* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download ELP STANDARDS IMPLEMENTATION GUIDE ELL Stage III: Grades 3-5 Mesa Public Schools
Udmurt grammar wikipedia , lookup
Transformational grammar wikipedia , lookup
Sanskrit grammar wikipedia , lookup
Compound (linguistics) wikipedia , lookup
Navajo grammar wikipedia , lookup
Junction Grammar wikipedia , lookup
Georgian grammar wikipedia , lookup
Japanese grammar wikipedia , lookup
Old English grammar wikipedia , lookup
Modern Hebrew grammar wikipedia , lookup
Lexical semantics wikipedia , lookup
Lithuanian grammar wikipedia , lookup
French grammar wikipedia , lookup
Kannada grammar wikipedia , lookup
Chinese grammar wikipedia , lookup
Swedish grammar wikipedia , lookup
Esperanto grammar wikipedia , lookup
Portuguese grammar wikipedia , lookup
Ancient Greek grammar wikipedia , lookup
Icelandic grammar wikipedia , lookup
Scottish Gaelic grammar wikipedia , lookup
Italian grammar wikipedia , lookup
Yiddish grammar wikipedia , lookup
Russian grammar wikipedia , lookup
Turkish grammar wikipedia , lookup
Macedonian grammar wikipedia , lookup
Serbo-Croatian grammar wikipedia , lookup
Latin syntax wikipedia , lookup
Malay grammar wikipedia , lookup
Pipil grammar wikipedia , lookup
English grammar wikipedia , lookup
ELP STANDARDS IMPLEMENTATION GUIDE ELL Stage III: Grades 3-5 Mesa Public Schools Governing Board Approval, May, 2015 1 ELL Stage III: Grades 3-5 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 III-L-1(N):HI-1: justifying his/her use of common - use indefinite article; a building common versus proper nouns and definite proper - use definite article; the White House versus indefinite articles. III-L-1(N):HI-2: justifying his/her use of singular versus plural nouns, common versus proper nouns and definite versus indefinite articles. (a) pencil ---(the) pencil(s) III-L-1(SC):HI-1: selecting a subject (i.e., noun/pronoun: singular, plural, compound or collective) to complete a given sentence. Robert went to the baseball game. He caught a baseball in his glove. III-L-1(SC):HI-5 & 6: producing sentences with a singular or plural noun as the subject using S-V-C construction, with subject-verb agreement. He is going is going to the baseball game. They are going to the baseball game. III-L-1(PH/CL):HI-1: using noun phrases in a complete sentence. noun phrase - formed by a noun or a pronoun and any modifiers, complements, or determiners A bird flew into the palm of my hand. Resources and Methods • Create a working chart comparing common to proper nouns • Grammar wall • Thinking map (circle map) • Grammar wall - Create a T-chart separating singular vs. plural nouns - Create T-chart for definite vs. indefinite articles • Grammar Guide, page 135 (noun chart) • Verb Tense Study (use of articles and plurals, subject-verb agreement) • Moving Into English Activities • Houghton Mifflin English • Verb Tense Study • MIE Activities • Vocabulary Frames Governing Board Approval, May, 2015 2 III-L-1(N):HI-3: converting a given singular common noun into a plural noun, including irregular nouns (with definite and indefinite articles as appropriate). regular forms – boy - boys, kitten - kittens irregular forms – child - children, leaf - leaves III-L-1(SC):HI-12: producing sentences using subjects + verbs + direct object (noun), with subject-verb agreement. The classes walked to lunch. III-L-1(PH/CL):HI-2: using joined noun phrases in a complete sentence. noun(s) + and + noun(s) • Verb Tense Study physical action verb – a verb that describes an action you can see (overt) • Verb Tense Study – Concept Chart 1 Create a chart for physical action, mental action, and state of being (to be) • Grammar Guide: page 33 • Houghton Mifflin English • Grammar Wall Verbs III-L-1(V):HI-1: defining and classifying physical action, mental action, and state of being (to be) verbs; explaining the relationship of a verb to the subject. mental action verb – a verb that describes an action that you cannot see (covert) physical action mental action to jump to fly to catch to salute to think to analyze to imagine to compare state of being "to be” am is are was were will be being been • Grammar Guide: page 32 • Students match singular/plural noun cards (in a sort or matching game) • Students match irregular singular/plural noun cards (in a sort or matching game) • Students orally state complete sentence frames using irregular verb forms Governing Board Approval, May, 2015 3 III-L-1(V):E-2 & HI-13: defining and differentiating between past, present, and future. Explain the difference between past, present, and future tenses and give examples: use pronoun + to be verbs. personal subject pronoun I you he she it we you they III-L-1(V):HI-3: using imperative verbs (e.g., Put the markers in the box.). past present was were was was was were were were am are is is is are are are future • Verb Tense Study: Concept Chart #6 • Grammar Guide: page 34 • Create a T-chart separating past, present, and future tense verbs will be Put the markers in the box. • Grammar Guide: pages 90-91 • Houghton Mifflin English Chase the dog, please. III-L-1(SC): HI-15: producing imperative sentences. III-L-1(V):HI-4: identifying the infinitive verb. infinitive verb form - a verb in its basic form with the word to preceding it to swim, to flip, to sleep • Verb Tense Study: Concept Chart #2 • Grammar Guide: page 35 Governing Board Approval, May, 2015 4 III-L-1(V):HI-7: 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? III-L-1(SC):HI-17: producing sentences using subject + verb + object (S-V-O) with subject-verb agreement. Bob scored a goal. subject-Bob, verb-scored, object-a goal III-L-1(SC):HI-8: producing sentences in the negative construction with a subject + “to be” + adjective as the complement, with subject-verb agreement. (S-V-C) The dog is not temperamental. • • • • • Verb Tense Study Sentence Building Pyramid ( handout) Grammar Guide: page 42 Syntax Surgery Function Junction III-L-1(Q):HI-1: producing questions using inflection when produced orally. III-L-1(Q):HI-4: producing Yes/No questions in the present progressive tense. III-L-1(V):HI-16: producing declarative, negative, and interrogative sentences using the past progressive tense with subject-verb agreement. “Are you going to the park?” D: Subject + was/were + verb(ing) + finisher. N: Subject + was/were + not + verb(ing) + finisher. I: Was/were + subject + verb(ing) + finisher? III-L-1(Q):HI-7: producing Yes/No questions in the past progressive tense. “Were you going to the park?” III-L-1(V):HI-19: producing declarative, negative, and interrogative sentences using the future progressive tense with subjectverb agreement. D: Subject + will be + verb(ing) + finisher. N: Subject + will + not + be + verb(ing) + finisher. I: Will + subject + be + verb(ing) + finisher? III-L-1(Q):B-8: producing Yes/No questions in the future progressive tense. “Will you be going to the park?” • Verb Tense Study • Grammar Guide: page 44 • Syntax Surgery • Grammar Guide: page 45 • Verb Tense Study • Syntax Surgery Governing Board Approval, May, 2015 5 III-L-1(V):HI-5: using simple present tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences. III-L-1(SC):HI-2 & 3: producing sentences in the declarative and negative using subjects and verbs, with subject-verb agreement. (SV) • Grammar Guide: pages 46-47 The young girl went to school each morning. • Grammar Guide, page 50 III-L-1(SC):HI-7: producing sentences with an adjective as the complement using S-V-C construction, with subject-verb agreement. III-L-1(V):HI-6: producing declarative, negative, and interrogative sentences using simple present tense verbs with subjectverb agreement. III-L-1(Q):HI-2: producing Yes/No questions in the simple present tense using “to do.” III-L-1(V):HI-17: distinguishing between the auxiliary (helping) verb and the main verb. • Verb Tense Study do, does, did Auxiliary verbs – used to help the main verb create a negative structure, a question, or to show tense. In English, ‘to do,’ ‘to be,’ and ‘to have’ are the helping verbs. • Verb Tense Study • Houghton Mifflin • Grammar Wall Jessica is going to the mall. “is” – helping verb “going” – main verb Governing Board Approval, May, 2015 6 III-L-1(V):HI-8: differentiating between the use of simple present and present progressive verb tenses. Pronouns III-L-1(PRO):HI-1: using the appropriate personal subjective pronouns. III-L-1(SC):HI-4: