Ccsd English Language Arts Standards and Benchmarks, 2001-2002

CCSD English Language Learning Scope and Sequence 2010 - 2011

STANDARD 1: Students will use English to communicate in social settings.

Benchmark 1: Students will use English to participate in social interaction.

12-9 Objectives:

Entering Beginning Developing Expanding Bridging 1. Respond in nonverbal 1. Give one word 1. Participate in oral 1. Process and respond to 1. Evaluate the ways to instructions answers in response to discourse with familiar discourse from unfamiliar appropriateness of from peers. instructions or speakers. speakers. messages or information announcements. from a variety of sources. 2. Use basic formulaic 2. Increase strategic use 2. Form rudimentary 2. Produce and respond 2. Initiate, produce and utterances and isolated of formulaic utterances to sentences to initiate, to extended discourse. respond to extended words (memorize create original requests for sustain, and close discourse. survival phrases). the appropriate situation. communication.

3. Make personal 3. Complete forms and 3. Exchange personal 3. Analyze, synthesize, 3. Read and comprehend introductions. applications with information. Read real and make inferences about detailed instructions identifying information world writing (schedules, personal information. (owner’s manuals, etc.) (name, address, phone instructions, and number, school). applications). 4. Respond appropriately 4. Ask and respond to 4. Ask and respond to 4. Ask and respond to 4. Ask questions and to yes/no, which, WH-questions (who, how and why questions questions with ease and respond with details and either/or and how many what, when, where, and express ideas in fluency. Big Ideas questions. which). complete sentences. 8-6 Objectives:

Entering Beginning Developing Expanding Bridging 1. Respond in nonverbal 1. Give one word 1. Participate in oral 1. Process and respond to 1. Evaluate the ways to instructions answers in response to discourse with familiar discourse from unfamiliar appropriateness of from peers. instructions or speakers. speakers. messages or information announcements. from a variety of sources. 2. Use basic formulaic 2. Increase strategic use 2. Form rudimentary 2. Produce and respond to 2. Initiate, produce and utterances and isolated of formulaic utterances to sentences to initiate, extended discourse. respond to extended words (memorize create original requests for sustain, and close discourse. survival phrases). the appropriate situation. communication.

3. Make personal 3. Provide identifying 3. Exchange personal 3. Restate personal 3. Analyze, synthesize, introductions. information (name, information. Read real information. and make inferences about address, phone number, world writing (schedules personal information. school.) and instructions). 4. Respond appropriately 4. Ask and respond to 4. Ask and respond to 4. Ask and respond to 4. Ask questions and to yes/no, which, WH-questions (who, how and why questions questions with ease and respond with details and either/or and how many what, when, where, and express ideas in fluency. Big Ideas questions. which). complete sentences. 5-K Objectives:

Entering Beginning Developing Expanding Bridging 1. Respond in nonverbal 1. Give one word answers 1. Participate in oral 1. Process and respond to 1. Evaluate the ways to instructions from in response to instructions discourse with familiar discourse from unfamiliar appropriateness of peers. or announcements. speakers. speakers. messages or information from a variety of sources. 2. Use basic formulaic 2. Increase strategic use 2. Form rudimentary 2. Produce and respond 2. Initiate, produce and utterances and isolated of formulaic utterances sentences to initiate, to extended discourse. respond to extended words (memorize to create original sustain, and close discourse. survival phrases). requests for the communication. appropriate situation. 3. Make personal 3. Provide identifying 3. Exchange personal 3. Restate or paraphrase 3. Analyze, synthesize, introductions. information (name, information. Read real personal information. and make inferences about address, phone number, world writing (schedules personal information. school, teacher.) and instructions). 4. Respond appropriately 4. Ask and respond to 4. Ask and respond to 4. Ask questions and 4. Ask and respond to all to yes/no, which, WH-questions (who, how and why questions respond with details and question types with ease either/or and how many what, when, where, and express ideas in Big Ideas and fluency. questions. which). complete sentences. CCSD English Language Learning Scope and Sequence 2010 - 2011

STANDARD 1: Student will use English to communicate in social settings

Benchmark 2: Student will interact in, through, and with spoken and written English for personal expression and enjoyment.

12-9 Objectives:

Entering Beginning Developing Expanding Bridging 1. State preferences for 1. Recommend games, 1. Describe preferred 1. Discuss pros and cons 1. Create original ideas to types of music, games, TV songs, books, films, movies, magazines, of plays, films, stories, write plays, films, stories, programs, or recreational poems, or computer stories, or authors. books, songs, poems, books, songs, poems, activities. programs and give computer programs, or computer programs, or reasons for selection. magazine articles. magazine articles.

2. Read bilingual books 2. Read predictable 2. Read complex picture 2. Read and write a 2. Evaluate a variety of and draw pictures for picture books and books and state the Big variety of genres in texts in reading and personal expression and respond using CLOZE Idea in complete English for personal writing in English for enjoyment. and matching activities. sentences. Use simple expression and personal expression and sentences to write a enjoyment. enjoyment at the summary. appropriate level.

