ELD Grades 6-12 Unit 1: Language of Explaining (20-22 days)

Purpose of ELD Unit Considerations Instructional Tools and Resources

Assessments and Rubrics

Grammar Glossary

Summary Statement: A study of the language of explaining to make actions, events, ideas, or processes clear using facts and details.

CELP Standards and Sample Topics for Language Use:

Social and Instructional Language

The Language of Language Arts

The Language of Mathematics

The Language ofScience

The Language of Social Studies

Students can explain: school/classroom

procedures or rules family relationships likes and dislikes provide instructions

Students can explain: plot of a story theme characters and

setting

Students can explain: relationships involving

multiples integers on a number

line steps to solve

equations

Students can explain: how matter is composed scientific processes

such as photosynthesis how laws of physics

impact objects on Earth

Students can explain: how geography affects

culture how communities solve problems how to use a map and

other geographic tools

Students know… words, phrases, and sentences to explain thinking explanations help others understand what is

happening or how a process works verb tenses are tools that English speakers use to

express time adverbs describe actions to provide detail by

indicating when, where, how, how much, how often conjunctions are used to combine words, phrases,

and statements to create expanded, compound, or complex sentence

Students understand… oral and written communication is

organized into words, phrases, and sentences

the language of explaining is used to make information more clear for an audience

certain language forms are used to explain information to others

language must be adjusted for various contexts and audiences

various audiences require different levels of explanation

Students can… use words, phrases, and expanded

sentences to elaborate on a topic with additional details

think critically about a topic and explain their thinking orally and/or in writing

use a variety of verb tenses to express time of actions

use adverbs appropriate to their language proficiency to explain an idea

use conjunctions within phrases and sentences to explain orally and in writing

adjust language according to proficiency, knowledge of audience,

and context

Academic Language Criteria:

Entering Emerging Developing Expanding Bridging/Reaching

LanguageControl(Types of language structures; language forms)

simple present verb tense

simple subject + verb agreement

subject pronouns coordinating

conjunctions adverbs of

frequency transition words

to explain how

simple present/ past verb tense

simple subject + verb agreement

object pronouns coordinating

conjunctions common adverbs with

-ly in routine expressions

transition words to explain how

common regular and simple irregular verb forms

subject + verb agreement

possessive pronouns coordinating

conjunctions adverbs of manner

with -ly transition

words/transitional phrases to explain why or how

regular and irregular verb forms

independent and some dependent clauses

reflexive pronouns coordinating and

some subordinating conjunctions

adverbs of certainty

transition words/transitional phrases to explain why or how

regular and irregular verb forms dependent and independent clauses relative pronouns subordinating conjunctions adverbs of certainty transition words/transitional phrases to explain why or how

Vocabulary of Explaining

general content vocabulary (e.g., person)

simple present verb tenseo be

(am/is/are), like, have, look, need

simple subject + verb agreement

general content vocabulary (e.g., person)

simple present/ past verb tenseo shows/showedo say

simple subject + verb agreemento The map shows

general and specific content vocabulary (e.g., character)

common regular and simple irregular verb formso says/saido means/meanto become/became

subject + verb agreemento The map shows

specific and some technical content vocabulary (e.g., character, protagonist)

regular and irregular verb formso appeared,

looked, knew, chose, cost

subject + verb agreement in

specific or technical content vocabulary (e.g., protagonist)

regular and irregular verb formso indicated,

resulted, found, brought

independent and dependent clauseso According to the

o She likes math.

subject pronounso I, you, he,

she, we, it

conjunctionso and

adverbs of frequencyo everyday,

every week

transition words

mountains.

object pronounso her, him, them

coordinating conjunctionso but

common adverbs of mannero quickly, slowly

transition words to explain howo next, finally

mountains in the west and plains in the east.

possessive pronounso mine, yours, theirs

coordinating conjunctionso or

adverbs of mannero carefully, loudly,

softly, suddenly

transition words/transitional phrases to explain why or howo in the beginning,

immediately

independent and some dependent clauseso The map shows

plains so it is good area for farming.

o The people chose to open a ski resort because the climate and terrain are ideal for skiing.

reflexive pronounso herself,

themselves, itself

coordinating conjunctionso yet, so

subordinating conjunctionso because, if,

when

adverbs of certaintyo probably,

definitely, obviously

transition words/transitional

map, the climate and terrain are ideal for skiing; therefore, tourism is a major component of the economy.

relative pronounso who, that, whose

subordinating conjunctionso although, as a

result, therefore

adverbs of certaintyo undoubtedly,

surely, certainly, perhaps, clearly

transition words/transitional phrases to explain why or howo furthermore,

subsequently, to explain further,

to explain howo first, then, last

following, for example

phrases to explain why or howo additionally, in

other words, for instance, to illustrate

stated another way

Linguistic Complexity(Quantity and variety of oral and written text)

words, phrases, or chunks of language to name an event, process, occurrence, etc and explain how it came about

use short declarative phrases to introduce a topic

use words or phrases to add additional details to an explanation

The (noun) (verb).*o The ball

drops.

multiple related simple sentences to name an event, process, occurrence, etc and explain how it came about

use simple declarative sentences and some phrases to introduce a topic

use phrases and some simple sentences to add additional details to an explanation

The (noun) (verb +ed).o The ball dropped.

simple and some compound sentences to name an event, process, occurrence, etc and explain how/why it came about

use simple  declarative sentences to introduce a topic and provide some details

use simple and some compound sentences to expand an explanation with with additional details

The (noun) (verb) (adverb).o The ball fell quickly.

The (noun) has/have/had (noun) and/but the (noun) has

compound and some complex declarative sentences to name an event, process, occurrence, etc and explain how/why it came about

use simple declarative and compound sentences to introduce a topic and provide details

use simple, compound, and some complex sentences to elaborate on a topic and expand an explanation with additional details.

The (adjective) (noun) verb (adverb) and the (adjective) (noun) (verb) (adverb).o The heavy ball

fell quickly, and the light ball fell

multiple, compound and complex declarative sentences to name an event, process, occurrence, etc and explain how/why it came about

use simple declarative, compound, and some complex sentences to introduce a topic and provide details

use simple, compound, and complex sentences to elaborate and expand an explanation with additional details.