producing sentences with a pronoun as the subject using S-V-C construction, with subject-verb agreement. III-L-1(PRO):HI-6: using interrogative pronouns who, whom, what, which and whose. III-L-1(PRO):HI-2: stating when to use personal objective versus personal subjective pronouns; using personal objective pronouns. III-L-1(SC):HI-13: producing sentences using subjects + verbs + object pronouns, with subject-verb agreement. III-L-1(PRO):HI-3: stating when to use possessive pronouns; using possessive pronouns. Adjectives III-L-1(ADJ):HI-1: producing a series of adjectives in the correct order (i.e., quantity/concept/size/shape/color). III-L-1(ADJ):HI-2: using possessive adjectives. Adverbs III-L-1(ADV):HI-1: using “when” adverbs. “She eats” versus “She is eating.” • Grammar Guide, page 46 - Simple Present • Grammar Guide, page 44 - Past Progressive • comparative chart subjective pronoun - a pronoun that replaces the noun acting as the subject ( I, you, he, she, it ,we, you, they) Subject + verb + complement/finisher. He went to the store. • • • • • Grammar Guide: pages 72-73 What We Know Verb Tense Study Houghton Mifflin English Function Junction • • • • • • Link activities to Grammar Wall parts of speech Verb Tense Study Function Junction Verb Tense Study Grammar Guide, page 72 Grammar Guide, page 76 personal objective pronouns: me, you, him, her, it, us, you, them personal subjective pronouns: I, you, he, she, it, we, you, they I am watching you. my/mine, your/yours, his, her/hers, its, our/ours, their/theirs • Grammar Guide, page 76 • Verb Tense Study Royal Order of Adjectives: determiner, observation, size, shape, age, color, origin, material, qualifier my, your, his, her, its, our, their • • • • first, next, then, after, before, finally • Grammar Guide: page 138 • Link skill to interrogative sentences Adjective sort Grammar Guide: page 134 Verb Tense Study Grammar Wall: Create sub-category for adjectives Governing Board Approval, May, 2015 7 III-L-1(ADV):HI-2: using “frequency” adverbs. always, never, sometimes • Grammar Guide: page 138 • Link skill to interrogative sentences III-L-1(ADV):HI-3: using “where” adverbs. here, there, outside, inside • Grammar Guide: page 138 • Link skill to interrogative sentences and/or/but/yet • Grammar Guide: page 140 • Grammar Wall activities • Verb Tense Study Conjunctions III-L-1(C):HI-1: defining, using, and differentiating coordinating conjunctions used to join nouns, verbs, adjectives, phrases and clauses. III-L-1(PH/CL):HI-5: using a joined verb phrases in a complete sentence. Interjections III-L-1(I):HI-1: using interjections in appropriate context. Prepositions III-L-1(PREP):HI-1: using prepositions of location. He was walking and talking at the same time. Ahoy!, Go!, Ouch!, Yahoo!, Yuck! • Grammar Guide: page 141 • Grammar Wall location: above, against, among, beyond, in front of, opposite, under, upon • • • • • • III-L-1(PREP):HI-2: using prepositions of direction. direction: up, down, over III-L-1(PREP):HI-3: using prepositions of time. time: on, at, in, by, during, past, since Grammar Guide, pages 68-69 Grammar Guide, pages 70-71 Grammar Guide, page 139 Verb Tense Study Sentence building handouts Charts III-L-1(PH/CL):HI-6: using a prepositional phrase in a complete sentence. III-L-1(SC):HI-9: producing sentences using a subject + “to be” + prepositional phrase, with subject-verb agreement. (S-V-P) Governing Board Approval, May, 2015 8 III-L-1(SC): HI-10: producing sentences (SV-O-P) using subjects, verbs and prepositional phrases, with subject-verb agreement. Questions III-L-1(Q): HI-11, 12, 13, 14 & 15: producing interrogative sentences beginning with “What,” “Where,” “Who,” or “Whom,” “When,” & “Why.” • Function Junction • Students ask questions to clarify content information 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 III-L-2: HI-1: classifying words into conceptual categories and providing rationale for classification. (math, science, social studies) III-L-2: HI-2: identifying the meaning/usage of sight words and utilizing them in context. (math, science, social studies) III-L-2: HI-3: identifying the meaning/usage of high frequency words and utilizing them in context. (math, science, social studies) III-L-2: HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols. (math, science, social studies) III-L-2: HI-5: determining the meaning of compound words using knowledge of individual words. (math, science, social studies) III-L-2: HI-6: applying contractions in context. Resources and Methods • Word sorts: Students categorize by meaning and structure • Refer to grade level content materials • Refer to grade level content materials • Refer to grade level content materials • Word web • Marzano’s 6-Steps to Effective Vocabulary Instruction • Harcourt • Moving Into English • Houghton Mifflin • Harcourt/MIE/Houghton Mifflin Governing Board Approval, May, 2015 9 III-L-2: HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown gradelevel content words. (math, science, social studies) Root word – usually carries meaning but cannot stand alone. Must add affixes to become meaningful. Bio is the root word for biography. Base word – a word to which affixes may be added to change its meaning, tense or part of speech. Base words can stand alone. Depend is the base word for dependable. • Picture book – If I Were a …Prefix/Suffix etc. • Card games – Provide root words/base words with many prefixes/suffixes. Create new words and write/discuss meanings • Morph House • Word study graphic organizer III-L-2: HI-8: associating common/academic language abbreviations and acronyms with words. (math, science, social studies) • Harcourt • Moving Into English • Refer to grade level content materials III-L-2: HI-9: completing and explaining analogous relationships (e.g., bravery: courage :: smooth: ______). (math, science, social studies) III-L-2: HI-10: using context clues in a variety of content texts to confirm the intended meaning of grade-level homonyms and multiple-meaning words. (math, science, social studies) • Harcourt • Moving Into English III-L-2: HI-11: pronouncing a homograph in context based on meaning. (math, science, social studies) III-L-2: HI-12: using context clues in a variety of content texts to confirm the intended meaning of grade-level content words. (math, science, social studies) III-L-2: HI-13: interpreting the meaning of figurative language including in a variety of grade-level texts. Homonym – words which have the same pronunciation and spelling but have different meanings. Please duck out of the way. Look at that duck over there. • Students create illustrations and sentences with corresponding homonyms: Draw a baseball bat and use in a sentence. Draw the mammal and use in a sentence. homograph – words which have the same spelling, different pronunciation, and different meanings wind, lead, bow • Students create illustrations and sentences with corresponding homographs • Cloze passages • Ten Important Sentences simile, metaphor, hyperbole, idiom • • • • Harcourt Moving Into English passages Trade books Use picture book to reinforce concept (idiom, simile, onomatopoeia, etc.) Governing Board Approval, May, 2015 10 III-L-2: HI-14: using a dictionary to identify meanings, spellings, and pronunciations of grade-level content words. • Harcourt 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 Examples for Support / Clarification Comprehension of Oral Communications III-LS-1: HI-1: distinguishing between Phoneme – the smallest unit of sound within phonemes in the initial, medial, and final a word that distinguishes one word from positions of words, phrases, and sentences. another. cat = c/a/t Resources and Methods • Language Warm-Up • Sound Spelling Mapping III-LS-1: HI-2: summarizing main ideas/concepts and supporting details from read-alouds (fiction and nonfiction) in complete sentences. (math, science, social studies) • Students use illustrations and/or graphic organizer to identify/explain main idea/supporting details • Text Retell/Collaborative Story Retell • Four-Picture Story Frame • Ten Important Sentences III-LS-1: HI-3: sequencing events from readalouds, presentations, and conversations in complete sentences. (math, science, social studies) • Students use illustrations and/or graphic organizer to identify/explain appropriate sequence • Four Picture Story Frame • Video presentation/movie III-LS-1: HI-4: summarizing