ELP Standards Teachers’ Guide
Reading
ELL I (Correlates to Kindergarten)
ELL I Print Concepts
Standard: The student will demonstrate understanding of print concepts of the English language.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Demonstrate book Demonstrate appropriate book • Hold a book right side up. Strand 1: Reading Process
handling skills. handling skills. • Turn pages in the correct direction. (Kindergarten)
• Identify front cover, back cover, and Concept 1: Print Concepts
title page.
• Recognize left to right and top to PO 2. Hold a book right side up and turn
bottom directionality of English pages in the correct direction.
reading. PO 3. Start at the top left of the printed
page, track words from left to right, using
• Start at the top left of a page and
return sweep, and move from the top to the
track words from left to right with
bottom of the page.
return sweep.
2. Recognize that print Recognize that print • Recognize his/her own name. Strand 1: Reading Process
represents a spoken represents a spoken • Recognize words such as Exit and (Kindergarten)
language and conveys language and conveys Danger in signs. Concept 1: Print Concepts
meaning. meaning.
PO 1. Recognize that print represents
spoken language and conveys meaning
(e.g., his/her own name, Exit and Danger
signs).
3. Recognize that Recognize that sentences in • Read own name. Strand 1: Reading Process
sentences in print are print are made up of • Recognize words such as Exit and (Kindergarten)
made up of separate separate words. Danger in signs. Concept 1: Print Concepts
words and words • Understand that sentences are made
Recognize that words are up of words. PO 7. Recognize the concept of words by
represented by specific segmenting spoken sentences into
sequences of letters.
represented by specific • Pick out a word in a sentence.
sequences of letters. individual words.
Teacher Guide for the English Language Proficiency Standards 1 of 53 Reading
ELL I Phonemic Awareness and Decoding
Standard: The student will identify and manipulate the sounds of the English language and decode words,
using knowledge of phonics, syllabication, and word parts.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Produce English Produce English graphemes • For students whose first language is Strand 1: Reading Process
graphemes. that correspond to graphemes Spanish, use consonant sounds such (Kindergarten)
the student already hears and as k, l, m, n, p. Concept 3: Phonics
produces in his or her first • Use words such as libro or clase or
language. sentences such as El libro esta en la PO 3. Say letter sounds represented by the
clase to demonstrate how students single-lettered consonants and vowels.
Produce English graphemes whose first language is Spanish can
that correspond to graphemes use Spanish to learn sound-letter
the student already hears and correspondences.
produces in his or her first • For students whose first language is
language, including initial and Spanish, use sounds such as th, ll, b
final consonants. to demonstrate English long and short
vowel sounds.
Produce English graphemes
that do not correspond to
graphemes the student already
hears and produces in his or
her first language, including
long and short vowels.
2. Identify and produce Distinguish between spoken • Use an oral prompt to assist students. Strand 1: Reading Process
rhyming words. rhyming words and spoken (Kindergarten)
non-rhyming words. Concept 2: Phonetic Awareness
Identify rhyming words in PO 2. Orally produce rhyming words in
response to an oral prompt. response to spoken words (e.g., What
rhymes with hat?).
Produce rhyming words in
response to an oral prompt.
Teacher Guide for the English Language Proficiency Standards 2 of 53 Reading
3. Identify the initial and Identify the initial sounds (not Strand 1: Reading Process
final sounds (not letters) letters) of a spoken word. (Kindergarten)
of a spoken word. Concept 2: Phonetic Awareness
Identify the final sounds (not
letters) of a spoken word. PO 7. Identify the initial and final sounds
(not the letter) of a spoken word.
4. Move sequentially from Move sequentially from sound Strand 1: Reading Process
sound to sound and to sound. (Kindergarten)
represent the number and Concept 2: Phonetic Awareness
order of two and three Represent the number and
order of two and three isolated PO 8. Segment one-syllable words into
isolated phonemes. their phonemes, using manipulatives to
phonemes.
mark each phoneme (e.g., dog makes
/d/…/o/…/g/ while the student moves a
block or tile for each phoneme).
5. Orally produce groups of Orally produce groups of words Strand 1: Reading Process
words that begin with the that begin with the same initial (Kindergarten) Concept 2: Phonetic
same initial sound. sound. Awareness
PO 3. Orally produce groups of words that
begin with the same initial sound
(alliteration).
6. Recognize and name Recognize and name many • Use uppercase and lowercase letters Strand 1: Reading Process
upper and lower case upper and lower case letters of that are similar such as Ss, Pp, Cc. (Kindergarten)
letters of the alphabet. the alphabet, including letters • Use uppercase and lowercase letters Concept 3: Phonics
that are dissimilar. that are dissimilar such as D d.
PO 1. Identify letters of the alphabet (upper
and lower case).
Teacher Guide for the English Language Proficiency Standards 3 of 53 Reading
ELL I Vocabulary
Standard: The student will acquire English language vocabulary and use it in relevant contexts.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Sort common objects into Sort most common items into • Have students sort items into basic Strand 1: Reading Process
basic categories. basic categories. categories such as: (Kindergarten)
• colors, Concept 4: Vocabulary
• food,
PO 2. Sort familiar words into basic
• animals,
categories (e.g., colors, shapes, foods).
• shapes.
2. Identify signs, symbols, Identify many common signs, • Have students identify traffic signs. Strand 3: Comprehending Informational
and labels in the symbols, and labels in the Text (Kindergarten)
environment. environment. Concept 2: Functional Text
PO 2. Identify signs, symbols, labels, and
captions in the environment.
3. Comprehend with the aid Comprehend one or two simple • Use picture cues. Strand 1: Reading Process
of picture cues grade- grade-level words when heard • Have students point, label, or name (Kindergarten)
level words. or read aloud. common grade level words, when Concept 4: Vocabulary
heard or read aloud.
PO 1. Determine what words mean from
how they are used in a sentence, heard, or
read.
Teacher Guide for the English Language Proficiency Standards 4 of 53 Reading
ELL I Comprehending Text
Standard: The student will analyze text for expression, enjoyment, and response to other related content areas.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Respond orally to stories Answer factual comprehension • Dramatize stories. Strand 2: Comprehending Literary Text
read to him or her. questions. • Have students use physical actions (Kindergarten)
such as: Concept 1: Elements of Literature
Use key words, short phrases, • pointing to an answer,
and some simple sentences. • matching objects, PO 2. Identify elements of a story, including
characters, setting, and key events.