As a result of (noun) the (adjective) (noun) and (adjective) (noun) (verb) (adverb).o As a result of

gravity, the heavy ball and the light ball fall

(Noun) has (noun).*o Matter has

atoms.

(Subject pronoun) (verb).*o It (population)

grows.

(Noun) (conjunction) (noun)*o numbers and

letters

The (noun) shows (noun). It has  a (noun).o The picture shows

a solid.  A solid has a shape.

(Pronoun) (verb) (object pronoun) for (noun).o She asked them

for information.

The (noun) has/have (noun) (conjunction) (noun).o The equation has

coefficients and variables.

(Noun) (verb) (adverb)o The character

walked slowly into school.

(Transition word),

(noun).o The solid has a

shape, but the liquid does not have a shape.

(Noun) is (possessive pronoun).o The children playing

in the yard are theirs.

(Noun) (conjunction) (noun)o I will solve the

equation using substitution or graphing.

(Noun) (verb) (adverb)o The character

marched bravely into the principal’s office.

(Transition word/transitional phrase), (noun) (verb).o Immediately

following the flash

quickly.

This is a (noun) and it has (noun) so it is able to (verb).

o This is a liquid and it has atoms that move, so it is able to change shape.

(Pronoun) (verb) (reflexive pronoun)…

o She answers questions about herself to complete the survey.

The (noun) (verb) (conjunction)...

o I multiplied each side of the equation by 2 so…

(Noun) (adverb of

quickly.

(Noun) and (noun) each have (adjective) (noun) which allow(s) …o Liquids and gases

each have moving particles which allow them to take the shape of any container.

The (noun) (relative pronoun) (verb) (noun)…o The people who

surveyed the town’s population decided to have a meeting.

(Noun/pronoun) (verb) (noun) (subordinating conjunction)...o I graphed the

equations; therefore, I will use the substitution method to check my result.

(Adverb of certainty)(noun) (verb)...o Perhaps the

author’s purpose was …

(Pronoun) (verb) everyday.*o We read

everyday.

(Transition word), (noun)*o first, lightning

(*select choices from a word/phrase bank)

(noun) (verb).o First, lightning

flashes.

of  lightning, the thunder boomed.

certainty) (verb)...o She obviously

felt strongly about her side of the story.

(Transition word/transitional phrase), (noun) (verb phrase).o In other words,

the lightning is more likely to strike tall objects than those closer to the ground.

(Noun) (verb); (transition word), (noun) (verb) (adjective).o The lightning

struck the powerline; subsequently, the town went dark.

Communicative Competence

Greeting: use appropriate phrases for welcoming someone, greeting, making introductions, making small talk (e.g., How are you? How’s it going?), saying and responding to farewello Include nonverbal communication: eye contact

Adjust language for the audience (e.g., consider background knowledge, context of the audience, etc.) Ability to expand or clarify explanation when requested (e.g., offer synonyms, provide an alternate explanation,

give examples)

ELD Grades 6-12 Unit 2: Language of Describing (20-22 days)

Purpose of ELD Unit Considerations Instructional Tools and Resources

Assessments and Rubrics

Grammar Glossary

Summary Statement: A study of the language of describing to express attributes and properties of people, objects, actions, events, ideas, or locations.

CELP Standards and Sample Topics for Language Use:

Social and Instructional

Language

The Language of Language Arts

The Language of Mathematics

The Language ofScience

The Language of Social Studies

Students can describe: family friends clothing food

Students can describe: people depicted in

biographies settings events

Students can describe: fractions and

decimals rational numbers on

a number line congruent figures

Students can describe: solids, liquids, and

gases natural resources cycling of water

through Earth’s systems

Students can describe: native cultures of North and

South America ancient government systems

of Greece, Rome, and China historical figures of United

States history

Students know… subjects and verbs need to “agree” verbs change form to indicate when an

action or state of being occurred -s or -es is added to regular nouns to

indicate plural form and there are specific articles that go with the nouns

adjectives are used to describe objects, actions, events, ideas, or locations

prepositions are locators of time and place

Students understand… subjects and verbs in a phrase or sentence

can change depending on whether the subject is plural or singular

verb tense is determined by when the action took place

all things are nouns and they provide topics for description

adjectives provide sensory details to describe objects, actions, events, ideas, or locations orally and in writing

prepositions describe a relationship between other words in a sentence

Students can… create subject+verb agreement in oral

and written descriptions use progressive tense verbs orally and in

writing use singular/plural nouns with

appropriate articles orally and in writing use correct adjective placement to

describe objects, actions, events, ideas, or locations orally and in writing

use prepositions accurately to indicate time and place orally and in writing

Academic Language Criteria:

Entering Emerging Developing Expanding Bridging/Reaching

LanguageControl(Types of language structures; language forms)

simple subject + verb agreement with verb “to be”

present tense action verbs

common singular nouns

concrete descriptive adjectives

prepositions

simple subject + verb agreement with verb “to be”

simple present progressive verbs

common singular/plural nouns and articles

descriptive adjectives

prepositions

subject + verb agreement with simple past verb “to be”

negative present progressive verbs with and without contractions

singular/plural nouns and articles

comparative/ superlative adjectives

prepositions

subject + verb agreement in sentences with prepositional phrases

present and past progressive verbs

specific and general nouns with appropriate articles

multiple adjectives prepositions

subject + verb agreement in sentences with prepositional phrases or other subject modifiers

negative present and past progressive verbs with and without contractions

specific and general nouns with appropriate articles

precise adjectives including adjectives ending with -y

prepositions

Vocabulary of Describing

general content vocabulary (e.g., girl/boy)

simple subject + verb agreement with verb “ to be”o is, am

present tense action verbso write, eat

high frequency singular nounso bean, book,

school concrete

general content vocabulary (e.g., person)

simple subject + verb agreement with verb “to be”o is, are, am

present progressive verbso writing, eating

general singular/plural nouns related to content and articleso the beans, the

general and specific vocabulary (e.g., character)

subject + verb agreement with past verb “to be”o was, were

negative present progressive verbso is not writing, aren’t

eating some specific and

general nouns with appropriate articles singular/plural nouns and articles

specific and some technical content vocabulary (e.g., character, hero)

subject + verb agreement in sentences with prepositional phraseso The boy with the

striped shirt is eating an orange.

