I can identify the sounds each letter makes. I can identify and create the

Transcription

1 ESL LEVEL Unit Common Core Standard Suggested Learning Target Suggested Learning Target (CCSS) #1 #2 CCSS Vocabulary ESL I MS 1.A Know and apply gradelevel phonics and word analysis skills in decoding I can identify the sounds each letter makes. I can identify and create the I can decode one-syllable words by sounding out each letter. I can diagraph, decode, syllable, vowel sound, vowel team, segment, inflectional words. (a) Know the sounds common diagraphs recognize long vowel ending, irregular spelling-sound correspondences for common consonant diagraphs (two letters that represent one sound). (b) Decode regularly spelled one-syllable words. Know final -e and common vowel team conventions for representing long vowel sounds. (d) Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (e) Decode two-syllable words following basic patterns by breaking the words into syllables. (f) Read words with inflectional endings. (g) Recognize and read grade-appropriate irregularly spelled words. make (e.g., sh, ph, th). sounds created using a final -e and common vowel teams. I can recognize that all syllables have a vowel sound. ESL I MS 1.B Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (a) Distinguish long from short vowel sounds in spoken-syllable words. (b) Orally produce singlesyllable words by blending sounds (phonemes), including consonant blends. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (d) Segment spoken singlesyllable words into their complete sequence of individual sounds (phonemes). I can identify short vowel sounds in single-syllable words (e.g., cat, sit, hop). I can identify long vowel sounds in single-syllable words (e.g., bake, mine, hope). I can tell the difference between long and short vowel sounds. I can identify the sound each letter makes. short vowel, long vowel, syllable, letter, blend, segment ESL I MS 1.C Use the illustrations and details in a text to describe its key ideas. ESL I MS 1.D Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text ESL I MS 1.E Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. I can describe an illustration in a text. I can explain how the images in text add meaning to the words. I can identify and give examples of text features. I can identify details in a text. I can use the images and words in a text to help me understand what I am reading. I can explain how text features help locate key facts or information. key idea, detail, illustration image, informational text text feature

2 ESL I MS 1.F Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text ESL I MS 1.G Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. I can identify who, where, when, why, and how to answer questions about a text. I can identify illustrations that support a story. I can ask and answer questions before, during, and after reading a text. I can explain how illustrations add meaning to the words in a story. key detail illustration, character, setting, plot ESL I MS 1.H Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. (a) Use sentence-level context as a clue to the meaning of a word or phrase. (b) Use affixes as a clue to the meaning of a word. (c) Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). ESL I MS 1.I Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (a) Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (b) Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (c) Use temporal words and phrases to signal event order. (d) Provide a sense of closure. I can determine the meaning of unknown and multiple meaning words using context clues (e.g., definitions, examples, restatements) in a sentence. I can identify common affixes (e.g., pre-, un-, - less) of unknown words. I can define narrative text I can introduce the and describe the basic parts of plot (introduction, rising action, climax, falling action, and resolution). narrator, characters, and the event/situation that starts the story. I can sequence (put in order) the events in my story so that one event leads to the next. context clue, affix, root word narrative, plot, narrator, character, event, sequence, temporal word/phrase, conclusion

3 ESL I MS 1.J Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. (a) Use sentence-level context as a clue to the meaning of a word or phrase. (b) Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortabl e, care/careless, heat/preheat). (c) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (d) Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and I can determine the meaning of unknown words using context clues (e.g., definitions, examples, restatements) in a sentence. ESL I MS 2.A Demonstrate command of I can define noun (person, place, thing, or idea) and pronoun (a word that takes the place of one or speaking. (a) Explain the more nouns) and explain function of nouns, how they function in a pronouns, verbs, sentence. (cont. on next adjectives, and adverbs in page). I can define verb general and their (an action or state of functions in particular being) and explain how it sentences. (b) Form and functions in a sentence. use regular and irregular plural nouns. (c) Use abstract nouns (e.g., childhood). (d) Form and use regular and irregular verbs. (e) Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (f) Ensure subjectverb and pronounantecedent agreement. (g) Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (h) Use coordinating and subordinating I can recognize and define common affixes (e.g., un-, dis-, -able, -less). I can define adjective (a word that adds meaning to a noun or pronoun) and adverb (a word that adds meaning to a verb, adjective, or other adverb) and explain how they function in a sentence. I can identify comparative adjectives/adverbs (formed by adding -er or more) and superlative adjectives/adverbs (formed by adding -est or most) and choose the correct form when writing or speaking. context clue, affix, root, reference material noun, pronoun, verb, adjective, adverb, regular/irregular plural noun, abstract noun, regular/irregular verb, verb tense, antecedent, comparative adjective/adverb, superlative adjective/adverb, coordinating conjunction, subordinating conjunction, simple sentence, compound sentence, complex sentence