• drawing pictures.
• Have students answer simple
questions.
2. Identify basic sequences Identify basic sequences of • Have students arrange a series of no correlation
of events in stories. events in stories read aloud. familiar pictures in sequence.
• Have students use key words and
physical actions.
3. Follow written directions Follow short two-to three-step • Use picture cues. Strand 3: Comprehending Informational
for classroom activities written directions for classroom Text (Kindergarten)
that are accompanied by activities accompanied by Concept 2: Functional Text
pictures cues. picture cues.
PO 1. Sequentially follow a two or three-
Follow short two-to three-step step set of directions (e.g., recipes, center
written directions for science directions, classroom procedures, science
lab investigations accompanied experiments) using picture clues.
by picture cues.
Follow short two-to three-step
written directions to solve math
problems accompanied by
picture cues.
Teacher Guide for the English Language Proficiency Standards 5 of 53 Reading
4. Participate in choral Consistently act out the Strand 2: Comprehending Literary Text
reading. meaning of choral reading (Kindergarten)
selections. Concept 1: Elements of Literature
Sometimes verbally state the PO 1. Participate (e.g., react, speculate,
words of predictably patterned join in, read along) when predictably
selections of fiction and poetry patterned selections of fiction and poetry
that are read aloud. are read aloud.
5. Restate information from Restate information from • Read aloud text to students. Strand 3: Comprehending Informational
expository text read aloud expository text read aloud by • Provide support if necessary. Text (Kindergarten)
by the teacher. the teacher. Concept 1: Expository Text
Use key words, short phrases, PO 2. Restate facts from listening to
and some simple sentences, expository text.
with teacher support. PO 3. Respond appropriately to questions
based on facts in expository text, heard or
read.
6. Make predictions about Make predictions about content Strand 1: Reading Process
content based on book based on book title and (Kindergarten)
title and illustrations. illustrations. Concept 6: Comprehension Strategies
PO 1. Make predictions based on title,
cover, illustrations, and text.
Teacher Guide for the English Language Proficiency Standards 6 of 53 Reading
ELP Standards Teachers’ Guide
Reading
ELL II (Correlates to Grades 1-2)
ELL II Print Concepts
Standard: The student will demonstrate understanding of print concepts of the English language.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Demonstrate book Demonstrate appropriate book • Hold a book right side up. Strand 1: Reading Process
handling skills. handling skills. • Turn pages in the correct direction. (Kindergarten)
• Identify front cover, back cover, and Concept 1: Print Concepts
title page.
• Recognize left to right and top to PO 2. Hold a book right side up and turn
bottom directionality of English pages in the correct direction.
PO 3. Start at the top left of the printed
reading.
page, track words from left to right, using
• Start at the top left of a page and
return sweep, and move from the top to the
track words from left to right with
bottom of the page.
return sweep.
2. Demonstrate the one-to- Read simple sentences. • Read own name. PO 1. Recognize that print represents
one correlation between a • Recognize words such as Exit and spoken language and conveys meaning
spoken word and a Danger in signs. (e.g., his/her own name, Exit and Danger
printed word. • Understand that sentences are made signs).
up of words. PO 7. Recognize the concept of words by
• Pick out a word in a sentence. segmenting spoken sentences into
individual words.
PO 8. Demonstrate the one-to-one
correlation between a spoken word and a
printed word.
Teacher Guide for the English Language Proficiency Standards 7 of 53 Reading
3. Identify letters, words, Identify letters, words, and Strand 1: Reading Process
and sentences. sentences. (Kindergarten)
Concept 1: Print Concepts
PO 5. Distinguish between printed letters
and words.
PO 6. Recognize that spoken words are
represented in written language by specific
sequences of letters.
PO 7. Recognize the concept of words by
segmenting spoken sentences into
individual words.
4. Recognize the Recognize a sentence by Strand 1: Reading Process (Grade 1)
distinguishing features of examining its features, such as Concept 1: Print Concepts
a sentence. capitalization and ending
punctuation. PO 3. Recognize the distinguishing
features of a sentence (e.g., capitalization,
ending punctuation).
5. Identify organizational Identify the title, author, and Strand 1: Reading Process (Grade 1)
features of a book. table of contents of a book. Concept 1: Print Concepts
PO 4. Identify the title, author, and table of
contents of a book.
Strand 3: Comprehending Informational
Text
(Grade 2)
Concept 1: Expository Text
PO 3. Identify organizational features (e.g.,
title, table of contents, heading, bold print) of
expository text.
6. Alphabetize a series of Alphabetize a series of words to Strand 1: Reading Process (Grade 1)
words. the first letter. Concept 1: Print Concepts
PO 1. Alphabetize a series of words to the
first letter.
Teacher Guide for the English Language Proficiency Standards 8 of 53 Reading
ELL II Phonemic Awareness and Decoding
Standard: The student will identify and manipulate the sounds of the English language and decode words,
using knowledge of phonics, syllabication, and word parts.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Produce English Produce English graphemes • Have students produce graphemes Strand 1: Reading Process
graphemes. that do not correspond to that appear in their native language. (Kindergarten)
graphemes the student already • For students whose first language is Concept 3: Phonics
hears and produces in his or Spanish, use consonant sounds such
her first language, including as k, l, m, n, p. PO 3. Say letter sounds represented by the
long and short vowels. • Use words such as libro or clase or single-lettered consonants and vowels.
sentences such as El libro esta en la
Produce English graphemes clase to demonstrate how students
represented by all the single- whose first language is Spanish can
lettered consonants and use Spanish to learn sound-letter
vowels. correspondences.
• Demonstrate how students whose first
language is Spanish can use Spanish
to learn sound-letter
correspondences.
• Have students produce graphemes
that do not appear in their native
language.
• For students whose first language is
Spanish, use sounds such as th, ll, b
to demonstrate English long and short
vowel sounds.
