ELD Grades 6-12 Unit 1: Language of Explaining (20-22 days)
Purpose of ELD Unit Considerations Instructional Tools and Resources
Assessments and Rubrics
Grammar Glossary
Summary Statement: A study of the language of explaining to make actions, events, ideas, or processes clear using facts and details.
CELP Standards and Sample Topics for Language Use:
Social and Instructional Language
The Language of Language Arts
The Language of Mathematics
The Language ofScience
The Language of Social Studies
Students can explain: school/classroom
procedures or rules family relationships likes and dislikes provide instructions
Students can explain: plot of a story theme characters and
setting
Students can explain: relationships involving
multiples integers on a number
line steps to solve
equations
Students can explain: how matter is composed scientific processes
such as photosynthesis how laws of physics
impact objects on Earth
Students can explain: how geography affects
culture how communities solve problems how to use a map and
other geographic tools
Students know… words, phrases, and sentences to explain thinking explanations help others understand what is
happening or how a process works verb tenses are tools that English speakers use to
express time adverbs describe actions to provide detail by
indicating when, where, how, how much, how often conjunctions are used to combine words, phrases,
and statements to create expanded, compound, or complex sentence
Students understand… oral and written communication is
organized into words, phrases, and sentences
the language of explaining is used to make information more clear for an audience
certain language forms are used to explain information to others
language must be adjusted for various contexts and audiences
various audiences require different levels of explanation
Students can… use words, phrases, and expanded
sentences to elaborate on a topic with additional details
think critically about a topic and explain their thinking orally and/or in writing
use a variety of verb tenses to express time of actions
use adverbs appropriate to their language proficiency to explain an idea
use conjunctions within phrases and sentences to explain orally and in writing
adjust language according to proficiency, knowledge of audience,
and context
Academic Language Criteria:
Entering Emerging Developing Expanding Bridging/Reaching
LanguageControl(Types of language structures; language forms)
simple present verb tense
simple subject + verb agreement
subject pronouns coordinating
conjunctions adverbs of
frequency transition words
to explain how
simple present/ past verb tense
simple subject + verb agreement
object pronouns coordinating
conjunctions common adverbs with
-ly in routine expressions
transition words to explain how
common regular and simple irregular verb forms
subject + verb agreement
possessive pronouns coordinating
conjunctions adverbs of manner
with -ly transition
words/transitional phrases to explain why or how
regular and irregular verb forms
independent and some dependent clauses
reflexive pronouns coordinating and
some subordinating conjunctions
adverbs of certainty
transition words/transitional phrases to explain why or how
regular and irregular verb forms dependent and independent clauses relative pronouns subordinating conjunctions adverbs of certainty transition words/transitional phrases to explain why or how
Vocabulary of Explaining
general content vocabulary (e.g., person)
simple present verb tenseo be
(am/is/are), like, have, look, need
simple subject + verb agreement
general content vocabulary (e.g., person)
simple present/ past verb tenseo shows/showedo say
simple subject + verb agreemento The map shows
general and specific content vocabulary (e.g., character)
common regular and simple irregular verb formso says/saido means/meanto become/became
subject + verb agreemento The map shows
specific and some technical content vocabulary (e.g., character, protagonist)
regular and irregular verb formso appeared,
looked, knew, chose, cost
subject + verb agreement in
specific or technical content vocabulary (e.g., protagonist)
regular and irregular verb formso indicated,
resulted, found, brought
independent and dependent clauseso According to the
o She likes math.
subject pronounso I, you, he,
she, we, it
conjunctionso and
adverbs of frequencyo everyday,
every week
transition words
mountains.
object pronounso her, him, them
coordinating conjunctionso but
common adverbs of mannero quickly, slowly
transition words to explain howo next, finally
mountains in the west and plains in the east.
possessive pronounso mine, yours, theirs
coordinating conjunctionso or
adverbs of mannero carefully, loudly,
softly, suddenly
transition words/transitional phrases to explain why or howo in the beginning,
immediately
independent and some dependent clauseso The map shows
plains so it is good area for farming.
o The people chose to open a ski resort because the climate and terrain are ideal for skiing.
reflexive pronounso herself,
themselves, itself
coordinating conjunctionso yet, so
subordinating conjunctionso because, if,
when
adverbs of certaintyo probably,
definitely, obviously
transition words/transitional
map, the climate and terrain are ideal for skiing; therefore, tourism is a major component of the economy.
relative pronounso who, that, whose
subordinating conjunctionso although, as a
result, therefore
adverbs of certaintyo undoubtedly,
surely, certainly, perhaps, clearly
transition words/transitional phrases to explain why or howo furthermore,
subsequently, to explain further,
to explain howo first, then, last
following, for example
phrases to explain why or howo additionally, in
other words, for instance, to illustrate
stated another way
Linguistic Complexity(Quantity and variety of oral and written text)
words, phrases, or chunks of language to name an event, process, occurrence, etc and explain how it came about
use short declarative phrases to introduce a topic
use words or phrases to add additional details to an explanation
The (noun) (verb).*o The ball
drops.
multiple related simple sentences to name an event, process, occurrence, etc and explain how it came about
use simple declarative sentences and some phrases to introduce a topic
use phrases and some simple sentences to add additional details to an explanation
The (noun) (verb +ed).o The ball dropped.
simple and some compound sentences to name an event, process, occurrence, etc and explain how/why it came about
use simple declarative sentences to introduce a topic and provide some details
use simple and some compound sentences to expand an explanation with with additional details
The (noun) (verb) (adverb).o The ball fell quickly.
The (noun) has/have/had (noun) and/but the (noun) has
compound and some complex declarative sentences to name an event, process, occurrence, etc and explain how/why it came about
use simple declarative and compound sentences to introduce a topic and provide details
use simple, compound, and some complex sentences to elaborate on a topic and expand an explanation with additional details.
The (adjective) (noun) verb (adverb) and the (adjective) (noun) (verb) (adverb).o The heavy ball
fell quickly, and the light ball fell
multiple, compound and complex declarative sentences to name an event, process, occurrence, etc and explain how/why it came about
use simple declarative, compound, and some complex sentences to introduce a topic and provide details
use simple, compound, and complex sentences to elaborate and expand an explanation with additional details.
