Week 3 DQ1 and DQ2

ELL Stage V: Grades 9‐12  Language Strand 

Page 1   

• The Language Strand is comprised of the grammar and vocabulary skills that ELLs need to acquire at each proficiency level.

• The Language Strand will drive the instruction in grammar and vocabulary. The time allocations of the SEI models, created by the Arizona ELL Task Force, reflect this instruction.

• The Standard English Conventions standard focuses on acquiring the knowledge of the grammatical structures of the English language.

• The vocabulary standard focuses on acquiring general, academic, and content vocabulary, while understanding word relationships and pragmatics.

• The Listening and Speaking, Reading, and Writing Domains provide performance indicators for the application of the grammar and vocabulary skills.

ELL Stage V: Grades 9‐12  Language Strand 

Page 2   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate

High Intermediate

The student will demonstrate knowledge of parts of speech by:

N ou

ns (

N )

PE-1: defining a noun as a person, place, or thing; classifying singular common nouns.

(math, science, social studies)

E-1: defining a noun; using definite and indefinite articles with singular common nouns.

(math, science, social studies)

B-1: defining and classifying singular common and proper nouns, with definite and indefinite articles as appropriate.

(math, science, social studies)

LI-1: using singular common and proper nouns, with definite and indefinite articles as appropriate.

(math, science, social studies)

HI-1: justifying his/her 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)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 3   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

N ou

ns (

N )

PE-2: defining singular and plural as it relates to common nouns.

(math, science, social studies)

E-2: classifying common nouns as singular or plural, with definite and indefinite articles.

(math, science, social studies)

B-2: defining and classifying singular and plural common and proper nouns, with definite and indefinite articles as appropriate.

(math, science, social studies)

LI-2: using singular or plural common and proper nouns, with definite and indefinite articles as appropriate.

(math, science, social studies)

HI-2: justifying his/her 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.)

(math, science, social studies) PE-3: N/A Pre-Req: PE-1,2

E-3: distinguishing between regular and irregular plural nouns.

B-3: converting a given singular noun into an irregular plural noun, with definite and indefinite articles as appropriate.

LI-3: converting a singular noun into a regular or an irregular plural noun, with definite and indefinite articles as appropriate.

HI-3: using singular or plural common and proper nouns, with definite and indefinite articles as appropriate.

ELL Stage V: Grades 9‐12  Language Strand 

Page 4   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

N ou

ns (

N )

PE-4: N/A Pre-Req: PE-1,2

E-4: N/A Pre-Req: E-1,2,3

B-4: distinguishing between count and non-count nouns, with definite and indefinite articles as appropriate.

LI-4: using count and non-count nouns, with definite and indefinite articles as appropriate.

HI-4: using count and non-count nouns, with definite and indefinite articles and/or quantifiers as appropriate (i.e., May I have a bottle of water?).

PE-5: N/A Pre-Req: PE-1,2

E-5: N/A Pre-Req: E-1,2,3

B-5: defining and listing collective nouns, with definite and indefinite articles as appropriate.

LI-5: using collective nouns, with definite and indefinite articles as appropriate.

HI-5: using collective nouns, with definite and indefinite articles as appropriate.

PE-6: N/A Pre-Req: PE-1,2

E-6: defining possessive nouns; repeating phrases with singular possessive nouns.

B-6: producing a response to a prompt using a singular possessive noun (i.e., It is Mary’s book.).

LI-6: using singular possessive nouns.

HI-6: distinguishing between plural nouns and singular possessive nouns.

ELL Stage V: Grades 9‐12  Language Strand 

Page 5   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

N ou

ns (

N )

PE-7: N/A Pre-Req: PE-1,2

E-7: N/A Pre-Req: E-1,2,3

B-7: defining and producing responses using a plural possessive noun.

LI-7: using plural possessive nouns.

HI-7: using regular and irregular plural possessive nouns.

PE-8: N/A E-8: N/A B-8: defining gerunds as the present participle form of verb being used as a noun. (e.g., “I like running.” “Running is fun.”)

LI-8: using gerunds. HI-8: using gerunds.

V er

bs (

V )

PE-1: identifying physical action as verbs with instructional support.

E-1: identifying physical action, mental action, and state of being (i.e., to be) as verbs with instructional support.

B-1: defining and classifying physical action, mental action, and state of being (i.e., to be) as verbs.

LI-1: defining and classifying the physical action, mental action, and state of being (i.e., to be) verbs as the base form.

HI-1: defining and classifying physical action, mental action, and state of being (i.e., to be) verbs; explaining the relationship of a verb to the subject.

ELL Stage V: Grades 9‐12  Language Strand 

Page 6   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-2: defining past, present, and future with instructional support.

E-2: differentiating between past, present, and future by selecting the appropriate verb in a given sentence.

B-2: differentiating between past, present, and future by responding to a prompt.

LI-2: differentiating between past, present, and future by responding.

HI-2: differentiating between past, present, and future by responding.

PE-3: repeating and acting out imperative verbs. (e.g., Walk. Stop. Sit down Line up)

E-3: using imperative verbs with instructional support. (e.g., Go away. Help me.)

B-3: using imperative verbs. (e.g., Open the door. Close the book.)

LI-3: using imperative verbs. (e.g., Put the markers in the box.)

HI-3: using imperative verbs. (e.g., Put the markers in the box.)

PE-4: N/A Pre-Req: PE-1

E-4: N/A Pre-Req: E-1

B-4: identifying the infinitive verb with instructional support.

LI-4: identifying the infinitive verb.

HI-4: identifying the infinitive verb.

ELL Stage V: Grades 9‐12  Language Strand 

Page 7   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-5: repeating the forms of the irregular verbs (to be, to have, to do, and to go) in the simple present tense.

E-5: conjugating simple present tense irregular verbs (i.e., to be, to have, to do, and to go) with instructional support.

B-5: choosing the correct simple present tense irregular verb (i.e., to be, to have, to do, and to go) to complete declarative, negative, and interrogative sentences with subject-verb agreement.

LI-5: using simple present tense irregular verbs (i.e., to be, to have, to do, and to go) to produce declarative, negative, and interrogative simple sentences with instructional support.

HI-5: using simple present tense irregular verbs (i.e., to be, to have, to do, and to go) to produce declarative, negative, and interrogative simple sentences.

PE-6: repeating simple present tense regular verbs with instructional support.

(math, science, social studies)

E-6: selecting simple present tense regular verbs (e.g., jump, jumps) with instructional support.

(math, science, social studies)

B-6: choosing a simple present tense verb to complete declarative, negative, and interrogative sentences with subject-verb agreement.

(math, science, social studies)

LI-6: producing declarative, negative, and interrogative simple sentences using simple present tense verbs with subject-verb agreement and with instructional support.

(math, science, social studies)

HI-6: producing declarative, negative, and interrogative sentences using simple present tense verbs with subject-verb agreement.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 8   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-7: repeating present progressive tense verbs with instructional support.

E-7: defining the present participle; selecting the appropriate form of “to be” used with the present participle (e.g., am walking, is walking) with instructional support.

B-7: choosing a present progressive tense verb to complete declarative, negative, and interrogative sentences with subject-verb agreement.

LI-7: producing declarative, negative, and interrogative simple sentences using present progressive tense verbs with subject-verb agreement and with instructional support.

HI-7: producing declarative, negative, and interrogative sentences using present progressive tense verbs with subject-verb agreement.

PE-8: N/A Pre-Req: PE-6,7

E-8: N/A Pre-Req: E-6,7

B-8: differentiating between the use of simple present and present progressive by selecting the appropriate verb in a given sentence.

LI-8: differentiating between the use of simple present and present progressive by responding to a prompt.

HI-8: differentiating between the use of simple present and present progressive verb tenses.

ELL Stage V: Grades 9‐12  Language Strand 

Page 9   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-9: repeating simple past tense regular verbs with instructional support.

(math, science, social studies)

E-9: selecting the simple past tense regular verbs (e.g., walk vs. walked) with instructional support.

(math, science, social studies)

B-9: choosing simple past tense regular verbs to complete declarative, negative, and interrogative sentences with subject-verb agreement.

(math, science, social studies)

LI-9: producing declarative, negative, and interrogative simple sentences using simple past tense regular verbs with subject-verb agreement and with instructional support.

(math, science, social studies)

HI-9: producing declarative, negative, and interrogative sentences using simple past tense regular verbs with subject-verb agreement.

(math, science, social studies)

PE-10: repeating the forms of irregular verbs (e.g., to be, to have, to do, and to go) in the simple past tense.

E-10: conjugating simple past tense of irregular verbs (e.g., to be, to have, to do, and to go) with instructional support.

B-10: choosing simple past tense irregular verbs (e.g., to be, to have, to do, and to go) to complete declarative, negative, and interrogative sentences with subject-verb agreement.

LI-10: using simple past tense irregular verbs (e.g., to be, to have, to do, and to go) to produce declarative, negative, and interrogative simple sentences with instructional support.

HI-10: using simple past tense irregular verbs (e.g., to be, to have, to do, and to go) to produce declarative, negative, and interrogative simple sentences with subject-verb agreement.

ELL Stage V: Grades 9‐12  Language Strand 

Page 10   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-11: repeating irregular simple past tense verbs with instructional support.

