esl scope and sequence (5)

7/30/2019 ESL Scope and Sequence (5)

http://slidepdf.com/reader/full/esl-scope-and-sequence-5 1/23

Content Standard Kindergarten Expectations Grade 1 Expectations Grade 2 Expectations

L/S.K.1 Listens and responds to basic

commands, instructions, and routinequestions during story time using

expressions to demonstrate engagement.

L/S.1.1 Listens and responds to basic

commands, instructions, and routinequestions during story time using

expressions to demonstrate engagement.

L/S.2.1 Listens and responds to simple

commands, instructions, and statements,and is able to answer the 5-W Questions

(who, what, when, where, and why)

during story time using expressions to

demonstrate engagement.

Guiding Comments

L/S.K.2 Demonstrates the development

of early phonemic awareness and the

alphabetic principle when participating in

listening and speaking

activities.

L/S.1.2 Develops and demonstrates

phonemic awareness and auditory

discrimination to identify distinctive

sounds.

L/S.2.2 Applies phonemic awareness and

auditory discrimination to identify

distinctive sounds.

Guiding Comments

L/S.K.3 Uses basic vocabulary to identify

familiar concepts related to self, family,

and to interact with peers.

L/S.1.3 Uses basic vocabulary and

language patterns to identify and

describe familiar concepts related to self,

to family, and to interact with peers.

L/S.2.3 Uses appropriate vocabulary and

language patterns to identify, describe,

and classify familiar concepts related to

self, family, and environment, and to

interact with peers.

Guiding Comments

L/S.K.4 Offers and responds to greetings

and farewells using appropriate courtesy

expressions.

L/S.1.4 Offers and responds to greetings

and farewells using the appropriate

courtesy expressions.

L/S.2.4 Demonstrates verbal and

nonverbal forms of greetings, farewells,

and introductions using the appropriate

courtesy expressions in simple

sentences.

Guiding Comments

Puerto Rico Content Standards and Grade Level Expectations

ESL Scope & Sequence

Grades K-2

LISTENING/SPEAKING:

The student uses the English languageto interpret oral input, construct

meaning, interact with confidence

both verbally and nonverbally, and

express ideas effectively in a variety of

personal, social, and academic

contexts.

1






Grades K-2

L/S.K.5 Uses both verbal and nonverbal

forms of communication to expressfeelings and needs; reacts to pictures and

simple language cues after listening to

read alouds.

L/S.1.5 Uses both verbal and nonverbal

forms of communication to expressfeelings, needs, experiences, and reacts

to pictures and simple

language cues after listening to read

alouds.

L/S.2.5 Expresses feelings, needs, ideas,

and experiences; discusses learnedconcepts from content area or class

readings using acquired language.

Guiding Comments

R.K.1 Identifies vowels and consonants;

associates the sounds.

R.1.1 Recognizes letter-sound

relationships to decode words and

phrases fluently.

R.2.1 Uses letter-sound relationships to

decode words and phrases fluently.

Guiding Comments

R.K.2 Uses basic aural phonemic

awareness strategies to manipulate

sounds.

R.1.2 Uses phonemic awareness

strategies to manipulate sounds and form

new monosyllabic words.

R.2.2 Uses phonemic awareness

strategies to manipulate sounds and to

form new multisyllabic words; reads

words and phrases in simple narrative

text fluently.

Guiding Comments Grade 1 has illogical sequence of

expectations for learning writing

mechanics.

R.K.3 Uses context clues and illustrationsto identify details and to determine the

meaning of unfamiliar words.

R.1.3 Uses context clues and illustrationsto identify details and to determine the

meaning of unfamiliar words;

demonstrates an acquisition of grade

level

vocabulary.

R.2.3 Uses context clues andacknowledges resources as a support to

build vocabulary, verify meaning, and

determine the meaning of unfamiliar

words; demonstrates an acquisition of

grade-level vocabulary and

transfers word meaning into a variety of

narrative texts.

Guiding Comments

READING:

The student uses reading strategies,

literary analysis, and critical thinkingskills to construct meaning and

develop an understanding as well as an

appreciation of a variety of genres of

both fiction and nonfiction.