3. Define and utilize the 3. Use search engines to 3. Develop 3. Use the internet to 3. Use an online comic main components of a find specific information communication skills research and paraphrase creator and Story Board computer (keyboard, and graphics online. through writing e-mails information in report to write and publish a mouse, monitor, and to a pen pal. Practice form. story in comic form. internet). writing a resume and business letters. 8-6 Objectives:

2. Read bilingual books 2. Read predictable 2. Read complex picture 2. Read and write a 2. Evaluate a variety of and draw pictures for picture books and books and state the Big variety of genres in texts in reading and personal expression and respond using CLOZE Idea in complete English for personal writing in English for enjoyment. and matching activities. sentences. Use simple expression and personal expression and sentences to write a enjoyment. enjoyment at the summary. appropriate level.

3. Define and utilize the 3. Use search engines to 3. Develop 3. Use the internet to 3. Use an online comic main components of a find specific information communication skills research and paraphrase creator and Story Board computer (keyboard, and graphics online. through writing e-mails information in report to write and publish a mouse, monitor, and to a pen pal. form. story in comic form. internet). 5-K Objectives:

2. Read bilingual books 2. Read predictable 2. Read complex picture 2. Read and write a 2. Evaluate a variety of and draw pictures for picture books and books and state the Big variety of genres in texts in reading and personal expression and respond using CLOZE Idea in complete English and infer writing in English for enjoyment. and matching activities. sentences. Use simple character traits. personal expression and sentences to write a enjoyment at the summary. appropriate level.

3. Define and utilize the 3. Use search engines to 3. Develop 3. Use an online comic 3. Use the internet to main components of a find specific information communication skills creator and Story Board research and paraphrase computer (keyboard, and graphics online. through writing e-mails to write and publish a information in report mouse, monitor, and to a pen pal. story in comic form. form. internet).

CCSD English Language Learning Scope and Sequence 2010 - 2011

STANDARD 1: Students will use English to communicate in social settings.

Benchmark 3: Students will use learning strategies to extend their communicative competence.

12-9 Objectives:

Entering Beginning Developing Expanding Bridging 1. Use the Roman 1. Use the Roman 1. Use the Roman 1. Use the Roman 1. Apply the Roman alphabet and English alphabet and English alphabet and English alphabet and English alphabet and English pronunciation patterns pronunciation patterns pronunciation patterns pronunciation patterns pronunciation patterns to to recognize consonants, to recognize, decode and to recognize, decode and to recognize, decode and recognize, decode and short vowels, initial correctly pronounce correctly pronounce correctly pronounce correctly pronounce sounds, and CVC English short vowels, consonant blends, and English vocabulary English vocabulary patterns. long vowels with CVCE vowel pairs, digraphs, words with endings, y as words. patterns, and rhyming and r-controlled vowels. a vowel. words. Compare and Recognize contractions. contrast short and long vowel sounds. 2. Identify word patterns 2. Identify compound 2. Use knowledge of 2. Identify figures of 2. Apply knowledge of in context. Categorize words, simple antonyms, affixes or root words to speech and idioms. structural analysis, words by beginning, prefixes, and suffixes. determine meaning in cognates, or context to ending and middle context (synonyms and determine word sounds. antonyms). Use context meanings. clues to determine word meanings (homonyms). 3. Respond to new 3. Interact in small group 3. Describe social 3. Compare and contrast 3. Participate in and language with a familiar or paired activities. activities in large groups. own personal experiences contribute to social person. others in the class. discussions in the classroom environment. 4. Locate facts or 4. Connect facts and 4. Compare/contrast 4. Relate facts to the Big 4. Apply facts or information on socially opinions on socially related facts and opinions. Idea on socially related information from a Book related topics. topics to personal schema. Provide information that topics. Story to a Life Story. conflict with schema. 8-6 Objectives:

Entering Beginning Developing Expanding Bridging 1. Use the Roman 1. Use the Roman 1. Use the Roman 1. Use the Roman 1. Apply the Roman alphabet and English alphabet and English alphabet and English alphabet and English alphabet and English pronunciation patterns pronunciation patterns pronunciation patterns pronunciation patterns pronunciation patterns to to recognize consonants, to recognize, decode and to recognize, decode and to recognize, decode and recognize, decode and short vowels, initial correctly pronounce correctly pronounce correctly pronounce correctly pronounce sounds, and CVC English short vowels, consonant blends, and English vocabulary English vocabulary patterns. long vowels with CVCE vowel pairs, digraphs, words with endings, y as words. patterns, and rhyming and r-controlled vowels. a vowel. words. Compare and Recognize contractions. contrast short and long vowel sounds. 2. Identify word patterns 2. Identify compound 2. Use knowledge of 2. Identify figures of 2. Apply knowledge of in context. Categorize words and simple affixes or root words to speech and idioms. structural analysis, words by beginning, antonyms. determine meaning in cognates, or context to ending and middle context (prefixes, determine word sounds. suffixes, synonyms and meanings. antonyms). Use context clues to determine word meanings (homonyms). 3. Respond to new 3. Interact in small group 3. Describe social 3. Compare and contrast 3. Participate in and language with a familiar or paired activities. activities in large groups. own personal experiences contribute to social person. others in the class. discussions in the classroom environment.

