elp standards implementation guide
TRANSCRIPT
Governing Board Approval, May, 2015
ELP STANDARDS IMPLEMENTATION GUIDE
ELL Stage V: Grades 9-12
Mesa Public Schools
1
Governing Board Approval, May, 2015
ELL Stage V: Grades 9-12 ELD Curriculum Implementation Guide
Quarter 1 Language Strand
Standard 1 (Grammar/Syntax): The student will identify and apply conventions of standard English in his or her communications.
The student will demonstrate knowledge of parts of speech by:
ELP Performance Indicator ELA Correlation Resources and Methods
Nouns
V-L-1(N):HI-1: justifying his/her use of,
common versus proper nouns and definite
versus indefinite articles. (e.g., I used “a
thought” versus “an thought” because
thought begins with a consonant sound.)
(math, science, social studies)
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
• American Headway (Levels 1-5)
• Verb Tense Study
• Grammar in Action
• More Grammar Practice
• Easy Grammar
• Grammar Wall
• Grammar Guide
• Grammar Grabbers
• Irregular Verb List
• Grammar in Context
• Picture Dictionary
• Building the Groundwork for a Better
Vocabulary
• Focus on Grammar
V-L-1(N):HI-2: justifying his/her use of
singular versus plural nouns, common
versus proper nouns, and definite versus
indefinite articles. (e.g., I used “the
president” versus “a president” because “the
president” is referring to a specific person.)
(math, science, social studies)
V-L-1(N):HI-3: using singular or plural
common and proper nouns, with definite
and indefinite articles as appropriate.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use regular and irregular plural nouns.
2
Governing Board Approval, May, 2015
Verbs
V-L-1(V):HI-1: defining and classifying
physical action, mental action, and state of
being (i.e., to be) verbs; explaining the
relationship of a verb to the subject.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
V-L-1(V):HI-2: differentiating between past,
present, and future by responding.
V-L-1(V):HI-3: using imperative verbs. (e.g.,
Put the markers in the box.)
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
V-L-1(V):HI-4: identifying the infinitive
verb.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
3
Governing Board Approval, May, 2015
V-L-1(V):HI-5: using simple present tense
irregular verbs (i.e., to be, to have, to do, and
to go) to produce declarative, negative, and
interrogative simple sentences.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
V-L-1(V):HI-6: producing declarative,
negative, and interrogative sentences using
simple present tense verbs with subject-
verb agreement.
(math, science, social studies)
.
V-L-1(V):HI-7: producing declarative,
negative, and interrogative sentences using
present progressive tense verbs with
subject-verb agreement.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the progressive (e.g., I was walking;
I am walking; I will be walking) verb tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
4
Governing Board Approval, May, 2015
V-L-1(V):HI-8: differentiating between the
use of simple present and present
progressive verb tenses.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
.
Pronouns
V-L-1(PRO):HI-1: using and justifying the
appropriate personal subjective pronouns
based upon the antecedent.
6.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
a. Ensure that pronouns are in the proper case
(subjective, objective, and possessive).
V-L-1(PRO):HI-2: using and justifying the
appropriate personal subjective and
personal objective pronouns. (e.g., I used
“them” instead of “they” because…)
Adjectives
V-L-1(ADJ):HI-1: producing a series of
adjectives in the correct order (e.g.,
quantity/ size/shape/color).
(math, science, social studies)
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
d. Order adjectives within sentences according to
conventional patterns (e.g., a small red bag rather
than a red small bag).
V-L-1(ADJ):HI-2: using possessive
adjectives.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Use adjectives and adverbs, and choose between
them depending on what is to be modified.
5
Governing Board Approval, May, 2015
V-L-1(ADJ):HI-3: using sensory/personality
adjectives.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
f. Use frequently occurring adjectives.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Use adjectives and adverbs, and choose between
them depending on what is to be modified.
Adverbs
V-L-1(ADV):HI-1: using "when" adverbs.
(math, science, social studies)
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
V-L-1(ADV):HI-2: using "frequency"
adverbs.
(math, science, social studies)
Conjunctions
V-L-1(C):HI-1: defining and justifying the
use of coordinating conjunctions used to
combine nouns, verbs, adjectives, phrases,
or clauses.
(math, science, social studies)
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
h. Use coordinating and subordinating
conjunctions.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
6
Governing Board Approval, May, 2015
Interjections
V-L-1(I):HI-1: using interjections in
appropriate context.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
Prepositions
V-L-1(PREP):HI-1: using prepositions of
location.
(math, science, social studies)
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
i. Use frequently occurring prepositions (e.g.,
during, beyond, toward).
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Form and use prepositional phrases.
V-L-1(PREP):HI-2: using prepositions of
direction.
(math, science, social studies)
Phrase Construction
V-L-1(PH):HI-1: using a joined noun phrase
to complete a sentence frame.
9-10.L.1 Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to
writing or presentations.
V-L-1(PH):HI-2: using a verb phrase in a
complete sentence.
V-L-1(PH):HI-3: using a joined verb phrase
in a complete sentence.
V-L-1(PH):HI-4: using a joined verb phrase
in a complete sentence.
V-L-1(PH):HI-5: using a prepositional
phrase in a complete sentence.
7
Governing Board Approval, May, 2015
Sentence Construction
V-L-1(SC):HI-1: selecting a subject (singular,
plural, compound subject, or collective
nouns) to complete a given sentence.
(math, science, social studies)
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
V-L-1(SC):HI-2: identifying the predicate in
all sentence construction patterns.
(math, science, social studies)
V-L-1(SC):HI-3: producing sentences with a
subject, linking verb, and complement (S-V-
C) with subject-verb agreement.
(math, science, social studies)
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Use common, proper, and possessive nouns.
d. Use personal, possessive, and indefinite
pronouns (e.g., I, me, my; they, them, their; anyone,
everything).
f. Use frequently occurring adjectives.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
d. Form and use regular and irregular verbs.
f. Ensure subject-verb and pronoun-antecedent
agreement.
i. Produce simple, compound, and complex
sentences.
V-L-1(SC):HI-4: producing sentences in the
negative construction with a subject, linking
verb, and complement (S-V-C) with subject-
verb agreement.
(math, science, social studies)
V-L-1(SC):HI-5: producing complete
sentences with a subject, verb, and direct
object (S-V-O) with subject-verb agreement.
(math, science, social studies)
V-L-1(SC):HI-6: producing sentences in the
negative construction.
(math, science, social studies)
8
Governing Board Approval, May, 2015
Questions
V-L-1(Q):HI-1: producing single word
sentences to ask a question, using inflection
when produced orally.
(math, science, social studies)
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
j. Produce and expand complete simple and
compound declarative, interrogative, imperative,
and exclamatory sentences in response to prompts.