2






Grades K-2

R.K.4 Demonstrates awareness of main

character(s) and uses picture cues toidentify similarities and differences

between characters within narrative

texts.

R.1.4 Identifies the main character(s) and

uses picture cues to identify similaritiesand differences between characters

within narrative text.

R.2.4 Identifies and states the main

character; establishes similarities anddifferences between characters;

identifies the setting within narrative

text.

Guiding Comments

R.1.5 Identifies story organization of

beginning, middle, and end within

narrative text.

R.2.5 Demonstrates an understanding of

story organization of beginning, middle,

and end; makes predictions withinnarrative text.

Guiding Comments There are gaps in the expectations for

writing mechanics across grades.

W.K.1 Identifies and traces the letters of

the alphabet using linear and curved

strokes; recognizes uppercase and

lowercase letters.

W.1.1 Recognizes and writes the letters

of the alphabet; writes initial and final

consonants in CVC (consonant-vowel-

consonant) pattern words.

W.2.1 Matches all uppercase letters to

their corresponding lowercase

counterparts; arranges words in

alphabetical order using first letter

criteria.

Guiding Comments

READING:

The student uses reading strategies,literary analysis, and critical thinking

skills to construct meaning and

develop an understanding as well as an



WRITING:

The student effectively communicates

to a variety of audiences in all forms of

writing through the use of the writing

process, proper grammar, and age-appropriate expressive vocabulary.

3






Grades K-2

W.K.2 Writes the letters that represent

first name.

W/1.2 Writes name correctly; copies

words and simple three word sentencesusing left to right, top to bottom

progression; applies appropriate spacing

between letters and words; uses

phonemic awareness and phonics

strategies to spell words.

W.2.2 Uses phonemic awareness and

phonics strategies to write simple words;applies correct letter and spacing.

Guiding Comments

W.K.3 Forms the letters of the alphabet

using a variety of manipulatives,

identifies the initial consonant in wordsor pictures by tracing and circling, and

attempts to write the letters using print

techniques.

Guiding Comments

W/1.3 Identifies a complete sentence

using capitalization; recognizes ending

punctuation.

W.2.3 Applies correct capitalization and

punctuation marks in declarative and

interrogative sentences; identifies the

main parts of speech.

Guiding Comments Parts of Speech: noun, pronoun, verb,

adverbs, adjectives, conjunction,

prepositions and interjection. Introduce

parts of speech based on grade level.

WRITING:

The student effectively communicatesto a variety of audiences in all forms of


process, proper grammar, and age-

appropriate expressive vocabulary.

4



Content Standard Grade 3 Expectations Grade 4 Expectations Grade 5 Expectations

L/S.3.3 Listens and responds to, gives

commands, provides both instructionsand directions; shares answers and

formulates the 5-W Questions (who,

what, when, where, and why).

L/S.4.3 Listens and responds to complex

instructions, complete statements, andanswers and formulates the 5 W-

Questions as well as how questions (who,

what, when, where, why, and how) in

formal and informal discussions.

L/S.5.3 Listens, responds to, and analyzes

complex instructions; expresses self usingcomplete sentences; answers and

formulates both closed and open-ended

questions in both formal and informal

scenarios.

Guiding Comments

L/S.3.1 Listens carefully during a read

aloud from a variety of narrative texts to

comprehend and identify the maincharacter and setting.

L/S.4.1 Listens and responds during a

read aloud from a variety of narrative

texts to comprehend and identify maincharacter and setting.


read aloud from a variety of narrative

texts to comprehend, identify, anddescribe characters and setting.

Guiding Comments

L/S.3.2 Applies phonemic awareness and

auditory discrimination and distinguishes

between singular/plural forms as well as

past/present tense of regular verbs.

Review content and skills related to

phonemic awareness and auditory

discrimination from earlier grades in

beginning of 4th grade.

Guiding Comments

L/S.4.2 Recognizes simple homophones

and figurative language.

L/S.5.2 Identifies and uses homophones

and recognizes figurative language.

Guiding Comments



Grades 3-5

LISTENING/SPEAKING:

The student uses the English language tointerpret oral input, construct meaning,

interact with confidence both verbally

and nonverbally, and express ideas

effectively in a variety of personal,

social, and academic contexts.

