Download ELP STANDARDS IMPLEMENTATION GUIDE ELL Stage III: Grades 3-5 Mesa Public Schools

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.
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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.
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Grammar Guide: pages 72-73
What We Know
Verb Tense Study
Houghton Mifflin English
Function Junction
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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
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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
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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
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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
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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
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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
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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
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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
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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