4. Locate facts or 4. Connect facts and 4. Compare/contrast 4. Relate facts to the Big 4. Apply facts or information on socially opinions on socially related facts and opinions. Idea on socially related information from a Book related topics. topics to personal schema. Provide information that topics. Story to a Life Story. conflict with schema. 5-K Objectives:

Entering Beginning Developing Expanding Bridging 1. Use the Roman 1. Use the Roman 1. Use the Roman 1. Use the Roman 1. Apply the Roman alphabet and English alphabet and English alphabet and English alphabet and English alphabet and English pronunciation patterns pronunciation patterns pronunciation patterns pronunciation patterns pronunciation patterns to to recognize consonants, to recognize, decode and to recognize, decode and to recognize, decode and recognize, decode and short vowels, initial correctly pronounce correctly pronounce correctly pronounce correctly pronounce sounds, and CVC English short vowels, consonant blends, and English vocabulary English vocabulary patterns. long vowels with CVCE vowel pairs, digraphs, words with endings, y as words. patterns, and rhyming and r-controlled vowels. a vowel. words. Compare and Recognize contractions. contrast short and long vowel sounds. 2. Identify word patterns 2. Identify compound 2. Use knowledge of 2. Identify figures of 2. Apply knowledge of in context. Categorize words and simple affixes or root words to speech and idioms. Use structural analysis, words by beginning and antonyms. Categorize determine meaning in context clues to cognates, or context to ending sounds. and differentiate words context (prefixes, determine word determine word by middle vowel sound. suffixes, synonyms and meanings (homonyms). meanings. antonyms). 3. Respond to new 3. Interact in small group 3. Describe social 3. Compare and contrast 3. Participate in and language with a familiar or paired activities. activities in large groups. own personal experiences contribute to social person. others in the class. discussions in the classroom environment.

4. Locate words on 4. Locate and connect 4. Compare/contrast 4. Relate facts to the Big 4. Apply facts or socially related topics. information on socially facts and opinions. Idea on socially related information from a Book related topics to personal Provide information that topics. Story to a Life Story. schema. conflict with schema. CSD English Language Learning Scope and Sequence 2010-2011

STANDARD 2: Students will use English to achieve academically in all content areas.

Benchmark 1: Students will use English to interact in the classroom.

12-9 Objectives:

Entering Beginning Developing Expanding Bridging 1. Listen to, read and 1. Listen to, read and 1. Listen to, read and 1. Listen to, read and 1. Use multiple learning follow one step oral and follow two step oral and follow a series of oral follow a series of oral strategies associated written directions with written directions with and written directions and written directions with grade level oral visual support. visual support. with visual support. without visual support. discourse. 2. Respond to 2. Respond to questions 2. Respond to explicit 2. Respond to idiomatic 2. Respond to figurative commands pertaining to pertaining to multiple-step language pertaining to expressions pertaining to language pertaining to classroom routines. classroom routines. classroom procedures. classroom discussions. classroom discussions. 3. Request information 3. Ask questions or 3. Ask questions to seek 3. Ask for or provide 3. Express or respond to or ask for assistance exchange information information or provide clarification of humor, sarcasm, from teacher or peers. with teacher or peers. opinions, preferences, or information by restating idiomatic expressions or wishes. ideas. slang in conversation. 4. Observe peers during 4. Engage in nonverbal 4. Engage in task 4. Initiate and actively 4. Initiate, engage, and pair, small group or other ways with peers during appropriate conversation engage in task appropriate contribute substantially in classroom settings. pair, small group or other with peers during pair, conversation with peers appropriate conversation classroom settings. small group or other during pair, small group or with peers during pair, classroom settings. other classroom settings. small group or other classroom settings. 8-6 Objectives:

Entering Beginning Developing Expanding Bridging 1. Listen to, read and 1. Listen to, read and 1. Listen to, read and 1. Listen to, read and 1. Use multiple learning follow one step oral and follow two step oral and follow a series of oral follow a series of oral strategies associated written directions with written directions with and written directions and written directions with grade level oral visual support. visual support. with visual support. without visual support. discourse. 2. Respond to 2. Respond to questions 2. Respond to explicit 2. Respond to idiomatic 2. Respond to figurative commands pertaining to pertaining to multiple-step language pertaining to expressions pertaining to language pertaining to classroom routines. classroom routines. classroom procedures. classroom discussions. classroom discussions. 3. Request information 3. Ask questions or 3. Ask questions to seek 3. Ask for or provide 3. Express or respond to or ask for assistance exchange information information or provide clarification of humor, sarcasm, from teacher or peers. with teacher or peers. opinions, preferences, or information by restating idiomatic expressions or wishes. ideas. slang in conversation. 4. Observe peers during 4. Engage in nonverbal 4. Engage in task 4. Initiate and actively 4. Initiate, engage, and pair, small group or other ways with peers during appropriate conversation engage in task appropriate contribute substantially in classroom settings. pair, small group or other with peers during pair, conversation with peers appropriate conversation classroom settings. small group or other during pair, small group or with peers during pair, classroom settings. other classroom settings. small group or other classroom settings. 5-K Objectives:

Entering Beginning Developing Expanding Bridging 1. Listen to, read and 1. Listen to, read and 1. Listen to, read and 1. Listen to, read and 1. Use multiple learning follow one step oral and follow two step oral and follow a series of oral follow a series of oral strategies associated written directions with written directions with and written directions and written directions with grade level oral visual support. visual support. with visual support. without visual support. discourse. 2. Respond to 2. Respond to questions 2. Respond to explicit 2. Respond to idiomatic 2. Respond to figurative commands pertaining to pertaining to multiple-step language pertaining to expressions pertaining to language pertaining to classroom routines. classroom routines. classroom procedures. classroom discussions. classroom discussions. 3. Request information 3. Ask questions or 3. Ask questions to seek 3. Ask for or provide 3. Express or respond to or ask for assistance exchange information information or provide clarification of humor, sarcasm, from teacher or peers. with teacher or peers. opinions, preferences, or information by restating idiomatic expressions or wishes. ideas. slang in conversation. 4. Observe peers during 4. Engage in nonverbal 4. Engage in task 4. Initiate and actively 4. Initiate, engage, and pair, small group or other ways with peers during appropriate conversation engage in task appropriate contribute substantially in classroom settings. pair, small group or other with peers during pair, conversation with peers appropriate conversation classroom settings. small group or other during pair, small group or with peers during pair, classroom settings. other classroom settings. small group or other classroom settings. CSD English Language Learning Scope and Sequence 2010-2011

Benchmark 2: Students will use English to obtain, process, construct, and provide subject matter information in written and spoken form.

12-9 Objectives: Entering Beginning Developing Expanding Bridging 1. Match key vocabulary 1. Locate and list key 1. Compare, contrast 1. Make generalizations 1. Read and within graphic supported phrases in graphics and and summarize and inferences from comprehend most text to visuals. texts. information in graphics literary text. content area texts with and text. minimal support. 2. Copy facts and key 2. Identify ways of taking 2. Read actively. Take 2. Express opinions or 2. Evaluate validity of words pertaining to current notes (graphic organizers, notes or produce outlines reactions to current events, information from various events and issues. lists, question/answer, from written text and issues or text in sentence sources. outlines). lectures (chapter notes, form, using notes. sequence notes, webs). 3. Listen to oral 3. Listen to oral 3. Listen to oral 3. Listen to oral 3. Listen to oral discourse and identify discourse and complete discourse and identify discourse and determine discourse and evaluate key vocabulary. CLOZE paragraphs using the Big Idea and importance and make the effectiveness of the visually supported supporting details. inferences and speaker’s message. vocabulary. predictions. 4. Identify key vocabulary 4. Match information 4. Develop outlines from 4. Identify cause and 4. Make connections, from an oral discourse or from media sources to oral discourse or media effect and summarize evaluate and draw media source. titles of segments (such source. information from media conclusions from oral as headings and sources and oral discourse. subtitles). discourse. 5. Identify words in a 5. Identify the parts of a 5. Identify fragments and 5. Combine simple 5. Use proofreading marks sentence. sentence (subject, run-ons. Differentiate the sentences into complex to edit their own work for predicate, noun, verb). sentence types. ones using connectors. run-ons, fragments, and Recognize different kinds sentence types. of sentences (statement, question, exclamation). 6. Identify singular and 8. Practice using articles 8. Identify count and non- 8. Practice using articles 8. Consistently use articles plural nouns. Recognize correctly. Recognize count nouns. Form and nouns correctly. and nouns correctly in articles (a, an, the). common and proper possessive nouns. spoken and written form. nouns. 7. Identify common 7. Recognize adjectives 7. Use comparative and 7. Use adjectives and 7. Identify and use adjectives and personal and possessive pronouns superlative forms of adverbs of sequence and adjective and adverb pronouns. in written and spoken form. adjectives. Categorize frequency. Use a series of phrases. adjectives according to adjectives to create a proper use (people, description. Use reflexive objects, feelings, etc.). pronouns. 8. Identify simple 8. Identify prepositions of 8. Identify prepositions of 8. Recognize prepositions 8. Use prepositional prepositions of location. time, location, and direction, source of that occur after verbs. phrases. mathematical expressions. information, and description. 9. Associate common 9. Use the present 9. Identify action verbs, 9. Use action, linking, and 9. Use present perfect action verbs with pictures continuous. Use simple linking verbs, and helping helping verbs. Contrast continuous and past and dramatizations. Use tenses of to do and to verbs. Use present past simple past and present perfect. Use modal verbs the present tense of the have. Recognize present, and future tenses. perfect. Use passive voice consistently. verb to be. Use can and past, and future. Recognize and use in the present and past can’t with common verbs. irregular verbs tense. Identify modal appropriately. verbs. 8-6 Objectives: Entering Beginning Developing Expanding Bridging 1. Match key vocabulary 1. Locate and list key 1. Compare, contrast 1. Make generalizations 1. Read and within graphic supported phrases in graphics and and summarize and inferences from comprehend most text to visuals. texts. information in graphics literary text. content area texts with and text. minimal support. 2. Copy facts and key 2. Identify ways of taking 2. Read actively. Take 2. Express opinions or 2. Evaluate validity of words pertaining to current notes (graphic organizers, notes or produce outlines reactions to current events, information from various events and issues. lists, question/answer, from written text and issues or text in sentence sources. outlines). lectures (chapter notes, form, using notes. sequence notes, webs). 3. Listen to oral 3. Listen to oral 3. Listen to oral 3. Listen to oral 3. Listen to oral discourse and identify discourse and complete discourse and identify discourse and determine discourse and evaluate key vocabulary. CLOZE paragraphs using the Big Idea and importance and make the effectiveness of the visually supported supporting details. inferences and speaker’s message. vocabulary. predictions. 4. Identify key vocabulary 4. Match information 4. Develop outlines from 4. Identify cause and 4. Make connections, from an oral discourse or from media sources to oral discourse or media effect and summarize evaluate and draw media source. titles of segments (such source. information from media conclusions from oral as headings and sources and oral discourse. subtitles). discourse. 5. Identify words in a 5. Identify the parts of a 5. Identify fragments and 5. Combine simple 5. Use proofreading marks sentence. sentence (subject, run-ons. Differentiate the sentences into complex to edit their own work for predicate, noun, verb). sentence types. ones using connectors. run-ons, fragments, and Recognize different kinds sentence types. of sentences (statement, question, exclamation).

