Download STAGE III (Grades 3‐5)

Correlation Guide
For
STAGE III
(Grades 3‐5)
English Language Proficiency (ELP) Standards to
Arizona’s College and Career Ready Standards: English
Language Arts (ELA)
This correlation of the ELP Standards to the Arizona’s College and Career Ready
Standards: ELA shall not replace the use of the revised/finalized ELP Standards for the
instruction of the English language learner. By teaching the performance indicators of
the ELP Standards, the practitioner will prepare the English language learner for the
instruction required by the Arizona’s College and Career Ready Standards: ELA in the
mainstream classroom, after reclassification. This instructional contribution is evident
in this guide.
INTRODUCTION
The English Language Proficiency (ELP) Standards provide expectations for the foundational linguistic
knowledge for students who are not proficient in English. These language skills are necessary in order
for English language learners (ELLs) to access academic content required by Arizona’s College and
Career Ready Standards: English Language Arts.
The English Language Proficiency (ELP) Standards shall be utilized to provide instruction for English
language learners in the SEI classroom and for ELLs receiving language services through the use of an
Individual Language Learner Plan (ILLP).
There is a purposeful overlap of ELP and ELA language skills. In developing this Correlation Guide, the
language domains were not crossed. It was necessary, however, to cross stages/grade levels. There
are some Performance Indicators within the ELP Standards that have no correlation. Where there is
no correlation, it is due to specific linguistic skills germane to the language acquisition of English
language learners.
This Correlation Guide is presented as a curricular resource only. It is intended to give information to
the practitioner of English language learning, demonstrating how the revised/finalized English
Language Proficiency (ELP) Standards contribute to the skill sets required in Arizona’s College and
Career Ready Standards: English Language Arts.
This correlation of the ELP Standards to Arizona’s College and Career Ready Standards: English
Language Arts shall not replace the use of the revised/finalized ELP Standards for the instruction of
the English language learner. By teaching the performance indicators of the ELP Standards, the
practitioner will prepare the English language learner for the instruction required by Arizona’s College
and Career Ready Standards: English Language Arts in the mainstream classroom, after
reclassification. This instructional contribution is evident in this guide.
Note: The gray text represent only a reference to a skill area.
1
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
HI-1: justifying his/her use of common versus proper
nouns and definite versus indefinite articles (e.g., I
used “a thought” versus “an thought” because
thought begins with a consonant sound).
Nouns (N)
HI-2: justifying his/her use of singular versus plural
nouns, common versus proper nouns and definite
versus indefinite articles (e.g., I used “the president”
versus “a president” because “the president” is
referring to a specific president).
HI-3: converting a given singular common noun into a
plural noun, including irregular nouns (with definite
and indefinite articles as appropriate).
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use regular and irregular plural nouns.
HI-4: using count and non-count nouns (with definite
and indefinite articles, and/or quantifiers, as
appropriate). (e.g., May I have a bottle of water? – “a
bottle of water”).
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Use common, proper, and possessive nouns.
h. Use determiners (e.g., articles, demonstratives).
HI-5: using collective nouns (with definite and
indefinite articles, as appropriate).
HI-6: distinguishing between plural nouns and singular
possessive nouns.
HI-7: using plural possessive nouns, including irregular
plurals.
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.
E-2: defining past, present, and future.
Verbs (V)
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
HI-3: using imperative verbs (e.g., Put the markers in
the box.).
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
3.L.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
d. Form and use possessives.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
Continued on next page
Note: The gray text represent only a reference to a skill area.
2
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
HI-3: continued
1.L.1 continued
j. Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts.
3.L.1.Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
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.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent
agreement.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
c. Use verb tense to convey various times,
sequences, states, and conditions.
HI-6: producing declarative, negative, and
interrogative sentences using simple present tense
verbs with subject-verb agreement.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent
agreement.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
c. Use verb tense to convey various times,
sequences, states, and conditions.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
j. Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts.
Verbs (V)
HI-4: identifying the infinitive verb.
Note: The gray text represent only a reference to a skill area.
3
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Verbs (V)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
HI-7: producing declarative, negative, and
interrogative sentences using present progressive
tense verbs with subject-verb agreement.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
f. Ensure subject-verb and pronoun-antecedent
agreement.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use the progressive (e.g., I was walking;
I am walking; I will be walking) verb tenses.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
c. Use verb tense to convey various times,
sequences, states, and conditions.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
j. Produce and expand complete simple and
compound declarative, interrogative, imperative,
and exclamatory sentences in response to
prompts.
HI-8: differentiating between the use of simple
present and present progressive verb tenses.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
HI-9: producing declarative, negative, and
interrogative sentences using simple past tense
regular verbs with subject-verb agreement.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent
agreement.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
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
(subject-verb agreement).
HI-11: producing declarative, negative, and
interrogative sentences using irregular simple past
tense verbs with subject-verb agreement.
Continued on next page
Note: The gray text represent only a reference to a skill area.
4
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
5.L.1 continued
c. Use verb tense to convey various times,
sequences, states, and conditions.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
j. Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts.
HI-13: differentiating between past, present, and
future verb tenses.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
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.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Ensure subject-verb and pronoun-antecedent
agreement.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
c. Use verb tense to convey various times,
sequences, states, and conditions.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
j. Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
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).
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Ensure subject-verb and pronoun-antecedent
agreement.
Verbs (V)
HI-9 through HI-12 continued
HI-12: producing declarative, negative, and
interrogative sentences using the simple future tense
(will) with subject-verb agreement.
Note: The gray text represent only a reference to a skill area.
Continued on next page
5
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
c. Use verb tense to convey various times,
sequences, states, and conditions.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
j. Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts.
HI-16: producing declarative, negative, and
interrogative sentences using the past progressive
tense with subject-verb agreement.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Ensure subject-verb and pronoun-antecedent
agreement.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
c. Use verb tense to convey various times,
sequences, states, and conditions.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
j. Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts.
HI-17: distinguishing between the auxiliary (helping)
verb and the main verb.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
c. Use modal auxiliaries (e.g., can, may, must) to
convey various conditions.
Verbs (V)
HI-15: continued
Note: The gray text represent only a reference to a skill area.
6
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
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.
Verbs (V)
HI-19: producing declarative, negative, and
interrogative sentences using the future progressive
tense with subject-verb agreement.
HI-20: producing declarative, negative, and
interrogative sentences using regular present perfect
tense verbs with subject-verb agreement.
HI-21: producing declarative, negative, and
interrogative sentences using irregular present
perfect tense verbs with subject-verb agreement.
Note: The gray text represent only a reference to a skill area.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
f. Ensure subject-verb and pronoun-antecedent
agreement.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
c. Use modal auxiliaries (e.g., can, may, must) to
convey various conditions.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
c. Use verb tense to convey various times,
sequences, states, and conditions.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
j. Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
f. Ensure subject-verb and pronoun-antecedent
agreement.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use the perfect (e.g., I had walked; I
have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times,
sequences, states, and conditions.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
j. Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts.
7
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use the perfect (e.g., I had walked; I
have walked; I will have walked) verb tenses.
HI-23: differentiating between the use of action verbs
and non-action/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.)
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
c. Use verb tense to convey various times,
sequences, states, and conditions.
HI-24: differentiating between the use of action verbs
and non-action/stative verbs (i.e., see/watch,
hear/listen) in context.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
c. Use verb tense to convey various times,
sequences, states, and conditions.