2. Generate sounds from Generate sounds from some Strand 1: Reading Process (Grade 1)
letters and letter patterns, letters and letter patterns, Concept 2: Phonemic Awareness
including consonant including consonant blends and
short-vowel patterns PO 6. Generate sounds from letters and
blends and short-vowel letter patterns, including consonant blends
(phonograms).
patterns (phonograms) and long- and short-vowel patterns
and combine those Combine those sounds into (phonograms), to combine those sounds
sounds into recognizable recognizable words. into recognizable words.
words.
Teacher Guide for the English Language Proficiency Standards 9 of 53 Reading
3. Distinguish initial, medial, Distinguish initial sounds in • Have students distinguish initial Strand 1: Reading Process (Grade 1)
and final sounds in single-syllable words. sounds such as (s/a/t). Concept 2: Phonemic Awareness
single-syllable words. • Have students distinguish medial
Distinguish medial sounds in sounds such as (s/a/t). PO 4. Distinguish between initial, medial,
single-syllable words. • Have students distinguish final and final sounds in single-syllable words.
sounds such as (s/a/t).
Distinguish final sounds in
single-syllable words.
4. Move sequentially from Move sequentially from sound • Use manipulatives to mark phonemes Strand 1: Reading Process (Grade 1)
sound to sound and to sound. • Have students identify similarities Concept 2: Phonemic Awareness
represent the number, between isolated phonemes.
Represent the number, order, • Have students identify differences PO 8. Segment spoken phonemes
order, and similarity or contained in one-syllable words of two to
and similarity or difference of between isolated phonemes.
difference of isolated five phoneme sounds into individual
two and three isolated
phonemes. phonemes. phoneme sounds (e.g., splat = /s/p/l/a/t/
using manipulatives to mark each
phoneme).
5. Orally blend English Blend English phonemes to • Have students blend English Strand 1: Reading Process (Grade 1)
phonemes (letter sounds) form single syllable words. phonemes to form single syllable Concept 2: Phonemic Awareness
into recognizable words. words such as /m/a/n/ makes man.
Blend English short vowel- • Have students blend short vowel- PO 6. Generate sounds from letters and
consonant and consonant- consonant and consonant-vowel- letter patterns, including consonant blends
vowel-consonant sounds orally consonant sounds orally to make a and long- and short-vowel patterns
to make a word or syllables. word or syllable such as an, man. (phonograms), to combine those sounds
• Have students blend two to four into recognizable words.
Blend two to four phonemes phonemes into recognizable words
orally into recognizable words. PO 7. Blend spoken phonemes with more
such as /c/a/t=cat; /fl/a/t= flat. than three sounds into one-syllable words,
including consonant blends and digraphs
(e.g., /f/i/n/d/ = find; /fl/a/t/ = flat).
Teacher Guide for the English Language Proficiency Standards 10 of 53 Reading
6. Pronounce English Pronounce many English • Have students pronounce graphemes Strand 1: Reading Process (Grade 1)
graphemes. graphemes with general corresponding to sounds that relate to Concept 2: Phonemic Awareness
accuracy while reading aloud. their letter names such as /m/, /n/, /p.
PO 6. Generate sounds from letters and
letter patterns, including consonant blends
and long- and short-vowel patterns
(phonograms), to combine those sounds
into recognizable words.
Strand 1: Reading Process (Grade 2)
Concept 2: Phonemic Awareness
PO 2. Blend isolated phonemes to form two
syllable words, using r-controlled vowel
sounds, digraphs, and diphthongs
(e.g., /t/…/i/…/g/…/er/ makes tiger).
PO 3. Segment spoken phonemes in two-
syllable words, using manipulatives to mark
each phoneme. (e.g., tiger makes
/t/…/i/…/g/…/er/ while student moves one
block for each phoneme).
7. Recognize and name Identify all letters of the • Have students practice letter Strand 1: Reading Process
upper and lower case alphabet (upper and lower recognition using upper and lower (Kindergarten)
letters of the alphabet. case). case letters that are similar (Pp, Ss, Concept 3: Phonics
Cc).
• Have students practice letter PO 1. Identify letters of the alphabet (upper
recognition using upper and lower and lower case).
case letters that are dissimilar (Dd,
Aa, Ee).
Teacher Guide for the English Language Proficiency Standards 11 of 53 Reading
8. Recognize the new Recognize the new spoken • Example: change hat to cat, pan to Strand 1: Reading Process
spoken word when a word when a specified an. (Kindergarten)
specified phoneme is phoneme is added, changed, or Concept 3: Phonics
added, changed, or removed.
PO 2. Recognize that a new word is
removed. created when a specific letter is changed,
added, or removed.
9. Generate a series of Identify rhyming words in Strand 1: Reading Process (Grade 1)
rhyming words. response to an oral prompt, Concept 2: Phonemic Awareness
including consonant blends.
PO 1. Generate a series of rhyming words,
Produce rhyming words in including consonant blends.
response to an oral prompt,
including consonant blends.
10. Comprehend that as Recognize that a new word is Strand 1: Reading Process (Grade 1)
letters of words change, created when a specific letter is Concept 2: Phonemic Awareness
so do the sounds. changed, added, or removed.
PO 3. Recognize the new spoken word
Comprehend that as letters of when a specified phoneme is added,
words change, so do the changed or removed (e.g., change cow to
sounds. how, pan to an).
Teacher Guide for the English Language Proficiency Standards 12 of 53 Reading
11. Segment spoken Segment spoken phonemes • Have students segment grade Strand 1: Reading Process (Grade 1)
phonemes into individual contained in one-syllable words appropriate one-syllable words into Concept 2: Phonemic Awareness
phoneme sounds. of two to five phonemes into their phonemes, using manipulatives
individual phoneme sounds. to mark each phoneme such as “dog” PO 8. Segment spoken phonemes
makes /d/…/o/…/g/ while the student contained in one-syllable words of two to
Segment spoken phonemes moves a block or tile for each five phoneme sounds into individual
contained in two-syllable words phoneme. phoneme sounds (e.g., splat = /s/p/l/a/t/
into individual phoneme • Have students segment grade using manipulatives to mark each
sounds. appropriate two-syllable words into phoneme).
their phonemes such as “tiger” makes
Strand 1: Reading Process (Grade 2)
/t/…/i/…/g/…/er/.