As a result of (noun) the (adjective) (noun) and (adjective) (noun) (verb) (adverb).o As a result of
gravity, the heavy ball and the light ball fall
(Noun) has (noun).*o Matter has
atoms.
(Subject pronoun) (verb).*o It (population)
grows.
(Noun) (conjunction) (noun)*o numbers and
letters
The (noun) shows (noun). It has a (noun).o The picture shows
a solid. A solid has a shape.
(Pronoun) (verb) (object pronoun) for (noun).o She asked them
for information.
The (noun) has/have (noun) (conjunction) (noun).o The equation has
coefficients and variables.
(Noun) (verb) (adverb)o The character
walked slowly into school.
(Transition word),
(noun).o The solid has a
shape, but the liquid does not have a shape.
(Noun) is (possessive pronoun).o The children playing
in the yard are theirs.
(Noun) (conjunction) (noun)o I will solve the
equation using substitution or graphing.
(Noun) (verb) (adverb)o The character
marched bravely into the principal’s office.
(Transition word/transitional phrase), (noun) (verb).o Immediately
following the flash
quickly.
This is a (noun) and it has (noun) so it is able to (verb).
o This is a liquid and it has atoms that move, so it is able to change shape.
(Pronoun) (verb) (reflexive pronoun)…
o She answers questions about herself to complete the survey.
The (noun) (verb) (conjunction)...
o I multiplied each side of the equation by 2 so…
(Noun) (adverb of
quickly.
(Noun) and (noun) each have (adjective) (noun) which allow(s) …o Liquids and gases
each have moving particles which allow them to take the shape of any container.
The (noun) (relative pronoun) (verb) (noun)…o The people who
surveyed the town’s population decided to have a meeting.
(Noun/pronoun) (verb) (noun) (subordinating conjunction)...o I graphed the
equations; therefore, I will use the substitution method to check my result.
(Adverb of certainty)(noun) (verb)...o Perhaps the
author’s purpose was …
(Pronoun) (verb) everyday.*o We read
everyday.
(Transition word), (noun)*o first, lightning
(*select choices from a word/phrase bank)
(noun) (verb).o First, lightning
flashes.
of lightning, the thunder boomed.
certainty) (verb)...o She obviously
felt strongly about her side of the story.
(Transition word/transitional phrase), (noun) (verb phrase).o In other words,
the lightning is more likely to strike tall objects than those closer to the ground.
(Noun) (verb); (transition word), (noun) (verb) (adjective).o The lightning
struck the powerline; subsequently, the town went dark.
Communicative Competence
Greeting: use appropriate phrases for welcoming someone, greeting, making introductions, making small talk (e.g., How are you? How’s it going?), saying and responding to farewello Include nonverbal communication: eye contact
Adjust language for the audience (e.g., consider background knowledge, context of the audience, etc.) Ability to expand or clarify explanation when requested (e.g., offer synonyms, provide an alternate explanation,
give examples)
ELD Grades 6-12 Unit 2: Language of Describing (20-22 days)
Purpose of ELD Unit Considerations Instructional Tools and Resources
Assessments and Rubrics
Grammar Glossary
Summary Statement: A study of the language of describing to express attributes and properties of people, objects, actions, events, ideas, or locations.
CELP Standards and Sample Topics for Language Use:
Social and Instructional
Language
The Language of Language Arts
The Language of Mathematics
The Language ofScience
The Language of Social Studies
Students can describe: family friends clothing food
Students can describe: people depicted in
biographies settings events
Students can describe: fractions and
decimals rational numbers on
a number line congruent figures
Students can describe: solids, liquids, and
gases natural resources cycling of water
through Earth’s systems
Students can describe: native cultures of North and
South America ancient government systems
of Greece, Rome, and China historical figures of United
States history
Students know… subjects and verbs need to “agree” verbs change form to indicate when an
action or state of being occurred -s or -es is added to regular nouns to
indicate plural form and there are specific articles that go with the nouns
adjectives are used to describe objects, actions, events, ideas, or locations
prepositions are locators of time and place
Students understand… subjects and verbs in a phrase or sentence
can change depending on whether the subject is plural or singular
verb tense is determined by when the action took place
all things are nouns and they provide topics for description
adjectives provide sensory details to describe objects, actions, events, ideas, or locations orally and in writing
prepositions describe a relationship between other words in a sentence
Students can… create subject+verb agreement in oral
and written descriptions use progressive tense verbs orally and in
writing use singular/plural nouns with
appropriate articles orally and in writing use correct adjective placement to
describe objects, actions, events, ideas, or locations orally and in writing
use prepositions accurately to indicate time and place orally and in writing
Academic Language Criteria:
Entering Emerging Developing Expanding Bridging/Reaching
LanguageControl(Types of language structures; language forms)
simple subject + verb agreement with verb “to be”
present tense action verbs
common singular nouns
concrete descriptive adjectives
prepositions
simple subject + verb agreement with verb “to be”
simple present progressive verbs
common singular/plural nouns and articles
descriptive adjectives
prepositions
subject + verb agreement with simple past verb “to be”
negative present progressive verbs with and without contractions
singular/plural nouns and articles
comparative/ superlative adjectives
prepositions
subject + verb agreement in sentences with prepositional phrases
present and past progressive verbs
specific and general nouns with appropriate articles
multiple adjectives prepositions
subject + verb agreement in sentences with prepositional phrases or other subject modifiers
negative present and past progressive verbs with and without contractions
specific and general nouns with appropriate articles
precise adjectives including adjectives ending with -y
prepositions
Vocabulary of Describing
general content vocabulary (e.g., girl/boy)
simple subject + verb agreement with verb “ to be”o is, am
present tense action verbso write, eat
high frequency singular nounso bean, book,
school concrete
general content vocabulary (e.g., person)
simple subject + verb agreement with verb “to be”o is, are, am
present progressive verbso writing, eating
general singular/plural nouns related to content and articleso the beans, the
general and specific vocabulary (e.g., character)
subject + verb agreement with past verb “to be”o was, were
negative present progressive verbso is not writing, aren’t
eating some specific and
general nouns with appropriate articles singular/plural nouns and articles
specific and some technical content vocabulary (e.g., character, hero)
subject + verb agreement in sentences with prepositional phraseso The boy with the
striped shirt is eating an orange.
