DQ 1:
In Arizona, there is a requirement for teachers of ELLs to deliver 4 hours of daily English language development instruction. One of these hours is devoted entirely to the explicit instruction in grammar. Present an idea for a learning activity that involves the explicit instruction of a specific grammatical concept.
DQ 2:
Provide an example of how an English language proficiency (ELP) standard could be addressed within the instruction of each of the following content areas; math, science, and social studies.
http://www.corestandards.org/the-standards
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
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