the main idea/concept and key points/details of a presentation using complete sentences. (math, science, social studies) • Students use illustrations and/or graphic organizer to identify/explain main idea/supporting details • Text Retell/Collaborative Story Retell • Four-Picture Story Frame • Ten Important Sentences Governing Board Approval, May, 2015 11 III-LS-1: HI-5: demonstrating relationships among facts, ideas or events using academic vocabulary in classroom discussions (e.g., problem/solution, cause/effect, etc.). (math, science, social studies) • Students use graphic organizers to plan presentation of information • Florida Center for Reading Research website: http://www.fcrr.org/ III-LS-1: HI-6: responding to comprehension questions by demonstrating relationships among facts, ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc.) • Graphic Organizers • Language Frames • Vocabulary maps III-LS-1: HI-7: following multi-step procedures or processes containing specific academic/content vocabulary. (e.g., steps to complete authentic classroom tasks such as: science lab, math problem, recipe, rules of a game, etc.). ( math, science, social studies) • Students follow a recipe • Students write procedural steps to complete a classroom task, switch with a partner and follow the steps • Students record the steps in a process using task analysis: Pair the students up; have one read the steps while the other follows; switch roles III-LS-1: HI-8: responding to social conversations by rephrasing and repeating information, asking questions, offering advice, sharing one’s experiences, and expressing one’s thoughts. • Students participate in a debate and defend their argument • Function Junction • This or That • What We Know • Big Cheese III-LS-1: HI-9: asking questions to clarify concepts. • Question stems • Who, what, where, when, why, how cues Governing Board Approval, May, 2015 12 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 III-LS-2: HI-1: producing sentences with accurate pronunciation, intonation, and stress. III-LS-2: HI-2: presenting dialogue, skits and drama using appropriate rhythm, rate, phrasing and expression. (math, science, social studies) III-LS-2: HI-3: expressing one’s own and responding to others’ needs and emotions in complete sentences. III-LS-2: HI-4: participating in sociofunctional communication tasks using complete sentences. III-LS-2: HI-5: asking and responding to academic questions in complete sentences (e.g., expressing possibilities and probabilities, hypothetical questions, etc.). (math, science, social studies) Examples for Support / Clarification Resources and Methods • Students use sentence strips to create simple sentences, then they practice saying these sentences with different emotions, intonation and stress • Language Warm Up • Function Junction • Repeat After Me • Reader’s Theater • MIE, end of unit plays • Function Junction • Students use sentence strips to create simple sentences, then they practice saying these sentences with different emotions, intonation, and stress • Function Junction • Create real-world scenarios and have students act out using complete sentences • Function Junction • This or That • Big Cheese • Interviewer/interviewee – one student asks questions, other student answers in complete sentences. Switch roles. • Function Junction Governing Board Approval, May, 2015 13 III-LS-2: HI-6: stating multi-step procedures or processes using specific academic/content vocabulary in complete sentences. (math, science, social studies) III-LS-2: HI-7: sharing personal experiences/stories with descriptive language supported by details and examples in complete sentences. III-LS-2: HI-8: presenting a variety of oral reports (e.g., expository, cause and effect, persuasive, etc.) containing specific and accurate academic vocabulary, an introduction, body, conclusion, transitions and visual aids. (math, science, social studies) • Students follow a recipe • Students write procedural steps to complete a classroom task and switch with a partner, then follow the steps • Students record the steps in a process using task analysis: Pair the students up; have one read the steps while the other follow; switch roles. • Students complete a writing prompt and share their pieces orally • Students make text-to-self connections with fiction/non-fiction text • Use graphic organizers specific to the concept/skill (i.e. expository, cause/effect) • Use Mesa Britannica Encyclopedia Online and eBooks: http://www.mpsaz.org/library • Sentence starters • Grammar Wall • Science Kits Governing Board Approval, May, 2015 14 ELL Stage III: Grades 3-5 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 Possessive noun - tells us who (or what) III-L-1(N): HI-6: distinguishing between plural nouns and singular possessive nouns. owns or has something. To make a noun possessive, just add ’s. III-L-1(N): HI-7: using plural possessive nouns, including irregular plurals. III-L-1(N): HI-5: using collective nouns (with definite and indefinite articles, as appropriate). Tom = Tom’s / the doctor = the doctor’s regular noun that ends in s: Add an apostrophe (‘) to make the plural noun possessive teachers = teachers’ If the plural noun does not end in s, add ’s. children = children’s collective noun – a noun that denotes a collection or persons or things regarded as a unit the herd a flock a team the class Verbs + III-L-1(V): HI-9: producing declarative, negative, and interrogative sentences using simple past tense regular verbs with subject-verb agreement. D: Subject + verb(ed) + finisher. N: Subject + did + not + verb + finisher. I: Did + subject + verb + finisher? Resources and Methods • Grammar Guide: pages 74-75 • Houghton Mifflin • Houghton Mifflin • • • • Grammar Guide: page 135 Verb Tense Study Grammar Wall Visual aides • Verb Tense Study Governing Board Approval, May, 2015 15 III-L-1(Q): HI-5: producing Yes/No questions in the simple past tense. III-L-1(V): HI-10: using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subjectverb agreement). III-L-1(V): HI-11: producing declarative, negative, and interrogative sentences using irregular simple past tense verbs with subject-verb agreement. III-L-1(V): HI-12: producing declarative, negative, and interrogative sentences using the simple future tense (will) with subjectverb agreement. III-L-1(PH/CL): HI-7: using an infinitive verb phrase to complete a sentence frame. III-L-1(Q): HI-6: producing Yes/No questions in the simple future tense with instructional support. III-L-1(V): HI-13: differentiating between past, present, and future. III-L-1(SC): HI-18: producing sentences using subject + verb + direct object + indirect object (S-V-DO-IO) with subjectverb agreement. III-L-1(V): HI-14: producing declarative, negative, and interrogative sentences using the present participle “going” with the infinitive verb to form the future tense. (e.g., I am going to dance.) with subject-verb agreement. • Verb Tense Study • Verb Tense Study D: Subject + will + verb + finisher. N: Subject + will + not + verb + finisher. I: Will + subject + verb + finisher? • Verb Tense Study He helped to build the roof. • Identify verb tense in sentences to determine past, present, and future tense • Grammar Guide: page 54 • Verb Tense Study Governing Board Approval, May, 2015 16 III-L-1(PH/CL): HI-4: using a verb phrase in a complete sentence. III-L-1(V): HI-17: distinguishing between the auxiliary (helping) verb and the main verb. to be, to have, to do III-L-1(V):HI-18: producing sentences using modal auxiliary verbs (i.e., will, can, could, may, might, must, should, would) and negative modal auxiliary verbs (i.e., cannot, should not) with subject-verb agreement. • Verb Tense Study • Grammar Wall • Verb Tense Study III-L-1(PH/CL): HI-9: using auxiliary and/or modal auxiliary verb phrases in a complete sentence. • Big Cheese • Interviewer/interviewee – one student asks questions, other student answers in complete sentences. Switch roles. • Function Junction III-L-1(Q): HI-20: producing Yes/No questions using modal auxiliaries. III-L-1(V): HI-20: producing declarative, negative, and interrogative sentences using regular present perfect tense verbs with subject-verb agreement. In order to conjugate a regular verb into the past participle form, add the suffix “ed” at the end of the verb. We use this tense most often to convey an action that began in the past