ELP STANDARDS IMPLEMENTATION GUIDE · 2015-05-13 · • The Heinle Picture Dictionary • Teacher...

Governing Board Approval, May, 2015

ELP STANDARDS IMPLEMENTATION GUIDE

ELL Stage IV: Grades 6-8

Mesa Public Schools

1


ELL Stage IV: Grades 6-8 ELD Curriculum Implementation Guide

Quarter 1 Language Strand

Standard 1 (Grammar/Syntax): The student will identify and apply conventions of standard English in his or her communications.

The student will demonstrate knowledge of parts of speech by:

ELP Performance Indicator ELA Correlation Resources and Methods

Nouns

IV-L-1(N):HI-1: justifying use of common

versus proper nouns and definite versus

indefinite articles (e.g., I used “a thought”

versus “an thought” because thought begins

with a consonant sound).

(math, science, social studies)

3.L.1 Demonstrate command of the conventions of

standard English grammar and usage when writing

or speaking.

a. Explain the function of nouns, pronouns, verbs,

adjectives, and adverbs in general and their

functions in particular sentences.

• The Painless, Plan-Less Grammar Guide by

Janelle Cameron and Kevin Clark

• Grammar in Context by Sandra N. Elbaum

from Heinle Publishing Company

• Easy Grammar by Wanda C. Phillips

• School House Rock Videos

• Grammar Wall

• The Heinle Picture Dictionary

• Teacher Made Resources

-see Teacherspayteachers.com

-see ESLgamesplus.com

-word/picture sort

-concept maps (graphic organizers)

-charades

-cloze activities

http://www.mpsaz.org/elad/servesource/we

bsitesforeldclassroom/

IV-L-1(N):HI-2: justifying use of singular

versus plural nouns, common versus proper

nouns, and definite versus indefinite articles

(e.g., I used “the president” versus “a

president” because “the president” is

referring to a specific person).




or speaking.




IV-L-1(N):HI-3: using singular or plural

common and proper nouns with definite and

indefinite articles as appropriate.



or speaking.

b. Form and use regular and irregular plural nouns.

2


Verbs

IV-L-1(V):HI-1: defining and classifying

physical action, mental action, and state of

being (to be) verbs; explaining the

relationship of a verb to the subject.



or speaking.










• Grammar Wall





-word/picture sort


-charades

-cloze activities



IV-L-1(V):HI-3: using imperative verbs. (e.g.,

Put the markers in the box.)


Standard English grammar and usage when

writing or speaking.

c. Form and use verbs in the indicative, imperative,

interrogative, conditional, and subjunctive mood.

IV-L-1(V):HI-4: identifying the infinitive form

of the verb.



or speaking.




IV-L-1(V):HI-5: using simple present tense

irregular verbs: to be, to have, to do, and to go

to produce declarative, negative, and

interrogative simple sentence with subject-

verb agreements.




c. Form and use verbs in the indicative,

imperative, interrogative, conditional, and

subjunctive mood.



or speaking.

d. Form and use regular and irregular verbs.

e. Form and use the simple (e.g., I walked; I walk; I

will walk) verb tenses

3


IV-L-1(V):HI-6: producing declarative,

negative, and interrogative sentences using

simple present tense verbs with subject-verb

agreement.







subjunctive mood.



or speaking.



will walk) verb tenses



present progressive tense verbs with subject-

verb agreement.






subjunctive mood.



or speaking.

b. Form and use the progressive (e.g., I was

walking; I am walking; I will be walking) verb

tenses.

4


IV-L-1(V):HI-8: differentiating between the

use of simple present and present

progressive verb tenses.



or speaking.

e. Form and use the simple (e.g., I walked; I

walk; I will walk) verb tenses.



or speaking.



tenses.

IV-L-1(V):HI-17: distinguishing between the

auxiliary (helping) verb and the main verb.



or speaking.

a. Explain the function of nouns, pronouns,

verbs, adjectives, and adverbs in general and

their functions in particular sentences.



or speaking.

c. Use modal auxiliaries (e.g., can, may, must) to

convey various conditions.

5


Pronouns

IV-L-1(PRO):HI-1: using and justifying the

appropriate personal subjective pronouns

based upon the antecedent.




a. Ensure that pronouns are in the proper case

(subjective, objective, and possessive).







• Grammar Wall





-word/picture sort


-charades

-cloze activities

http://www.mpsaz.org/elad/servesource

/websitesforeldclassroom/

IV-L-1(PRO):HI-2: using and justifying (e.g., I

used “them” instead of “they” because…) the

appropriate personal subjective and personal

objective pronouns.






Adjectives

IV-L-1(ADJ):HI-1: producing a series of

adjectives in the correct order (i.e., quantity/

concept/size/shape/ color).




or speaking.

d. Order adjectives within sentences according

to conventional patterns (e.g., a small red bag

rather than a red small bag).







• Grammar Wall





-word/picture sort


-charades

-cloze activities

IV-L-1(ADJ):HI-2: using possessive adjectives. 2.L.1 Demonstrate command of the conventions of


or speaking.

e. Use adjectives and adverbs, and choose between

them depending on what is to be modified.

6


IV-L-1(ADJ):HI-3: using sensory/personality

adjectives.



or speaking.

f. Use frequently occurring adjectives.



or speaking.

e. Use adjectives and adverbs, and choose

between them depending on what is to be

modified.