6. Identify singular and 6. Practice using articles 6. Identify count and non- 6. Practice using articles 6. Consistently use articles plural nouns. Recognize correctly. Recognize count nouns. Form and nouns correctly. and nouns correctly in articles (a, an, the). common and proper possessive nouns. spoken and written form. nouns. 7. Identify common 7. Recognize adjectives 7. Use comparative and 7. Use adjectives and 7. Identify and use adjectives, and personal and possessive pronouns superlative forms of adverbs of sequence and adjective and adverb pronouns. in written and spoken form. adjectives. Categorize frequency. Use a series of phrases. adjectives according to adjectives to create a proper use (people, description. Use reflexive objects, feelings, etc.). pronouns. 8. Identify simple 8. Identify prepositions of 8. Identify prepositions of 8. Recognize prepositions 8. Use prepositional prepositions of location. time, location, and direction, source of that occur after verbs. phrases. mathematical expressions. information, and description. 9. Associate common 9. Use the present 9. Identify action verbs, 9. Use action, linking, and 9. Use modal verbs action verbs with pictures continuous. Use simple linking verbs, and helping helping verbs. Recognize consistently. Contrast and dramatizations. Use tenses of to do and to verbs. Use present past passive voice in the simple past and present the present tense of the have. Recognize present, and future tenses. present and past tense. perfect. verb to be. Use can and past, and future. Recognize and use Identify modal verbs. can’t with common verbs. irregular verbs appropriately. 5-K Objectives: Entering Beginning Developing Expanding Bridging 1. Match key vocabulary 1. Locate and list key 1. Compare, contrast 1. Make generalizations 1. Read and within graphic supported phrases in graphics and and summarize and inferences from comprehend most text to visuals. texts. information in graphics literary text. content area texts with and text. minimal support. 2. Copy facts and key 2. Begin to take notes 2. Read actively. Take 2. Express opinions or 2. Evaluate validity of words pertaining to current (graphic organizers, lists, notes and categorize reactions to current events, information from various events and issues. question/answer.) information using graphic issues or text in sentence sources. organizers and schema form, using notes. folders. 3. Listen to oral 3. Listen to oral 3. Listen to oral 3. Listen to oral 3. Listen to oral discourse and identify discourse and complete discourse and identify discourse and determine discourse and make key vocabulary. CLOZE paragraphs using the Big Idea. importance to identify inferences and visually supported supporting details. predictions. vocabulary. 4. Identify key vocabulary 4. Match information 4. Make predictions and 4. Identify cause and 4. Make connections, from an oral discourse or from media sources to connections from oral effect and summarize evaluate and draw media source. titles of segments (such discourse with visual information from media conclusions from oral as headings and support. sources and oral discourse. subtitles). discourse. 5. Identify words in a 5. Identify the parts of a 5. Identify fragments and 5. Combine simple 5. Use proofreading marks sentence. sentence (noun, verb). run-ons. Differentiate the sentences into complex to edit their own work for Recognize different kinds sentence types. ones using connectors. run-ons, fragments, and of sentences (statement, sentence types. question, exclamation).