Concept 2: Phonemic Awareness
PO 3. Segment spoken phonemes in two-
syllable words, using manipulatives to mark
each phoneme. (e.g., tiger makes
/t/…/i/…/g/…/er/ while student moves one
block for each phoneme).
12. Recognize inflectional Recognize inflectional forms of • Have students use their knowledge of Strand 1: Reading Process (Grade 1)
forms of words. words. inflectional endings such as -s, -ed, - Concept 3: Phonics
ing, to identify base words (e.g., look,
Recognize irregular plurals. looks, looked, looking). PO 2. Use knowledge of inflectional
• Use the DSI irregular nouns list for endings (e.g., -s, -ed, -ing) to identify base
grade-appropriate irregular noun words.
plurals.
Strand 1: Reading Process (Grade 1)
Concept 4: Vocabulary
PO 1. Recognize base words and their
inflections (e.g., look, looks, looked,
looking).
Strand 1: Reading Process (Grade 2)
Concept 3: Phonics
PO 3. Recognize regular plurals
(e.g., hat/hats, watch/watches) and
irregular plurals (e.g., fly/flies, wife/wives) in
context.
Teacher Guide for the English Language Proficiency Standards 13 of 53 Reading
13. Identify the words that Often identify the words that Strand 1: Reading Process (Grade 1)
comprise compound comprise compound words and Concept 3: Phonics
words and their meaning. their meaning.
PO 3. Use knowledge of base words to
identify compound words.
Strand 1: Reading Process (Grade 1)
Concept 4: Vocabulary
PO 4. Recognize that two words can make
a compound word (e.g., sailboat, football,
popcorn).
Strand 1: Reading Process (Grade 2)
Concept 4: Vocabulary
PO 7. Determine the meaning of compound
words, using knowledge of individual words
(e.g., lunchtime, daydream, everyday).
14. Read common regular Read most common regular Strand 1: Reading Process (Grade 2)
contractions. contractions. Concept 3: Phonics
PO 7. Read common contractions fluently
(e.g., I’m, I’ll, can’t).
Strand 1: Reading Process (Grade 2)
Concept 4: Vocabulary
PO 6. Identify the words that comprise
contractions (e.g., can’t = can not, it’s = it is,
aren’t = are not).
Teacher Guide for the English Language Proficiency Standards 14 of 53 Reading
15. Read common Often read common Strand 1: Reading Process (Grade 2)
abbreviations. abbreviations. Concept 3: Phonics
PO 5. Read common abbreviations (e.g.,
Oct., Mr., Ave.) fluently.
Strand 1: Reading Process (Grade 2)
Concept 4: Vocabulary
PO 5. Recognize words represented by
common abbreviations (e.g., Mr. Ave., Oct.).
16. Use knowledge of word Often use knowledge of word Strand 1: Reading Process (Grade 1)
order (syntax) and context order (syntax) and context to Concept 3: Phonics
to confirm decoding. confirm decoding.
PO 7. Use knowledge of word order
(syntax) and context to confirm decoding.
Teacher Guide for the English Language Proficiency Standards 15 of 53 Reading
ELL II Vocabulary
Standard: The student will acquire English language vocabulary and use it in relevant contexts.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Recognize common high Recognize many (26 to 50) Strand 1: Reading Process (Grade 2)
frequency sight words. common high frequency sight Concept 3: Phonics
words.
PO6. Recognize high frequency words and
irregular sight words.
2. Comprehend with the aid Comprehend with the aid of • Use picture cues. Strand 1: Reading Process (Grade 1)
of picture cues content- picture cues many simple • Have student point, label, or name Concept 3: Phonics
area words. content-area grade-level words. common grade level words when read
aloud. PO 7. Use knowledge of word order
Comprehend with the aid of • Examples of simple content-area (syntax) and context to confirm decoding.
picture cues a few more words are: sphere, cube, perimeter,
complex content-area grade- body parts, and mountain.
level words • Examples of more complex content-
area words are: symmetry, equivalent,
adaptation, continent, revolution,
volcano, centimeter, pioneer,
government.
3. Determine the meaning of Sometimes determine the • Have students determine the meaning Strand 1: Reading Process (Grade 1)
compound words. meaning of compound words by of compound words by using their Concept 3: Phonics
using knowledge of the two knowledge of the individual words that
words that make up a form the compound words. PO 3. Use knowledge of base words to
compound word. identify compound words.
Strand 1: Reading Process (Grade 2)
Concept 4: Vocabulary
PO 7. Determine the meaning of compound
words, using knowledge of individual words
(e.g., lunchtime, daydream, everyday).
Teacher Guide for the English Language Proficiency Standards 16 of 53 Reading
4. Recognize the meaning of Recognize the meaning of a • Prefix examples: un-, re-, dis-. Strand 1: Reading Process (Grade 2)
common prefixes and few common prefixes and • Suffix examples: -ful, -ly, -less. Concept 4: Vocabulary
suffixes when attached to suffixes when attached to
known vocabulary. PO 1. Identify simple prefixes
known vocabulary. (e.g., un-, re-) to determine the meaning of
words.
PO 2. Use knowledge of simple prefixes
(e.g., un-, re-) to determine the meaning of
words.
PO 3. Identify simple suffixes
(e.g., -ful, -ly) to determine the meaning of
words.
PO 4. Use knowledge of simple suffixes
(e.g., -ful, -ly) to determine the meaning of
words.
5. Understand key words Understand some key words • Introduce simple math vocabulary no correlation
that signal grade-specific that signal grade-specific such as plus, add to, sum, combine,
mathematical operations. mathematical operations. decrease, minus, gives.
• Introduce more complex math
vocabulary such as total of, increase
by, fewer than, more than, less than.
6. Use picture dictionary to Use picture dictionary to find • Use word walls with pictures to find no correlation
find the meanings of the meanings of known the meaning of known vocabulary.
known vocabulary. vocabulary. • Use personal dictionaries with
pictures to find the meaning of known
vocabulary.
7. Know what homophones Know what homophones are. • Use examples of homophones such no correlation
are. as here, hear; to, too, two; hole,
whole.
8. Know what idiomatic Know what idiomatic • Use examples of idiomatic no correlation
expressions are. expressions are. expressions such as last straw, cold
feet, in hot water.