present and past progressive verbso was running, were
dancing
specific or technical content vocabulary (e.g., hero)
subject + verb agreement in sentences with prepositional phrases or other subject modifiers
o The boy wearing the striped shirt is eating a juicy orange.
negative present and past progressive verbso is not writing,
descriptive adjectiveso six, red, big
prepositionso in, on, at
book, a school descriptive
adjectiveso large, small,
wet prepositions
o above, below
o an apple, the sun, a plant
comparative/ superlative adjectiveso large/largest
prepositionso near, between,
across
specific and some technical nouns with appropriate articleso the stem, an
orchard multiple adjectives
o tiny, invisible particles
prepositionso before, after,
during
wasn't eating technical and specific
nouns with appropriate articleso the stamen, the
chlorophyll precise adjectives
including adjectives ending with -yo tiny, cloudy,
sunny, prepositions
o until, through, from
Linguistic Complexity(Quantity and variety of oral and written text)
single statements or questions to describe
an idea within words, phrases, or chunks of language
(subject) is/are ...*o The food is
hot. (subject)
(action verb) (noun).o The ice
melts. This is a
(noun).*o This is a
school. (concrete
descriptive
phrases and simple sentences to describe
an idea with simple details
(subject) is/are/am…o Peppers are
spicy. (subject) is/are/am
(verb + ing )o The ice is
melting. (article) (common
noun)…o The book ….
The (noun) is (descriptive adjective)...o The triangle is
small. (Subject) have
(adjective) (noun).
multiple simple sentences to describe
simple and compound sentences with details
(subject) was/ were…o The meal was
delicious. (subject) is/are/am not
(verb + ing )o The water is not
evaporating. (article) (noun) …
o The book is about Helen Keller.
(noun) is (comparative adjective) than (noun).o Triangle A is
bigger than Triangle B.
The (noun) is the (superlative adjective).
multiple sentences to describe
compound and some complex sentences with multiple details
There is/are …o There are many
types of fruits and vegetables.
(subject) is/are/am/was/ were (verb + ing ).o The water was
evaporating into the atmosphere.
The (specific noun)...o The
parallelograms are congruent.
The (adjective), (adjective) (noun) is ___.
multiple sentences to describe
compound or complex sentences with relevant details
There was/were..o There were several
delicious dishes at party.
(subject) is/are/am/was/ were not (verb + ing ).o The water was not
evaporating into the atmosphere because the temperature was not warm enough.
The (specific noun)...o The
parallelograms are congruent because they are
adjective) (noun).*o two
triangles The (noun) is
(prepositional phrase).*o The water
is in the cloud.
(*select choices from a word bank)
o Triangles have three sides.
The (noun) is above/below the (noun).o The water is
below the ground.
The (noun) was (prepositional phrase).o The soldier
was in the war.
o The triangle is the biggest.
The (noun) is near/between/ across the (noun).o The water
exchanges between the atmosphere and the Earth.
The (adjective) (noun) was (prepositional phrase).o The weary soldier
was fighting in the war.
o The small red triangle is congruent to the small blue triangle.
(subject) (verb) before/during/after…o The water cycle
begins again after the water has evaporated into the atmosphere.
The (adjective), (adjective) (noun) was (verb + ing)
(prepositional phrase).
o The hungry, weary soldier was tired of fighting in the war.
equal in size and shape.
When it is (adjective with -y) ...o When it is sunny,
the water can evaporate.
(subject) (verb) until/through/from…o The water goes
through all three stages of matter during the water cycle.
(Subject) (adverb) (verb) (prepositional phrase)(prepositional phrase).o The soldier slowly
walked through the battleground feeling weary of the war.
Communicative Competence
Ability to tell or depict actions, people, places, and things in written or spoken words; give an account (e.g., use adjectives to describe, use appropriate vocabulary and verb tenses for specific contexts)
Understand how ideas are connected through patterns of language and use information shared to organize thoughts and ideas when speaking and writing.
Ability to sustain communication and discourse through paraphrasing, circumlocution, and repetition.
ELD Grades 6-12 Unit 3: The Language of Summarizing (20-22 days)
Year at a Glance
Purpose of ELD
Unit Considerations
Instructional Tools and Resources
Assessments and Rubrics
Grammar Glossary
Summary Statement: A study of the language of summarizing to determine important facts or ideas and relevant details about one or more objects, actions, events, ideas, or processes to express concise understanding.
CELP Standards and Sample Topics for Language Use:
Social and Instructional
Language
The Language of Language Arts
The Language of Mathematics
The Language ofScience
The Language of Social Studies
Students can summarize: fun events recently read
story family traditions cultural legends games
Students can summarize: claims,
examples, and evidence
authors’ arguments
literary nonfiction or informational texts
Students can summarize: the commutative,
associative, and distributive properties
their thinking around how to solve an equation before they begin working
the relationship among the angles of a triangle
Students can summarize human activities that
impact Earth’s systems
interactions between systems of the human body
the laws of physics that govern our universe
Students can summarize: cultural developments of the
Aztec, Maya, and Inca or other native groups of the Latin America
the social classes of feudalism motivations of the Crusades rights granted to citizens of the
United States
Students know… summarizing requires retelling details by
paraphrasing and sequencing paraphrasing means communicating information in
your own words chronology is a component of summarizing the present perfect verb tense emphasizes the result
while the present perfect progressive verb tense emphasizes the course or duration of an action
adverbs of time tell us when something happens in the past, present, or future
Students understand… summarizing demonstrates an
understanding of key information paraphrasing demonstrates
understanding and an ability to extract key information
when summarizing, it is important to follow the logical order of events
the perfect verb tenses indicate the duration of an action
Students can… summarize information by condensing key
details about objects, actions, events, ideas, or processes orally and in writing
paraphrase information using specific/technical language and their own wording orally and in writing
sequence information in a logical order that matches text orally and in writing
use perfect verb tenses appropriately, both orally and in writing
adverbs of frequency tell how often something occurs
passive voice is a form of “to be” + past participle
adverbs of time help provide details about the timing of actions
adverbs of frequency help provide important details about actions
the passive voice is used to make the object of the action the subject of the sentences
use adverbs of time and frequency accurately, both orally and in writing
identify when the passive voice is used and comprehend the meaning of a text that includes passive voice constructions
Academic Language Criteria:
Entering Emerging Developing Expanding Bridging/Reaching
LanguageControl(Types of grammar structures; language forms)
simple past tense verbs
demonstrative adjectives
adverbs of time and frequency
conjunctions
irregular past tense verbs
demonstrative pronouns
adverbs of time and frequency
conjunctions
past progressive tense verbs
nominalized verbs adverbs of time and
frequency coordinating and
common subordinating conjunctions
past perfect tense verbs
nominalized adjectives
passive voice adverbs of time and
frequency subordinating
conjunctions
past perfect progressive tense verbs
enumerative nouns passive voice adverbs of time and
frequency subordinating
conjunctions
Vocabulary of Summarizing(Examples of language forms)
general content vocabulary (e.g., said)
simple past tense verbso talked, played
general content vocabulary (e.g., stated)
irregular past tenseo said, went,
drove
general and specific content vocabulary (e.g., declared)
past progressive tense verbso was reading, was
discussing nominalized verbs
specific and some technical content vocabulary (e.g., implied)
shades of meaning with verbs (e.g., This text shows… This text illustrates...)