present and past progressive verbso was running, were

dancing

specific or technical content vocabulary (e.g., hero)

subject + verb agreement in sentences with prepositional phrases or other subject modifiers

o The boy wearing the striped shirt is eating a juicy orange.

negative present and past progressive verbso is not writing,

descriptive adjectiveso six, red, big

prepositionso in, on, at

book, a school descriptive

adjectiveso large, small,

wet prepositions

o above, below

o an apple, the sun, a plant

comparative/ superlative adjectiveso large/largest

prepositionso near, between,

across

specific and some technical nouns with appropriate articleso the stem, an

orchard multiple adjectives

o tiny, invisible particles

prepositionso before, after,

during

wasn't eating technical and specific

nouns with appropriate articleso the stamen, the

chlorophyll precise adjectives

including adjectives ending with -yo tiny, cloudy,

sunny, prepositions

o until, through, from

Linguistic Complexity(Quantity and variety of oral and written text)

single statements or questions to describe

an idea within words, phrases, or chunks of language

(subject) is/are ...*o The food is

hot. (subject)

(action verb) (noun).o The ice

melts. This is a

(noun).*o This is a

school. (concrete

descriptive

phrases and simple sentences to describe

an idea with simple details

(subject) is/are/am…o Peppers are

spicy. (subject) is/are/am

(verb + ing )o The ice is

melting. (article) (common

noun)…o The book ….

The (noun) is (descriptive adjective)...o The triangle is

small. (Subject) have

  (adjective) (noun).

multiple simple sentences to describe

simple and compound sentences with details

(subject) was/ were…o The meal was

delicious. (subject) is/are/am not

(verb + ing )o The water is not

evaporating. (article) (noun) …

o The book is about Helen Keller.

(noun) is (comparative adjective) than  (noun).o Triangle A is

bigger than Triangle B.

The (noun) is the     (superlative     adjective).

multiple sentences to describe

compound and some complex sentences with multiple details

There is/are …o There are many

types of fruits and vegetables.

(subject) is/are/am/was/ were (verb + ing ).o The water was

evaporating into the atmosphere.

The (specific noun)...o The

parallelograms are congruent.

The (adjective), (adjective) (noun) is ___.

multiple sentences to describe

compound or complex sentences with relevant details

There was/were..o There were several

delicious dishes at party.

(subject) is/are/am/was/ were not (verb + ing ).o The water was not

evaporating into the atmosphere because the temperature was not warm enough.

The (specific noun)...o The

parallelograms are congruent because they are

adjective) (noun).*o two

triangles The (noun) is

(prepositional phrase).*o The water

is in the cloud.

(*select choices from a word bank)

o Triangles have three sides.

The (noun) is above/below the (noun).o The water is

below the ground.

The (noun) was (prepositional phrase).o The soldier

was in the war.

o The triangle is the biggest.

The (noun) is near/between/ across the (noun).o The water

exchanges between the atmosphere and the Earth.

The (adjective) (noun) was   (prepositional phrase).o The weary soldier

was fighting in the war.

o The small red triangle is congruent to the small blue triangle.

(subject) (verb) before/during/after…o The water cycle

begins again after the water has evaporated into the atmosphere.

The (adjective), (adjective) (noun) was (verb + ing)

    (prepositional    phrase).

o The hungry, weary soldier was tired of fighting in the war.

equal in size and shape.

When it is (adjective with -y) ...o When it is sunny,

the water can evaporate.

(subject) (verb) until/through/from…o The water goes

through all three stages of matter during the water cycle.

(Subject) (adverb) (verb)  (prepositional phrase)(prepositional phrase).o The soldier slowly

walked through the battleground feeling weary of the war.

Communicative Competence

Ability to tell or depict actions, people, places, and things in written or spoken words; give an account (e.g., use adjectives to describe, use appropriate vocabulary and verb tenses for specific contexts)

Understand how ideas are connected through patterns of language and use information shared to organize thoughts and ideas when speaking and writing.

Ability to sustain communication and discourse through paraphrasing, circumlocution, and repetition.

  

ELD Grades 6-12 Unit 3: The Language of Summarizing (20-22 days)

Year at a Glance

Purpose of ELD

Unit Considerations

Instructional Tools and Resources

Assessments and Rubrics

Grammar Glossary

Summary Statement: A study of the language of summarizing to determine important facts or ideas and relevant details about one or more objects, actions, events, ideas, or processes to express concise understanding.

CELP Standards and Sample Topics for Language Use:

Social and Instructional

Language

The Language of Language Arts

The Language of Mathematics

The Language ofScience

The Language of Social Studies

Students can summarize: fun events recently read

story family traditions cultural legends games

Students can summarize: claims,

examples, and evidence

authors’ arguments

literary nonfiction or informational texts

Students can summarize: the commutative,

associative, and distributive properties

their thinking around how to solve an equation before they begin working

the relationship among the angles of a triangle

Students can summarize human activities that

impact Earth’s systems

interactions between systems of the human body

the laws of physics that govern our universe

Students can summarize: cultural developments of the

Aztec, Maya, and Inca or other native groups of the Latin America

the social classes of feudalism motivations of the Crusades rights granted to citizens of the

United States

Students know… summarizing requires retelling details by

paraphrasing and sequencing paraphrasing means communicating information in

your own words chronology is a component of summarizing the present perfect verb tense emphasizes the result

while the present perfect progressive verb tense emphasizes the course or duration of an action

adverbs of time tell us when something happens in the past, present, or future

Students understand… summarizing demonstrates an

understanding of key information paraphrasing demonstrates

understanding and an ability to extract key information

when summarizing, it is important to follow the logical order of events

the perfect verb tenses indicate the duration of an action

Students can… summarize information by condensing key

details about objects, actions, events, ideas, or processes orally and in writing

paraphrase information using specific/technical language and their own wording orally and in writing

sequence information in a logical order that matches text orally and in writing

use perfect verb tenses appropriately, both orally and in writing

adverbs of frequency tell how often something occurs

passive voice is a form of “to be” + past participle

adverbs of time help provide details about the timing of actions

adverbs of frequency help provide important details about actions

the passive voice is used to make the object of the action the subject of the sentences

use adverbs of time and frequency accurately, both orally and in writing

identify when the passive voice is used and comprehend the meaning of a text that includes passive voice constructions