E-11: selecting irregular simple past tense verbs (e.g., run vs. ran) with instructional support.

B-11: choosing irregular simple past tense verbs to complete declarative, negative, and interrogative sentences with subject-verb agreement.

LI-11: producing declarative, negative, and interrogative simple sentences using irregular simple past tense verbs with subject-verb agreement and with instructional support.

HI-11: producing declarative, negative, and interrogative sentences using irregular simple past tense verbs with subject-verb agreement.

PE-12: repeating simple future tense (e.g., will) with instructional support.

(math, science, social studies)

E-12: selecting simple future tense (e.g., will walk versus walked, talk versus will talk) with instructional support.

(math, science, social studies)

B-12: choosing simple future tense verb (e.g., will) to complete declarative, negative, and interrogative sentence with subject-verb agreement.

(math, science, social studies)

LI-12: producing declarative, negative, and interrogative simple sentences using the simple future tense (e.g., will) with subject-verb agreement and with instructional support.

(math, science, social studies)

HI-12: producing declarative, negative, and interrogative sentences using the simple future tense (e.g., will) with subject-verb agreement.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 11   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate

High Intermediate

The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-13: N/A Pre-Req: PE-7, 12

E-13: N/A Pre-Req: E-7,12

B-13: producing declarative, negative, and interrogative sentences using the present participle “going” with the infinitive verb to form the future tense (e.g., I am going to dance.) with subject-verb agreement and with instructional support.

LI-13: producing declarative, negative, and interrogative sentences using the present participle “going” with the infinitive verb to form the future tense (e.g., I am going to dance.) with subject-verb agreement.

HI-13: producing declarative, negative, and interrogative sentences using the present participle “going” with the infinitive verb to form the future tense (e.g., I am going to dance.) with subject-verb agreement.

ELL Stage V: Grades 9‐12  Language Strand 

Page 12   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-14: repeating sentences using the linking verb “to be”. (e.g., He is tall.)

E-14: using the linking verb “to be” in sentences with instructional support.

B-14: using linking verbs of sensation (e.g., taste, smell, sound, and feel) to complete a declarative, negative, and interrogative sentence with subject-verb agreement.

LI-14: using linking verbs of sensation (e.g., taste, smell, sound, and feel) and linking verbs of being (e.g., act, seem, appear, look) to complete a declarative, negative, and interrogative sentence with subject-verb agreement.

HI-14: using linking verbs of sensation (e.g., taste, smell, sound, and 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 (e.g., The milk has gone bad.) with subject-verb agreement.

ELL Stage V: Grades 9‐12  Language Strand 

Page 13   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-15: N/A Pre-Req: PE-7,9

E-15: choosing past progressive tense verbs to complete declarative, negative, and interrogative sentence frames with subject-verb agreement and with instructional support.

B-15: choosing past progressive tense verbs to complete declarative, negative, and interrogative sentence frames with subject-verb agreement.

LI-15: producing declarative, negative, and interrogative simple sentences using the past progressive tense with subject-verb agreement and with instructional support.

HI-15: producing declarative, negative, and interrogative sentences using the past progressive tense with subject-verb agreement.

PE-16: N/A Pre-Req: PE-7,9

E-16: defining auxiliary (i.e., helping) verbs (e.g., to be, to have, to do) with instructional support.

B-16: defining auxiliary (i.e., helping) verbs (e.g., to be, to have, to do).

LI-16: distinguishing between the auxiliary (i.e., helping) verb and the main verb.

HI-16: distinguishing between the auxiliary (i.e., helping) verb and the main verb.

ELL Stage V: Grades 9‐12  Language Strand 

Page 14   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-17: N/A E-17: listing modal auxiliary verbs (e.g., will, can, could).

B-17: using modal auxiliary verbs (e.g., will, can, could, may, might, must, should, would) in a sentence with subject-verb agreement using sentence frames.

LI-17: producing sentences using modal auxiliary verbs, negative modal auxiliary verbs (e.g., cannot, should not), and present progressive modals with subject-verb agreement and with instructional support.

HI-17: producing sentences using modal auxiliary verbs, negative modal auxiliary verbs, and present and past progressive modals (e.g., may have been talking) with subject-verb agreement.

PE-18: N/A E-18: completing phrasal verbs (e.g., turn off/on/in) in context with instructional support.

B-18: selecting phrasal verbs to complete sentences.

LI-18: producing sentences with phrasal verbs with instructional support.

HI-18: producing sentences with phrasal verbs.

ELL Stage V: Grades 9‐12  Language Strand 

Page 15   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-19: N/A Pre-Req: PE-7,12

E-19: choosing future progressive tense verbs to complete declarative, negative, and interrogative sentence frames with subject-verb agreement and with instructional support.

B-19: choosing future progressive tense verbs to complete declarative, negative, and interrogative sentence frames with subject-verb agreement.

LI-19: producing declarative, negative, and interrogative simple sentences using the future progressive tense with subject-verb agreement and with instructional support.

HI-19: producing declarative, negative, and interrogative sentences using the future progressive tense with subject-verb agreement.

PE-20: N/A Pre-Req: PE-9

E-20: N/A Pre-Req: E-9

B-20: identifying the regular past participle; choosing a regular present perfect tense verb to complete declarative, negative, and interrogative sentences with subject-verb agreement.

LI-20: producing declarative, negative, and interrogative simple sentences using regular present perfect tense verbs with subject-verb agreement and with instructional support.

HI-20: producing declarative, negative, and interrogative sentences using regular present perfect tense verbs with subject-verb agreement.

ELL Stage V: Grades 9‐12  Language Strand 

Page 16   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-21: N/A Pre-Req: PE-10

E-21: N/A Pre-Req: E-10

B-21: identifying the irregular past participle; choosing an irregular present perfect tense verb to complete declarative, negative, and interrogative sentences with subject-verb agreement.

LI-21: producing declarative, negative, and interrogative simple sentences using irregular present perfect tense verbs with subject-verb agreement and with instructional support.

HI-21: producing declarative, negative, and interrogative sentences using irregular present perfect tense verbs with subject-verb agreement.

PE-22: N/A Pre-Req: PE-10

E-22: N/A Pre-Req: E-10

B-22: differentiating between the use of the simple past tense and the present perfect tense by selecting the appropriate verb in a given sentence.

LI-22: differentiating between the use of simple past tense and the present perfect tense by responding to a prompt.

HI-22: differentiating between the use of simple past tense and the present perfect tense.

ELL Stage V: Grades 9‐12  Language Strand 

Page 17   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-23: N/A Pre-Req: PE-1

E-23: N/A Pre-Req: E-1

B-23: identifying non-action/stative verbs without a present progressive form. (e.g., want, need, like)

LI-23: differentiating between the use of action verbs and non- action/stative verbs without a present progressive form (e.g., want, need, like) with instructional support. (e.g., “I am longing for a vacation.” versus “I want a vacation.”)

HI-23: differentiating between the use of action verbs and non-action/stative verbs without a present progressive form (e.g., want, need, like). (e.g., “I am longing for a vacation.” versus “I want a vacation.”)

PE-24: N/A Pre-Req: PE-1

E-24: N/A Pre-Req: E-1

B-24: comparing action verbs with non-action/ stative verbs in context with instructional support. (e.g., see/watch, hear/listen)

LI-24: differentiating between the use of action verbs and non- action/stative verbs in context. (e.g., see/watch, hear/listen)

HI-24: differentiating between the use of action verbs and non-action/stative verbs in context. (e.g., see/watch, hear/listen) in context.

ELL Stage V: Grades 9‐12  Language Strand 

Page 18   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-25: N/A E-25: N/A B-25: N/A LI-25: N/A HI-25: comparing transitive verbs (e.g., lay, raise) and intransitive verbs (e.g., lie, rise) in context with instructional support.

PE-26: N/A E-26: N/A B-26: choosing a past perfect tense verb (e.g., “I had walked.” versus “I walked.”) to complete declarative, negative, and interrogative sentences with subject-verb agreement.

LI-26: producing declarative, negative, and interrogative simple sentences using past perfect tense verbs with subject-verb agreement and with instructional support.

HI-26: producing declarative, negative, and interrogative sentences using past perfect tense verbs with subject-verb agreement.

ELL Stage V: Grades 9‐12  Language Strand 

Page 19   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-27: N/A E-27: N/A B-27: choosing a future perfect tense verb to complete declarative, negative, and interrogative sentences with subject-verb agreement. (e.g., “I will have walked.” versus “I will walk.”)

LI-27: producing declarative, negative, and interrogative simple sentences using future perfect tense verbs with subject-verb agreement and with instructional support.

HI-27: producing declarative, negative, and interrogative sentences using future perfect tense verbs with subject-verb agreement.

PE-28: N/A E-28: N/A B-28: choosing a present perfect progressive tense verb to complete declarative, negative, and interrogative sentences with subject-verb agreement. (e.g., “I have been swimming.” versus “I am swimming.”)

LI-28: producing declarative, negative, and interrogative simple sentences using present perfect progressive tense verbs (subject-verb agreement) with instructional support.

HI-28: producing declarative, negative, and interrogative sentences using present perfect progressive tense verbs with subject-verb agreement.