6






Grades 3-5

L/S.3.4 Uses and applies appropriate

language structure with formal andinformal expressions to identify,

describe, and classify familiar concepts

in relation to personal experiences,

preferences, interests, and environment.

Guiding Comments

Include social vocabulary that students

can use to solve disputes.





Guiding CommentsL/S.4.4 Applies correct language patterns

to organize events from read alouds of

narrative texts.

L/S.5.4 Applies correct language patterns

to organize events from read alouds in a

variety of narrative texts.

Guiding Comments Introduce vocabulary such as

"beginning," "middle," and "end".

Introduce story map (characters, setting,

problem/conflict and solution).

L/S.3.5 Identifies and states the main

idea or topic of an oral message or class

reading from a variety of simple

informational texts and uses transitions

to tell and retell a story using acquired

vocabulary and appropriate language

structure to personal experiences.

L/S.4.5 Identifies, states, and

paraphrases the main idea or topic and

important details from learned concepts

or read alouds of a variety of simple

informational texts; uses transitions to

tell, retell, and explain a story using

acquired vocabulary and appropriate

language structure.

L/S.5.5 Identifies, states, and paraphrases

the main idea or topic and important

details from learned concepts or read

alouds of a variety of simple

informational texts; uses transitions to

tell, retell, and explain a story using

acquired vocabulary and appropriate

language structure.

Guiding Comments

LISTENING/SPEAKING:






7






Grades 3-5

R.3.1 Decodes words and phrases to read

fluently.

R.4.1 Decodes words and phrases; reads

fluently.

Continue with decoding new words and

reading with fluency.Guiding Comments

R.3.2 Applies phonemic awareness

strategies to identify syllables and word

family patterns.

Guiding Comments Reference list of family patterns.

R.4.2 Analyzes the text and identifies text

features to enhance comprehension.

R.5.1 Analyzes the text and uses text

features to enhance comprehension.

Guiding Comments

R.3.3 Uses context clues and resources tobuild vocabulary, verify meaning,


words, and to transfer meaning into a

variety of narrative and informational

texts.

R.4.3 Uses context clues and resources tobuild vocabulary, verify meaning,


words, and transfer meaning into a

variety of narrative and expository texts.

R.5.2 Applies context clues, referencesources, and other vocabulary expansion

strategies to assess word meaning; uses

prefixes and suffixes to determine the

meaning of words.

Guiding Comments In this instance "resources" likely refers

to "reference sources".

In this instance "resources" likely refers

to "reference sources".

The context clue portion of this

standard is the same as R.4.3. Reference

list of vocabulary strategies.

READING:


skills to construct meaning and develop

an understanding as well as an



8






Grades 3-5

R.3.4 Identifies and states the main

character(s), identifies character traits,establishes similarities and differences

between characters, and identifies

setting within narrative text.

R.4.4 Identifies the main character(s),

compares and contrasts character traits,and identifies setting within narrative and

expository text.

R.5.3 Distinguishes main character from

supporting characters, compares andcontrasts character traits, and describes

setting in fiction.

Guiding Comments The word "resources" refers to

dictionaries, thesaurus, etc.

In this strand, expectations remain

similar across grade levels but the level

of text may change (length, vocabulary,

concepts).

R.3.5 Uses story organization of beginning, middle, and end within

narrative text to state and organize

events; makes predictions and

connections.

R.4.5 Uses story organization of beginning, middle, and end to identify

sequence within narrative and expository

text; makes predictions and connections.

R.5.5 Identifies sequence of events andcause and effect, organizes plot, makes

predictions and connections, and

recognizes problem and solution in

narrative and expository text.

Guiding Comments

R.3.6 Recognizes differences between

fiction and nonfiction; identifies fact and

opinion; recognizes main idea in simple

informational text.

R.4.6 Identifies differences between

fiction and nonfiction; identifies main

idea or topic and fact and opinion in

informational text.

R.5.4 Explains the differences between

fiction and nonfiction; states the main

idea and topic and identifies fact and

opinion in expository text.

Guiding Comments

READING:






9






Grades 3-5

W.3.1 Arranges words in alphabetical

order using first and second lettercriteria.

