ELL Stage III: Grade 4

GESD # 32

ELP Standards 4th Grade

Reading

ELL Stage III: Grade 4 Reading PROFICIENCY LEVEL DESCRIPTORS

Pre-Emergent The student at this level has no ability to comprehend text independently read in English. The student may be able to distinguish between letters and words. The student may be able to understand universal symbols and graphics associated with text. The student recognizes that spoken words are represented by written language.

Emergent The student at this level has a limited ability to comprehend text independently read in English. The student is developing phonemic awareness and decodes words using letter-sound knowledge. The student can read and comprehend text with repetitive, predictable patterns. The student’s fluency will impede comprehension.

Basic The student at this level has a limited ability to decode and comprehend text independently read in English. The student relies on visuals, organizational features, and contextual clues to comprehend text. The student is developing phonemic awareness and uses sound/symbol relationships and syllabication rules to decode. The student’s fluency may impede comprehension. From text read aloud, the student can identify key information elicited from the teacher.

Low Intermediate The student at this level has the ability to decode and comprehend text independently read in English. The student relies on visuals, organizational features, and contextual clues to comprehend a variety of fiction and nonfiction genres. The student uses sound/symbol relationships and syllabication rules to decode. The student’s fluency may impede comprehension. The student can identify key information and details elicited from the teacher.

High Intermediate The student at this level has the ability to comprehend text by reading fluently in English. The student relies on organizational features and contextual clues to comprehend a variety of fiction and nonfiction genres. The student uses sound/symbol relationships and syllabication rules to decode. The student can identify key information and details in text. ELL Stage III: Grade 4 Reading

P Standard 1: The student will demonstrate understanding of print concepts of the English language. ri Pre-Emergent Emergent Basic Low High nt Intermediate Intermediate C The student will demonstrate knowledge of print concepts by: o PE-1: demonstrating the E-1: tracking the one to B-1: N/A LI-1: N/A HI-1: N/A command of left to right, one correlation between n top to bottom spoken and printed c directionality, and return word. e sweep when handling reading materials. pt PE-2: distinguishing E-2: identifying letters, B-2: identifying LI-2: N/A HI-2: N/A s between printed letters words and sentences paragraphs and their (upper and lower case) and their distinguishing distinguishing features and words. features (e.g. (e.g., indentation of capitalization, ending first word, topic punctuation, etc.). sentence, supporting sentences, concluding sentences, etc.). PE-3: recognizing E-3: locating the B-3: identifying LI-3: comparing HI-3: evaluating organizational features organizational features specific information by and contrasting the usefulness of of a book (e.g., title, of a book and a using the two or more print various print author, and table of dictionary (e.g., title, organizational sources based on sources based on contents) with author, table of contents features of a book, a their organizational the organizational instructional support. and glossary) with dictionary and a features. features for a given

instructional support. newspaper (e.g., title, (math, science, social studies) task.

(math, science, social studies) (math, science, social studies) author, table of (math, science, social studies) contents and Language Arts Standards: Reading - Grade 4 2013-2014 glossary). (math, science, social studies) PE-4: alphabetizing a E-4: alphabetizing a B-4: alphabetizing a LI-4: alphabetizing HI-4: alphabetizing series of words to the series of words to the series of words to the a series of words. a series of words.

first letter. second letter. third letter. (math, science, social studies) (math, science, social studies) (math, science, social studies) (math, science, social studies) (math, science, social studies)

ELL Stage III: Grade 4 Reading

Phonemic Standard 2: The student will identify and manipulate the sounds of the English language and Awareness/ decode words, using knowledge of phonics, syllabication, and word parts. Decoding Pre- Emergent Basic Low High Emergent Intermediate Intermediate The student will demonstrate knowledge of phonemic awareness by: PE-1: orally E-1: orally producing the initial and B-1: LI-1: identifying and HI-1: orally producing final sounds (not the letter) of a identifyin manipulating initial, producing new groups of spoken word. g and final and medial words by words that manipula sounds in manipulating initial, begin with the ting single-syllable final and medial same initial initial words. sounds in single- sound and final syllable words. (alliteration). sounds to make new words. (e.g., rat to fat, fit to fig, etc.) PE-2: E-2: identifying long vowel sounds in B-2: LI-2: N/A HI-2: N/A identifying orally stated distingui short vowel single-syllable words. (e.g., kite, shing sounds in made, cake, etc.) between orally stated long and single-syllable short words. (e.g., vowel hen, hat, mad, sounds etc.) in orally stated single- syllable words (e.g., bit- bite, etc.) PE-3: E-3: segmenting multi-syllabic words B-3: LI-3: segmenting HI-3: segmenting segmenting into syllables. (/but/ter/fly/) segmenti phonemes syllables in sentences into ng one- contained in multi-syllabic words. syllable consonant blends. words. words (splat=/s/p/l/a/t/) into its phonem es. (dog = /d/ …/o/ …/g/)

Language Arts Standards: Reading - Grade 4 2013-2014 ELL Stage III: Grade 4 Reading

Phonemic Standard 2: The student will identify and manipulate the sounds of the English language and Awareness/ decode words, using knowledge of phonics, syllabication, and word parts. Pre- Low High Decoding Emergent Basic Emergent Intermediate Intermediate The student will demonstrate knowledge of phonemic awareness by: PE-4: blending E-4: blending spoken phonemes to B-4: LI-4: blending HI-4: blending spoken simple form two letter words (/i/t/, /a/t/, blending spoken phonemes isolated phonemes onsets and /m/e/). spoken with more than three to form multi- rimes to form (math, science, social studies) phonem sounds into one- syllabic words, real words es to syllable words, using (onset /c/ and form a including consonant r-controlled vowel rime /at/). single- blends and digraphs sounds, digraphs, (math, science, social studies) syllable (/f/i/n/d/=find; and diphthongs (/t/ word /fl/a/t/=flat). …/i/…/g/…/er/ (/m/…/a/ (math, science, social studies) makes tiger). …/n/… (math, science, social studies) makes man). (math, science, social studies) PE-5: E-5: distinguishing spoken rhyming B-5: LI-5: orally HI-5: generating a recognizing words from selecting producing rhyming series of rhyming the new non-rhyming words. (e.g., run, sun rhyming words in response words. spoken word versus run, man, etc.) words in to given words. (Cat when a respons rhymes with… hat.) specified e to an phoneme is oral added, prompt. changed or (What removed. rhymes with hat? –bat, sad, cat)

ELL Stage III: Grade 4 Reading Phonemic Standard 2: The student will identify and manipulate the sounds of the English language and Awareness/ decode words, using knowledge of phonics, syllabication, and word parts. Pre- Low High Decoding Emergent Basic Emergent Intermediate Intermediate The student will demonstrate knowledge of decoding by: PE-6: E-6: producing sounds represented B-6: LI-6: reading HI-6: producing a recognizing by the single-lettered consonant and producin complex word new word when a and naming vowel graphemes. g new families (e.g., specific grapheme upper and words -ight, -ought, etc.) is changed, added, lower case when an or removed. letters of the initial alphabet letter is changed (e.g., word families).

Language Arts Standards: Reading - Grade 4 2013-2014 PE-7: reading E-7: reading regularly spelled two- B-7: LI-7: reading HI-7: applying regularly syllable and compound words reading regularly spelled knowledge of spelled including consonant blends. (bl, st, regularly multi-syllabic and spelling pattern one-syllable and tr) spelled compound words exceptions. words (math, science, social studies) two- including consonant (math, science, social studies) represented by syllable blends, single letters. words consonant/vowel (math, science, social studies) and digraphs (th, sh, ck) compou and diphthongs (ea, nd words ie, ee) and including r-controlled vowels. consona (math, science, social studies) nt blends, consona nt/vowel digraphs (th, sh, ck) and diphthon gs (ea, ie, ee) and r- controlle d vowels. (math, science, social studies) PE-8: reading E-8: reading B-8: LI-8: applying HI-8: applying one-syllable two-syllable and compound words, reading knowledge of knowledge of words, using using letter-sound knowledge. two- or syllabication rules syllabication rules letter-sound (math, science, social studies) three- when decoding when decoding knowledge. syllable multi-syllabic and unfamiliar words in (math, science, social studies) and compound words. context. compou (math, science, social studies) (math, science, social studies) nd words, using letter- sound knowled ge and syllabica tion rules with instructio nal support. (math, science, social studies)

ELL Stage III: Grade 4 Reading P Standard 2: The student will identify and manipulate the sounds of the English language and decode words, h using knowledge of phonics, syllabication, and word parts. Low High o Emergent Basic Intermediate Intermediate n The student will demonstrate knowledge of decoding by: e Decoding E-9: identifying B-9: reading words with LI-9: reading words HI-9: applying mi inflectional appropriate pronunciation with appropriate knowledge of endings (e.g., -s, using the knowledge of pronunciation using inflectional forms of c -ed, -ing, etc.) parts of speech and the the knowledge of words in context. A and their functions of inflectional parts of speech and (math, science, social studies) w functions (i.e., endings (e.g., -s, -ed, the functions of tense, plurality, -ing, etc.) with inflectional endings. (math, science, social studies) Language Arts Standards: Reading - Grade 4 2013-2014 ar comparison and instructional support. parts of speech). (math, science, social studies) e (math, science, social studies) n es E-10: reading B-10: applying spelling LI-10: applying HI-10: applying s/ given words with rules for adding suffixes. knowledge of knowledge of D common prefixes, (e.g., drop the final “e” prefixes and suffixes affixes to words in ec suffixes and roots and add endings; double (affixes) added to context. including the the final consonant when words in context (math, science, social studies) o endings -tion, adding an ending; change with instructional di -sion. the final “y” to “i,” etc.) (math, support. (math, science, social studies) science, social studies) (math, science, social studies) n E-11: reading B-11: reading high LI-11: reading high HI-11: reading high g high frequency frequency words. frequency words. frequency words. words with (math, science, social studies) (math, science, social studies) (math, science, social studies) instructional support. (math, science, social studies) E-12: reading B- 12: reading LI-12: reading HI- 12: reading contractions. contractions. contractions. contractions. (e.g., haven't, aren't, it's, etc.) E-13: N/A B-13: recognizing and LI-13: using word HI-13: using word using word order (syntax). order (syntax). order (syntax). (science, social studies) (science, social studies) (science, social studies)

Fl Standard 3: The student will read with fluency and accuracy. ue Pre-Emergent Emergent Basic Low High nc Intermediate Intermediate y The student will demonstrate fluency and accuracy by: PE-1: reading aloud E-1: reading aloud sight B-1: reading aloud LI-1: reading aloud HI-1: reading aloud sight words, sentences, words, sentences and passages from passages from passages from and familiar patterned short passages from familiar or cumulative unfamiliar content unfamiliar content text with fluency. (i.e., familiar patterned text text (e.g. The House area text with area text with accuracy and attention (e.g. poems and chants, that Jack Built) with fluency. (i.e., fluency. (i.e., to punctuation) etc.) with fluency. (i.e., fluency. (i.e., accuracy, accuracy, accuracy, appropriate accuracy, appropriate appropriate appropriate phrasing, and attention phrasing, attention to phrasing, and phrasing, and to punctuation) punctuation, and attention to attention to expression). punctuation) punctuation)

ELL Stage III: Grade 4 Reading C Standard 4: The student will analyze text for expression, enjoyment, and response to other related content o areas. Emergent Basic Low High Language Arts Standards: Reading - Grade 4 2013-2014 m Intermediate Intermediate pr The student will demonstrate knowledge of reading comprehension by: Fiction/Non-Fiction E-1: determining B-1: identifying LI-1 comparing and HI-1: comparing e whether a literary differences between contrasting fiction and contrasting h selection, heard or fiction and nonfiction. with nonfiction with fiction with e read, is fiction or (math, science, social studies) instructional nonfiction. nonfiction. support. (math, science, social studies) n (math, science, social studies) (math, science, social studies) di E-2: making B-2: predicting what LI-2: predicting what HI-2: generating predictions based might happen next in a might happen next and confirming n on cover, title, reading selection. in a reading predictions about g illustrations and text. selection. text for accuracy. T ex E-3: answering B-3: answering literal LI-3: answering HI-3: answering Yes/No questions (i.e., Yes/No, who, literal (i.e., Yes/No, literal (i.e., Yes/No, t about text, heard or what, where, when, who, what, where, who, what, where, read, in complete why, which and how) when, why, which when, why, which sentences. questions about text. and how) and/or and how) and/or (math, science, social studies) (math, science, social studies) personal response personal response questions about questions about text. text. (math, science, social studies) (math, science, social studies) E-4: asking Yes/No B-4: asking who, what, LI-4: asking who, HI-4: generating questions about text where, when, why, what, where, when, who, what, where, in complete which and how why, which and how when, why, which sentences, with questions about text, questions about and how questions instructional with instructional text. to clarify text. support. support (math, science, social studies) (math, science, social studies) (math, science, social studies) (math, science, social studies)