ELL Stage V: Grades 9‐12  Language Strand 

Page 20   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-29: N/A E-29: N/A B-29: choosing a past perfect progressive tense verb to complete declarative, negative, and interrogative sentences with subject-verb agreement. (e.g., “I had been swimming.” versus “I was swimming.”)

LI-29: producing declarative, negative, and interrogative simple sentences using past perfect progressive tense verbs with subject-verb agreement and with instructional support.

HI-29: producing declarative, negative, and interrogative sentences using past perfect progressive tense verbs with subject-verb agreement.

PE-30: N/A PE-30: N/A B-30: choosing a future perfect progressive tense verb to complete declarative, negative, and interrogative sentences with subject-verb agreement. (e.g., “I had been swimming.” versus “I was swimming.”)

LI-30: producing declarative, negative, and interrogative simple sentences using future perfect progressive tense verbs with subject-verb agreement and with instructional support.

HI-30: producing declarative, negative, and interrogative sentences using future perfect progressive tense verbs with subject-verb agreement.

ELL Stage V: Grades 9‐12  Language Strand 

Page 21   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

V er

bs (

V )

PE-31: N/A E-31: N/A B-31: N/A LI-31: explaining the difference between the use of simple, progressive, and perfect verb tenses with instructional support.

HI-31: explaining the difference between the use of simple, progressive, and perfect verb tenses.

PE-32: N/A E-32: N/A B-32: N/A LI-32: identifying and using the subjunctive mood to express a condition contrary to fact or to express a wish.

HI-32: identifying and using the subjunctive mood to express a condition contrary to fact or to express a wish.

P ro

no un

s (P

R O

)

PE-1: defining pronouns; selecting singular personal subjective pronouns to complete a given sentence.

E-1: defining pronouns; and selecting singular and plural personal subjective pronouns to complete a given sentence.

B-1: using personal subjective pronouns.

LI-1: using personal subjective pronouns.

HI-1: using and justifying the appropriate personal subjective pronouns based upon the antecedent.

ELL Stage V: Grades 9‐12  Language Strand 

Page 22   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

P ro

no un

s (P

R O

)

PE-2: listing and selecting personal singular objective pronouns to complete a given sentence.

E-2: listing and selecting singular and plural personal objective pronouns to complete a given sentence.

B-2: stating when to use personal objective versus personal subjective pronouns; using personal objective pronouns.

LI-2: stating when to use personal objective versus personal subjective pronouns; using personal objective pronouns.

HI-2: using and justifying the appropriate personal subjective and personal objective pronouns. (e.g., I used “them” instead of “they” because…)

PE-3: defining possessive pronouns; selecting singular personal possessive pronouns to complete a given sentence.

E-3: defining possessive pronouns; selecting singular and plural personal possessive pronouns to complete a given sentence.

B-3: stating when to use personal possessive pronouns; using personal possessive pronouns.

LI-3: stating when to use the adjective form of the personal possessive pronoun versus the objective form (e.g., my versus mine); using personal possessive pronouns.

HI-3: using and justifying the appropriate adjective form of the personal possessive pronoun versus the objective form. (e.g., I used “your” instead of “yours” because…)

ELL Stage V: Grades 9‐12  Language Strand 

Page 23   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

P ro

no un

s (P

R O

)

PE-4: N/A Pre-Req: PE-1,2,3

E-4: categorizing personal subjective, personal objective, and personal possessive pronouns.

B-4: selecting personal subjective, personal objective, and personal possessive pronouns to complete a given sentence.

LI-4: differentiating between personal subjective, personal objective, and personal possessive pronouns and their placement in sentences.

HI-4: differentiating between personal subjective, personal objective, and personal possessive pronouns and their placement in sentences.

PE-5: N/A E-5: selecting demonstrative pronouns to complete a given sentence.

B-5: using demonstrative pronouns.

LI-5: using demonstrative pronouns.

HI-5: using and justifying demonstrative pronouns.

PE-6: selecting interrogative pronouns who and what to complete a given sentence.

E-6: using interrogative pronouns who, what, and which.

B-6: using interrogative pronouns. (e.g., whose and whom)

LI-6: using interrogative pronouns.

HI-6: using and justifying the use of interrogative pronouns.

ELL Stage V: Grades 9‐12  Language Strand 

Page 24   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

P ro

no un

s (P

R O

)

PE-7: N/A Pre-Req: PE-1,2,3   

E-7: listing and selecting reflexive pronouns to complete a given sentence.

B-7: listing and selecting reflexive and intensive pronouns to complete a given sentence.

LI-7: using reflexive and intensive pronouns.

HI-7: stating when to use reflexive and intensive pronouns; using reflexive and intensive pronouns.

PE-8: N/A Pre-Req: PE-1,2,3   

E-8: N/A Pre-Req: E-1,2,3   

B-8: categorizing indefinite pronouns into singular and plural.

LI-8: stating when to use indefinite pronouns; using indefinite pronouns.

HI-8: using and justifying the use of indefinite pronouns.

PE-9: N/A Pre-Req: PE-1,2,3   

E-9: N/A Pre-Req: E-1,2,3   

B-9: listing and selecting relative pronouns to complete a given sentence.

LI-9: stating when to use relative pronouns; using relative pronouns.

HI-9: using and justifying the use of relative pronouns.

ELL Stage V: Grades 9‐12  Language Strand 

Page 25   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

A dj

ec tiv

es (

A D

J)

PE-1: naming and sorting adjectives by size, color, shape, and quantity with nouns.

(math, science, social studies)

E-1: defining adjectives; selecting adjectives to complete a given sentence.

(math, science, social studies)

B-1: producing a series of adjectives in the correct order (e.g., quantity/ size/shape/color).

(math, science, social studies)

LI-1 producing a series of adjectives in the correct order (e.g., quantity/ size/shape/color).

(math, science, social studies)

HI-1: producing a series of adjectives in the correct order (e.g., quantity/ size/shape/color).

(math, science, social studies)

PE-2: selecting singular possessive adjectives to complete a given sentence.

E-2: selecting a singular or plural possessive adjective to complete a given sentence.

B-2: using possessive adjectives.

LI-2: using possessive adjectives.

HI-2: using possessive adjectives.

PE-3: N/A Pre-Req: PE-1 

E-3: selecting sensory/personality adjectives to complete a given sentence.

B-3: using sensory/personality adjectives.

LI-3: using sensory/personality adjectives.

HI-3: using sensory/personality adjectives.

ELL Stage V: Grades 9‐12  Language Strand 

Page 26   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

A dj

ec tiv

es (

A D

J)

PE-4: N/A E-4: selecting a noun as a modifier (e.g., kitchen table) to complete a given sentence.

B-4: using a noun as a modifier.

LI-4: using a noun as a modifier.

HI-4: using a noun as a modifier.

PE-5: N/A E-5: selecting demonstrative adjectives to complete a given sentence.

B-5: using demonstrative adjectives.

LI-5: using demonstrative adjectives.

HI-5: using demonstrative adjectives.

PE-6: N/A E-6: N/A B-6: defining and listing proper adjectives with a noun. (e.g., Italian man, French toast)

LI-6: defining and using proper adjectives with nouns.

HI-6: defining and using proper adjectives with nouns.

ELL Stage V: Grades 9‐12  Language Strand 

Page 27   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

A dj

ec tiv

es (

A D

J)

PE-7: N/A E-7: selecting indefinite adjectives to complete a given sentence. (e.g., all, both, many)

B-7: using indefinite adjectives with support.

LI-7: using indefinite adjectives.

HI-7: using indefinite adjectives.

PE-8: N/A E-8: listing comparative and superlative adjectives (e.g., -er, -est); selecting a comparative or superlative adjective to complete a given sentence.

(math, science, social studies)

B-8: using comparative and superlative adjectives with support. (e.g., -er, -est; more/most/ less/least)

(math, science, social studies)

LI-8: using comparative and superlative adjectives; listing irregular comparative and superlative adjectives. (e.g., bad, worse, worst)

(math, science, social studies)

HI-8: using comparative and superlative adjectives, including irregular adjectives.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 28   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

A dj

ec tiv

es

(A D

J)

PE-9: N/A E-9: N/A B-9: defining the participle as an adjective; selecting a present or past participle to complete a given sentence.

LI-9: using present and past participles as adjectives with support.

HI-9: using participles as adjectives.

A dv

er bs

(A

D V

)

PE-1: repeating classroom directions with "when" adverbs. (e.g., first, next, then; “First take out your book.”)

(math, science, social studies)

E-1: define an adverb; selecting "when" adverbs to complete a given sentence.

(math, science, social studies)

B-1: using "when" adverbs with instructional support.

(math, science, social studies)

LI-1: using "when" adverbs.

(math, science, social studies)

HI-1: using "when" adverbs.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 29   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

A dv

er bs

( A

D V

)

PE-2: repeating classroom/school rules with "frequency" adverbs. (e.g., always, never, sometimes; “Always bring a pencil to class.”)

(math, science, social studies)

E-2: selecting "frequency" adverbs to complete a given sentence.

(math, science, social studies)

B-2: using "frequency" adverbs with instructional support.

(math, science, social studies)

LI-2: using "frequency" adverbs.

(math, science, social studies)

HI-2: using "frequency" adverbs.