Academic Language Criteria:

Entering Emerging Developing Expanding Bridging/Reaching

LanguageControl(Types of grammar structures; language forms)

simple past tense verbs

demonstrative adjectives

adverbs of time and frequency

conjunctions

irregular past tense verbs

demonstrative pronouns

adverbs of time and frequency

conjunctions

past progressive tense verbs

nominalized verbs adverbs of time and

frequency coordinating and

common subordinating conjunctions

past perfect tense verbs

nominalized adjectives

passive voice adverbs of time and

frequency subordinating

conjunctions

past perfect progressive tense verbs

enumerative nouns passive voice adverbs of time and

frequency subordinating

conjunctions

Vocabulary of Summarizing(Examples of language forms)

general content vocabulary (e.g., said)

simple past tense verbso talked, played

general content vocabulary (e.g., stated)

irregular past tenseo said, went,

drove

general and specific content vocabulary (e.g., declared)

past progressive tense verbso was reading, was

discussing nominalized verbs

specific and some technical content vocabulary (e.g., implied)

shades of meaning with verbs (e.g., This text shows… This text illustrates...)

past perfect tense verbso had studiedo had measured

nominalized

specific and/or technical content vocabulary (e.g., alluded)

shades of meaning with verbs (e.g., This text shows… This text illustrates…)

past perfect progressive tense verbs

demonstrative adjectiveso this, that

adverbs of time and frequencyo yesterdayo always,

sometimes coordinating

conjunctionso and

demonstrative pronounso this, that,

these, those adverbs of time

and frequencyo last night, in

the afternoon

o never coordinating

conjunctionso and, but

o collection, investigation

adverbs of time and frequencyo theno often, usually

coordinating conjunctions and common subordinating conjunctionso soo because, when

adjectiveso difficulty,

intensity passive voice

o The phenomena had been studied by the scientists  for many years.

adverbs of time and frequencyo recently, alreadyo hardly ever,

frequently subordinating

conjunctionso before, after,

unless, although, however, therefore

o had been eroding enumerative nouns

o approach, reason, result

o This approach presented major drawbacks, such as...

passive voiceo When the

scientists noticed the erosion, they noticed the land was being farmed in unsustainable ways for many generations.

adverbs of time and frequencyo earlier, after thato seldom, regularly

subordinating conjunctionso although,

however

LinguisticComplexity(Quantity and variety of oral and written text)

simple words/phrases to summarize

summary with an introductory sentence that specifies purpose or topic*

(*with sentence frame support)

simple sentences to summarize

summary with introductory sentence that specifies purpose or topic and includes supporting details

simple and some compound expanded sentences to summarize

summary with 2-3 introductory sentences that specify purpose or topic and includes supporting details with examples

multiple, simple, compound and some complex sentences to summarize

multi-paragraph summary with introductory paragraph that specifies purpose or topic and organized, cohesive devices throughout the text

multiple sentences of varied length to summarize

multi-paragraph summary with introductory paragraph that specifies purpose or topic and organized, cohesive devices throughout the text

Practical Examples of the Language of Summarizing (Sentence frames)

(subject) (verb).o It rained.o We added.

(singular demonstrative adjective) (verb) (noun).o That woman

baked cookies. (subject) (verb)

(adverb of time or frequency).o We danced

sometimes.o He played

always. (noun) (verb)

(noun) (conjunction) (noun).o The woman

cooked turkey and potatoes.

(subject) (verb) (direct object).o She wrote

the book. (demonstrative

pronoun) (irregular verb) (adjective).o That is

helpful. (adverb of time or

frequency) (noun) (verb).o In the

afternoon, we wrote letters.

o Last night they drove to California.

(noun) (verb) (noun) (conjunction) (noun) (verb) (noun).

(subject) (verb) (prepositional phrase) (verb phrase).o People were

migrating to Colorado to find gold and other resources.

(article) (nominalized verb) (verb) (adjective).o The discussion was

becoming intense. (subject) (verb)

(adverb of time or frequency).o He was working for

the government then.

(noun) (verb) (noun) (subordinating conjunction) (noun) (verb).o John was eating

lunch when the fire

(transition word) (subject) (present perfect progressive verb) (prepositional phrase).o In summary, it

has been snowing for one week.

(article) (nominalized adjective) (verb)...o The difficulty was

that he had not prepared for the exam.

(subject) (adverb of time or frequency) (verb)...o We recently read

an African folktale in Language Arts.

o It hardly ever

(subject) (present perfect progressive verb) (prepositional phrase). (transition word) (subject) (present perfect verb).o Wind has been

eroding those rocks for millions of years. As a result, a sand dune has formed.

(subject) (verb) (direct object). (adverb of time or frequency)...o The Battle of

Lexington and Concord started the Revolutionary War. Earlier that year, tensions flared up.

o She listened to music, but she did not prepare dinner.

alarm sounded. snowed when I lived in North Carolina.

Communicative Competence

Ability to paraphrase in three wayso change some vocabulary (ex. rapidly → quickly)o change the word order (ex. Many people found gold once they arrived. → Once they arrived, many

people found gold.)o change the grammar structure (ex. People moved to Colorado due to the Gold Rush. → Because of the

Gold Rush, many people moved to our state.)

ELD Grades 6-12 Unit 4: Language of Interpreting and Analyzing (28-30 days)

Year at a Glance

Purpose of ELD

Unit Considerations

Instructional Tools and Resources

Assessments and Rubrics

Grammar Glossary

Summary Statement: A study of the language of interpreting the intended or alternate meaning of information and analyzing to indicate parts of a whole and to identify relationships and patterns between/among actions, events, ideas, or processes orally and in writing.