4 ESL I MS 2.B Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (a) Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). (b) Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). ESL I MS 2.C Demonstrate command of speaking. (a) Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (b) Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. (c) Use modal auxiliaries (e.g., can, may, must) to convey various conditions. (d) Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (e) Form and use prepositional phrases. (f) Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. (g) Correctly use frequently confused words (e.g., to, too, two; there, I can make a real-life connection (text to self) to words I hear and read. I can identify relative pronouns and use them correctly (e.g., who and whom refer to people; which refers to things, qualities, and ideas; that and whose refer to people, things, qualities, and ideas). I can define and form progressive verbs (verbs that indicate something is happening, was happening, or will be happening) and use them correctly. I can identify and correctly use modal auxiliaries (verbs that convey mood or tense). I can recognize verbs and adjectives that have similar meanings and choose the one that best fits the action or description. I can identify relative adverbs and use them correctly (e.g., where modifies nouns of place, when modifies nouns of time, why modifies the noun reason). I can recognize that multiple adjectives describing the same noun should be placed in a particular order (e.g., article + size + shape + age + color; the tiny, oval, red bead or an old black suitcase). I can identify common prepositions (e.g., of, to, in, on, at) and properly form prepositional phrases. connection, verb, adjective relative pronoun, relative adverb, progressive verb tense, modal auxiliary, adjective, prepositional phrase, fragment, run-on sentence

5 ESL I MS 2.D Demonstrate command of standard English capitalization, punctuation, and spelling when writing. (a) Capitalize appropriate words in titles. (b) Use commas in addresses. Use commas and quotation marks in dialogue (d) Form and use possessives. (e) Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). (f) Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (g) Consult reference materials, including beginning dictionaries, as needed to check and correct ESL I MS 2.E Demonstrate command of speaking. (a) Print all upper- and lowercase letters. (b) Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). (e) use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (f) Use adjectives. (g) Use conjunctions (e.g., and, but, and, but, or, so, because). (h) Use determiners (e.g., articles, I can identify words in a title that should be capitalized (e.g., first and last words, nouns, pronouns, verbs, adjectives, adverbs, subordinating conjunctions, prepositions of five or more letters). I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around spoken words (e.g., "I was walking," Christian said, "when Caleb tripped me.") I can print all upper- and lowercase letters correctly. I can respond to questions by writing sentences. I can write sentences that make a statement, ask a question, make a command/request, or make an exclamation. I can write basic sentences that use singular nouns with singular verbs and plural nouns with plural verbs. I can identify words in a title, address, dialogue, title that should not be speaker tag, possessives, capitalized (e.g., articles base word, suffix, resource coordinating conjunctions, prepositions of four or fewer letters). I can define possessives (nouns that own something) and form singular possessives (e.g., add apostrophe s-'s) and plural possessives (e.g., add an apostrophe after the existing s-s'). I can explain the difference between common nouns (a general proper nouns (a specific and possessive nouns (a noun that shows ownership). I can identify and write common nouns correctly by beginning them with lowercase letter. uppercase letters, lowercase letters, common noun, proper noun, possessive noun, verb, singular, plural, pronoun, personal pronoun, possessive pronoun, indefinite pronoun conjunction, determiner, preposition, simple sentence, compound sentence