(math, science, social studies)

PE-3: N/A E-3: selecting "how"/degree adverbs to complete a given sentence. (e.g., quick versus quickly)

(science)

B-3: convert adjectives into "how"/degree adverbs with instructional support.

(science)

LI-3: using "how"/degree adverbs. (e.g., quickly ran, too cold, very quick)

(science)

HI-3: using "how"/degree adverbs.

(science)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 30   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

A dv

er bs

( A

D V

)

PE-4: N/A E-4: selecting "where" adverbs to complete a given sentence.

B-4: using "where" adverbs with instructional support.

LI-4: using "where" adverbs.

HI-4: using "where" adverbs.

PE-5: N/A E-5: selecting comparative and superlative adverbs to complete a given sentence.

B-5: using comparative and superlative adverbs with instructional support.

LI-5: using comparative and superlative adverbs.

HI-5: using comparative and superlative adverbs, including irregular adverbs.

PE-6: N/A E-6: selecting conjunctive adverbs to complete a given sentence. (e.g., also, therefore)

B-6: using conjunctive adverbs with instructional support. (e.g., also, therefore)

LI-6: using conjunctive adverbs.

HI-6: using conjunctive adverbs.

ELL Stage V: Grades 9‐12  Language Strand 

Page 31   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

A dv

er bs

( A

D V

)

PE-7: N/A E-7: listing and selecting intensifier adverbs to complete a given sentence with instructional support. (e.g., too, not, very, some, any)

B-7: using intensifier adverbs in a complete sentence. (e.g., too, not, very, some, any)

HI-7: using intensifier adverbs. (e.g., too, not, very, some, any)

HI-7: using intensifier adverbs. (e.g., too, not, very, some, any)

PE-8: N/A E-8: using adverbs to show cause and effect with instructional support. (e.g., because of)

B-8: using adverbs to show cause and effect with instructional support.

LI-8: using adverbs to show cause and effect.

HI-8: using adverbs to show cause and effect.

PE-9: N/A E-9: N/A B-9: using the contrast adverb “while” with instructional support.

LI-9 producing contrast adverbs with instructional support. (e.g., while, although, whereas)

HI-9: producing contrast adverbs.

ELL Stage V: Grades 9‐12  Language Strand 

Page 32   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

P re

po si

tio ns

( P

R E

P )

PE-1: selecting and physically demonstrating prepositions of location to complete a given sentence.

(math, science, social studies)

E-1: using prepositions of location with instructional support.

(math, science, social studies)

B-1: using prepositions of location.

(math, science, social studies)

LI-1: using prepositions of location.

(math, science, social studies)

HI-1: using prepositions of location.

(math, science, social studies)

PE-2: selecting and physically demonstrating prepositions of direction to complete a given sentence.

(math, science, social studies)

E-2: using prepositions of direction with instructional support.

(math, science, social studies)

B-2: using prepositions of direction.

(math, science, social studies)

LI-2: using prepositions of direction.

(math, science, social studies)

HI-2: using prepositions of direction.

(math, science, social studies)

PE-3: selecting prepositions of time to complete a given sentence.

(math, science, social studies)

E-3: selecting prepositions of time to complete a given sentence and justifying selection.

(math, science, social studies)

B-3: using prepositions of time with instructional support.

(math, science, social studies)

LI-3: using prepositions of time.

(math, science, social studies)

HI-3: using prepositions of time.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 33   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

P re

po si

tio ns

( P

R E

P )

PE-4: N/A Pre-Req: PE-1,2,3   

E-4: selecting and physically demonstrating prepositions of action and movement to complete a given sentence.

B-4: using prepositions of action and movement (including compound prepositions) with instructional support.

LI-4: using prepositions of action and movement (including compound prepositions).

HI-4: using prepositions of action and movement (including compound prepositions).

PE-5: N/A E-5: N/A B-5: selecting a preposition of opposition to complete a given sentence.

(math, science, social studies)

LI-5: using prepositions of opposition with instructional support.

(math, science, social studies)

HI-5: using prepositions of opposition.

(math, science, social studies)

PE-6: N/A Pre-Req: PE-1,2,3   

E-6: defining prepositions.

B-6: differentiating among prepositions of location, direction, and time.

LI-6: differentiating among prepositions of action and movement, location, direction, and time.

HI-6: differentiating among prepositions of location, direction, time, action and movement, and opposition.

ELL Stage V: Grades 9‐12  Language Strand 

Page 34   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

P re

po si

tio ns

( P

R E

P )

PE-7: N/A E-7: N/A B-7: listing and selecting propositions of cause and effect, exception and contrast to complete a given sentence.

(science, social studies)

LI-7: using propositions of cause and effect, exception and contrast.

(science, social studies)

HI-7: using propositions of cause and effect, exception and contrast.

(science, social studies)

PE-8: N/A E-8: N/A B-8: selecting prepositions + gerunds to complete a given sentence with support.

LI-8: selecting prepositions + gerunds to complete a given sentence.

HI-8: using prepositions + gerunds.

ELL Stage V: Grades 9‐12  Language Strand 

Page 35   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

C on

ju nc

tio ns

( C

)

PE-1: selecting coordinating conjunctions (and, or), which combine nouns, verbs, adjectives, to complete a given sentence.

math, science, social studies)

E-1: selecting coordinating conjunctions (and, or, but, yet), which combine nouns, verbs, adjectives, phrases, or clauses, to complete a given sentence.

(math, science, social studies)

B-1: using coordinating conjunctions, which combine nouns, verbs, adjectives, phrases, or clauses, in a sentence.

(math, science, social studies)

LI-1: defining and differentiating coordinating conjunctions used to combine nouns, verbs, adjectives, phrases, or clauses.

(math, science, social studies)

HI-1: defining and justifying the use of coordinating conjunctions used to combine nouns, verbs, adjectives, phrases, or clauses.

(math, science, social studies) PE-2: NA E-2: selecting

correlative conjunctions to complete a given sentence. (e.g., both…and, either…or)

(math, science, social studies)

B-2: using correlative conjunctions in a sentence. (e.g., both…and, either…or, neither…nor, not only…but also)

(math, science, social studies)

LI-2: defining and differentiating correlative conjunctions.

(math, science, social studies)

HI-2: defining and differentiating between correlative conjunctions.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 36   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

C on

ju nc

tio ns

( C

)

PE-3: N/A E-3: selecting subordinating conjunctions to a complete a given sentence.

(math, science, social studies)

B-3: using subordinating conjunctions in a sentence.

(math, science, social studies)

LI-3: defining and differentiating subordinating conjunctions.

(math, science, social studies)

HI-3: defining and differentiating subordinating conjunctions.

(math, science, social studies)

PE-4:N/A E-4: N/A B-4: N/A LI-4: identifying subordinating conjunctions to begin a clause introducing a complete sentence.

HI-4: identifying and using subordinating conjunctions to begin a clause introducing a complete sentence.

In te

rje ct

io ns

(I

)

PE-1: defining interjections as words expressing emotion and repeating with intonation.

E-1: selecting interjections that relate to a given situation.

B-1: using interjections in appropriate context.

LI-1: using interjections in appropriate context.

HI-1: using interjections in appropriate context.

ELL Stage V: Grades 9‐12  Language Strand 

Page 37   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of parts of speech by:

P hr

as e

C on

st ru

ct io

n (P

H )

PE-1: producing a noun phrase (e.g., adjective + noun) with instructional support.

E-1: using a joined noun phrase to complete a sentence frame.

B-1: using a joined noun phrase in a complete sentence.

LI-1: using a joined noun phrase to complete a sentence frame.

HI-1: using a joined noun phrase to complete a sentence frame.

PE-2: producing a joined noun phrase (e.g., noun + conjunction + noun) with instructional support.

E-2: using a verb phrase to complete a sentence frame.

B-2: using a verb phrase in a complete sentence.

LI-2: using a verb phrase in a complete sentence.

HI-2: using a verb phrase in a complete sentence.

PE-3: producing a verb phrase (e.g., verb + adverb, adverb + verb) with instructional support.

E-3: using a joined verb phrase to complete a sentence frame.

B-3: using a joined verb phrase in a complete sentence.

LI-3: using a joined verb phrase in a complete sentence.

HI-3: using a joined verb phrase in a complete sentence.

ELL Stage V: Grades 9‐12  Language Strand 

Page 38   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

P hr

as e

C on

st ru

ct io

n (P

H )

PE-4: producing a joined verb phrase (e.g., verb + conjunction + verb) with instructional support.

E-4: using a joined verb phrase to complete a sentence frame.

B-4: using a joined verb phrase in a complete sentence.

LI-4: using a joined verb phrase in a complete sentence.

HI-4: using a joined verb phrase in a complete sentence.

PE-5: producing a prepositional phrase (e.g., on the table, at the store, etc.) with instructional support.

E-5: using a prepositional phrase to complete a sentence frame.

B-5: using a prepositional phrase in a complete sentence with instructional support.

LI-5: using a prepositional phrase in a complete sentence.

HI-5: using a prepositional phrase in a complete sentence.

PE -6: N/A Pre-Req: PE-3,4   

E-6: N/A Pre-Req: E-3,4   

B-6: using an infinitive verb phrase to complete a sentence frame.

LI-6: using an infinitive verb phrase in a complete sentence.

HI-6: using an infinitive verb phrase in a complete sentence.