ELL Stage III: Grade 4 Reading C Standard 4: The student will analyze text for expression, enjoyment, and response to other related content o areas. Low High m Emergent Basic Intermediate Intermediate pr The student will demonstrate knowledge of reading comprehension by: e Fiction/Non-Fiction E-5: retelling a B-5: retelling a story LI-5: retelling a story HI-5: retelling a story h story or event or event with a or event with a or event with a using key words beginning, middle and beginning, middle, beginning, middle, e and pictures. end. and end in complete and end using n (math, science, social studies) (math, science, social studies) sentences. transition words and (math, science, social studies) complete sentences. di (math, science, social studies) n E-6: making B-6: making LI-6: making HI-6: making g connections to connections to text connections to text connections to text text heard or read (i.e., text-to-self). (i.e., text-to-text and (i.e., text-to-text and T (i.e., text-to-self). (science, social studies) text-to-self). text-to-self). (science, social studies) (science, social studies) (science, social studies) ex E-7: identifying B-7: identifying the LI-7: summarizing the HI-7: summarizing t two-to-three main idea and main idea and the main idea and details from text two-to-three details supporting details supporting details heard or read. from text. from text. from text using (math, science, social studies) (math, science, social studies) (math, science, social studies) appropriate academic vocabulary. (math, science, social studies) E-8: identifying B-8: locating LI-8: locating HI-8: locating signal words that sequential/ sequential/ sequential/ indicate chronological order chronological order chronological order sequential/ signal words (i.e., first, signal words (i.e., first, signal words (i.e., chronological next, finally, today, next, finally today, first, next, finally order (i.e., first, now) in text. now, meanwhile, not today, now, next, finally). (math, science, social studies) long ago) in text. meanwhile, not long (math, science, social studies) (math, science, social studies) ago) in text. (math, science, social studies)

Language Arts Standards: Reading - Grade 4 2013-2014 ELL Stage III: Grade 4 Reading Comprehen Standard 4: The student will analyze text for expression, enjoyment, and response to other related ding Text content areas. Pre- Low Intermediate High Emerge Emergent Basic Intermediate nt The student will demonstrate knowledge of reading comprehension by: PE-9: N/A E-9: N/A B-9: identifying signal LI-9: locating signal words HI-9: locating words that indicate that indicate signal words comparison/contrast. comparison/contrast. (i.e., that indicate (i.e., similarly, on the similarly, on the other comparison/cont other hand, however, hand, however, yet, in rast. (i.e., yet, in spite of) spite of) similarly, on the (science, social studies) (science, social studies) other hand, however, yet, in spite of) (science, social studies) PE10: E-10: N/A B-10: identifying signal LI-10: locating signal HI-10: locating N/A words that indicate words that indicate cause signal words cause and effect. (i.e., and effect. (i.e., as a that indicate as a result of, result of, consequently, so cause and consequently, so that, that, because of, since) effect. (i.e., as a because of, since) (science, social studies) result of, (science, social studies) consequently, so that, because of, since) (science, social studies) PE-11: E-11: identifying the B-11: identifying the LI-11: identifying the HI-11: N/A author’s purpose for author’s purpose for author’s purpose for identifying the writing a book (i.e., to writing a book. (i.e., to writing a book. (i.e., to author’s purpose entertain, to inform, to entertain, to inform, to entertain, to inform, to for writing a persuade) with persuade) persuade) book. (i.e., to instructional support. entertain, to inform, to persuade)

PE-12: E-12: identifying the B-12: identifying the LI-12: identifying the HI-12: identifying cause and effect cause and effect cause and effect identifying the two relationship of two relationship of two relationship of two related cause and effect events related events in a related events in a events in a literary relationship of which are literary selection with literary selection. selection. two related related instructional support. (science, social studies) (science, social studies) events in a within a (science, social studies) literary literary selection. selection. (science, social studies) (science, social studies) PE-13: E-13: N/A B-13: drawing LI-13: drawing HI-13: drawing N/A conclusions from conclusions from conclusions information implied or information implied or from information inferred in a literary inferred in a literary implied or selection. selection. inferred in a (social studies) (social studies) literary selection. (social studies)

ELL Stage III: Grade 4 Reading Comprehen Standard 4: The student will analyze text for expression, enjoyment, and response to other related ding Text content areas. Pre- Low Intermediate High Emerge Emergent Basic Intermediate nt The student will demonstrate knowledge of reading comprehension by:

Language Arts Standards: Reading - Grade 4 2013-2014 PE-14: E-14: identifying B-14: identifying LI-14: describing the HI-14: identifying characters and their characters and their characters’ traits and their describing the characters traits, with instructional traits within a fictional motivations within a characters’ traits within a support, within a fictional text. fictional text. and their fictional text heard or read. motivations text heard within a fictional or read. text. PE-15: E-15: describing the B-15: describing the LI-15: describing the HI-15: identifying setting, with instructional setting using key setting using key words describing the the setting support, using key words words from a fictional from a fictional text. setting using key using key from a fictional text text. words from a words heard or read. fictional text. from a fictional text heard or read. PE-16: E-16: identifying the key B-16: identifying the LI-16: identifying the plot HI-16: identifying events or ideas from a plot (specific events, (specific events, problems identifying and the key fictional text heard or problems and and solutions) from a describing the events or read. solutions) from a fictional text. plot (specific ideas from fictional text, with events, a fictional instructional support. problems and text heard solutions) from a or read. fictional text. PE-17: E-17: relating B-17: relating LI-17: relating illustrations HI-17: relating relating illustrations to fictional illustrations to fictional to fictional text. illustrations to illustration text. text. fictional text. s to fictional text. PE-18: E-18: comparing and B-18: comparing and LI-18: comparing and HI-18: identifying contrasting two contrasting two contrasting two characters comparing and two characters, with characters within a within a fictional text. contrasting two characters instructional support, fictional text. characters within a within a fictional text within a fictional fictional heard or read. text. text heard or read.

PE-19: E- 19: comparing and B-19: comparing and LI-19: comparing and HI-19: identifying contrasting two settings, contrasting two contrasting two settings comparing and two with instructional settings within fictional within a fictional text. contrasting two settings support, within a fictional text. settings within a within a text heard or read. fictional text. fictional text heard or read.

C Standard 4: The student will analyze text for expression, enjoyment, and response to other related content areas. Low High o Emergent Basic m Intermediate Intermediate pr The student will demonstrate knowledge of reading comprehension by: Non - Fiction E-20: identifying content B-20: LI-20: applying HI-20: applying e vocabulary within math, science, identif understanding of content understanding of h and social studies texts. ying vocabulary within math, content e (math, science, social studies) conte science and social studies vocabulary nt texts. within math, n vocab (math, science, social studies) science and di ulary social studies n within texts. math, (math, science, social studies) g scienc e, and Language Arts Standards: Reading - Grade 4 2013-2014 T social studie ex s t texts. (math, science, social studies) E-21: following written directions B-21: L1-21: following multi-step HI-21: following with teacher modeling when followi written directions to multi-step necessary to complete classroom ng complete task/procedure. written activities. two- (math, science, social studies) directions to (math, science, social studies) to- complete three task/procedure. step (math, science, social studies) writte n directi ons to compl ete task/p roced ure. (math, science, social studies) E-22: locating information in B-22: LI-22: locating information HI-22: locating reference materials. (e.g., atlas, locatin for a specific purpose. information for a glossary, textbook, indexes, table g (e.g., atlas, glossary, specific of contents, etc.) inform textbook, indexes, purpose. (e.g., (math, science, social studies) ation websites, podcast, atlas, glossary, for a webinars, etc.) textbook, specifi (math, science, social studies) indexes, c websites, purpo podcast, se. webinars, etc.) (e.g., (math, science, social studies) atlas, gloss ary, textbo ok, index es, table of conte nts, etc.) (math, science, social studies) E-23: recognizing signs, labels and B-23: LI-23: interpreting signs, HI-23: symbols in the environment. interpr labels and symbols in the interpreting (math, science, social studies) eting environment. signs, labels and signs, (math, science, social studies) symbols in the labels environment. and (math, science, social studies) symb ols in the enviro nment . (math, science, social studies)

Language Arts Standards: Reading - Grade 4 2013-2014 C Standard 4: The student will analyze text for expression, enjoyment, and response to other related content areas. Low High o Emergent Basic m Intermediate Intermediate pr The student will demonstrate knowledge of reading comprehension by: Non - Fiction E-24: identifying and selecting B-24: LI-24: interpreting HI-24: e external text (e.g., illustrations, locatin information from external interpreting h photographs, charts, maps, g text in nonfiction text for a information from e diagrams, graphs, tables, specifi specific purpose. (e.g., external text in timelines, symbols, etc.) within c "According to the nonfiction text n nonfiction text for a specific inform population map, most for a specific di purpose (e.g. "Which external text ation people live in the purpose. n will tell me______?"). from Northeast.") (math, science, social studies) (math, science, social studies) extern (math, science, social studies) g al text T in ex nonfic tion t text for a specifi c purpo se. (math, science, social studies) E-25: identifying print (font) B-25: LI-25: explaining the HI-25: features in nonfiction text. (e.g., explai purpose of print (font) explaining the bold face, italicized, underlined, ning features in nonfiction text. purpose of print etc.) the (math, science, social studies) (font) features in (math, science, social studies) purpo nonfiction text. se of (math, science, social studies) print (font) featur es in nonfic tion text. (math, science, social studies) E-26: identifying organizational B-26: LI-26: explaining the HI-26: features on a page in nonfiction locatin purpose of organizational explaining the text. (e.g., indentation, title, g features on a page in purpose of headings, organi nonfiction text. organizational sub-headings, boxed information, zation (math, science, social studies) features on a bulleted information, cutaways, al page in captions, etc.) featur nonfiction text. (math, science, social studies) es on (math, science, social studies) a page in nonfic tion text. (e.g., indent ation, title, headi ngs, sub- headi ngs, boxed inform ation, bullet ed inform Language Arts Standards: Reading - Grade 4 2013-2014 ation, cutaw ays, captio ns, etc.) (math, science, social studies)

C Standard 4: The student will analyze text for expression, enjoyment, and response to other related content areas. Low High o Emergent Basic m Intermediate Intermediate pr The student will demonstrate knowledge of reading comprehension by: Non - Fiction E-27: identifying parts of a book. B-27: LI-27: selecting a part of a HI-27: locating e (e.g., cover, index, glossary, table identif book for a specific information from h of contents, appendix, etc.) ying purpose. (e.g., "Which part a part of a book e (math, science, social studies) the of a book will tell for a specific purpo me______?") purpose. n se of (math, science, social studies) (math, science, social studies) di each n part of a g book. T (e.g., ex cover, index, t gloss ary, table of conte nts, appen dix, etc.) (math, science, social studies) E-28: locating the organizational B-28: LI-28: identifying specific HI-28: features of a book and a dictionary locatin information by using the identifying (i.e., title, author, table of contents g the organizational features of specific and glossary) with instructional organi a book, a dictionary and a information by support. zation newspaper. (i.e., title, using the (math, science, social studies) al author, table of contents organizational featur and glossary) features of a es of (math, science, social studies) book, a a dictionary and a book newspaper. (i.e., and a title, author, diction table of contents ary. and glossary) (i.e., (math, science, social studies) title, author , table of conte nts and glossa ry) (math, science, social studies) Language Arts Standards: Reading - Grade 4 2013-2014 E-29: locating various facts in B-29: LI-29: interpreting HI-29: functional documents in response selecti information from functional interpreting to questions. (e.g., menus, recipes, ng a documents for a specific information from invitations, schedules, flyers, functi purpose. (e.g., "Which bus functional graphic organizers, etc.) onal do I take to get home by documents for a (math, science, social studies) docu 7pm?") specific ment (math, science, social studies) purpose. (e.g., for a "Which bus do I specifi take to get c home by 7pm?") purpo (math, science, social studies) se. (e.g., "Whic h docu ment will tell me ______?") (math, science, social studies)

C Standard 4: The student will analyze text for expression, enjoyment, and response to other related content o areas. Emergent Basic Low High m Intermediate Intermediate pr The student will demonstrate knowledge of reading comprehension by: e Non - Fiction E-30: comparing two items, with B-30: LI-30: comparing and HI-30: h instructional support, within an compa contrasting two items comparing and expository text heard or read. ring within an expository text. contrasting two e and items within an n (math, science, social studies) contra expository text. di sting (math, science, social studies) two n items (math, science, social studies) g within T an exposit ex ory t text, with instruct ional suppor t.

(math, science, social studies) E-31: identifying vocabulary used B-31: LI-31: distinguishing fact HI-31: to influence reader's perspectives disting from opinion in distinguishing in persuasive text (e.g., emotional uishing persuasive text. (e.g., fact from words, etc.), with instructional fact advertisements, product opinion in support. from labels, written persuasive text. opinion communications, etc.) (e.g., (social studies) in advertisements, persua product labels, sive (social studies) written text. communications (e.g., , etc.) Language Arts Standards: Reading - Grade 4 2013-2014 adverti semen ts, (social studies) produc t labels, written comm unicati ons, etc.)