CELP Standards and Sample Topic for Language Use:

Social and Instructional

Language

The Language of Language Arts

The Language of Mathematics

The Language ofScience

The Language of Social Studies

Students can interpret and analyze: body language impact of personal

experiences on viewpoints

personal achievement data

personal interactions

social patterns

Students can interpret and analyze:

historical fiction poetry and/or

narrative poetry fairy tales,

fables, and myths

short stories plays

Students can interpret and analyze:

ratios rates percentages linear systems graphs

Students can interpret and analyze:

genetic research human impact on

the environment perspectives on

global warming demand for natural

resources impact of natural

disasters

Students can interpret and analyze: primary and secondary sources positive and negative influences

of cultural exchange/conquest personal finance decisions connections between geography

and the development of ancient cultures

Students know… some information is explicit while other

information must be inferred the language of interpreting and analyzing

includes stating a claim based on input and

Students understand… information can be interpreted in

various ways in order to draw conclusions and construct meaning

the structure of claim, evidence, and

Students can… state what the information says explicitly,

infer what the information says implicitly, and draw conclusions in order to construct meaning orally and in writing

providing evidence and reasoning to support the claim

adverbs modify verbs, verb phrases, and adjectives and they can indicate time relationships, how often, or the viewpoint/opinion of a speaker or writer

prepositional phrases include a preposition before the noun and show the relationship between a noun and pronoun and an object

adjectives modify verbs and can be used to state an opinion

modals are followed by the simple form of the verb and can have multiple meanings

reasoning is a standard way English speakers communicate their interpretations and analysis

adverbs provide additional detail and clarity to sentences

prepositional phrases are important because they connect various parts of a sentence

adjectives are subjective modals are used to hedge around a

topic rather than declaring a statement

communicate interpretations and analysis organized in a claim, evidence, reasoning structure

use adverbs to add detail to interpretations and analysis orally and in writing

use simple and/or complex prepositional phrases orally and in writing

use adjectives to clarify interpretations and analysis

use modals in productive language and and understanding their meaning in receptive language

Academic Language Criteria:

Entering Emerging Developing Expanding Bridging/Reaching

Language Control(Types of language structures; language forms)

adverbs of degree

pronouns prepositional

phrases concrete

adjectives modals used

for request

adverbs of degree pronouns prepositional phrases comparative/superlative

adjectives modals used for

request

adverbs of degree prepositional

phrases adjectives with

common affixes modals used for

permission or request

adverbs of degree

prepositional phrases

multiple adjectives

modals used for possibility

adverbs of viewpoint/opinion

prepositional phrases order of adjectives modals used for

necessity, advisability, expectation

Vocabulary of Interpreting/ Analyzing (Examples of language forms)

general content vocabulary (e.g., blow)

figurative languageo common

general content vocabulary (e.g., blow)

figurative languageo simile, hyperbole

general and specific content vocabulary (e.g., blow out, system)

figurative languageo personification

specific and some technical content vocabulary (e.g,. exhale, respiratory system)

figurative languageo metaphor

specific and/or technical content vocabulary (e.g., exhale, respiratory system)

figurative languageo symbolism

adverbs of

colloquialisms (“Ok”, “Got it”, “a little bit”)

adverbs of degreeo very, too

subject and object pronounso I, you, he,

she, we, it, her, him, them

prepositional phraseso in the

picture, on the chart

concrete adjectiveso numbers,

colors

modals used

adverbs of degreeo almost, enough,

mostly

possessive pronounso mine, yours, his,

hers, ours, theirs

prepositional phraseso from the text, by the

author

comparative/superlative adjectiveso bigger, smaller,

smallest

modals used for requesto can, would

adverbs of degreeo totally, extremely,

highly, completely

prepositional phraseso according to the

text, within the data

adjectives with common affixeso un happy,

impossible, confusing

modals used for permission or requesto can, could, would,

may, might

adverbs of degreeo quite, rather,

just

prepositional phraseso due to the

data, instead of the graph

adjectives with common affixeso political,

nonlinear, selfish

modals used for possibilityo may, might,

could, should, ought to, must, will

viewpoint/opiniono clearly, personally,

obviously

prepositional phraseso in spite of the

author’s words, in case of an unknown meaning

order of adjectives (p. 55, Folse)o pretty, young girl

(instead of young, pretty, girl)

modals used for necessity, advisability, expectationo must, have to,

should, ought to, had better

for requesto can, would

Linguistic Complexity(Quantity and variety of oral and written text)

simple words, phrases, or chunks of language to interpret and analyze information

claim with evidence from details based on input*

(*with sentence frame support)

simple sentences to interpret and analyze information

claim, evidence from details, and reasoning based on input

simple and some compound expanded sentences to interpret and analyze information

analysis paragraph that produces a claim, evidence, and reasoning based on input

multiple, simple, compound, and some complex sentences to interpret and analyze information

multi-paragraph analysis that produces a claim, provides evidence, and includes reasoning based on input

multiple sentences of varied lengths to interpret and analyze information

multi-paragraph analysis that produces a claim, provides evidence, and includes reasoning based on input and uses organized, cohesive devices throughout the text

Practical Examples of the Language of Interpreting and Analyzing (Sentence frames)

Social:o (modal)

(subject) (verb) (prepositional phrase)?

o Can/May I go to the bathroom?

Academic:o (subject)

(modal) (verb)

o I can answer.

o (subject) (verb) (pronoun) (prepositional phrase)

Social:o (modal) (subject)

(verb) (pronoun) (pronoun)

o Could/Would you give me that?

Academic:o (subject) (modal)

(verb)o I would agree.

o (subject) (verb)(comparative adjective)

o Hers is closer.

Social:o (pronoun) (modal)

(adverb) (verb)o Students should

always...

Academic:o (noun) (modal)

(verb)…o People should

recycle to reduce waste in landfills.

o (noun) (verb) (adverb of degree) (adjective) (prepositional phrase)

o The landfill will be completely full by

Social:o (pronoun)

(modal) (verb)...

o You could do your homework now.

Academic:o (noun phrase)

(modal) (verb)...

o The effects of global warming will increase if the population does not find alternate energy solutions.

Social:o (pronoun) (modal)

(infinitive verb)...o You ought to

complete your homework.

Academic:o (noun) (verb)

(conjunction) (noun) (modal) (verb)...

o The author believes that societies must take action regarding global warming is accelerating as evidenced by the quote, “Global warming is threatening our planet more than

o I got it from the chart.

o (adverb of degree) (adjective) (noun)

o very big number

o (subject) (verb) (adjective) (noun)

o There are seven people.

