades 1-2 Mesa Public Schools

ELP STANDARDS IMPLEMENTATION GUIDE
ELL Stage II: Grades 1-2
Mesa Public Schools
Governing Board Approval, May, 2015
1
ELL Stage II: Grades 1-2
ELD Curriculum Implementation Guide
Quarter 1
Language Strand
Standard 1 (Grammar/Syntax): The student will identify and apply conventions of standard English in his or her communications.
The student will demonstrate knowledge of parts of speech by:
ELP Performance Indicator
Examples for Support/Clarification
Resources/ Methods
a when followed by consonant and singular
an when followed by vowel and singular
the when followed by consonant or vowel and
plural
• Grammar Wall
• Show a picture and students list nouns that they
see, including the appropriate article
• Review the difference between singular and
plural nouns
• Grammar Guide, pages 20, 21, 32
• word/picture sort
II-L-1(SC):HI-1: selecting a subject (singular or
plural) to complete a given sentence.
She has a _________ in her hand.
• Students complete sentences with missing
subjects (provide word bank if needed)
II-L-1(PH/CL):HI-2: using a joined noun phrase in a
complete sentence.
joined noun phrase (noun + coordinating
conjunction + noun)
Nouns
II-L-1(N):HI-1: selecting articles (a, an, the) for
singular and plural nouns.
II-L-1(N):HI-2: explaining differences between
common and proper nouns in context (singular and
plural).
• Students select two classroom objects and use
both of them in a sentence
Governing Board Approval, May, 2015
2
Verbs
II-L-1(V): LI-1: identifying the infinitive form of
physical action, mental action, and state of being (to
be) verbs.
infinitive form- physical action - to jump, to run
infinitive form- mental action - to think, to ponder
infinitive form- state of being - to be (am, is, are)
• Use pictures to elicit a list of physical and mental
verbs from students
• Ensure that students use the infinitive “to”
before stating the physical or mental verb
• Grammar Guide, page 33
II-L-1(Q):HI-1: producing questions using inflection
when produced orally.
inflection- raised pitch at the end of the question
• Use interrogative sentences from Verb Tense
Study charts, Function Junction sentences, and
Repeat After Me sentences to have students
read the sentences with appropriate inflection
• Students ask each other questions to practice
inflection
II-L-1(V):HI-2: differentiating between past, present,
present progressive, and future verb tenses.
past - walked
present - walk
present progressive - walking
future - will walk
• Verb Tense Study
• Charades: Students act out a verb and the class
produces sentences for each targeted verb tense
Governing Board Approval, May, 2015
3
II-L-1(V):HI-5: producing declarative, negative, and
interrogative sentences using simple present tense
verbs with subject-verb agreement.
Declarative (D): Singular Subject + verb + s +
finisher.
Plural Subject + verb + finisher.
Negative (N): Subject + does/do + not + verb +
finisher.
Interrogative (I): Does/Do + subject + verb +
finisher?
• Subject cards and direct object (noun) cards:
Students pick one of each and identify a verb of
their choice to complete the sentence.
Example: Student chooses a girl card
‘subject’ and a pencil card ‘direct object/noun’;
A girl writes with a pencil.
II-L-1(SC):HI-12: producing sentences using subject,
verb, and direct object (noun), with subject-verb
agreement. (S-V-O)
II-L-1(Q):HI-2: producing Yes/No questions in the
simple present tense using “to do.”
“to do” verbs - do, does
Does the girl walk to school? – simple present tense
using “to do”
II-L-1(V):HI-6: producing declarative, negative, and
interrogative sentences using present progressive
tense verbs with subject-verb agreement.
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?
II-L-1(Q):HI-4: producing Yes/No questions in the
present progressive tense.
• Verb Tense Study
• IDEAL website/videos of Verb Tense Study:
https://www.ideal.azed.gov/p/
• Write D, N, I formulas separately on sentence
strips. Put the sentence strips in pocket chart
and have students build sentences right on top
of the formula
• Days 1, 2: Teach D sentences
• Day 3: Teach N sentences
• Day 4: Teach I sentences
• Day 5: Review all sentence types. This will help
students learn the difference between the three.
Present picture and have students produce
sentences in declarative, negative, and
interrogative forms
Is the girl walking to school? – present progressive
tense using “to be”
• Picture cards: Students produce a yes/no
question for the picture using simple present
tense
• Verb Tense Study
• Use Mondo, magazines, pictures, MIE picture
cards to produce present progressive tense
sentences
• Picture cards: Students produce a yes/no
question for the picture using present
progressive tense
Governing Board Approval, May, 2015
4
II-L-1(V):HI-13: producing declarative, negative, and
interrogative sentences using the past progressive
tense with subject-verb agreement.
III-L-1(V):HI-19: producing declarative, negative, and
interrogative sentences using future progressive tense
verbs with subject-verb agreement.
II-L-1(SC):HI-2, 3: producing declarative, negative
and interrogative sentences using a subject and a
verb, with subject-verb agreement. (S-V)
II-L-1(PH/CL):HI-5: using a joined verb phrase in a
complete sentence. (verb + coordinating conjunction
+ verb, i.e., walks and talks)
D: Subject + was/were + verb(ing) + finisher.
N: Subject + was/were + not + verb(ing) + finisher.
I: Was/were + subject + verb(ing) + finisher?
D: Subject + will be + verb(ing) + finisher.
N: Subject + will + not + be + verb(ing) + finisher.
I: Will + subject + be + verb(ing) + finisher?
• Verb Tense Study
• Verb Tense Study
Coordinating Conjunctions: for, and, nor, but, or,
yet, so (FANBOYS- acronym)
Pronouns
II-L-1(Pro):HI-1: using personal singular subjective
pronouns (I, you, he, she, it) and plural subjective
pronouns (we, they) in oral communication.
II-L-1(SC):HI-4, 5 & 6: producing all 3 forms of
sentences with S-V-C construction, using a noun,
plural noun or pronoun as the subject, with subjectverb agreement and an adjective as the complement.
• Verb Tense Study
• For each sentence, teacher provides the subject
and students produce two different verbs
(with subject-verb agreement) to complete
each sentence
• Students act out the pronoun scenarios by
pointing to others and using correct pronouns
• Grammar Guide, page 34
• Students draw pictures of the pronouns
Sam is a happy man.
Subject- Sam
Verb- is
Complement-a happy man.
Harry became rich.
Subject - Harry
Verb - became
Complement –rich.
• Using a story with many characters, complete a
character study with S-V-C sentence
construction
complement – using a linking verb to connect a
subject to a modifier
Governing Board Approval, May, 2015
5
Adjectives/ Adverbs
II-L-1(ADJ):HI-1: producing a series of adjectives in
the correct order (quantity/opinion/
size/shape/color).
II-L-1(ADJ):HI-3: using sensory/personality
adjectives.
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.
sensory adjectives - describe the five senses
personality adjectives - describe personality traits
Questions
II-L-1(Q):HI-7, 8 & 9: producing interrogative
sentences beginning with “What,” “Where,” & “Who.”
• Grammar Guide, page 134
• Teacher shows objects and students name as
many adjectives as they can. Then the teacher
records the adjectives and students practice
saying them aloud in correct order.