past perfect tense verbso had studiedo had measured
nominalized
specific and/or technical content vocabulary (e.g., alluded)
shades of meaning with verbs (e.g., This text shows… This text illustrates…)
past perfect progressive tense verbs
demonstrative adjectiveso this, that
adverbs of time and frequencyo yesterdayo always,
sometimes coordinating
conjunctionso and
demonstrative pronounso this, that,
these, those adverbs of time
and frequencyo last night, in
the afternoon
o never coordinating
conjunctionso and, but
o collection, investigation
adverbs of time and frequencyo theno often, usually
coordinating conjunctions and common subordinating conjunctionso soo because, when
adjectiveso difficulty,
intensity passive voice
o The phenomena had been studied by the scientists for many years.
adverbs of time and frequencyo recently, alreadyo hardly ever,
frequently subordinating
conjunctionso before, after,
unless, although, however, therefore
o had been eroding enumerative nouns
o approach, reason, result
o This approach presented major drawbacks, such as...
passive voiceo When the
scientists noticed the erosion, they noticed the land was being farmed in unsustainable ways for many generations.
adverbs of time and frequencyo earlier, after thato seldom, regularly
subordinating conjunctionso although,
however
LinguisticComplexity(Quantity and variety of oral and written text)
simple words/phrases to summarize
summary with an introductory sentence that specifies purpose or topic*
(*with sentence frame support)
simple sentences to summarize
summary with introductory sentence that specifies purpose or topic and includes supporting details
simple and some compound expanded sentences to summarize
summary with 2-3 introductory sentences that specify purpose or topic and includes supporting details with examples
multiple, simple, compound and some complex sentences to summarize
multi-paragraph summary with introductory paragraph that specifies purpose or topic and organized, cohesive devices throughout the text
multiple sentences of varied length to summarize
multi-paragraph summary with introductory paragraph that specifies purpose or topic and organized, cohesive devices throughout the text
Practical Examples of the Language of Summarizing (Sentence frames)
(subject) (verb).o It rained.o We added.
(singular demonstrative adjective) (verb) (noun).o That woman
baked cookies. (subject) (verb)
(adverb of time or frequency).o We danced
sometimes.o He played
always. (noun) (verb)
(noun) (conjunction) (noun).o The woman
cooked turkey and potatoes.
(subject) (verb) (direct object).o She wrote
the book. (demonstrative
pronoun) (irregular verb) (adjective).o That is
helpful. (adverb of time or
frequency) (noun) (verb).o In the
afternoon, we wrote letters.
o Last night they drove to California.
(noun) (verb) (noun) (conjunction) (noun) (verb) (noun).
(subject) (verb) (prepositional phrase) (verb phrase).o People were
migrating to Colorado to find gold and other resources.
(article) (nominalized verb) (verb) (adjective).o The discussion was
becoming intense. (subject) (verb)
(adverb of time or frequency).o He was working for
the government then.
(noun) (verb) (noun) (subordinating conjunction) (noun) (verb).o John was eating
lunch when the fire
(transition word) (subject) (present perfect progressive verb) (prepositional phrase).o In summary, it
has been snowing for one week.
(article) (nominalized adjective) (verb)...o The difficulty was
that he had not prepared for the exam.
(subject) (adverb of time or frequency) (verb)...o We recently read
an African folktale in Language Arts.
o It hardly ever
(subject) (present perfect progressive verb) (prepositional phrase). (transition word) (subject) (present perfect verb).o Wind has been
eroding those rocks for millions of years. As a result, a sand dune has formed.
(subject) (verb) (direct object). (adverb of time or frequency)...o The Battle of
Lexington and Concord started the Revolutionary War. Earlier that year, tensions flared up.
o She listened to music, but she did not prepare dinner.
alarm sounded. snowed when I lived in North Carolina.
Communicative Competence
Ability to paraphrase in three wayso change some vocabulary (ex. rapidly → quickly)o change the word order (ex. Many people found gold once they arrived. → Once they arrived, many
people found gold.)o change the grammar structure (ex. People moved to Colorado due to the Gold Rush. → Because of the
Gold Rush, many people moved to our state.)
ELD Grades 6-12 Unit 4: Language of Interpreting and Analyzing (28-30 days)
Year at a Glance
Purpose of ELD
Unit Considerations
Instructional Tools and Resources
Assessments and Rubrics
Grammar Glossary
Summary Statement: A study of the language of interpreting the intended or alternate meaning of information and analyzing to indicate parts of a whole and to identify relationships and patterns between/among actions, events, ideas, or processes orally and in writing.
