Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 3-5

Transcription

1 L/S.3.3 Listens and responds to, gives commands, provides both instructions and directions; shares answers and formulates the 5-W Questions (who, what, when, where, and why). L/S.4.3 Listens and responds to complex instructions, complete statements, and answers and formulates the 5 W- Questions as well as how questions (who, what, when, where, why, and how) in formal and informal discussions. LISTENING/SPEAKING: The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts. Puerto Rico Content Standards and Grade Level Expectations L/S.5.3 Listens, responds to, and analyzes complex instructions; expresses self using complete sentences; answers and formulates both closed and open-ended questions in both formal and informal scenarios. L/S.3.1 Listens carefully during a read aloud from a variety of narrative texts to comprehend and identify the main character and setting. L/S.4.1 Listens and responds during a read aloud from a variety of narrative texts to comprehend and identify main character and setting. L/S.5.1 Listens and responds during a read aloud from a variety of narrative texts to comprehend, identify, and describe characters and setting. L/S.3.2 Applies phonemic awareness and auditory discrimination and distinguishes between singular/plural forms as well as past/present tense of regular verbs. Review content and skills related to phonemic awareness and auditory discrimination from earlier grades in beginning of 4th grade. L/S.4.2 Recognizes simple homophones and figurative language. L/S.5.2 Identifies and uses homophones and recognizes figurative language. 1

2 LISTENING/SPEAKING: L/S.3.4 Uses and applies appropriate The student uses the English language language structure with formal and to interpret oral input, construct informal expressions to identify, meaning, interact with confidence both describe, and classify familiar concepts verbally and nonverbally, and express in relation to personal experiences, ideas effectively in a variety of personal, preferences, interests, and environment. social, and academic contexts. Include social vocabulary that students can use to solve disputes. Include social vocabulary that students can use to solve disputes. L/S.4.4 Applies correct language patterns to organize events from read alouds of narrative texts. Include social vocabulary that students can use to solve disputes. L/S.5.4 Applies correct language patterns to organize events from read alouds in a variety of narrative texts. Introduce vocabulary such as "beginning," "middle," and "end". Introduce story map (characters, setting, problem/conflict and solution). L/S.3.5 Identifies and states the main idea or topic of an oral message or class reading from a variety of simple informational texts and uses transitions to tell and retell a story using acquired vocabulary and appropriate language structure to personal experiences. L/S.4.5 Identifies, states, and paraphrases the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts; uses transitions to tell, retell, and explain a story using acquired vocabulary and appropriate language structure. L/S.5.5 Identifies, states, and paraphrases the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts; uses transitions to tell, retell, and explain a story using acquired vocabulary and appropriate language structure. 2

3 R.3.1 Decodes words and phrases to R.4.1 Decodes words and phrases; reads Continue with decoding new words and read fluently. fluently. reading with fluency. READING: The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction. R.3.2 Applies phonemic awareness strategies to identify syllables and word family patterns. Reference list of family patterns. R.4.2 Analyzes the text and identifies text features to enhance comprehension. R.5.1 Analyzes the text and uses text features to enhance comprehension. R.3.3 Uses context clues and resources to build vocabulary, verify meaning, determine the meaning of unfamiliar words, and to transfer meaning into a variety of narrative and informational texts. R.4.3 Uses context clues and resources to build vocabulary, verify meaning, determine the meaning of unfamiliar words, and transfer meaning into a variety of narrative and expository texts. R.5.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning; uses prefixes and suffixes to determine the meaning of words. In this instance "resources" likely refers to "reference sources". In this instance "resources" likely refers to "reference sources". The context clue portion of this standard is the same as R.4.3. Reference list of vocabulary strategies. 3

4 READING: R.3.4 Identifies and states the main R.4.4 Identifies the main character(s), R.5.3 Distinguishes main character from The student uses reading strategies, character(s), identifies character traits, compares and contrasts character traits, supporting characters, compares and literary analysis, and critical thinking establishes similarities and differences and identifies setting within narrative contrasts character traits, and describes skills to construct meaning and develop between characters, and identifies and expository text. setting in fiction. an understanding as well as an setting within narrative text. appreciation of a variety of genres of both fiction and nonfiction. R.3.5 Uses story organization of beginning, middle, and end within narrative text to state and organize events; makes predictions and connections. The word "resources" refers to dictionaries, thesaurus, etc. In this strand, expectations remain similar across grade levels but the level of text may change (length, vocabulary, concepts). R.4.5 Uses story organization of R.5.5 Identifies sequence of events and beginning, middle, and end to identify cause and effect, organizes plot, makes sequence within narrative and expository predictions and connections, and text; makes predictions and connections. recognizes problem and solution in narrative and expository text. R.3.6 Recognizes differences between fiction and nonfiction; identifies fact and opinion; recognizes main idea in simple informational text. R.4.6 Identifies differences between fiction and nonfiction; identifies main idea or topic and fact and opinion in informational text. R.5.4 Explains the differences between fiction and nonfiction; states the main idea and topic and identifies fact and opinion in expository text. 4

5 W.3.1 Arranges words in alphabetical W.4.1 Arranges words in alphabetical order using first and second letter order using first, second, and third letter criteria. criteria. WRITING: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and ageappropriate expressive vocabulary. W.3.2 Applies phonemic awareness and phonics strategies to correctly spell words that have two letter clusters, common spelling patterns, and uncommon consonant patterns. W.4.2 Applies phonemic awareness, phonics strategies, and structural analysis to correctly spell words that have three letter clusters, common spelling patterns, and uncommon consonant patterns. W.5.1 Applies common spelling patterns and structural analysis to correctly spell words. W.3.3 Applies basic grammar and mechanics to write complete declarative and interrogative sentences of three to five words in length; identifies declarative, interrogative, exclamatory, and imperative types of sentences; identifies the parts of speech. W.4.3 Uses appropriate grammar and mechanics to write complete declarative, interrogative, imperative, and exclamatory sentences; identifies the parts of speech correctly. W.5.2 Recognizes a complete sentence and a fragment; writes complete declarative, interrogative, imperative, and exclamatory sentences. Teach students to correct fragments. 5

6 W.3.4 Recognizes descriptive and W.4.4 Identifies elements in descriptive narrative writing forms; writes words, and narrative forms of writing; uses a phrases, and simple sentences to variety of sentence types to write develop descriptive and narrative three descriptive and narrative paragraphs. sentence paragraphs. WRITING: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and ageappropriate expressive vocabulary. W.5.4 Identifies elements in descriptive and narrative forms of writing; uses a variety of sentence types to construct a paragraph; applies organizational patterns to connect ideas in narrative and descriptive paragraphs. Since students are introduced to figurative language in L/S.4.2, it is recommended that you introduce poetry. W.3.5 Applies the dictionary as an aid in the writing process; uses simple prewriting techniques to generate ideas. Students write one paragraph with several sentences about the same topic. Use short poems to introduce figurative language as indicated on standard, L/S.4.2. W.4.5 Follows the writing process; applies prewriting strategies to generate ideas; uses the dictionary as an aid in the writing process; identifies spelling errors in writing. Students benefit from peer editing and self-editing their work before publishing. Students write one well-organized paragraph that contains a topic sentence, major and minor details, and a concluding sentence. Continue to use poetry to introduce figurative and sensory language. Have students identify these elements of poetry. W.5.5 Follows the writing process; applies prewriting strategies to generate ideas; uses the dictionary as an aid in the writing process; identifies spelling, capitalization, and ending punctuation errors. Grades 4, 5, and 6 share the same expectations for this standard, but grade level vocabulary and sentence/paragraph complexity will increase each year. 6