(social studies)

ELL Stage III: Grade 4 Reading C Standard 4: The student will analyze text for expression, enjoyment, and response to other related content o areas. Low High m Emergent Basic Intermediate Intermediate pr The student will demonstrate knowledge of reading comprehension by: e Fiction/Non-Fiction E-32: N/A B-32: LI-32: identifying words HI-32: identify (i.e., nouns and identifying h ing adjectives) that the words (i.e., e words author selects in a literary nouns, n (i.e., selection to create a adjective, verbs nouns) graphic visual image with and adverbs) di that instructional support. that the author n the selects in a g author literary selection selects to create a T in a graphic visual ex literary image. t selecti on to create a graphi c visual image with instruct ional suppor t. E-33: participating in choral B-33: LI-33: identifying words HI-33: reading by verbally stating the identify that the author selects to identifying words of predictably patterned ing create a rich auditory words that the literary selections. words experience in a literary author selects to of selection with create a rich rhyme, instructional support. auditory rhythm experience and (e.g., repetiti alliteration, on in onomatopoeia, Language Arts Standards: Reading - Grade 4 2013-2014 literary etc.) in a literary selecti selection. ons.

E-34: identifying repetition and B-34: LI-34: identifying HI-34: rhyme in poetry. identify structural elements of identifying ing poetry. (e.g., repetition, structural repetiti rhyme, rhythm, verse, elements of on, meter, and imagery, etc.) poetry. (e.g., rhyme, repetition, and rhyme, rhythm, rhythm verse, meter, in and imagery, poetry. etc.)

Coding System for Reading “Comprehending Text”

(Examples for Lesson Plans) III-R-4:LI-33

ELL Stage III: Grade 4 Language Strand

• The Language Strand is comprised of the grammar and vocabulary skills that ELLs need to acquire at each proficiency level. • • The Language Strand will drive the instruction in grammar and vocabulary. The time allocations of the SEI models, created by the Arizona ELL Task Force, reflect this

Language Arts Standards: Reading - Grade 4 2013-2014 instruction. • • The Standard English Conventions standard focuses on acquiring the knowledge of the grammatical structures of the English language. • • The vocabulary standard focuses on acquiring general, academic, and content vocabulary, while understanding word relationships and pragmatics. • • The Listening and Speaking, Reading, and Writing Domains provide performance indicators for the application of the grammar and vocabulary skills.

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Low High Emergent Basic n Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Nouns (N) E-1: defining a noun; using definite B-1: LI-1: using singular HI-1: justifying and indefinite articles with singular definin common and proper his/her use of d common nouns. g and nouns (with definite and common versus E (math, science, social studies) classif indefinite articles, as proper nouns n ying appropriate). and definite singula (math, science, social studies) versus indefinite gli r articles (e.g., I sh comm used “a C on and thought” versus proper “an thought” o nouns because nv (with thought begins e definite with a and consonant nti indefini sound). o te (math, science, social studies) ns articles , as approp riate). (math, science, social studies) E-2: classifying common nouns as B-2: LI-2: using singular or HI-2: justifying singular or plural (with definite and definin plural common and his/her use of indefinite articles). g and proper nouns (with singular versus (math, science, social studies) classif definite and indefinite plural nouns, ying articles, as appropriate). common versus singula (math, science, social studies) proper nouns r and and definite plural versus indefinite comm articles (e.g., I on used “the nouns president” and versus “a proper president” Language Arts Standards: Reading - Grade 4 2013-2014 nouns because “the (with president” is definite referring to a and specific indefini president). te (math, science, social studies) articles , as approp riate). (math, science, social studies)

ELL Stage III: Grade 4 Language Strand St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Ba Low High Emergent n sic Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Nouns (N) E-3: distinguishing between nouns B- LI-3: converting a given HI-3: converting that become plural by adding –s/- 3: singular common noun into a a given singular d es and irregular plural nouns. con plural noun, including common noun E vert irregular nouns (with definite into a plural n ing and indefinite articles as noun, including a appropriate). irregular nouns gli sin (with definite sh gul and indefinite C ar articles as co appropriate). o mm nv on nou e n nti into o plur al ns nou n, incl udi ng irre gul ar nou ns (wit h defi nite and ind efin ite arti cle s, as app rop riat e).

Language Arts Standards: Reading - Grade 4 2013-2014 E-4: N/A B- LI-4: using count and non- HI-4: using Pre-Req: E-1, 2 4: count nouns (with definite count and non- dist and indefinite articles, as count nouns ing appropriate). (with definite uis and indefinite hin articles, and/or g quantifiers, as bet appropriate). we (e.g., May I en have a bottle of cou water? – “a nt bottle of water”). and non - cou nt nou ns (wit h defi nite and ind efin ite arti cle s, as app rop riat e). E-5: N/A B- LI-5: using collective nouns HI-5: using Pre-Req: E- 1, 2 5: (with definite and indefinite collective nouns defi articles, as appropriate). (with definite nin and indefinite g articles, as and appropriate). listi ng coll ecti ve nou ns (wit h defi nite and ind efin ite arti cle s, as app rop riat e). E-6: defining singular possessive B- LI-6: using singular HI-6: nouns; repeating phrases with 6: possessive nouns. distinguishing singular possessive nouns. pro between plural duc nouns and ing singular a possessive Language Arts Standards: Reading - Grade 4 2013-2014 res nouns. pon se usi ng a sin gul ar pos ses siv e nou n (e. g., It is Ma ry’s boo k.).

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Ba Low High Emergent n sic Intermediate Intermediate The student will demonstrate knowledge of parts of speech by: d Nouns (N) E-7: N/A B- LI-7: using plural possessive HI-7: using Pre-Req: E-2 7: nouns. plural ar defi possessive d nin nouns, including E g irregular plurals. and n pro gli duc sh ing res C pon o ses nv usi ng e a nti plur o al pos ns ses siv e nou n.

Language Arts Standards: Reading - Grade 4 2013-2014 Verbs (V) E-1: identifying physical action, B- LI-1: defining and classifying HI-1: defining mental action, and state of being 1: the physical action, mental and classifying (to be) as verbs with instructional defi action, and state of being (to physical action, support. nin be) verbs as the base form. mental action, g and state of and being (to be) cla verbs; ssif explaining the yin relationship of a g verb to the phy subject. sic al acti on, me ntal acti on, and stat e of bei ng (to be) as ver bs. E-2: defining past, present, and B- LI-2: N/A HI-2: N/A future. 2: N/A E-3: using imperative verbs with B- LI-3: using imperative verbs HI-3: using instructional support (e.g., Go 3: (e.g., Put the markers in the imperative verbs away. Help me.). usi box.). (e.g., Put the ng markers in the imp box.). erat ive ver bs (e. g., Op en the doo r. Clo se the boo k.).

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Ba Low High Emergent n sic Intermediate Intermediate The student will demonstrate knowledge of parts of speech by:

Language Arts Standards: Reading - Grade 4 2013-2014 d Verbs (V) E-4: N/A B- LI-4: identifying the infinitive HI-4: identifying Pre-Req: E-1 4: verb. the infinitive ar ide verb. d ntif E yin g n the gli infi sh niti ve C ver o b nv wit h e inst nti ruct o ion al ns sup port . E-5: conjugating simple present B- LI-5: using simple present HI-5: using tense irregular verbs: to be, to 5: tense irregular verbs: to be, simple present have, to do, and to go with cho to have, to do, and to go to tense irregular instructional support. osi produce declarative, verbs: to be, to ng negative, and interrogative have, to do, and the simple sentences with to go to produce corr instructional support. declarative, ect negative, and sim interrogative ple simple pre sentences. sen t ten se irre gul ar ver b: to be, to hav e, to do, and to go to co mpl ete dec Language Arts Standards: Reading - Grade 4 lara 2013-2014 E-6: selecting simple present tense B- LI-6: producing declarative, HI-6: producing regular verbs (jump, jumps) with 6: negative, and interrogative declarative, instructional support. cho simple sentences using negative, and (math, science, social studies) osi simple present tense verbs interrogative ng (subject-verb agreement) sentences using a with instructional support. simple present sim (math, science, social studies) tense verbs with ple subject-verb pre agreement. sen (math, science, social studies) t ten se ver b to co mpl ete dec lara tive , neg ativ e, and inte rro gati ve sen ten ces (su bje ct- ver b agr ee me nt). (math, science , social studies) ELL Stage III: Grade 4 Language Strand

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Ba Low High Emergent n sic Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Verbs (V) E-7: identifying the present B- LI-7: producing declarative, HI-7: producing participle; selecting the appropriate 7: negative, and interrogative declarative, d form of “to be” used with the cho simple sentences using negative, and E present participle (am walking, is osi present progressive tense interrogative n walking) with instructional support. ng verbs (subject-verb sentences using a agreement) with instructional present gli pre support. progressive sh sen tense verbs with C t subject-verb pro agreement. o gre nv ssiv e Language Arts Standards: Reading - Grade 4 2013-2014 e ten se nti ver o b to ns co mpl ete dec lara tive , neg ativ e, and inte rro gati ve sen ten ces (su bje ct- ver b agr ee me nt). E-8: N/A B- LI-8: differentiating between HI-8: Pre-Req: E-1, 6, 7 8: the use of simple present differentiating diff and present progressive by between the use ere responding to a prompt. of simple ntia present and ting present bet progressive we verb tenses. en the use of sim ple pre sen t and pre sen t pro gre ssiv e by sel ecti ng the app rop riat e ver Language Arts Standards: Reading - Grade 4 b in 2013-2014 E-9: selecting the simple past B- LI-9: producing declarative, HI-9: producing tense regular verbs (walk vs. 9: negative, and interrogative declarative, walked) with instructional support. cho simple sentences using negative, and (math, science, social studies) osi simple past tense regular interrogative ng verbs (subject-verb sentences using sim agreement) with instructional simple past ple support. tense regular pas (math, science, social studies) verbs with t subject-verb ten agreement. se (math, science, social studies) reg ular ver bs to co mpl ete dec lara tive , neg ativ e, and inte rro gati ve sen ten ces (su bje ct- ver b agr ee me nt). (math, science , social studies)

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. Ba Low High a Emergent n sic Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: Verbs (V) E-10: conjugating simple past B- LI-10: using simple past HI-10: using ar tense of the irregular verbs: to be, 10: tense irregular verbs: to be, simple past d to have, to do, and to go with cho to have, to do, and to go to tense irregular instructional support. osi produce declarative, verbs: to be, to E ng negative, and interrogative have, to do, and n sim simple sentences to go to produce gli ple (subject-verb agreement) declarative, pas with instructional support. negative, and sh t interrogative C ten simple o se sentences irre (subject-verb Language Arts Standards: Reading - Grade 4 2013-2014 nv gul agreement). ar e ver nti bs: o to be, ns to hav e, to do, and to go to co mpl ete dec lara tive , neg ativ e, and inte rro gati ve sen ten ces (su bje ct- ver b agr ee me nt).

Language Arts Standards: Reading - Grade 4 2013-2014 E-11: selecting irregular simple B- LI-11: producing declarative, HI-11: past tense verbs (run vs. ran) with 11: negative, and interrogative producing instructional support. cho simple sentences using declarative, osi irregular simple past tense negative, and ng verbs (subject-verb interrogative irre agreement) with instructional sentences using gul support. irregular simple ar past tense verbs sim with subject- ple verb agreement. pas t ten se ver bs to co mpl ete dec lara tive , neg ativ e, and inte rro gati ve sen ten ces (su E-12: selecting simple future tense B- LI-12: producing declarative, HI-12: (will walk versus walked, talk 12: negative, and interrogative producing versus will talk) with instructional cho simple sentences using the declarative, support. osi simple future tense (will) negative, and (math, science, social studies) ng (subject-verb agreement) interrogative sim with instructional support. sentences using ple (math, science, social studies) the simple futu future tense re (will) with ten subject-verb se agreement. ver (math, science, social studies) b (will ) to co mpl ete dec lara tive , neg ativ e, and inte rro gati ve sen ten ce (su bje Language Arts Standards: Reading - Grade 4 2013-2014 ct- ver b agr ee me nt). (math, science , social studies) ELL Stage III: Grade 4 Language Strand

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Ba Low High Emergent n sic Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Verbs (V) E-13: differentiating between past, B- LI-13: differentiating between HI-13: d present, and future verb tenses by 13: past, present and future verb differentiating selecting the appropriate verb in a diff tenses. between past, E given sentence frame. ere present and n ntia future verb gli ting tenses. bet sh we C en o pas t, nv pre e sen t nti and futu o re ns ver b ten ses by res pon din g to a pro mpt .