Teacher Guide for the English Language Proficiency Standards 17 of 53 Reading
ELL II Fluency
Standard: The student will read with fluency and accuracy.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Read aloud grade-level Sometimes read aloud familiar • Have students read aloud short, easy, Strand 1: Reading Process (Grade 1)
text with fluency. grade-level text with fluency. familiar passages with accuracy. Concept 5: Fluency
• Have students read aloud familiar
Sometimes read aloud grade- grade-level text with accuracy and PO 1. Consistently read grade-level
level text with at least 90 expression. text with at least 90 percent accuracy.
percent accuracy. • Have students read aloud familiar PO 2. Read aloud with fluency in a
grade-level text with appropriate manner that sounds like natural
phrasing and attention to punctuation. speech.
Strand 1: Reading Process (Grade 2)
Concept 5: Fluency
PO 1. Consistently read grade-level
text with at least 90 percent accuracy.
PO 2. Read aloud with fluency in a manner
that sounds like natural speech,
demonstrating automaticity.
Teacher Guide for the English Language Proficiency Standards 18 of 53 Reading
ELL II Comprehending Text
Standard: The student will analyze text for expression, enjoyment, and response to other related content areas.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Retell a simple story, Retell a simple story, placing Strand 2: Comprehending Literary Text
placing events in events in sequence. (Grade 1)
sequence and including Concept 1: Elements of Literature
details about the events, Include details about the
events, characters, and setting. PO 3. Sequence a series of events in a
characters, and setting. literary selection, heard or read.
2. Respond to stories by Answer questions about cause Strand 2: Comprehending Literary Text
answering questions. and effect (in stories). (Grade 2)
Concept 1: Elements of Literature
Answer questions about other
relationships (in stories). PO 4. Identify cause and effect of specific
events in a literary selection.
3. Predict what might Predict what might happen next • Have students make predictions about Strand 1: Reading Process (Grade 1)
happen next in a reading in a reading selection. the content of a reading selection Concept 6: Comprehension Strategies
selection. based on the book title and
illustrations. PO 1. Predict what might happen next in a
• Have students make predictions about reading selection.
the content based on the text of the
reading selection.
4. Compare a prediction Compare a prediction about an Strand 1: Reading Process (Grade 2)
about an action or event action or event to what actually Concept 6: Comprehension Strategies
to what actually occurs in occurs in the reading selection.
PO2. Compare a prediction about an action
the reading selection. or event to what actually occurred within a
text.
Teacher Guide for the English Language Proficiency Standards 19 of 53 Reading
5. Identify rhyme, rhythm, Identify rhyming pairs in poetry. • Have students participate in choral Strand 2: Comprehending Literary Text
and repetition in poetry. reading by verbally stating the words (Grade 1)
Identify rhyme, rhythm, and of predictably patterned selections of Concept 1: Elements of Literature
repetition in poetry. fiction and poetry that are read aloud.
• Have students participate in the PO 5. Participate (e.g., clapping, chanting,
reading of poetry by clapping and choral reading) in the reading of poetry by
chanting to rhythms and rhymes. responding to the rhyme and rhythm.
Strand 2: Comprehending Literary Text
(Grade 2)
Concept 1: Elements of Literature
PO 6. Identify words that the author selects
to create a rich auditory experience (e.g.,
alliteration, onomatopoeia, assonance,
consonance) in a literary selection.
6. Respond to basic Respond to basic • Have students restate information Strand 3: Comprehending Informational
comprehension questions comprehension questions about from expository text read aloud, with Text (Grade 1)
about expository text read expository text read teacher support. Concept 1: Expository Text
independently. independently. • Have students answer basic
comprehension questions about PO 2. Answer questions (e.g., who, what,
Use key words, short phrases, expository text read aloud. where, when, why, how) about expository
and simple sentences. text, heard or read.
7. Identify the main idea of Identify the main idea of Strand 3: Comprehending Informational
expository or functional expository text or functional text Text (Grade 1)
text read independently. read independently. Concept 1: Expository Text
Use key words, short phrases, PO 1. Identify the topic of expository text,
and simple sentences. heard or read.
Teacher Guide for the English Language Proficiency Standards 20 of 53 Reading
8. Indicate the meaning of Indicate the meaning of • Use common signs, graphics, and Strand 3: Comprehending Informational
common signs, graphics, common signs, graphics, and symbols such as traffic, safety, Text (Grade 1)
and symbols. symbols. warning signs, computer icons, map Concept 2: Functional Text
features, mathematical symbols,
simple charts, and graphs. PO 3. State the meaning of specific signs
(e.g., traffic, safety, warning signs).
Strand 3: Comprehending Informational
Text (Grade 2)
Concept 2: Functional Text
PO 3. State the meaning of specific signs,
graphics, and symbols (e.g., computer
icons, map features, simple charts, and
graphs).
9. Comprehend simple Sometimes demonstrate • Have students identify specific details, no correlation
mathematics word comprehension of some simple such as numbers, letters, a few key
problems. mathematics word problems. words, and short expressions of
mathematical text read to them.
10. Follow written directions Follow up to five-step written Strand 3: Comprehending Informational
for classroom activities. directions for classroom Text (Grade 1)
activities using a few picture Concept 2: Functional Text
cues to assist.
PO 1. Follow a set of written multi-step
Follow up to five-step written directions with picture cues to assist.
directions for lab investigations
Strand 3: Comprehending Informational
in science using a few picture
Text (Grade 2)
cues to assist.
Concept 2: Functional Text
Follow up to five-step written PO 1. Follow a set of written multi-step
directions for solving a math directions.
problem using a few picture
cues to assist.
Teacher Guide for the English Language Proficiency Standards 21 of 53 Reading
11. Comprehend content area Comprehend most content area no correlation
words. words.
Comprehend most grade-level
math vocabulary.
Comprehend most grade-level
science vocabulary.
Comprehend most grade-level
social studies vocabulary.
12. Extract information from Demonstrate the ability to • Have students use various graphic no correlation
graphic organizers to extract information from graphic organizers such as webs, Venn
comprehend text. organizers to comprehend text. diagrams, and flow charts.