V-L-1(Q):HI-2: producing questions in the
simple present tense that require a yes or
no response.
(math, science, social studies)
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
V-L-1(Q):HI-3: producing questions,
beginning with various forms of “to be” and
containing a complement, which require yes
or no responses.
(math, science, social studies)
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
9
Governing Board Approval, May, 2015
V-L-1(Q):HI-4: producing questions in the
present progressive tense that require a yes
or no response.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
V-L-1(Q):HI-5: producing questions in the
simple past tense that require a yes or no
response.
(math, science, social studies)
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
V-L-1(Q):HI-6: producing questions in the
simple future tense that require a yes or no
response.(math, science, social studies)
10
Governing Board Approval, May, 2015
V-L-1(Q):HI-7: producing questions in the
past progressive tense that require a yes or
no response.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
Standard 2 (Vocabulary): The student will acquire English language vocabulary and use it in relevant contexts.
The student will demonstrate knowledge of vocabulary by:
ELP Performance Indicator ELA Correlation Resources and Methods
V-L-2:HI-1: reading and classifying words
into conceptual categories and providing
rationale for classification.
(math, science, social studies)
1.L.5 With guidance and support from adults,
demonstrate understanding of word relationships
and nuances in word meanings.
a. Sort words into categories (e.g., colors,
clothing) to gain a sense of the concepts the
categories represent.
b. Define words by category and by one or more key
attributes (e.g., a duck is a bird that swims; a tiger is
a large cat with stripes).
• Picture Dictionary
• Morpheme Study/Morph house
• Building Vocabulary from Word
Roots
• Picture This
11
Governing Board Approval, May, 2015
V-L-2:HI-2: identifying the meaning/usage
of sight words and applying them in context.
(math, science, social studies)
9-10.L.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grades 9–10 reading and
content, choosing flexibly from a range of
strategies.
11-12.L.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grades 11–12 reading and
content, choosing flexibly from a range of
strategies.
V-L-2:HI-3: identifying the meaning/usage
of high frequency words and applying them
in context.
(math, science, social studies)
V-L-2:HI-4: explaining the meaning and
usage of grade-specific academic vocabulary
and symbols.
(math, science, social studies)
V-L-2:HI-5: determining the meaning of
compound words.
(math, science, social studies)
2.L.4 Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on
grade 2 reading and content, choosing flexibly from
an array of strategies.
d. Use knowledge of the meaning of individual words
to predict the meaning of compound words (e.g.,
birdhouse, lighthouse, housefly; bookshelf,
notebook, bookmark).
12
Governing Board Approval, May, 2015
Listening and Speaking
Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
The student will demonstrate understanding of oral communication by:
ELP Performance Indicator ELA Correlation Resources and Methods
Comprehension of Oral Communications
V-LS-1:HI-1: discriminating between
individual phonemes in minimal pairs,
minimal phrases, and minimal sentences.
(e.g., The base is nearby. The vase is
nearby.)
• Language!
• Rhythm & Role Play
• Picture This
• Picture Dictionary
• Reader’s Theater
• Jazz Chants
• Morpheme Study/ Morph house
• The Oxford Picture Dictionary for
the Content Areas
• Building Vocabulary from Word
Roots
V-LS-1:HI-2: distinguishing between the
individual words of a sentence.
V-LS-1:HI-3: making inferences and drawing
conclusions using evidence from fiction and
nonfiction read-alouds in complete
sentences.
(math, science, social studies)
V-LS-1:HI-4: sequencing events from
read-alouds, presentations and
conversations.
(math, science, social studies)
V-LS-1:HI-5: summarizing main
ideas/concepts and key points/details of
presentations.
(math, science, social studies)
5.SL.2 Summarize a written text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
13
Governing Board Approval, May, 2015
V-LS-1:HI-6: responding to social
conversations by rephrasing/ repeating
information, asking questions, offering
advice, sharing one’s experiences, and
expressing one’s thoughts.
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
Standard 2: The student will express orally his or her own thinking and ideas.
The student will communicate orally by:
ELP Performance Indicator ELA Correlation Resources and Methods
Delivery of Oral Communications
V-LS-2:HI-1: producing sentences with
accurate pronunciation, intonation and
stress.
• Language!
• Rhythm & Role Play
• Picture This
• Picture Dictionary
• Reader’s Theater
• Jazz Chants
• Morpheme Study/ Morph house
• The Oxford Picture Dictionary for
the Content Areas
• Building Vocabulary from Word
Roots
14
Governing Board Approval, May, 2015
V-LS-2:HI-2: presenting dialogue, skits, and
drama using appropriate rhythm, rate,
phrasing, and expression.
(math, science, social studies)
9-10.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate.
11-12.SL.6 Adapt speech to a variety of contexts and
tasks, demonstrating a command of formal English
when indicated or appropriate.
V-LS-2:HI-3: expressing and justifying one’s
needs and emotions in complete sentences.
V-LS-2:HI-4: participating in formal and
informal socio-functional communication
tasks using complete sentences.
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
15
Governing Board Approval, May, 2015
V-LS-2:HI-5: asking and responding to
academic questions (i.e., agreeing/
disagreeing with others, expressing
probabilities, hypothetical questions, etc.) in
complete sentences.
(math, science, social studies)
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively
c. Propel conversations by posing and responding
to questions that relate the current discussion to
broader themes or larger ideas; actively
incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
c. Propel conversations by posing and responding to
questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative
perspectives.
V-LS-2:HI-6: sharing a personal
experience/story with descriptive language
supported by details and examples in
complete sentences.
9-10.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate.
11-12.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating a command of formal
English when indicated or appropriate.
16
Governing Board Approval, May, 2015
ELL Stage V: Grades 9-12 ELD Curriculum Implementation Guide
Quarter 2
Language Strand
Standard 1 (Grammar/Syntax): The student will identify and apply conventions of standard English in his or her communications.
The student will demonstrate knowledge of parts of speech by:
ELP Performance Indicator ELA Correlation Resources and Methods
Nouns
V-L-1(N):HI-4: using count and non-count
nouns, with definite and indefinite articles
and/or quantifiers as appropriate (i.e., May I
have a bottle of water?).
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Use common, proper, and possessive nouns.
h. Use determiners (e.g., articles,
demonstratives).
• American Headway (Levels 1-5)
• Verb Tense Study
• Grammar in Action
• More Grammar Practice
• Easy Grammar
• Grammar Wall
• Grammar Guide
• Grammar Grabbers
• Irregular Verb List
• Grammar in Context
• Picture Dictionary
• Building the Groundwork for a Better
Vocabulary
• Focus on Grammar
V-L-1(N):HI-5: using collective nouns, with
definite and indefinite articles as
appropriate.