6 ESL I MS 2.F Demonstrate command of speaking. (a) Use collective nouns (e.g., group) (b) Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). Use reflexive pronouns (e.g., myself, ourselves). (d) Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). (e) Use adjectives and adverbs, and choose between them depending on what is to be modified. (f) Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). I can define collective nouns (a singular noun that refers to a group of people or things) and use them correctly. I can identify reflexive pronouns (personal pronouns compounded with -self, or - selves) and use them correctly. I can identify irregular plural nouns (nouns that do not add -s to form the plural) and use them correctly. I can identify irregular verbs in the past tense (past tense verbs that are not formed by adding -ed) and use them correctly. language, collective noun, irregular plural noun, reflexive pronoun, irregular verb, adjective, adverb, simple sentence, compound sentence, expand, rearrange ESL I MS 2.H Demonstrate command of speaking. (a) Print all upper- and lowercase letters. (b) Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). (e) use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (f) Use adjectives. (g) Use conjunctions (e.g., and, but, and, but, or, so, because). (h) Use determiners (e.g., articles, I can print all upper- and lowercase letters correctly. I can respond to questions by writing sentences. I can write sentences that make a statement, ask a question, make a command/request, or make an exclamation. I can write basic sentences that use singular nouns with singular verbs and plural nouns with plural verbs. I can explain the difference between common nouns (a general proper nouns (a specific and possessive nouns (a noun that shows ownership). I can identify and write common nouns correctly by beginning them with lowercase letter. uppercase letters, lowercase letters, common noun, proper noun, possessive noun, verb, singular, plural, pronoun, personal pronoun, possessive pronoun, indefinite pronoun conjunction, determiner, preposition, simple sentence, compound sentence

7 ESL I MS 2.J With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. (a) Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. (b) Define words by category and by one or more key attributes 9e.g., a duck is a bird that swims; a tiger is a large cat with stripes). (c) Identify real-life connections between words and their use (e.g., note places at home that are cozy). (d) Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by ESL I MS 2.K Ask and answer questions about key details in a text. I can sort into categories. I can define words by categories using common traits. I can explain that a key detail is an important part of a text ESL I MS 2.L Recount or describe key I can identify information ideas or details from a text from a text being read read aloud or information aloud. presented orally or through other media. ESL I MS 3.A Demonstrate command of I can define noun (person, place, thing, or idea) and pronoun (a word that takes the place of one or speaking. (a) Explain the more nouns) and explain function of nouns, how they function in a pronouns, verbs, sentence. (cont. on next adjectives, and adverbs in page). I can define verb general and their (an action or state of functions in particular being) and explain how it sentences. (b) Form and functions in a sentence. use regular and irregular plural nouns. (c) Use abstract nouns (e.g., childhood). (d) Form and use regular and irregular verbs. (e) Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (f) Ensure subjectverb and pronounantecedent agreement. (g) Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (h) Use coordinating and subordinating I can connect words I hear common, category, trait, and read to the real world. connection, verb, adjective I can identify key details in a text (e.g., who, what, where, when, why, and how). I can identify information that is presented in different formats (e.g., media, charts, graphs, websites, speeches). I can define adjective (a word that adds meaning to a noun or pronoun) and adverb (a word that adds meaning to a verb, adjective, or other adverb) and explain how they function in a sentence. I can identify comparative adjectives/adverbs (formed by adding -er or more) and superlative adjectives/adverbs (formed by adding -est or most) and choose the correct form when writing or speaking. key detail format, key idea, detail noun, pronoun, verb, adjective, adverb, regular/irregular plural noun, abstract noun, regular/irregular verb, verb tense, antecedent, comparative adjective/adverb, superlative adjective/adverb, coordinating conjunction, subordinating conjunction, simple sentence, compound sentence, complex sentence