W.4.1 Arranges words in alphabetical

order using first, second, and third lettercriteria.

Guiding Comments

W.3.2 Applies phonemic awareness and

phonics strategies to correctly spell

words that have two letter clusters,

common spelling patterns, and

uncommon consonant patterns.

W.4.2 Applies phonemic awareness,

phonics strategies, and structural analysis

to correctly spell words that have three

letter clusters, common spelling patterns,

and uncommon consonant patterns.

W.5.1 Applies common spelling patterns

and structural analysis to correctly spell

words.

Guiding Comments

W.3.3 Applies basic grammar and

mechanics to write complete declarative

and interrogative sentences of three to

five words in length; identifies

declarative, interrogative, exclamatory,

and imperative types of sentences;

identifies the parts of speech.

W.4.3 Uses appropriate grammar and

mechanics to write complete declarative,

interrogative, imperative, and

exclamatory sentences; identifies the

parts of speech correctly.

W.5.2 Recognizes a complete sentence

and a fragment; writes complete

declarative, interrogative, imperative,

and exclamatory sentences.

Guiding Comments Teach students to correct fragments.

WRITING:





10






Grades 3-5

W.3.4 Recognizes descriptive and

narrative writing forms; writes words,phrases, and simple sentences to

develop descriptive and narrative three

sentence paragraphs.

W.4.4 Identifies elements in descriptive

and narrative forms of writing; uses avariety of sentence types to write

descriptive and narrative paragraphs.

W.5.4 Identifies elements in descriptive

and narrative forms of writing; uses avariety of sentence types to construct a

paragraph; applies organizational

patterns to connect ideas in narrative and

descriptive paragraphs.

Guiding Comments Students write one paragraph with

several sentences about the same topic.

Students write one well-organized

paragraph that contains a topic

sentence, major and minor details, and

a concluding sentence.Since students are introduced to

igurative language in L/S.4.2, it is

recommended that you introduce

poetry.

Use short poems to introduce figurative

language as indicated on standard,

L/S.4.2.

Continue to use poetry to introduce

igurative and sensory language. Have

students identify these elements of

poetry.

Guiding Comments

W.3.5 Applies the dictionary as an aid in

the writing process; uses simple

prewriting techniques to generate ideas.

W.4.5 Follows the writing process;

applies prewriting strategies to generate

ideas; uses the dictionary as an aid in the

writing process; identifies spelling errors

in writing.

W.5.5 Follows the writing process;

applies prewriting strategies to generate

ideas; uses the dictionary as an aid in the

writing process; identifies spelling,

capitalization, and ending punctuation

errors.

Guiding Comments Students benefit from peer editing and

self-editing their work before

publishing.

Grades 4, 5, and 6 share the same

expectations for this standard, but

grade level vocabulary and

sentence/paragraph complexity will

increase each year.

WRITING:





11





complex instructions and statements;applies instructions and directions;

answers and formulates both closed and

open-ended questions in a variety of

scenarios.


complex instructions and statements;applies and clarifies instructions and

directions; answers

and formulates closed and open-ended

questions.

L/S.8.2 Listens, responds to, analyzes,

gives, and discusses complex instructions,statements, and directions; answers and

formulates closed

and open-ended questions.

Guiding Comments


read aloud from a variety of fiction and

text styles to comprehend, identify, and

relate to character and setting.



nonfiction to comprehend, generalize,

relate to character and setting, and make

connections to text.



nonfiction to comprehend, generalize,

relate to character and setting, identify

tone, voice, and mood; makes

connections to text.

Guiding Comments

L/S.6.2 Distinguishes between

homophones and identifies figurative

language.

Guiding Comments L/S 4.2 - L/S 6.2 are the same;. Have

students explain and interpret

figurative language as well.



Grades 6-8

LISTENING/SPEAKING:






12






Grades 6-8

L/S.7.3 Uses appropriate language

structure to problem solve and to explaina process; interacts in discussions and

presentations.

L/S.8.3 Uses appropriate language

structure to interact in discussions andpresentations, to problem solve, explain a

process, and express opinions integrating

comparison and contrast statements to

interact in discussions and presentations.