17
Governing Board Approval, May, 2015
Verbs +
V-L-1(V):HI-9: producing declarative,
negative, and interrogative sentences using
simple past tense regular verbs with
subject-verb agreement.
(math, science, social studies)
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
V-L-1(V):HI-10: using simple past tense
irregular verbs (e.g., to be, to have, to do,
and to go) to produce declarative, negative,
and interrogative simple sentences with
subject-verb agreement.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
18
Governing Board Approval, May, 2015
V-L-1(V):HI-11: producing declarative,
negative, and interrogative sentences using
irregular simple past tense verbs with
subject-verb agreement.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
V-L-1(V):HI-12: producing declarative,
negative, and interrogative sentences using
the simple future tense (e.g., will) with
subject-verb agreement.
(math, science, social studies)
V-L-1(V):HI-13: producing declarative,
negative, and interrogative sentences using
the present participle “going” with the
infinitive verb to form the future tense (e.g.,
I am going to dance.) with subject-verb
agreement.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
a. Explain the function of verbals (gerunds,
participles, infinitives) in general and their function
in particular sentences.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
V-L-1(V):HI-14: using linking verbs of
sensation (e.g., taste, smell, sound, and feel);
linking verbs of being (e.g., act, seem,
appear, look); and linking verbs of change
(e.g., became, turned, has gone) to complete
a declarative, negative, and interrogative
sentence (e.g., The milk has gone bad.) with
subject-verb agreement.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
19
Governing Board Approval, May, 2015
V-L-1(V):HI-15: producing declarative,
negative, and interrogative sentences using
the past progressive tense with subject-verb
agreement.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
V-L-1(V):HI-16: distinguishing between the
auxiliary (i.e., helping) verb and the main
verb.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
c. Use modal auxiliaries (e.g., can, may, must) to
convey various conditions.
Pronouns
V-L-1(PRO):HI-3: using and justifying the
appropriate adjective form of the personal
possessive pronoun versus the objective
form. (e.g., I used “your” instead of “yours”
because…)
6.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
a. Ensure that pronouns are in the proper case
(subjective, objective, and possessive).
V-L-1(PRO):HI-4: differentiating between
personal subjective, personal objective, and
personal possessive pronouns and their
placement in sentences.
20
Governing Board Approval, May, 2015
Adjectives
V-L-1(ADJ):HI-4: using a noun as a modifier.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
V-L-1(ADJ):HI-5: using demonstrative
adjectives.
Adverbs
V-L-1(ADV):HI-3: using "how"/degree
adverbs.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
V-L-1(ADV):HI-4: using "where" adverbs.
V-L-1(ADV):HI-5: using comparative and
superlative adverbs, including irregular
adverbs.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
g. Form and use comparative and superlative
adjectives and adverbs, and choose between them
depending on what is to be modified.
Prepositions
V-L-1(PREP):HI-3: using prepositions of
time.
(math, science, social studies)
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
i. Use frequently occurring prepositions (e.g.,
during, beyond, toward).
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Form and use prepositional phrases.
V-L-1(PREP):HI-4: using prepositions of
action and movement (including compound
prepositions).
21
Governing Board Approval, May, 2015
Conjunctions
V-L-1(C):HI-2: defining and differentiating
between correlative conjunctions.
(math, science, social studies)
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
e. Use correlative conjunctions (e.g., either/or,
neither/nor).
Phrase Construction
V-L-1(PH):HI-6: using an infinitive verb
phrase in a complete sentence.
9-10.L.1 Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to
writing or presentations.
V-L-1(PH):HI-7: using an adverbial phrase
in a complete sentence.
V-L-1(PH):HI-8: using an auxiliary and/or
modal auxiliary verb phrase in a complete
sentence.
V-L-1(PH):HI-9: using adverb + adjective
(e.g., too hot, very cold) in a complete
sentence.
V-L-1(PH):HI-10: using linking verb + noun
complement in a complete sentence.
22
Governing Board Approval, May, 2015
Sentence Construction
V-L-1(SC):HI-7: producing complete
sentences with a subject, verb, direct object,
and indirect object (S-V-DO-IO) with
subject-verb agreement.
(math, science, social studies)
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Use common, proper, and possessive nouns.
d. Use personal, possessive, and indefinite
pronouns (e.g., I, me, my; they, them, their; anyone,
everything).
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
d. Form and use regular and irregular verbs.
f. Ensure subject-verb and pronoun-antecedent
agreement.
i. Produce simple, compound, and complex
sentences.
7.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking
c. Place phrases and clauses within a sentence,
recognizing and correcting misplaced and
dangling modifiers.
V-L-1(SC):HI-8: producing complete
sentences with a subject, verb, indirect
object, and direct object (S-V-IO-DO) with
subject-verb agreement.
(math, science, social studies)
23
Governing Board Approval, May, 2015
V-L-1(SC):HI-9: producing sentences with a
subject, verb, and prepositional phrase (S-V-
P) with subject-verb agreement.
(math, science, social studies)
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
f. Ensure subject-verb and pronoun-antecedent
agreement.
i. Produce simple, compound, and complex
sentences.
9-10.L.1 Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to
writing or presentations.
V-L-1(SC):HI-10: producing sentences with
a subject, verb, object, and prepositional
phrase (S-V-O-P) with subject-verb
agreement.
(math, science, social studies)
24
Governing Board Approval, May, 2015
V-L-1(SC):HI-11: producing sentences with
an adverb to modify the verb.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
g. Form and use comparative and superlative
adjectives and adverbs, and choose between them
depending on what is to be modified.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
V-L-1(SC):HI-12: producing sentences with
an adverb to modify an adjective.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
V-L-1(SC):HI-13: producing sentences with
an adverb to modify an adverb.
25
Governing Board Approval, May, 2015
Questions
V-L-1(Q):HI-8: producing questions in the
future progressive tense that require a yes
or no response.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
V-L-1(Q):HI-9: producing questions in the
present perfect tense that require a yes or
no response.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the perfect (e.g., I had walked; I
have walked; I will have walked) verb tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
V-L-1(Q):HI-10: producing questions in the
past perfect tense that require a yes or no
response.
V-L-1(Q):HI-11: producing questions in the
future perfect tense that require a yes or no
response.
26
Governing Board Approval, May, 2015
V-L-1(Q):LI-12: producing questions in the
present perfect progressive tense that
require a yes or no response.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the perfect (e.g., I had walked; I
have walked; I will have walked) verb tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
V-L-1(Q):LI-13: producing questions in the
past perfect progressive tense that require a
yes or no response.