or has recently ended, continued to present, or happened in the past at an unknown time. • Verb Tense Study • Grammar Guide: page 56 D: Subject + has/have + past participle + finisher. N: Subject + has/have + not + past participle + finisher. I: Has/Have + subject + past participle + finisher? Governing Board Approval, May, 2015 17 III-L-1(Q): HI-9: producing Yes/No questions in the present perfect tense. Have they gone to the store? Has she taken the test? III-L-1(V): HI-21: producing declarative, negative, and interrogative sentences using irregular present perfect tense verbs with subject-verb agreement. I have seen the Statue of Liberty. • Grammar Guide: page 54-57 • Grammar Guide: page 31 III-L-1(V): HI-22: differentiating between the use of simple past tense and the present perfect tense. “They walked.” versus “They have walked.” • Grammar Guide: page 48, 49 and 54-57 personal subjective pronouns: I, you, he, she, it, we, you, they • Verb Tense Study • Sentence stems Pronouns III-L-1(PRO): HI-4: differentiating between personal subjective, personal objective and personal possessive pronouns and their placement in sentences. personal objective pronouns: me, you, him, her, it, us, you, them They can serve as the direct object of a verb, the indirect object of the verb, or the object of a preposition. direct object: Please notify him. indirect object: Please give her the paper. object of the preposition: She lives near it. personal possessive pronouns: mine, yours, his, hers, its, ours, yours, theirs. III-L-1(PRO): HI-5: using singular or plural demonstrative pronouns (i.e., this/that; these/those) to complete a given sentence. III-L-1(PRO): HI-6: using interrogative pronouns who, whom, what, which and whose. • Verb Tense Study • Sentence stems • Reverse Questioning • Function Junction • Big Cheese Governing Board Approval, May, 2015 18 III-L-1(PRO): HI-7: stating when to use reflexive pronouns; using reflexive and intensive pronouns. III-L-1(SC): HI-21: constructing a sentence using reflexive pronouns. reflexive/intensive pronoun – pronouns that refer to the same person or thing as another noun or pronoun in the same sentence that emphasized or re-emphasizes that person or thing. I did it myself. singular plural Adjectives III-L-1(ADJ): HI-3: using sensory/personality adjectives. III-L-1(ADJ): HI-4: using nouns as modifiers. III-L-1(ADJ): HI-5: using demonstrative adjectives. III-L-1(ADJ): HI-8: using comparative and superlative adjectives (e.g., big, bigger, biggest; more/most/less/least, etc.). • Grammar Wall • Verb Tense Study • Sentences stems myself yourself himself herself itself ourselves yourselves themselves sticky, proud, etc. noun modifier – a word phrase or clause that changes the sense of another word or word group kitchen table demonstrative adjective - used to modify a noun to point out or demonstrate a specific item(s) this, that, these, those. comparative – adjectives comparing two persons, places, or things I am bigger than you. superlative - adjectives comparing more than two persons, places or things I am the biggest of us all. • • • • Students create a chart Grammar Guide: page 60 Sentence building handouts Grammar Wall • • • • • Sentence stems Verb Tense Study Vocabulary Frames Syntax Surgery Grammar Wall • • • • Verb Tense Study Houghton Mifflin Grammar Wall Vertical Sentence Governing Board Approval, May, 2015 19 III-L-1(ADJ): HI-9: using irregular comparative and superlative adjectives. bad, worse, worst, good, better, best. • www.mygrammar.com • Verb Tense Study • Grammar Wall III-L-1(PH/CL): HI-3: using a demonstrative adjective and a noun in a complete sentence. demonstrative adjectives – these, those, that, this • Verb Tense Study • Syntax Surgery example: Could you pass me those leaflets? non-example: Give me that. Adverbs III-L-1(ADV): HI-4: using “how/degree” adverbs. III-L-1(PH/CL): HI-10: using degree adverbs + adjectives in a complete sentence. III-L-1(SC): HI-14: producing sentences using adverbs to modify verbs. how adverbs – an adverb that tells us how an action is or should be performed. Often these adverbs are formed by adding –ly to the end. careful - carefully Grammar Wall Students create chart Grammar Guide: page 118 Graphic organizers degree adverbs – an adverb that specifies the degree to which an adjective or another adverb applies. almost, rarely, entirely, highly, quite, slightly, totally, utterly III-L-1(ADV): HI-5: using regular comparative and superlative adverbs (e.g., slowly, less slowly, least slowly, etc.). III-L-1(ADV): HI-6: using irregular comparative and superlative adverbs. • • • • • Verb Tense Study • Vertical Sentence • Grammar Guide: pages 124-127 comparative – adjectives comparing two persons, places or things superlative - adjectives comparing more than two persons, places or things adjective comparative superlative good bad better worse best worst • http://www.englishclub.com/vocabulary/ irregular-adjectives.htm • Verb Tense Study • Grammar Guide: pages 124-127 Governing Board Approval, May, 2015 20 Prepositions III-L-1(PREP): HI-7: using prepositions of exception (i.e., despite, except). III-L-1(SC): HI-11: producing sentences using “There” + “to be” + subject + prepositional phrase, with subject – verb agreement. • Verb Tense Study • Grammar Wall • Students create chart There are people sitting on the bench. III-L-1(PREP): HI-4: differentiating among prepositions of location, direction, and time. III-L-1(PREP): HI-5: using prepositions of action and movement (including compound prepositions.). Conjunctions III-L-1(SC): HI-16: producing compound sentences. • Verb Tense Study • Grammar Wall • Students create chart • Grammar Wall • Sentence building handouts prepositions of action and movement: at, by, from, into, on, off. compound prepositions: out of, onto Use subordinating conjunctions: because, if, so, that • Grammar Wall • Sentence stems III-L-1(C): HI-2: defining and differentiating correlative conjunctions both/and and either/or. Questions III-L-1(Q): HI-16: producing interrogative sentences beginning with “How”. • Sentence stems • This or That III-L-1(Q): HI-17: producing interrogative sentences beginning with “Which”. • Reverse Questioning • Verb Tense Study III-L-1(Q): HI-18: producing interrogative sentences beginning with “Whose”. • Reverse Questioning • Verb Tense Study • Reverse Questioning • Verb Tense Study Governing Board Approval, May, 2015 21 III-L-1(Q): HI-19: producing questions with “to be” + “there” + subject + preposition + noun. III-L-1(Q): HI-21: producing an interrogative sentence, introduced by an auxiliary verb which offers two or more alternative responses. Are there students at school? Was he studying? Has she refused to go? Have you been sick? Did you finish your homework? III-L-1(Q): HI-22: producing questions, including negative construction, with contractions (e.g., “When’s he arriving?” “Didn’t he tell you we were coming over?”). • Verb Tense Study • Sentence stems • Interviewer/interviewee – one student asks questions, other student answers in complete sentences. Switch roles. • Big Cheese • Function Junction • Verb Tense Study • Syntax Surgery III-L-1(Q): HI-23: producing tag questions • Verb Tense Study (e.g., “You know Jill, don’t you?” “Jack isn’t home, is he?”). 