6. Identify singular and 6. Recognize common and 6. Identify count and non- 6. Practice using articles 6. Consistently use articles plural nouns. Recognize proper nouns. count nouns. Form and nouns correctly. and nouns correctly in articles (a, an, the). possessive nouns. spoken and written form. 7. Identify common 7. Recognize adjectives 7. Use comparative and 7. Use adjectives and 7. Identify and use adjectives, and personal and possessive pronouns superlative forms of adverbs of sequence and adjective and adverb pronouns. in written and spoken form. adjectives. Categorize frequency. Use a series of phrases. adjectives according to adjectives to create a proper use (people, description. Use reflexive objects, feelings, etc.). pronouns. 8. Identify simple 8. Identify prepositions of 8. Identify prepositions of 8. Recognize prepositions 8. Use prepositional prepositions of location. time and location. direction, source of that occur after verbs. phrases. information, description and mathematical expressions. 9. Associate common 9. Use the present 9. Identify verbs. Use 9. Recognize linking and 9. Recognize present action verbs with pictures continuous. Use simple present, past, and future helping verbs. Contrast perfect and past perfect. and dramatizations. Use tenses of to do and to tenses. Recognize and use simple past and present. Use modal verbs the present tense of the have. Recognize present, irregular verbs Recognize passive voice in consistently. verb to be. Use can and past, and future. appropriately. textbooks. Identify modal can’t with common verbs. verbs. CCSD English Language Learning Scope and Sequence 2010-2011

Benchmark 3: Students will use appropriate learning strategies to construct and apply academic knowledge.

12-9 Objectives:

Entering Beginning Developing Expanding Bridging 1. Preview a text by 1. Set a reading purpose 1. Set a reading purpose, 1. Follow the three steps 1. Explain, demonstrate looking at images and and preview a reading preview, and plan before of the reading process. the steps of the reading labeling them with selection. Connect reading. Read with a Monitor comprehension process and consistently English words. pictures and captions purpose and connect during reading. use them before, during, during reading. Draw a during reading. Retell a Synthesize the reading and after reading. picture in response after story accurately after into a Big Idea reading. reading. statement. 2. Draw the Big Idea and 2. Write the Big Idea 2. Recognize purposes 2. Identify a theme and 2. Create persuasive supporting details of oral from oral and written and audiences for use it to create original fiction and non-fiction dictations and stories. discourse with visual writing. Identify ideas by synthesizing reports based on notes support. Use the parts of prewriting steps, write information in English. and synthesized ideas a story to write a simple and revise a draft, edit from text and lectures. narrative (setting, and proofread, publish characters, problem, and and present to an solution). audience. 3. Identify order and the 3. Identify time, location, 3. Identify order of 3. Practice using 3. Consistently use common English compare/contrast, and importance. Expand use time/location, time/location, expressions used to cause and effect order in of cause and effect order compare/contrast, cause compare/contrast, cause convey it. the reading and writing in the reading and and effect, and order of and effect, and order of process. writing process. Identify importance in the importance in the cause and effect signal reading and writing reading and writing words. process. process. 4. Use a bilingual 4. Use images, author’s 4. Scan material to verify 4. Skim material for 4. Revise thoughts and dictionary to identify new gifts and context clues to information or hypotheses. relevant information. conclusions based on word meanings. infer word meanings. information from text. Use dictionary to verify. 5. Recognize basic sight 5. Demonstrate 5. Construct original 5. Analyze the use of 5. Evaluate and select the words needed to complete understanding of basic sentences using the words from the General most appropriate words assignments based on sight words by correct use General Service List. Service List in fiction and from the General Service pictures and oral in sentence and matching. nonfiction reading and List to complete an statements. listening assignments. assignment. 8-6 Objectives:

Entering Beginning Developing Expanding Bridging 1. Preview a text by 1. Set a reading purpose 1. Set a reading purpose, 1. Follow the three steps 1. Explain, demonstrate looking at images and and preview a reading preview, and plan before of the reading process. the steps of the reading labeling them with selection. Connect reading. Read with a Monitor comprehension process and consistently English words. pictures and captions purpose and connect during reading. use them before, during, during reading. Draw a during reading. Retell a Synthesize the reading and after reading. picture in response after story accurately after into a Big Idea reading. reading. statement. 2. Draw the Big Idea and 2. Write the Big Idea 2. Recognize purposes 2. Identify a theme and 2. Create persuasive supporting details of oral from oral and written and audiences for use it to create original fiction and non-fiction dictations and stories. discourse with visual writing. Identify ideas by synthesizing reports based on notes support. Use the parts of prewriting steps, write information in English. and synthesized ideas a story to write a simple and revise a draft, edit from text and lectures. narrative (setting, and proofread, publish characters, problem, and and present to an solution). audience. 3. Identify order and the 3. Identify time, location, 3. Identify order of 3. Practice using 3. Consistently use common English compare/contrast, and importance. Expand use time/location, time/location, expressions used to cause and effect order in of cause and effect order compare/contrast, cause compare/contrast, cause convey it. the reading and writing in the reading and and effect, and order of and effect, and order of process. writing process. Identify importance in the importance in the cause and effect signal reading and writing reading and writing words. process. process. 4. Use a bilingual 4. Use images, author’s 4. Scan material to verify 4. Skim material for 4. Revise thoughts and dictionary to identify new gifts and context clues to information or hypotheses. relevant information. conclusions based on word meanings. infer word meanings. information from text. Use dictionary to verify.