V-L-1(Q):LI-14: producing questions in the
future perfect progressive tense that
require a yes or no response.
Standard 2 (Vocabulary): The student will acquire English language vocabulary and use it in relevant contexts.
The student will demonstrate knowledge of vocabulary by:
ELP Performance Indicator ELA Correlation Resources and Methods
V-L-2:HI-6: applying contractions in context.
• Picture Dictionary
• Morpheme Study/Morph house
• Building Vocabulary from Word
Roots
• Picture This
V-L-2:HI-7: analyzing how affixes change
base/root words. (e.g., adding -ly to quick
makes it an adverb instead of an adjective.)
(math, science, social studies)
8.L.4 Determine or clarify the meaning of unknown
and multiple-meaning words or phrases based on
grade 8 reading and content, choosing flexibly from a
range of strategies.
b. Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a word
(e.g., precede, recede, and secede).
27
Governing Board Approval, May, 2015
V-L-2:HI-8: stating the words represented
by abbreviations in context.
(math, science, social studies)
V-L-2:LI-9: analyzing words based on a
continuum of intensity.
(math, science, social studies)
4.L.5 Demonstrate command of the conventions of
Standard English grammar and usage when
writing or speaking.
c. Use modal auxiliaries (e.g., can, may, must) to
convey various conditions.
V-L-2:LI-10: analyzing the relationship of a
word pair. (i.e., analogy)
7.L.5 Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
b. Use the relationship between particular words
(e.g., synonym/antonym, analogy) to better
understand each of the words.
Listening and Speaking Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
The student will demonstrate understanding of oral communication by:
ELP Performance Indicator ELA Correlation Resources and Methods
Comprehension of Oral Communications
V-LS-1:HI-1: discriminating between
individual phonemes in minimal pairs,
minimal phrases, and minimal sentences.
(e.g., The base is nearby. The vase is
nearby.)
• Language!
• Rhythm & Role Play
• Picture This
• Picture Dictionary
• Reader’s Theater
• Jazz Chants
• Morpheme Study/ Morph house
• The Oxford Picture Dictionary for
the Content Areas
• Building Vocabulary from Word
Roots
28
Governing Board Approval, May, 2015
V-LS-1:HI-2: distinguishing between the
individual words of a sentence.
V-LS-1:HI-3: making inferences and
drawing conclusions using evidence from
fiction and nonfiction read-alouds in
complete sentences.
(math, science, social studies)
V-LS-1:HI-4: sequencing events from
read-alouds, presentations and
conversations.
(math, science, social studies)
V-LS-1:HI-5: summarizing main
ideas/concepts and key points/details of
presentations.
(math, science, social studies)
5.SL.2 Summarize a written text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
V-LS-1:HI-6: responding to social
conversations by rephrasing/ repeating
information, asking questions, offering
advice, sharing one’s experiences, and
expressing one’s thoughts.
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
29
Governing Board Approval, May, 2015
Standard 2: The student will express orally his or her own thinking and ideas.
The student will communicate orally by:
ELP Performance Indicator ELA Correlation Resources and Methods
Delivery of Oral Communications
V-LS-2:HI-1: producing sentences with
accurate pronunciation, intonation and
stress.
• Language!
• Rhythm & Role Play
• Picture This
• Picture Dictionary
• Reader’s Theater
• Jazz Chants
• Morpheme Study/ Morph house
• The Oxford Picture Dictionary for
the Content Areas
• Building Vocabulary from Word
Roots
V-LS-2:HI-2: presenting dialogue, skits, and
drama using appropriate rhythm, rate,
phrasing, and expression.
(math, science, social studies)
9-10.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate.
11-12.SL.6 Adapt speech to a variety of contexts and
tasks, demonstrating a command of formal English
when indicated or appropriate.
V-LS-2:HI-3: expressing and justifying one’s
needs and emotions in complete sentences.
30
Governing Board Approval, May, 2015
V-LS-2:HI-4: participating in formal and
informal socio-functional communication
tasks using complete sentences.
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
31
Governing Board Approval, May, 2015
V-LS-2:HI-5: asking and responding to
academic questions (i.e., agreeing/
disagreeing with others, expressing
probabilities, hypothetical questions, etc.) in
complete sentences.
(math, science, social studies)
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively
c. Propel conversations by posing and responding
to questions that relate the current discussion to
broader themes or larger ideas; actively
incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
c. Propel conversations by posing and responding to
questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative
perspectives.
V-LS-2:HI-6: sharing a personal
experience/story with descriptive language
supported by details and examples in
complete sentences.
9-10.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate.
11-12.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating a command of formal
English when indicated or appropriate.
32
Governing Board Approval, May, 2015
ELL Stage V: Grades 9-12 ELD Curriculum Implementation Guide
Quarter 3 Language Strand
Standard 1 (Grammar/Syntax): The student will identify and apply conventions of standard English in his or her communications.
The student will demonstrate knowledge of parts of speech by:
ELP Performance Indicator ELA Correlation Resources and Materials
Nouns
V-L-1(N):HI-6: distinguishing between
plural nouns and singular possessive nouns.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
3.L.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
d. Form and use possessives.
• American Headway (Levels 1-5)
• Verb Tense Study
• Grammar in Action
• More Grammar Practice
• Easy Grammar
• Grammar Wall
• Grammar Guide
• Grammar Grabbers
• Irregular Verb List
• Grammar in Context
• Picture Dictionary
• Building the Groundwork for a Better
Vocabulary
• Focus on Grammar
33
Governing Board Approval, May, 2015
V-L-1(N):HI-7: using regular and irregular
plural possessive nouns.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
b. Form and use regular and irregular plural
nouns.
3.L.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
d. Form and use possessives.
Verbs +
V-L-1(V):HI-17: producing sentences using
modal auxiliary verbs, negative modal
auxiliary verbs, and present and past
progressive modals (e.g., may have been
talking) with subject-verb agreement.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
d. Form and use regular and irregular verbs.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the progressive (e.g., I was walking;
I am walking; I will be walking) verb tenses.
c. Use modal auxiliaries (e.g., can, may, must) to
convey various conditions.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
34
Governing Board Approval, May, 2015
V-L-1(V):HI-18: producing sentences with
phrasal verbs.
7.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
a. Explain the function of phrases and clauses in
general and their function in specific sentences.