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 III-L-2: HI-1: classifying words into conceptual categories and providing rationale for classification. (math, science, social studies) III-L-2: HI-2: identifying the meaning/usage of sight words and utilizing them in context. (math, science, social studies) III-L-2: HI-3: identifying the meaning/usage of high frequency words and utilizing them in context. (math, science, social studies) III-L-2: HI-4: explaining the meaning and usage of grade-specific academic vocabulary and symbols. (math, science, social studies) Resources and Methods • Word sorts with category headers • Classification map • Students practice decoding by breaking apart word sounds • Students practice reading daily/using in context • Students practice decoding by breaking apart word sounds • Students practice reading daily/using in context • Refer to content area standards and texts Governing Board Approval, May, 2015 22 III-L-2: HI-5: determining the meaning of compound words using knowledge of individual words. (math, science, social studies) • Compound word creation game: provide cards with single words and have students create as many compound words using the single words • Compound word matching game – match single words to make compound words III-L-2: HI-6: applying contractions in context. • Matching game: match contraction with its corresponding words III-L-2: HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown gradelevel content words. (math, science, social studies) root word – usually carries meaning but cannot stand alone. Must add affixes to become meaningful. Bio is the root word for biography. base word – a word to which affixes may be added to change its meaning, tense or part of speech. Base words can stand alone. Depend is the base word for dependable. III-L-2: HI-8: associating common/academic language abbreviations and acronyms with words. (math, science, social studies) III-L-2: HI-9: completing and explaining analogous relationships (e.g., bravery: courage :: smooth: ______). (math, science, social studies) III-L-2: HI-10: using context clues in a variety of content texts to confirm the intended meaning of grade-level homonyms and multiple-meaning words. (math, science, social studies) III-L-2: HI-11: pronouncing a homograph in context based on meaning. (math, science, social studies) abbreviations - Dr., St., Mr. acronym – the first letter of each word in a phrase (ASAP-as soon as possible, MPS- Mesa Public Schools) homonym – words which have the same pronunciation and spelling but have different meanings. Please duck out of the way. Look at that duck over there. homograph – words which have the same spelling, different pronunciation and different meanings wind, lead, bow • Picture book – If I Were a …Prefix/Suffix etc. • Card games – Provide root words/base words with many prefixes/suffixes. Create new words and write/discuss meanings as you go • Morph House • Word study graphic organizer • Memory/concentration games • Flashcards • Language Warm-Up • Brain builders • Give students an analogy to solve and discuss the pattern/relationship between the two words • Language Warm-Up • Students create illustrations and sentences with corresponding homonyms: Draw a baseball bat and use in a sentence. Draw the mammal and use in a sentence. • Students create illustrations and sentences with corresponding homographs Governing Board Approval, May, 2015 23 III-L-2: HI-12: using context clues in a variety of content texts to confirm the intended meaning of grade-level content words. (math, science, social studies) III-L-2: HI-13: interpreting the meaning of figurative language including in a variety of grade-level texts. • Cloze passage • Ten Important Sentences • • • • Harcourt Moving Into English passages Trade books Use picture book to reinforce concept (idiom, simile, onomatopoeia, etc.). 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 Examples for Support / Clarification Comprehension of Oral Communications III-LS-1: HI-1: distinguishing between phoneme – the smallest unit of sound within phonemes in the initial, medial, and final a word that distinguishes one word from positions of words, phrases, and sentences. another. cat = c/a/t III-LS-1: HI-2: summarizing main ideas/concepts and supporting details from read-alouds (fiction and nonfiction) in complete sentences. (math, science, social studies) Resources and Methods • Language Warm-Up • Sound Spelling Mapping • Students use illustrations and/or graphic organizer to identify/explain main idea/supporting details • Text Retell/Collaborative Story Retell • Four-Picture Story Frame • Ten Important Sentences Governing Board Approval, May, 2015 24 III-LS-1: HI-3: sequencing events from readalouds, presentations, and conversations in complete sentences. (math, science, social studies) • Students use illustrations and/or graphic organizer to identify/explain appropriate sequence • Four Picture Story Frame • Video presentation/movie III-LS-1: HI-4: summarizing the main idea/concept and key points/details of a presentation using complete sentences. (math, science, social studies) • Students use illustrations and/or graphic organizer to identify/explain main idea/supporting details • Text Retell/Collaborative Story Retell • Four-Picture Story Frame • Ten Important Sentences III-LS-1: HI-5: demonstrating relationships among facts, ideas or events using academic vocabulary in classroom discussions (e.g., problem/solution, cause/effect, etc.). (math, science, social studies) • Students use graphic organizers to plan presentation of information • Florida Center for Reading Research website: http://www.fcrr.org/ III-LS-1: HI-6: responding to comprehension questions by demonstrating relationships among facts, ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc.) • Graphic Organizers • Language Frames • Vocabulary maps III-LS-1: HI-7: following multi-step procedures or processes containing specific academic/content vocabulary. (e.g., steps to complete authentic classroom tasks such as: science lab, math problem, recipe, rules of a game, etc.). ( math, science, social studies) • Students follow a recipe • Students write procedural steps to complete a classroom task, switch with a partner and follow the steps • Students record the steps in a process using task analysis: Pair the students up; have one read the steps while the other follows; switch roles Governing Board Approval, May, 2015 25 III-LS-1: HI-8: responding to social conversations by rephrasing and repeating information, asking questions, offering advice, sharing one’s experiences, and expressing one’s thoughts. III-LS-1: HI-9: asking questions to clarify concepts. 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 III-LS-2: HI-1: producing sentences with accurate pronunciation, intonation, and stress. III-LS-2: HI-2: presenting dialogue, skits and drama using appropriate rhythm, rate, phrasing and expression. (math, science, social studies) III-LS-2: HI-3: expressing one’s own and responding to others’ needs and emotions in complete sentences. III-LS-2: HI-4: participating in sociofunctional communication tasks using complete sentences. Examples for Support / Clarification • Students participate in a debate and defend their argument • Function Junction • This or That • What We Know • Big Cheese • Question stems • Who, what, where, when, why, how cues Resources and Methods • Students use sentence strips to create simple sentences, then they practice saying these sentences with different emotions, intonation, and stress • Language Warm Up • Function Junction • Repeat After Me • Reader’s Theater • MIE, end of unit plays • Function Junction • Students use sentence strips to create simple sentences, then they practice saying these sentences with different emotions, intonation, and stress • Function Junction • Create real-world scenarios and have students act out using complete sentences • Function Junction • This or That Governing Board Approval, May, 2015 26 III-LS-2: HI-5: asking and responding to academic questions in complete sentences (e.g., expressing possibilities and probabilities, hypothetical questions, etc.). (math, science, social studies) • Big Cheese • Interviewer/interviewee – one student asks questions, other student answers in complete sentences. Switch roles. • Function Junction III-LS-2: HI-6: stating multi-step procedures or processes using specific academic/content vocabulary in complete sentences. (math, science, social studies) • Students follow a recipe • Students write procedural steps to complete a classroom task, switch with a partner and follow the steps • Students record the steps in a process using task analysis: Pair the students up; have one read the steps while the other follows. Switch roles. • Students complete a writing prompt and share their pieces orally • Students make text-to-self connections with fiction/non-fiction text III-LS-2: HI-7: sharing personal experiences/stories with descriptive language supported by details and examples in complete sentences. III-LS-2: HI-8: presenting a variety of oral reports (e.g., expository, cause and effect, persuasive, etc.) containing specific and accurate academic vocabulary, an introduction, body, conclusion, transitions and visual aids. (math, science, social studies) • Use graphic organizers specific to the concept/skill (i.e. expository, cause/effect) • Use Mesa Britannica Encyclopedia Online and eBooks: http://www.mpsaz.org/library • Sentence starters • Grammar Wall • Science