5. Recognize basic sight 5. Demonstrate 5. Construct original 5. Analyze the use of 5. Evaluate and select the words needed to complete understanding of basic sentences using the words from the General most appropriate words assignments based on sight words by correct use General Service List. Service List in fiction and from the General Service pictures and oral in sentence and matching. nonfiction reading and List to complete an statements. listening assignments. assignment. 5-K Objectives:

Entering Beginning Developing Expanding Bridging 1. Preview a text by 1. Set a reading purpose 1. Set a reading purpose, 1. Follow the three steps 1. Explain, demonstrate looking at images and and preview a reading preview, and plan before of the reading process. the steps of the reading labeling them with selection. Connect reading. Read with a Monitor comprehension process and consistently English words. pictures and captions purpose and connect during reading. use them before, during, during reading. Draw a during reading. Retell a Synthesize the reading and after reading. picture in response after story accurately after into a Big Idea reading. reading. statement. 2. Draw the Big Idea and 2. Write the Big Idea 2. Write a simple story 2. Recognize purposes 2. Create persuasive supporting details of oral from oral and written using elements (setting, and audiences for fiction and non-fiction dictations and stories. discourse with visual characters, problem, and writing. Engage in peer reports based on notes support. Use the parts of solution). Identify editing. and synthesized ideas a story to write a simple prewriting steps from text and lectures. 2-3 sentence paragraph. (research, choose topic, brainstorm). Present writing to an audience. 3. Identify order and the 3. Identify time and 3. Identify order of 3. Practice using 3. Consistently use common English location order in the importance, cause and time/location, time/location, expressions used to reading and writing effect order in the compare/contrast, cause compare/contrast, cause convey it (first, next, process (beginning, reading and writing and effect, and order of and effect, and order of last). middle, end). process. Identify cause importance in the importance in the and effect signal words. reading and writing reading and writing process. process. 4. Use a bilingual 4. Use images, author’s 4. Scan material to verify 4. Skim material for 4. Revise thoughts and dictionary to identify new gifts and context clues to information or hypotheses. relevant information. conclusions based on word meanings. infer word meanings. information from text. Use dictionary to verify.

5. Recognize basic sight 5. Demonstrate 5. Construct original 5. Analyze the use of 5. Evaluate and select the words needed to complete understanding of basic sentences using the words from the General most appropriate words assignments based on sight words by correct use General Service List. Service List in fiction and from the General Service pictures and oral in sentence and matching. nonfiction reading and List to complete an statements. listening assignments. assignment. CCSD English Language Learning Scope and Sequence 2010 - 2011

STANDARD 3: Students will use English in socially and culturally appropriate ways.

Benchmark 1: Students will use the appropriate language variety, register and genre according to audience, purpose, and setting.

12-9 Objectives:

Entering Beginning Developing Expanding Bridging

1. Identify positive and negative language 1. Demonstrate examples 1. Role play positive ways 1. Role play solutions to 1. Evaluate consequences of usage from illustrations and oral of culturally appropriate of interacting socially and peer pressure and bullying inappropriate language use based on statements based on cultural etiquette and manners culturally in real life situations based on oral oral and written scenarios. expectations. associated with activities situations such as peer and written descriptions. based on illustrations and pressure. Explain oral descriptions. consequences of inappropriate language use. 2. Differentiate formal and informal 2. Share feelings and 2. Negotiate solutions to 2. Use formal and 2. Use formal and informal language requests and use them appropriately. emotions, likes or dislikes problems, interpersonal informal language to appropriately in a variety of situations. (Give me the pencil vs. May I please in an appropriate manner. misunderstandings, or persuade in an have a pencil). disputes in an appropriate manner. appropriate manner. . 8-6 Objectives:

1. Identify positive and negative language 1. Demonstrate examples 1. Role play positive ways 1. Role play solutions to 1. Evaluate consequences of usage from illustrations and oral of culturally appropriate of interacting socially and peer pressure and bullying inappropriate language use based on statements based on cultural etiquette and manners culturally in real life situations based on oral oral and written scenarios. expectations. associated with activities situations. Explain and written descriptions. based on illustrations and consequences of oral descriptions. inappropriate language use. 2. Differentiate formal and informal 2. Share feelings and 2. Negotiate solutions to 2. Use formal and 2. Use formal and informal language requests and use them appropriately. emotions, likes or dislikes problems, interpersonal informal language to appropriately in a variety of situations. (Give me the pencil vs. May I please in an appropriate manner. misunderstandings, or persuade in an have a pencil). disputes in an appropriate manner. appropriate manner.