Language Arts Standards: Reading - Grade 4 2013-2014 E-14: N/A B- LI-14: producing declarative, HI-14: Pre-Req: E-9 14: negative, and interrogative producing pro sentences using the present declarative, duc participle “going” with the negative, and ing infinitive verb to form the interrogative dec future tense. (e.g., I am sentences using lara going to dance.) with the present tive subject-verb agreement. participle , “going” with the neg infinitive verb to ativ form the future e, tense. (e.g., I and am going to inte dance.) with rro subject-verb gati agreement. ve sen ten ces usi ng the pre sen t part icipl e “goi ng” wit h the infi niti ELL Stage III: Grade 4 Language Strand

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Ba Low High Emergent n sic Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Verbs (V) E-15: using the linking verb “to be” B- LI-15: using linking verbs of HI-15: using d in sentences with instructional 15: sensation (taste, smell, linking verbs of support. usi sound and feel) and linking sensation (taste, E ng verbs of being (act, seem, smell, sound n linki appear, look) to complete a and feel); linking gli ng declarative, negative, and verbs of being ver interrogative sentence (act, seem, sh bs (subject-verb agreement). appear, look); C of and linking o sen verbs of change sati (became, nv on turned, has e (tas gone) to nti te, complete a sm declarative, o ell, negative, and ns sou interrogative nd sentence (e.g.,

Language Arts Standards: Reading - Grade 4 2013-2014 and The milk has feel gone bad.) ) to (subject-verb co agreement). mpl ete a dec lara tive , neg ativ e, and inte rro gati ve sen ten ce (su bje ct- ver b agr ee me nt). E-16: N/A B- LI-16: producing declarative, HI-16: Pre-Req: E-7, 9 16: negative, and interrogative producing cho simple sentences using the declarative, osi past progressive tense negative, and ng (subject-verb agreement) interrogative pas with instructional support. sentences using t the past pro progressive gre tense with ssiv subject-verb e agreement. ten se ver bs to co mpl ete dec lara tive , neg ativ e, and inte rro gati ve sen ten ce fra Language Arts Standards: Reading - Grade 4 me 2013-2014 ELL Stage III: Grade 4 Language Strand

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Ba Low High Emergent n sic Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Verbs (V) E-17: N/A B- LI-17: distinguishing between HI-17: d Pre-Req: E-7, 9 17: the auxiliary (helping) verb distinguishing defi and the main verb. between the E nin auxiliary n g (helping) verb gli aux and the main iliar verb. sh y C (hel o pin g) nv ver e bs nti (to be, o to ns hav e, to do) E-18: N/A B- LI-18: producing sentences HI-18: 18: using modal auxiliary verbs producing cho (i.e., will, can, could, may, sentences using osi might, must) modal auxiliary ng (subject-verb agreement) verbs (i.e., will, mo with instructional support. can, could, may, dal might, must, aux should, would) iliar and negative y modal auxiliary ver verbs (i.e., bs cannot, should (i.e. not) with , subject-verb will, agreement. can , cou ld) to co mpl ete dec lara tive , neg ativ e, and inte rro gati ve Language Arts Standards: Reading - Grade 4 sen 2013-2014 E-19: N/A B- LI-19: producing declarative, HI-19: Pre-Req: E-7, 12 19: negative, and interrogative producing cho simple sentences using the declarative, osi future progressive tense negative, and ng (subject-verb agreement) interrogative futu with instructional support. sentences using re the future pro progressive gre tense with ssiv subject-verb e agreement. ten se ver bs to co mpl ete dec lara tive , neg ativ e, and inte rro gati ve sen ten ce fra me ELL Stage III: Grade 4 Language Strand

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Ba Low High Emergent n sic Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: Verbs (V) E-20: N/A B- LI-20: producing declarative, HI-20: ar Pre-Req: E-9 20: negative, and interrogative producing d defi simple sentences using declarative, E nin regular present perfect tense negative, and g verbs (subject-verb interrogative n the agreement) with instructional sentences using gli reg support. regular present sh ular perfect tense pas verbs with C t subject-verb o part agreement. nv icipl e; e cho nti osi o ng a ns reg ular pre sen Language Arts Standards: Reading - Grade 4 2013-2014 t perf ect ten se ver b to co mpl ete dec lara tive , neg ativ e, and inte rro gati ve sen ten ces (su bje ct- ver b agr ee me nt). E-21: N/A B- LI-21: producing declarative, HI-21: Pre-Req: E-11 21: negative, and interrogative producing ide simple sentences using declarative, ntif irregular present perfect negative, and yin tense verbs (subject-verb interrogative g agreement) with instructional sentences using the support. irregular present irre perfect tense gul verbs with ar subject-verb pas agreement. t part icipl e; cho osi ng an irre gul ar pre sen t perf ect ten se ver b to co mpl ete dec Language Arts Standards: Reading - Grade 4 lara 2013-2014 E-22: N/A B- LI-22: differentiating between HI-22: Pre-Req: E-9 22: the use of simple past tense differentiating diff and the present perfect between the use ere tense by responding to a of simple past ntia prompt. tense and the ting present perfect bet tense. we en the use of the sim ple pas t ten se and the pre sen t perf ect ten se by sel ecti ng the app rop riat ELL Stage III: Grade 4 Language Strand

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Ba Low High Emergent n sic Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: Verbs (V) E-23: N/A B- LI-23: differentiating between HI-23: ar Pre-Req: E-1 23: the use of action verbs and differentiating d ide non-action/stative verbs between the use E ntif without a present of action verbs yin progressive form (i.e., want, and non- n g need, like) (e.g., I am action/stative gli non longing for a vacation versus verbs without a sh - I want a vacation.) with present acti instructional support. progressive C on/ form (i.e., want, o stat need, like) (e.g., nv ive I am longing for ver a vacation e bs versus I want a nti wit vacation.) o hou t a ns pre sen t pro gre Language Arts Standards: Reading - Grade 4 2013-2014 ssiv e for m (i.e. , wa nt, nee d, like ). E-24: N/A B- LI-24: differentiating between HI-24: Pre-Req: E-1 24: the use of action verbs and differentiating co non-action/stative verbs (i.e., between the use mp see/watch, hear/listen) in of action verbs arin context. and non- g action/stative acti verbs (i.e., on see/watch, ver hear/listen) in bs context. wit h non - acti on/ stat ive ver bs (i.e. , see /wa tch, hea r/lis ten) in con text wit h inst ruct ion al sup port . E-25: N/A B- LI-25: N/A HI-25: 25: comparing N/A transitive (e.g., lay, raise) and intransitive (e.g., lie, rise) verbs in context with instructional support.

Language Arts Standards: Reading - Grade 4 2013-2014 St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: Pronouns (PRO) E-1: defining pronouns and B-1: LI-1: using personal HI-1: using the ar selecting singular and plural using subjective pronouns. appropriate d personal subjective pronouns (i.e., subje personal E I, you, he, she, it, we, you, they) to ctive subjective complete a given sentence. pron pronouns. n ouns gli with sh instru ction C al o supp nv ort. E-2: listing and selecting singular B-2: LI-2:stating when to use HI-2: stating e and plural personal objective using personal objective when to use nti pronouns (i.e., me, you, him, her, objec pronouns; using personal personal o it, us, you, them) to complete a tive objective pronouns objective versus given sentence. pron personal ns ouns subjective with pronouns; using instru personal ction objective al pronouns. supp ort. E-3: listing possessive pronouns B-3: LI-3: stating when to use HI-3: stating and selecting singular and plural using possessive pronouns; when to use possessive pronouns (i.e., poss using possessive possessive my/mine, your/yours, his, her/hers, essiv pronouns. pronouns; using its, our/ours, your/yours, e possessive their/theirs); to complete a given pron pronouns. sentence. ouns with instru ction al supp ort.

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: Pronouns (PRO) E-4: N/A B-4: LI-4: selecting personal HI-4: ar Pre-Req: E-1, 2, 3 categ subjective, personal differentiating d orizin objective and personal between E g possessive pronouns to personal perso complete a given sentence. subjective, n nal personal gli subje objective and sh ctive, personal perso possessive C nal pronouns and o objec their placement nv tive in sentences. and e perso Language Arts Standards: Reading - Grade 4 2013-2014 nti nal poss o essiv ns e pron ouns.

E-5: selecting singular B-5: LI-5: selecting singular or HI-5: using demonstrative pronouns (i.e., selec plural demonstrative singular or this/that) to complete a given ting pronouns (i.e., this/that; plural sentence with instructional support. singu these/those) to complete a demonstrative lar or given sentence. pronouns (i.e., plural this/that; demo these/those) to nstrat complete a ive given sentence. pron ouns (i.e., this/t hat; these /thos e) to comp lete a given sente nce with instru ction al supp ort. E-6: selecting interrogative B-6: LI-6: using interrogative HI-6: using pronouns who, what and which to selec pronouns who, whom, interrogative complete a given sentence with ting what, which and whose pronouns who, instructional support. interr with instructional support. whom, what, ogati which and ve whose. pron ouns who, what and whic h to comp lete a given sente nce.

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate The student will demonstrate knowledge of parts of speech by:

Language Arts Standards: Reading - Grade 4 2013-2014 d Pronouns (PRO) E-7: listing singular and plural B-7: LI-7: stating when to use HI-7: stating reflexive pronouns (i.e., myself, using reflexive pronouns; using when to use ar yourself, herself, himself, itself, reflex reflexive pronouns. reflexive d ourselves, yourselves, themselves) ive pronouns; using E and selecting singular and plural pron reflexive and reflexive pronouns to complete a ouns intensive n given sentence. with pronouns. gli instru sh ction al C supp o ort. nv E-8: N/A B-8: LI-8: using indefinite HI-8: using listin pronouns (i.e., all, both, indefinite e g nothing, somebody, pronouns (i.e., nti indefi anything, etc.: “Jack all, both, o nite bought something. Jill nothing, pron didn’t buy anything.”) with somebody, ns ouns instructional support. anything, etc.: (i.e., “Jack bought all, something. Jill nothi didn’t buy ng, anything.”). both, some body, anyth ing: “Jack boug ht some thing. Jill didn’t buy anyth ing.)

Adjectives (ADJ) E-1: defining adjectives; sorting B-1: LI-1: producing a series of HI-1: producing adjectives by categories (i.e., selec adjectives in the correct a series of quantity/concept/ ting order (i.e., adjectives in the size/shape/color) with nouns. adjec quantity/concept/size/shap correct order (math, science, social studies) tives e/color) with instructional (i.e., quantity/ to support. concept/size/sh comp (math, science, social studies) ape/ color). lete (math, science, social studies) given sente nces (i.e., quant ity/co ncept / size/ shap e/col or). (math, science, social studies)

ELL Stage III: Grade 4

Language Arts Standards: Reading - Grade 4 2013-2014 Language Strand

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: Adjectives (ADJ) E-2: selecting singular and plural B-2: LI-2: using possessive HI-2: using ar possessive adjectives (i.e., my, using adjectives. possessive d your, his, her, its, our, their); to poss adjectives. E complete a essiv sentence. e n adjec gli tives sh with instru C ction o al nv supp ort. e E-3: N/A B-3: LI-3: using HI-3: using nti Pre-Req: E-1 selec sensory/personality sensory/person o ting a adjectives with instructional ality adjectives. sens support. ns ory/p erson ality adjec tive (e.g., stick y, prou d, etc.) to comp lete a given sente nce. E-4: using a noun as a modifier B-4: LI-4: using nouns as HI-4: using with instructional support. selec modifiers with instructional nouns as ting a support. modifiers. noun as a modif ier (e.g., shoe store , kitch en table , etc.), to comp lete a given sente nce. E-5: selecting a singular B-5: LI-5: using demonstrative HI-5: using demonstrative adjective (i.e., this, selec adjectives with instructional demonstrative that) to complete a given sentence. ting a support. adjectives. singu lar or

Language Arts Standards: Reading - Grade 4 2013-2014 plural demo nstrat ive adjec tive (i.e., this, that, these , those ) to comp lete a given sente nce. ELL Stage III: Grade 4 Language Strand

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: Adjectives (ADJ) E-6: N/A B-6: LI-6: using proper HI-6: using ar defini adjectives with instructional proper d ng support. adjectives with E and instructional listin support. n g prop gli er sh adjec C tives with o noun nv s e (e.g., Chin nti ese o man, ns Italia n wom an, etc.). E-7: N/A B-7: LI-7: using indefinite HI-7: using listin adjectives with instructional indefinite g support. adjectives. indefi nite adjec tives (i.e., all, both, many ). E-8: listing comparative and B-8: LI-8: using comparative HI-8: using superlative adjectives (e.g., big, selec and superlative adjectives comparative bigger, biggest, etc.). ting a (e.g., big, bigger, biggest; and superlative (math, science, social studies) comp more/most beautiful, etc.) adjectives (e.g., arativ with instructional support. big, bigger, (math, science, social studies) Language Arts Standards: Reading - Grade 4 2013-2014 e or biggest; super more/most/less/ lative least, etc.). adjec (math, science, social studies) tive (e.g., big, bigg er, bigg est, etc.) to comp lete a given sente nce. (math, science, social studies) E-9: listing irregular comparative B-9: LI-9: using irregular HI-9: using and superlative adjectives (e.g., selec comparative and irregular bad, worse, worst, good, better, ting superlative adjectives with comparative best, etc.). an instructional support. and superlative (math, science, social studies) irreg (math, science, social studies) adjectives. ular (math, science, social studies) comp arativ e or super lative adjec tive to comp lete a given sente nce. (math, science, social studies)

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Low High Emergent Basic n Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: Adjectives (ADJ) E-10: N/A B-10: LI-10: using present HI-10: using ar definin participles (dripping present d g the faucet) as adjectives with participles E present instructional support. (dripping faucet) participl as adjectives. n e as an gli adjectiv sh e; selectin C g a o present nv participl e to e comple

Language Arts Standards: Reading - Grade 4 2013-2014 nti te a given o senten ns ce.