Kits Governing Board Approval, May, 2015 27 ELL Stage III: Grades 3-5 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 Nouns III-L-1(N): HI-4: using count and non-count count noun - one that can be expressed in nouns (with definite and indefinite articles, plural form, usually with an "s." and/or quantifiers, as appropriate). cat—cats, season—seasons, student—students non-count noun - one that usually cannot be expressed in a plural form. milk, water, air, money, food Verbs + III-L-1(Q): HI-10: producing Yes/No I: Has/Have + subject + been + verb(ing) + questions in the present perfect progressive finisher? tense. (IV-L-1(V): HI-30: producing declarative, negative, and interrogative sentences using present perfect progressive tense verbs with subject-verb agreement.) D: Subject + has/have + been + verb(ing) + finisher. N: Subject + has/have + not + been + verb(ing) + finisher. III-L-1(V): HI-15: using linking verbs of sensation (taste, smell, sound, and feel); linking verbs of being (act, seem, appear, look); and linking verbs of change (became, turned, has gone) to complete a declarative, negative, and interrogative sentence (e.g., The milk has gone bad.) (subject-verb agreement). linking verbs - connect a subject to a subject complement, which identifies or describes the subject Resources and Materials • Noun Study • Verb Tense Study • Verb Tense Study • Charades: Students act out scenarios while others guess The cake tastes sweet. The thunder sounds loud. My teacher appears nice. The toddler acts silly. Governing Board Approval, May, 2015 28 III-L-1(PH/CL): HI-11: using linking verbs + noun/adjective complement in a complete sentence. III-L-1(V): HI-23: differentiating between the use of action verbs and nonaction/stative verbs without a present progressive form (i.e., want, need, like) (e.g., I am longing for a vacation versus I want a vacation.) III-L-1(V): HI-24: differentiating between the use of action verbs and nonaction/stative verbs (i.e., see/watch, hear/listen) in context. III-L-1(V): HI-25: comparing transitive (e.g., lay, raise) and intransitive (e.g., lie, rise) verbs in context with instructional support. III-L-1(SC): HI-19: producing sentences using the passive voice. III-L-1(SC): HI-20: producing a sentence using present real conditional. • Verb Tense Study • Use T-charts with sentences and words • Verb Tense Study • Students illustrate the two types of verbs 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’. If/When + clause in the simple present + (then) + clause in simple present. • Verb Tense Study • Students write sentences with a transitive verb, then change it into an intransitive verb • Grammar Guide: pages 104-105 • Students create active sentences and change them to passive voice • Verb Tense Study • Students discuss a science experiment using the appropriate clauses If/when the water boils, (then) it turns to steam. When the puppy greets her at the door, the girl smiles. Governing Board Approval, May, 2015 29 Pronouns III-L-1(PRO): HI-8: using indefinite pronouns (i.e., all, both, nothing, somebody, anything, etc.: “Jack bought something. Jill didn’t buy anything.”) Adjectives III-L-1(ADJ): HI-6: using proper adjectives with instructional support. III-L-1(ADJ): HI-7: using indefinite adjectives. common indefinite pronouns: all, any, anyone, anything, each, everybody, everyone, everything, few, many, nobody, none, one, several, some, somebody, someone. • Grammar Guide: page 119 • Give students an indefinite pronoun and have them use it in a sentence and/or draw a picture An adjective that has its roots in a proper noun. Italian food, African dance An adjective formed from an indefinite pronoun. There are several people in the kitchen. I have some pencils in my desk. • Give students a list of nouns and have them add proper adjectives to them. III-L-1(ADJ):HI-10: using present participles (dripping faucet) as adjectives • Students choose objects from around the classroom and use an indefinite adjective to discuss it • Verb Tense Study • Sentence frames III-L-1(ADJ):HI-11: using past participles (tired man) as adjectives III-L-1(PH/CL): HI-12: using participle phrase (participle + modifiers: “studying all night, the students…”) to complete a sentence frame. Adverbs III-L-1(ADV): HI-8: using conjunctive adverbs. III-L-1(SC): HI-22: producing a compound sentence using an independent clause + semi colon + conjunctive adverb + independent clause. The meaning of a conjunctive adverb (or conjunct) affects the entire clause of which it is a part. common conjunctive adverbs: accordingly, afterward, also, anyhow, anyway, as a result, at last, at the same time, besides, certainly, consequently • Verb Tense Study • Grammar Guide, page 138 • Create sentences using conjunctive adverbs: Students replace the conjunctive adverbs with a different one and discuss how the meaning of the sentence has changed Governing Board Approval, May, 2015 30 III-L-1(PH/CL): HI-8: using an adverbial phrase in a complete sentence. as quickly as possible, surprisingly well, earlier than usual • Verb Tense Study III-L-1(ADJ):HI-7: using intensifier adverbs intensifier adverbs - modifier that amplifies the meaning of the word it modifies. • Verb Tense Study • Vertical Sentence (using intensifiers) • Syntax Surgery very, quite, extremely, highly, and greatly Conjunctions III-L-1(C):HI-3: defining and differentiating correlative conjunctions: not only…but also • Students make a list of correlative conjunctions and then define them Phrase and Clause Constructions III-L-1(PH/CL): HI-13: using noun clause markers (i.e., that, whether, how, whatever) to complete a sentence frame. • Vocabulary Frames • Verb Tense Study III-L-1(PH/CL): HI-14: using noun clauses. • 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 III-L-2: HI-1: classifying words into conceptual categories and providing rationale for classification. (math, science, social studies) Resources and Methods • Word sorts with category headers • Classification map Governing Board Approval, May, 2015 31 III-L-2: HI-2: identifying the meaning/usage of sight words and utilizing them in context. (math, science, social studies) • Students practice decoding by breaking apart word sounds • Students practice reading daily/using in context III-L-2: HI-3: identifying the meaning/usage of high frequency words and utilizing them in context. (math, science, social studies) III-L-2: HI-4: explaining the meaning and usage of grade-specific academic vocabulary and symbols. (math, science, social studies) III-L-2: HI-5: determining the meaning of compound words using knowledge of individual words. (math, science, social studies) • Students practice decoding by breaking apart word sounds • Students practice reading daily/using in context • Refer to content area standards and texts III-L-2: HI-6: applying contractions in context. III-L-2: HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown gradelevel content words. (math, science, social studies) III-L-2: HI-8: associating common/academic language abbreviations and acronyms with words. (math, science, social studies) III-L-2: HI-9: completing and explaining analogous relationships (e.g., bravery: courage :: smooth: ______). (math, science, social studies) root word – usually carries meaning, but cannot stand alone. Must add affixes to become meaningful. Bio is the root word for biography. base word – a word to which affixes may be added to change its meaning, tense or part of speech. Base words can stand alone. Depend is the base word for dependable. abbreviations - Dr., St., Mr. acronym – the first letter of each word in a phrase (ASAP-as soon as possible, MPS- Mesa Public Schools) • Compound word creation game: provide cards with single words and have students create as many compound words using the single words • Compound word matching game – match single words to make compound words • matching game: match contraction with its corresponding words • Picture book – If I Were a …Prefix/Suffix etc. • Card games – Provide root words/base words with many prefixes/suffixes. Create new words and write/discuss meanings as you go • Morph House • Word study graphic organizer • Memory/concentration games • Flashcards • Language Warm-Up • Brain builders • Give students an analogy to solve and discuss the pattern/relationship between the two words • Language Warm-Up Governing Board Approval, May, 2015 32 