ELL Stage V: Grades 9‐12  Language Strand 

Page 39   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

P hr

as e

C on

st ru

ct io

ns (

P H

)

PE-7: N/A E-7: using a “when” adverbial phrase to complete a sentence frame. (e.g., the next day, after opening the door, etc.)

B-7: using an adverbial phrase in a complete sentence.

LI-7: using an adverbial phrase in a complete sentence.

HI-7: using an adverbial phrase in a complete sentence.

PE-8: N/A E-8: using an auxiliary and/or modal auxiliary verb phrase to complete a sentence frame. (e.g., did go, must go, should have gone, etc.)

B-8: using an auxiliary and/or modal auxiliary verb phrase in a complete sentence.

LI-8: using an auxiliary and/or modal auxiliary verb phrase in a complete sentence.

HI-8: using an auxiliary and/or modal auxiliary verb phrase in a complete sentence.

PE-9: N/A E-9: N/A B-9: using adverb + adjective (e.g., too hot, very cold) to complete a sentence frame.

LI-9: using adverb + adjective (e.g., too hot, very cold) in a complete sentence.

HI-9: using adverb + adjective (e.g., too hot, very cold) in a complete sentence.

ELL Stage V: Grades 9‐12  Language Strand 

Page 40   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

P hr

as e

C on

st ru

ct io

n (P

H )

PE-10: N/A E-10: N/A B-10: using a linking verb + noun complement to complete a sentence.

LI-10: using linking verb + noun complement in a complete sentence.

HI-10: using linking verb + noun complement in a complete sentence.

PE-11: N/A E-11: N/A B-11: using linking verb + adjective complement to complete a sentence.

LI-11: using linking verb + adjective complement in a complete sentence.

HI-11: using linking verb + adjective complement in a complete sentence.

PE-12: N/A E-12: N/A B-12: using a participial phrase to complete a sentence frame. (e.g., participle + modifiers)

LI-12: using a participial phrase in a complete sentence.

HI-12: using a participial phrase in a complete sentence.

ELL Stage V: Grades 9‐12  Language Strand 

Page 41   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

P hr

as e

C on

st ru

ct io

n (P

H )

PE-13: N/A E-13: using noun clause markers to complete a sentence frame. (e.g., that, whether, how, whichever)

B-13: using noun clauses to complete a sentence frame.

LI-13: using noun clauses in a complete sentence.

HI-13: using noun clauses in a complete sentence.

PE-14: N/A E-14: N/A B-14: using a gerund phrase to complete a sentence frame.

LI-14: using a gerund phrase in a complete sentence.

HI-14: using a gerund phrase in a complete sentence.

PE-15: N/A E-15: N/A B-15: N/A LI-15: using subordinating conjunctions in introductory clauses.

HI-15: using subordinating conjunctions in introductory clauses.

ELL Stage V: Grades 9‐12  Language Strand 

Page 42   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

P hr

as e

C on

st ru

ct io

n (P

H )

PE-16: N/A E-16: N/A B-16: using restrictive clauses using “that” to complete a sentence frame. (e.g., “The dog that has spots is…”)

LI-16: using restrictive clauses using “that” in complete sentences.

HI-16: using restrictive clauses using “that” in complete sentences.

PE-17: N/A E-17: N/A B-17: using non-restrictive clauses beginning with “who” or “which” to complete a sentence frame. (e.g., “Jack, who is tall, is…”)

LI-17: using non-restrictive clauses beginning with “who” or “which” in a complete sentence. (e.g., “Jack, who is tall, is…”)

HI-17: using non-restrictive clauses beginning with “who” or “which” in a complete sentence. (e.g., “Jack, who is tall, is…”)

PE-18: N/A E-18: N/A B-18: using an adjective clause to complete a sentence frame. (e.g., “…, who is a writer)

LI-18: using an adjective clause in a complete sentence. (e.g., “…, who is a writer)

HI-18: using an adjective clause in a complete sentence. (e.g., “…, who is a writer)

ELL Stage V: Grades 9‐12  Language Strand 

Page 43   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

P hr

as e

C on

st ru

ct io

n (P

H ) PE-19: N/A E-19: N/A B-19: using an adverb clause to complete a sentence frame. (e.g., subordinating conjunction + clause: “…because he is tired.”)

LI-19: using an adverb clause in a complete sentence. (e.g., subordinating conjunction + clause: “…because he is tired.”)

HI-19: using an adverb clause in a complete sentence. (e.g., subordinating conjunction + clause: “…because he is tired.”)

PE-20: N/A E-20: N/A B-20: using an adverb clause to complete a sentence frame. (e.g., subordinating conjunction + clause: “…because he is tired.”)

LI-20: using an adverb clause in a complete sentence. (e.g., subordinating conjunction + clause: “…because he is tired.”)

HI-20: using an adverb clause in a complete sentence. (e.g., subordinating conjunction + clause: “…because he is tired.”)

S en

te nc

e C

on st

ru ct

io n

(S C

) PE-1: selecting a subject from a picture to complete a given sentence. (e.g., noun/pronoun: singular or plural)

(math, science, social studies)

E-1: selecting a subject to complete a given sentence. (e.g., singular, plural, or compound subject)

(math, science, social studies)

B-1: selecting a subject to complete a given sentence. (e.g., singular, plural, compound subject, or collective nouns)

(math, science, social studies)

LI-1: selecting a subject to complete a given sentence. (e.g., singular, plural, compound subject, or collective nouns)

(math, science, social studies)

HI-1: selecting a subject (singular, plural, compound subject, or collective nouns) to complete a given sentence.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 44   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

S en

te nc

e C

on st

ru ct

io n

(S C

)

PE-2: identifying the simple predicate of a given sentence.

(math, science, social studies)

E-2: identifying the predicate of a given sentence.

(math, science, social studies)

B-2: identifying the predicate in all sentence construction patterns.

(math, science, social studies)

LI-2: identifying the predicate in all sentence construction patterns.

(math, science, social studies)

HI-2: identifying the predicate in all sentence construction patterns.

(math, science, social studies)

PE-3: producing sentences with a subject and verb (S-V) with subject-verb agreement with instructional support.

(math, science, social studies)

E-3: producing sentences with subject, linking verb, and predicate adjective complement (S-V-C) with subject-verb agreement using a sentence frame.

(math, science, social studies)

B-3: producing sentences with subject, linking verb, and predicate adjective/nominative complement (S-V-C) with subject-verb agreement.

(math, science, social studies)

LI-3: producing sentences with a subject, linking verb, and complement (S-V-C) with subject-verb agreement.

(math, science, social studies)

HI-3: producing sentences with a subject, linking verb, and complement (S-V-C) with subject-verb agreement.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 45   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

S en

te nc

e C

on st

ru ct

io n

(S C

)

PE-4: producing sentences in the negative S-V construction (subject + linking verb + not + verb) with subject-verb agreement using a sentence frame.

(math, science, social studies)

E-4: producing sentences in the negative construction (subject + linking verb + not + complement) with subject, verb, and predicate adjective complement (S-V-C) with subject-verb agreement using a sentence frame.

(math, science, social studies)

B-4: producing sentences in the negative construction with subject, linking verb, and predicate adjective/nominative complement (S-V-C) with subject-verb agreement.

(math, science, social studies)

LI-4: producing sentences in the negative construction with a subject, linking verb, and complement (S-V-C) with subject-verb agreement.

(math, science, social studies)

HI-4: producing sentences in the negative construction with a subject, linking verb, and complement (S-V-C) with subject-verb agreement.

(math, science, social studies)

PE-5: producing sentences with a subject, verb, and direct object (S-V-O) with subject-verb agreement, using a sentence frame.

(math, science, social studies)

E-5: producing sentences with a subject, verb, and direct object (S-V-O) with subject-verb agreement.

(math, science, social studies)

B-5: producing sentences with a subject, verb, and direct object (S-V-O) with subject-verb agreement.

(math, science, social studies)

LI-5: producing complete sentences with a subject, verb, and direct object (S-V-O) with subject-verb agreement.

(math, science, social studies)

HI-5: producing complete sentences with a subject, verb, and direct object (S-V-O) with subject-verb agreement.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 46   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

S en

te nc

e C

on st

ru ct

io n

(S C

)

PE-6: producing sentences in the negative construction (subject + auxiliary verb + not + main verb) with subject-verb agreement, using a sentence frame.

(math, science, social studies)

E-6: producing sentences in the negative construction with subject-verb agreement.

(math, science, social studies)

B-6: producing sentences in the negative construction with subject-verb agreement.

(math, science, social studies)

LI-6: producing sentences in the negative construction with subject-verb agreement.

(math, science, social studies)

HI-6: producing sentences in the negative construction.

(math, science, social studies) PE-7: N/A E-7: producing

sentences with a subject, verb, direct object, and indirect object (S-V-DO-IO) with subject-verb agreement, using a sentence frame.

(math, science, social studies)

B-7: producing sentences with a subject, verb, direct object, and indirect object (S-V-DO-IO) with subject-verb agreement.

(math, science, social studies)

LI-7: producing complete sentences with a subject, verb, direct object, and indirect object (S-V-DO-IO) with subject-verb agreement.