8 ESL I MS 3.B Demonstrate command of speaking. (a) Print all upper- and lowercase letters. (b) Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). (e) use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (f) Use adjectives. (g) Use conjunctions (e.g., and, but, and, but, or, so, because). (h) Use determiners (e.g., articles, ESL I MS 3.C Demonstrate command of speaking. (a) Print all upper- and lowercase letters. (b) Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). (e) use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (f) Use adjectives. (g) Use conjunctions (e.g., and, but, and, but, or, so, because). (h) Use determiners (e.g., articles, I can print all upper- and lowercase letters correctly. I can respond to questions by writing sentences. I can write sentences that make a statement, ask a question, make a command/request, or make an exclamation. I can write basic sentences that use singular nouns with singular verbs and plural nouns with plural verbs. I can print all upper- and lowercase letters correctly. I can respond to questions by writing sentences. I can write sentences that make a statement, ask a question, make a command/request, or make an exclamation. I can write basic sentences that use singular nouns with singular verbs and plural nouns with plural verbs. I can explain the difference between common nouns (a general proper nouns (a specific and possessive nouns (a noun that shows ownership). I can identify and write common nouns correctly by beginning them with lowercase letter. I can explain the difference between common nouns (a general proper nouns (a specific and possessive nouns (a noun that shows ownership). I can identify and write common nouns correctly by beginning them with lowercase letter. uppercase letters, lowercase letters, common noun, proper noun, possessive noun, verb, singular, plural, pronoun, personal pronoun, possessive pronoun, indefinite pronoun conjunction, determiner, preposition, simple sentence, compound sentence uppercase letters, lowercase letters, common noun, proper noun, possessive noun, verb, singular, plural, pronoun, personal pronoun, possessive pronoun, indefinite pronoun conjunction, determiner, preposition, simple sentence, compound sentence

9 ESL I MS 3.D Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. (a) Use sentence-level context as a clue to the meaning of a word or phrase. (b) Use affixes as a clue to the meaning of a word. (c) Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). ESL I MS 3.E Demonstrate command of speaking. (a) Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (b) Form and use regular and irregular plural nouns. (c) Use abstract nouns (e.g., childhood). (d) Form and use regular and irregular verbs. (e) Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (f) Ensure subjectverb and pronounantecedent agreement. (g) Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (h) Use coordinating and subordinating I can determine the meaning of unknown and multiple meaning words using context clues (e.g., definitions, examples, restatements) in a sentence. I can define noun (person, place, thing, or idea) and pronoun (a word that takes the place of one or more nouns) and explain how they function in a sentence. (cont. on next page). I can define verb (an action or state of being) and explain how it functions in a sentence. I can identify common affixes (e.g., pre-, un-, - less) of unknown words. context clue, affix, root word I can define adjective (a noun, pronoun, verb, word that adds meaning adjective, adverb, to a noun or pronoun) and regular/irregular plural adverb (a word that adds noun, abstract noun, meaning to a verb, regular/irregular verb, adjective, or other adverb) verb tense, antecedent, and explain how they comparative function in a sentence. I adjective/adverb, can identify comparative superlative adjectives/adverbs adjective/adverb, (formed by adding -er or coordinating conjunction, more) and superlative subordinating conjunction, adjectives/adverbs simple sentence, (formed by adding -est or compound sentence, most) and choose the complex sentence correct form when writing or speaking.

10 ESL I MS 3.F Demonstrate command of I can identify relative pronouns and use them correctly (e.g., who and whom refer to people; speaking. (a) Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, which refers to things, qualities, and ideas; that and whose refer to people, things, qualities, when, why). (b) Form and and ideas). I can define use the progressive (e.g., I and form progressive was walking; I am walking; verbs (verbs that indicate I will be walking) verb tenses. (c) Use modal auxiliaries (e.g., can, may, must) to convey various conditions. (d) Order adjectives within sentences according to something is happening, was happening, or will be happening) and use them correctly. I can identify and correctly use modal auxiliaries (verbs that convey mood or tense). conventional patterns (e.g., a small red bag rather than a red small bag). (e) Form and use prepositional phrases. (f) Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. (g) Correctly use frequently confused words (e.g., to, too, two; there, ESL I MS Know and apply gradelevel phonics and word analysis skills in decoding words. (a) Know the spelling-sound correspondences for common consonant diagraphs (two letters that represent one sound). (b) Decode regularly spelled one-syllable words. Know final -e and common vowel team conventions for representing long vowel sounds. (d) Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (e) Decode two-syllable words following basic patterns by breaking the words into syllables. (f) Read words with inflectional endings. (g) Recognize and read grade-appropriate irregularly spelled words. I can identify the sounds each letter makes. I can identify and create the sounds common diagraphs make (e.g., sh, ph, th). I can identify relative adverbs and use them correctly (e.g., where modifies nouns of place, when modifies nouns of time, why modifies the noun reason). I can recognize that multiple adjectives describing the same noun should be placed in a particular order (e.g., article + size + shape + age + color; the tiny, oval, red bead or an old black suitcase). I can identify common prepositions (e.g., of, to, in, on, at) and properly form prepositional phrases. I can decode one-syllable words by sounding out each letter. I can recognize long vowel sounds created using a final -e and common vowel teams. I can recognize that all syllables have a vowel sound. relative pronoun, relative adverb, progressive verb tense, modal auxiliary, adjective, prepositional phrase, fragment, run-on sentence diagraph, decode, syllable, vowel sound, vowel team, segment, inflectional ending, irregular ESL I MS 3.H Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. I can locate words and details to answer questions in a text. I can ask and answer questions before, during, and after reading a text. details