Verbs (V)
HI-22: differentiating between the use of simple past
tense and the present perfect tense.
HI-25: comparing transitive (e.g., lay, raise) and
intransitive (e.g., lie, rise) verbs in context with
instructional support.
Note: The gray text represent only a reference to a skill area.
8
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
HI-1: using the appropriate personal subjective
pronouns.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Use personal, possessive, and indefinite
pronouns (e.g., I, me, my; they, them, their;
anyone, everything).
HI-2: stating when to use personal objective versus
personal subjective pronouns; using personal
objective pronouns.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Use personal, possessive, and indefinite
pronouns (e.g., I, me, my; they, them, their;
anyone, everything).
Pronouns (PRO)
HI-3: stating when to use possessive pronouns; using
possessive pronouns.
HI-4: differentiating between personal subjective,
personal objective and personal possessive pronouns
and their placement in sentences.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
HI-5: using singular or plural demonstrative pronouns
(i.e., this/that; these/those) to complete a given
sentence.
HI-6: using interrogative pronouns who, whom, what,
which and whose.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Use relative pronouns (who, whose, whom,
which, that) and relative adverbs (where, when,
why).
HI-7: stating when to use reflexive pronouns; using
reflexive and intensive pronouns.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
c. Use reflexive pronouns (e.g., myself, ourselves).
HI-8: using indefinite pronouns (i.e., all, both, nothing,
somebody, anything, etc.: “Jack bought something. Jill
didn’t buy anything.”).
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Use personal, possessive, and indefinite
pronouns (e.g., I, me, my; they, them, their;
anyone, everything).
Note: The gray text represent only a reference to a skill area.
9
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Adjectives (ADJ)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
HI-1: producing a series of adjectives in the correct
order (i.e., quantity/concept/size/ shape/ color).
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Order adjectives within sentences according to
conventional patterns (e.g., a small red bag
rather than a red small bag).
HI-2: using possessive adjectives.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
HI-3: using sensory/personality adjectives.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Use frequently occurring adjectives.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Use adjectives and adverbs, and choose between
them depending on what is to be modified.
HI-4: using nouns as modifiers.
HI-5: using demonstrative adjectives.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
HI-6: using proper adjectives with instructional
support.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
HI-7: using indefinite adjectives.
HI-8: using comparative and superlative adjectives
(e.g., big, bigger, biggest; more/most/less/least, etc.).
Note: The gray text represent only a reference to a skill area.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
g. Form and use comparative and superlative
adjectives and adverbs, and choose between
them depending on what is to be modified.
10
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
Adjectives (ADJ)
HI-9: using irregular comparative and superlative
adjectives.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
g. Form and use comparative and superlative
adjectives and adverbs, and choose between
them depending on what is to be modified.
HI-10: using present participles (dripping faucet) as
adjectives.
HI-11: using past participles (tired man) as adjectives.
HI-1: using “when” adverbs.
HI-2: using “frequency” adverbs.
HI-3: using “where” adverbs.
Adverbs (ADV)
HI-4: using “how/degree” adverbs.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
HI-5: using regular comparative and superlative
adverbs (e.g., slowly, less slowly, least slowly, etc.).
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
g. Form and use comparative and superlative
adjectives and adverbs, and choose between
them depending on what is to be modified.
HI-6: using irregular comparative and superlative
adverbs.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
g. Form and use comparative and superlative
adjectives and adverbs, and choose between
them depending on what is to be modified.
HI-7: using intensifier adverbs.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
HI-8: using conjunctive adverbs.
Prepositions (PREP)
HI-1: using prepositions of location.
HI-2: using prepositions of direction.
HI-3: using prepositions of time.
Note: The gray text represent only a reference to a skill area.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Use frequently occurring prepositions (e.g.,
during, beyond, toward).
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Form and use prepositional phrases.
11
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Prepositions (PREP)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
HI-4: differentiating among prepositions of location,
direction, and time.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
HI-5: using prepositions of action and movement
(including compound prepositions).
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Use frequently occurring prepositions (e.g.,
during, beyond, toward).
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Form and use prepositional phrases.
HI-6: using prepositions of opposition.
Conjunctions (C)
HI-7: using prepositions of exception (i.e., despite,
except).
HI-1: defining, using, and differentiating coordinating
conjunctions used to join nouns, verbs, adjectives,
phrases, and clauses.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
h. Use coordinating and subordinating
conjunctions.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
HI-2: defining and differentiating correlative
conjunctions both/and and either/or.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
e. Use correlative conjunctions (e.g., either/or,
neither/nor).
HI-3: defining and differentiating correlative
conjunctions not only…but also.
Interjections
HI-1: using interjections in appropriate context.
Note: The gray text represent only a reference to a skill area.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
12
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
HI-1: using noun phrases in a complete sentence.
Phrase and Clause Construction (PH/CL)
HI-2: using joined noun phrases in a complete
sentence.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Use common, proper, and possessive nouns.
g. Use frequently occurring conjunctions (e.g.,
and, but, or, so, because).
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-3: using a demonstrative adjective and a noun in a
complete sentence.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Use common, proper, and possessive nouns.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-4: using a verb phrase in a complete sentence.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
Note: The gray text represent only a reference to a skill area.
13
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Phrase and Clause Construction (PH/CL)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
HI-5: using a joined verb phrases in a complete
sentence.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
g. Use frequently occurring conjunctions (e.g.,
and, but, or, so, because).
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-6: using a prepositional phrase in a complete
sentence.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Form and use prepositional phrases.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-7: using an infinitive verb phrase to complete a
sentence frame.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-8: using an adverbial phrase in a complete
sentence.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Produce simple, compound, and complex
sentences.
Continued on next page
Note: The gray text represent only a reference to a skill area.
14
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Phrase and Clause Construction (PH/CL)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
HI-8: continued
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-9: using auxiliary and/or modal auxiliary verb
phrases in a complete sentence.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
c. Use modal auxiliaries (e.g., can, may, must) to
convey various conditions.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-10: using degree adverbs + adjectives in a complete
sentence.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-11: using linking verbs + noun/adjective
complement in a complete sentence.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Use common, proper, and possessive nouns.
f. Use frequently occurring adjectives.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
Note: The gray text represent only a reference to a skill area.
15
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
Sentence Construction (SC)
Phrase and Clause Construction (PH/CL)
HI-12: using participle phrase (participle + modifiers:
“Studying all night, the students…”) to complete a
sentence frame.
HI-13: using noun clause markers (i.e., that, whether,
how, whatever) to complete a sentence frame.
HI-14: using noun clauses.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use regular and irregular plural nouns.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-1: selecting a subject (i.e., noun/pronoun:
singular, plural, compound or collective) to complete
a given sentence.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
HI-2: producing sentences using subjects and verbs,
with subject-verb agreement. (S-V)
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Use common, proper, and possessive nouns.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use regular and irregular plural nouns.
d. Form and use regular and irregular verbs.
f. Ensure subject-verb and pronoun-antecedent
agreement.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-3: producing sentences in the negative S- V
construction (subject + auxiliary verb + not
+ verb), with subject-verb agreement.
HI-4: producing sentences with a pronoun as the
subject using S-V-C construction, with subject-verb
agreement.
HI-5: producing sentences with a noun as the subject
using S-V-C construction, with subject-verb
agreement.