(math, science, social studies)

HI-7: producing complete sentences with a subject, verb, direct object, and indirect object (S-V-DO-IO) with subject-verb agreement.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 47   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

S en

te nc

e C

on st

ru ct

io n

(S C

)

PE-8: N/A E-8: producing sentences with a subject, verb, indirect object, and direct object (S-V-IO-DO) with subject-verb agreement, using a sentence frame.

(math, science, social studies)

B-8: producing sentences with a subject, verb, indirect object, and direct object (S-V-IO-DO) with subject-verb agreement.

(math, science, social studies)

LI-8: producing complete sentences with a subject, verb, indirect object, and direct object (S-V-IO-DO) with subject-verb agreement.

(math, science, social studies)

HI-8: producing complete sentences with a subject, verb, indirect object, and direct object (S-V-IO-DO) with subject-verb agreement.

(math, science, social studies)

PE-9: N/A E-9: producing sentences with a subject, verb, and prepositional phrase (S-V-P) with subject-verb agreement, using a sentence frame.

(math, science, social studies)

B-9: producing sentences with a subject, verb, and prepositional phrase S-V-P) with subject-verb agreement.

(math, science, social studies)

LI-9: producing sentences with a subject, verb, and prepositional phrase (S-V-P) with subject-verb agreement.

(math, science, social studies)

HI-9: producing sentences with a subject, verb, and prepositional phrase (S-V-P) with subject-verb agreement.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 48   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

S en

te nc

e C

on st

ru ct

io n

(S C

)

PE-10: N/A E-10: N/A B-10: producing sentences with a subject, verb, object and prepositional phrase (S-V-O-P) with subject-verb agreement, using a sentence frame.

(math, science, social studies)

LI-10: producing sentences with a subject, verb, object, and prepositional phrase (S-V-O-P) with subject-verb agreement.

(math, science, social studies)

HI-10: producing sentences with a subject, verb, object, and prepositional phrase (S-V-O-P) with subject-verb agreement.

(math, science, social studies)

PE-11: N/A E-11: inserting an adverb within a given sentence to modify the verb.

B-11: producing sentences with an adverb to modify the verb.

LI-11: producing sentences with an adverb to modify the verb.

HI-11: producing sentences with an adverb to modify the verb.

PE-12: N/A E-12: inserting an adverb within a given sentence to modify an adjective.

B-12: producing sentences with an adverb to modify an adjective.

LI-12: producing sentences with an adverb to modify an adjective.

HI-12: producing sentences with an adverb to modify an adjective.

ELL Stage V: Grades 9‐12  Language Strand 

Page 49   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

S en

te nc

e C

on st

ru ct

io n

(S C

)

PE-13: N/A E-13: inserting an adverb within a given sentence to modify an adverb.

B-13: producing sentences with an adverb to modify an adverb.

LI-13: producing sentences with an adverb to modify an adverb.

HI-13: producing sentences with an adverb to modify an adverb.

PE-14: N/A E-14: producing compound sentences with two given independent clauses. (independent clause + conjunction + independent clause)

B-14: producing compound sentences. (independent clause + conjunction + independent clause)

LI-14: producing compound sentences. (independent clause + conjunction + independent clause)

HI-14: producing compound sentences. (independent clause + conjunction + independent clause)

PE-15: N/A E-15: producing compound sentences with two given independent clauses. (independent clause; conjunctive adverb + independent clause)

B-15: producing compound sentences with semicolons. (independent clause; conjunctive adverb + independent clause)

LI-15: producing compound sentences with semicolon. (independent clause; conjunctive adverb + independent clause)

HI-15: producing compound sentences semicolon. (independent clause; conjunctive adverb + independent clause)

ELL Stage V: Grades 9‐12  Language Strand 

Page 50   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

S en

te nc

e C

on st

ru ct

io n

(S C

)

PE-16: N/A E-16: N/A B-16: selecting a reflexive pronoun to complete a sentences frame.

LI-16: producing sentences using reflexive pronouns.

HI-16: producing sentences using reflexive pronouns.

PE-17: N/A E-17: N/A B-17: N/A LI-17: converting a given sentence in the active voice to a sentence in the passive voice.

(social studies)

HI-17: producing sentences using the passive voice.

(social studies)

PE-18: N/A E-18: N/A B-18: completing a present real conditional sentence frame. (If/When + simple present… + comma + simple present…)

LI-18: producing sentences in the present real conditional.

HI-18: producing sentences in the present real conditional.

ELL Stage V: Grades 9‐12  Language Strand 

Page 51   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

S en

te nc

e C

on st

ru ct

io n

(S C

)

PE-19: N/A E-19: N/A B-19: N/A LI-19: completing a present future conditional sentence frame. (If + subject + present tense verb…, subject + will + present tense verb…)

HI-19: producing sentences in the present future conditional. (If + subject + present tense verb…, subject + will + present tense verb…)

PE-20: repeating one- or two-word imperative sentences. (e.g., Stop. Sit down.)

E-20: producing imperative sentences. (e.g. Open the door. Close the book.)

B-20: producing imperative sentences. (e.g., Put the markers in the box.)

LI-20: producing imperative sentences. (e.g., “Stop.” “Open the door.”, “Put the markers in the box.”)

HI-20: producing imperative sentences.

ELL Stage V: Grades 9‐12  Language Strand 

Page 52   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

S en

te nc

e C

on st

ru ct

io n

(S C

)

PE-21: N/A E-21: N/A B-21: producing sentences with interjections. (e.g., “Ouch, that hurt!”)

LI-21: producing sentences with interjections. (e.g., “Ouch, that hurt!”)

HI-21: producing sentences with interjections. (e.g., “Ouch, that hurt!”)

PE-22: N/A E-22: N/A B-22: N/A LI-22: producing sentences in the subjunctive mood. (e.g., “Jack recommended that Jill stop.”)

HI-22: producing sentences in the subjunctive mood.

PE-23: N/A E-23: N/A B-23: N/A LI-23: completing a sentence frame consisting of an independent clause + relative pronoun + dependent clause to form a complex sentence.

HI-23: producing a complex sentence consisting of independent clause + relative pronoun + dependent clause.

ELL Stage V: Grades 9‐12  Language Strand 

Page 53   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

S en

te nc

e C

on st

ru ct

io n

(S C

)

PE-24: N/A E-24: N/A B-24: N/A LI-24: completing a sentence frame consisting of a dependent clause + comma + independent clause to form a complex sentence.

HI-24: producing a complex sentence consisting of a dependent clause + comma + independent clause.

PE-25: N/A E-25: N/A B-25: N/A LI-25: N/A HI-25: completing a complex sentence frame consisting of an adverbial phrase and independent clause.

PE-26: N/A E-26: N/A B-26: N/A LI-26: N/A HI-26: completing a compound-complex sentence frame consisting of two independent clauses and one or more dependent clauses.

ELL Stage V: Grades 9‐12  Language Strand 

Page 54   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High Intermediate

The student will demonstrate knowledge of sentence construction by:

S en

te nc

e C

on st

ru ct

io n

(S C

)

Additional: • completing a habitual past “state of being” sentence frame. (subject + “used to” + simple present…)

• completing a habitual past “repeated action” sentence frame. (When (subject) (simple past tense verb), (subject) would (simple present tense verb)…)

• producing present habitual (e.g., If it rains, I have my umbrella.”)

• producing sentences in the present unreal conditional.

• producing sentences in the present unreal conditional

• producing sentences in the past unreal conditional

ELL Stage V: Grades 9‐12  Language Strand 

Page 55   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

Q ue

st io

ns (

Q )

PE-1: repeating single word question with inflection. (e.g., “Who?” “Today?”)

(math, science, social studies)

E-1: producing single word question with inflection.

(math, science, social studies)

B-1: producing single word questions, using inflection when produced orally.

(math, science, social studies)

LI-1: producing single word sentences to ask a question, using inflection when produced orally. (e.g., This is my pencil?)

(math, science, social studies)

HI-1: producing single word sentences to ask a question, using inflection when produced orally.

(math, science, social studies)

PE-2: producing questions in the simple present tense that require a yes or no response using a sentence frame. (“to do” + subject + verb?)

(math, science, social studies)

E-2: producing questions in the simple present tense that require a yes or no response.

(math, science, social studies)

B-2: producing questions in the simple present tense that require a yes or no response.

(math, science, social studies)

LI-2: producing questions in the simple present tense that require a yes or no response.

(math, science, social studies)

HI-2: producing questions in the simple present tense that require a yes or no response.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 56   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

Q ue

st io

ns (

Q )

PE-3: producing questions, beginning with various forms of “to be” and containing a complement, which require yes or no responses, using sentence frames. (“to be” + subject + complement?)

(math, science, social studies)

E-3: producing questions, beginning with various forms of “to be” and containing a complement, which require yes or no responses.

(math, science, social studies)

B-3: producing questions, beginning with various forms of “to be” and containing a complement, which require yes or no responses.

(math, science, social studies)

LI-3: producing questions, beginning with various forms of “to be” and containing a complement, which require yes or no responses.

(math, science, social studies)

HI-3: producing questions, beginning with various forms of “to be” and containing a complement, which require yes or no responses.

(math, science, social studies)

PE-4: N/A E-4: producing questions in the present progressive tense that require a yes or no response using sentence frames. (“to be” + subject + verb + ing?).