V-L-1(V):HI-19: producing declarative,
negative, and interrogative sentences using
the future progressive tense with subject-
verb agreement.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
V-L-1(V):HI-20: producing declarative,
negative, and interrogative sentences using
regular present perfect tense verbs with
subject-verb agreement.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the perfect (e.g., I had walked; I
have walked; I will have walked) verb tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
35
Governing Board Approval, May, 2015
V-L-1(V):HI-21: producing declarative,
negative, and interrogative sentences using
irregular present perfect tense verbs with
subject-verb agreement.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
d. Form and use regular and irregular verbs.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the perfect (e.g., I had walked; I
have walked; I will have walked) verb tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
V-L-1(V):HI-22: differentiating between the
use of simple past tense and the present
perfect tense.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use regular and irregular plural
nouns.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the perfect (e.g., I had walked; I
have walked; I will have walked) verb tenses.
36
Governing Board Approval, May, 2015
V-L-1(V):HI-23: differentiating between the
use of action verbs and non-action/stative
verbs without a present progressive form
(e.g., want, need, like). (e.g., “I am longing
for a vacation.” versus “I want a vacation.”)
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
c. Use verb tense to convey various times,
sequences, states, and conditions.
V-L-1(V):HI-24: differentiating between the
use of action verbs and non-action/stative
verbs in context. (e.g., see/watch,
hear/listen) in context.
Pronouns
V-L-1(PRO):HI-5: using and justifying
demonstrative pronouns.
V-L-1(PRO):HI-6: using and justifying the
use of interrogative pronouns.
Adjectives
V-L-1(ADJ):HI-6: defining and using proper
adjectives with nouns.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
37
Governing Board Approval, May, 2015
V-L-1(ADJ):HI-7: using indefinite adjectives.
Adverbs
V-L-1(ADV):HI-6: using conjunctive
adverbs.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
V-L-1(ADV):HI-7: using intensifier adverbs.
(e.g., too, not, very, some, any)
Conjunctions
V-L-1(C):HI-3: defining and differentiating
subordinating conjunctions.
(math, science, social studies)
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
h. Use coordinating and subordinating
conjunctions.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
Phrase Construction
V-L-1(PH):HI-11: using linking verb +
adjective complement in a complete
sentence.
38
Governing Board Approval, May, 2015
V-L-1(PH):HI-12: using a participial phrase
in a complete sentence.
9-10.L.1 Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to
writing or presentations.
V-L-1(PH):HI-13: using noun clauses in a
complete sentence.
V-L-1(PH):HI-15: using subordinating
conjunctions in introductory clauses.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
h. Use coordinating and subordinating
conjunctions.
9-10.L.1 Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to
writing or presentations.
V-L-1(PH):HI-16: using restrictive clauses
using “that” in complete sentences.
9-10.L.1 Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to
writing or presentations.
39
Governing Board Approval, May, 2015
Sentence Construction
V-L-1(SC):HI-14: producing compound
sentences. (independent clause +
conjunction + independent clause)
9-10.L.1 Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to
writing or presentations.
40
Governing Board Approval, May, 2015
V-L-1(SC):HI-15: producing compound
sentences semicolon. (independent clause;
conjunctive adverb + independent clause)
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
f. Produce, expand, and rearrange complete
simple and compound sentences (e.g., The boy
watched the movie; The little boy watched the
movie; The action movie was watched by the little
boy).
9-10.L.1 Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to
writing or presentations.
9-10.L.2 Demonstrate command of the
conventions of Standard English capitalization,
punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive
adverb) to link two or more closely related
independent clauses.
41
Governing Board Approval, May, 2015
V-L-1(SC):HI-16: producing sentences using
reflexive pronouns.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
c. Use reflexive pronouns (e.g., myself, ourselves).
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
V-L-1(SC):HI-17: producing sentences using
the passive voice.
(social studies)
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
d. Form and use regular and irregular verbs.
i. Produce simple, compound, and complex
sentences.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
8.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use verbs in the active and passive
voice.
42
Governing Board Approval, May, 2015
V-L-1(SC):HI-18: producing sentences in the
present real conditional.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
9-10.L.1 Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to
writing or presentations.
V-L-1(SC):HI-19: producing sentences in the
present future conditional. (If + subject +
present tense verb…, subject + will +
present tense verb…)
Standard 2 (Vocabulary): The student will acquire English language vocabulary and use it in relevant contexts.
The student will demonstrate knowledge of vocabulary by:
ELP Performance Indicator ELA Correlation Resources and Methods
V-L-2:LI-11: applying knowledge of
homonyms in context.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
g. Correctly use frequently confused words (e.g.,
to, too, two; there, their).
• Picture Dictionary
• Morpheme Study/Morph house
• Building Vocabulary from Word
Roots
• Picture This
V-L-2:LI-12: applying knowledge of
homographs in context.
(math, science, social studies)
5.L.5 Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
c. Use the relationship between particular words
(e.g., synonyms, antonyms, homographs) to better
understand each of the words.
43
Governing Board Approval, May, 2015
V-L-2:LI-13: analyzing the parts and spelling
of a word to derive meaning.
(math, science, social studies)
8.L.4 Determine or clarify the meaning of unknown
and multiple-meaning words or phrases based on
grade 8 reading and content, choosing flexibly from a
range of strategies.
b. Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a
word (e.g., precede, recede, and secede).
V-L-2:LI-14: using semantic clues (e.g.,
sentence and paragraph context, the
organizational pattern of the text) to derive
meaning of words in context.
9-10.L.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grades 9–10 reading and
content, choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning of a
sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of
a word or phrase.
11-12.L.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grades 11–12 reading and
content, choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning of a
sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of
a word or phrase.
44
Governing Board Approval, May, 2015
Listening and Speaking
Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
The student will demonstrate understanding of oral communication by:
ELP Performance Indicator ELA Correlation Resources and Methods
Comprehension of Oral Communications
V-LS-1:HI-1: discriminating between
individual phonemes in minimal pairs,
minimal phrases, and minimal sentences.
(e.g., The base is nearby. The vase is
nearby.)
• Language!
• Rhythm & Role Play
• Picture This
• Picture Dictionary
• Reader’s Theater
• Jazz Chants
• Morpheme Study/ Morph house
• The Oxford Picture Dictionary for
the Content Areas
• Building Vocabulary from Word
Roots
V-LS-1:HI-2: distinguishing between the
individual words of a sentence.
V-LS-1:HI-3: making inferences and drawing
conclusions using evidence from fiction and
nonfiction read-alouds in complete
sentences.
(math, science, social studies)
V-LS-1:HI-4: sequencing events from
read-alouds, presentations and
conversations.
(math, science, social studies)
V-LS-1:HI-5: summarizing main
ideas/concepts and key points/details of
presentations.
(math, science, social studies)
5.SL.2 Summarize a written text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
45
Governing Board Approval, May, 2015
V-LS-1:HI-6: responding to social
conversations by rephrasing/ repeating
information, asking questions, offering
advice, sharing one’s experiences, and
expressing one’s thoughts.
