I CAN” statements highlighted in yellow and italicized should be displayed for students.
(7) Reading/Comprehension of Literary Text/Theme and Genre.
(9) Reading/Comprehension of Literary Text/Fiction.
(13) Reading/Comprehension of Informational Text/Culture and History.
(14) Reading/Comprehension of Informational Text/Expository Text.
(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
English Language Proficiency Standards (ELPS) (1) Cross-curricular second language acquisition/learning strategies.
(2) Cross-curricular second language acquisition/listening.
(4) Cross-curricular second language acquisition/reading.
Oral and written communication in English is essential in learning about how living things grow and change.
To promote authentic communication about changes in living things, people, animals, and plants, using the second language (L2) through the linguistic domains of listening, speaking, reading and writing commensurate with the student’s level of English.
What do good listeners do?
What do good speakers do?
How do we share in a discussion?
Why do we need to know high frequency words?
What are some new words we know?
Why do we need to know the name of the story (title)?
Why do we need to know the name of the person (author) who wrote the story?
Why do we need to know who drew the pictures (illustrator) in the story?
What information can you get from the title page? What information can you get from the captions?
Why do we need to know (the characters) who is in the story?
Why do we need to know (the setting) when the story takes place?
Why do we need to know the order of events in a story?
What was the sequence of events?
What are the parts of a story?
What word(s) would we use (oral/written) to complete the sentence frame?
How can we tell that someone is speaking?
What kinds of words tell us what someone or something does?
Why do we need to listen attentively?
Why do we need to speak clearly?
What do we do when we talk to others about what we know?
How do we pronounce the new high frequency words? What sentences can we make with the high frequency words?
What is the name of the story/article?
What information do the headings and captions tell the reader?
When do you think this story take place?
What events happened in the story?
What words can we use to help us order events?
What happened first? What happened next? What happened last?
What happened at the beginning, middle, and end of the story?
What words can we use (oral or written) to complete the sentence frame?
What is an action verb? What is the action verb when it is happening now? What is the action verb when it already happened?
” I CAN” statements highlighted in yellow and italicized should be displayed for students.
At the end of each unit, the English language learner will understand (listen), speak, read, or write in English, commensurate with his/her level of English proficiency the following.
(F) identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents.
(5) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
(10) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to determine whether a story is true or a fantasy and explain why.
(13) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing about the text.
(C) recognize and use punctuation marks at the end of declarative, exclamatory and interrogative sentences.
(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.
(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.
(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Given high frequency words or new vocabulary, students will use the words in oral and written discourse with 80% accuracy.
Given essential and guiding questions, students will respond with 80% accuracy.
Given a story, students will identify the title, author, and illustrator with 80% accuracy.
Given a story, students will answer questions about the characters, setting, and the events in the beginning, middle, and end of story with 80% accuracy.
Given a model of correct (grammar) usage of nouns, students will use present and past tense action verbs in oral and written discourse with 80% accuracy.
Given a series of events, student will be able to retell the sequence using the words first, next, and last with 80% accuracy.