Teacher Guide for the English Language Proficiency Standards 22 of 53 Reading
ELP Standards Teachers’ Guide
Reading
ELL III (Correlates to Grades 3-5)
ELL III Print Concepts
Standard: The student will demonstrate understanding of print concepts of the English language.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Identify organizational Identify many organizational Strand 3: Informational Text (Grade 3)
features of a book. features of a book such as: Concept 1: Expository Text
• title,
• author, PO 3. Locate specific information by using
• table of contents, organizational features (e.g., title, table of
. contents, headings, captions, bold print,
• chapter titles, and
glossary, indices) in expository text.
• glossary.
(Connected to Research Strand in Writing).
2. Locate specific Locate specific information by Strand 3: Informational Text (Grade 4)
information by using using organizational features of Concept 1: Expository Text
organizational features of text such as:
• title, PO 4. Locate specific information by using
text. organizational features (e.g., table of
• table of contents,
• headings, contents, headings, captions, bold print,
glossaries, indices, italics, key words, topic
• captions,
sentences, concluding sentences) of
• bold print,
expository text. (Connected to Research
• italics,
Strand in Writing)
• key words,
• glossary,
• indices.
Teacher Guide for the English Language Proficiency Standards 23 of 53 Reading
3. Alphabetize a series of Alphabetize a series of words Strand 1: Reading Process (Grade 3)
words. to the second letter. Concept 1: Print Concepts
Alphabetize a series of words to PO 1. Alphabetize a series of words to the
the third letter. third letter.
Teacher Guide for the English Language Proficiency Standards 24 of 53 Reading
ELL III Phonemic Awareness and Decoding
Standard: The student will identify and manipulate the sounds of the English language and decode words,
using knowledge of phonics, syllabication, and word parts.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Recognize common Recognize most common • Have students decode and correctly Strand 1: Reading Process (Grade 3)
English morphemes in English morphemes in phrases pronounce English phonemes while Concept 3: Phonics
phrases and sentences. and simple sentences. reading aloud.
PO 1. Read multi-syllabic words fluently,
using letter-sound knowledge.
PO 2. Apply knowledge of basic
syllabication rules when decoding four- or
five-syllable written words (e.g.,
in/for/ma/tion, mul/ti/pli/ca/tion,
pep/per/o/ni).
2. Generate sounds from Generate sounds from all Strand 1: Reading Process (Grade 3)
letters and letter patterns, letters and letter patterns, Concept 3: Phonics
and blend those sounds including consonant blends and
long- and short-vowel patterns PO 1. Read multi-syllabic words fluently,
into recognizable words. using letter-sound knowledge.
(phonograms).
Blend those sounds into
recognizable words.
Teacher Guide for the English Language Proficiency Standards 25 of 53 Reading
3. Pronounce English Pronounce English graphemes Strand 1: Reading Process (Grade 3)
graphemes when reading with general accuracy when Concept 3: Phonics
multi-syllabic words reading multi-syllabic words
aloud. PO 1. Read multi-syllabic words fluently,
aloud. using letter-sound knowledge.
PO 3. Apply knowledge of the following
common spelling patterns to read words:
• that drop the final e and add endings
such as: –ing, -ed, or –able (e.g.,
use/using/used/usable)
• with final consonants that need to be
doubled when adding an ending (e.g.,
hop/hopping)
• that require changing the final y to i
(e.g., baby/babies)
• that end in –tion, -sion, (e.g., election,
vision)
• with complex word families (e.g.,
ight, -ought); and
• that include common prefixes, suffixes
and root words.
4. Apply knowledge of basic Apply knowledge of basic • Have students orally segment two or Strand 1: Reading Process (Grade 3)
syllabication rules when syllabication rules when three syllable words such as sup/per, Concept 3: Phonics
decoding. decoding four- or five-syllable or family into syllables.
written words. • Have students count the number of PO 2. Apply knowledge of basic
sounds in the syllables and the syllabication rules when decoding four- or
number of syllables in the words. five-syllable written words (e.g.,
in/for/ma/tion, mul/ti/pli/ca/tion,
pep/per/o/ni).
Teacher Guide for the English Language Proficiency Standards 26 of 53 Reading
5. Read words from word Read words from common word • Have students read inflectional forms Strand 1: Reading Process (Grade 3)
families. families. of words including irregular plural Concept 3: Phonics
such as wife/wives.
Read words from complex word • Use common word families such as - PO 3. Apply knowledge of the following
families. ite, -ate., -ab, -ail, -ake, -an. common spelling patterns to read words:
• Use complex word families such as - • that drop the final e and add endings
ought, -ight. such as: –ing, -ed, or –able (e.g.,
use/using/used/usable)
• with final consonants that need to be
doubled when adding an ending (e.g.,
hop/hopping)
• that require changing the final y to i
(e.g., baby/babies)
• that end in –tion, -sion, (e.g., election,
vision)
• with complex word families (e.g.,
ight, -ought); and
• that include common prefixes, suffixes
and root words.
6. Identify the words that Consistently identify the words Strand 1: Reading Process (Grade 3)
comprise compound that comprise compound words Concept 4: Vocabulary
words and their meaning. and their meaning.
PO 5. Determine the meaning of compound
words, using knowledge of individual words
(e.g., lunchtime, daydream, everyday).
7. Read common Consistently read common Strand 1: Reading Process (Grade 3)
abbreviations. abbreviations. Concept 3: Phonics
PO 4. Read common abbreviations (e.g.,
Wed., Sept.) fluently.
Strand 1: Reading Process (Grade 3)
Concept 4: Vocabulary
PO 3. Recognize words represented by
common abbreviations (e.g., Mr. Ave., Oct.).
Teacher Guide for the English Language Proficiency Standards 27 of 53 Reading
8. Use knowledge of word Consistently use knowledge of Strand 1: Reading Process (Grade 3)
order (syntax) and context word order and context to Concept 3: Phonics
to confirm decoding. confirm decoding.
PO 6. Use knowledge of word order
(syntax) and context to confirm decoding.