CELP Standards and Sample Topic for Language Use:
Social and Instructional
Language
The Language of Language Arts
The Language of Mathematics
The Language ofScience
The Language of Social Studies
Students can interpret and analyze: body language impact of personal
experiences on viewpoints
personal achievement data
personal interactions
social patterns
Students can interpret and analyze:
historical fiction poetry and/or
narrative poetry fairy tales,
fables, and myths
short stories plays
Students can interpret and analyze:
ratios rates percentages linear systems graphs
Students can interpret and analyze:
genetic research human impact on
the environment perspectives on
global warming demand for natural
resources impact of natural
disasters
Students can interpret and analyze: primary and secondary sources positive and negative influences
of cultural exchange/conquest personal finance decisions connections between geography
and the development of ancient cultures
Students know… some information is explicit while other
information must be inferred the language of interpreting and analyzing
includes stating a claim based on input and
Students understand… information can be interpreted in
various ways in order to draw conclusions and construct meaning
the structure of claim, evidence, and
Students can… state what the information says explicitly,
infer what the information says implicitly, and draw conclusions in order to construct meaning orally and in writing
providing evidence and reasoning to support the claim
adverbs modify verbs, verb phrases, and adjectives and they can indicate time relationships, how often, or the viewpoint/opinion of a speaker or writer
prepositional phrases include a preposition before the noun and show the relationship between a noun and pronoun and an object
adjectives modify verbs and can be used to state an opinion
modals are followed by the simple form of the verb and can have multiple meanings
reasoning is a standard way English speakers communicate their interpretations and analysis
adverbs provide additional detail and clarity to sentences
prepositional phrases are important because they connect various parts of a sentence
adjectives are subjective modals are used to hedge around a
topic rather than declaring a statement
communicate interpretations and analysis organized in a claim, evidence, reasoning structure
use adverbs to add detail to interpretations and analysis orally and in writing
use simple and/or complex prepositional phrases orally and in writing
use adjectives to clarify interpretations and analysis
use modals in productive language and and understanding their meaning in receptive language
Academic Language Criteria:
Entering Emerging Developing Expanding Bridging/Reaching
Language Control(Types of language structures; language forms)
adverbs of degree
pronouns prepositional
phrases concrete
adjectives modals used
for request
adverbs of degree pronouns prepositional phrases comparative/superlative
adjectives modals used for
request
adverbs of degree prepositional
phrases adjectives with
common affixes modals used for
permission or request
adverbs of degree
prepositional phrases
multiple adjectives
modals used for possibility
adverbs of viewpoint/opinion
prepositional phrases order of adjectives modals used for
necessity, advisability, expectation
Vocabulary of Interpreting/ Analyzing (Examples of language forms)
general content vocabulary (e.g., blow)
figurative languageo common
general content vocabulary (e.g., blow)
figurative languageo simile, hyperbole
general and specific content vocabulary (e.g., blow out, system)
figurative languageo personification
specific and some technical content vocabulary (e.g,. exhale, respiratory system)
figurative languageo metaphor
specific and/or technical content vocabulary (e.g., exhale, respiratory system)
figurative languageo symbolism
adverbs of
colloquialisms (“Ok”, “Got it”, “a little bit”)
adverbs of degreeo very, too
subject and object pronounso I, you, he,
she, we, it, her, him, them
prepositional phraseso in the
picture, on the chart
concrete adjectiveso numbers,
colors
modals used
adverbs of degreeo almost, enough,
mostly
possessive pronounso mine, yours, his,
hers, ours, theirs
prepositional phraseso from the text, by the
author
comparative/superlative adjectiveso bigger, smaller,
smallest
modals used for requesto can, would
adverbs of degreeo totally, extremely,
highly, completely
prepositional phraseso according to the
text, within the data
adjectives with common affixeso un happy,
impossible, confusing
modals used for permission or requesto can, could, would,
may, might
adverbs of degreeo quite, rather,
just
prepositional phraseso due to the
data, instead of the graph
adjectives with common affixeso political,
nonlinear, selfish
modals used for possibilityo may, might,
could, should, ought to, must, will
viewpoint/opiniono clearly, personally,
obviously
prepositional phraseso in spite of the
author’s words, in case of an unknown meaning
order of adjectives (p. 55, Folse)o pretty, young girl
(instead of young, pretty, girl)
modals used for necessity, advisability, expectationo must, have to,
should, ought to, had better
for requesto can, would
Linguistic Complexity(Quantity and variety of oral and written text)
simple words, phrases, or chunks of language to interpret and analyze information
claim with evidence from details based on input*
(*with sentence frame support)
simple sentences to interpret and analyze information
claim, evidence from details, and reasoning based on input
simple and some compound expanded sentences to interpret and analyze information
analysis paragraph that produces a claim, evidence, and reasoning based on input
multiple, simple, compound, and some complex sentences to interpret and analyze information
multi-paragraph analysis that produces a claim, provides evidence, and includes reasoning based on input
multiple sentences of varied lengths to interpret and analyze information
multi-paragraph analysis that produces a claim, provides evidence, and includes reasoning based on input and uses organized, cohesive devices throughout the text
Practical Examples of the Language of Interpreting and Analyzing (Sentence frames)
Social:o (modal)
(subject) (verb) (prepositional phrase)?
o Can/May I go to the bathroom?
Academic:o (subject)
(modal) (verb)
o I can answer.
o (subject) (verb) (pronoun) (prepositional phrase)
Social:o (modal) (subject)
(verb) (pronoun) (pronoun)
o Could/Would you give me that?
Academic:o (subject) (modal)
(verb)o I would agree.
o (subject) (verb)(comparative adjective)
o Hers is closer.
Social:o (pronoun) (modal)
(adverb) (verb)o Students should
always...
Academic:o (noun) (modal)
(verb)…o People should
recycle to reduce waste in landfills.
o (noun) (verb) (adverb of degree) (adjective) (prepositional phrase)
o The landfill will be completely full by
Social:o (pronoun)
(modal) (verb)...
o You could do your homework now.
Academic:o (noun phrase)
(modal) (verb)...
o The effects of global warming will increase if the population does not find alternate energy solutions.
Social:o (pronoun) (modal)
(infinitive verb)...o You ought to
complete your homework.
Academic:o (noun) (verb)
(conjunction) (noun) (modal) (verb)...
o The author believes that societies must take action regarding global warming is accelerating as evidenced by the quote, “Global warming is threatening our planet more than
o I got it from the chart.
o (adverb of degree) (adjective) (noun)
o very big number
o (subject) (verb) (adjective) (noun)
o There are seven people.