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
V-LS-1:HI-7: offering and justifying opinions
and ideas in response to questions and
statements in academic discourse.
(math, science, social studies)
V-LS-1:HI-8: following multiple step
directions, instructions, and procedures
which include prepositional phrases.
(math, science, social studies)
46
Governing Board Approval, May, 2015
V-LS-1:HI-9: requesting specific details,
examples, and information to clarify ideas
and concepts.
(math, science, social studies)
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively.
c. Propel conversations by posing and responding
to questions that relate the current discussion to
broader themes or larger ideas; actively
incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
c. Propel conversations by posing and responding to
questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative
perspectives.
V-LS-1:HI-10: recognizing the language
nuances of a speaker. (e.g., a subtle
difference in tone, expression, meaning, etc.)
47
Governing Board Approval, May, 2015
Standard 2: The student will express orally his or her own thinking and ideas.
The student will communicate orally by:
ELP Performance Indicator ELA Correlation Resources and Methods
Delivery of Oral Communications
V-LS-2:HI-1: producing sentences with
accurate pronunciation, intonation and
stress.
• Language!
• Rhythm & Role Play
• Picture This
• Picture Dictionary
• Reader’s Theater
• Jazz Chants
• Morpheme Study/ Morph house
• The Oxford Picture Dictionary for
the Content Areas
• Building Vocabulary from Word
Roots
V-LS-2:HI-2: presenting dialogue, skits, and
drama using appropriate rhythm, rate,
phrasing, and expression.
(math, science, social studies)
9-10.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate.
11-12.SL.6 Adapt speech to a variety of contexts and
tasks, demonstrating a command of formal English
when indicated or appropriate.
V-LS-2:HI-3: expressing and justifying one’s
needs and emotions in complete sentences.
48
Governing Board Approval, May, 2015
V-LS-2:HI-4: participating in formal and
informal socio-functional communication
tasks using complete sentences.
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
49
Governing Board Approval, May, 2015
V-LS-2:HI-5: asking and responding to
academic questions (i.e., agreeing/
disagreeing with others, expressing
probabilities, hypothetical questions, etc.) in
complete sentences.
(math, science, social studies)
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively
c. Propel conversations by posing and responding
to questions that relate the current discussion to
broader themes or larger ideas; actively
incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
c. Propel conversations by posing and responding to
questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative
perspectives.
V-LS-ST2:HI-6: sharing a personal
experience/story with descriptive language
supported by details and examples in
complete sentences.
9-10.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate.
11-12.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating a command of formal
English when indicated or appropriate.
50
Governing Board Approval, May, 2015
V-LS-2:HI-7: report detailed information on
a topic supported by concrete details,
commentary, and examples in complete
sentences.
(math, science, social studies)
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively.
9-10.SL.4 Present information, findings, and
supporting evidence clearly, concisely, and
logically such that listeners can follow the line of
reasoning and the organization, development,
substance, and style are appropriate to purpose,
audience, and task.
9-10.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
11-12.SL.4 Present information, findings, and
supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow
the line of reasoning, alternative or opposing
perspectives are addressed, and the organization,
development, substance, and style are appropriate
to purpose, audience, and a range of formal and
informal tasks.
11-12.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating a command of formal
English when indicated or appropriate.
51
Governing Board Approval, May, 2015
V-LS-2:HI-8: delivering a prepared
presentation that includes the main idea,
detailed information and explanations, and
a valid conclusion in simple, compound,
complex, and compound-complex
sentences.
(math, science, social studies)
9-10.SL.4 Present information, findings, and
supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning
and the organization, development, substance, and
style are appropriate to purpose, audience, and
task.
9-10.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate.
11-12.SL.4 Present information, findings, and
supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow
the line of reasoning, alternative or opposing
perspectives are addressed, and the organization,
development, substance, and style are appropriate
to purpose, audience, and a range of formal and
informal tasks.
11-12.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating a command of formal
English when indicated or appropriate.
V-LS-2:HI-9: delivering an extemporaneous
speech using simple, compound, complex,
and compound-complex sentences.
(math, science, social studies)
V-LS-2:HI-10: providing multiple step
directions/ instructions with specific
details.
(math, science, social studies)
52
Governing Board Approval, May, 2015
V-LS-2:HI-11: providing and justifying an
appropriate response to given formal and
informal situations.
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
53
Governing Board Approval, May, 2015
ELL Stage V: Grades 9-12 ELD Curriculum Implementation Guide
Quarter 4
Language Strand
Standard 1 (Grammar/Syntax): The student will identify and apply conventions of standard English in his or her communications.
The student will demonstrate knowledge of parts of speech by:
ELP Performance Indicator ELA Correlation Resources and Methods
Nouns
V-L-1(N):HI-8: using gerunds.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
a. Explain the function of verbals (gerunds,
participles, infinitives) in general and their function
in particular sentences.
• American Headway (Levels 1-5)
• Verb Tense Study
• Grammar in Action
• More Grammar Practice
• Easy Grammar
• Grammar Wall
• Grammar Guide
• Grammar Grabbers
• Irregular Verb List
• Grammar in Context
• Picture Dictionary
• Building the Groundwork for a Better
Vocabulary
• Focus on Grammar
Verbs
V-L-1(V):HI-25: comparing transitive verbs
(e.g., lay, raise) and intransitive verbs (e.g.,
lie, rise) in context with instructional
support.
54
Governing Board Approval, May, 2015
V-L-1(V):HI-26: producing declarative,
negative, and interrogative sentences using
past perfect tense verbs with subject-verb
agreement.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the perfect (e.g., I had walked; I
have walked; I will have walked) verb tenses.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
V-L-1(V):HI-27: producing declarative,
negative, and interrogative sentences using
future perfect tense verbs with subject-verb
agreement.
V-L-1(V):HI-28: producing declarative,
negative, and interrogative sentences using
present perfect progressive tense verbs
with subject-verb agreement.
V-L-1(V):HI-29: producing declarative,
negative, and interrogative sentences using
past perfect progressive tense verbs with
subject-verb agreement.
V-L-1(V):HI-30: producing declarative,
negative, and interrogative sentences using
future perfect progressive tense verbs with
subject-verb agreement.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the perfect (e.g., I had walked; I
have walked; I will have walked) verb tenses.
55
Governing Board Approval, May, 2015
V-L-1(V):HI-31: explaining the difference
between the use of simple, progressive, and
perfect verb tenses
.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use the perfect (e.g., I had walked; I
have walked; I will have walked) verb tenses.
V-L-1(V):HI-32: identifying and using the
subjunctive mood to express a condition
contrary to fact or to express a wish.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
Pronouns
V-L-1(PRO):HI-7: stating when to use
reflexive and intensive pronouns; using
reflexive and intensive pronouns.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
c. Use reflexive pronouns (e.g., myself, ourselves).