Teacher Guide for the English Language Proficiency Standards 28 of 53 Reading
ELL III Vocabulary
Standard: The student will acquire English language vocabulary and use it in relevant contexts.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Use knowledge of root Use knowledge of root words • Have students practice recognizing Strand 1: Reading Process (Grade 3)
words and affixes to and affixes to determine the the meaning of many common Concept 4: Vocabulary
determine the meaning of meaning of many unknown prefixes and suffixes.
grade-level words. • By recognizing the meaning of PO 1. Use knowledge of prefixes (e.g., un-,
words. re-, in-, dis-,) to determine the meaning of
common affixes, have students use
their knowledge of affixes to words.
determine the meaning of unfamiliar PO 2. Use knowledge of suffixes (e.g., -ful, -
words such as wonderful, washable, ly, -less) to determine the meaning of words.
pre-game, misbehavior, radius, PO 3. Recognize words represented by
diameter, revolution, circumference, common abbreviations (e.g., Mr., Ave., Oct.).
prehistoric, legislative, ecosystem, PO 4. Identify the words that comprise a
judicial, quadrilateral polygon, parallel, contraction (e.g., can’t=can not, it’s=it is,
isosceles, confederation, phenomena, aren’t=are not).
civilization, equilateral, perpendicular,
scalene. Strand 1: Reading Process (Grade 4)
Concept 4: Vocabulary
PO 1. Use knowledge of root words and
affixes to determine the meaning of
unknown words.
2. Determine the intended Determine the intended • Have students use their knowledge of Strand 1: Reading Process (Grade 4)
meaning of grade-level meaning of many grade-level word order and context to confirm the Concept 4: Vocabulary
words with multiple words with multiple meanings meaning of words such as present
using word, sentence, and meaning gift, or time. PO 2. Use context to determine the
meanings using word, relevant meaning of a word.
paragraph clues.
sentence, and paragraph
clues. Strand 1: Reading Process (Grade 5)
Concept 4: Vocabulary
PO 2. Use context to determine the
relevant meaning of a word or the intended
meaning of a word with multiple meanings
(e.g., hatch, arm, boot).
Teacher Guide for the English Language Proficiency Standards 29 of 53 Reading
3. Recognize the meaning of Sometimes recognize the • Start by having students use picture Strand 1: Reading Process (Grade 3)
grade-appropriate meaning of grade-appropriate cues to assist them in determining the Concept 4: Vocabulary
antonyms and synonyms. antonyms and synonyms in meaning of antonyms and synonyms.
stories or games. PO 6. Determine the meaning of common
• Have students recognize the meaning synonyms, antonyms, and homonyms.
of grade-appropriate antonyms such
Strand 1: Reading Process (Grade 4)
as beginning/end and start/finish and
Concept 4: Vocabulary
grade-appropriate synonyms such as
(end/finish and start/begin) in stories PO 6. Identify antonyms, synonyms, and
or games. homonyms for given words within text.
4. Use a standard dictionary. Use standard dictionary to • Have students practice using a picture Strand 1: Reading Process (Grade 3)
determine meanings of some dictionary to locate the meaning of Concept 4: Vocabulary
unknown words. words.
• Have students use a standard PO 7. Determine the meanings and other
Use standard dictionary to dictionary to find multiple meanings of features of words (e.g., pronunciation,
determine the pronunciations of words. syllabication, synonyms, parts of speech)
some unknown words. • Have students use a standard using the dictionary, thesaurus, and CD-
dictionary to find definitions of idioms. ROM and Internet when available.
Comprehend what kinds of • Have students locate and identify the Strand 1: Reading Process (Grade 4)
information a dictionary various kinds of information that a
contains. Concept 4: Vocabulary
dictionary contains.
PO 5. Determine the meanings,
pronunciations, syllabication, synonyms,
antonyms, and parts of speech of words by
using a variety of reference aids, including
dictionaries, thesauri, glossaries, and CD-
ROM and Internet when available.
5. Develop a sight word Recognize 51 to 75 common • Examples of sight words: the, have, Strand 1: Reading Process (Grade 3)
vocabulary. regular and irregular sight said, of. Concept 3: Phonics
words.
PO 5. Recognize high frequency words and
Develop a basic sight word irregular sight words.
vocabulary of 76 to 100 words.
Teacher Guide for the English Language Proficiency Standards 30 of 53 Reading
6. Recognize the difference Recognize the difference • Examples of figurative language: Strand 1: Reading Process (Grade 4)
between figurative and between figurative and literal (break the ice, bury the hatchet. Concept 4: Vocabulary
literal language. language.
PO 3. Determine the difference between
figurative language and literal language.
7. Recognize analogies and Recognize simple analogies Strand 1: Reading Process (Grade 4)
similes in literature and and similes in literature and Concept 4: Vocabulary
texts in content areas. texts in content areas.
PO 4. Identify figurative language, including
similes, personification, and idioms.
8. Demonstrate Demonstrate understanding of • Have students practice defining Strand 1: Reading Process (Grade 4)
understanding of grade- grade-appropriate idiomatic idioms such as on its last legs, touch Concept 4: Vocabulary
appropriate idiomatic expressions by responding to and go.
such expressions appropriately. • Have students practice responding PO 3. Determine the difference between
expressions. figurative language and literal language.
appropriately to idioms such as give
Demonstrate understanding of me a hand, scared silly, piece of cake. PO 4. Identify figurative language, including
grade-appropriate idiomatic • Have students practice using idioms similes, personification, and idioms.
expressions by using such appropriately.
expressions appropriately.
9. Know the correct usage of Understand what homophones • Examples of homophones: here, hear; Strand 1: Reading Process (Grade 3)
problematic homophones. are. to, too, two; hole, whole, here, hear; Concept 4: Vocabulary
bear, bare, there, their, they’re; your,
Demonstrate the correct usage you’re. PO 6. Determine the meaning of common
of many problematic synonyms, antonyms, and homonyms.
homophones.
Strand 1: Reading Process (Grade 4)
Concept 4: Vocabulary
PO 6. Identify antonyms, synonyms, and
homonyms for given words within text.
Teacher Guide for the English Language Proficiency Standards 31 of 53 Reading
10. Understand words that Understand most words that • Examples of math vocabulary: plus, no correlation
signal grade-specific signal grade-specific add, sum, combine, decrease, minus,
mathematical operations. mathematical operations. gives, total of, increase by, fewer
than, more than, less than, difference
between, increase, subtract, product,
times, yields, divide, multiply, double,
triple, per, ratio.