• Add adjectives to Grammar Wall with students
identifying categories of words (see Royal Order
for categories)
• Add sensory and personality adjectives to
Grammar Wall
• Students pair up and practice asking and
answering questions in complete sentences
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/ Methods
II-L-2:HI-1: classifying words into conceptual
categories and providing rationale. (math, science,
social studies)
II-L-2:HI-2: identifying the meaning of and using
sight words. (math, science, social studies)
addition – sum, total, in all, altogether
solids – rock, table, pencil
community helpers – officer, firefighter, doctor
sight words - cannot be sounded out phonetically
• Students sort words into categories and explain
their reasoning
II-L-2:HI-3: identifying the meaning of and using
high frequency words. (math, science, social
studies)
II-L-2:HI-4: using grade specific academic vocabulary
and symbols within context. (math, science, social
studies)
high frequency words – found often in text
• Harcourt
• MIE
• Memorization activities
• Harcourt
• MIE
• Memorization activities
• Vocabulary Frames
• Marzano’s Six Steps to Effective Vocabulary
Instruction
• Word web (circle map)
Governing Board Approval, May, 2015
6
II-L-2:HI-5: applying knowledge of grade-level
vocabulary (including content area words) in text.
(math, science, social studies)
II-L-2:HI-6: determining the meaning of compound
words using knowledge of individual words. (math,
science, social studies)
II-L-2:HI-7: reading contractions.
• Vocabulary Frames
• Marzano’s Six Steps to Effective Vocabulary
Instruction
• Noun Study
• Concept Map
• Verb Tense Study
• HIEP Strategies
• Grammar Wall
• Sentence frames:
fireman= A man who puts out a _________.
sandbox= A box that has ___________ in it.
• Students draw pictures of the two words that
make the compound word and draw a picture of
the compound word
• Verb Tense Study: negative tense
• Give sentences with two words that are not in
contraction form. Students re-read the
sentences and change the words into the
contraction form and vice versa
• Morph House
• Florida Center for Reading Research website:
http://www.fcrr.org/
II-L-2:HI-8: constructing meaning by applying
knowledge of prefixes.
prefixes - go at the beginning of the word
II-L-2:HI-9: constructing meaning by applying
knowledge of suffixes.
suffixes - go at the end of the word
• Morph House
• Florida Center for Reading Research website:
http://www.fcrr.org/
II-L-2:HI-10: associating common abbreviations with
words. (math, science, social studies)
abbreviations - Dr., St., Mr.
• Memory/concentration games
• Flashcards
• Language Warm-Up
II-L-2:HI-11: clarifying word meaning by applying
knowledge of synonyms and antonyms to enhance
vocabulary. (math, science, social studies)
• Morph House
• Vertical Sentence
• Synonym/antonym concentration
• Synonym/antonym bingo
Governing Board Approval, May, 2015
7
II-L-2:HI-12: applying knowledge of homophones
within text. (math, science, social studies)
homophones - words that are pronounced the
same as another word but differ in meaning, and
may differ in spelling
II-L-2:HI-13: determine the meaning of a word by
using resources. (math, science, social studies)
• Provide students with two sentences that have
homophones and discuss their different
meanings
• Provide authentic texts and have students use
the story to determine the meanings of
unknown words
• Students use knowledge of parts of speech to
help determine word meaning in 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 communications by:
ELP Performance Indicator
Comprehension of Oral Communications
II-LS-1:HI-1: distinguishing between phonemes in
the initial, medial, and final positions of words,
phrases and sentences.
II-LS-1:HI-2: summarizing main ideas and
supporting details from read-alouds (fiction and
nonfiction) in complete sentences. (math, science,
social studies)
II-LS-1:HI-3: sequencing a series of events from
read-alouds, presentations, and conversations using
transition words/ phrases in complete sentences.
(math, science, social studies)
II-LS-1:HI-4: summarizing the main idea and key
points/details of a presentation using complete
sentences. (math, science, social studies)
Examples for Support/Clarification
Resources/ Methods
• Language Warm-Up
• START
• Phonics book
• Sound Spelling Mapping
• Phonics Lesson Library
• Four Picture Story Frame
• Collaborative Story Retell/Text Retell
• Graphic organizers
• High Five Strategy
• Sequence pictures
• 10 Important Sentences/Pictures- ELAD
• Role playing
• Four Picture Story Frame
• Video presentation/movie
• Graphic organizers
• Sequencing activities
• Four Picture Story Frame
• Think-Pair-Share
• Collaborative Story Retell/Text Retell
Governing Board Approval, May, 2015
8
• Function Junction
• Role playing
• Conversation starters
• Class meetings/sharing time
• Big Cheese
• Students sit back to back, one partner sees a
finished drawing and directs the second partner
to draw it (switch roles)
• Science experiments: SSRC
• Students follow daily given directions
• Class discussions using texts, newspaper articles,
Time for Kids, Weekly Readers, etc.
II-LS-1:HI-5: responding to social conversations by
rephrasing and repeating information, asking
questions, and expressing one’s thoughts.
II-LS-1:HI-6: following multiple-step directions
which include prepositions.
(math, science, social studies)
II-LS-1:HI-7: responding to academic discussions by
sharing one’s view on facts, ideas, and/or events
using academic vocabulary.
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
II-LS-2:HI-1: articulating the 44 phonemes
accurately.
II-LS-2:HI-2: independently reciting familiar rhymes,
songs, chants and text with accurate pronunciation,
prosody, voice projection and expression.
(math, science, social studies)
II-LS-2:HI-3: expressing personal/survival needs and
emotions in complete sentences.
II-LS-2:HI-4: initiating conversations using formal
and informal socio-functional communication in
complete sentences. (e.g., greetings, courtesies,
farewells, apologies, and invitations, etc.).
Examples for Support/Clarification
Resources/ Methods
• START
• Language Warm-Up
• Phonics Lesson Library
• Poems
• Songs
• Chants
• Nursery rhymes
• Class created poems
• Jump rope rhymes
• Language Warm-Up
• Harcourt
• MIE
• Function Junction: If you were lost at the zoo, how
could you ask someone to help you?
• Role playing
• Function Junction: If someone gives you a gift,
what would you say?
Governing Board Approval, May, 2015
9
II-LS-2:HI-5: asking and responding to academic
questions using complete sentences. (e.g., expressing
probabilities, and hypothetical questions, etc.). (math,
science, social studies)
II-LS-2:HI-6: asking and responding to social
questions using complete sentences.
II-LS-2:HI-7: stating multi-step directions or
commands that the listener can follow. (math,
science, social studies)
• Create a bank of questions that students can
refer to when asking academic questions
• Use Vocabulary Frames to PUSH!