IV-L-1(ADJ):HI-4: using demonstrative

adjectives.



or speaking.



modified.

Prepositions

IV-L-1(PREP):HI-1: using prepositions of

location.




or speaking.

i. Use frequently occurring prepositions (e.g.,

during, beyond, toward).



or speaking.

e. Form and use prepositional phrases.







• Grammar Wall





-word/picture sort

7



direction.




or speaking.





or speaking.



-charades

-cloze activities




time.




or speaking.





or speaking.


Phrase and Clause Construction

IV-L-1(PH/CL):HI-1: using a noun phrase in a

complete sentence.



writing or speaking

c. Place phrases and clauses within a sentence,

recognizing and correcting misplaced and

dangling modifiers.







• Grammar Wall





-word/picture sort


-charades

-cloze activities

IV-L-1(PH/CL):HI-2: using a joined noun

phrase in a complete sentence.



writing or speaking



dangling modifiers.

8


IV-L-1(PH/CL):HI-3: using a verb phrase in a

complete sentence.



writing or speaking



dangling modifiers.



IV-L-1(PH/CL):HI-4: using a joined verb




writing or speaking



dangling modifiers.

IV-L-1(PH/CL):HI-5: using a prepositional




writing or speaking



dangling modifiers.

Sentence Construction

IV-L-1(SC):HI-1: identifying the subject (e.g.,

singular, plural, compound, collective nouns)

in a sentence.




or speaking.










• Grammar Wall





-word/picture sort

IV-L-1(SC):HI-2: identifying the predicate in

all sentence construction patterns.



or speaking.




9


IV-L-1(SC):HI-3: producing sentences with a

subject, linking verb, complement (S-V-C)

with subject-verb agreement.




or speaking.

b. Use common, proper, and possessive nouns.

d. Use personal, possessive, and indefinite

pronouns (e.g., I, me, my; they, them, their;

anyone, everything).




or speaking.


f. Ensure subject-verb and pronoun-antecedent

agreement.

i. Produce simple, compound, and complex

sentences.


-charades

-cloze activities



10


IV-L-1(SC):HI-4: producing sentences in the

negative construction with a subject, linking

verb, and predicate adjective/nominative

complement (S-V-C) with subject-verb

agreement.




or speaking.








or speaking.



agreement.


sentences.

11



subject, verb and object (S-V-O) with subject-

verb agreement.




or speaking.








or speaking.



agreement.


sentences.

12



negative construction with subject-verb

agreement.




or speaking.








or speaking.



agreement.


sentences.

Questions

IV-L-1(Q):HI-1: producing single word

sentences to ask a question, using inflection

when produced orally.




or speaking.

j. Produce and expand complete simple and

compound declarative, interrogative, imperative,

and exclamatory sentences in response to

prompts.







• Grammar Wall





-word/picture sort


13


IV-L-1(Q):HI-2: producing Yes/No questions

in the simple present tense.







subjunctive mood.



or speaking.



-charades

-cloze activities



IV-L-1(Q):HI-3: producing questions

beginning with various forms of “to be” and

containing a complement, which require yes

or no responses.







subjunctive mood.

IV-L-1(Q):HI-4: producing questions in the

present progressive tense, which require a

yes or no response.






subjunctive mood.



or speaking.



tenses.

14



simple past tense, which require a yes or no

response.







subjunctive mood.



or speaking.


will walk) verb tenses.


simple future tense, which require a yes or no

response.







subjunctive mood.



or speaking.




past progressive tense, which require a yes or

no response.






subjunctive mood.



or speaking.



tenses.

15



future progressive tense, which require a yes

or no response.






subjunctive mood.



or speaking.



tenses.

16


Standard 2 (Vocabulary): The student will acquire English language vocabulary and use it in relevant contexts.

The student will demonstrate knowledge of vocabulary by:


IV-L-2:HI-1: reading and classifying words

into conceptual categories and providing

rationale for classification.


1.L.5 With guidance and support from adults,

demonstrate understanding of word relationships

and nuances in word meanings.

a. Sort words into categories (e.g., colors,

clothing) to gain a sense of the concepts the

categories represent.

b. Define words by category and by one or more

key attributes (e.g., a duck is a bird that swims; a

tiger is a large cat with stripes)




• Grammar Wall





-word/picture sort


-charades

• Achieve3000.com (articles/vocabulary)

• Word Walls

• High-Frequency Words

• Cloze Activities

• Jamestown Education Critical Reading

Series

• True Stories from Pearson Education

• Online e-books



17


IV-L-2:HI-2: identifying the meaning/usage of

sight words and applying in context.


6.L.4 Determine or clarify the meaning of unknown

and multiple-meaning words and phrases based on

grade 6 reading and content, choosing flexibly from

a range of strategies.






and multiple-meaning words or phrases based on



IV-L-2:HI-3: identifying the meaning/usage of

high frequency words and applying them in

context.














18


IV-L-2:HI-4: explaining the meaning and

usage of grade-specific academic vocabulary

and symbols.














IV-L-2:HI-6: applying contractions in context.

IV-L-2:HI-10: applying knowledge of

homonyms in context.




or speaking.

g. Correctly use frequently confused words (e.g.,

to, too, two; there, their).

IV-L-2:HI-11: applying knowledge of

homographs in context.