HI-6: producing sentences with a plural noun as the
subject using S-V-C construction, with subject-verb
agreement.
Note: The gray text represent only a reference to a skill area.
16
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
HI-7: producing sentences with an adjective as the
complement using S-V-C construction, with subjectverb agreement.
HI-8: producing sentences in the negative construction
with a subject + “to be” + adjective as the
complement, with subject- verb agreement. (S-V-C)
HI-9: producing sentences using a subject + “to be” +
prepositional phrase, with subject- verb agreement.
(S-V-P)
HI-10: producing sentences (S-V-O-P) using subjects,
verbs and prepositional phrases, with subject-verb
agreement.
HI-11: producing sentences using “There” + “to be” +
subject + prepositional phrase, with subject-verb
agreement.
Sentence Construction (SC)
HI-12: producing sentences using subjects + verbs +
direct object (noun), with subject-verb agreement.
HI-13: producing sentences using subjects + verbs +
object pronouns, with subject-verb agreement.
HI-14: producing sentences using adverbs to modify
verbs.
Note: The gray text represent only a reference to a skill area.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Use common, proper, and possessive nouns.
d. Use personal, possessive, and indefinite
pronouns (e.g., I, me, my; they, them, their;
anyone, everything).
f. Use frequently occurring adjectives.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use regular and irregular plural nouns.
d. Form and use regular and irregular verbs.
f. Ensure subject-verb and pronoun-antecedent
agreement.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Form and use prepositional phrases.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
g. Form and use comparative and superlative
adjectives and adverbs, and choose between
them depending on what is to be modified.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
17
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Sentence Construction (SC)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
HI-15: producing imperative sentences.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
j. Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts.
HI-16: producing compound sentences.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
g. Use frequently occurring conjunctions (e.g.,
and, but, or, so, because).
HI-17: producing sentences using subject + verb +
object (S-V-O) with subject-verb agreement.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Use common, proper, and possessive nouns.
d. Use personal, possessive, and indefinite
pronouns (e.g., I, me, my; they, them, their;
anyone, everything).
f. Use frequently occurring adjectives.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
HI-18: producing sentences using subject + verb +
direct object + indirect object (S-V-DO-IO) with
subject-verb agreement.
Continued on next page
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18
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
3.L.1 continued
b. Form and use regular and irregular plural nouns.
d. Form and use regular and irregular verbs.
f. Ensure subject-verb and pronoun-antecedent
agreement.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-19: producing sentences using the passive voice.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
8.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use verbs in the active and passive
voice.
HI-20: producing a sentence-using present real
conditional.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
c. Use verb tense to convey various times,
sequences, states, and conditions.
Sentence Construction (SC)
HI-17 & HI-18 continued
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19
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
HI-21: constructing a sentence using reflexive
pronouns.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
c. Use reflexive pronouns (e.g., myself, ourselves).
HI-22: producing a compound sentence using an
independent clause + semi colon + conjunctive adverb
+ independent clause.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce, expand, and rearrange complete
simple and compound sentences (e.g., The boy
watched the movie; The little boy watched the
movie; The action movie was watched by the
little boy).
HI-1: producing questions using inflection when
produced orally.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
j. Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Produce simple, compound, and complex
sentences.
Questions (Q)
Sentence Construction (SC)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
Continued on next page
Note: The gray text represent only a reference to a skill area.
20
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-2: producing Yes/No questions in the simple
present tense using “to do.”
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
j. Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-3: producing Yes/No questions beginning with “to
be” and containing a complement in a variety of verb
tenses.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
j. Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
Questions (Q)
HI-1: Continued
HI-4: producing Yes/No questions in the present
progressive tense.
HI-5: producing Yes/No questions in the simple past
tense.
HI-6: producing Yes/No questions in the simple future
tense with instructional support.
HI-7: producing Yes/No questions in the past
progressive tense
B-8: producing Yes/No questions in the future
progressive tense.
Note: The gray text represent only a reference to a skill area.
21
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
HI-9: producing Yes/No questions in the present
perfect tense.
Questions (Q)
HI-10: producing Yes/No questions in the present
perfect progressive tense.
HI-11: producing interrogative sentences beginning
with “What.”
HI-12: producing interrogative sentences beginning
with “Where.”
HI-13: producing interrogative sentences beginning
with “Who” or “Whom.”
HI-14: producing interrogative sentences beginning
with “When.”
HI-15: producing interrogative sentences beginning
with “Why.”
HI-16: producing interrogative sentences beginning
with “How.”
HI-17: producing interrogative sentences beginning
with “Which.”
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
j. Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Form and use regular and irregular verbs.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use the perfect (e.g., I had walked; I
have walked; I will have walked) verb tenses.
K.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
d. Understand and use question words
(interrogatives) (e.g., who, what, where, when,
why, how).
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
j. Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Produce simple, compound, and complex
sentences.
Continued on next page
Note: The gray text represent only a reference to a skill area.
22
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-18: producing interrogative sentences beginning
with “Whose.”
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-19: producing questions with “to be” + “there” +
subject + preposition + noun.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
b. Form and use regular and irregular plural nouns.
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent
agreement.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
HI-20: producing Yes/No questions using modal
auxiliaries.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
Questions (Q)
HI-11 through HI-17 continued
HI-21: producing an interrogative sentence,
introduced by an auxiliary verb, which offers two or
more alternative responses.
HI-22: producing questions, including negative
construction, with contractions.
HI-23: producing tag questions.
Note: The gray text represent only a reference to a skill area.
23
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 2: The student will acquire English language vocabulary and use it in relevant contexts.
HI-1: classifying words into conceptual categories and
providing rationale for classification.
1.L.5 With guidance and support from adults,
demonstrate understanding of word relationships and
nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing)
to gain a sense of the concepts the categories
represent.
b. Define words by category and by one or more
key attributes (e.g., a duck is a bird that swims; a
tiger is a large cat with stripes).
HI-2: identifying the meaning/usage of sight words
and utilizing them in context.
3.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 3
reading and content, choosing flexibly from a range of
strategies.
4.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 4
reading and content, choosing flexibly from a range of
strategies.
5.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 5
reading and content, choosing flexibly from a range of
strategies.
HI-3: identifying the meaning/usage of high
frequency words and utilizing them in context.
Vocabulary
HI-4 explaining the meaning and usage of gradespecific academic vocabulary and symbols.
HI-5: determining the meaning of compound words
using knowledge of individual words.
2.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 2
reading and content, choosing flexibly from an array of
strategies.
d. Use knowledge of the meaning of individual
words to predict the meaning of compound
words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
HI-6: applying contractions in context.
HI-7: using knowledge of base/root words and
affixes (prefixes and suffixes) to determine the
meaning of unknown grade- level content words.
3.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 3
reading and content, choosing flexibly from a range of
strategies.
b. Determine the meaning of the new word formed
when a known affix is added to a known word (e.g.,
agreeable/disagreeable,
comfortable/uncomfortable, care/careless,
heat/preheat).
c. Use a known root word as a clue to the meaning
of an unknown word with the same root (e.g.,
company, companion).
Continued on next page
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24
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 2: The student will acquire English language vocabulary and use it in relevant contexts.
HI-7: continued
4.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 4
reading and content, choosing flexibly from a range of
strategies.
b. Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a
word (e.g., telegraph, photograph, autograph).