11 ESL I MS 3.I Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. I can locate words and details to answer questions in a text. I can ask and answer questions before, during, and after reading a text. details ESL I MS 3.J Produce complete sentences when appropriate to task and situation. I can recognize a complete sentence (a group of words that expresses a complete thought). I can use complete sentences when needed. complete sentence ESL I MS 3.K Describe characters, settings, and major events in a story, using key details. ESL I MS 3.L Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. (a) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (b) Follow agreed-upon rules for discussion and carry out assigned roles. (c) Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (d) Review the key ideas expressed and draw conclusions in light of information and I can identify the characters, settings, and major events in a story. I can read or study material(s) to be discussed. I can list important information about the topic to be discussed. I can use key details to describe the characters in a story. I can identify and follow the agreed upon rules for discussion and carry out assigned roles. I can ask questions when I do not understand. character, setting, major event, key detail discussion, connection

12 ESL I MS 4.A Demonstrate command of I can define noun (person, place, thing, or idea) and pronoun (a word that takes the place of one or speaking. (a) Explain the more nouns) and explain function of nouns, how they function in a pronouns, verbs, sentence. (cont. on next adjectives, and adverbs in page). I can define verb general and their (an action or state of functions in particular being) and explain how it sentences. (b) Form and functions in a sentence. use regular and irregular plural nouns. (c) Use abstract nouns (e.g., childhood). (d) Form and use regular and irregular verbs. (e) Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (f) Ensure subjectverb and pronounantecedent agreement. (g) Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (h) Use coordinating and subordinating ESL I MS 4.B Demonstrate command of standard English capitalization, punctuation, and spelling when writing. (a) Capitalize dates and names of people. (b) Use end punctuation for sentences. Use commas in dates and to separate single words in a series. (d) Use conventional spelling for words with common spelling patterns and for irregular words. (e) Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions I can capitalize days of the week, months, and names of people when writing. I can identify end punctuation marks such as a period, exclamation point, and question mark. I can define adjective (a word that adds meaning to a noun or pronoun) and adverb (a word that adds meaning to a verb, adjective, or other adverb) and explain how they function in a sentence. I can identify comparative adjectives/adverbs (formed by adding -er or more) and superlative adjectives/adverbs (formed by adding -est or most) and choose the correct form when writing or speaking. I can use the correct end punctuation in my writing. I can place a comma between the day and the year of the date. noun, pronoun, verb, adjective, adverb, regular/irregular plural noun, abstract noun, regular/irregular verb, verb tense, antecedent, comparative adjective/adverb, superlative adjective/adverb, coordinating conjunction, subordinating conjunction, simple sentence, compound sentence, complex sentence capitalize, period, exclamation point, question mark, punctuation, comma, series, spelling pattern