5.L.5 Demonstrate understanding of figurative

language, word relationships, and nuances in word

meanings.

c. Use the relationship between particular words

(e.g., synonyms, antonyms, homographs) to

better understand each of the words.

19


IV-L-2:HI-12: determining the appropriate

definition of a multiple-meaning word in

context with visual support.




grade 6 reading and content, choosing flexibly

from a range of strategies.

a. Use context (e.g., the overall meaning of a

sentence or paragraph; a word’s position or

function in a sentence) as a clue to the meaning

of a word or phrase.















function in a sentence) as a clue to the meaning of

a word or phrase.

20


IV-L-2:HI-14: using reference materials, print

and/or electronic, to identify meanings,

spelling, pronunciation, and usage of words.






c. Consult reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital,

to find the pronunciation of a word or determine

or clarify its precise meaning or its part of

speech.

d. Verify the preliminary determination of the

meaning of a word or phrase (e.g., by checking

the inferred meaning in context or in a

dictionary).





c. Consult general and specialized reference

materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify

its precise meaning or its part of speech.


meaning of a word or phrase (e.g., by checking

the inferred meaning in context or in a

dictionary).





c. Consult general and specialized reference

materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify

its precise meaning or its part of speech.

21



meaning of a word or phrase (e.g., by checking the

inferred meaning in context or in a dictionary).

IV-L-2:HI-17: interpreting the words and

clauses that signal chronological sequence,

description, cause and effect, and problem

and solution.

























22


Listening and Speaking

Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.

The student will demonstrate understanding of oral communication by:


Comprehension of Oral Communications

IV-LS-1:HI-1: distinguishing between

individual phonemes in minimal pairs,

minimal phrases, and minimal sentences.

• Listening for Main Idea and Supporting

Details

• Dictation

• Oral Presentations

• Group Presentations

• Partner (side by side, face to face)

• Skits and Plays

• Reader’s Theatre

• Author’s Chair

• Retelling

• Conferencing

• Story Cubes

• Sequential Order

• Giving Directions

• Debates

• Philosophical Chairs

• Socratic Seminar

IV-LS-1:HI-5: sequencing events from

information presented in read-alouds,

presentations, and conversations.


23


Standard 2: The student will express orally his or her own thinking and ideas.

The student will communicate orally by:


Delivery of Oral Communications

IV-LS-2:HI-1: producing sentences with

accurate pronunciation, intonation, and

stress.


Details

• Dictation




• Skits and Plays



• Retelling

• Conferencing

• Story Cubes



• Debates



24


IV-LS-2:HI-2: presenting dialogue, skits, and

drama using appropriate rhythm, rate,

phrasing, and expression.


6.SL.6 Adapt speech to a variety of contexts and

tasks, demonstrating command of formal English

when indicated or appropriate. (See grade 6

Language standards 1 and 3 for specific

expectations.)





expectations.)





expectations.)

IV-LS-2:HI-3: expressing and justifying

personal needs and emotions in complete

sentences.

IV-LS-2:HI-4: participating in formal and

informal conversation tasks using complete

sentences.

6.SL.1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 6 topics, texts,

and issues, building on others’ ideas and expressing

their own clearly.





their own clearly.





their own clearly.

25


IV-LS-2:HI-5: sharing a personal experience/

story with descriptive language and

supported by details and examples in

complete sentences.





expectations.)





expectations.)





expectations.)

IV-LS-2:HI-7: issuing a sequence of steps to

carry out a familiar process using academic

vocabulary.


26



Quarter 2

Language Strand




Nouns

IV-L-1(N):HI-4: using count and non-count

nouns with definite and indefinite articles

and/or quantifiers as appropriate.

(e.g., May I have a bottle of water?)



or speaking.


h. Use determiners (e.g., articles,

demonstratives).







• Grammar Wall





-word/picture sort


-charades

-cloze activities



27


IV-L-1(N):HI-5: using collective nouns with

definite and indefinite articles as appropriate.



or speaking.


h. Use determiners (e.g., articles,

demonstratives).

Verbs +



simple past tense regular verbs with subject-

verb agreement.







subjunctive mood.



or speaking.









• Grammar Wall





-word/picture sort


-charades

-cloze activities



28


IV-L-1(V):HI-10: using the simple past tense

irregular verbs: to be, to have, to do, and to go

to produce declarative, negative, and

interrogative simple sentences with subject-

verb agreement.






subjunctive mood.



or speaking.






irregular simple past tense verbs with

subject-verb agreement.






subjunctive mood.



or speaking.




29




the simple future tense (will) with subject-

verb agreement.







subjunctive mood.



or speaking.




IV-L-1(V):HI-13: differentiating between past,

present, and future verb tenses by

responding to a prompt.



or speaking.






the present participle “going” with the

infinitive verb to form the future tense (e.g., I

am going to dance) with subject-verb

agreement.






subjunctive mood.

a. Explain the function of verbals (gerunds,

participles, infinitives) in general and their

function in particular sentences.

30


IV-L-1(V):HI-15: using linking verbs of

sensation (e.g., taste, smell, sound, feel),

linking verbs of being (e.g., act, seem, appear,

look), and linking verbs of change (e.g.,

became, turned, has gone) to complete a

declarative, negative, and interrogative

sentence with subject-verb agreement.






subjunctive mood.



the past progressive tense with subject-verb

agreement.






subjunctive mood.



or speaking.



tenses.