5.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 5
reading and content, choosing flexibly from a range of
strategies.
b. Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a
word (e.g., photograph, photosynthesis).
HI-8: associating common/academic language
abbreviations and acronyms with words.
3.L.5 Demonstrate understanding of word relationships
and nuances in word meanings.
c. Distinguish shades of meaning among related
words that describe states of mind or degrees of
certainty (e.g., knew, believed, suspected, heard,
wondered).
4.L.5 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
c. Demonstrate understanding of words by relating
them to their opposites (antonyms) and to words
with similar but not identical meanings
(synonyms).
5.L.5 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
c. Use the relationship between particular words
(e.g., synonyms, antonyms, homographs) to
better understand each of the words.
HI-10: using context clues in a variety of content
texts to confirm the intended meaning of gradelevel homonyms and multiple- meaning words.
3.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 3
reading and content, choosing flexibly from a range of
strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
Vocabulary
HI-9: completing and explaining analogous
relationships (e.g., bravery: courage:,
smooth:______).
Continued on next page
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25
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Vocabulary
Standard 2: The student will acquire English language vocabulary and use it in relevant contexts.
HI-10: continued
4.L.1 continued
g. Correctly use frequently confused words (e.g., to,
too, two; there, their).
4.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 4
reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of
a word or phrase.
5.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 5
reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of
a word or phrase.
HI-11: pronouncing a homograph in context based
on meaning.
5.L.5 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
c. Use the relationship between particular words
(e.g., synonyms, antonyms, homographs) to
better understand each of the words.
HI-12: using context clues in a variety of content
texts to confirm the intended meaning of grade-level
content words.
3.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 3
reading and content, choosing flexibly from a range of
strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
g. Correctly use frequently confused words (e.g., to,
too, two; there, their).
4.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 4
reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of
a word or phrase.
5.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 5
reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of
a word or phrase.
Note: The gray text represent only a reference to a skill area.
26
English Language Proficiency Standards (ELPS)
Stage III Language Strand
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 2: The student will acquire English language vocabulary and use it in relevant contexts.
3.L.5 Demonstrate understanding of word relationships
and nuances in word meanings.
4.L.5 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
5.L.5 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
HI-14: using a dictionary to identify meanings,
spellings, and pronunciations of grade-level content
words.
3.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 3
reading and content, choosing flexibly from a range of
strategies.
d. Use glossaries or beginning dictionaries, both
print and digital, to determine or clarify the
precise meaning of words and phrases.
4.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 4
reading and content, choosing flexibly from a range of
strategies.
c. Consult reference materials (e.g., dictionaries,
glossaries, thesauri), both print and digital, to
find the pronunciation and determine or clarify
the precise meaning of key words and phrases.
5.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 5
reading and content, choosing flexibly from a range of
strategies.
c. Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to
find the pronunciation and determine or clarify
the precise meaning of key words and phrases.
Vocabulary
HI-13: interpreting the meaning of figurative
language including in a variety of grade-level texts.
Note: The gray text represent only a reference to a skill area.
27
English Language Proficiency Standards (ELPS)
Stage III Listening and Speaking
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
Comprehension of Oral Communications
HI-1: distinguishing between phonemes in the initial,
medial, and final positions of words, phrases and
sentences.
HI-2: summarizing main ideas/concepts and supporting
details from read-alouds (fiction and nonfiction) in
complete sentences.
3.SL.2 Determine the main ideas and supporting details
of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively,
and orally.
3.SL.6 Speak in complete sentences when appropriate to
task and situation in order to provide requested detail
or clarification.
5.SL.2 Summarize a written text read aloud or
information presented in diverse media and formats,
including visually, quantitatively, and orally.
HI-3: sequencing events from read-alouds,
presentations, and conversations in complete
sentences.
3.SL.2 Determine the main ideas and supporting details
of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively,
and orally.
3.SL.6 Speak in complete sentences when appropriate to
task and situation in order to provide requested detail
or clarification.
HI-4: summarizing the main idea/concept and key
points/details of a presentation using complete
sentences.
3.SL.2 Determine the main ideas and supporting details
of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively,
and orally.
3.SL.6 Speak in complete sentences when appropriate to
task and situation in order to provide requested detail
or clarification.
5.SL.2 Summarize a written text read aloud or
information presented in diverse media and formats,
including visually, quantitatively, and orally.
HI-5: demonstrating relationships among facts, ideas, or 3.SL.1 Engage effectively in a range of collaborative
events using academic vocabulary in classroom
discussions (one-to-one, in groups, and teacher-led)
discussions. (e.g., problem/solution, cause/effect, etc.) with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own
clearly.
3.SL.4 Report on a topic or text, tell a story, or recount
an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an
understandable pace.
4.SL.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher led)
with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own
clearly.
Continued on next page
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28
English Language Proficiency Standards (ELPS)
Stage III Listening and Speaking
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Comprehension of Oral Communications
Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
HI-5: continued
4.SL.4 Report on a topic or text, tell a story, or recount
an experience in an organized manner, using
appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an
understandable pace.
5.SL.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly.
5.SL.4 Report on a topic or text or present an opinion,
sequencing ideas logically and using appropriate facts
and relevant, descriptive details to support main ideas
or themes; speak clearly at an understandable pace.
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.)
3.SL.1 Engage effectively in a range of collaborative
discussions (one-to-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own
clearly.
4.SL.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher led)
with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own
clearly.
c. Pose and respond to specific questions to clarify or
follow up on information, and make comments that
contribute to the discussion and link to the remarks
of others.
5.SL.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly.
c. Pose and respond to specific questions by making
comments that contribute to the discussion and
elaborate on the remarks of others.
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.).
Note: The gray text represent only a reference to a skill area.
29
English Language Proficiency Standards (ELPS)
Stage III Listening and Speaking
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Comprehension of Oral Communications
Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
HI-8: responding to social conversations by rephrasing
and repeating information, asking questions, offering
advice, sharing one’s experiences, and expressing one’s
thoughts.
3.SL.1 Engage effectively in a range of collaborative
discussions (one-to-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own
clearly.
4.SL.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher led)
with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own
clearly.
5.SL.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly.
HI-9: asking questions to clarify ideas and concepts.
3.SL.1 Engage effectively in a range of collaborative
discussions (one-to-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own
clearly.
c. Ask questions to check understanding of
information presented, stay on topic, and link
their comments to the remarks of others.
3.SL.3 Ask and answer questions about information from
a speaker, offering appropriate elaboration and detail.
4.SL.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher led)
with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own
clearly.
c. Pose and respond to specific questions to clarify or
follow up on information, and make comments that
contribute to the discussion and link to the remarks
of others.
5.SL.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly.
c. Pose and respond to specific questions by making
comments that contribute to the discussion and
elaborate on the remarks of others.
Note: The gray text represent only a reference to a skill area.
30
English Language Proficiency Standards (ELPS)
Stage III Listening and Speaking
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 2: The student will express orally his or her own thinking and ideas.
HI-1: producing sentences with accurate pronunciation,
intonation, and stress.
HI-2: presenting dialogue, skits, and drama using
appropriate rhythm, rate, phrasing, and expression.
3.SL.6 Speak in complete sentences when appropriate to
task and situation in order to provide requested detail
or clarification.
4.SL.6 Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined,
stammered) and that are basic to a particular topic (e.g.,
wildlife, conservation, and endangered when discussing
animal preservation).