• Develop hypothesis for Science experiment
• Making predictions
• KWL chart
• This or That
• Role playing
• Big Cheese
• IDEAL website
• Students explain classroom procedures
• Students explain how to make something
• Students explain how to solve a math problem
step-by-step
• Students explain how to conduct an experiment
• Students state directions using a simple map of
community
Governing Board Approval, May, 2015
10
ELL Stage II: Grades 1-2
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
Resources/ Methods
Nouns
II-L-1(N):HI-3: converting a given singular noun into
plural noun, including irregular.
irregular – goose- geese, elf-elves
• Students practice adding –s and –es to nouns to
make them plural
• Grammar Guide, page 67
Verbs
II-L-1(V):HI-4: using simple present tense irregular
verbs: to be, to have, to do and to go to produce
declarative, negative, and interrogative simple
sentences.
D: The young girl does her homework.
N: The young girl does not do her homework.
I: Does the young girl do her homework?
• Verb Tense Study
II-L-1(Q):HI-3: producing Yes/No questions beginning
with “to be” and containing a complement in a variety
of verb tenses.
Is the girl walking to the park?
Was the girl walking to the park?
Will the girl be walking to the park?
• Role playing
• Partner conversations- taking turns asking
questions
• Scenarios given by teacher with yes/no
questions
• Verb Tense Study
II-L-1(SC):HI-7 & 8: producing declarative & negative
sentences with S-V-C construction with an adjective as
the complement, with subject-verb agreement.
D: Sam is a happy man.
N: Sally is not a happy girl.
• Mondo
• Verb Tense Study
Governing Board Approval, May, 2015
11
II-L-1(V):HI-8: using simple past tense irregular verbs:
to be, to have, to do, and to go to produce declarative,
negative, and interrogative simple sentences
(subject-verb agreement).
II-L-1(PH/CL):HI-7: using an infinitive verb phrase to
complete sentence frames.
II-L-1(V):HI-9: producing declarative, negative, and
interrogative sentences using irregular simple past
tense verbs with subject-verb agreement. (see irregular
verbs in ELP appendix)
II-L-1(V):HI-10: producing declarative, negative, and
interrogative sentences using the simple future tense
(will, going to) with subject-verb agreement.
D: Subject + irregular verb + finisher.
The girl went to the park.
N: Subject + did not + base verb + finisher.
The girl did not go to the park.
I: Did + subject + base verb + finisher?
Did the girl go to the park?
• Role playing
• Partner conversations: taking turns asking
questions
• Scenarios given by teacher
• Mondo/magazine pictures
• Verb Tense Study
infinitive verb phrase: to go to the store, to play
at the park, to buy a bicycle, etc.
• Vocabulary Frames
i.e. This is a _______ and it is used to ______.
• Sentence frames
i.e. I want ________. I like _________.
• Role playing
• Partner conversations
• Scenarios given by teacher
• Mondo/magazine pictures
• Verb Tense Study
D: Subject + irregular verb + finisher.
The girl held the puppy.
N: Subject + did not + base verb + finisher.
The girl did not hold the puppy.
I: Did + subject + base verb + finisher?
Did the girl hold the puppy?
D: Subject + will + verb + finisher.
N: Subject + will + not + verb + finisher.
I: Will + subject + verb + finisher?
II-L-1(Q):HI-6: producing Yes/No questions in the
simple future tense.
II-L-1(V):HI-3 & (SC) HI: 15: using imperative verbs in a
complete sentence.
Pronouns
II-L-1(Pro):HI-2: using singular and plural personal
objective pronouns (me, you, him, her, it, us, them) in
oral communication.
imperative verb - commanding verb
Chase the dog. Clean your room.
• Role playing
• Partner conversations
• Scenarios given by teacher
• Mondo/magazine pictures
• Verb Tense Study
• Vertical Sentence Method
• Scenarios given by teacher
• This or That
• Vertical Sentence Method
• Verb Tense Study
• Props/puppets to act out scenarios and use
pronouns
• Role playing
• Students ask questions without using peers’
names
• Grammar Study
Governing Board Approval, May, 2015
12
II-L-1(SC):HI-13: producing sentences using subject,
verb, and object pronoun, with subject-verb agreement.
(S-V-O)
I use it.
I watched him.
She played with them.
II-L-1(PRO):HI-5: using interrogative pronouns (i.e.,
who, what, which).
“Who do you want?”
“What do you want?”
“Which do you want?”
Demonstrative pronoun + verb + finisher.
“These are the best.”
“That looks good.”
II-L-1(PRO):HI-6: using demonstrative pronouns (i.e.,
this, that).
Adjectives/ Adverbs
II-L-1(ADJ):HI-5: using demonstrative adjectives (this,
that, these, those) in oral communication.
demonstrative adjective - modifies a noun to
point out or demonstrate a specific item(s)
Demonstrative adjective + noun + verb + finisher.
“That cookie looks good.”
“Those dogs are cute.”
II-L-1(PH/CL):HI-3: using a demonstrative adjective
and a noun in a complete sentence. (demonstrative
adjective + noun)
Use same examples above but now for writing.
• Students choose a verb and object card: use
them in a sentence with a pronoun
• Students orally practice sentences by replacing
the nouns with pronouns
• Sentence frames
• Big Cheese
• I Have, Who Has
• Point to classroom objects and have students
create sentences using the pronouns to replace
the noun
• T-chart (this, that, these, those): Students list
classroom objects and use appropriate
demonstrative pronouns to describe location
and amount
• Grammar Guide, pages 86-87
• Point to classroom object and have students say
sentences using demonstrative adjectives
• T-chart (this, that, these, those): Students list
classroom objects and use appropriate
demonstrative adjectives to describe location
and amount
• Grammar Guide, pages 86-87
• Sentence frames
• T-chart (this, that, these, those): Students list
classroom objects and use appropriate
demonstrative adjectives to describe location
and amount
Governing Board Approval, May, 2015
13
II-L-1(ADJ):HI-2: using nouns as modifiers. (e.g., shoe
store, kitchen table, etc.)
modifier - explains what type of object
which store, which table, etc.
• Provide students with pictures of different
types of objects and have them use modifiers
to specify which object they are referring to
• Students use toy catalogs to describe specific
toys (doll house, Barbie car, etc.)
II-L-1(PH/CL):HI-1: using noun phrases (including
nouns as modifiers, e.g., kitchen table) in a complete
sentence.
Put the book on the kitchen table.
Color the American flag.
I buy from the ice cream truck.
• Provide students with pictures of different
types of objects and have them use modifiers
to specify which object they are referencing
• Students use toy catalogs to describe specific
toys (doll house, Barbie car, etc.)
• Students make a list of modifiers and use them
in sentences
• Sentence frames
examples - above, against, among, beyond, in
front of, opposite, under, upon
• Students follow prepositional directions to
draw a picture
• Using an obstacle course, students act out
prepositions given by the teacher
• Students listen to read-alouds and determine
when prepositions are used
examples - up, down, over
• Students follow prepositional directions to
draw a picture
• Using an obstacle course, students act out
prepositions given by the teacher
• Students listen to read-alouds and determine
when prepositions are used
Prepositions
II-L-1(PREP):HI-1: using prepositions of location.
II-L-1(PREP):HI-2: using prepositions of direction.
II-L-1(PH/CL):HI-6 & (SC): HI-9, 10 &11: using a
prepositional phrase in a complete sentence. (e.g., on
the table)
Conjunctions
II-L-1(C):HI-1: using coordinating conjunctions but and
for.