B-4: producing questions in the present progressive tense that require a yes or no response.

LI-4: producing questions in the present progressive tense that require a yes or no response.

HI-4: producing questions in the present progressive tense that require a yes or no response.

ELL Stage V: Grades 9‐12  Language Strand 

Page 57   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

Q ue

st io

ns (

Q )

PE-5: N/A E-5: producing questions in the simple past tense that require a yes or no response using sentence frames. (“to do” + subject + verb).

(math, science, social studies)

B-5: producing questions in the simple past tense that require a yes or no response.

(math, science, social studies)

LI-5: producing questions in the simple past tense that require a yes or no response.

(math, science, social studies)

HI-5: producing questions in the simple past tense that require a yes or no response.

(math, science, social studies)

PE-6: N/A E-6: producing questions in the simple future tense that require a yes or no response using sentence frames. (“will” + subject + verb).

(math, science, social studies)

B-6: producing questions in the simple future tense that require a yes or no response.

(math, science, social studies)

LI-6: producing questions in the simple future tense that require a yes or no response.

(math, science, social studies)

HI-6: producing questions in the simple future tense that require a yes or no response.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 58   

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

Q ue

st io

ns (

Q )

PE-7: N/A E-7: producing questions in the past progressive tense that require a yes or no response using sentence frames. (“to be” + subject + verb + ing + “when” …?)

B-7: producing questions in the past progressive tense that require a yes or no response.

LI-7: producing questions in the past progressive tense that require a yes or no response.

HI-7: producing questions in the past progressive tense that require a yes or no response.

PE-8: N/A E-8: producing questions in the future progressive tense that require a yes or no response using sentence frames. (“Will” + subject + “be” + verb + ing + “when” …?)

B-8: producing questions in the future progressive tense that require a yes or no response.

LI-8: producing questions in the future progressive tense that require a yes or no response.

HI-8: producing questions in the future progressive tense that require a yes or no response.

ELL Stage V: Grades 9‐12  Language Strand 

Page 59   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

Q ue

st io

ns (

Q )

PE-9: N/A E-9: N/A B-9: producing questions in the present perfect tense that require a yes or no response using sentence frames. (“to have” + subject + past participle…?)

LI-9: producing questions in the present perfect tense that require a yes or no response.

HI-9: producing questions in the present perfect tense that require a yes or no response.

PE-10: N/A E-10: N/A. B-10: producing questions in the past perfect tense that require a yes or no response using sentence frames. (“Had” + subject + past participle…?)

LI-10: producing questions in the past perfect tense that require a yes or no response.

HI-10: producing questions in the past perfect tense that require a yes or no response.

ELL Stage V: Grades 9‐12  Language Strand 

Page 60   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

Q ue

st io

ns (

Q )

PE-11: N/A E-11: N/A B-11: producing questions in the future perfect tense that require a yes or no response using sentence frames. (“Will” + subject +”have” + past participle + time phrase?)

LI-11: producing questions in the future perfect tense that require a yes or no response.

HI-11: producing questions in the future perfect tense that require a yes or no response.

PE-12: N/A E-12: N/A B-12: producing questions in the present perfect progressive tense that require a yes or no response using sentence frames. (“to have” + subject + been + verb + ing + time phrase?)

LI-12: producing questions in the present perfect progressive tense that require a yes or no response.

HI-12: producing questions in the present perfect progressive tense that require a yes or no response.

ELL Stage V: Grades 9‐12  Language Strand 

Page 61   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

Q ue

st io

ns (

Q )

PE-13: N/A E-13: N/A B-13: producing questions in the past perfect progressive tense that require a yes or no response using sentence frames. (“Had” + subject + been+ verb + ing + time phrase?)

LI-13: producing questions in the past perfect progressive tense that require a yes or no response.

HI-13: producing questions in the past perfect progressive tense that require a yes or no response.

PE-14: N/A E-14: N/A B-14: producing questions in the future perfect progressive tense that require a yes or no response using sentence frames. (“Will” + subject + “have been”+ verb + ing + event/time phrase?)

LI-14: producing questions in the future perfect progressive tense that require a yes or no response.

HI-14: producing questions in the future perfect progressive tense that require a yes or no response.

ELL Stage V: Grades 9‐12  Language Strand 

Page 62   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

Q ue

st io

ns (

Q )

PE-15: completing interrogative sentences frames beginning with “what.”

(math, science, social studies)

E-15: producing interrogative sentences beginning with “what.”

(math, science, social studies)

B-15: producing interrogative sentences beginning with “what.”

(math, science, social studies)

LI-15: producing interrogative sentences beginning with “what.”

(math, science, social studies)

HI-15: producing interrogative sentences beginning with “what.”

(math, science, social studies)

PE-16: completing interrogative sentences frames beginning with “where.”

(math, science, social studies)

E-16: producing interrogative sentences beginning with “where.”

(math, science, social studies)

B-16: producing interrogative sentences beginning with “where.”

(math, science, social studies)

LI-16: producing interrogative sentences beginning with “where.”

(math, science, social studies)

HI-16: producing interrogative sentences beginning with “where.”

(math, science, social studies)

PE-17: completing interrogative sentences frames beginning with “who.”

(math, science, social studies)

E-17: producing interrogative sentences beginning with “who.”

(math, science, social studies)

B-17: producing interrogative sentences beginning with “who” and “whom.”

(math, science, social studies)

LI-17: producing interrogative sentences beginning with “who” and “whom.”

(math, science, social studies)

HI-17: producing interrogative sentences beginning with “who” and “whom.”

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 63   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

Q ue

st io

ns (

Q )

PE-18: N/A E-18: completing interrogative sentences frames beginning with “when.”

(math, science, social studies)

B-18: producing interrogative sentences beginning with “when.”

(math, science, social studies)

LI-18: producing interrogative sentences beginning with “when.”

(math, science, social studies)

HI-18: producing interrogative sentences beginning with “when.”

(math, science, social studies)

PE-19: N/A E-19: completing interrogative sentences frames beginning with “why.”

(math, science, social studies)

B-19: producing interrogative sentences beginning with “why.”

(math, science, social studies)

LI-19: producing interrogative sentences beginning with “why.”

(math, science, social studies)

HI-19: producing interrogative sentences beginning with “why.”

(math, science, social studies)

PE-20: N/A E-20: completing interrogative sentences frames beginning with “how.”

(math, science, social studies)

B-20: producing interrogative sentences beginning with “how.”

(math, science, social studies)

LI-20: producing interrogative sentences beginning with “how.”

(math, science, social studies)

HI-20: producing interrogative sentences beginning with “how.”

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 64   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

Q ue

st io

ns (

Q )

PE-21: N/A E-21: N/A B-21: producing interrogative sentences beginning with “which.”

(math, science, social studies)

LI-21: producing interrogative sentences beginning with “which.”

(math, science, social studies)

HI-21: producing interrogative sentences beginning with “which.”

(math, science, social studies)

PE-22: N/A E-22: N/A B-22: producing interrogative sentences beginning with “whose.”

(math, science, social studies)

LI-22: producing interrogative sentences beginning with “whose.”

(math, science, social studies)

HI-22: producing interrogative sentences beginning with “whose.”

(math, science, social studies)

PE-23: N/A E-23: completing interrogative “to be” + “there” + subject + prepositional phrase sentence frames.

B-23: producing interrogative sentences with “to be” + “there” + subject + prepositional phrase.

LI-23: producing interrogative sentences with “to be” + “there” + subject + prepositional phrase.

HI-23: producing interrogative sentences with “to be” + “there” + subject + prepositional phrase.

ELL Stage V: Grades 9‐12  Language Strand 

Page 65   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

Q ue

st io

ns (

Q )

PE-24: N/A E-24: N/A B-24: producing Yes/No questions beginning with a modal auxiliary verb by using sentence frames.

LI-24: producing Yes/No questions beginning with a modal auxiliary verb.

HI-24: producing Yes/No questions beginning with a modal auxiliary verb.

PE-25: N/A E-25: N/A B-25: N/A LI-25: N/A HI-25: producing questions in the present real conditional beginning with the modal auxiliary verb, followed by a conditional dependent clause beginning with “if”. (e.g., “Would you drive us to the movie if we gave you gas money?”)

ELL Stage V: Grades 9‐12  Language Strand 

Page 66   

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

Q ue

st io

ns (

Q )

PE-26: N/A E-26: N/A B-26: N/A LI-26: N/A HI-26: producing a question in the future real conditional beginning with the modal auxiliary verb “will”, followed by a conditional dependent clause beginning with “if”. (e.g., “Will you drive us to the movie if we give you gas money?”)

PE-27: N/A E-27: producing questions, which include the negative construction, beginning with a contraction.

(math, science, social studies)

B-27: producing questions, which include the negative construction, using contractions.

(math, science, social studies)

LI-27: producing questions, which include the negative construction, using contractions.

(math, science, social studies)

HI-27: producing questions, which include the negative construction, using contractions.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 67   

S ta

nd ar

d E

ng lis

h C

on ve

nt io

ns Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of sentence construction by:

Q ue

st io

ns (

Q ) PE-28: N/A E-28: N/A B-28: producing tag

questions using a sentence frame. (e.g., “You did your homework, didn’t you?”)

LI-28: producing tag questions.