13 ESL I MS 4.C Demonstrate command of standard English capitalization, punctuation, and spelling when writing. (a) Capitalize holidays, product names, and geographic names. (b) Use commas in greetings and closings of letters. Use an apostrophe to form contractions and possessives. (d) Generalize learned spelling patterns when writing words (e.g., cage - badge; boy - boil). (e) Consult reference materials, including beginning dictionaries, as needed to check and correct spellings ESL I MS 4.D Demonstrate command of standard English capitalization, punctuation, and spelling when writing. (a) Capitalize appropriate words in titles. (b) Use commas in addresses. Use commas and quotation marks in dialogue (d) Form and use possessives. (e) Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). (f) Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (g) Consult reference materials, including beginning dictionaries, as needed to check and correct I can recognize holidays, product names, and geographic names and capitalize them when writing. I can place a comma after the greeting and closing of letters. I can identify words in a title that should be capitalized (e.g., first and last words, nouns, pronouns, verbs, adjectives, adverbs, subordinating conjunctions, prepositions of five or more letters). I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around spoken words (e.g., "I was walking," Christian said, "when Caleb tripped me.") I can identify a contraction capitalize, comma, (a word formed from two greeting, closing, or more words by omitting apostrophe, contraction, or combining some possessive, spelling sounds) and use an pattern apostrophe to spell contractions correctly. I can identify words in a title, address, dialogue, title that should not be speaker tag, possessives, capitalized (e.g., articles base word, suffix, resource coordinating conjunctions, prepositions of four or fewer letters). I can define possessives (nouns that own something) and form singular possessives (e.g., add apostrophe s-'s) and plural possessives (e.g., add an apostrophe after the existing s-s').

14 ESL I MS 4.F Demonstrate command of standard English capitalization, punctuation, and spelling when writing. (a) Capitalize appropriate words in titles. (b) Use commas in addresses. Use commas and quotation marks in dialogue (d) Form and use possessives. (e) Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). (f) Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (g) Consult reference materials, including beginning dictionaries, as needed to check and correct ESL I MS 4.G Demonstrate command of speaking. (a) Print all upper- and lowercase letters. (b) Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). (e) use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (f) Use adjectives. (g) Use conjunctions (e.g., and, but, and, but, or, so, because). (h) Use determiners (e.g., articles, I can identify words in a title that should be capitalized (e.g., first and last words, nouns, pronouns, verbs, adjectives, adverbs, subordinating conjunctions, prepositions of five or more letters). I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around spoken words (e.g., "I was walking," Christian said, "when Caleb tripped me.") I can print all upper- and lowercase letters correctly. I can respond to questions by writing sentences. I can write sentences that make a statement, ask a question, make a command/request, or make an exclamation. I can write basic sentences that use singular nouns with singular verbs and plural nouns with plural verbs. I can identify words in a title, address, dialogue, title that should not be speaker tag, possessives, capitalized (e.g., articles base word, suffix, resource coordinating conjunctions, prepositions of four or fewer letters). I can define possessives (nouns that own something) and form singular possessives (e.g., add apostrophe s-'s) and plural possessives (e.g., add an apostrophe after the existing s-s'). I can explain the difference between common nouns (a general proper nouns (a specific and possessive nouns (a noun that shows ownership). I can identify and write common nouns correctly by beginning them with lowercase letter. uppercase letters, lowercase letters, common noun, proper noun, possessive noun, verb, singular, plural, pronoun, personal pronoun, possessive pronoun, indefinite pronoun conjunction, determiner, preposition, simple sentence, compound sentence

15 ESL I MS 4.H Demonstrate command of speaking. (a) Print all upper- and lowercase letters. (b) Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). (e) use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (f) Use adjectives. (g) Use conjunctions (e.g., and, but, and, but, or, so, because). (h) Use determiners (e.g., articles, ESL I MS 4.I Identify the main purpose of a text, including what the author wants to answer, explain, or describe ESL I MS 4.J Determine the main idea of a text; recount the key details and explain how they support the main idea ESL I MS 4.K Conduct short research projects that build knowledge about a topic. I can print all upper- and lowercase letters correctly. I can respond to questions by writing sentences. I can write sentences that make a statement, ask a question, make a command/request, or make an exclamation. I can write basic sentences that use singular nouns with singular verbs and plural nouns with plural verbs. I can explain the difference between common nouns (a general proper nouns (a specific and possessive nouns (a noun that shows ownership). I can identify and write common nouns correctly by beginning them with lowercase letter. I can identify purposes for I can read a text and reading (e.g., to inform, to identify the author's main explain, to describe). purpose for writing it. I can define main idea (who or what a text is mostly about). I can define research and explain how it is different from other types of writing. I can determine the main idea of a text. I can research a topic to answer questions and/or gain information. uppercase letters, lowercase letters, common noun, proper noun, possessive noun, verb, singular, plural, pronoun, personal pronoun, possessive pronoun, indefinite pronoun conjunction, determiner, preposition, simple sentence, compound sentence author's purpose main idea, key detail, recount research, topic