• Grammar Wall
• Farmer in the Dell: sentence building
• Verb Tense Study
• Give students two short sentences and ask
them to combine the two sentences using
coordinating conjunctions
Governing Board Approval, May, 2015
14
Interjections
II-L-1(I):HI-1: using interjections in appropriate
context.
examples - Ahoy!, Go!, Ouch!, Yahoo!, Yuck!, Wow!
• Scenarios that warrant the use of interjections
• Verb Tense Study
• Students draw pictures illustrating a time when
they would use an interjection
• Students use interjections to expand sentences;
which express strong emotions
• What We Know
Questions
II-L-1(Q):HI-10: producing interrogative sentences
beginning with “When.”
• Students pair up and ask each other questions
beginning with “When”
• Big Cheese
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
II-L-2:HI-1: classifying words into conceptual
categories and providing rationale. (math, science,
social studies)
II-L-2:HI-2: identifying the meaning of and using sight
words. (math, science, social studies)
addition – sum, total, in all, altogether
solids – rock, table, pencil
community helpers – officer, firefighter, doctor
sight words - cannot be sounded out
phonetically
II-L-2:HI-3: identifying the meaning of and using high
frequency words. (math, science, social studies)
high frequency words – found often in text
II-L-2:HI-4: using grade specific academic vocabulary
and symbols within context. (math, science, social
studies)
II-L-2:HI-5: applying knowledge of grade-level
vocabulary (including content area words) in text.
(math, science, social studies)
Resources/ Methods
• Students sort words into categories and explain
their reasoning
• Harcourt
• MIE
• Memorization activities
• Harcourt
• MIE
• Memorization activities
• Vocabulary Frames
• Marzano’s Six Steps to Effective Vocabulary
Instruction
• Word web (circle map)
• Vocabulary Frames
• Marzano’s Six Steps to Effective Vocabulary
Instruction
• Noun Study
• Concept Map
• Verb Tense Study
• HIEP Strategies
• Grammar Wall
Governing Board Approval, May, 2015
15
II-L-2:HI-6: determining the meaning of compound
words using knowledge of individual words. (math,
science, social studies)
II-L-2:HI-7: reading contractions.
• Sentence frames:
fireman= A man who puts out a _________.
sandbox= A box that has ___________ in it.
• Students draw pictures of the two words that
make the compound word and draw a picture
of the compound word
• Verb Tense Study: negative tense
• Give sentences with two words that are not in
contraction form: Students re-read the
sentences and change the words into the
contraction form and vice versa
• Morph House
• Florida Center for Reading Research website:
http://www.fcrr.org/
II-L-2:HI-8: constructing meaning by applying
knowledge of prefixes.
prefixes - go at the beginning of the word
II-L-2:HI-9: constructing meaning by applying
knowledge of suffixes.
suffixes - go at the end of the word
• Morph House
• Florida Center for Reading Research website:
http://www.fcrr.org/
II-L-2:HI-10: associating common abbreviations with
words. (math, science, social studies)
abbreviations - Dr., St., Mr.
• Memory/concentration games
• Flashcards
• Language Warm-Up
II-L-2:HI-11: clarifying word meaning by applying
knowledge of synonyms and antonyms to enhance
vocabulary. (math, science, social studies)
II-L-2:HI-12: applying knowledge of homophones
within text. (math, science, social studies)
II-L-2:HI-13: determine the meaning of a word by using
resources. (math, science, social studies)
• Morph House
• Vertical Sentence
• Synonym/antonym concentration
• Synonym/antonym bingo
homophones - words that are pronounced the
same as another word but differ in meaning, and
may differ in spelling
• Provide students with two sentences with
homophones and discuss their different
meanings
• Provide authentic texts and have students use
the story to determine the meanings of
unknown words
• Students use knowledge of parts of speech to
help determine word meaning in context
Governing Board Approval, May, 2015
16
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
Resources/ Methods
Comprehension of Oral Communications
II-LS-1:HI-1: distinguishing between phonemes in the
initial, medial, and final positions of words, phrases and
sentences.
II-LS-1:HI-2: summarizing main ideas and supporting
details from read-alouds (fiction and nonfiction) in
complete sentences. (math, science, social studies)
II-LS-1:HI-3: sequencing a series of events from
read-alouds, presentations, and conversations using
transition words/ phrases in complete sentences.
(math, science, social studies)
II-LS-1:HI-4: summarizing the main idea and key
points/details of a presentation using complete
sentences. (math, science, social studies)
II-LS-1:HI-5: responding to social conversations by
rephrasing and repeating information, asking
questions, and expressing one’s thoughts.
II-LS-1:HI-6: following multiple-step directions which
include prepositions.
(math, science, social studies)
• Language Warm-Up
• START
• Phonics book
• Sound Spelling Mapping
• Phonics Lesson Library
• Four Picture Story Frame
• Collaborative Story Retell/Text Retell
• Graphic organizers
• High Five Strategy
• Sequence pictures
• Ten Important Sentences/Pictures- ELAD
• Role playing
• Four Picture Story Frame
• Video presentation/movie
• Graphic organizers
• Sequencing activities
• Four Picture Story Frame
• Think-Pair-Share
• Collaborative Story Retell/Text Retell/ ThinkPair-Share
• Function Junction
• Role playing
• Conversation starters
• Class meetings/sharing time
• Big Cheese
• Students sit back to back, one partner sees a
finished drawing and directs the second
partner to draw it (switch roles)
• Science experiments: SSRC materials
• Students follow daily given directions
Governing Board Approval, May, 2015
17
II-LS-1:HI-7: responding to academic discussions by
sharing one’s view on facts, ideas, and/or events using
academic vocabulary.
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
II-LS-2:HI-1: articulating the 44 phonemes accurately.
II-LS-2:HI-2: independently reciting familiar rhymes,
songs, chants and text with accurate pronunciation,
prosody, voice projection and expression.
(math, science, social studies)
II-LS-2:HI-3: expressing personal/survival needs and
emotions in complete sentences.
II-LS-2:HI-4: initiating conversations using formal and
informal socio-functional communication in complete
sentences. (e.g., greetings, courtesies, farewells,
apologies, and invitations, etc.)
II-LS-2:HI-5: asking and responding to academic
questions using complete sentences. (e.g., expressing
probabilities, and hypothetical questions, etc.). (math,
science, social studies)
II-LS-2:HI-6: asking and responding to social questions
using complete sentences.
Examples for Support/Clarification
• Have class discussions using texts, newspaper
articles, Time for Kids, Weekly Readers, etc.
Resources/ Methods
• START
• Language Warm-Up
• Phonics Lesson Library
• Poems
• Songs
• Chants
• Nursery rhymes
• Class created poems
• Jump rope rhymes
• Language Warm-Up
• Harcourt
• MIE
• Function Junction:
If you were lost at the zoo, how could you
ask someone to help you?
• Role playing
• Function Junction:
If someone gives you a gift, what would you
say?
• Create a bank of questions that students can
refer to when asking academic questions
• Use Vocabulary Frames to PUSH!