5.SL.6 Adapt speech to a variety of contexts and tasks,
using formal English when appropriate to task and
situation.
Delivery of Oral Communications
HI-3: expressing one’s own and responding to others’
needs and emotions in complete sentences.
HI-4: participating in socio-functional communication
tasks using complete sentences.
HI-5: asking and responding to academic questions in
complete sentences (e.g., expressing possibilities and
probabilities, hypothetical questions, etc.).
3.SL.1 Engage effectively in a range of collaborative
discussions (one-to-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own
clearly.
4.SL.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
5.SL.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly.
HI-6: stating multi-step procedures or processes using
specific academic/content vocabulary in complete
sentences.
HI-7: sharing personal experiences/stories with
3.SL.4 Report on a topic or text, tell a story, or recount
descriptive language supported by details and examples an experience with appropriate facts and relevant,
in complete sentences.
descriptive details, speaking clearly at an
understandable pace.
4.SL.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 4
reading and content, choosing flexibly from a range of
strategies.
Note: The gray text represent only a reference to a skill area.
31
English Language Proficiency Standards (ELPS)
Stage III Listening and Speaking
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Delivery of Oral Communications
Standard 2: The student will express orally his or her own thinking and ideas.
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.
Note: The gray text represent only a reference to a skill area.
3.SL.4 Report on a topic or text, tell a story, or recount
an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an
understandable pace.
4.SL.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 4
reading and content, choosing flexibly from a range of
strategies.
5.SL.4 Report on a topic or text or present an opinion,
sequencing ideas logically and using appropriate facts
and relevant, descriptive details to support main ideas
or themes; speak clearly at an understandable pace.
32
English Language Proficiency Standards (ELPS)
Stage III Reading
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Print Concepts
Standard 1: The student will demonstrate understanding of print concepts of the English language.
E-1: tracking the one to one correlation between spoken K.RF.1 Demonstrate understanding of the organization
and printed word.
and basic features of print.
b. Recognize that spoken words are represented in
written language by specific sequences of letters.
c. Understand that words are separated by spaces in
print.
B-2: identifying paragraphs and their distinguishing
features (e.g., indentation of first word, topic sentence,
supporting sentences, concluding sentences, etc.).
1.RF.1 Demonstrate understanding of the organization
and basic features of print.
HI-3: evaluating the usefulness of various print sources
based on the organizational features for a given task.
1.RI.5 Know and use various text features (e.g.,
headings, tables of contents, glossaries, electronic
menus, icons) to locate key facts or information in a
text.
HI-4: alphabetizing a series of words.
English Language Proficiency Standards (ELPS)
Stage III Reading
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 2: The student will identify and manipulate the sounds of the English language and decode words, using
knowledge of phonics, syllabication, and word parts.
Phonemic Awareness
HI-1: orally producing new words by manipulating
1.RF.2 Demonstrate understanding of spoken words,
initial, final, and medial sounds in single-syllable words. syllables, and sounds (phonemes).
b. Orally produce single-syllable words by blending
sounds (phonemes), including consonant blends.
B-2: distinguishing between long and short vowel
sounds in orally stated single-syllable words (e.g., bitbite, etc.)
1.RF.2 Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in
spoken single-syllable words.
2.RF.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Distinguish long and short vowels when reading
regularly spelled one-syllable words.
HI-3: segmenting syllables in multi-syllabic words.
1.RF.2 Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
d. Segment spoken single-syllable words into their
complete sequence of individual sounds
(phonemes).
HI-4: blending isolated phonemes to form multi-syllabic 1.RF.2 Demonstrate understanding of spoken words,
words, using r-controlled vowel sounds, digraphs, and syllables, and sounds (phonemes).
diphthongs (/t/…/i/…/g/…/er/ makes tiger).
b. Orally produce single-syllable words by blending
sounds (phonemes), including consonant blends.
HI-5: generating a series of rhyming words.
Note: The gray text represent only a reference to a skill area.
33
English Language Proficiency Standards (ELPS)
Stage III Reading
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 2: The student will identify and manipulate the sounds of the English language and decode words, using
knowledge of phonics, syllabication, and word parts.
Decoding
HI-6: producing a new word when a specific grapheme is K.RF.3 Know and apply grade-level phonics and word
changed, added, or removed.
analysis skills in decoding words.
d. Distinguish between similarly spelled words by
identifying the sounds of the letters that differ.
HI-7: applying knowledge of spelling pattern exceptions. 3.RF.3 Know and apply grade-level phonics and word
analysis skills in decoding words
4.RF.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
a Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in
context and out of context.
5.RF.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in
context and out of context.
HI-8: applying knowledge of syllabication rules when
decoding unfamiliar words in context.
4.RF.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
HI-9: applying knowledge of inflectional forms of words
accurately unfamiliar multisyllabic words in
in context.
context and out of context.
5.RF.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in
context and out of context.
Note: The gray text represent only a reference to a skill area.
34
English Language Proficiency Standards (ELPS)
Stage III Reading
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 2: The student will identify and manipulate the sounds of the English language and decode words, using
knowledge of phonics, syllabication, and word parts.
3.RF.3 Know and apply grade-level phonics and word
analysis skills in decoding words
a. Identify and know the meaning of the most
common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
4.RF.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in
context and out of context.
5.RF.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in
context and out of context.
HI-11: reading high frequency words.
K.RF.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
c. Read common high-frequency words by sight
(e.g., the, of, to, you, she, my, is, are, do, does).
Decoding
HI-10: applying knowledge of affixes to words in
context.
HI- 12: reading contractions.
HI-13: using word order (syntax).
English Language Proficiency Standards (ELPS)
Stage III Reading
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Fluency
Standard 3: The student will read with fluency and accuracy.
HI-1: reading aloud passages from unfamiliar content
area text with fluency. (i.e., accuracy, appropriate
phrasing, and attention to punctuation)
Note: The gray text represent only a reference to a skill area.
3.RF.4 Read with sufficient accuracy and fluency to
support comprehension.
4.RF.4 Read with sufficient accuracy and fluency to
support comprehension.
5.RF.4 Read with sufficient accuracy and fluency to
support comprehension.
35
English Language Proficiency Standards (ELPS)
Stage III Reading
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 4: The student will analyze text for expression, enjoyment, and response to other related content areas.
Fiction/Non-Fiction
HI-1: comparing and contrasting fiction with nonfiction. 1.RL.5 Explain major differences between books that tell
stories and books that give information, drawing on a
wide reading of a range of text types.
HI-2: generating and confirming predictions about text
for accuracy.
3.RL.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
4.RL.1 Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
HI-3: answering literal (i.e., Yes/No, who, what, where,
when, why, which and how) and/or personal response
questions about text.
3.RL.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
3.RI.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
4.RL.1 Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
4.RI.1 Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
HI-4: generating who, what, where, when, why, which 3.RL.1 Ask and answer questions to demonstrate
and how questions to clarify text.
understanding of a text, referring explicitly to the text as
the basis for the answers.
3.RI.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
HI-5: retelling a story or event with a beginning, middle, 3.RL.2 Recount stories, including fables, folktales, and
and end using transition words and complete sentences. myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is
conveyed through key details in the text.
HI-6: making connections to text (i.e., text-to- text and
text-to-self).
Note: The gray text represent only a reference to a skill area.
3.RI.6 Distinguish their own point of view from that of
the author of a text.