IV-L-1(V):HI-19: producing sentences with

phrasal verbs.




a. Explain the function of phrases and clauses in

general and their function in specific sentences.

31


Pronouns

IV-L-1(PRO):HI-3: using and justifying (e.g., I

used “your” instead of “yours” because…) the

appropriate adjective form of the personal

possessive pronoun versus the objective

form.












• Grammar Wall





-word/picture sort


-charades

-cloze activities



Adjectives

IV-L-1(ADJ):HI-5: defining and using proper

adjectives with nouns.



or speaking.



modified.







• Grammar Wall





-word/picture sort


-charades

-cloze activities

32




IV-L-1(ADJ):HI-6: using indefinite adjectives.

IV-L-1(ADJ):HI-7: using regular and irregular

comparative and superlative adjectives.




or speaking.

g. Form and use comparative and superlative

adjectives and adverbs, and choose between them

depending on what is to be modified.

IV-L-1(ADJ):HI-8: using participles as

adjectives.

Prepositions


action and movement (including compound

prepositions).




or speaking.





or speaking.








• Grammar Wall





-word/picture sort


-charades

-cloze activities



33



opposition.




or speaking.





or speaking.


IV-L-1(PREP):HI-6: differentiating among

prepositions of location, direction, time,

action and movement, and opposition.



or speaking.

a. Explain the function of conjunctions,

prepositions, and interjections in general and their


IV-L-1(PREP):HI-7: using propositions of

cause and effect, exception and contrast.



or speaking.



Conjunctions


IV-L-1(PH/CL):HI-6: using an infinitive verb




writing or speaking



dangling modifiers.







• Grammar Wall





-word/picture sort

34



-charades

-cloze activities



IV-L-1(PH/CL):HI-7: using an adverbial




writing or speaking



dangling modifiers.

IV-L-1(PH/CL):HI-8: using an auxiliary

and/or modal auxiliary verb phrase in a

complete sentence.



writing or speaking



dangling modifiers.

IV-L-1(PH/CL):HI-9: using an adverb + an

adjective (e.g., too hot, very cold) in a

sentence.

IV-L-1(PH/CL):HI-10: using a linking verb +

adjective complement to complete a sentence.

IV-L-1(PH/CL):HI-11: using a linking verb +

noun complement to complete a sentence.

35




subject + verb + direct object + indirect object

(S-V-DO-IO) with subject-verb agreement.




or speaking.







or speaking.



agreement.


sentences.



writing or speaking



dangling modifiers.




• Grammar Wall





-word/picture sort


-charades


• Word Walls


• Cloze Activities • Jamestown Education Critical Reading

Series


• Online e-books



36



subject + verb + indirect object + direct object

(S-V-IO-DO) with subject-verb agreement.




or speaking.



agreement.


sentences.



writing or speaking



dangling modifiers.


subject, verb and prepositional phrase with





or speaking.


agreement.


sentences.



writing or speaking


recognizing and correcting misplaced and dangling

modifiers.

37


IV-L-1(SC):HI-10: producing sentences using

"there" + "to be" + “subject” + “prepositional

phrase” with subject-verb agreement.



or speaking.


agreement.


sentences.



writing or speaking



modifiers.

IV-L-1(SC)-HI-11: producing sentences with

an adverb to modify the verb.



or speaking.



modified.



or speaking.


adjectives and adverbs, and choose between

them depending on what is to be modified.


sentences.



or speaking.

f. Produce complete sentences, recognizing and

correcting inappropriate fragments and run-ons.

38


IV-L-1(SC):HI-12: producing sentences with

an adverb to modify an adjective.



or speaking.



modified.



or speaking.




an adverb to modify an adverb.



or speaking.



modified.



or speaking.



39


Questions


present perfect tense, which require a yes or

no response.






subjunctive mood.



or speaking.

b. Form and use the perfect (e.g., I had walked; I

have walked; I will have walked) verb tenses.




• Grammar Wall





-word/picture sort


-charades


• Word Walls



http://www.mpsaz.org/elad/servesource/

websitesforeldclassroom/


past perfect tense, which require a yes or no

response.






subjunctive mood.



or speaking.



40



future perfect tense, which require a yes or

no response.






subjunctive mood.



or speaking.




present perfect progressive tense, which

require a yes or no response.






subjunctive mood.



or speaking.



tenses.



or speaking.



41



past perfect progressive tense, which require

a yes or no response.






subjunctive mood.



or speaking.



tenses.



or speaking.



42



future perfect progressive tense, which

require a yes or no response.






subjunctive mood.



or speaking.



tenses.



or speaking.



43


IV-L-1(Q):HI-15: producing interrogative

sentences beginning with “what.”







subjunctive mood.

K.L.1 Demonstrate command of the conventions of


or speaking.

d. Understand and use question words

(interrogatives) (e.g., who, what, where, when,

why, how).



or speaking.


compound declarative, interrogative,

imperative, and exclamatory sentences in

response to prompts.

44



sentences beginning with “where.”







subjunctive mood.



or speaking.



why, how).



or speaking.








IV-L-2(V):HI-1: reading and classifying words

into conceptual categories and providing

rationale for classification.