• Develop hypothesis
• Making predictions
• KWL chart
• This or That
• Role playing
• Big Cheese
• IDEAL website:
https://www.ideal.azed.gov/p/
Governing Board Approval, May, 2015
18
II-LS-2:HI-7: stating multi-step directions or commands
that the listener can follow. (math, science, social
studies)
• Students explain classroom procedures
• Students explain how to make something
• Students explain how to solve a math problem
step-by-step
• Students explain how to conduct an experiment
• Students state directions using a simple map of
a community
Governing Board Approval, May, 2015
19
ELL Stage II: Grades 1-2
ELD Curriculum Implementation Guide
Quarter 3
Language Strand
Standard 1: The student will identify and apply conventions of standard English in his or her communication.
The student will demonstrate knowledge of parts of speech by:
ELP Performance Indicator
Examples for Support/Clarification
Nouns
II-L-1(N): HI-4: using singular possessive nouns.
II-L-1(N): HI-5: using plural possessive nouns.
Verbs
II-L-1(V): HI-11: producing declarative, negative, and
interrogative sentences using linking verbs of sensation
with subject-verb agreement.
II-L-1(V): HI-12: producing declarative, negative, and
interrogative sentences using linking verbs of being
with subject-verb agreement.
II-L-1(V): HI-14: distinguishing between the auxiliary
(helping) verb and the main verb.
Resources/ Methods
possessive noun - tells us who or what owns or
has something
To make a noun possessive, just add ‘s.
Tom = Tom’s
the doctor = the doctor’s
Add an ‘ to a regular noun that ends in s.
teachers = teachers’
If the plural noun does not end in s, add ‘s.
children = children’s
• Role playing scenarios
• Student holds an object and ask peers to use
possessive nouns to describe ownership
• Scavenger hunt: students use possessive nouns
to tell whom objects belong to
• Role playing scenarios
• Student holds an object and ask peers to use
possessive nouns to describe ownership
linking verbs - connect a subject to a subject
complement, which identifies or describes the
subject
taste, smell, sounds, and feel
The flower smells sweet.
The cookie tastes delicious.
• Give students pictures and have them list words
to describe it using their five senses
linking verbs – state of being
to act, to seem, to appear, to look
The boy looks tired.
The toddler acts silly.
helping verb – a verb that comes before the main
verb to form a verb phrase
to be, to have, to do
The dog is running.
The boy has played.
They do swim.
• Give students pictures and have them list words
to describe state of being
• Verb Tense Study
Governing Board Approval, May, 2015
20
II-L-1(V): HI-15: producing declarative, negative, and
interrogative sentences using modal auxiliaries (will,
can, could, may, might, must, should, would) with
subject-verb agreement.
II-L-1(PH/CL): HI-9: using auxiliary and/or modal
auxiliary verb phrases in a complete sentence. (i.e., “did
go,” “may go,” “will have gone”)
modals - change the mood of the sentence
D: Subject + modal + verb + finisher.
The storm might cause the power to go out.
N: Subject + modal + not + verb + finisher.
The storm might not cause the power to go out.
I: Modal + subject + verb + finisher?
Might the storm cause the power to go out?
modals - change the mood of the sentence
Subject + modal phrase + verb + finisher.
The storm might have caused the power to go out.
Pronouns
II-L-1(PRO): HI-3: using singular and plural personal
possessive pronouns (mine, yours, his, hers, its, ours,
theirs) in oral communication.
• Grammar Guide, pages 52 and 92
• Give students sentences and have them add the
modal to enhance the sentences
• Sentence Pyramid Building
• Grammar Guide, pages 52 and 92
• Give students sentences and have them add the
modal to enhance the sentence
• Sentence Pyramid Building
• Verb Tense Study
• Props/puppets to act out scenarios and use
pronouns
• Role playing
• Students ask questions and teachers PUSH them
to not use peers’ names
• Grammar Study
Adjectives/ Adverbs
II-L-1(ADJ): HI-4: using singular and plural possessive
adjectives (my, your, his, her, its, our, their).
• Verb Tense Study
• Props/puppets to act out scenarios and use
pronouns
• Role playing
• Students ask questions and teachers PUSH them
to not use peers’ names
• Grammar Study
II-L-1(ADV): HI-1 & 2: using "when" (first, then, next,
after, before, finally) and “frequency” adverbs (always,
never, sometimes).
Subject + adverb + verb + finisher.
The moon is orbiting around the Earth.
Subject + verb + adverb + finisher.
The sun will shine tomorrow morning.
Adverb + subject + verb + finisher.
Lately, the clouds have been blocking the sun.
II-L-1(PH/CL): HI-8 & (SC): HI-14: using adverbial
phrases in a complete sentence. (after opening the
door…)
Brush your teeth before going to bed.
Move the water away from the computer.
• Verb Tense Study
• Grammar Wall
• Grammar Guide, pages 112, 117, and 138
• Sentence frames
• Teacher asks questions and students have to
answer using adverbs in complete sentences.
• Make a chart to show degrees of frequency:
--always, frequently
--sometimes, rarely
--never
Governing Board Approval, May, 2015
21
II-L-1(PH/CL): HI-4: using a verb phrase in a complete
sentence. (verb + adverb, adverb + verb) (ran quickly,
quickly ran)
II-L-1(ADV): HI-3: using "where" adverbs (i.e., here,
there).
Subject + adverb + verb + finisher.
He swiftly moves through the water.
Subject + verb + adverb + finisher.
He moves swiftly through the water.
Subject + verb + adverb + finisher.
The smart dog ran here when I called his name.
II-L-1(ADV): HI-4: using "how/degree" adverbs
(quickly ran, too cold, very quickly).
Subject + adverb + verb + finisher.
The storm completely destroyed the tents.
Prepositions
II-L-1(PREP): HI-3: using prepositions of time.
II-L-1(PREP): HI-4: using prepositions of action and
movement.
Conjunctions
Not an ELP standard at Stage II: using subordinating
conjunctions because, if, so that.
Questions
II-L-1(Q): HI-11, 12, & 13: producing interrogative
sentences beginning with “Why,” “How,” & “Which.”
Subject + verb + finisher + prepositional phrase.
A suitcase must be secured on the plane before
take-off.
Prepositional phrase + subject + verb + finisher.
Before take-off, a suitcase must be secured on the
plane.
prepositions of action and movement - to, from,
off, out of
She jumped out of the plane.
He dove off of the diving board.
Clause + subordinating conj. + clause.
Sam likes the ice cream store because they carry
his favorite flavor.
Subordinating conj. + clause, + clause.
Because they carry his favorite flavor, Sam likes
the ice cream store.