4.RL.9 Compare and contrast the treatment of similar
themes and topics (e.g., opposition of good and evil) and
patterns of events (e.g., the quest) in stories, myths, and
traditional literature from different cultures.
5.RL.9 Compare and contrast stories in the same genre
(e.g., mysteries and adventure stories) on their
approaches to similar themes and topics.
5.RI.5 Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or
information in two or more texts.
36
English Language Proficiency Standards (ELPS)
Stage III Reading
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 4: The student will analyze text for expression, enjoyment, and response to other related content areas.
HI-7: summarizing the main idea and supporting details 4.RL.2 Determine a theme of a story, drama, or poem
from text using appropriate academic vocabulary.
from details in the text; summarize the text.
4.RI.2 Determine the main idea of a text and explain
how it is supported by key details; summarize the text.
Fiction/ Non-Fiction
HI-8: locating sequential/ chronological order signal
words (i.e., first, next, finally today, now, meanwhile,
not long ago) in text.
3.RI.3 Describe the relationship between a series of
historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that
pertains to time, sequence, and cause/effect.
3.RL.4 Determine the meaning of words and phrases as
HI-9: locating signal words that indicate
they are used in a text, distinguishing literal from noncomparison/contrast. (i.e., similarly, on the other hand,
literal language.
however, yet, in spite of)
3.RI.4 Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to
a grade 3 topic or subject.
HI-10: locating signal words that indicate cause and
effect. (i.e., as a result of, consequently, so that,
4.RL.4 Determine the meaning of words and phrases as
because of, since)
they are used in a text, including those that allude to
significant characters found in mythology (e.g.,
Herculean).
4.RI.4 Determine the meaning of general academic and
domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area.
5.RL.4 Determine the meaning of words and phrases as
they are used in a text, including figurative language
such as metaphors and similes.
5.RI.4 Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to
a grade 5 topic or subject area.
HI-11: identifying the author’s purpose for writing a
book. (i.e., to entertain, to inform, to persuade)
2.RI.6 Identify the main purpose of a text, including
what the author wants to answer, explain, or describe.
HI-12: identifying the cause and effect relationship of
two related events in a literary selection.
3.RI.3 Describe the relationship between a series of
historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that
pertains to time, sequence, and cause/effect.
3.RI.8 Describe the logical connection between
particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/ third in a
sequence).
HI-13: drawing conclusions from information implied or 4.RL.1 Refer to details and examples in a text when
inferred in a literary selection.
explaining what the text says explicitly and when
drawing inferences from the text.
4.RI.1 Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
Continued on next page
Note: The gray text represent only a reference to a skill area.
37
English Language Proficiency Standards (ELPS)
Stage III Reading
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 4: The student will analyze text for expression, enjoyment, and response to other related content areas.
5.RL.1 Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.
5.RI.1 Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.
HI-14: describing the characters’ traits and their
motivations within a fictional text.
3.RL.3 Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions
contribute to the sequence of events.
3.RL.7 Explain how specific aspects of a text’s
illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects
of a character or setting).
4.RL.3 Describe in depth a character, setting, or event in
a story or drama, drawing on specific details in the text
(e.g., a character’s thoughts, words, or actions).
HI-15: describing the setting using key words from a
fictional text.
4.RL.3 Describe in depth a character, setting, or event in
a story or drama, drawing on specific details in the text
(e.g., a character’s thoughts, words, or actions).
Fiction
Fiction/ Non-Fiction
HI-13: continued
HI-16: identifying and describing the plot (specific events, 2.RL.7 Explain how specific images (e.g., a diagram
problems and solutions) from a fictional text.
showing how a machine works) contribute to and clarify
a text.
3.RL.9 Compare and contrast the themes, settings, and
plots of stories written by the same author about the
same or similar characters (e.g., in books from a series).
4.RL.3 Describe in depth a character, setting, or event in
a story or drama, drawing on specific details in the text
(e.g., a character’s thoughts, words, or actions).
HI-17: relating illustrations to fictional text.
3.RL.7 Explain how specific aspects of a text’s
illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects
of a character or setting).
HI-18: comparing and contrasting two characters within 5.RL.3 Compare and contrast two or more characters,
a fictional text.
settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters interact).
HI-19: comparing and contrasting two settings within a
fictional text.
Note: The gray text represent only a reference to a skill area.
3.RL.9 Compare and contrast the themes, settings, and
plots of stories written by the same author about the
same or similar characters (e.g., in books from a series).
5.RL.3 Compare and contrast two or more characters,
settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters interact).
38
English Language Proficiency Standards (ELPS)
Stage III Reading
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Non-Fiction
Standard 4: The student will analyze text for expression, enjoyment, and response to other related content areas.
HI-20: applying understanding of content vocabulary
within math, science and social studies texts.
3.RI.4 Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to
a grade 3 topic or subject.
4.RI.4 Determine the meaning of general academic and
domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area.
5.RI.4 Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to
a grade 5 topic or subject area.
HI-21: following multi-step written directions to
complete task/procedure.
2.RI.3 Describe the connection between a series of
historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
HI-22: locating information for a specific purpose. (e.g., 3.RI.5 Use text features and search tools (e.g., key
atlas, glossary, textbook, indexes, websites, podcast,
words, sidebars, hyperlinks) to locate information
webinars, etc.)
relevant to a given topic efficiently.
3.RI.7 Use information gained from illustrations (e.g.,
maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where,
when, why, and how key events occur).
5.RI.7 Draw on information from multiple print or digital
sources, demonstrating the ability to locate an answer
to a question quickly or to solve a problem efficiently.
HI-23: interpreting signs, labels, and symbols in the
environment.
HI-24: interpreting information from external text in
nonfiction text for a specific purpose.
3.RI.7 Use information gained from illustrations (e.g.,
maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where,
when, why, and how key events occur).
4.RI.7 Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time
lines, animations, or interactive elements on Web
pages) and explain how the information contributes to
an understanding of the text in which it appears.
5.RI.7 Draw on information from multiple print or digital
sources, demonstrating the ability to locate an answer
to a question quickly or to solve a problem efficiently.
HI-25: explaining the purpose of print (font) features in
nonfiction text.
3.RI.5 Use text features and search tools (e.g., key
words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
HI-26: explaining the purpose of organizational features 3.RI.5 Use text features and search tools (e.g., key
on a page in nonfiction text.
words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
4.RI.5 Describe the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or part of a text.
Note: The gray text represent only a reference to a skill area.
39
English Language Proficiency Standards (ELPS)
Stage III Reading
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Non-Fiction
Standard 4: The student will analyze text for expression, enjoyment, and response to other related content areas.
HI-27: locating information from a part of a book for a
specific purpose.
3.RI.5 Use text features and search tools (e.g., key
words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
3.RI.7 Use information gained from illustrations (e.g.,
maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where,
when, why, and how key events occur).
5.RI.7 Draw on information from multiple print or digital
sources, demonstrating the ability to locate an answer
to a question quickly or to solve a problem efficiently.
HI-28: identifying specific information by using the
organizational features of a book, a dictionary, and a
newspaper. (i.e., title, author, table of contents and
glossary)
3.RI.5 Use text features and search tools (e.g., key
words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
5.RI.7 Draw on information from multiple print or digital
sources, demonstrating the ability to locate an answer
to a question quickly or to solve a problem efficiently.