HI-28: producing tag questions.

ELL Stage V: Grades 9‐12  Language Strand 

Page 68   

V oc

ab ul

ar y

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

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of vocabulary by: PE-1: naming and grouping labeled objects and pictures into given conceptual categories.

(math, science, social studies)

E-1: reading and classifying common words into conceptual categories.

(math, science, social studies)

B-1: reading and classifying words into conceptual categories and providing rationale for classification with instructional support.

(math, science, social studies)

LI-1: reading and classifying words into conceptual categories and providing rationale for classification.

(math, science, social studies)

HI-1: reading and classifying words into conceptual categories and providing rationale for classification.

(math, science, social studies) PE-2: repeating and recognizing sight words.

(math, science, social studies)

E-2: recognizing and identifying the meaning of sight words with instructional support.

(math, science, social studies)

B-2: identifying the meaning/usage of sight words and applying them in context.

(math, science, social studies)

LI-2: identifying the meaning/usage of sight words and applying them in context.

(math, science, social studies)

HI-2: identifying the meaning/usage of sight words and applying them in context.

(math, science, social studies)

PE-3: repeating and recognizing high frequency words.

(math, science, social studies)

E-3: recognizing and identifying the meaning of high frequency words with instructional support.

(math, science, social studies)

B-3: identifying the meaning/usage of high frequency words and applying them in context.

(math, science, social studies)

LI-3: identifying the meaning/usage of high frequency words and applying them in context.

(math, science, social studies)

HI-3: identifying the meaning/usage of high frequency words and applying them in context.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 69   

V oc

ab ul

ar y

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

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of vocabulary by: PE-4: identifying grade-specific academic vocabulary including key words, symbols, or operations with instructional support.

(math, science, social studies)

E-4: identifying grade-specific academic vocabulary and symbols.

(math, science, social studies)

B-4: categorizing grade-specific academic vocabulary and symbols by content.

(math, science, social studies)

LI-4: explaining the meaning of grade-specific academic vocabulary and symbols with support.

(math, science, social studies)

HI-4: explaining the meaning and usage of grade-specific academic vocabulary and symbols.

(math, science, social studies)

PE-5: recognizing, with visual cues, that two words can make a compound word.

(math, science, social studies)

E-5: determining the meaning of compound words.

(math, science, social studies)

B-5: determining the meaning of compound words.

(math, science, social studies)

LI-5: determining the meaning of compound words.

(math, science, social studies)

HI-5: determining the meaning of compound words.

(math, science, social studies)

PE-6: recognizing contractions and the words that comprise common contractions.

E-6: recognizing contractions and the words that comprise contractions.

B-6: using contractions and identifying the words that comprise contractions.

LI-6: applying contractions in contexts.

HI-6: applying contractions in contexts.

ELL Stage V: Grades 9‐12  Language Strand 

Page 70   

V oc

ab ul

ar y

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

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of vocabulary by: PE-7: identifying that words have base/root words and affixes (i.e., prefixes and suffixes) with support.

(math, science, social studies)

E-7: identifying the meaning of common prefixes and suffixes added to base/root words.

(math, science, social studies)

B-7: determining the meaning of vocabulary, using linguistic Anglo-Saxon base/root words and affixes.

(math, science, social studies)

LI-7: determining the meaning of vocabulary, using base/root words and affixes (e.g., Latin, Greek, Anglo-Saxon).

(math, science, social studies)

HI-7: analyzing how affixes change base/root words. (e.g., adding -ly to quick makes it an adverb instead of an adjective.)

(math, science, social studies)

PE-8: recognizing by common abbreviations. (e.g., Mr., Dr.)

(math, science, social studies)

E-8: recognizing and stating the words represented by content area abbreviations and acronyms. (e.g., in., min., ASAP, NASA)

(math, science, social studies)

B-8: stating the words represented by abbreviations.

(math, science, social studies)

LI-8: stating the words represented by abbreviations in context.

(math, science, social studies)

HI-8: stating the words represented by abbreviations in context.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 71   

V oc

ab ul

ar y

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

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of vocabulary by: PE-9: identifying word pairs as synonyms and antonyms.

(math, science, social studies)

E-9: determining the meaning of synonyms and antonyms to complete word pairs. (e.g., hot/cold, little/small)

(math, science, social studies)

B-9: analyzing words based on a continuum of intensity. (e.g., tiny, small, medium, big, huge, enormous, gigantic)

(math, science, social studies)

LI-9: analyzing words based on a continuum of intensity.

(math, science, social studies)

HI-9: analyzing words based on a continuum of intensity.

(math, science, social studies)

PE-10: N/A E-10: N/A B-10: determining the relationship of a word pair. (i.e., analogy)

LI-10: analyzing the relationship of a word pair. (i.e., analogy)

HI-10: completing and justifying analogies.

ELL Stage V: Grades 9‐12  Language Strand 

Page 72   

V oc

ab ul

ar y

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

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of vocabulary by: PE-11: N/A E-11: differentiating

the meaning of a set of homonyms with instructional support. (e.g., weed, we'd; red, read; two, too, to)

B-11: identifying the meaning of individual words within a set of homonyms.

LI-11: applying knowledge of homonyms in context.

HI-11: applying knowledge of homonyms in context.

PE-12: N/A E-12: pronouncing a homograph in context with instructional support.

(math, science, social studies)

B-12: pronouncing a homograph in context based on meaning.

(math, science, social studies)

LI-12: applying knowledge of homographs in context.

(math, science, social studies)

HI-12: applying knowledge of homographs in context.

(math, science, social studies)

PE-13: determining the meaning of words using visual support.

(math, science, social studies)

E-13: analyzing the parts and spelling of a word to derive meaning with instructional support.

(math, science, social studies)

B-13: analyzing the parts and spelling of a word to derive meaning.

(math, science, social studies)

LI-13: analyzing the parts and spelling of a word to derive meaning.

(math, science, social studies)

HI-13: analyzing the parts and spelling of a word to derive meaning.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 73   

V oc

ab ul

ar y

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

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of vocabulary by: PE-14: N/A Pre-Req: PE-13   

E -14: using semantic clues (e.g., sentence and paragraph context, the organizational pattern of the text) to derive meaning of words in context with instructional support.

B-14: using semantic clues (e.g., sentence and paragraph context, the organizational pattern of the text) to derive meaning of words in context.

LI-14: using semantic clues (e.g., sentence and paragraph context, the organizational pattern of the text) to derive meaning of words in context.

HI-14: using semantic clues (e.g., sentence and paragraph context, the organizational pattern of the text) to derive meaning of words in context.

PE-15: N/A Pre-Req: PE-13   

E-15: determining the meaning of words through the use of multiple strategies.

(math, science, social studies)

B-15: determining the meaning of words through the use of multiple strategies in short passages.

(math, science, social studies)

LI-15: determining the meaning of words through the use of multiple strategies in adapted grade-level text.

(math, science, social studies)

HI-15: determining the meaning of words through the use of multiple strategies in reading content area text.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 74   

V oc

ab ul

ar y

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

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of vocabulary by: PE-16: N/A E-16: using reference

materials, print and/or electronic, to identify meanings of words, with instructional support.

(math, science, social studies)

B-16: using reference materials, print and/or electronic, to identify meanings, spelling, pronunciation, and usage of words.

(math, science, social studies)

LI-16: using reference materials, print and/or electronic, to identify meaning, spelling, pronunciation, and usage of words.

(math, science, social studies)

HI-16: using reference materials, print and/or electronic, to identify meaning, spelling, pronunciation, and usage of words.

(math, science, social studies)

PE-17: N/A E-17: identifying the meaning of denotative and connotative.

(math, science, social studies)

B-17: distinguishing between the denotative and connotative meanings of words in short passages.

(math, science, social studies)

LI-17: distinguishing between the denotative and connotative meanings of words in adapted grade-level text.

(math, science, social studies)

HI-17: distinguishing between the denotative and connotative meanings of grade-level words in content area text.

(math, science, social studies)

PE-18: N/A E-18: defining idiom with instructional support.

B-18: identifying the meaning of an idiom (e.g., raining cats and dogs, feeling blue).

LI-18: distinguishing the literal and figurative meanings of idioms.

HI-18: distinguishing the literal and figurative meanings of idioms in content area text.

(math, science, social studies)    

ELL Stage V: Grades 9‐12  Language Strand 

Page 75   

V oc

ab ul

ar y

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

Pre-Emergent Emergent Basic Low Intermediate High

Intermediate The student will demonstrate knowledge of vocabulary by: PE-19: N/A E-19: N/A B-19: identifying

figurative language (e.g., similes, metaphors, personification) with instructional support.

LI-19: distinguishing the literal and intended meaning of figurative language.

HI-19: distinguishing the literal and intended meaning of figurative language in a variety of content area text.

(math, science, social studies)

PE-20: N/A E-20: N/A B-20: recognizing cross-categorical academic vocabulary. (e.g., describe, explain, evaluate, paragraph)

(math, science, social studies)

LI-20: identifying and applying cross-categorical academic vocabulary. (e.g., describe, explain, evaluate, paragraph)

(math, science, social studies)

HI-20: identifying and applying cross-categorical academic vocabulary. (e.g., describe, explain, evaluate, paragraph)

(math, science, social studies)