Guiding Comments





Guiding Comments


to identify and organize events in a

variety of narrative texts and text styles.


to organize events in a variety of

narrative texts and identifies problem

and solution within presented literature.

L/S.8.4 Applies a variety of language

patterns and structures to explain texts,

discuss topics and themes, express

thought on plot development, identify

problem and solution, as well as make

predictions, inferences, and draw

conclusions from listening to a variety of

texts and multimedia sources.

Guiding Comments Introduce story map (characters,

setting, problem/conflict and solution).

Introduce story map (characters,

setting, problem/conflict and solution).

LISTENING/SPEAKING:






13






Grades 6-8

L/S.6.5 States the main idea or topic and

important details from learned conceptsor read alouds of a variety of expository

texts; applies understanding to

summarize the text using acquired

vocabulary and appropriate language

structure.

L/S.7.5 Explains the main idea or topic;

identifies important details from learnedconcepts or read alouds in a variety of

expository texts; applies sequence of

events to summarize.

L/S.8.5 Explains the main idea or topic

and important details from learnedconcepts or read alouds of a variety of

expository texts, and applies sequence of

events to clarify, discuss, and summarize

a topic from a variety of texts.

Guiding Comments Students should engage in analysis via

discussion.


reading with fluency.





Guiding Comments

R.6.1 Analyzes the text and distinguishes

text features to enhance comprehension.

R.7.1 Analyzes the text, establishes

purpose, recognizes author’s purpose,

and distinguishes text features to

enhance comprehension.


purpose, identifies author’s purpose, and

distinguishes text features to enhance

comprehension.

Guiding Comments Expectations R.7.1 - R.9.1 are the same.

Reference list of different text

structures.

LISTENING/SPEAKING:






READING:


literary analysis, and critical thinking





14






Grades 6-8

R.6.2 Applies context clues, reference

sources, and other vocabulary expansionstrategies to assess word meaning; uses

prefixes, suffixes, and root words to

determine the meaning of unfamiliar and

compound words.


sources, and other vocabulary expansionstrategies to assess word meaning using

prior knowledge to relate to new

meaning; uses prefixes, suffixes, and root

words to determine the meaning of

unfamiliar, multiple-meaning, and

compound words.


sources, and other vocabulary expansionstrategies to assess word meaning using





compound words.

Guiding Comments Standards R.7.2 - R.9.2 are the same. It

recommended that you add new grade

level vocabulary.


supporting characters, compares and

contrasts character traits, and describes

the setting in fiction.


supporting characters, compares and

contrasts characters traits, describes and

explains setting in fiction.

R.8.3 Distinguishes main from supporting

characters, compares and contrasts

characters traits, and explains setting in

fiction and nonfiction; distinguishes

between first and second person point of

view.

Guiding Comments In this strand, expectations remain



concepts).

In this strand, expectations remain



concepts).

By grade 8 teachers should introduce

students to the "protagonist" and

"antagonist" rather than continuing

with the term main character.

READING:






15






Grades 6-8

R.6.4 Sorts and organizes relevant

events, identifies cause and effect, makespredictions and inferences, and identifies

problem and solution in narrative and

expository text.

R.7.4 Sorts and organizes relevant events,

states cause and effect, makesconnections, predictions and inferences;

draws conclusions; states the problem

and solution in fiction and nonfiction.

R.8.4 Sorts and organizes relevant events,

states cause and effect, makesconnections, predictions, and inferences,

determines problem and solution, and

draws conclusions in narrative,

expository, and persuasive texts.

Guiding Comments

R.6.5 Explains the differences between

fiction and nonfiction; identifies fact and

opinion; states main idea or topic and

determines important details.

R.7.5 Identifies and states fact and

opinion, paraphrases and states main

idea or topic, and determines important

details in narrative and expository texts.

R.8.5 Distinguishes between fact and

opinion in narrative and expository texts;

states and paraphrases main idea or

topic, and determines important details.

Guiding Comments This expectation is the same as the

previous. Difficulty of text may change.

R.7.6 Identifies imagery and the elements

of poetry.

R.8.6 Uses elements of poetry to identify

and interpret genre, imagery, and

symbolism.