6.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
b. Use intensive pronouns (e.g., myself, ourselves).
56
Governing Board Approval, May, 2015
V-L-1(PRO):HI-8: using and justifying the
use of indefinite pronouns.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
d. Use personal, possessive, and indefinite pronouns
(e.g., I, me, my; they, them, their; anyone, everything).
V-L-1(PRO):HI-9: using and justifying the
use of relative pronouns.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Use relative pronouns (who, whose, whom, which,
that) and relative adverbs (where, when, why).
Adjectives
V-L-1(ADJ):HI-8: using comparative and
superlative adjectives, including irregular
adjectives.
(math, science, social studies)
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
g. Form and use comparative and superlative
adjectives and adverbs, and choose between them
depending on what is to be modified.
V-L-1(ADJ):HI-9: using participles as
adjectives.
Adverbs
V-L-1(ADV):HI-8: using adverbs to show
cause and effect.
2.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
V-L-1(ADV):HI-9: producing contrast
adverbs.
57
Governing Board Approval, May, 2015
Prepositions
V-L-1(PREP):HI-7: using propositions of
cause and effect, exception and contrast.
(science, social studies)
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
i. Use frequently occurring prepositions (e.g.,
during, beyond, toward).
V-L-1(PREP):HI-8: using prepositions +
gerunds.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
i. Use frequently occurring prepositions (e.g.,
during, beyond, toward).
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
a. Explain the function of verbals (gerunds,
participles, infinitives) in general and their function
in particular sentences.
Conjunctions
V-L-1(C):HI-4: identifying and using
subordinating conjunctions to begin a
clause introducing a complete sentence.
3.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
h. Use coordinating and subordinating
conjunctions.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
58
Governing Board Approval, May, 2015
Phrase Construction
V-L-1(PH):HI-14: using a gerund phrase in a
complete sentence.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
a. Explain the function of verbals (gerunds,
participles, infinitives) in general and their
function in particular sentences.
9-10.L.1 Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to
writing or presentations.
V-L-1(PH):HI-17: using non-restrictive
clauses beginning with “who” or “which” in
a complete sentence. (e.g., “Jack, who is tall,
is…”)
9-10.L.1 Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to
writing or presentations.
V-L-1(PH):HI-18: using an adjective clause
in a complete sentence. (e.g., “…, who is a
writer)
V-L-1(PH):HI-19: using an adverb clause in
a complete sentence. (e.g., subordinating
conjunction + clause: “…because he is
tired.”)
V-L-1(PH):HI-20: using an adverb clause in
a complete sentence. (e.g., subordinating
conjunction + clause: “…because he is
tired.”)
59
Governing Board Approval, May, 2015
Sentence Construction
V-L-1(SC):HI-20: producing imperative
sentences.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
V-L-1(SC):HI-21: producing sentences with
interjections. (e.g., “Ouch, that hurt!”)
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
V-L-1(SC):HI-22: producing sentences in the
subjunctive mood.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
60
Governing Board Approval, May, 2015
V-L-1(SC):HI-23: producing a complex
sentence consisting of
independent clause + relative pronoun +
dependent clause.
9-10.L.1 Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to
writing or presentations.
V-L-1(SC):HI-24: producing a complex
sentence consisting of a dependent clause +
comma + independent clause.
9-10.L.1 Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to
writing or presentations.
V-L-1(SC):HI-25: completing a complex
sentence frame consisting of an adverbial
phrase and independent clause.
V-L-1(SC):HI-26: completing a compound-
complex sentence frame consisting of two
independent clauses and one or more
dependent clauses.
• completing a habitual past “state of
being” sentence frame.
• (subject + “used to” + simple
present…)
• completing a habitual past
“repeated action” sentence frame.
(When (subject) (simple past tense
verb), (subject) would (simple
present tense verb)…)
• producing present habitual (e.g., If
it rains, I have my umbrella.”)
• producing sentences in the present
unreal conditional.
• producing sentences in the past
unreal conditional
61
Governing Board Approval, May, 2015
Questions
V-L-1(Q):HI-22: producing interrogative
sentences beginning with “whose.”
(math, science, social studies)
K.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
d. Understand and use question words
(interrogatives) (e.g., who, what, where, when,
why, how).
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
j. Produce and expand complete simple and
compound declarative, interrogative, imperative,
and exclamatory sentences in response to
prompts.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
V-L-1(Q):HI-23: producing interrogative
sentences with “to be” + “there” + subject +
prepositional phrase.
62
Governing Board Approval, May, 2015
V-L-1(Q):HI-24: producing Yes/No
questions beginning with a modal auxiliary
verb.
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
j. Produce and expand complete simple and
compound declarative, interrogative, imperative,
and exclamatory sentences in response to
prompts.
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
c. Use modal auxiliaries (e.g., can, may, must) to
convey various conditions.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
63
Governing Board Approval, May, 2015
V-L-1(Q):HI-25: producing questions in the
present real conditional beginning with the
modal auxiliary verb, followed by a
conditional dependent clause beginning
with “if”. (e.g., “Would you drive us to the
movie if we gave you gas money?”)
4.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
c. Use modal auxiliaries (e.g., can, may, must) to
convey various conditions.
8.L.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
9-10.L.1 Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to
writing or presentations.
V-L-1(Q):HI-26: producing a question in the
future real conditional beginning with the
modal auxiliary verb “will”, followed by a
conditional dependent clause beginning
with “if”. (e.g., “Will you drive us to the
movie if we give you gas money?”)
V-L-1(Q):HI-27: producing questions, which
include the negative construction, using
contractions.
(math, science, social studies)
1.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
j. Produce and expand complete simple and
compound declarative, interrogative, imperative,
and exclamatory sentences in response to
prompts.
V-L-1(Q):HI-28: producing tag questions.
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Standard 2 (Vocabulary): The student will acquire English language vocabulary and use it in relevant contexts.
The student will demonstrate knowledge of vocabulary by:
ELP Performance Indicator ELA Correlation Resources and Methods
V-L-2:HI-16: using reference materials,
print and/or electronic, to identify meaning,
spelling, pronunciation, and usage of words.
(math, science, social studies)
9-10.L.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grades 9–10 reading and
content, choosing flexibly from a range of
strategies.
c. Consult general and specialized reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify
its precise meaning, its part of speech, or its
etymology.
d. Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
11-12.L.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grades 11–12 reading and
content, choosing flexibly from a range of
strategies.
c. Consult general and specialized reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify
its precise meaning, its part of speech, its
etymology, or its standard usage.
d. Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
• Picture Dictionary
• Morpheme Study/Morph house
• Building Vocabulary from Word
Roots
• Picture This
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Governing Board Approval, May, 2015
V-L-2:HI-17: distinguishing between the
denotative and connotative meanings of
grade-level words in content area text.