1.L.5 With guidance and support from adults,

demonstrate understanding of word relationships

and nuances in word meanings.

a. Sort words into categories (e.g., colors,

clothing) to gain a sense of the concepts the

categories represent.

b. Define words by category and by one or more

key attributes (e.g., a duck is a bird that swims; a

tiger is a large cat with stripes).




• Grammar Wall





-word/picture sort


-charades

45



• Word Walls




Series


• Online e-books



IV-L-2(V):HI-3: identifying the

meaning/usage of high frequency words and

applying them in context.














46


IV-L-2(V):HI-4: explaining the meaning and


and symbols.














IV-L-2(V):HI-5: analyzing compound words in

context.





from an array of strategies.

d. Use knowledge of the meaning of individual

words to predict the meaning of compound words

(e.g., birdhouse, lighthouse, housefly; bookshelf,

notebook, bookmark).

IV-L-2(V):HI-8: stating the words represented

by abbreviations and acronyms.


IV-L-2(V):HI-10: applying knowledge of





or speaking.



47


IV-L-2(V):HI-17: interpreting the words and

clauses that signal chronological sequence,

description, cause and effect, and problem

and solution.

























48


Listening and Speaking Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.




IV-LS-1:HI-3: making inferences and drawing

conclusions using evidence from read-alouds

(nonfiction and fiction) in complete

sentences.



Details

• Dictation




• Skits and Plays



• Retelling

• Conferencing

• Story Cubes



• Debates




conclusions from presentations.


IV-LS-1:HI-6: producing the final steps to

complete a set of teacher initiated

instructions for familiar processes or

procedures.


49








stress.


Details

• Dictation




• Skits and Plays



• Retelling

• Conferencing

• Story Cubes



• Debates



50










expectations.)





expectations.)





expectations.)



sentences.





their own clearly.





their own clearly.





their own clearly.

51




vocabulary.


IV-LS-2:HI-9: preparing and presenting

personal narratives supported by details with

descriptive language and using complete

sentences, which may include the use of

transition words and visual aids.

52



Quarter 3 Language Strand



ELP Performance Indicator ELA Correlation Resources and Materials

Nouns

IV-L-1(N):HI-6: distinguishing between plural

nouns and singular possessive nouns.



or speaking.





standard English capitalization, punctuation, and

spelling when writing.

d. Form and use possessives.







• Grammar Wall





-word/picture sort


-charades

-cloze activities



53


IV-L-1(N):HI-7: using regular and irregular

plural possessive nouns.



or speaking.




b. Form and use regular and irregular plural

nouns.


standard English capitalization, punctuation, and

spelling when writing.

d. Form and use possessives.

Verbs +

IV-L-1(V):HI-18: producing sentences using

modal auxiliary verbs, negative modal

auxiliary verbs, and present progressive

modals (e.g., may be talking) with subject-

verb agreement and with instructional

support.






subjunctive mood.



or speaking.




or speaking.



tenses.

c. Use modal auxiliaries (e.g., can, may, must) to

convey various conditions.







• Grammar Wall





-word/picture sort


-charades

-cloze activities



54




the future progressive tense with subject-

verb agreement.






subjunctive mood.



or speaking.



tenses.



regular present perfect tense verbs with







subjunctive mood.



or speaking.



55




irregular present perfect tense verbs with







subjunctive mood.



or speaking.




or speaking.




use of simple past tense and the present

perfect tense.



or speaking.

b. Form and use regular and irregular plural

nouns.



or speaking.




use of action verbs and non-action/stative

verbs without a present progressive.



or speaking.

c. Use verb tense to convey various times,

sequences, states, and conditions.

56



use of action verbs and non-action/stative

verbs (e.g., see/watch, hear/listen) in context.



or speaking.

c. Use verb tense to convey various times,

sequences, states, and conditions.



past perfect tense verbs with subject-verb

agreement.






subjunctive mood.



or speaking.



IV-L-1(V):LI-29: producing declarative,

negative, and interrogative simple sentences

using future perfect tense verbs with subject-

verb agreement and with instructional

support.






subjunctive mood.



or speaking.



57


Pronouns

IV-L-1(PRO):HI-4: differentiating between

personal subjective, personal objective, and

personal possessive pronouns and their

placement in sentences.












• Grammar Wall





-word/picture sort


-charades

-cloze activities



IV-L-1(PRO):HI-5: using and justifying

demonstrative pronouns.

N/A

IV-L-1(PRO):HI-6: using and justifying

interrogative pronouns.

N/A

Interjections

IV-L-1(I):HI-1: using interjections in

appropriate context.



or speaking.


prepositions, and interjections in general and

their function in particular sentences.







• Grammar Wall




58



-word/picture sort


-charades

-cloze activities



Adverbs

IV-L-1(ADV):HI-1: using "when" adverbs.




or speaking.



modified.







• Grammar Wall





-word/picture sort


-charades

-cloze activities



IV-L-1(ADV):HI-2: using "frequency" adverbs.




or speaking.



modified.

59


IV-L-1(ADV):HI-3: using "how" adverbs.

(science)



or speaking.



modified.

IV-L-1(ADV):HI-4: using "where" adverbs. 2.L.1 Demonstrate command of the conventions of


or speaking.



modified.

IV-L-1(ADV):HI-5: using regular and irregular

comparative and superlative adverbs.



or speaking.


adjectives and adverbs, and choose between them

depending on what is to be modified.

IV-L-1(ADV):HI-6: using conjunctive adverbs. 2.L.1 Demonstrate command of the conventions of


or speaking.



modified.