Guiding Comments W.6.1 Examines spelling patterns and

applies structural analysis to correctly

spell words.

Guiding Comments

READING:






WRITING:

The student effectively communicates

to a variety of audiences in all forms of




16






Grades 6-8

W.6.2 Identifies complete sentences,

fragments, and run-on sentences; uses avariety of sentence types in writing.

W.7.1 Combines sentences and ideas by

using simple transitional phrases; appliescommas to correctly punctuate and

construct sentences; distinguishes

complete sentences from fragments and

run-on sentences.

W.8.1 Combines sentences and ideas

using simple transitional phrases; appliescommas and colons to correctly

punctuate sentences; identifies phrases

and clauses; applies phrases in writing to

construct complex sentences.

Guiding Comments Introduce transition words starting in

grade 4.

W.6.3 Applies the parts of speech;

identifies subjects and objects using

prepositional phrases in sentences.

W.7.2 Applies the parts of speech;

identifies the subjects and objects in

sentences; uses correct subject-verbagreement.

W.8.2 Classifies and applies the parts of

speech; uses vocabulary, accurate

spelling, appropriate grammar and syntaxin writing.

Guiding Comments Since students are introduced to parts

of speech starting in grade 2, have

students apply their learning in their

writing.

W.6.4 Identifies elements in descriptive,

narrative, and expository forms of

writing; uses a variety of sentence types

and basic organizational patterns to

construct narrative, descriptive, and

expository paragraphs.

W.7.3 Identifies elements in descriptive,

narrative, expository and persuasive

forms of writing; uses a variety of

sentence types to construct a paragraph;

applies organizational patterns to

construct narrative, descriptive, and

expository paragraphs.

W.8.3 Applies organizational patterns and

the elements of descriptive, narrative,

and expository forms to construct a three-

paragraph composition.

Guiding Comments Students write two well-organized

paragraphs that contain clear topic


a concluding sentence.

Students write three well-organized

paragraphs that contain clear topic


a concluding sentence.

Students write a composition with a

three-paragraph body that also contains

and introductory and concluding

paragraphs.

WRITING:





17






Grades 6-8

Continue to use poetry to introduce

figurative and sensory language. Havestudents analyze these elements of

poetry.

W.7.4 Uses poetry and sensory elements

to develop simple poems.

W.8.4 Uses poetry elements and imagery

to develop and write different styles of poems.

Guiding Comments

W.6.5 Uses the writing process; applies

prewriting strategies to generate ideas;

uses the dictionary as an aid in the

writing process; identifies spelling,


errors.

W.7.5 Uses the writing process; applies

prewriting strategies to generate ideas;

uses the dictionary and thesaurus as an

aid in the writing process; revises writing;

proofreads to identify errors in spelling,


when prewriting, drafting, revising,editing, and writes a final draft.

W.8.5 Uses basic editing marks and

reference sources to revise writing;

verifies information; writes a final draft

using the writing process.

Guiding Comments Grades 4, 5, and 6 share the same

expectations for this standard, but

grade level vocabulary and

sentence/paragraph complexity will

increase each year.

WRITING:





18



Content Standard Grade 9 Expectations Grade 10 Expectations Grade 11 Expectations Grade 12

L/S.9.2 Listens and responds to, analyzes,

gives, and discusses complex

instructions; constructs complex

sentences and statements to explain,

describe, support, and discuss

information; answers and formulates

closed and open-ended questions.

L/S.10.2 Listens and responds to analyze,

organize, explain, describe, support, and

discuss information; answers and

formulates closed and open-ended

questions.

L/S.11.2 Listens and responds to

synthesize, explain, describe, support,

and discuss information; answers and

formulates closed and open-ended

questions.

L/S.12.2 Listens an

synthesize, explain

justify, and debate

and formulates clo

questions.

Guiding Comments

L/S.9.1 Listens and responds to a read

aloud from a variety of fiction and

nonfiction to analyze character

development and setting, to determine

tone, voice, and mood, and to make

connections to the text.


read aloud, presentation, or performance

from a variety of literature, periods,

genres, and styles to analyze character

development, setting, tone, voice, and

mood; makes connections to the text.


read aloud, presentation, or performance

from a variety of literature, periods,

genres, and styles to analyze character

development and setting, and to

distinguish the characteristics of tone,

voice, and mood; makes connections to

text.