Sentence Frames:

o It says…*o I think…*o One part

is…*o This part…*o This

means…*

(*Choose from a word/phrase bank.)

Sentence Frames:o The text says…o I think the author

means…o This is related to…o This connects to…o This shows...

2020.

Sentence Frames:o According to the

text, ...o It might mean...

because...o One difference

between...and...is…

o A difference is…o A contrast is...o Both texts agree

that...o I highly/strongly

agree with… because...

o (noun) (verb) (adverb of degree) (adjective) (conjunction)...

o The author is quite certain that her prediction is correct.

Sentence Frames:o For instance,

the author states...

o This shows that...

o Some differences between... and… are… while the similarities are...

o The first text states that…; however, the second text states...

o I would have to

ever.”

o (adverb of certainty) (noun) (verb)...

o Clearly the author believes that global warming is a major threat to agriculture.

Sentence Frames:o The author believes

that...as evidenced by...

o The author of… believes that…, whereas the author of... believes that..

o The authors of both texts believe that… Moreover, ...

agree with... rather than... because...

Communicative Competence

Understand cultural references (e.g., colloquialisms, idioms, figurative language) Strategies are called into action to enhance the effectiveness of communication or to compensate for breakdowns

(manipulate language; sustain communication through paraphrasing and circumlocution). Attention to written discourse: The patterns through which a person expresses his or her thoughts on a subject. In

English, the discourse pattern is very linear. Academic writing most often includes an introduction, body, and conclusion.

ELD Grades 6-12 Unit 5: Language of Justifying (28-30 days)

Year at a Glance

Purpose of ELD

Unit Considerations

Instructional Tools and Resources

Assessments and Rubrics

Grammar Glossary

Summary Statement: A study of the language of justification in order to craft an argument by stating a claim, providing reasons and evidence to support the argument, and acknowledging a counterclaim to convince the intended audience.

CELP Standards and Sample Topic for Language Use:

Social and Instructional

Language

The Language of Language Arts

The Language of Mathematics

The Language ofScience

The Language of Social Studies

Students can justify: school-related

issueso cell phones in

schoolso middle school

sports programso elective

offeringso after school

club choices

Students can justify: arguments

made/found in various textso visual

texts/political cartoons

o editorialso essays

arguments about various types of textso fictional workso poetryo song lyricso art

Students can justify: how order of operations is

relevant to real life situations

financial literacy situations:o spending decisions

within a budgeto investment decisions

Students can justify: how to protect

nonrenewable resources

the causes of climate change

the importance of building healthy habits

the importance of sleep

the impact of playing video games on the brain development

Students can justify: deforestation trading policies Westward

Expansion responsibilities of

citizens Constitutional

amendments

Students know… a well-crafted justification defends a claim with

reasons and evidence and acknowledges a

Students understand… acknowledging the counterclaim strengthens the

justification of a claim

Students can… craft and comprehend a claim

and counterclaim within a

counterclaim adverbs of attitude are used to show an author

or speaker’s attitude or feelings towards an action

adverbs of contrast can introduce a counterclaim

adverbs of emphasis add intensity to a statement

negative expressions can be used in a justification to negate an argument or to offer a contrasting argument

many past tense verbs are irregular and do not have the -ed ending

past perfect verbs are formed using had + past participle and indicate past actions that occurred before another past event, action, or time

past modals are formed with a modal + have + past participle and indicate probability, possibility, or regret

subjective adjectives can indicate approval or disapproval of a noun

transitional words/phrases create cohesion in a written or oral justification

gerunds are nouns created from verbs and used commonly by native English speakers

using the correct adverb at the right time strengthens a justification

native speakers may often use double negatives in informal oral language, but these constructions are not acceptable in written language

native speakers use past modals often and for a range of meanings

there are multiple constructions of past tense beyond simple past

subjective adjectives make a judgement and can be open to disagreement

transitional phrases improve the comprehensibility of written or oral text by giving the reader/listener clues about upcoming content

past tense action verbs indicate that something has happened

although gerunds sound like action verbs, they are actually nouns

justification use various adverbs orally and

in writing produce negative expressions

correctly orally and in writing produce and comprehend

various past tense constructions

use subjective adjectives within a justification and rationale for the judgement

include appropriate transitional phrases throughout a written or oral justification

understand and comprehend a range of gerunds

Academic Language Criteria:

Entering Emerging Developing Expanding Bridging/Reaching

Language Control(Types of language structures; language forms)

irregular past tense

common adverbs

transitional words

common subjective

past perfect adverbs transitional

words subjective

adjectives action verbs negative

past modals adverbs of attitude transitional phrases subjective adjectives gerunds

past modals adverbs of emphasis transitional phrases subjective adjectives gerunds

past modals adverbs of contrast transitional phrases subjective adjectives gerunds

adjectives common action

verbs negative

expressions

expressions

Vocabulary of Justifying (Examples of language forms)

general content vocabulary (e.g., blow)

irregular past tenseo did, found,

said

common adverbso very, more

transitional wordso because, so

common subjective adjectiveso good, bad

general content vocabulary (e.g., blow)

past perfecto had read,

had believed, had seen

adverbso clearly,

exactly

transitional wordso since, then

subjective adjectiveso pretty, ugly

general and specific content vocabulary (e.g., blow out, system)

past modalso could have helped,

would have changed

adverbs of attitudeo luckily,

interestingly, obviously

transitional phraseso so that, due to

subjective adjectiveso perfect, imperfect,

positive, negative

gerundso reading, working,

thinking, understanding

specific and some technical content vocabulary (e.g,. exhale, respiratory system)

past modalso might have

changed, may have caused, must have noticed

adverbs of emphasiso even, surely

transitional phraseso for this reason, as a

result

subjective adjectiveso appropriate,

important, accurate, reasonable

gerundso thinking, believing,

deciding, choosing

specific and/or technical content vocabulary (e.g., exhale, respiratory system)

past modalso should have voted,

ought to have considered

adverbs of contrasto however, conversely,

alternatively

transitional phraseso for this purpose, with

this in mind

subjective adjectiveso relevant, sufficient,

substantial

gerundso recognizing,

researching, participating

common action verbso write, read

negative expressionso is not right,

was not there, did not go, do not show

action verbso see, know

negative expressionso had not

read, had not

Linguistic Complexity(Quantity and variety of oral and written text)

simple words, phrases, or chunks of language to justify

claim with evidence based from details on input*

(*with sentence frame support)

simple sentences to justify

claim, evidence from details, and reasoning based on input

simple and some compound expanded sentences to justify

argumentative paragraph that produces a claim, evidence, and reasoning based on input and acknowledges a counterclaim

multiple, simple, compound, and some complex sentences to justify

multi-paragraph argument that produces a claim, provides evidence, and includes reasoning based on input while acknowledging and responding to a counterclaim

multiple sentences of varied lengths to justify

multi-paragraph argument that produces a claim, provides evidence, and includes reasoning based on input while acknowledging and responding to a counterclaim and using organized, cohesive devices throughout the text