IV-L-1(ADV):HI-7: using intensifier adverbs

(e.g., too, not, very, some, any hardly, barely,

enough).



or speaking.



modified.

60


IV-L-1(ADV):HI-8: using adverbs to show

cause and effect.



or speaking.



modified.

Conjunctions

IV-L-1(C):HI-1: defining and justifying the use

of coordinating conjunctions used to combine

nouns, verbs, adjectives, phrases, or clauses.




or speaking.

h. Use coordinating and subordinating

conjunctions.



or speaking.










• Grammar Wall





-word/picture sort


-charades

-cloze activities



IV-L-1(C):HI-2: defining and differentiating

correlative conjunctions.



or speaking.




e. Use correlative conjunctions (e.g., either/or,

neither/nor).

61


IV-L-1(C):HI-3: defining and differentiating

subordinating conjunctions.




or speaking.


conjunctions.



or speaking.




IV-L-1(C):HI-4: identifying and using

subordinating conjunctions to begin a clause

introducing a complete sentence.




or speaking.


conjunctions.



or speaking.




Phrase and Clause Constructions

IV-L-1(PH/CL):HI-12: using a participial




writing or speaking



dangling modifiers.




• Grammar Wall





-word/picture sort


-charades

62



• Word Walls




Series


• Online e-books

http://www.mpsaz.org/elad/servesourc

e/websitesforeldclassroom/

IV-L-1(PH/CL):HI-13: using noun clauses in a

complete sentence.



writing or speaking



dangling modifiers.

IV-L-1(PH/CL):HI-14: using a gerund phrase

in a complete sentence.



writing or speaking



dangling modifiers.




a. Explain the function of verbals (gerunds,

participles, infinitives) in general and their


63


IV-L-1(PH/CL):HI-15: using subordinating

conjunctions in introductory clauses.



or speaking.


conjunctions.



writing or speaking



modifiers.


IV-L-1(SC):HI-14: producing compound

sentences. (i.e., independent clause +

conjunction + independent clause).




or speaking.

f. Produce, expand, and rearrange complete

simple and compound sentences (e.g., The boy

watched the movie; The little boy watched the

movie; The action movie was watched by the

little boy).



or speaking.


sentences.



writing or speaking



modifiers.




• Grammar Wall





-word/picture sort


-charades


• Word Walls




Series


• Online e-books



64


IV-L-1(SC):HI-15: producing compound

sentences. (i.e., independent clause + semi-

colon + conjunctive adverb + independent

clause).



or speaking.

f. Produce, expand, and rearrange complete

simple and compound sentences (e.g., The boy

watched the movie; The little boy watched the

movie; The action movie was watched by the

little boy).



or speaking.


sentences.



writing or speaking



modifiers.

IV-L-1(SC):HI-16: constructing sentences

using present habitual tense (e.g., "If it rains, I

have my umbrella.").



or speaking.






c. Form and use verbs in the indicative, imperative,

interrogative, conditional, and subjunctive mood.

65



reflexive pronouns.



or speaking.

c. Use reflexive pronouns (e.g., myself,

ourselves).



or speaking.


sentences.



or speaking.




the passive voice.

(social studies)



or speaking.



sentences.



or speaking.





or speaking.

b. Form and use verbs in the active and passive

voice.

66



present real conditional.






subjunctive mood.

IV-L-1(SC):HI-20: producing imperative

sentences.






subjunctive mood.


interjections.

(e.g., "Ouch, that hurt.”)



or speaking.





or speaking.





subjunctive mood. (e.g., "Jack recommended

that Jill stop.")






subjunctive mood.

67


Questions


sentences beginning with “who” and “whom.”







subjunctive mood.



or speaking.



why, how).



or speaking.











• Grammar Wall





-word/picture sort


-charades

-cloze activities



68



sentences beginning with “when.”







subjunctive mood.



or speaking.



why, how).



or speaking.





69



sentences beginning with “why.”







subjunctive mood.



or speaking.



why, how).



or speaking.





70



sentences beginning with “how.”







subjunctive mood.



or speaking.



why, how).



or speaking.





71



sentences beginning with “which.”







subjunctive mood.



or speaking.



why, how).



or speaking.





72



sentences beginning with “whose.”







subjunctive mood.



or speaking.



why, how).



or speaking.





73





IV-L-2(V):HI-3: identifying the

meaning/usage of high frequency words and

applying them in context.

















• Grammar Wall





-word/picture sort


-charades


• Word Walls


• Cloze Activities • Jamestown Education Critical Reading

Series


• Online e-books



74




and symbols.















context.





from an array of strategies.


words to predict the meaning of compound words

(e.g., birdhouse, lighthouse, housefly; bookshelf,

notebook, bookmark).

IV-L-2(V):HI-7: analyzing the effect of affixes

on base/root words (e.g., adding -ful to

beauty makes it an adjective).






b. Use common, grade-appropriate Greek or Latin

affixes and roots as clues to the meaning of a word

(e.g., precede, recede, and secede).

IV-L-2(V):HI-8: stating the words represented

by abbreviations and acronyms.


75


IV-L-2(V):HI-10: applying knowledge of





or speaking.



IV-L-2(V):HI-15: distinguishing the literal and

figurative meanings of idioms.



meanings.



meanings.



meanings.