L/S.12.1 Listens ca

aloud, presentation

from a variety of lit

genres, and styles t

analyze character d

and setting; makes

connections to text

voice, and mood.

Guiding Comments

L/S.9.3 Uses appropriate languagestructures to problem solve, explain a

process, and express opinions integrating

comparison and contrast statements;

analyzes presentations.

L/S.10.3 Uses appropriate languagestructure to state opinions in discussions

and presentations, to problem solve, and

to explain a process

integrating comparison and contrast

statements.

L/S.11.3 Uses appropriate languagestructure to analyze and state opinions in

discussions and presentations, to

problem solve, and to explain a process

integrating comparison and contrast

statements.

L/S.12.3 Uses apprstructure to analyz

to problem solve, t

and to express opin

comparison and co

Guiding Comments



Grades 9-12

LISTENING/SPEAKING:

The student uses the English language to

interpret oral input, construct meaning,










Grades 9-12

L/S.9.4 Uses a variety of language

patterns and structures to explain text,

discuss topics and themes; expresses

thoughts and opinions to analyze plot,

problem and solution, as well as make

predictions and inferences, and draw

conclusions from listening to a variety of

texts and multimedia sources.

L/S.10.4 Expresses thoughts and opinions

to discuss current events, concepts,

themes, characters, plot, and conflict and

resolution; makes predictions and

inferences, as well as draws conclusions

from listening to a variety of texts,

performances, and multimedia sources.

L/S.11.4 Expresses thoughts and opinions

to discuss current events, concepts,

themes, characters, plot, and conflict

resolution; makes predictions and

inferences, as well as draws conclusions

from listening to a variety of texts,

performances, and multimedia sources;

listens to sort and prioritize information.

L/S.12.4 Expresses

to evaluate text, de

concepts, and litera

predictions and inf

draws conclusions

variety of texts, pe

multimedia source

prioritize informati

Guiding Comments


and important details from learned

concepts or readings of a variety of

expository texts; applies sequence of

events to discuss and summarize text;

compares and contrasts topics from a

variety of texts.



concepts or readings, and summarizes,

analyzes, and compares and contrasts a

topic from a variety of text using

appropriate language

structure.

L/S.11.5 Analyzes the main idea or topic


concepts or readings from a variety of

persuasive texts; summarizes, explains,

clarifies, and discusses effectiveness of

text, performance, speech, or literature.

L/S.12.5 Analyzes a

idea or topic and im

learned concepts o

variety of persuasiv

evaluates, and judg

the text, performan

literature.

Guiding Comments


purpose, states author’s purpose, and

distinguishes between text features.

Guiding Comments

LISTENING/SPEAKING:

The student uses the English language to

interpret oral input, construct meaning,





READING:












Grades 9-12

R.9.2 Analyzes context clues, reference

sources, and other vocabulary expansion

strategies to assess word meaning using





compound words.

R.10.1 Analyzes context clues, uses

reference sources and other vocabulary

expansion strategies to assess word

meaning and to determine the meaning

of unfamiliar words using prior

knowledge to relate to new meaning;

identifies Greek and Latin root words.

R.11.1 Examines context clues, uses

reference sources and vocabulary

expansion strategies to assess word

meaning; analyzes the meaning of

unfamiliar words and applies the new

meaning to context; identifies Greek and

Latin root words.

R.12.1 Evaluates co

sources, and vocab

strategies to assess

utilizes Greek and L

extend vocabulary;

analyzes vocabular

cultural, or contem

current trends.

Guiding Comments Standards R.7.2 - R.9.2 are the same. It

recommended that you add new grade

level vocabulary.

R.9.3 Analyzes characters and traits;

explains setting in fiction and nonfiction;

distinguishes between first person, third

person, and omniscient point of view.

R.10.2 Analyzes character traits and

setting; classifies point of view in fiction

and nonfiction.

R11.2 Analyzes character development;

infers the setting in fiction and

nonfiction; classifies point of view.