III-L-2: HI-10: using context clues in a variety of content texts to confirm the intended meaning of grade-level homonyms and multiple-meaning words. (math, science, social studies) homonym – words which have the same pronunciation and spelling but have different meanings. Please duck out of the way. Look at that duck over there. • Students create illustrations and sentences with corresponding homonyms: Draw a baseball bat and use in a sentence. Draw the mammal and use in a sentence. III-L-2: HI-11: pronouncing a homograph in context based on meaning. (math, science, social studies) homograph – words which have the same spelling, different pronunciation and different meanings wind, lead, bow • Students create illustrations and sentences with corresponding homographs III-L-2: HI-12: using context clues in a variety of content texts to confirm the intended meaning of grade-level content words. (math, science, social studies) • Cloze passages • Ten Important Sentences III-L-2: HI-13: interpreting the meaning of figurative language including in a variety of grade-level texts. • • • • Harcourt Moving Into English passages Trade books Use picture book to reinforce concept (idiom, simile, onomatopoeia, etc.) III-L-2: HI-14: using a dictionary to identify meanings, spellings, and pronunciations of grade-level content words. 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 Examples for Support / Clarification Comprehension of Oral Communications III-LS-1: HI-1: distinguishing between phoneme – the smallest unit of sound within phonemes in the initial, medial, and final a word that distinguishes one word from positions of words, phrases, and sentences. another. cat = c/a/t Resources and Methods • Language Warm Up • Sound Spelling Mapping Governing Board Approval, May, 2015 33 III-LS-1: HI-2: summarizing main ideas/concepts and supporting details from read-alouds (fiction and nonfiction) in complete sentences. (math, science, social studies) • Students use illustrations and/or graphic organizer to identify/explain main idea/supporting details • Text Retell/Collaborative Story Retell • Four-Picture Story Frame • Ten Important Sentences III-LS-1: HI-3: sequencing events from readalouds, presentations, and conversations in complete sentences. (math, science, social studies) • Use illustrations and/or graphic organizer to identify/explain appropriate sequence • Text Retell • Four Picture Story Frame III-LS-1: HI-4: summarizing the main idea/concept and key points/details of a presentation using complete sentences. (math, science, social studies) • Students use illustrations and/or graphic organizer to identify/explain main idea/supporting details • Text Retell/Collaborative Story Retell • Four-Picture Story Frames • Ten Important Sentences III-LS-1: HI-5: demonstrating relationships among facts, ideas or events using academic vocabulary in classroom discussions. (e.g., problem/solution, cause/effect, etc.) (math, science, social studies) • Students use graphic organizers to plan presentation of information • Florida Center for Reading Research website: http://www.fcrr.org/ III-LS-1: HI-6: responding to comprehension questions by demonstrating relationships among facts, ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc.) • Graphic Organizers • Language Frames • Vocabulary maps Governing Board Approval, May, 2015 34 III-LS-1: HI-7: following multi-step procedures or processes containing specific academic/content vocabulary. (e.g., steps to complete authentic classroom tasks such as: science lab, math problem, recipe, rules of a game, etc.). ( math, science, social studies) III-LS-1: HI-8: responding to social conversations by rephrasing and repeating information, asking questions, offering advice, sharing one’s experiences, and expressing one’s thoughts. III-LS-1: HI-9: asking questions to clarify concepts. 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 III-LS-2: HI-1: producing sentences with accurate pronunciation, intonation, and stress. III-LS-2: HI-2: presenting dialogue, skits and drama using appropriate rhythm, rate, phrasing, and expression. (math, science, social studies) III-LS-2: HI-3: expressing one’s own and responding to others’ needs and emotions in complete sentences. Examples for Support / Clarification • Students follow a recipe • Students write procedural steps to complete a classroom task and switch with a partner and follow the steps • Students record the steps in a process using task analysis. Pair the students up; have one read the steps while the other follows. Switch roles. • Students participate in a debate and defend their argument • Function Junction • This or That • What We Know • Big Cheese • Question stems • Who, what, where, when, why, how cues Resources and Methods • Students use sentence strips to create simple sentences and practice saying the sentences with different emotions, intonation and stress • Language Warm Up • Function Junction • Repeat After Me • Reader’s Theater • MIE, end of unit plays • Function Junction • Students use sentence strips to create simple sentences and practice saying these sentences with different emotions, intonation, and stress • Function Junction Governing Board Approval, May, 2015 35 III-LS-2: HI-4: participating in sociofunctional communication tasks using complete sentences. • Create real-world scenarios and have students act out using complete sentences • Function Junction • This or That III-LS-2: HI-5: asking and responding to academic questions in complete sentences (e.g., expressing possibilities and probabilities, hypothetical questions, etc.). (math, science, social studies) • Big Cheese • Interviewer/interviewee – one student asks questions, other student answers in complete sentences. Switch roles. • Function Junction III-LS-2: HI-6: stating multi-step procedures or processes using specific academic/content vocabulary in complete sentences. (math, science, social studies) • Students follow a recipe • Students write procedural steps to complete a classroom task, switch with a partner and follow the steps • Students record the steps in a process using task analysis. Pair the students up; have one read the steps while the other follows. Switch roles. III-LS-2: HI-7: sharing personal experiences/stories with descriptive language supported by details and examples in complete sentences. • Students complete a writing prompt and share their pieces orally • Students make text-to-self connections with fiction/non-fiction text III-LS-2: HI-8: presenting a variety of oral reports (e.g., expository, cause and effect, persuasive, etc.) containing specific and accurate academic vocabulary, an introduction, body, conclusion, transitions, and visual aids. (math, science, social studies) • Use graphic organizers specific to the concept/skill. (i.e. expository, cause/effect) • Use Mesa Britannica Encyclopedia Online and eBooks: http://www.mpsaz.org/library • Posted sentence starters • Grammar Wall • Science Kits Governing Board Approval, May, 2015 36 ELL Stage III: Grades 3-5 ELD Curriculum Implementation Guide Quarter 4 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 Prepositions III-L-1 (PREP): LI-6: using prepositions of opposition. Sentence Construction III-L-1 (SC): LI-19: converting a given sentence in the active voice to a sentence in the passive voice. Questions III-L-1 (Q): HI-3: producing Yes/No questions beginning with “to be” and containing a complement in a variety of verb tenses. Resources and Methods • Students use sentences, highlight prepositions of opposition, and illustrate them • Verb Tense Study active: Most of the class is reading the book. passive: The book is being read by most of the class. • Grammar Guide: pages 104-105 • Students create active sentences and change them to passive voice Is she happy? Will you go to the party? • Function Junction • Role playing 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 III-L-2: HI-1: classifying words into conceptual categories and providing rationale for classification. (math, science, social studies) Resources and Methods • Word sorts with category headers • Classification map Governing Board Approval, May, 2015 37 III-L-2: HI-2: identifying the meaning/usage of sight words and utilizing them in context. (math, science, social studies) III-L-2: HI-3: identifying the meaning/usage of high frequency words and utilizing them in context. (math, science, social