(math, science, social studies)
9-10.L.5 Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
a. Interpret figures of speech (e.g., euphemism,
oxymoron) in context and analyze their role in the
text.
b. Analyze nuances in the meaning of words with
similar denotations.
11-12.L.5 Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole,
paradox) in context and analyze their role in the
text.
b. Analyze nuances in the meaning of words with
similar denotations.
V-L-2:HI-18: distinguishing the literal and
figurative meanings of idioms in content
area text.
(math, science, social studies)
V-L-2:LI-19: distinguishing the literal and
intended meaning of figurative language.
V-L-2:LI-20: identifying and applying cross-
categorical academic vocabulary. (e.g.,
describe, explain, evaluate, paragraph)
(math, science, social studies)
Listening and Speaking Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
The student will demonstrate understanding of oral communication by:
ELP Performance Indicator ELA Correlation Resources and Methods
Comprehension of Oral Communications
V-LS-1:HI-1: discriminating between
individual phonemes in minimal pairs,
minimal phrases, and minimal sentences.
(e.g., The base is nearby. The vase is
nearby.)
• Language!
• Rhythm & Role Play
• Picture This
• Picture Dictionary
• Reader’s Theater
• Jazz Chants
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Governing Board Approval, May, 2015
• Morpheme Study/ Morph house
• The Oxford Picture Dictionary for
the Content Areas
• Building Vocabulary from Word
Roots
V-LS-1:HI-2: distinguishing between the
individual words of a sentence.
V-LS-1:HI-3: making inferences and drawing
conclusions using evidence from fiction and
nonfiction read-alouds in complete
sentences.
(math, science, social studies)
V-LS-1:HI-4: sequencing events from
read-alouds, presentations and
conversations.
(math, science, social studies)
V-LS-1:HI-5: summarizing main
ideas/concepts and key points/details of
presentations.
(math, science, social studies)
5.SL.2 Summarize a written text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
V-LS-1:HI-6: responding to social
conversations by rephrasing/ repeating
information, asking questions, offering
advice, sharing one’s experiences, and
expressing one’s thoughts.
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
V-LS-1:HI-7: offering and justifying opinions
and ideas in response to questions and
statements in academic discourse.
(math, science, social studies)
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Governing Board Approval, May, 2015
V-LS-1:HI-8: following multiple step
directions, instructions, and procedures
which include prepositional phrases.
(math, science, social studies)
V-LS-1:HI-9: requesting specific details,
examples, and information to clarify ideas
and concepts.
(math, science, social studies)
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively.
c. Propel conversations by posing and responding
to questions that relate the current discussion to
broader themes or larger ideas; actively
incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
c. Propel conversations by posing and responding to
questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative
perspectives.
V-LS-1:HI-10: recognizing the language
nuances of a speaker. (e.g., a subtle
difference in tone, expression, meaning, etc.)
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Governing Board Approval, May, 2015
Standard 2: The student will express orally his or her own thinking and ideas.
The student will communicate orally by:
ELP Performance Indicator ELA Correlation Resources and Methods
Delivery of Oral Communications
V-LS-2:HI-1: producing sentences with
accurate pronunciation, intonation and
stress.
• Language!
• Rhythm & Role Play
• Picture This
• Picture Dictionary
• Reader’s Theater
• Jazz Chants
• Morpheme Study/ Morph house
• The Oxford Picture Dictionary for
the Content Areas
• Building Vocabulary from Word
Roots
V-LS-2:HI-2: presenting dialogue, skits, and
drama using appropriate rhythm, rate,
phrasing, and expression.
(math, science, social studies)
9-10.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate.
11-12.SL.6 Adapt speech to a variety of contexts and
tasks, demonstrating a command of formal English
when indicated or appropriate.
V-LS-2:HI-3: expressing and justifying one’s
needs and emotions in complete sentences.
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Governing Board Approval, May, 2015
V-LS-2:HI-4: participating in formal and
informal socio-functional communication
tasks using complete sentences.
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
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Governing Board Approval, May, 2015
V-LS-2:HI-5: asking and responding to
academic questions (i.e., agreeing/
disagreeing with others, expressing
probabilities, hypothetical questions, etc.) in
complete sentences.
(math, science, social studies)
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively
c. Propel conversations by posing and responding
to questions that relate the current discussion to
broader themes or larger ideas; actively
incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
c. Propel conversations by posing and responding to
questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative
perspectives.
V-LS-2:HI-6: sharing a personal
experience/story with descriptive language
supported by details and examples in
complete sentences.
9-10.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate.
11-12.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating a command of formal
English when indicated or appropriate.
71
Governing Board Approval, May, 2015
V-LS-2:HI-7: report detailed information on
a topic supported by concrete details,
commentary, and examples in complete
sentences.
(math, science, social studies)
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively.
9-10.SL.4 Present information, findings, and
supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning
and the organization, development, substance, and
style are appropriate to purpose, audience, and
task.
9-10.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
11-12.SL.4 Present information, findings, and
supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow
the line of reasoning, alternative or opposing
perspectives are addressed, and the organization,
development, substance, and style are appropriate
to purpose, audience, and a range of formal and
informal tasks.
11-12.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating a command of formal
English when indicated or appropriate.
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Governing Board Approval, May, 2015
V-LS-2:HI-8: delivering a prepared
presentation that includes the main idea,
detailed information and explanations, and
a valid conclusion in simple, compound,
complex, and compound-complex
sentences.
(math, science, social studies)
9-10.SL.4 Present information, findings, and
supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning
and the organization, development, substance, and
style are appropriate to purpose, audience, and
task.
9-10.SL.6 Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate.
11-12.SL.4 Present information, findings, and
supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow
the line of reasoning, alternative or opposing
perspectives are addressed, and the organization,
development, substance, and style are appropriate
to purpose, audience, and a range of formal and
informal tasks.
11-12.SL.6 Adapt speech to a variety of contexts and
tasks, demonstrating a command of formal English
when indicated or appropriate.
V-LS-2:HI-9: delivering an extemporaneous
speech using simple, compound, complex,
and compound-complex sentences.
(math, science, social studies)
V-LS-2:HI-10: providing multiple step
directions/ instructions with specific
details.
(math, science, social studies)
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Governing Board Approval, May, 2015
V-LS-2:HI-11: providing and justifying an
appropriate response to given formal and
informal situations.
9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and
persuasively.
11-12.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.