E-11: N/A B-11: LI-11: using past HI-11: using definin participles (tired man) as past participles g the adjectives with (tired man) as past instructional support. adjectives. participl e as an adjectiv e; selectin g a past participl e to comple te a given senten ce. Adverbs (ADV) E-1: defining an adverb; selecting B-1: LI-1: using “when” HI-1: using first, next, then, after, before, or using adverbs. “when” adverbs. finally (“when” adverbs) to “when” (math, science, social studies) (math, science, social studies) complete a given sentence. adverb (math, science, social studies) s with instructi onal support . (math, science, social studies) E-2: selecting always, never, or B-2: LI-2: using “frequency” HI-2: using sometimes (“frequency” adverb) to using adverbs. “frequency” complete a given sentence. “freque (math, science, social studies) adverbs. (math, science, social studies) ncy” (math, science, social studies) adverb s with instructi onal support . (math, science, social studies)

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Low High Emergent Basic n Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Adjectives (ADJ) E-3: following oral directions that B-3: LI-3: using “where” HI-3: using d use “where” adverbs (here, there, using adverbs. “where” outside, inside). “where” (math, science, social studies) adverbs. E (math, science, social studies) (math, science, social studies) adverb n s in gli senten sh ces with C instructi onal

Language Arts Standards: Reading - Grade 4 2013-2014 o support . nv (math, science, social studies) e nti o E-4: selecting and listing B-4: LI-4: using “how/degree” HI-4: using ns “how/degree” adverbs (e.g., quick convert adverbs (e.g., quickly “how/degree” versus quickly, etc.) to complete a ing ran, too cold, very adverbs. given sentence. adjectiv quickly, etc.) with (science) es into instructional support. “how/d (science) egree” adverb s (e.g., quick/q uickly, etc.) with instructi onal support . (science) E-5: listing regular comparative B-5: LI-5: using regular HI-5: using and superlative adverbs (e.g., fast, selectin comparative and regular faster, fastest, etc.). g a superlative adverb (e.g., comparative regular slowly, more slowly, and superlative compar most slowly, etc.) with adverbs (e.g., ative or instructional support. slowly, less superla slowly, least tive slowly, etc.). adverb (e.g., fast, faster, fastest, etc.) to comple te a given senten ce.

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Low High Emergent Basic n Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Adjectives (ADJ) E-6: listing irregular comparative B-6: LI-6: using irregular HI-6: using d and superlative adverbs (e.g., selectin comparative and irregular E badly, worse, worst, well, better, g an superlative adverbs with comparative best, etc.). irregula instructional support. and superlative n r adverbs. gli compar sh ative or superla C tive o adverb to Language Arts Standards: Reading - Grade 4 2013-2014 nv comple te a e given nti senten o ce. ns E-7: listing intensifier adverbs B-7: LI-7: using intensifier HI-7: using (e.g., too, not, very, etc.). selectin adverbs (e.g., too, not, intensifier g an very, hardly, barely, adverbs. intensifi enough, etc.) with er instructional support. adverb to comple te a given senten ce. E-8: N/A B-8: LI-8: using conjunctive HI-8: using using adverbs “also” and conjunctive conjunc “therefore” with adverbs. tive instructional support. adverb “also” with instructi onal support .

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Low High Emergent Basic n Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Prepositions (PREP) E-1: naming prepositions of B-1: LI-1: using prepositions HI-1: using d location from a given prompt (i.e., selectin of location with prepositions of on, in, near, behind) with g instructional support. location. E (math, science, social studies) (math, science, social studies) instructional support. preposi n (math, science, social studies) tions of gli location sh to comple C te a o given nv senten ce. (math, science, e social studies) nti E-2: naming prepositions of B-2: LI-2: using prepositions HI-2: using o direction from a given prompt with selectin of direction with prepositions of instructional support. g instructional support. direction. ns (math, science, social studies) preposi (math, science, social studies) (math, science, social studies) tions of directio n to comple te a given senten ce. (math, science, social studies) Language Arts Standards: Reading - Grade 4 2013-2014 E-3: selecting prepositions of time B-3: LI-3: using prepositions HI-3: using to complete a given sentence with selectin of time with instructional prepositions of instructional support. g support. time. (math, science, social studies) preposi (math, science, social studies) (math, science, social studies) tions of time to comple te a given senten ce and justify selectio n. (math, science, social studies) E-4: N/A B-4: LI-4: differentiating HI-4: Pre-Req: E-1, 2, 3 definin among prepositions of differentiating g a location, direction and among preposi time with instructional prepositions of tion. support. location, direction and time. ELL Stage III: Grade 4 Language Strand

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. Basi Low High a Emergent n c Intermediate Intermediate The student will demonstrate knowledge of parts of speech by: d Prepositions (PREP) E-5: repeating and physically B-5: LI-5: selecting a HI-5: using demonstrating prepositions of select preposition of action and prepositions of ar action and movement (i.e., to, ing a movement (including action and d from, off, out of). prepo compound prepositions, in movement E (math, science, social studies) sition front of, next to, on top of) (including of to complete a given compound n action sentence. prepositions). gli and (math, science, social studies) (math, science, social studies) sh move ment C to o compl nv ete a given e sente nti nce o with instru ns ctiona l supp ort. (math, science, social studies) E-6: N/A B-6: LI-6: selecting a HI-6: using select preposition of opposition to prepositions of ing a complete a given opposition. prepo sentence. (math, science, social studies) sition (math, science, social studies) of oppo sition (i.e., befor e/afte Language Arts Standards: Reading - Grade 4 2013-2014 r, off/on , with/ witho ut) to compl ete a given sente nce with instru ctiona l supp ort. (math, science, social studies) E-7: N/A B-7: LI-7: selecting a HI-7: using select preposition of exception prepositions of ing a (i.e., despite, except) to exception (i.e., prepo complete a given despite, except). sition sentence. of excep tion (i.e., despit e, excep t) to compl ete a given sente nce with instru ctiona l supp ort.

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. Low High a Emergent Basic n Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: Conjunctions (C) E-1: selecting coordinating B-1: LI-1: defining, using, and HI-1: defining, ar conjunctions and/or to complete a selectin differentiating using, and d given sentence. g coordinating differentiating E (math, science, social studies) coordin conjunctions used to join coordinating ating nouns, verbs, adjectives, conjunctions n conjunc phrases and clauses with used to join gli tions instructional support. nouns, verbs, sh and/or/ (math, science, social studies) adjectives, but/yet, phrases and C which clauses. o joins (math, science, social studies) nv nouns, verbs, Language Arts Standards: Reading - Grade 4 2013-2014 e adjectiv es, nti phrase o s or ns clauses , to comple te a given senten ce. (math, science, social studies) E-2: N/A B-2: LI-2: defining and HI-2: defining selectin differentiating correlative and g conjunctions both/and differentiating correlat andeither/or with correlative ive instructional support. conjunctions conjunc (math, science, social studies) both/and tions andeither/or. both/an (math, science, social studies) d andeith er/or to comple te a given senten ce. (math, science, social studies) E-3: N/A B-3: LI-3: defining and HI-3: defining selectin differentiating correlative and g conjunctions not only… differentiating correlat but also with instructional correlative ive support. conjunctions not conjun (math, science, social studies) only…but also. ctions (math, science, social studies) not only… but also to comple te a given senten ce. (math, science, social studies)

Standard Standard 1: The student will identify and apply conventions of standard English in his or her English communications. Convention E Low High m Intermediate Intermediate s e r Pre-Emergent Basic g e n t The student will demonstrate knowledge of parts of speech by:

Language Arts Standards: Reading - Grade 4 2013-2014 PE-1: repeating interjections (e.g., E B-1: selecting LI-1: defining HI-1: using Ouch!, Hey!, gosh, etc.). - interjections that relate interjections as interjections in 1 to a given situation. words expressing appropriate context. : emotion and using them in appropriate s context. e l e c t i n g

i n t e r j e c t i o n s

t h a t

r e PE-1: repeating noun phrases E B-1: using noun LI-1: using noun HI-1: using noun (adjective + noun, e.g., red ball, - phrases to complete phrases in a phrases in a little girl etc.) with visual support. 1 sentence frames. complete sentence. complete sentence. :

p r o d u c i n g

n o u n

p h r a s e s

( i n c l u d Language Arts Standards: Reading - Grade 4 i 2013-2014 PE-2: repeating joined noun E B-2: using joined noun LI-2: using a joined HI-2: using joined phrases (noun + coordinating - phrases to complete noun phrase in a noun phrases in a conjunction + noun) with visual 2 sentence frames. complete sentence. complete sentence. support. :

p r o d u c i n g

j o i n e d

n o u n

p h r a s e s

f r o m

v i s u a l

p r o m p t

w i t h

i n s t r u c t i Language Arts Standards: Reading - Grade 4 2013-2014 o n a l

s u p p o r t .

ELL Stage III: Grade 4 Language Strand St Standard 1: The student will identify and apply conventions of standard English in his or her communications. Low High a Emergent Basic n Intermediate Intermediate The student will demonstrate knowledge of parts of speech by: d Phrase and Clause E-3: producing a phrase with a B-3: LI-3: using a HI-3: using a Construction (PH/CL) demonstrative adjective (i.e., this, produci demonstrative adjective demonstrative ar that) and a noun (“that shoe”) from ng a and a noun in a complete adjective and a d a visual prompt with instructional phrase sentence with noun in a E support. with a instructional support. complete demon sentence. n strative gli adjectiv sh e (i.e., this, C that, o these, nv those) and a e noun nti (“that o shoe”) from a ns visual prompt. E-4: using a verb phrase to B-4: LI-4: using a verb phrase HI-4: using a complete sentence frames with using a in a complete sentence verb phrase in a instructional support. verb with instructional complete phrase support. sentence. to comple te senten ce frames.

Language Arts Standards: Reading - Grade 4 2013-2014 E-5: producing joined verb phrases B-5: LI-5: using a joined verb HI-5: using a from a visual prompt with using phrase in a complete joined verb instructional support. joined sentence. phrases in a verb complete phrase sentence. s to comple te senten ce frames. E-6: using a prepositional phrase B-6: LI-6: using a HI-6: using a to complete a sentence frame with using a prepositional phrase in a prepositional instructional support. preposi complete sentence with phrase in a tional instructional support. complete phrase sentence. to comple te a senten ce frame. ELL Stage III: Grade 4 Language Strand

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. Low High a Emergent Basic n Intermediate Intermediate The student will demonstrate knowledge of parts of speech by: d Phrase and Clause E-7: N/A B-7: LI-7: using an infinitive HI-7: using an Construction (PH/CL) repeati verb phrase to complete infinitive verb ar ng a sentence frame with phrase to d infinitiv instructional support. complete a E e verb sentence frame. phrase n s (e.g., gli “to buy sh a bicycle, C ” etc.) o with nv visual support e . nti E-8: using “when” adverbial B-8: LI-8: using an adverbial HI-8: using an o phrases (e.g., “the next day”, “after using phrase in a complete adverbial opening the door,” etc.) to an sentence with phrase in a ns complete a sentence frame with adverbi instructional support. complete instructional support. al sentence. phrase (includi ng when, frequen cy, how, where) to comple te senten ce frames.

Language Arts Standards: Reading - Grade 4 2013-2014 E-9: using auxiliary verb phrases B-9: LI-9: using auxiliary HI-9: using (auxiliary + verb: e.g., did go, etc.) using and/or modal auxiliary auxiliary and/or to complete sentence frames with auxiliar verb phrases in a modal auxiliary instructional support. y complete sentence with verb phrases in and/or instructional support. a complete modal sentence. auxiliar y verb phrase s (e.g., “did go, “may go,” “will have gone,” etc.) to comple te a senten ce frame. E-10: N/A B-10: LI-10: using degree HI-10: using using adverbs + adjectives in a degree adverbs degree complete sentence with + adjectives in a adverb instructional support. complete s + sentence. adjectiv es (e.g., too hot, very cold, old enough , too old, etc.) to comple te a senten ce frame with instructi onal support .

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. Low High a Emergent Basic n Intermediate Intermediate The student will demonstrate knowledge of parts of speech by:

Language Arts Standards: Reading - Grade 4 2013-2014 d Phrase and Clause E-11: N/A B-11: LI-11: using linking verbs HI-11: using Construction (PH/CL) using + noun/adjective linking verbs + ar linking complement in a complete noun/adjective d verbs sentence with instructional complement in a E + support. complete noun/ sentence. n adject gli ive sh compl ement C (e.g., o “She nv is a teach e er.” nti “We o feel sad… ns ”, etc.) to compl ete a sente nce frame with instru ctiona l suppo rt. E-12: N/A B-12: LI-12: using participle HI-12: using N/A phrase (participle + participle phrase modifiers: “Studying all (participle + night, the students…) to modifiers: complete a sentence “Studying all frame with instructional night, the support. students…”) to complete a sentence frame. E-13: N/A B-13: LI-13: using noun clause HI-13: using N/A markers (i.e., that, noun clause whether, how, whatever) markers (i.e., to complete a sentence that, whether, frame with instructional how, whatever) support. to complete a sentence frame. E-14: N/A B-14: LI-14: using noun clauses HI-14: using using with instructional support. noun clauses. a noun claus e to compl ete a sente nce frame with instru ctiona l suppo rt.