IV-L-2(V):HI-16: determining the intended

meaning of figurative language.



meanings.



meanings.



meanings.

Listening and Speaking

Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.





conclusions using evidence from read-alouds

(nonfiction and fiction) in complete

sentences.



Details

• Dictation



76



• Skits and Plays



• Retelling

• Conferencing

• Story Cubes



• Debates




conclusions from presentations.


IV-LS-1:HI-7: responding to social

conversations by rephrasing/ repeating

information, asking questions, offering

advice, sharing one’s experiences and

expressing one’s thoughts.





their own clearly.





their own clearly.





their own clearly.

77


IV-LS-1:HI-8: offering and justifying opinions

and ideas in response to questions and

statements in academic discourse.






their own clearly.





their own clearly.





their own clearly.


conclusions using evidence from content area

presentations and discussions.


6.SL.2 Interpret information presented in diverse

media and formats (e.g., visually, quantitatively,

and orally) and explains how it contributes to a

topic, text, or issue under study.







stress.


Details

• Dictation




• Skits and Plays

78




• Retelling

• Conferencing

• Story Cubes



• Debates











expectations.)





expectations.)





expectations.)

79




sentences.





expectations.)





expectations.)





expectations.)

IV-LS-2:HI-6: making predictions and

inferences about academic content using

complete sentences.




vocabulary.


80


IV-LS-2:HI-8: providing and justifying an

appropriate response to given formal and

informal situations.





their own clearly.





their own clearly.





their own clearly.

IV-LS-2:LI-10: preparing and delivering an

expository report on academic content in

including clear main ideas, supporting details,

and a recognizable conclusion using complete

sentences.

6.SL.4 Present claims and findings, sequencing

ideas logically and using pertinent descriptions,

facts, and details to accentuate main ideas or

themes; use appropriate eye contact, adequate

volume, and clear pronunciation.

7.SL.4 Present claims and findings, emphasizing

salient points in a focused, coherent manner with

pertinent descriptions, facts, details, and examples;

use appropriate eye contact, adequate volume, and

clear pronunciation.

8.SL.4 Present claims and findings, emphasizing

salient points in a focused, coherent manner with

relevant evidence, sound valid reasoning, and well-

chosen details; use appropriate eye contact,

adequate volume, and clear pronunciation.

81



Quarter 4

Language Strand




Verbs

IV-L-1(V):HI-26: producing sentences using the

passive voice in the simple and progressive

tenses with instructional support.

8.L.1 Demonstrate command of the

conventions of Standard English grammar and

usage when writing or speaking.

b. Form and use verbs in the active and

passive voice.







• Grammar Wall





-word/picture sort


-charades

-cloze activities

http://www.mpsaz.org/elad/servesource/web

sitesforeldclassroom/

IV-L-1(V):HI-27: comparing transitive (e.g., lay,

raise) and intransitive (e.g., lie, rise) verbs in

context, with instructional support.

82


IV-L-1(V):HI-30: producing declarative, negative,

and interrogative sentences using present

perfect progressive tense verbs with subject-

verb agreement.






subjunctive mood.


conventions of standard English grammar and


b. Form and use the perfect (e.g., I had

walked; I have walked; I will have walked)

verb tenses.


and interrogative sentences using past perfect

progressive tense verbs with subject-verb

agreement.






subjunctive mood.






verb tenses.

83



and interrogative sentences using future perfect

progressive tense verbs with subject-verb

agreement.





walking; I am walking; I will be walking)

verb tenses.






verb tenses.

IV-L-1(V):HI-33: explaining the difference

between the use of simple, progressive, and

perfect verb tenses.










walking; I am walking; I will be walking)

verb tenses.






verb tenses.

84


Adverbs

IV-L-1(ADV):HI-9: producing contrast adverbs. 2.L.1 Demonstrate command of the





modified.







• Grammar Wall





-word/picture sort


-charades

-cloze activities



IV-L-1(ADV):LI-10: using conditional adverbs

with instructional support.

Pronouns

IV-L-1(PRO):HI-7: stating when to use reflexive

and intensive pronouns and using reflexive and

intensive pronouns.




b. Use intensive pronouns (e.g., myself,

ourselves).




c. Use reflexive pronouns (e.g., myself,

ourselves).







• Grammar Wall





-word/picture sort

85



-charades

-cloze activities



IV-L-1(PRO):HI-8: using and justifying the use of

indefinite pronouns.







IV-L-1(PRO):HI-9: using and justifying the use of

relative pronouns.




a. Use relative pronouns (who, whose,

whom, which, that) and relative adverbs

(where, when, why).


IV-L-1(PH/CL):HI-16: using restrictive clauses

using that (e.g., “The dog that has spots is…”) in

complete a sentence.



usage when writing or speaking

c. Place phrases and clauses within a

sentence, recognizing and correcting

misplaced and dangling modifiers.




• Grammar Wall





-word/picture sort


-charades


• Word Walls



86



Series


• Online e-books



IV-L-1(PH/CL):HI-17: using non-restrictive

clauses beginning with who/which (e.g., “Jack,

who is tall is…”) in a complete a complete

sentence.







IV-L-1(PH/CL):HI-18: using an adjective clause

(e.g., “… who is a writer”) in a complete a

sentence.







IV-L-1(PH/CL):HI-19: using an adverb clause

(i.e., subordinating conjunction + clause) (e.g., “…

because he is tired”) to complete a sentence.