Sentence Frames:
o It says…*o I think…*o One part
is…*o This part…*o This
means…*
(*Choose from a word/phrase bank.)
Sentence Frames:o The text says…o I think the author
means…o This is related to…o This connects to…o This shows...
2020.
Sentence Frames:o According to the
text, ...o It might mean...
because...o One difference
between...and...is…
o A difference is…o A contrast is...o Both texts agree
that...o I highly/strongly
agree with… because...
o (noun) (verb) (adverb of degree) (adjective) (conjunction)...
o The author is quite certain that her prediction is correct.
Sentence Frames:o For instance,
the author states...
o This shows that...
o Some differences between... and… are… while the similarities are...
o The first text states that…; however, the second text states...
o I would have to
ever.”
o (adverb of certainty) (noun) (verb)...
o Clearly the author believes that global warming is a major threat to agriculture.
Sentence Frames:o The author believes
that...as evidenced by...
o The author of… believes that…, whereas the author of... believes that..
o The authors of both texts believe that… Moreover, ...
agree with... rather than... because...
Communicative Competence
Understand cultural references (e.g., colloquialisms, idioms, figurative language) Strategies are called into action to enhance the effectiveness of communication or to compensate for breakdowns
(manipulate language; sustain communication through paraphrasing and circumlocution). Attention to written discourse: The patterns through which a person expresses his or her thoughts on a subject. In
English, the discourse pattern is very linear. Academic writing most often includes an introduction, body, and conclusion.
ELD Grades 6-12 Unit 5: Language of Justifying (28-30 days)
Year at a Glance
Purpose of ELD
Unit Considerations
Instructional Tools and Resources
Assessments and Rubrics
Grammar Glossary
Summary Statement: A study of the language of justification in order to craft an argument by stating a claim, providing reasons and evidence to support the argument, and acknowledging a counterclaim to convince the intended audience.
CELP Standards and Sample Topic for Language Use:
Social and Instructional
Language
The Language of Language Arts
The Language of Mathematics
The Language ofScience
The Language of Social Studies
Students can justify: school-related
issueso cell phones in
schoolso middle school
sports programso elective
offeringso after school
club choices
Students can justify: arguments
made/found in various textso visual
texts/political cartoons
o editorialso essays
arguments about various types of textso fictional workso poetryo song lyricso art
Students can justify: how order of operations is
relevant to real life situations
financial literacy situations:o spending decisions
within a budgeto investment decisions
Students can justify: how to protect
nonrenewable resources
the causes of climate change
the importance of building healthy habits
the importance of sleep
the impact of playing video games on the brain development
Students can justify: deforestation trading policies Westward
Expansion responsibilities of
citizens Constitutional
amendments
Students know… a well-crafted justification defends a claim with
reasons and evidence and acknowledges a
Students understand… acknowledging the counterclaim strengthens the
justification of a claim
Students can… craft and comprehend a claim
and counterclaim within a
counterclaim adverbs of attitude are used to show an author
or speaker’s attitude or feelings towards an action
adverbs of contrast can introduce a counterclaim
adverbs of emphasis add intensity to a statement
negative expressions can be used in a justification to negate an argument or to offer a contrasting argument
many past tense verbs are irregular and do not have the -ed ending
past perfect verbs are formed using had + past participle and indicate past actions that occurred before another past event, action, or time
past modals are formed with a modal + have + past participle and indicate probability, possibility, or regret
subjective adjectives can indicate approval or disapproval of a noun
transitional words/phrases create cohesion in a written or oral justification
gerunds are nouns created from verbs and used commonly by native English speakers
using the correct adverb at the right time strengthens a justification
native speakers may often use double negatives in informal oral language, but these constructions are not acceptable in written language
native speakers use past modals often and for a range of meanings
there are multiple constructions of past tense beyond simple past
subjective adjectives make a judgement and can be open to disagreement
transitional phrases improve the comprehensibility of written or oral text by giving the reader/listener clues about upcoming content
past tense action verbs indicate that something has happened
although gerunds sound like action verbs, they are actually nouns
justification use various adverbs orally and
in writing produce negative expressions
correctly orally and in writing produce and comprehend
various past tense constructions
use subjective adjectives within a justification and rationale for the judgement
include appropriate transitional phrases throughout a written or oral justification
understand and comprehend a range of gerunds
Academic Language Criteria:
Entering Emerging Developing Expanding Bridging/Reaching
Language Control(Types of language structures; language forms)
irregular past tense
common adverbs
transitional words
common subjective
past perfect adverbs transitional
words subjective
adjectives action verbs negative
past modals adverbs of attitude transitional phrases subjective adjectives gerunds
past modals adverbs of emphasis transitional phrases subjective adjectives gerunds
past modals adverbs of contrast transitional phrases subjective adjectives gerunds
adjectives common action
verbs negative
expressions
expressions
Vocabulary of Justifying (Examples of language forms)
general content vocabulary (e.g., blow)
irregular past tenseo did, found,
said
common adverbso very, more
transitional wordso because, so
common subjective adjectiveso good, bad
general content vocabulary (e.g., blow)
past perfecto had read,
had believed, had seen
adverbso clearly,
exactly
transitional wordso since, then
subjective adjectiveso pretty, ugly
general and specific content vocabulary (e.g., blow out, system)
past modalso could have helped,
would have changed
adverbs of attitudeo luckily,
interestingly, obviously
transitional phraseso so that, due to
subjective adjectiveso perfect, imperfect,
positive, negative
gerundso reading, working,
thinking, understanding
specific and some technical content vocabulary (e.g,. exhale, respiratory system)
past modalso might have
changed, may have caused, must have noticed
adverbs of emphasiso even, surely
transitional phraseso for this reason, as a
result
subjective adjectiveso appropriate,
important, accurate, reasonable
gerundso thinking, believing,
deciding, choosing
specific and/or technical content vocabulary (e.g., exhale, respiratory system)
past modalso should have voted,
ought to have considered
adverbs of contrasto however, conversely,
alternatively
transitional phraseso for this purpose, with
this in mind
subjective adjectiveso relevant, sufficient,
substantial
gerundso recognizing,
researching, participating
common action verbso write, read
negative expressionso is not right,
was not there, did not go, do not show
action verbso see, know
negative expressionso had not
read, had not
Linguistic Complexity(Quantity and variety of oral and written text)
simple words, phrases, or chunks of language to justify
claim with evidence based from details on input*
(*with sentence frame support)
simple sentences to justify
claim, evidence from details, and reasoning based on input
simple and some compound expanded sentences to justify
argumentative paragraph that produces a claim, evidence, and reasoning based on input and acknowledges a counterclaim
multiple, simple, compound, and some complex sentences to justify
multi-paragraph argument that produces a claim, provides evidence, and includes reasoning based on input while acknowledging and responding to a counterclaim
multiple sentences of varied lengths to justify
multi-paragraph argument that produces a claim, provides evidence, and includes reasoning based on input while acknowledging and responding to a counterclaim and using organized, cohesive devices throughout the text
Practical Examples of the Language of Justifying (Sentence frames)
Social:o I did not go.o It was good.