Language Arts Standards: Reading - Grade 4 2013-2014 ELL Stage III: Grade 4 Language Strand

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: Sentence E-1: selecting a subject (i.e., B-1: LI-1: selecting a subject HI-1: selecting a noun/pronoun: singular or plural) selecti (i.e., noun/pronoun: subject (i.e., Construction (SC) from a picture with instructional ng a singular, plural, compound noun/pronoun: support. subje or collective) to complete singular, plural, (math, science, social studies) ct a given sentence with compound or (i.e., instructional support. collective) to noun/ (math, science, social studies) complete a prono given sentence. un: (math, science, social studies) singul ar, plural or comp ound) from a pictur e. (math, science, social studies) ar E-2: completing a given sentence B-2: LI-2: producing sentences HI-2: producing by providing a subject or a verb. produ using subjects and verbs, sentences using d (S-V) cing with subject-verb subjects and E (math, science, social studies) sente agreement. (S-V) verbs, with n nces (math, science, social studies) subject-verb using agreement. (S- gli given V) sh subje (math, science, social studies) C cts and o verbs nv (S-V), e with subje nti ct- o verb ns agree ment. (math, science, social studies) E-3: repeating a sentence in the B-3: LI-3: producing sentences HI-3: producing negative S-V construction (subject produ in the negative S-V sentences in the + auxiliary verb + “not” + verb). cing construction (subject + negative S-V (e.g., Birds do not fly.) sente auxiliary verb + not + construction (math, science, social studies) nces verb), with instructional (subject + in the support. auxiliary verb + negati (math, science, social studies) not + verb), with ve S- subject-verb V agreement. constr (math, science, social studies) uction using given subje cts Language Arts Standards: Reading - Grade 4 2013-2014 and auxilia ry verbs, with subje ct- verb agree ment. (math, science, social studies)

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Sentence E-4: completing a given S-V-C B-4: LI-4: producing sentences HI-4: producing constructed sentence with a formin using sentences with d Construction (SC) pronoun as the subject. g S-V-C construction with a pronoun as E sente instructional support. the subject n nces using S-V-C with construction, gli S-V-C with subject- sh constr verb agreement. C uction with o given nv prono e uns, forms nti of “to o be”, ns and nouns with subje ct- verb agree ment.

Language Arts Standards: Reading - Grade 4 2013-2014 E-5: completing a given S-V-C B-5: LI-5: producing sentences HI-5: producing constructed sentence with a noun formin with a noun as the subject sentences with as the subject. g using S-V-C construction, a noun as the (math, science, social studies) sente with instructional support. subject using S- nces (math, science, social studies) V-C with construction, S-V-C with subject- constr verb agreement. uction (math, science, social studies) with given nouns and forms of “to be”, with subje ct- verb agree ment. (math, science, social studies) E-6: completing a given S-V-C B-6: LI-6: producing sentences HI-6: producing constructed sentence with a plural formin with a plural noun as the sentences with noun as the subject. g subject using S-V-C a plural noun as (math, science, social studies) sente construction, with the subject nces instructional support. using S-V-C with (math, science, social studies) construction, S-V-C with subject- constr verb agreement. uction (math, science, social studies) with given plural nouns and “to be”, with subje ct- verb agree ment. (math, science, social studies)

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by:

Language Arts Standards: Reading - Grade 4 2013-2014 ar Sentence E-7: completing a given S-V-C B-7: LI-7: producing sentences HI-7: producing constructed sentence with an formin with an adjective as the sentences with d Construction (SC) adjective as the complement. g complement using an adjective as E (math, science, social studies) sente S-V-C construction, with the complement n nces instructional support. using with (math, science, social studies) S-V-C gli S-V-C construction, sh constr with subject- C uction verb agreement. with (math, science, social studies) o given nv subje e cts, forms nti of “to o be” ns and adject ives, with subje ct- verb agree ment. (math, science, social studies) E-8: completing a sentence frame B-8: LI-8: producing sentences HI-8: producing using a “to be” + “not” to form a formin in the negative sentences in the sentence in the negative g construction with a subject negative construction. (S-V-C) sente + “to be” + adjective as the construction (math, science, social studies) nces complement, (S-V-C) with with a subject + in the instructional support. “to be” + negati (math, science, social studies) adjective as the ve complement, constr with subject- uction verb agreement. with (S-V-C) given (math, science, social studies) subje cts, forms of “to be” and adject ives with subje ct- verb agree ment. (S-V- C) (math, science, social studies)

Language Arts Standards: Reading - Grade 4 2013-2014 E-9: completing a sentence frame B-9: LI-9: producing sentences HI-9: producing using a “to be” + verb + formin using subjects + “to be” + sentences using prepositional phrase. (S-V-P) g prepositional phrase, with a subject + “to (math, science, social studies) sente instructional support. (S-V- be” + nces P) prepositional with (math, science, social studies) phrase, with given subject-verb subje agreement. cts, (S-V-P) forms (math, science, social studies) of “to be” and prepo sition al phras es, with subje ct- verb agree ment. (S-V- P) (math, science, social studies) ELL Stage III: Grade 4 Language Strand St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Sentence E-10: completing a given sentence B-10: LI-10: producing HI-10: d (S-V-O-P) by using subject + verb produ sentences (S-V-O-P) producing Construction (SC) + prepositional phrase. cing using subjects, verbs and sentences (S-V- E (math, science, social studies) sente prepositional phrases, with O-P) using n nces instructional support. subjects, verbs (math, science, social studies) gli (S-V- and O-P) prepositional sh using phrases, with C given subject-verb o subje agreement. cts, (math, science, social studies) nv verbs e and nti prepo sition o al ns phras es, with subje ct- verb agree ment. (math, science, social studies)

Language Arts Standards: Reading - Grade 4 2013-2014 E-11: completing a sentence frame B-11: LI-11: producing HI-11: using “There” + “to be” + subject + formin sentences using “There” + producing prepositional phrase. g “to be” + subject + sentences using sente prepositional phrase, with “There” + “to be” nces instructional support. + subject + with prepositional given phrase, with subje subject-verb cts, agreement. forms of “to be” and prepo sition al phras es, with subje ct- verb agree ment. E-12: completing a sentence frame B-12: LI-12: producing HI-12: using subject + verb + direct object formin sentences using subjects producing (noun) construction. (e.g., “I am g + verbs + direct object sentences using watching you.”) sente (noun) with instructional subjects + verbs (math, science, social studies) nces support. + direct object with (math, science, social studies) (noun), with given subject-verb subje agreement. cts, (math, science, social studies) verb tense s, and direct object (noun ) with subje ct- verb agree ment. (math, science, social studies)

Language Arts Standards: Reading - Grade 4 2013-2014 ar Sentence E-13: completing a sentence frame B-13: LI-13: producing HI-13: using subject + verb + object formin sentences using subjects producing d Construction (SC) pronoun. (e.g., “I am watching g + verbs + object pronouns sentences using E you.”) sente with instructional support. subjects + verbs n nces + object with pronouns, with gli given subject-verb sh subje agreement. C cts, verb o tense nv s, and e object prono nti uns o with ns subje ct- verb agree ment. E-14: selecting an adverb to B-14: LI-14: producing HI-14: modify a verb to complete a formin sentences using adverbs producing sentence frame. g to modify verbs, with sentences using sente instructional support. adverbs to nces modify verbs. with given subje cts, verbs, and adver bs to modif y verbs. E-15: completing an imperative B-15: LI-15: producing HI-15: sentence frame (e.g., “Sit down. formin imperative sentences, with producing Open your notebook.”) g instructional support. imperative imper (e.g., Put the markers in sentences. ative the box.). sente nces with given verbs. E-16: N/A B-16: LI-16: producing HI-16: formin compound sentences with producing g instructional support. compound comp sentences. ound sente nces using

Language Arts Standards: Reading - Grade 4 2013-2014 two given indep enden t claus es (indep enden t claus e + conju nction + indep enden t claus e). (e.g., “I like apple s, but he likes orang es.”) ELL Stage III: Grade 4 Language Strand St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by:

Language Arts Standards: Reading - Grade 4 2013-2014 ar Sentence E-17: N/A B-17: LI-17: producing HI-17: produ sentences using subject + producing d Construction (SC) cing verb + object (S-V-O) with sentences using E sente instructional support. subject + verb + n nces (math, science, social studies) object (S-V-O) using with subject- gli a verb agreement. sh sente (math, science, social studies) C nce frame o with a nv subje e ct + verb + nti object o (S-V- ns O) with subje ct- verb agree ment. (e.g., Jill cooke d a meal.) (math, science, social studies) E-18: N/A B-18: LI-18: producing HI-18: produ sentences using subject + producing cing verb + direct object + sentences using sente indirect object subject + verb + nces (S-V-DO-IO) with direct object + using instructional support. indirect object a (math, science, social studies) (S-V-DO-IO) sente with subject- nce verb agreement. frame (math, science, social studies) with a subje ct + verb + direct object + indire ct object (S-V- DO- IO) with subje ct- verb agree ment. (e.g., Jill cooke d a meal for Language Arts Standards: Reading - Grade 4 us.) 2013-2014 E-19: N/A B-19: LI-19: converting a given HI-19: N/A sentence in the active producing voice to a sentence in the sentences using passive voice. the passive (social studies) voice. (social studies)

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Sentence E-20: N/A B-20: LI-20: completing a HI-20: d N/A sentence frame using producing a Construction (SC) present real conditional sentence using E (e.g., “If I leave home, I present real n take an umbrella.” “When conditional. gli Jack is tired, he goes to bed.”). sh C E-21: N/A B-21: LI-21: completing a HI-21: N/A sentence frame using constructing a o reflexive pronouns. (e.g., sentence using nv “I feel myself getting reflexive sick.”) pronouns. e E-22: N/A B-22: LI-22: producing a HI-22: N/A compound sentence using producing a nti an independent clause + compound o semi colon + conjunctive sentence using ns adverb + independent an independent clause with instructional clause + semi support. (e.g., “It colon + has three sides; therefore, conjunctive it is a triangle.”) adverb + independent clause. ELL Stage III: Grade 4 Language Strand

Language Arts Standards: Reading - Grade 4 2013-2014 ar Questions (Q) E-1: completing question frames B-1: LI-1: producing questions HI-1: producing using picture prompts. produ using inflection when questions using d (math, science, social studies) cing produced orally. inflection when E questi (math, science, social studies) produced orally. n ons, (math, science, social studies) using gli inflecti sh on C when produ o ced nv orally, e using sente nti nce o frame s. ns (math, science, social studies) E-2: completing Yes/No questions B-2: LI-2: producing Yes/No HI-2: producing in the simple present tense using formin questions in the simple Yes/No sentence frames. g present tense using “to questions in the (math, science, social studies) Yes/N do” with instructional simple present o support. tense using “to questi (math, science, social studies) do.” ons in (math, science, social studies) the simpl e prese nt tense with given forms of “to do” + subje cts + verbs. (math, science, social studies) E-3: completing Yes/No questions B-3: LI-3: producing Yes/No HI-3: producing using “to be” sentence frames in a formin questions beginning with Yes/No variety of verb tenses. g “to be” and containing a questions (math, science, social studies) Yes/N complement in a variety of beginning with o verb tenses with “to be” and questi instructional support. containing a ons (math, science, social studies) complement in a with variety of verb given tenses. forms (math, science, social studies) of “to be” + Language Arts Standards: Reading - Grade 4 2013-2014 subje cts + compl ement s. (math, science, social studies)

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Questions (Q) E-4: completing Yes/No questions B-4: LI-4: producing Yes/No HI-4: producing in the present progressive tense formin questions in the present Yes/No d using sentence frames. (“to be” + g progressive tense with questions in the E subject + verb + Yes/N instructional support. present n -ing?) o (math, science, social studies) progressive (math, science, social studies) questi tense. gli ons in (math, science, social studies) sh the C prese nt o progr nv essive e tense with nti given o forms ns of “to be” + subje cts + verb + -ing. (math, science, social studies)

Language Arts Standards: Reading - Grade 4 2013-2014 E-5: completing Yes/No questions B-5: LI-5: producing Yes/No HI-5: producing in the simple past tense using formin questions in the simple Yes/No sentence frames. (“to do” + subject g past tense using with questions in the + verb?) Yes/N instructional support. simple past (math, science, social studies) o (math, science, social studies) tense. questi (math, science, social studies) ons in the simpl e past tense with given forms of “to do” + subje ct + verb. (math, science, social studies) E-6: completing Yes/No questions B-6: LI-6: producing Yes/No HI-6: producing in the simple future tense using formin questions in the simple Yes/No sentence frames. (“Will” + subject g future tense with questions in the + verb?) Yes/N instructional support. simple future (math, science, social studies) o (math, science, social studies) tense with questi instructional ons in support. the (math, science, social studies) simpl e future tense with given subje cts + verbs. (math, science, social studies) E-7: N/A B-7: LI-7: producing Yes/No HI-7: producing formin questions in the past Yes/No g progressive tense with questions in the Yes/N instructional support. past progressive o tense questi ons in the past progr essive tense with given forms of “to be” + subje ct + verb + -ing.

Language Arts Standards: Reading - Grade 4 2013-2014 St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Questions (Q) E-8: N/A B-8: B-8: producing Yes/No B-8: producing d produ questions in the future Yes/No cing progressive tense with questions in the E Yes/N instructional support. future n o progressive gli questi tense. ons in sh the C future o progr essive nv tense e using nti sente nce o frame ns s. (“Will” + subje ct + “be” + verb + -ing?) E-9: NA B-9: LI-9: producing Yes/No HI-9: producing NA questions in the present Yes/No perfect tense with questions in the instructional support. (“to present perfect have” + subject + past tense. participle …?)