16 ESL I MS 5.A Demonstrate command of standard English capitalization, punctuation, and spelling when writing. (a) Capitalize appropriate words in titles. (b) Use commas in addresses. Use commas and quotation marks in dialogue (d) Form and use possessives. (e) Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). (f) Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (g) Consult reference materials, including beginning dictionaries, as needed to check and correct ESL I MS 5.B Demonstrate command of speaking. (a) Print all upper- and lowercase letters. (b) Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). (e) use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (f) Use adjectives. (g) Use conjunctions (e.g., and, but, and, but, or, so, because). (h) Use determiners (e.g., articles, I can identify words in a title that should be capitalized (e.g., first and last words, nouns, pronouns, verbs, adjectives, adverbs, subordinating conjunctions, prepositions of five or more letters). I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around spoken words (e.g., "I was walking," Christian said, "when Caleb tripped me.") I can print all upper- and lowercase letters correctly. I can respond to questions by writing sentences. I can write sentences that make a statement, ask a question, make a command/request, or make an exclamation. I can write basic sentences that use singular nouns with singular verbs and plural nouns with plural verbs. I can identify words in a title, address, dialogue, title that should not be speaker tag, possessives, capitalized (e.g., articles base word, suffix, resource coordinating conjunctions, prepositions of four or fewer letters). I can define possessives (nouns that own something) and form singular possessives (e.g., add apostrophe s-'s) and plural possessives (e.g., add an apostrophe after the existing s-s'). I can explain the difference between common nouns (a general proper nouns (a specific and possessive nouns (a noun that shows ownership). I can identify and write common nouns correctly by beginning them with lowercase letter. uppercase letters, lowercase letters, common noun, proper noun, possessive noun, verb, singular, plural, pronoun, personal pronoun, possessive pronoun, indefinite pronoun conjunction, determiner, preposition, simple sentence, compound sentence

17 ESL I MS 5.C Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibility from an array of strategies. (a) Use sentence level context as a clue to the meaning of a word or phrase. (b) Determine the meaning of the new word formed when a known prefix is added to a known word 9e.g., happy/unhappy, tell/retell). (c) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (d) Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (e) Use glossaries and ESL I MS 5.E Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. (a) Use sentence-level context as a clue to the meaning of a word or phrase. (b) Use affixes as a clue to the meaning of a word. (c) Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). I can determine the meaning of unknown words using context clues (e.g., definitions, examples, restatements) in a sentence. I can determine the meaning of unknown and multiple meaning words using context clues (e.g., definitions, examples, restatements) in a sentence. I can recognize and define common prefixes (e.g., un-, dis-, re-). I can break down unknown words into units of meaning (prefix, root) to determine definitions. I can identify common affixes (e.g., pre-, un-, - less) of unknown words. context clue, prefix, root word, compound word, glossary, dictionary context clue, affix, root word