IV-L-1(SC):HI-23: completing a sentence frame

consisting of an independent clause + relative

pronoun + dependent clause to form a complex

sentence.










• Grammar Wall





87


-word/picture sort


-charades


• Word Walls




Series


• Online e-books

http://www.mpsaz.org/elad/servesource/w

ebsitesforeldclassroom/

IV-L-1(SC):HI-24: completing a sentence frame

consisting of a dependent clause + comma +

independent clause to form a complex sentence.

• Producing sentences with the habitual

past "state of being" sentence frame

(subject + used to + simple present).

• Producing sentences with the habitual

past “repeated action” sentence frame.

(when + subject + simple past + comma

+subject + "would" + simple present).

• Producing sentences in the present

unreal conditional.

• Constructing sentences with the present

future conditional tense. (e.g., "If it

snows, I will go skiing.").







88


Questions


sentences with “to be” + “there” + subject +

prepositional phrase.






subjunctive mood.

K.L.1 Demonstrate command of the




(interrogatives) (e.g., who, what, where,

when, why, how).














• Grammar Wall





-word/picture sort


-charades

-cloze activities



89


IV-L-1(Q):HI-24: producing a question beginning

with a modal auxiliary followed by a conditional

dependent clause beginning with “if”. (e.g.,

Would you drive us to the movie, if we gave you

gas money?”)












subjunctive mood.




c. Use modal auxiliaries (e.g., can, may, must)

to convey various conditions.

IV-L-1(Q):HI-25: producing questions, which

include the negative construction, using

contractions.








IV-L-1(Q):HI-26: producing tag questions.

90





IV-L-2(V):HI-3: identifying the meaning/usage of

high frequency words and applying them in

context.


6.L.4 Determine or clarify the meaning of

unknown and multiple-meaning words and

phrases based on grade 6 reading and content,

choosing flexibly from a range of strategies.






unknown and multiple-meaning words or









• Grammar Wall





-word/picture sort


-charades

-cloze activities



91



usage of grade-specific academic vocabulary and

symbols.















context.





choosing flexibly from an array of strategies.


words to predict the meaning of compound

words (e.g., birdhouse, lighthouse, housefly;

bookshelf, notebook, bookmark).

IV-L-2(V):HI-9: completing and explaining

analogous relationships

(hot : cold : : small : ______).



language, word relationships, and nuances in

word meanings.

b. Use the relationship between particular

words (e.g., synonym/antonym, analogy) to

better understand each of the words.

IV-L-2(V):LI-10: applying knowledge of






g. Correctly use frequently confused words

(e.g., to, too, two; there, their).

92


IV-L-2(V):LI-13: analyzing grade-level content

words in context to determine meaning with

instructional support.








function in a sentence) as a clue to the

meaning of a word or phrase.

















93


Listening and Speaking Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.




IV-LS-1:HI-7: responding to social conversations

by rephrasing/ repeating information, asking

questions, offering advice, sharing one’s

experiences and expressing one’s thoughts.

6.SL.1 Engage effectively in a range of

collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners

on grade 6 topics, texts, and issues, building on

others’ ideas and expressing their own clearly.












Details

• Dictation




• Skits and Plays



• Retelling

• Conferencing

• Story Cubes



• Debates



94


IV-LS-1:HI-8: offering and justifying opinions

and ideas in response to questions and

statements in academic discourse.


















conclusions using evidence from content area

presentations and discussions.


6.SL.2 Interpret information presented in

diverse media and formats (e.g., visually,

quantitatively, and orally) and explains how it

contributes to a topic, text, or issue under

study.

IV-LS-1:HI-10: analyzing the tone and/or

attitudinal nuances of an oral presentation in a

complete sentence.





IV-LS-2:HI-1: producing sentences with accurate

pronunciation, intonation, and stress.


Details

• Dictation




• Skits and Plays

95




• Retelling

• Conferencing

• Story Cubes



• Debates




drama using appropriate rhythm, rate, phrasing,

and expression.


6.SL.6 Adapt speech to a variety of contexts

and tasks, demonstrating command of formal

English when indicated or appropriate. (See

grade 6 Language standards 1 and 3 for

specific expectations.)











96




sentences.
















IV-LS-2:HI-6: making predictions and inferences

about academic content using complete

sentences.


IV-LS-2:HI-7: issuing a sequence of steps to carry

out a familiar process using academic

vocabulary.


97


IV-LS-2:HI-8: providing and justifying an

appropriate response to given formal and

informal situations.
















IV-LS-2:LI-10: preparing and delivering an

expository report on academic content in

including clear main ideas, supporting details,

and a recognizable conclusion using complete

sentences.

6.SL.4 Present claims and findings, sequencing

ideas logically and using pertinent

descriptions, facts, and details to accentuate

main ideas or themes; use appropriate eye

contact, adequate volume, and clear

pronunciation.

7.SL.4 Present claims and findings,

emphasizing salient points in a focused,

coherent manner with pertinent descriptions,

facts, details, and examples; use appropriate

eye contact, adequate volume, and clear

pronunciation.

8.SL.4 Present claims and findings,

emphasizing salient points in a focused,

coherent manner with relevant evidence,

sound valid reasoning, and well-chosen

details; use appropriate eye contact, adequate

volume, and clear pronunciation.

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