Academic:o I agree.o I disagree.
Social:o I have seen
that already.
Academic:o It states that
there are
Social:o It would have been
a good movie, but it was too long.
Academic:o After reading the
article, I believe that there are three
Social:o When looking back,
I might have liked the movie if it had not been so long.
Academic:o It is reasonable to
conclude that there are three reasons for ... after reading the article.
Social:o I ought to have liked
that movie; however, at the time, I did not appreciate long movies and could not handle the length.
Academic:o There is a substantial
amount of evidence to suggest that there are three reasons for ...
Sentence Frames:o I _____
because _____.*
o I found ______.*
o He said _____.*
o I read _____.*
(*Choose from a word/phrase bank.)
three reasons.
o I disagree with Tom.
Sentence Frames:o ______, I
____ with the author because ______.
o ______, I read ______.
reasons to...o After listening to
Tom, I would agree with him.
Sentence Frames:o _________, I
___________ due to the fact _____________.
o This may have caused me to disagree with Tom.
Sentence Frames:o _________, I
________ as a result of ____________.
o I should have considered Tom’s thinking before I came to a conclusion.
Sentence Frames:o _____, I ____ as a
consequence of _______.
Communicative Competence
Follow social rules of language (e.g. formality, politeness, directness) when engaging in discussion. Plan and assess the effectiveness of communication. Manipulate language in order to meet communicative goals.
ELD Grades 6-12 Unit 6: Language of Cause and Effect (28-30 Days)
Year at a Glance
Purpose of ELD
Unit Considerations
Instructional Tools and Resources
Assessments and Rubrics
Grammar Glossary
Summary Statement: A study of the language of cause and effect to describe why and how relationships and patterns exist between events, ideas, or processes.
CELP Standards and Sample Topics for Language Use:
Social and Instructional Language
The Language of Language Arts
The Language of Mathematics
The Language ofScience
The Language of Social Studies
Students use the language of cause and effect to communicate about: health consequence of choices natural consequences
Students use the language of cause and effect to communicate about: the relationship
between characters, setting, and/or events in text
the impact of word choice on a text
the impact of author’s choices on a text
Students use the language of cause and effect to communicate about: personal finance the relationship
between factors and multiples
functions (input and output)
fractions and their relationship to the whole
Students use the language of cause and effect to communicate about: causes of natural
disasters the relationship
between body systems, structures, and functions
factors related to and impacting weather conditions
Students use the language of cause and effect to communicate about: the relationship
between Native American culture and geography
the development of regional economies
conflicts within international and domestic wars
motivation and impact of exploration of the new world
Students know… actions and outcomes are interconnected future tense verbs indicate something that
will happen later statements about the future can be made
with the expression be going to, future tenses, or present progressive tense
phrasal verbs are two or three word verbs
Students understand… the interconnectedness of events and their
outcomes leads to informed decision-making future tense is used in conditional sentences to
show possibility based on the occurrence of another event
native English speakers rarely use formal future tenses, most often only for emphasis
Students can… use the language of cause and effect to
communicate how and why events and outcomes are connected, orally and in writing
use future tense verbs, future expressions, and present progressive to show possible cause and effect
that have an idiomatic meaning conditional statements can indicate that
one thing is dependent on the occurrence of another thing
conjunctions, ordinal numbers, and prepositional phrases can be signal words to indicate a cause and effect relationship
quantifiers can indicate a range of quantity from a small amount to a large amount
non-count nouns generally do not have a separate plural form
abstract nouns cannot be perceived with any of the five senses
sometimes multiple words are used to express the idea of one action (turn up the music vs increase the volume)
changing one word in a phrasal verb can impact the meaning (turn off vs turn down)
conditional statements can provide structures for predictions, patterns, or possibilities
signal words help to maintain text structure and identify the type of relationship between events, ideas, or problems
quantifiers do not always indicate an exact quantity
non-count nouns usually cannot be expressed in a plural form because they are thought of as wholes that cannot be cut into parts
abstract nouns name an emotion, idea, or quality
relationships use phrasal verbs to indicate an action
related to the object of a sentence use conditional statements with a
variety of verb tenses to indicate cause and effect relationships orally and in writing
use signal words to indicate cause and effect relationships orally and in writing
use quantifiers to indicate how many or how much of something orally and in writing
use non-count nouns with the correct quantifier orally and in writing
use abstract nouns appropriately orally and in writing
Academic Language Criteria:
Entering Emerging Developing Expanding Bridging/Reaching
Language Control(Types of language structures; language forms)
future expressions conditional
statements using conjunctions
ordinal numbers and other sequencing terms used to indicate cause and effect
quantifiers count nouns
simple future tense verbs/future expressions
conditional statements using conjunctions
ordinal numbers and other sequencing terms used to indicate cause and effect
quantifiers count nouns
future progressive tense verbs/present progressive to express future
conditional statements using conjunctions
prepositions used to indicate cause and effect
quantifiers count and non-
count nouns
phrasal verbs conditional
statements using conjunctions
prepositional phrases used to indicate cause and effect
quantifiers abstract nouns
phrasal verbs conditional statements
using conjunctions prepositional phrases to
indicate cause and effect quantifiers abstract nouns
Vocabulary general content general content general and specific and specific or technical
of Cause and Effect (Examples of language forms)
vocabulary (e.g., home)
future expressionso going too I am going to eat.