• Verb Tense Study
• Grammar Wall
• Grammar Guide, page 116
• Verb Tense Study
• Grammar Wall
• Grammar Guide, page 116
• Verb Tense Study
• Grammar Wall
• Grammar Guide, page 118
• Verb Tense Study
• Grammar Wall
• Grammar Guide, page 70
• Verb Tense Study
• Grammar Wall
• Pictures in magazines
• Mondo
• Give students two clauses and have them
combine the clauses with a subordinating
conjunction to form a sentence
• Pair students up and have them ask each other
questions beginning with “Why,” “How,” and
“Which”
• Big Cheese
Governing Board Approval, May, 2015
22
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
II-L-2:HI-1: classifying words into conceptual
categories and providing rationale. (math, science,
social studies)
II-L-2:HI-2: identifying the meaning of and using sight
words. (math, science, social studies)
II-L-2:HI-3: identifying the meaning of and using high
frequency words. (math, science, social studies)
II-L-2:HI-4: using grade specific academic vocabulary
and symbols within context. (math, science, social
studies)
II-L-2:HI-5: applying knowledge of grade-level
vocabulary (including content area words) in text.
(math, science, social studies)
II-L-2:HI-6: determining the meaning of compound
words using knowledge of individual words. (math,
science, social studies)
II-L-2:HI-7: reading contractions.
addition – sum, total, in all, altogether
solids – rock, table, pencil
community helpers – officer, firefighter, doctor
sight words - cannot be sounded out
phonetically
high frequency words – found often in text
Resources/ Methods
• Students sort words into categories and explain
their reasoning
• Harcourt
• MIE
• Memorization activities
• Harcourt
• MIE
• Memorization activities
• Vocabulary Frames
• Marzano’s Six Steps to Effective Vocabulary
Instruction
• Word web (circle map)
• Vocabulary Frames
• Marzano’s Six Steps to Effective Vocabulary
Instruction
• Noun Study
• Concept Map
• Verb Tense Study
• HIEP Strategies
Grammar Wall
• Sentence frames:
fireman= A man who puts out a _________.
sandbox= A box that has ___________ in it.
• Students draw pictures of the two words that
make the compound word and draw a picture
of the compound word
• Verb Tense Study: negative tense
• Give sentences with two words that are not in
contraction form: Students re-read the
sentences and change the words into the
contraction form and vice versa
Governing Board Approval, May, 2015
23
II-L-2:HI-8: constructing meaning by applying
knowledge of prefixes.
prefixes - go at the beginning of the word
II-L-2:HI-9: constructing meaning by applying
knowledge of suffixes.
suffixes - go at the end of the word
II-L-2:HI-10: associating common abbreviations with
words. (math, science, social studies)
abbreviations - Dr., St., Mr.
II-L-2:HI-11: clarifying word meaning by applying
knowledge of synonyms and antonyms to enhance
vocabulary. (math, science, social studies)
II-L-2:HI-12: applying knowledge of homophones
within text. (math, science, social studies)
• Morph House
• Florida Center for Reading Research website:
http://www.fcrr.org/
• Morph House
• Florida Center for Reading Research website:
http://www.fcrr.org/
• Memory/concentration games
• Flashcards
• Language Warm-Up
• Morph House
• Vertical Sentence
• Synonym/antonym concentration
• Synonym/antonym bingo
homophones - words that are pronounced the
same as another word but differ in meaning, and
may differ in spelling
II-L-2:HI-13: determine the meaning of a word by using
resources. (math, science, social studies)
• Provide students with two sentences with
homophones and discuss their different
meanings
• Provide authentic texts and have students use
the story to determine the meanings of
unknown words
• Students use knowledge of parts of speech to
help determine word meaning in 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 communications by:
ELP Performance Indicator
Examples for Support/Clarification
Comprehension of Oral Communications
II-LS-1:HI-1: distinguishing between phonemes in the
initial, medial, and final positions of words, phrases and
sentences.
Resources/ Methods
• Language Warm-Up
• START
• Phonics book
• Sound Spelling Mapping
• Phonics Lesson Library
Governing Board Approval, May, 2015
24
II-LS-1:HI-2: summarizing main ideas and supporting
details from read-alouds (fiction and nonfiction) in
complete sentences. (math, science, social studies)
• Four Picture Story Frame
• Collaborative Story Retell/Text Retell
• Graphic organizers
• High Five Strategy
II-LS-1:HI-3: sequencing a series of events from
read-alouds, presentations, and conversations using
transition words/ phrases in complete sentences.
(math, science, social studies)
• Sequence pictures
• 10 Important Sentences/Pictures, ELAD
• Role playing
• Four Picture Story Frame
• Video presentation/movie
• Graphic organizers
• Sequencing activities
• Four Picture Story Frame
• Think-Pair-Share
• Collaborative Story Retell/Text Retell
II-LS-1:HI-4: summarizing the main idea and key
points/details of a presentation using complete
sentences. (math, science, social studies)
II-LS-1:HI-5: responding to social conversations by
rephrasing and repeating information, asking
questions, and expressing one’s thoughts.
II-LS-1:HI-6: following multiple-step directions which
include prepositions. (math, science, social studies)
II-LS-1:HI-7: responding to academic discussions by
sharing one’s view on facts, ideas, and/or events using
academic vocabulary.
Standard 2: The student will express orally his or her own thinking and ideas.
The student will communicate orally by:
ELP Performance Indicator
Examples for Support/Clarification
• Function Junction
• Role playing
• Conversation starters
• Class meetings/sharing time
• Big Cheese
• Students sit back to back, one partner sees a
finished drawing and directs the second
partner to draw it (switch roles)
• Science experiments: SSRC materials
• Students follow daily given directions
• Class discussions using texts, newspaper
articles, Time for Kids, Weekly Readers, etc.
Resources/ Methods
Delivery of Oral Communications
II-LS-2:HI-1: articulating the 44 phonemes accurately.
• START
• Language Warm-Up
• Phonics Lesson Library
Governing Board Approval, May, 2015
25
II-LS-2:HI-2: independently reciting familiar rhymes,
songs, chants and text with accurate pronunciation,
prosody, voice projection and expression.
(math, science, social studies)
II-LS-2:HI-3: expressing personal/survival needs and
emotions in complete sentences.
II-LS-2:HI-4: initiating conversations using formal and
informal socio-functional communication in complete
sentences. (e.g., greetings, courtesies, farewells,
apologies, and invitations, etc.)
II-LS-2:HI-5: asking and responding to academic
questions using complete sentences. (e.g., expressing
probabilities, and hypothetical questions, etc.) (math,
science, social studies)
II-LS-2:HI-6: asking and responding to social questions
using complete sentences.
II-LS-2:HI-7: stating multi-step directions or commands
that the listener can follow. (math, science, social
studies)
• Poems
• Songs
• Chants
• Nursery rhymes
• Class created poems
• Jump rope rhymes
• Language Warm-Up
• Harcourt
• MIE
• Function Junction:
If you were lost at the zoo, how could you ask
someone to help you?
• Role playing
• Function Junction:
If someone gives you a gift, what would you
say?
• Create a bank of questions that students can
refer to when asking academic questions
• Use Vocabulary Frames to PUSH!
• Develop hypothesis
• Making predictions
• KWL chart
• This or That
• Role playing
• Big Cheese
• IDEAL website:
https://www.ideal.azed.gov/p/
• Students explain classroom procedures
• Students explain how to make something
• Students explain how to solve a math problem
step-by-step
• Students explain how to conduct an experiment
• Students state directions using a simple map of
a community
Governing Board Approval, May, 2015
26
ELL Stage II: Grades 1-2
ELD Curriculum Implementation Guide
Quarter 4
Language Strand
Standard 1: The student will identify and apply conventions of standard English in his or her communication.