18 ESL I MS 5.F Demonstrate command of standard English capitalization, punctuation, and spelling when writing. (a) Capitalize appropriate words in titles. (b) Use commas in addresses. Use commas and quotation marks in dialogue (d) Form and use possessives. (e) Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). (f) Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (g) Consult reference materials, including beginning dictionaries, as needed to check and correct I can identify words in a title that should be capitalized (e.g., first and last words, nouns, pronouns, verbs, adjectives, adverbs, subordinating conjunctions, prepositions of five or more letters). I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around spoken words (e.g., "I was walking," Christian said, "when Caleb tripped me.") ESL I MS 5.G Describe the connection between a series of I can identify historical events. I can identify historical events, scientific scientific ideas or ideas or concepts, or steps concepts. in technical procedures in a text. I can identify words in a title, address, dialogue, title that should not be speaker tag, possessives, capitalized (e.g., articles base word, suffix, resource coordinating conjunctions, prepositions of four or fewer letters). I can define possessives (nouns that own something) and form singular possessives (e.g., add apostrophe s-'s) and plural possessives (e.g., add an apostrophe after the existing s-s'). I can identify the steps in a event, idea, concept, step, process. I can explain how process, connect historical events connect. ESL I MS 5.H Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. I can identify the five senses (sight, hearing, taste, touch, smell). I can identify words and five senses phrases in a story or poem that tell me how something looks, sounds, tastes, feels, or smells. ESL I MS 5.I Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly ESL I MS 6.B Compare and contrast the adventures and experiences of characters in stories. I can use details to describe people, places, things, and events. I can identify characters in stories I read or hear. I can express ideas and feelings clearly. I can describe the adventures and experiences of characters in stories I read or hear. detail, people, place, thing, event character, adventure, experience, compare, contrast ESL I MS 6.C Retell stories, including key details, and demonstrate understanding of their central message or lesson. I can retell (put into my own words) stories using key details. I can define central message or lesson (the overall idea an author is trying to share). retell, key detail, central message, lesson ESL I MS 6.D Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. I can recount/retell(put in my own words) stories. I can define central message, lesson, and/or moral (overall idea an author is trying to share). recount, central message, lesson, moral, key detail, fable, folktale, myth

19 ESL I MS 6.E Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. I can identify information from a text being read aloud. I can identify information that is presented in different formats (e.g., media, charts, graphs, websites, speeches). format, main idea, supporting details ESL I MS ALL UNITS Demonstrate command of standard English capitalization, punctuation, and spelling when writing. (a) Capitalize dates and names of people. (b) Use end punctuation for sentences. Use commas in dates and to separate single words in a series. (d) Use conventional spelling for words with common spelling patterns and for irregular words. (e) Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions ESL I MS ALL UNITS With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. (a) Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. (b) Define words by category and by one or more key attributes 9e.g., a duck is a bird that swims; a tiger is a large cat with stripes). (c) Identify real-life connections between words and their use (e.g., note places at home that are cozy). (d) Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by I can capitalize days of the week, months, and names of people when writing. I can identify end punctuation marks such as a period, exclamation point, and question mark. I can sort into categories. I can define words by categories using common traits. ESL I MS ALL UNITS With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. I can write about a topic. I can use the correct end punctuation in my writing. I can place a comma between the day and the year of the date. capitalize, period, exclamation point, question mark, punctuation, comma, series, spelling pattern I can connect words I hear common, category, trait, and read to the real world. connection, verb, adjective I can answer questions about my writing. topic, detail

20 ESL I MS ALL UNITS With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. I can identify digital tools (e.g., Word, Publisher, PowerPoint) that will help me produce and publish my writing. I can use digital tools to produce and publish my writing. digital tools, publish ESL I MS ALL UNITS Demonstrate command of speaking. (a) Use collective nouns (e.g., group) (b) Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). Use reflexive pronouns (e.g., myself, ourselves). (d) Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). (e) Use adjectives and adverbs, and choose between them depending on what is to be modified. (f) Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). I can define collective nouns (a singular noun that refers to a group of people or things) and use them correctly. I can identify reflexive pronouns (personal pronouns compounded with -self, or - selves) and use them correctly. I can identify irregular plural nouns (nouns that do not add -s to form the plural) and use them correctly. I can identify irregular verbs in the past tense (past tense verbs that are not formed by adding -ed) and use them correctly. language, collective noun, irregular plural noun, reflexive pronoun, irregular verb, adjective, adverb, simple sentence, compound sentence, expand, rearrange ESL I MS ALL UNITS Participate in collaborative I can identify and follow conversations with diverse the agreed upon rules for partners about grade 2 discussion. topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others' talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. I can make connections discussion, connection, between the comments of idea others.