studies) III-L-2: HI-4: explaining the meaning and usage of grade-specific academic vocabulary and symbols. (math, science, social studies) III-L-2: HI-5: determining the meaning of compound words using knowledge of individual words. (math, science, social studies) III-L-2: HI-6: applying contractions in context. III-L-2: HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words. (math, science, social studies) III-L-2: HI-8: associating common/academic language abbreviations and acronyms with words. (math, science, social studies) III-L-2: HI-9: completing and explaining analogous relationships (e.g., bravery: courage :: smooth: ______). (math, science, social studies) III-L-2: HI-10: using context clues in a variety of content texts to confirm the intended meaning of grade-level homonyms and multiple-meaning words. (math, science, social studies) • Students practice decoding by breaking apart word sounds • Students practice reading daily/using in context • Students practice decoding by breaking apart word sounds • Students practice reading daily/using in context • Refer to content area standards and texts • Compound word creation game: provide cards with single words and have students create as many compound words using the single words • Compound word matching game: match single words to make compound words • Matching game: match contraction with its corresponding words • Picture book – If I Were a …Prefix/Suffix etc. • Card games – Provide root words/base words with many prefixes/suffixes. Create new words and write/discuss meanings as you go • Morph House • Word study graphic organizer • Memory/concentration games • Flashcards • Language Warm-Up • Brain builders • Give students an analogy to solve and discuss the pattern/relationship between the two words • Language Warm-Up • Students create illustrations and sentences with corresponding homonyms: Draw a baseball bat and use in a sentence. Draw the mammal and use in a sentence. Governing Board Approval, May, 2015 38 III-L-2: HI-11: pronouncing a homograph in context based on meaning. (math, science, social studies) III-L-2: HI-12: using context clues in a variety of content texts to confirm the intended meaning of grade-level content words. (math, science, social studies) III-L-2: HI-13: interpreting the meaning of figurative language including in a variety of grade-level texts. • Students create illustrations and sentences with corresponding homographs • Cloze passages • Ten Important Sentences • • • • Harcourt Moving Into English passages Trade books Use picture book to reinforce concept (idiom, simile, onomatopoeia, etc.) III-L-2: HI-14: using a dictionary to identify meanings, spellings, and pronunciations of grade-level content words. 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 Examples for Support / Clarification Comprehension of Oral Communications phoneme – the smallest unit of sound within III-LS-1: HI-1: distinguishing between phonemes a word that distinguishes one word from in the initial, medial, and final positions of another. words, phrases, and sentences. cat = c/a/t III-LS-1: HI-2: summarizing main ideas/concepts and supporting details from read-alouds (fiction and nonfiction) in complete sentences. (math, science, social studies) Resources and Methods • Language Warm Up • Sound Spelling Map • Students use illustrations and/or graphic organizer to identify/explain main idea/supporting details • Text Retell/Collaborative Story Retell • Four-Picture Story Frame • Ten Important Sentences Governing Board Approval, May, 2015 39 III-LS-1: HI-3: sequencing events from readalouds, presentations, and conversations in complete sentences. (math, science, social studies) III-LS-1: HI-4: summarizing the main idea/concept and key points/details of a presentation using complete sentences. (math, science, social studies) III-LS-1: HI-5: demonstrating relationships among facts, ideas, or events using academic vocabulary in classroom discussions. (e.g., problem/solution, cause/effect, etc.) (math, science, social studies) III-LS-1: HI-6: responding to comprehension questions by demonstrating relationships among facts, ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc.) III-LS-1: HI-7: following multi-step procedures or processes containing specific academic/content vocabulary. (e.g., steps to complete authentic classroom tasks such as: science lab, math problem, recipe, rules of a game, etc.). (math, science, social studies) III-LS-1: HI-8: responding to social conversations by rephrasing and repeating information, asking questions, offering advice, sharing one’s experiences, and expressing one’s thoughts. • Use illustrations and/or graphic organizer to identify/explain appropriate sequence • Text Retell • Four Picture Story Frame • Students use illustrations and/or graphic organizer to identify/explain main idea/supporting details • Text Retell/Collaborative Story Retell • Four-Picture Story Frames • Ten Important Sentences • Students use graphic organizers to plan presentation of information • Florida Center for Reading Research website http://www.fcrr.org/ • Graphic Organizers • Language Frames • Vocabulary maps • Students follow a recipe • Students write procedural steps to complete a classroom task , switch with a partner, and follow the steps • Students record the steps in a process using task analysis. Pair the students up; have one read the steps while the other follows. Switch roles. • Students participate in a debate and defend their argument • Function Junction • This or That • What We Know • Big Cheese Governing Board Approval, May, 2015 40 III-LS-1: HI-9: asking questions to clarify concepts. • Question stems • Who, what, where, when, why, how cues 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 III-LS-2: HI-1: producing sentences with accurate pronunciation, intonation, and stress. Examples for Support / Clarification Resources and Methods • Students use sentence strips to create simple sentences and practice saying these sentences with different emotions, intonation, and stress • Language Warm Up • Function Junction • Repeat After Me III-LS-2: HI-2: presenting dialogue, skits and drama using appropriate rhythm, rate, phrasing and expression. (math, science, social studies) • Reader’s Theater • MIE, end of unit plays • Function Junction III-LS-2: HI-3: expressing one’s own and responding to others’ needs and emotions in complete sentences. • Students use sentence strips to create simple sentences and practice saying these sentences with different emotions, intonation, and stress • Function Junction III-LS-2: HI-4: participating in socio-functional communication tasks using complete sentences. • Create real-world scenarios and have students act out using complete sentences • Function Junction • This or That III-LS-2: HI-5: asking and responding to academic questions in complete sentences (e.g., expressing possibilities and probabilities, hypothetical questions, etc.). (math, science, social studies) • Big Cheese • Interviewer/interviewee – one student asks questions, other student answers in complete sentences. Switch roles. • Function Junction Governing Board Approval, May, 2015 41 III-LS-2: HI-6: stating multi-step procedures or processes using specific academic/content vocabulary in complete sentences. (math, science, social studies) III-LS-2:HI-7: sharing personal experiences/stories with descriptive language supported by details and examples in complete sentences. III-LS-2:HI-8: presenting a variety of oral reports (e.g., expository, cause and effect, persuasive, etc.) containing specific and accurate academic vocabulary, an introduction, body, conclusion, transitions and visual aids. (math, science, social studies) • Students follow a recipe • Students write procedural steps to complete a classroom task , switch with a partner, and follow the steps • Students record the steps in a process using task analysis. Pair the students up; have one read the steps while the other follows. Switch roles. • Students complete a writing prompt and share their pieces orally • Students make text-to-self connections with fiction/non-fiction text • Use graphic organizers specific to the concept/skill. (i.e. expository, cause/effect) • Use Mesa Britannica Encyclopedia Online and eBooks: http://www.mpsaz.org/library • Posted sentence starters • Grammar Wall • Science Kits Governing Board Approval, May, 2015