E-10: NA B-10: LI-10: producing Yes/No HI-10: NA questions in the present producing perfect progressive tense Yes/No with instructional support. questions in the (“to have” + subject + present perfect “been” + present progressive participle?) tense.

Language Arts Standards: Reading - Grade 4 2013-2014 ar Questions (Q) E-11: completing interrogative B-11: LI-11: producing HI-11: sentence frames beginning with conve interrogative sentences producing d “What.” rting beginning with “What” with interrogative E (math, science, social studies) given instructional support. sentences n declar (math, science, social studies) beginning with ative “What.” gli sente (math, science, social studies) sh nces C into interro o gative nv sente e nces begin nti ning o with ns “What .” (math, science, social studies) E-12: completing interrogative B-12: LI-12: producing HI-12: sentence frames beginning with conve interrogative sentences producing “Where.” rting beginning with “Where” interrogative (math, science, social studies) given with instructional support. sentences declar (math, science, social studies) beginning with ative “Where.” sente (math, science, social studies) nces into interro gative sente nces begin ning with “Wher e.” (math, science, social studies) E-13: completing interrogative B-13: LI-13: producing HI-13: sentence frames beginning with conve interrogative sentences producing “Who.” rting beginning with “Who” or interrogative (math, science, social studies) given “Whom” with instructional sentences declar support. beginning with ative (math, science, social studies) “Who” or sente “Whom.” nces (math, science, social studies) into interro gative sente nces begin ning Language Arts Standards: Reading - Grade 4 2013-2014 with “Who. ” (math, science, social studies)

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Questions (Q) E-14: completing interrogative B-14: LI-14: producing HI-14: sentence frames beginning with conve interrogative sentences producing d “When.” rting beginning with “When” interrogative E (math, science, social studies) given with sentences n declar instructional support. beginning with ative (math, science, social studies) “When.” gli sente (math, science, social studies) sh nces C into interro o gative nv sente e nces begin nti ning o with ns “Whe n.” (math, science, social studies)

Language Arts Standards: Reading - Grade 4 2013-2014 E-15: completing interrogative B-15: LI-15: producing HI-15: sentence frames beginning with conve interrogative sentences producing “Why.” rting beginning with “Why” with interrogative (math, science, social studies) given instructional support. sentences declar (math, science, social studies) beginning with ative “Why.” sente (math, science, social studies) nces into interro gative sente nces begin ning with “Why. ” (math, science, social studies) E-16: N/A B-16: LI-16: producing HI-16: conve interrogative sentences producing rting beginning with “How” with interrogative given instructional support. sentences declar (math, science, social studies) beginning with ative “How.” sente (math, science, social studies) nces into interro gative sente nces begin ning with “How. ” (math, science, social studies) E-17: completing interrogative B-17: LI-17: producing HI-17: sentence frames beginning with conve interrogative sentences producing “Which.” rting beginning with “Which” interrogative (math, science, social studies) given with instructional support. sentences declar (math, science, social studies) beginning with ative “Which.” sente (math, science, social studies) nces into interro gative sente nces begin ning with “Whic h.” (math, science, social studies)

ELL Stage III: Grade 4 Language Strand St Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Language Arts Standards: Reading - Grade 4 2013-2014 Basi Low High a Emergent n c Intermediate Intermediate d The student will demonstrate knowledge of parts of speech by: ar Questions (Q) E-18: N/A B- LI-18: producing HI-18: d 18: interrogative sentences producing NA beginning with “Whose” with interrogative E instructional support. sentences n (math, science, social studies) beginning with “Whose.” (math, science, social studies) gli E-19: N/A B- LI-19: producing questions HI-19: 19: with “to be” + “there” + producing sh com subject + preposition + noun questions with C pleti with instructional support. “to be” + “there” o ng + subject + que preposition + nv stio noun. e ns nti with “to o be” ns + “the re” + subj ect + pre posi tion + nou n usin g a sent enc e fra me. (e.g ., “Is ther Language Arts Standards: Reading - Grade 4 e a 2013-2014 E-20: N/A B- LI-20: producing Yes/No HI-20: 20: questions using modal producing com auxiliaries with instructional Yes/No pleti support. questions using ng modal Yes auxiliaries. /No que stio ns with mod al auxi liari es usin g sent enc e fra mes . (e.g ., “Ca n Jac k co me out to play ?” “Ma y I be exc use d?”) .

St Standard 1: The student will identify and apply conventions of standard English in his or her communications. a Basi Low High Emergent n c Intermediate Intermediate The student will demonstrate knowledge of parts of speech by:

Language Arts Standards: Reading - Grade 4 2013-2014 d Questions (Q) E-21: N/A B- LI-21: producing an HI-21: 21: interrogative sentence, producing an ar pro introduced by an auxiliary interrogative d duci verb which offers two or sentence, E ng more alternative responses, introduced by an with instructional support. an auxiliary verb n inter which offers two gli rog or more sh ativ alternative e responses. C sent o enc nv e, intro e duc nti ed o by an ns auxi liary verb whi ch offe rs two or mor e alter nati ve resp ons es, with E-22: N/A B- LI-22: producing questions, HI-22: 22: including negative producing pro construction, with questions, duci contractions with including ng instructional support. negative que (math, science, social studies) construction, stio with ns, contractions. incl udin g neg ativ e con stru ctio n, with cont racti ons usin g sent enc e fra mes . (e.g ., “Wh en’s he Language Arts Standards: Reading - Grade 4 arri 2013-2014 E-23: N/A B- LI-23: producing tag HI-23: 23: questions with instructional producing tag N/A support. (e.g., “You know questions. Jill, don’t you?” “Jack isn’t home, is he?”).

V Standard 2: The student will acquire English language vocabulary and use it in relevant contexts. oc Low High Pre-Emergent Emergent Basic a Intermediate Intermediate b ul The student will demonstrate knowledge of vocabulary by: ar PE-1: repeating the E-1: naming and B-1: naming and LI-1: naming and HI-1: classifying y names of objects or grouping labeled classifying pictures and classifying pictures and words into conceptual pictures and grouping pictures within given words into words into categories and into conceptual conceptual self-selected self-selected providing rationale for categories with categories. categories with categories and classification. instructional support. (math, science, social studies) instructional support. providing rationale for (math, science, social studies) (math, science, social studies) (math, science, social studies) classification with instructional support. (math, science, social studies) PE-2: repeating sight E-2: recognizing B-2: identifying the LI-2: identifying the HI-2: identifying the words. sight words with meaning/usage of sight meaning/usage of sight meaning/usage of (math, science, social studies) instructional words. words and utilizing sight words and support. (math, science, social studies) them in context. utilizing them in (math, science, social studies) (math, science, social studies) context. (math, science, social studies) PE-3: repeating high E-3: recognizing B-3: identifying the LI-3: identifying the HI-3: identifying the frequency words. high frequency meaning/usage of high meaning/usage of high meaning/usage of (math, science, social studies) words with frequency words. frequency words and high frequency words instructional (math, science, social studies) utilizing them in and utilizing them in support. context. context. (math, science, social studies) (math, science, social studies) (math, science, social studies)

V Standard 2: The student will acquire English language vocabulary and use it in relevant contexts. oc Low High Pre-Emergent Emergent Basic a Intermediate Intermediate b ul The student will demonstrate knowledge of vocabulary by: ar PE-4: identifying E-4: identifying B-4: categorizing LI-4: explaining the HI-4 explaining the y grade-specific grade-specific grade-specific meaning of meaning and usage of academic vocabulary academic academic vocabulary grade-specific grade-specific including key words, vocabulary including and symbols by academic vocabulary academic vocabulary symbols, or key words, symbols, content, with and symbols with and symbols. operations with or operations. instructional support. instructional support. (math, science, social studies) instructional support (math, science, social studies) (math, science, social studies) (math, science, social studies) (math, science, social studies) Language Arts Standards: Reading - Grade 4 2013-2014 PE-5: N/A E-5: recognizing B-5: recognizing that LI-5: determining the HI-5: determining the with visual cues, two words can make a meaning of compound meaning of compound that two words can compound word. words using words using make a compound (math, science, social studies) knowledge of individual knowledge of word. (e.g., sailboat, words. (e.g., individual words. football, popcorn, lunchtime, daydream, (math, science, social studies) etc.) everyday, etc.) (math, science, social studies) (math, science, social studies) PE-6: repeating E-6: recognizing B-6: using and LI-6: applying HI-6: applying common contractions common identifying the words contractions in context contractions in and identifying the contractions; that comprise with instructional context. words that comprise identifying the words contractions. support. them with that comprise instructional support. contractions with instructional support.

V Standard 2: The student will acquire English language vocabulary and use it in relevant contexts. oc Low High Pre-Emergent Emergent Basic a Intermediate Intermediate b The student will demonstrate knowledge of vocabulary by: ul PE-7: identifying the E-7: distinguishing B-7: using knowledge LI-7: using knowledge HI-7: using knowledge base/roots and affixes base/root words and of base/root words and of base/root words and of base/root words and ar (prefixes and suffixes) affixes (prefixes and affixes (prefixes and affixes (prefixes and affixes (prefixes and y of known words with suffixes) to suffixes) to determine suffixes) to determine suffixes) to determine instructional support. determine the the meaning of known the meaning of the meaning of (math, science, social studies) meaning of known grade-level content unknown grade-level unknown grade-level grade-level content words. content words with content words. words, with (math, science, social studies) instructional support. (math, science, social studies) instructional (math, science, social studies) support. (math, science, social studies) PE- 8: recognizing E-8: recognizing the B-8: recognizing the LI-8: stating the words HI-8: associating common words represented words represented by represented by common/academic abbreviations (e.g., by common/academic common/academic language abbreviations Oct., Mr., Ave., etc.) common/academic language abbreviations language abbreviations and acronyms with with instructional language and acronyms. and acronyms. words. support. abbreviations and (math, science, social studies) (math, science, social studies) (math, science, social studies) (math, science, social studies) acronyms with instructional support. (e.g., in., min., F, AZ, NASA, etc.) (math, science, social studies) PE-9: identifying word E-9: identifying and B-9: completing LI-9: explaining word HI-9: completing and pairs as antonyms or classifying word antonym and synonym pair/analogous explaining analogous synonyms using pairs as antonyms word pairs. relationships (e.g., relationships (e.g., picture clues. or synonyms of (math, science, social studies) bravery: courage :: bravery: courage :: (math, science, social studies) known, grade-level smooth: sleek, etc). smooth: ______). words. (math, science, social studies) (math, science, social studies) (math, science, social studies)

ELL Stage III: Grade 4

Language Arts Standards: Reading - Grade 4 2013-2014 Language Strand

V Standard 2: The student will acquire English language vocabulary and use it in relevant contexts. oc Low High Pre-Emergent Emergent Basic a Intermediate Intermediate b The student will demonstrate knowledge of vocabulary by: ul PE-10: distinguishing E-10: using word B-10: using word parts LI-10: using context HI-10: using context ar the intended meaning parts and context and context clues to clues in a variety of clues in a variety of of common clues to determine determine the intended content texts to content texts to confirm y homonyms using intended meaning of meaning of grade-level determine the intended the intended meaning picture clues. common homonyms and meaning of grade-level of (math, science, social studies) homonyms. multiple-meaning homonyms and grade-level homonyms (math, science, social studies) words. multiple-meaning and multiple-meaning (math, science, social studies) words with instructional words. support. (math, science, social studies) (math, science, social studies) PE-11: N/A E-11: N/A B-11: pronouncing a LI-11: pronouncing a HI-11: pronouncing a homograph in context homograph in context homograph in context with instructional based on meaning with based on meaning. support. instructional support. (math, science, social studies) (math, science, social studies) (math, science, social studies) PE-12: using picture E-12: using word B-12: using word parts LI-12: using context HI-12: using context clues to determine parts and context and context clues to clues in a variety of clues in a variety of the meaning of clues to determine determine the meaning content texts to content texts to confirm words. the meaning of of grade-level content determine the intended the intended meaning (math, science, social studies) words within a given words within a given meaning of grade-level of sentence with sentence. content words with grade-level content instructional (math, science, social studies) instructional support. words. support. (math, science, social studies) (math, science, social studies) (math, science, social studies) ELL Stage III: Grade 4 Language Strand Vocabulary Standard 2: The student will acquire English language vocabulary and use it in relevant contexts. Pre- Low High Eme Intermediat Intermediate Emergent Basic rgen e t The student will demonstrate knowledge of vocabulary by: PE- E-13: identifying B-13: identifying figurative and LI-13 HI-13: interpreting the 13: grade-level literal language in grade-level explaining the meaning of figurative N/A figurative language texts. meaning of language including in a with instructional figurative variety of grade-level support. (e.g., language texts. similes, metaphors, including in a personification, variety of idioms, etc.) grade-level texts. PE- E-14: using a B-14: using a dictionary (picture LI-14: using a HI-14: using a 14: dictionary (picture or or standard) to find the dictionary to dictionary to identify N/A standard) to find the meanings of identify meanings, spellings, meanings of grade-level vocabulary. meanings, and pronunciations of grade-level (math, science, social studies) spellings, and grade-level content vocabulary with pronunciations words. instructional support of grade-level (math, science, social studies) (math, science, social studies) content words with instructional support. (math, science, social studies) Language Arts Standards: Reading - Grade 4 2013-2014 Coding System for Language Strand “Standard English Conventions” (SEC)

(Examples for Lesson Plans)

III-L-1(Q):B-5 ELL Stage III: Grade 4 Listening and Speaking PROFICIENCY LEVEL DESCRIPTORS

Pre-Emergent A student at this level has no ability or a very limited ability to communicate in English.