HI-29: interpreting information from functional
3.RI.5 Use text features and search tools (e.g., key
documents for a specific purpose. (e.g., "Which bus do I words, sidebars, hyperlinks) to locate information
take to get home by 7pm?")
relevant to a given topic efficiently.
3.RI.7 Use information gained from illustrations (e.g.,
maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where,
when, why, and how key events occur).
4.RI.3 Explain events, procedures, ideas, or concepts in a
historical, scientific, or technical text, including what
happened and why, based on specific information in the
text.
5.RI.7 Draw on information from multiple print or digital
sources, demonstrating the ability to locate an answer
to a question quickly or to solve a problem efficiently.
HI-30: comparing and contrasting two items within an
expository text.
3.RI.9 Compare and contrast the most important points
and key details presented in two texts on the same
topic.
5.RI.3 Explain the relationships or interactions between
two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific
information in the text.
HI-31: distinguishing fact from opinion in persuasive
text. (e.g., advertisements, product labels, written
communications, etc.)
3.RI.6 Distinguish their own point of view from that of
the author of a text.
4.RI.8 Explain how an author uses reasons and evidence
to support particular points in a text.
Note: The gray text represent only a reference to a skill area.
40
English Language Proficiency Standards (ELPS)
Stage III Reading
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Fiction/Non-Fiction
Standard 4: The student will analyze text for expression, enjoyment, and response to other related content areas.
HI-32: identifying words (i.e., nouns, adjective, verbs
and adverbs) that the author selects in a literary
selection to create a graphic visual image.
1.RL.4 Identify words and phrases in stories or poems
that suggest feelings or appeal to the senses.
3.RL.4 Determine the meaning of words and phrases as
they are used in a text, distinguishing literal from nonliteral language.
3.RI.4 Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to
a grade 3 topic or subject.
4.RL.4 Determine the meaning of words and phrases as
they are used in a text, including those that allude to
significant characters found in mythology (e.g.,
Herculean).
4.RI.4 Determine the meaning of general academic and
domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area.
5.RL.4 Determine the meaning of words and phrases as
they are used in a text, including figurative language
such as metaphors and similes.
5.RI.4 Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to
a grade 5 topic or subject area.
HI-33: identifying words that the author selects to
create a rich auditory experience (e.g., alliteration,
onomatopoeia, etc.) in a literary selection.
2.RL.4 Describe how words and phrases (e.g., regular
beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.
HI-34: identifying structural elements of poetry. (e.g.,
repetition, rhyme, rhythm, verse, meter, and imagery,
etc.)
3.RL.5 Refer to parts of stories, dramas, and poems
when writing or speaking about a text, using terms such
as chapter, scene, and stanza; describe how each
successive part builds on earlier sections.
4.RL.5 Explain major differences between poems,
drama, and prose, and refer to the structural elements
of poems (e.g., verse, rhythm, meter) and drama (e.g.,
casts of characters, settings, descriptions, dialogue,
stage directions) when writing or speaking about text.
5.RL.5 Explain how a series of chapters, scenes, or
stanzas fits together to provide the overall structure of a
particular story, drama, or poem.
Note: The gray text represent only a reference to a skill area.
41
English Language Proficiency Standards (ELPS)
Stage III Writing
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
HI-1: writing one or more narrative paragraphs based on
imagined or real events that includes characters,
setting, sensory details, appropriate word choice and
logical sequencing to develop the plot using transitional
words and varied sentence structure.
3.W.3 Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
4.W.3 Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
5.W.3 Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
HI-2: writing simple poetry using a variety of poetic
devices and figurative language including:
personification, onomatopoeia, alliteration, simile, and
metaphor.
3.W.4 With guidance and support from adults, produce
writing in which the development and organization are
appropriate to task and purpose.
4.W.4 Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
5.W.4 Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
HI-3: taking notes using self-selected formats based
upon knowledge of oral or written text structures with
instructional support. (e.g., Student selects Venn
Diagram for comparing and contrasting text).
AZ.3.W.4a. With guidance and support from adults,
produce functional writing (e.g., friendly and formal
letters, recipes, experiments, notes/messages, labels,
graphs/tables, procedures, invitations, envelopes) in
which the development and organization are
appropriate to task and purpose.
3.W.8 Recall information from experiences or gather
information from print and digital sources; take brief
notes on sources and sort evidence into provided
categories.
AZ.4.W.4a Produce clear and coherent functional writing
(e.g., friendly and formal letters, recipes, experiments,
notes/messages, labels, graphs/tables, procedures,
invitations, envelopes) in which the development and
organization are appropriate to task and purpose.
4.W.8 Recall relevant information from experiences or
gather relevant information from print and digital
sources; take notes and categorize information, and
provide a list of sources.
AZ.5.W.4a. Produce clear and coherent functional
writing (e.g., formal letters, recipes, experiments,
notes/messages, labels, timelines, graphs/tables,
procedures, invitations, envelopes) in which the
development and organization are appropriate to task
and purpose.
5.W.8 Recall relevant information from experiences or
gather relevant information from print and digital
sources; summarize or paraphrase information in notes
and finished work, and provide a list of sources.
Expository
Narrative
Standard 1: The student will express his or her thinking and ideas in a variety of writing genres.
Note: The gray text represent only a reference to a skill area.
42
English Language Proficiency Standards (ELPS)
Expository
Stage III Writing
HI-4: writing expository essays and informational
reports that include topic sentences, main ideas, and
relevant supporting details, using appropriate
transitions, varied sentence structure, and precise
academic vocabulary.
3.W.2 Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
4.W.2 Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
5.W.2 Write informative explanatory texts to examine a
topic and convey ideas and information clearly.
HI-5: writing a summary paragraph containing only key
ideas and relevant content vocabulary summarizing a
variety of text and of varying length. (e.g., science text
chapter, article, book, oral presentations, etc.).
3.W.2 Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
4.W.2 Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
5.W.2 Write informative explanatory texts to examine a
topic and convey ideas and information clearly.
5.W.8 Recall relevant information from experiences or
gather relevant information from print and digital
sources; summarize or paraphrase information in notes
and finished work, and provide a list of sources.
HI-6: writing a variety of functional text that address
audience, stated purpose and context:
AZ.3.W.4a. With guidance and support from adults,
produce functional writing (e.g., friendly and formal
letters, recipes, experiments, notes/messages, labels,
graphs/tables, procedures, invitations, envelopes) in
which the development and organization are
appropriate to task and purpose.
AZ.4.W.4a. Produce clear and coherent functional
writing (e.g., friendly and formal letters, recipes,
experiments, notes/messages, labels, graphs/tables,
procedures, invitations, envelopes) in which the
development and organization are appropriate to task
and purpose.
AZ.5.W.4a. Produce clear and coherent functional
writing (e.g., formal letters, recipes, experiments,
notes/messages, labels, timelines, graphs/tables,
procedures, invitations, envelopes) in which the
development and organization are appropriate to task
and purpose.
Functional
•
•
•
•
Persuasive
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
•
Letters
Directions
Procedures
Graphs/Tables
Brochures
HI-7: writing a persuasive essay that states a clear
position with supporting details using persuasive
vocabulary/strategies to influence the reader (e.g.,
loaded/emotional words, exaggeration, euphemisms
bandwagon, peer pressure, repetition, etc.).
Note: The gray text represent only a reference to a skill area.
3.W.1 Write opinion pieces on topics or texts,
supporting a point of view with reasons.