conditional statements using conjunctions to indicate cause and effecto so, if
ordinal numbers and other sequencing terms to indicate sequence in cause and effect relationshipso first, then
concrete quantifierso three days, both
numbers
count nounso books, desks,
vocabulary (e.g., hole, tunnel)
simple future tense/future expressionso I have a test, I will
study tonight.o I am going to
study.
conditional statements using conjunctions to indicate cause and effecto because, when
ordinal numbers and other sequencing words
o first, second, next
quantifierso all, some
count nounso trees, countries,
specific vocabulary (e.g., den, burrow)
future progressive tense/present progressive to express futureo I have a test
tomorrow, so I will be studying tonight.
o I am studying tonight.
conditional statements using conjunctions to indicate cause and effecto after, since,
so that, as long as
prepositions used to indicate sequence and cause and effecto before, after
some technical content vocabulary (e.g., dwelling )
phrasal verbso break down,
bring on, figure out
o I have a test tomorrow, so I need to figure out how to review all the material tonight.
conditional statements using conjunctions to indicate cause and effecto therefore,
consequently, unless
prepositional phrases used to indicate cause and effecto because of,
in case of, leads to
quantifierso any, much,
several, each
content vocabulary (e.g., habitat)
phrasal verbso count out, have over,
think througho I want to be prepared
for the test tomorrow, so I will think through all of the material carefully.
conditional statements using conjunctions to indicate cause and effecto providing that,
supposing
prepositional phrases to indicate cause and effecto as a result of, due to,
results in
quantifierso a great deal of
explorers, plenty of money, enough light
abstract nounso liberty, trouble,
experience
pens, dollars, cents
problems, characters
quantifierso a few, a lot,
many
count and non-count nounso animals,
wildlife, pollution, chemicals, money
abstract nounso freedom,
safety
Linguistic Complexity(Quantity and variety of oral and written text)
simple words/ phrases to communicate cause and effect relationships
conditional phrases using ordinal numbers with conjunctions to organize ideas and show order between cause and effect within a single phraseo first, theno first clouds, so
then rain
simple sentences to communicate cause and effect relationships
conditional statements ordinal numbers and conjunctions to organize ideas and show order between cause and effect within a single sentence
o first, second, thirdo First, is was
cloudy. Second, it rained. Third, there was a flood because it rained a lot.
o The temperature increased. And then the ice melted.
simple and some compound expanded sentences to communicate cause and effect relationships
conditional statements using conjunctions and prepositions to organize ideas and show order between cause and effect within multiple sentenceso before, after,
next, nowo Before the
flood there were many trees here. Now there are a few trees.
o If the
multiple, simple, compound and some complex sentences to communicate cause and effect relationships
conditional statements using prepositional phrases and other transition words to organize ideas and show order between cause and effect within a paragrapho at first,
following, as a result, in conclusion
o At first, this area was a large forest. Following the flood, many
multiple sentences of varied length to communicate cause and effect relationships
conditional statements using prepositional phrases and other transition words to organize ideas and show order between cause and effect within an extended paragraph or multiple paragraphso initially, additionally,
furthermore, consequently
o Initially, this area was a dense forest. A flood occurred devastating the area. Additionally, many trees were destroyed. Consequently, the community lost lumber revenue and had to plant more trees.
o If the temperature is decreasing, then the ice
temperature rises, the ice will melt.
trees died. As a result, the community planted more trees.
o If the temperature is rising, then the ice will melt.
will not melt.
Practical Examples of the Language of Cause and Effect (Sentence frames)
Social:
It ____, so I am going to ____o It rains, so I am
going to get wet. I have ____ ___.
o I have three books.
Academic:
Social:
It ____, so I will ____o It is going to rain,
so I will get wet.. I have ____ ___.
o I have some books.
Academic: First, ____ ____,
Social: It ____ ____, so
I will be _____o It is raining,
so I will be getting wet.
I have ____ _____ in my ____.o I have a lot
of books in my home.
Social: It ____ ____, so I
will be _____ and will need to ___ ___o It is raining,
so I will be getting wet and will need to dry off.
I have ____ _____ in my ____.o I have a lot of
books in my home.
o It was raining, so I was walking carefully through the puddles.
Social It ____, as a result, I will be
unable to ...o It is raining, as a result, I
will be unable to hold the party outside.
In my ____ _____, I a have...o In my large library, I
have many books for reading.
Academic If ..., will not ...
o If sound is traveling
First, ____ ____, then ___ ___*o First, it is hot,
then ice melts If it ____, it is going
to _____.*o If it gets hot, the
ice is going to melt.
____ need ___ ___.*o People
need three things.
(*select choices from a word bank)
second ___ ___.*o First, it gets
hotter, second, the ice melts.
If it ____, the ___ will _____.*o If it increases,
the ice will melt. People need ___
____ so that they will be healthy.*o People
need some vegetables so they will be healthy.
(*select choices from a word bank)
Academic: Since the
_____, it will ______o Since the
temperature is increasing, the ice will melt.
___ as long as ___o People can
stay healthy as long as they eat enough nutrients.
The ____ _____ more _____o The healthy
eat student eats more vegetables.
Academic: ____, therefore
___.o The average
temperature of he the earth is rising, therefore, the ice caps are melting.
Because ___, ___.o Because of
rising temperatures, the sea levels are also rising.
______ _____ result from ...o Several
benefits result from eating healthy fruits and vegetables.
through a solid, then it will not move quickly.
Because ___, ___ led to ___.o Because of rising
surface temperatures, melting ice lead to higher sea levels.
Due to the fact that ___, ___.o Due to the fact that
higher temperatures were recorded, scientists need to know more about what caused the rise.
___ caused ___; therefore ___.o Eating processed
foods caused her to have high cholesterol, therefore she is going to eat more fresh fruits and vegetables.
Communicative Competence
Understanding and using collocations: two or more words that are often used together by native speakers with a specific meaning that changes if a word(s) are substituted (ex. take lunch, have lunch)
Examples: take a look, come close, get permission, make a difference