Emergent The student at this level is able to apply limited knowledge of English conventions. The student is able to produce short phrases and simple sentences with linguistic support.

Basic The student at this level is able to apply knowledge of English conventions by using simple compound sentences with errors. The student is attempting self-corrections. The student uses sentences structures which include regular subjects and simple and progressive tenses.

Low Intermediate

Language Arts Standards: Reading - Grade 4 2013-2014 The student at this level is able to apply knowledge of English conventions by using simple compound sentences, and attempting complex sentences. The student uses sentences structures which include common regular subjects and simple, progressive, and present perfect verb tenses. Students are still acquiring irregular subject and verb forms.

High Intermediate A student at this level is able to apply his or her knowledge of English conventions by using simple, compound, and complex sentences. The student uses sentences structures which include common regular subjects and irregular subjects, and simple, progressive, and present perfect tenses.

ELL Stage III: Grade 4 Listening and Speaking

C Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge. o Low High m Pre-Emergent Emergent Basic Intermediate Intermediate pr The student will demonstrate understanding of oral communications by: eh PE-1: distinguishing E-1: distinguishing B-1: distinguishing LI-1: distinguishing HI-1: distinguishing between phonemes in between phonemes between phonemes in between phonemes in between phonemes in en the initial and/or final in the initial, medial, the initial, medial, and the initial, medial, and the initial, medial, and si positions of words. and final positions of final positions of words final positions of final positions of on words. and phrases (e.g., words, phrases and words, phrases and minimal pairs, etc.). sentences with sentences. of instructional support. Or (e.g., minimal phrases, al sentences, etc.). PE-2: repeating main E-2: responding to B-2: responding to LI-2: paraphrasing HI-2: summarizing C ideas/concepts from read-alouds (fiction read alouds (fiction main ideas/concepts main ideas/concepts o read-alouds (fiction and nonfiction) by and nonfiction) by and supporting details and supporting details m and nonfiction) using identifying main identifying main from from key words, phrases, ideas/concepts and ideas/concepts and read-alouds (fiction read-alouds (fiction m and gestures. supporting details in supporting details in and nonfiction) in and nonfiction) in un complete sentences complete sentences. complete sentences. complete sentences. ic with visual aids and (math, science, social studies) (math, science, social studies) (math, science, social studies) sentence frames. ati (math, science, social studies) on s

C Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge. Pre-Emergent Emergent Basic Low High Language Arts Standards: Reading - Grade 4 2013-2014 o Intermediate Intermediate m The student will demonstrate understanding of oral communications by: pr PE-3: sequencing a E-3: using pictures B-3: using sentence LI-3: sequencing HI-3: sequencing events series of pictures and key words to frames to sequence events from from eh from information sequence a series events from read-alouds, read-alouds, en shared in of events from read-alouds, presentations and presentations and si read-alouds, information shared presentations and conversations in conversations in presentations and in read-alouds, conversations in complete sentences complete sentences. on conversations. presentations and complete sentences. with instructional (math, science, social studies) of (math, science, social studies) conversations. (math, science, social studies) support. (math, science, social studies) (math, science, social studies) Or PE-4: repeating the E-4: identifying the B-4: retelling the main LI-4: paraphrasing HI-4: summarizing the al main idea/concept of main idea/concept idea/concept and key the main main idea/concept and a presentation. (e.g., of a presentation. points/details of a idea/concept and key points/details of a C (math, science, social studies) video, presentation using key points/details of presentation using o announcements, sentence frames. a presentation using complete sentences. m read-alouds, student (math, science, social studies) complete sentences. (math, science, social studies) (math, science, social studies) m presentations, lectures, guest un speakers, etc.) (math, science, social studies) ic PE-5: responding to E-5: responding to B-5: responding to LI-5: responding to HI-5: demonstrating ati academic discussions comments and academic discussions academic relationships among on using key words and questions in by sharing one’s view discussions by facts, ideas or events phrases. academic on facts, ideas and/or asking questions using academic s (math, science, social studies) discussions by using events using academic and sharing one’s vocabulary in classroom academic vocabulary. view on facts, ideas discussions. (e.g., vocabulary. (math, science, social studies) and/or events using problem/solution, (math, science, social studies) academic cause/effect, etc.) vocabulary. (math, science, social studies) (math, science, social studies) ELL Stage III: Grade 4 Listening and Speaking

Comprehension Standard 1: The student will listen actively to the ideas of others in order to acquire new of Oral knowledge. Communication Pre- Low High Eme Intermedi Intermediate Emergent Basic s rgen ate t The student will demonstrate understanding of oral communications by:

Language Arts Standards: Reading - Grade 4 2013-2014 PE-6: E-6: responding to B-6: responding to LI-6: HI-6: responding to respo comprehension comprehension questions by responding comprehension questions nding questions by comparing concepts and to by demonstrating to identifying a concept related facts using academic comprehens relationships among facts, comp and two to three vocabulary. ion ideas or events and rehen related facts using (math, science, social studies) questions extending the information sion academic by analyzing to other relevant contexts quest vocabulary. the content using appropriate ions (math, science, social studies) for academic vocabulary. by relationship (e.g., problem/solution, identi s among cause/effect, fying facts, ideas compare/contrast, etc.) two or events (math, science, social studies) to using three appropriate conte academic nt vocabulary. area (e.g., facts problem/sol using ution, acad cause/effect emic , voca compare/co bular ntrast, y. chronologic (e.g., al order, “Sho sequencing, w me etc.) (math, science, social the studies) squar e.” Stud ent then point s to PE-7: E-7: following one- B-7: following LI-7: HI-7: following follow or two-step/ multi-step directions/ following multi-step procedures or ing directions/ instructions containing multi-step processes containing one- commands. prepositions. directions/ specific academic/content two (math, science, social studies) (math, science, social studies) instructions vocabulary. (e.g., steps to step containing complete authentic direct prepositions classroom tasks such as: ions/ and science lab, math com “frequency” problem, recipe, rules of a mand adverbs game, etc.). s (e.g., Never (math, science, social studies) acco use a pen.). (math, science, social mpan studies) ied by visual cues and gestu res. (e.g., First, add ____ _ and ____ _., etc.) (math, science, social studies)

ELL Stage III: Grade 4 Language Arts Standards: Reading - Grade 4 2013-2014 Listening and Speaking

Comprehension Standard 1: The student will listen actively to the ideas of others in order to acquire new of Oral knowledge. Communication Pre- Low High Eme Intermedi Intermediate Emergent Basic s rgen ate t The student will demonstrate understanding of oral communications by: PE-8: E-8: responding to B-8: responding to social LI-8: HI-8: responding to social respo comments and conversations by rephrasing responding conversations by nding questions in social and repeating information, to social rephrasing and repeating to conversations. sharing one’s experiences, and conversatio information, asking social expressing one’s thoughts. ns by questions, offering advice, conv rephrasing sharing one’s ersati and experiences, and ons repeating expressing one’s using information, thoughts. mem asking orize questions, d and respo expressing nses. one’s (e.g., thoughts. introd uctio ns, requ ests, court esies , etc.) PE-9: E-9: N/A B-9: asking one-word and LI-9: asking HI-9: asking questions to NA Yes/No questions to clarify Yes/No clarify ideas and ideas and concepts. questions to concepts. (math, science, social studies) clarify ideas (math, science, social studies) and concepts. (math, science, social studies)

Language Arts Standards: Reading - Grade 4 2013-2014 ELL Stage III: Grade 4 Listening and Speaking

Delivery of Standard 2: The student will express orally his or her own thinking and ideas. Oral Pre- Low High Eme Intermedi Intermediate Communicatio Emergent Basic ns rgen ate t The student will communicate orally by: PE-1: E-1: producing the B-1: producing beginning, LI-1: HI-1: producing sentences repea 44 phonemes with middle and final sounds in a producing with accurate ting verbal modeling and word (e.g., chair/share, sit/seat, multi- pronunciation, intonation, the visual cues. walk/ walked) [-ed: /t/, /d/, /ed/, syllabic and stress. 44 etc.). words phon including emes those with with common verba affixes with l accurate mode pronunciatio ling n and stress and (e.g., visual con-di-tion, cues. re-pro-duce, un-pro-duc- tive, re-la-tion- ship, etc.). PE-2: E-2: reciting B-2: reciting simple poems and LI-2: reciting HI-2: presenting dialogue, repea repeated-patterned repeated-patterned speech with poems, skits and drama using ting speech (e.g., appropriate rhythm, rate and chants and appropriate rhythm, rate, patter nursery rhymes, phrasing. tongue phrasing and expression. ned songs, chants, etc.) (math, science, social studies) twisters; (math, science, social studies) spee with instructional with ch support. appropriate (e.g., (math, science, social studies) rhythm, alpha rate, bet phrasing and and cardi expression. (math, science, social nal/or studies) dinal numb ers, name s, etc.) with instru ction al supp ort. (math)

Language Arts Standards: Reading - Grade 4 2013-2014 PE-3: E-3: expressing B-3: expressing one’s own and LI-3: HI-3: expressing one’s expre one’s own needs responding to others’ needs expressing own and responding to ssing and emotions in and emotions in complete one’s own others’ needs and one’s complete sentences. sentences. and emotions in complete own responding sentences. need to others’ s and needs and emoti emotions in ons complete in sentences. comp lete sente nces with instru ction al supp ort.

Delivery of Standard 2: The student will express orally his or her own thinking and ideas. Oral Pre- Low High Eme Intermediate Intermediate Communicatio Emergent Basic ns rgen t The student will communicate orally by: PE-4: E-4: responding to B-4: participating in social LI-4: HI-4: participating in repea social conversations conversations with familiar and participating in socio-functional ting with familiar and unfamiliar people; sharing formal and communication tasks introd unfamiliar people; personal information, informal socio- using complete uctio initiating and experiences, opinions, abilities, functional sentences. ns responding to and needs using complete communication and introductions and sentences. tasks using perso personal information complete nal questions using sentences (e.g., infor complete sentences comparing matio with instructional personal n support. information and quest experiences; ions providing using alternate comp solutions to a lete problem; and sente extending nces. invitations to others, etc.) with instructional support.

Language Arts Standards: Reading - Grade 4 2013-2014 PE-5: E-5: asking and B-5: asking and responding to LI-5: asking and HI-5: asking and repea responding to academic questions (who, responding to responding to ting academic questions what, where, when, why, how) academic academic questions acad (who, what, where, using complete sentences questions (who, in complete emic when) using (e.g., making comparisons and what, where, sentences (e.g., quest complete sentences describing events, etc.) with when, why, how, expressing ions with instructional instructional support. which, whose) in possibilities and and support. (math, science, social studies) complete probabilities, respo (math, science, social studies) sentences (e.g., hypothetical nses making questions, etc.). (who, comparisons, (math, science, social studies) what, describing wher events, e, agreeing/ when disagreeing with ). others, etc.) (math, (math, science, social studies) science, social studies)

Delivery of Standard 2: The student will express orally his or her own thinking and ideas. Oral Pre- Low High Eme Intermediate Intermediate Communicatio Emergent Basic ns rgen t The student will communicate orally by: PE-6: E-6: stating single B-6: stating two-step directions/ LI-6: stating HI-6: stating repea step directions/ instructions using prepositions multi-step multi-step procedures ting commands using of location in complete directions/ or processes using singl words and phrases. sentences. instructions specific e (math, science, social studies) (math, science, social studies) using academic/content step prepositions of vocabulary in com time, location complete sentences. mand and movement (math, science, social studies) s in complete and/o sentences. r (math, science, social studies) direct ions. (math, science, social studies) PE-7: E-7: sharing B-7: sharing personal LI-7: sharing HI-7: sharing shari personal experiences/stories supported personal personal ng a experiences/stories by details and examples in experiences/stor experiences/stories perso using complete complete sentences. ies with with descriptive nal sentences with descriptive language supported exper instructional language by details and ience support. supported by examples in complete using details and sentences. sente examples in nce complete frame sentences. s.

Language Arts Standards: Reading - Grade 4 2013-2014 PE-8: E-8: presenting with B-8: presenting with a group, a LI-8: presenting HI-8: presenting a repea a group, a topic variety of oral reports (e.g., a variety of oral variety of oral reports ting sentence and two to expository, cause and effect, reports (e.g., (e.g., expository, two three details using persuasive, etc.) containing an expository, cause and effect, to notes as support. introduction, body, conclusion cause and persuasive, etc.) three (math, science, social studies) and transitions, with effect, containing specific facts instructional support. persuasive, etc.) and accurate or (math, science, social studies) containing academic vocabulary, event specific and an introduction, body, s. accurate conclusion, (math, science, academic transitions and visual social studies) vocabulary, an aids. introduction, (math, science, social studies) body, conclusion, transitions and visual aids, with instructional support. (math, science, social studies)

Coding System for Listening and Speaking

(Examples for Lesson Plans) I-LS-2:B-6

Language Arts Standards: Reading - Grade 4 2013-2014