The student will demonstrate knowledge of parts of speech by:
ELP Performance Indicator
Examples for Support/Clarification
Resources/ Methods
Nouns
Review as necessary.
Verbs + (At this point all ELP standards for Verbs in Stage II of the ELP standards have been covered. These are suggested enrichment.)
III-L-1(V): HI-20: producing declarative, negative, and
In order to conjugate a regular verb into the past • Verb Tense Study
interrogative sentences using regular present perfect
participle form, add the suffix “ed” at the end of
• Grammar Guide, page 56
tense verbs with subject-verb agreement.
the verb.
• Scenarios
We use this tense most often to convey an action • Pictures
that began in the past or has recently ended,
• Role playing
continued to present, or happened in the past at
• Vertical Sentences
an unknown time.
• Syntax Surgery
D: Subject + has/have + past participle + finisher.
Sam has jumped in the lake.
N: Subject + has/have + not + past participle +
finisher.
Sam has not jumped in the lake.
I: Has/Have + subject + past participle + finisher?
Has Sam jumped in the lake?
Governing Board Approval, May, 2015
27
III-L-1(V): HI-21: producing declarative, negative, and
interrogative sentences using irregular present perfect
tense verbs with subject-verb agreement.
Not an ELP standard at Stage II: producing declarative,
negative, and interrogative sentences using past perfect
tenses.
Irregular verbs do not conjugate into the past
participle form by adding the suffix “ed” (this is
why they are irregular). Provide students with a
chart of irregular verbs:
Infinitive form
Past tense
Past Participle
to blow
blew
blown
to swim
swam
swum
D: Subject + has/have + past participle (irregular)
+ finisher.
Sam has seen the dog.
N: Subject + has/have + not + past participle
(irregular) + finisher.
Sam has not seen the dog.
I: Has/Have + subject + past participle (irregular)
+ finisher?
Has Sam seen the dog?
We use this tense to show two actions that
happened in the past, and/or the first action was
complete before the second began.
time markers to use: by the time, by, before, when,
already (can be used to introduce the second
event).
D: Subject + had + past participle + finisher.
The girl had eaten dinner by the time her dad
got home.
N: Subject + had + not + past participle + finisher.
The girl had not eaten dinner by the time her
dad got home.
I: Had + subject + past participle + finisher?
Had the girl eaten dinner by the time her dad got
home?
• Verb Tense Study
• Grammar Guide, pages 56-57
• Scenarios
• Pictures
• Role playing
• Vertical Sentences
• Syntax Surgery
• Verb Tense Study
• Grammar Guide, pages 94-95
• Scenarios
• Pictures
• Role playing
• Students retell stories using these sentence
formulas
• Vertical Sentences
• Syntax Surgery
Governing Board Approval, May, 2015
28
Not an ELP standard at Stage II: producing declarative,
negative, and interrogative sentences using future
perfect tenses.
Not an ELP standard at Stage II: producing declarative,
negative, and interrogative sentences using present
perfect progressive tenses.
This tense is used to show two events in the
future, with the first event occurring at a very
specific time. The first event will be complete
before the second begins.
time markers to use: by the time, by, before, when,
already, in/on (can be used to introduce the
second event)
D: Subject + will have + past participle + finisher.
Tom will have consumed all of the cake by the
time we get there.
N: Subject + will + not + have + past participle +
finisher.
Tom will not have consumed all of the cake by
the time we get there.
I: Will + subject + have + participle + finisher?
Will Tom have consumed all of the cake by the
time we get there?
Use this tense to illustrate an ongoing event that
was recently completed, or started in the past,
and continues into the present.
time markers to use: since, for, during, recently,
lately, as of late
D: Subject + has/have + been + verb(ing) +
finisher.
The flower has been blooming since April.
N: Subject + has/have + not + been + verb(ing) +
finisher.
The flower has not been blooming since April.
I: Has/Have + subject + been + verb(ing) +
finisher?
Has the flower been blooming since April?
• Verb Tense Study
• Grammar Guide, pages 96-97
• Scenarios
• Pictures
• Role playing
• Vertical Sentences
• Syntax Surgery
• Verb Tense Study
• Grammar Guide, pages 98-99
• Scenarios
• Pictures
• Role playing
• Vertical Sentences
• Syntax Surgery
Governing Board Approval, May, 2015
29
Not an ELP standard at Stage II: producing declarative,
negative, and interrogative sentences using the passive
voice.
Use this tense to hide the actor in the sentence,
which allows us to focus on the item receiving
the action rather than the person or thing doing
the action (object from first sentence changes to
the subject in the second sentence).
‘Sam was throwing the pencil at his teacher’
changes to ‘The pencil was being thrown at the
teacher’.
• Grammar Guide: pages 104-105
• Students create active sentences and change them
to passive voice
D: Subject + to be verb + past participle + finisher.
(was object)
The pencil was being thrown at the teacher.
N: Subject +to be verb + not + past participle +
finisher.
(was object)
The pencil was not being thrown at the teacher.
I: To be verb + subject + past participle + finisher?
(was object)
Was the pencil being thrown at the teacher?
Pronouns
II-L-1(PRO):HI-4: differentiating between subjective,
objective, possessive pronouns, and their placement in
sentences.
Adjectives/ Adverbs
II-L-1(ADV): HI-5: using adjectival adverbs (beautiful,
beautifully).
subjective - replace the noun acting as the
subject and come before the verb
objective - pronouns that are the object of a verb
and come after the verb
possessive - pronouns that indicate grammatical
ownership
• Grammar Guide: pages 72-73, 76-77
• Give sentences to students and have them replace
the noun with a pronoun
• Give students a variety of sentences and have them
identify which type of pronoun is shown
• Role playing
Add “ly” to the end of an adjective to make it into
an adverb.
quick(”ly”) = quickly
• Grammar Wall
• Make a list to use in sentences
Governing Board Approval, May, 2015
30
III-L-1(ADV): HI-5: using regular comparative and
superlative adverbs (e.g., slowly, less slowly, least slowly,
etc.).
comparative adverb - add “er” to the end of the
word or “more” to the beginning
Subject + verb + adverb(er) + than + finisher.
She writes quicker than I do.
Subject + verb + more + adverb + than + finisher.
My older sister is more daring than my younger
sister.
superlative adverb - add “est” to the end of the
word or “most” to the beginning
Subject + verb + the + adverb(est) + of all/in all +
finisher.
Jose is the tallest boy in the whole first grade.
Subject + verb + the + most + adverb + of all/in all
+ finisher.
Her painting is the most beautiful of them all.
Prepositions
II-L-1(PREP): HI-5: using prepositions of opposition.
II-L-1(PREP): HI-6: differentiating among prepositions
of location, direction, and time.