R.12.2 Argues on c

techniques and cha

using text evidence

evaluates the setti

nonfiction; classifie

text evidence to su

Guiding Comments

R.9.4 Organizes plot; establishes cause

and effect relationships; makes

connections, predictions, inferences,

draws conclusions, and classifies conflicts

in narrative, expository, and persuasive

texts.

R.10.3 Organizes and analyzes the plot;

establishes cause and effect; makes

connections, predictions, and inferences;

draws conclusions; classifies and analyzes

the conflict and resolution in a variety of

texts.

R.11.3 Classifies parts of the plot,

establishes cause and effect, makes

connections, predictions, and inferences

in a variety of texts; draws conclusions;

analyzes and compares and contrasts

conflicts and resolutions across texts.

R.12.3 Classifies ge

establishes cause a

connections, predi

in a variety of texts

analyzes and deter

resolution; uses te

responses.

Guiding Comments

READING:












Grades 9-12


opinion in narrative and expository texts;

states and paraphrases main idea and

selects important details.


opinion, infers the main idea, and

distinguishes between relevant and

insignificant details in a variety of texts;

identifies theme.


opinion, infers, and supports the main

idea in a variety of texts; analyzes the

theme.

R.12.4 Distinguishe

opinion, infers and

idea in a variety of

theme or topic usin

justify and validate

Guiding Comments

R.9.6 Uses elements of poetry and plays

to analyze, interpret, and identify genre,

imagery, and figurative language.


to analyze, interpret, and classify genre,

imagery, figurative language, and

symbolism.


to analyze, interpret, and compare and

contrast genre, imagery, figurative

language, and symbolism.

R.12.5 Uses elemen

to analyze, interpre

contrast styles, gen

themes; debates us

justify position.

Guiding Comments

W.9.1 Uses transitional words, phrases,

and clauses to connect ideas when

constructing complex sentences.

W.10.1 Applies transitional words,

phrases, and clauses when constructing

complex sentences to effectively connect

ideas and develop variety in writing.

Guiding Comments

W.9.2 Distinguishes appropriate and

incorrect grammar structure; applies a

variety of syntactic styles to write.

W.10.2 Applies appropriate grammar,

structure, and syntax; analyzes word

choice to convey intended meaning.

W.11.1 Analyzes and selects appropriate

words to convey meaning; incorporates

transitions, correct grammar, syntax, and

style.

W.12.1 Analyzes an

choice to convey m

transitions, correct

style.

Guiding Comments

READING:







WRITING:

The student effectively communicates to

a variety of audiences in all forms of









Grades 9-12

W.9.3 Applies organizational patterns

and the elements of descriptive,

narrative,

expository, and persuasive forms of

writing to construct a composition.

W.10.3 Analyzes and applies

organizational patterns to connect ideas

and to write narrative, expository, and

persuasive essays.

W.11.2 Determines the purpose of

writing; analyzes and constructs

organizational patterns to connect ideas;

writes narrative, expository, and

persuasive essays.

W.12.2 Evaluates a

organizational tech

effective narrative,

persuasive essays u

process; demonstra

of writing.

Guiding Comments

W.11.4 Compares and contrasts two

forms of writing on similar topics to write

a critical essay.

W.12.4 Compares,

and critiques two o

writing on similar to

essay.

Guiding Comments

W.9.4 Uses figurative language; writes

different styles of poems.

W.10.4 Applies figurative language to

produce different styles of poems.

W.11.3 Applies figurative language and

develops voice to produce different

styles of poems.

W.12.3 Uses creativ

produce poems and

Guiding Comments

W.9.5 Uses basic editing marks and

revising techniques; uses reference

sources to verify information; writes afinal draft using the writing process.

W.10.5 Applies editing marks and

revision techniques; applies reference

sources to verify and supportinformation; writes a final draft using the

writing process.

W.11.5 Applies editing marks, self-

correcting methods, and reference

sources to revise and edit; analyzes,organizes, and verifies information to

write and revise; completes a final draft

using the writing process.

W.12.5 Organizes, s

and evaluates infor

research paper; demknowledge of topic

writing. Synthesizes

research and note t

Guiding Comments

WRITING:

The student effectively communicates to

a variety of audiences in all forms of




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