Practical Examples of the Language of Justifying (Sentence frames)

Social:o I did not go.o It was good.

Academic:o I agree.o I disagree.

Social:o I have seen

that already.

Academic:o It states that

there are

Social:o It would have been

a good movie, but it was too long.

Academic:o After reading the

article, I believe that there are three

Social:o When looking back,

I might have liked the movie if it had not been so long.

Academic:o It is reasonable to

conclude that there are three reasons for ... after reading the article.

Social:o I ought to have liked

that movie; however, at the time, I did not appreciate long movies and could not handle the length.

Academic:o There is a substantial

amount of evidence to suggest that there are three reasons for ...

Sentence Frames:o I _____

because _____.*

o I found ______.*

o He said _____.*

o I read _____.*

(*Choose from a word/phrase bank.)

three reasons.

o I disagree with Tom.

Sentence Frames:o ______, I

____ with the author because ______.

o ______, I read ______.

reasons to...o After listening to

Tom, I would agree with him.

Sentence Frames:o _________, I

___________ due to the fact _____________.

o This may have caused me to disagree with Tom.

Sentence Frames:o _________, I

________ as a result of ____________.

o I should have considered Tom’s thinking before I came to a conclusion.

Sentence Frames:o _____, I ____ as a

consequence of _______.

Communicative Competence

Follow social rules of language (e.g. formality, politeness, directness) when engaging in discussion. Plan and assess the effectiveness of communication. Manipulate language in order to meet communicative goals.

ELD Grades 6-12 Unit 6: Language of Cause and Effect (28-30 Days)

Year at a Glance

Purpose of ELD

Unit Considerations

Instructional Tools and Resources

Assessments and Rubrics

Grammar Glossary

Summary Statement: A study of the language of cause and effect to describe why and how relationships and patterns exist between events, ideas, or processes.

CELP Standards and Sample Topics for Language Use:

Social and Instructional Language

The Language of Language Arts

The Language of Mathematics

The Language ofScience

The Language of Social Studies

Students use the language of cause and effect to communicate about: health consequence of choices natural consequences

Students use the language of cause and effect to communicate about: the relationship

between characters, setting, and/or events in text

the impact of word choice on a text

the impact of author’s choices on a text

Students use the language of cause and effect to communicate about: personal finance the relationship

between factors and multiples

functions (input and output)

fractions and their relationship to the whole

Students use the language of cause and effect to communicate about: causes of natural

disasters the relationship

between body systems, structures, and functions

factors related to and impacting weather conditions

Students use the language of cause and effect to communicate about: the relationship

between Native American culture and geography

the development of regional economies

conflicts within international and domestic wars

motivation and impact of exploration of the new world

Students know… actions and outcomes are interconnected future tense verbs indicate something that

will happen later statements about the future can be made

with the expression be going to, future tenses, or present progressive tense

phrasal verbs are two or three word verbs

Students understand… the interconnectedness of events and their

outcomes leads to informed decision-making future tense is used in conditional sentences to

show possibility based on the occurrence of another event

native English speakers rarely use formal future tenses, most often only for emphasis

Students can… use the language of cause and effect to

communicate how and why events and outcomes are connected, orally and in writing

use future tense verbs, future expressions, and present progressive to show possible cause and effect

that have an idiomatic meaning conditional statements can indicate that

one thing is dependent on the occurrence of another thing

conjunctions, ordinal numbers, and prepositional phrases can be signal words to indicate a cause and effect relationship

quantifiers can indicate a range of quantity from a small amount to a large amount

non-count nouns generally  do not have a separate plural form

abstract nouns cannot be perceived with any of the five senses

sometimes multiple words are used to express the idea of one action (turn up the music vs increase the volume)

changing one word in a phrasal verb can impact the meaning (turn off vs turn down)

conditional statements can provide structures for predictions, patterns, or possibilities

signal words help to maintain text structure and identify the type of relationship between events, ideas, or problems

quantifiers do not always indicate an exact quantity

non-count nouns usually cannot be expressed in a plural form because they are thought of as wholes that cannot be cut into parts

abstract nouns name an emotion, idea, or quality

relationships use phrasal verbs to indicate an action

related to the object of a sentence use conditional statements with a

variety of verb tenses to indicate cause and effect relationships orally and in writing

use signal words to indicate cause and effect relationships orally and in writing

use quantifiers to indicate how many or how much of something orally and in writing

use non-count nouns with the correct quantifier orally and in writing

use abstract nouns appropriately orally and in writing

Academic Language Criteria:

Entering Emerging Developing Expanding Bridging/Reaching

Language Control(Types of language structures; language forms)

future expressions conditional

statements using conjunctions

ordinal numbers and other sequencing terms used to indicate cause and effect

quantifiers count nouns

simple future tense verbs/future expressions

conditional statements using conjunctions

ordinal numbers and other sequencing terms used to indicate cause and effect

quantifiers count nouns

future progressive tense verbs/present progressive to express future

conditional statements using conjunctions

prepositions used to indicate cause and effect

quantifiers count and non-

count nouns

phrasal verbs conditional

statements using conjunctions

prepositional phrases used to indicate cause and effect

quantifiers abstract nouns

phrasal verbs conditional statements

using conjunctions prepositional phrases to

indicate cause and effect quantifiers abstract nouns

Vocabulary general content general content general and specific and specific or technical

of Cause and Effect (Examples of language forms)

vocabulary (e.g., home)

future expressionso going too I am going to eat.