• Hold up two pictures, have the students identify
the verbs within the pictures, and then use
comparative adverbs to compare the actions
• Hold up three or more pictures, have the students
identify the verbs within the pictures, and then
use superlative adverbs to compare the actions
• Grammar Guide: pages 124-127
opposition - opposites/antonyms
off/on, with/without, in/out
• Give students a preposition and have them identify
the opposite
• Ask students to illustrate two prepositions of
opposition
location/direction - in, to, under
time - about, before, since
• Give students a variety of sentences and have them
identify which type of preposition is shown
• Ask students to illustrate prepositions
• Give students a list of prepositions and have them
place the words under the correct headings
Conjunctions
Review as necessary.
Interjections
Review as necessary.
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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
II-L-2:HI-1: classifying words into conceptual
categories and providing rationale. (math, science,
social studies)
II-L-2:HI-2: identifying the meaning of and using sight
words. (math, science, social studies)
II-L-2:HI-3: identifying the meaning of and using high
frequency words. (math, science, social studies)
II-L-2:HI-4: using grade specific academic vocabulary
and symbols within context. (math, science, social
studies)
II-L-2:HI-5: applying knowledge of grade-level
vocabulary (including content area words) in text.
(math, science, social studies)
II-L-2:HI-6: determining the meaning of compound
words using knowledge of individual words. (math,
science, social studies)
II-L-2:HI-7: reading contractions.
addition – sum, total, in all, altogether
solids – rock, table, pencil
community helpers – officer, firefighter, doctor
sight words - cannot be sounded out
phonetically
high frequency words – found often in text
Resources/ Methods
• Students sort words into categories and explain
their reasoning
• Harcourt
• MIE
• Memorization activities
• Harcourt
• MIE
• Memorization activities
• Vocabulary Frames
• Marzano’s Six Steps to Effective Vocabulary
Instruction
• Word web (circle map)
• Vocabulary Frames
• Marzano’s Six Steps to Effective Vocabulary
Instruction
• Noun Study
• Concept Map
• Verb Tense Study
• HIEP Strategies
Grammar Wall
• Sentence frames:
fireman= A man who puts out a _________.
sandbox= A box that has ___________ in it.
• Students draw pictures of the two words that
make the compound word and draw a picture of
the compound word
• Verb Tense Study: negative tense
• Give sentences with two words that are not in
contraction form: Students re-read the sentences
and change the words into the contraction form
and vice versa
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II-L-2:HI-8: constructing meaning by applying
knowledge of prefixes.
prefixes - go at the beginning of the word
• Morph House
• Florida Center for Reading Research website:
http://www.fcrr.org/
II-L-2:HI-9: constructing meaning by applying
knowledge of suffixes.
suffixes - go at the end of the word
• Morph House
• Florida Center for Reading Research website:
http://www.fcrr.org/
II-L-2:HI-10: associating common abbreviations with
words. (math, science, social studies)
abbreviations - Dr., St., Mr.
• Memory/concentration games
• Flashcards
• Language Warm-Up
II-L-2:HI-11: clarifying word meaning by applying
knowledge of synonyms and antonyms to enhance
vocabulary. (math, science, social studies)
II-L-2:HI-12: applying knowledge of homophones
within text. (math, science, social studies)
• Morph House
• Vertical Sentence
• Synonym/antonym concentration
• Synonym/antonym bingo
homophones - words that are pronounced the
same as another word but differ in meaning, and
may differ in spelling
II-L-2:HI-13: determine the meaning of a word by using
resources. (math, science, social studies)
• Provide students with two sentences with
homophones and discuss their different meanings
• Provide authentic texts and have students use the
story to determine the meanings of unknown
words
• Students use knowledge of parts of speech to help
determine word meaning in 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 communications by:
ELP Performance Indicator
Examples for Support/Clarification
Comprehension of Oral Communications
II-LS-1:HI-1: distinguishing between phonemes in the
initial, medial, and final positions of words, phrases and
sentences.
Resources/ Methods
• Language Warm-Up
• START
• Phonics book
• Sound Spelling Mapping
• Phonics Lesson Library
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II-LS-1:HI-2: summarizing main ideas and supporting
details from read-alouds (fiction and nonfiction) in
complete sentences. (math, science, social studies)
• Four Picture Story Frame
• Collaborative Story Retell/Text Retell
• Graphic organizers
• High Five Strategy
II-LS-1:HI-3: sequencing a series of events from
read-alouds, presentations, and conversations using
transition words/ phrases in complete sentences.
(math, science, social studies)
• Sequence pictures
• 10 Important Sentences/Pictures- ELAD
• Role playing
• Four Picture Story Frame
• Video presentation/movie
II-LS-1:HI-4: summarizing the main idea and key
points/details of a presentation using complete
sentences. (math, science, social studies)
• Graphic organizers
• Sequencing activities
• Four Picture Story Frame
• Think-Pair-Share
• Collaborative Story Retell/Text Retell
• Think-Pair-Share
II-LS-1:HI-5: responding to social conversations by
rephrasing and repeating information, asking
questions, and expressing one’s thoughts.
• Function Junction
• Role playing
• Conversation starters
• Class meetings/sharing time
• Big Cheese
• Students sit back to back, one partner sees a
finished drawing and directs the second partner
to draw it (switch roles).
• Science experiments: SSRC
• Students follow daily given directions
II-LS-1:HI-6: following multiple-step directions which
include prepositions. (math, science, social studies)
II-LS-1:HI-7: responding to academic discussions by
sharing one’s view on facts, ideas, and/or events using
academic vocabulary.
• Have class discussions using texts, newspaper
articles, Time for Kids, Weekly Readers, etc.
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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
II-LS-2:HI-1: articulating the 44 phonemes accurately.
II-LS-2:HI-2: independently reciting familiar rhymes,
songs, chants and text with accurate pronunciation,
prosody, voice projection and expression.
(math, science, social studies)
II-LS-2:HI-3: expressing personal/survival needs and
emotions in complete sentences.
Examples for Support/Clarification
Resources/ Methods
• START
• Language Warm-Up
• Phonics Lesson Library
• Poems
• Songs
• Chants
• Nursery rhymes
• Class created poems
• Jump rope rhymes
• Language Warm-Up
• Harcourt/MIE
• Function Junction:
If you were lost at the zoo, how could you ask
someone to help you?
II-LS-2:HI-4: initiating conversations using formal and
informal socio-functional communication in complete
sentences. (e.g., greetings, courtesies, farewells,
apologies, and invitations, etc.)
• Role playing
• Function Junction:
If someone gives you a gift, what would you say?
II-LS-2:HI-5: asking and responding to academic
questions using complete sentences. (e.g., expressing
probabilities, and hypothetical questions, etc.) (math,
science, social studies)
• Create a bank of questions that students can refer
to when asking academic questions
• Use Vocabulary Frames to PUSH!
• Develop hypothesis
• Making predictions
• KWL chart
II-LS-2:HI-6: asking and responding to social questions
using complete sentences.
• This or That
• Role playing
• Big Cheese
• IDEAL website:
https://www.ideal.azed.gov/p/
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II-LS-2:HI-7: stating multi-step directions or commands
that the listener can follow. (math, science, social
studies)
• Students explain classroom procedures
• Students explain how to make something
• Students explain how to solve a math problem
step-by-step
• Students explain how to conduct an experiment
• Students state directions using a simple map of a
community
Governing Board Approval, May, 2015