5-K Objectives:

1. Identify positive and negative language 1. Demonstrate examples 1. Role play positive ways 1. Role play solutions to 1. Evaluate consequences of usage from illustrations and oral of culturally appropriate of interacting socially and peer pressure and bullying inappropriate language use based on statements based on cultural etiquette and manners culturally in real life situations based on oral oral and written scenarios. expectations. associated with activities situations. Explain and written descriptions. based on illustrations and consequences of oral descriptions. inappropriate language use. 2. Differentiate formal and informal 2. Share feelings and 2. Negotiate solutions to 2. Use formal and 2. Use formal and informal language requests and use them appropriately. emotions, likes or dislikes problems, interpersonal informal language to appropriately in a variety of situations. (Give me the pencil vs. May I please in an appropriate manner. misunderstandings, or persuade in an have a pencil). disputes in an appropriate manner. appropriate manner. . CCSD English Language Learning Scope and Sequence 2010-2011

Benchmark 2: Students will use nonverbal communication appropriate to audience, purpose, and setting.

12-9 Objectives:

Entering Beginning Developing Expanding Bridging 1. Identify cultural 1. Role play appropriate 1. Compare and contrast 1. Explain how and why 1. Evaluate the nonverbal norms that and inappropriate cultural norms in the nonverbal cultural norms consequences that can cause misunderstanding. nonverbal cultural norms USA with those of their can cause result from cultural that cause home country. misunderstanding. misunderstandings. misunderstanding.

8-6 Objectives:

Entering Beginning Developing Expanding Bridging 1. Identify cultural 1. Role play appropriate 1. Compare and contrast 1. Explain how and why 1. Evaluate the nonverbal norms that and inappropriate cultural norms in the nonverbal cultural norms consequences that can cause misunderstanding. nonverbal cultural norms USA with those of their can cause result from cultural that cause home country. misunderstanding. misunderstandings. misunderstanding.

5-K Objectives:

Entering Beginning Developing Expanding Bridging 1. Identify cultural 1. Role play appropriate 1. Compare and contrast 1. Explain how and why 1. Evaluate the nonverbal norms that and inappropriate cultural norms in the nonverbal cultural norms consequences that can cause misunderstanding. nonverbal cultural norms USA with those of their can cause result from cultural that cause home country. misunderstanding. misunderstandings. misunderstanding. CCSD English Language Learning Scope and Sequence 2010-2011

Benchmark 3: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence.

12-9 Objectives:

Entering Beginning Developing Expanding Bridging 1. Identify selected words 1. Rehearse different ways 1. Rephrase a 1. Create role plays that 1. Evaluate different types as formal or informal of speaking according to communication when it model behavior and of communication for usage. the formality of the setting. results in a cultural language use appropriate effectiveness in making misunderstanding. to different situations and one’s point. settings. 2. Participate in songs and 2. Converse about 2. Describe and share 2. Participate in and 2. Use language to debate chants. classroom and social personal and life contribute to academic and persuade in the activities. experiences. classroom discussions. classroom setting.

3. Utilize vocabulary to 3. Describe family heritage 3. Relate family ties to 3. Compare and contrast 3. Analyze the values of construct and label a using the family tree. culture. family lifestyle in the USA the native country and family tree. and the home country. the USA. Explain how children of immigrants can be bilingual and bicultural. 8-6 Objectives: Entering Beginning Developing Expanding Bridging 1. Identify selected words 1. Rehearse different ways 1. Rephrase a 1. Create role plays that 1. Evaluate different types as formal or informal of speaking according to communication when it model behavior and of communication for usage. the formality of the setting. results in a cultural language use appropriate effectiveness in making misunderstanding. to different situations and one’s point. settings. 2. Participate in songs and 2. Converse about 2. Describe and share 2. Participate in and 2. Use language to debate chants. classroom and social personal and life contribute to academic and persuade in the activities. experiences. classroom discussions. classroom setting.

3. Utilize vocabulary to 3. Describe family heritage 3. Relate family ties to 3. Compare and contrast 3. Analyze the values of construct and label a using the family tree. culture. family lifestyle in the USA the native country and family tree. and the home country. the USA. Explain how children of immigrants can be bilingual and bicultural.

5-K Objectives:

Entering Beginning Developing Expanding Bridging 1. Identify selected 1. Rehearse different 1. Rephrase a 1. Create role plays that 1. Evaluate different words as formal or ways of speaking communication when it model behavior and types of communication informal usage (titles, according to the results in a cultural language use for effectiveness in greetings). formality of the setting in misunderstanding. appropriate to different making one’s point. different cultures. situations and settings. 2. Participate in choral 2. Converse about 2. Describe and share 2. Participate in and 2. Use language to debate recitation, songs, chants classroom and social personal and life contribute to academic and persuade in the and nursery rhymes. activities. experiences. classroom discussions. classroom setting.

3. Utilize vocabulary to 3. Describe family heritage 3. Relate family ties to 3. Compare and contrast 3. Analyze the values of construct and label a using the family tree. culture. family lifestyle in the USA the native country and family tree. and the home country. the USA. Explain how children of immigrants can be bilingual and bicultural.