conditional statements using conjunctions to indicate cause and effecto so, if

ordinal numbers and other sequencing terms to indicate sequence in cause and effect relationshipso first, then

concrete quantifierso three days, both

numbers

count nounso books, desks,

vocabulary (e.g., hole, tunnel)

simple future tense/future expressionso I have a test, I will

study tonight.o I am going to

study.

conditional statements using conjunctions to indicate cause and effecto because, when

ordinal numbers and other sequencing words

o first, second, next

quantifierso all, some

count nounso trees, countries,

specific vocabulary (e.g., den, burrow)

future progressive tense/present progressive to express futureo I have a test

tomorrow, so I will be studying tonight.

o I am studying tonight.

conditional statements using conjunctions to indicate cause and effecto after, since,

so that, as long as

prepositions used to indicate sequence and cause and effecto before, after

some technical content vocabulary (e.g., dwelling )

phrasal verbso break down,

bring on, figure out

o I have a test tomorrow, so I need to figure out how to review all the material tonight.

conditional statements using conjunctions to indicate cause and effecto therefore,

consequently, unless

prepositional phrases used to indicate cause and effecto because of,

in case of, leads to

quantifierso any, much,

several, each

content vocabulary (e.g., habitat)

phrasal verbso count out, have over,

think througho I want to be prepared

for the test tomorrow, so I will think through all of the material carefully.

conditional statements using conjunctions to indicate cause and effecto providing that,

supposing

prepositional phrases to indicate cause and effecto as a result of, due to,

results in

quantifierso a great deal of

explorers, plenty of money, enough light

abstract nounso liberty, trouble,

experience

pens, dollars, cents

problems, characters

quantifierso a few, a lot,

many

count and non-count nounso animals,

wildlife, pollution, chemicals, money

abstract nounso freedom,

safety

Linguistic Complexity(Quantity and variety of oral and written text)

simple words/ phrases to communicate cause and effect relationships

conditional phrases using ordinal numbers with conjunctions to organize ideas and show order between cause and effect within a single phraseo first, theno first clouds, so

then rain

simple sentences to communicate cause and effect relationships

conditional statements ordinal numbers and conjunctions to organize ideas and show order between cause and effect within a single sentence

o first, second, thirdo First, is was

cloudy. Second, it rained. Third, there was a flood because it rained a lot.

o The temperature increased. And then the ice melted.

simple and some compound expanded sentences to communicate cause and effect relationships

conditional statements using conjunctions and prepositions  to organize ideas and show order between cause and effect within multiple sentenceso before, after,

next, nowo Before the

flood there were many trees here. Now there are a few trees.

o If the

multiple, simple, compound and some complex sentences to communicate cause and effect relationships

conditional statements using prepositional phrases and other transition words to organize ideas and show order between cause and effect within a paragrapho at first,

following, as a result, in conclusion

o At first, this area was a large forest. Following the flood, many

multiple sentences of varied length to communicate cause and effect relationships

conditional statements using prepositional phrases and other transition words to organize ideas and show order between cause and effect within an extended paragraph or multiple paragraphso initially, additionally,

furthermore, consequently

o Initially, this area was a dense forest. A flood occurred devastating the area.  Additionally, many trees were destroyed. Consequently, the community lost lumber revenue and had to plant more trees.

o If the temperature is decreasing, then the ice

temperature rises, the ice will melt.

trees died. As a result, the community planted more trees.

o If the temperature is rising, then the ice will melt.

will not melt.

Practical Examples of the Language of Cause and Effect (Sentence frames)

Social:

It ____, so I am going to ____o It rains, so I am

going to get wet. I have ____ ___.

o I have three books.

Academic:

Social:

It ____, so I will ____o It is going to rain,

so I will get wet.. I have ____ ___.

o I have some books.

Academic: First, ____ ____,

Social: It ____ ____, so

I will be _____o It is raining,

so I will be getting wet.

I have ____ _____ in my ____.o I have a lot

of books in my home.

Social: It ____ ____, so I

will be _____ and will need to ___ ___o It is raining,

so I will be getting wet and will need to dry off.

I have ____ _____ in my ____.o I have a lot of

books in my home.

o It was raining, so I was walking carefully through the puddles.

Social It ____, as a result, I will be

unable to ...o It is raining, as a result, I

will be unable to hold the party outside.

In my ____ _____, I a have...o In my large library, I

have many books for reading.

Academic If ..., will not ...

o If sound is traveling

First, ____ ____, then ___ ___*o First, it is hot,

then ice melts If it ____, it is going

to _____.*o If it gets hot, the

ice is going to melt.

____ need ___ ___.*o People

need three things.

(*select choices from a word bank)

second ___ ___.*o First, it gets

hotter, second, the ice melts.

If it ____, the ___  will _____.*o If it  increases,

the ice will melt. People need ___

____ so that they will be healthy.*o People

need some vegetables so they will be healthy.

(*select choices from a word bank)

Academic: Since the

_____, it will ______o Since the

temperature is increasing, the ice will melt.

___ as long as ___o People can

stay healthy as long as they eat enough nutrients.

The  ____ _____ more _____o The healthy

eat student eats more vegetables.

Academic: ____, therefore

___.o The average

temperature of he the earth is rising, therefore, the ice caps are melting.

Because ___, ___.o Because of

rising temperatures, the sea levels are also rising.

______ _____ result from ...o Several

benefits result from eating healthy fruits and vegetables.

through a solid,  then it will not move quickly.

Because ___, ___ led to ___.o Because of rising

surface temperatures, melting ice lead to higher sea levels.

Due to the fact that ___, ___.o Due to the fact that

higher temperatures were recorded, scientists need to know more about what caused  the rise.

___ caused ___; therefore ___.o Eating processed

foods caused her to have high cholesterol, therefore she is going to eat more fresh fruits and vegetables.

Communicative Competence

Understanding and using collocations: two or more words that are often used together by native speakers with a specific meaning that changes if a word(s) are substituted (ex. take lunch, have lunch)

Examples: take a look, come close, get permission, make a difference