4.W.1 Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
5.W.1 Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
43
English Language Proficiency Standards (ELPS)
Stage III Writing
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Capitalization
Spelling
Penmanship
Standard 2: The student will identify and apply conventions of standard English in his or her communications.
HI-1: legibly writing cursive upper and lower case letters
of the alphabet.
HI-2: spelling multi-syllable words using knowledge of
syllabication and spelling patterns.
HI-3: spelling grade appropriate words (i.e., high
frequency, common, academic, homonyms and plurals).
HI-4: using capitalization for proper nouns (i.e., names,
place names, dates, holidays, languages), titles
(including book and poem titles), and abbreviations.
Punctuation
HI-5: using punctuation for:
• sentence endings
• semi-colons in a series, introductory clauses,
dialogue and direct address
• quotation marks for dialogue and titles
• colons to punctuate business letter salutations
• apostrophes to punctuate contractions and plural
Syntax/Sentence Construction
Grammar/Parts
of Speech
possessives
HI-6: using various subjects (common nouns, proper
nouns, possessive nouns, pronouns, etc.) in sentences in
a variety of writing applications.
HI-7: using verb tenses (simple and progressive) in a
variety of writing applications.
HI-8: using subject-verb agreement in sentences in a
variety of writing applications with instructional
support.
HI-9: using declarative sentences (S-V, S-V-C, S-V-O, S-VO-P, S-V-DO-IO), positive (I am tall.), and negative (I am
not tall.) construction forms, in a variety of writing
applications.
HI-10: using interrogative sentences in a variety of
writing applications.
HI-11: using exclamatory sentences in a variety of
writing applications.
HI-12: using imperative sentences in a variety of writing
applications.
Note: The gray text represent only a reference to a skill area.
44
English Language Proficiency Standards (ELPS)
Stage III Writing
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 3: Students use the steps of the writing process as a writing piece moves toward completion.
3.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions
should demonstrate command of Language standards
1-3 up to and including grade 3.)
4.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing.
5.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
HI-2: evaluating, organizing and selecting ideas that
reflect the audience and purpose.
3.W.4 With guidance and support from adults, produce
writing in which the development and organization are
appropriate to task and purpose.
3.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions
should demonstrate command of Language standards
1-3 up to and including grade 3.)
4.W.4 Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
4.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing.
5.W.4 Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
5.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
HI-3: using a prewriting plan to draft an essay with an
introductory paragraph, body, transitions, and
concluding paragraph.
3.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions
should demonstrate command of Language standards
1-3 up to and including grade 3.)
4.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing.
5.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
Drafting
Pre-Writing
HI-1: generating and organizing ideas to create a
prewriting plan using multiple self-selected methods
(brainstorming, webbing, writer’s notebook, journal,
etc.).
Note: The gray text represent only a reference to a skill area.
45
English Language Proficiency Standards (ELPS)
Stage III Writing
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 3: Students use the steps of the writing process as a writing piece moves toward completion.
Revising
HI-4: revising a student draft as a class, in small groups
and independently with audience and purpose in mind
for:
•
•
•
•
•
word choice
sequence of ideas (introduction, body, conclusion)
adding/deleting/ moving supporting details
effective transitions
sentence structure (combining/adding/ deleting,
complete and varied sentences)
• using revision tools. (checklists, rubrics, and
reference materials)
Editing
HI-5: reviewing student drafts for errors in
conventions* as a class, in small groups and
independently using editing tools. (e.g., checklists,
rubrics, computer spell check and other reference
materials)
3.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions
should demonstrate command of Language standards
1-3 up to and including grade 3.)
4.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing.
5.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
3.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions
should demonstrate command of Language standards
1-3 up to and including grade 3.)
4.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing.
5.W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
HI-6: publishing products in a variety of formats (e.g.,
3.W.6 With guidance and support from adults, use
oral presentation, manuscript, multimedia, etc.) and
technology to produce and publish writing (using
presenting within a set period of time (e.g., 15 minutes). keyboarding skills) as well as to interact and collaborate
with others.
4.W.6 With some guidance and support from adults,
use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of one page in a
single sitting.
5.W.6 With some guidance and support from adults,
use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a
single sitting.
HI-7: using time management strategies to publish
products within a teacher specified period of time.
3.W.10 Write routinely over extended time frames
(time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
4.W.10 Write routinely over extended time frames
(time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
Continued on next page
Note: The gray text represent only a reference to a skill area.
46
English Language Proficiency Standards (ELPS)
Stage III Writing
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 3: Students use the steps of the writing process as a writing piece moves toward completion.
Editing
HI-7: continued
English Language Proficiency Standards (ELPS)
Stage III Writing
4.W.10 continued
range of discipline-specific tasks, purposes, and
audiences.
5.W.10 Write routinely over extended time frames
(time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Writing Elements: Ideas, Word Choice, Organization, Voice, Sentence Fluency
Standard 4: The student will integrate elements of effective writing to develop engaging and focused text.
HI-1: producing two or more paragraphs with an
3.W.4 With guidance and support from adults, produce
identifiable main idea and supporting details that
writing in which the development and organization are
reflect the audience and purpose in a variety of genres. appropriate to task and purpose.
HI-2: producing two or more paragraphs containing an 4.W.4 Produce clear and coherent writing in which the
development and organization are appropriate to task,
introductory statement, supporting details and a
purpose, and audience.
concluding statement, which are connected by
5.W.4 Produce clear and coherent writing in which the
transitional phrase and clauses.
development and organization are appropriate to task,
HI-3: choosing ideas, words, details, and structure that purpose, and audience.
reflect audience and purpose (pragmatics).
HI-4: selecting accurate, specific words and figurative
language to express ideas with instructional support or
resources.
4.W.2 Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
5.W.2 Write informative explanatory texts to examine a
topic and convey ideas and information clearly.
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
4.W.3 Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
d. Use concrete words and phrases and sensory
details to convey experiences and events
precisely.
5.W.3 Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
d. Use concrete words and phrases and sensory
details to convey experiences and events
precisely.
HI-5: varying sentence beginnings, lengths, and
patterns.
Note: The gray text represent only a reference to a skill area.
47
English Language Proficiency Standards (ELPS)
Stage III Writing
Arizona’s College & Career Ready Standards
English Language Arts (ELA)
Standard 5: The student will demonstrate research skills by using a variety of reference materials to complete a
variety of writing tasks.
Research
HI-1: recording, evaluating, and organizing information,
observations, or questions on a topic of student interest
from two or more sources (experiment, article,
textbook, guest speaker, video, Internet, interview,
podcasts, etc.) for report/research purposes.
Note: The gray text represent only a reference to a skill area.
3.W.7 Conduct short research projects that build
knowledge about a topic.
3.W.8 Recall information from experiences or gather
information from print and digital sources; take brief
notes on sources and sort evidence into provided
categories.
4.W.7 Conduct short research projects that build
knowledge through investigation of different aspects of
a topic.
4.W.8 Recall relevant information from experiences or
gather relevant information from print and digital
sources; take notes and categorize information, and
provide a list of sources.
5.W.7 Conduct short research projects that use several
sources to build knowledge through investigation of
different aspects of a topic.
5.W.8 Recall relevant information from experiences or
gather relevant information from print and digital
sources; summarize or paraphrase information in notes
and finished work, and provide a list of sources.
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