11. Know the meaning of Know the meaning of a few • Examples: acute, obtuse. no correlation
multiple-meaning words multiple-meaning words that
that have a different have a different meaning in
meaning in mathematics. mathematics.
Teacher Guide for the English Language Proficiency Standards 32 of 53 Reading
ELL III Fluency
Standard: The student will read with fluency and accuracy.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Read aloud grade level Read aloud familiar grade-level • Have students read aloud many Strand 1: Reading Process (Grade 3)
texts in ways that reflect text with expression. familiar passages. Concept 5: Fluency
understanding of the text • Have students read aloud familiar
Read aloud familiar grade-level grade-level text. PO 2. Read aloud from familiar prose and
and that engage the poetry with fluency and appropriate rhythm,
text with appropriate phrasing
listeners. pacing, intonation, and vocal patterns.
and attention to punctuation.
Often read aloud grade level Strand 1: Reading Process (Grade 4)
texts in ways that reflect Concept 5: Fluency
understanding of the text and PO 1. Read from familiar prose and poetry
that engage the listeners. with fluency and appropriate rhythm,
pacing, intonation, and expression relevant
to the text.
2. Read grade level text. Often read grade level text with Strand 1: Reading Process (Grade 3)
at least 90 percent accuracy. Concept 5: Fluency
PO 1. Consistently read grade-level text
with at least 90 percent accuracy.
Teacher Guide for the English Language Proficiency Standards 33 of 53 Reading
ELL III Comprehending Text
Standard: The student will analyze text for expression, enjoyment, and response to other related content areas.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Identify story elements in Identify the basic sequence of Strand 2: Comprehending Literary
a literary selection. events. Text (Grade 3)
Concept 1: Elements of Literature
Make relevant predictions.
PO 4. Make relevant connections (e.g.,
Describe character traits (e.g. relationships, cause/effect, comparisons)
honest, courageous). between earlier events and later events in
text.
Describe the setting, plot, and
narrator of a story. Strand 2: Comprehending Literary
Text (Grade 4)
Identify the components and Concept 1: Elements of Literature
main problem of a plot and its
resolution. PO 1. Identify the main problem or conflict
of a plot.
Identify basic story elements in PO 2. Identify the resolution of a problem or
a literary selection: plot, setting, conflict in a plot.
characters (major and minor), PO 3. Identify the moral of literary selection
narration, and theme. (e.g., fables, folktales, fairytales, legends).
PO 4. Distinguish between major
characters and minor characters.
PO 5. Describe a character’s traits using
textual evidence (e.g., dialogue, actions,
narrations, illustrations).
PO 6. Identify the speaker or narrator in a
literary selection.
PO 7. Identify all aspects of the setting
(e.g., time of day or year, historical period,
place, situation).
PO 8. Compare (and contrast) the
characters, events, and setting in a literary
selection.
Teacher Guide for the English Language Proficiency Standards 34 of 53 Reading
2. Identify structural Identify rhyme, rhythm, and Strand 2: Comprehending Literary Text
elements of poetry. repetition in poetry. (Grade 3)
Concept 1: Elements of Literature
Identify sensory images in
poetry. PO 6. Identify rhyme, rhythm, repetition,
and sensory images in poetry.
Identify many structural
elements of poetry including Strand 2: Comprehending Literary Text
verse and meter. (Grade 4)
Concept 1: Elements of Literature
PO 9. Identify characteristics and structural
elements (e.g., imagery, rhyme, verse,
rhythm, meter) of poetry.
3. Identify the purpose, main Respond to basic • Have students use phrases and Strand 3: Comprehending Informational
ideas, key words, and comprehension questions about simple sentences to respond to basic Text (Grade 3)
important details in text expository text. comprehension questions. Concept 1: Expository Text
that requires inference. PO 1. Identify the main idea and supporting
Identify the main idea of
expository or functional text. details in expository text.
Identify the main ideas, key Strand 3: Comprehending Informational
words, and important details in Text (Grade 4)
short expository text on a Concept 1: Expository Text
familiar topic. PO 1. Identify the main idea and supporting
details in expository text.
Identify the purpose, main PO 3. Determine author's main purpose
ideas, key words, and important (e.g., to inform, to describe, to explain) for
details in text that requires writing the expository text.
some level of inference.
Teacher Guide for the English Language Proficiency Standards 35 of 53 Reading
4. Locate information from Locate various facts in • Examples of graphic features: charts, Strand 3: Comprehending Informational
graphic features. response to questions about maps, diagrams, illustrations, tables, Text (Grade 3)
basic, short text. timelines. Concept 1: Expository Text
• Examples of functional text: maps,
Often locate specific schedules, pamphlets. PO 3. Locate specific information by using
information from graphic organizational features (e.g., title, table of
features or functional text. contents, headings, captions, bold print,
key words, glossary, indices, italics, key
words) in expository text. (Connected to
Research Strand in Writing)
Strand 3: Comprehending Informational
Text (Grade 4)
Concept 1: Expository Text
PO 6. Interpret information from graphic
features (e.g., charts, maps, diagrams,
illustrations, tables, timelines) in expository
text. (Connected to Research Strand in
Writing)
5. Interpret information from Indicate the meaning of • Examples of common signs, graphics, Strand 3: Comprehending Informational
functional documents. common signs, graphics, and ands symbols: computer icons, map Text (Grade 3)
symbols. features, mathematical symbols, Concept 2: Functional Text
simple charts, graphs.
Interpret information from a • Examples of functional text: maps, PO 4. Interpret information in functional
broader range of functional schedules, pamphlets, instructions, documents (e.g., maps, schedules,
documents. forms. pamphlets) for a specific purpose.
Strand 3: Comprehending Informational
Text (Grade 4)
Concept 2: Functional Text
PO 2. Interpret details from functional text
for a specific purpose (e.g., to follow
directions, to solve problems, to perform
procedures, to answer questions).
Teacher Guide for the English Language Proficiency Standards 36 of 53 Reading
6. Identify cause and effect Respond to stories by Strand 3: Comprehending Informational
relationships in text. answering questions about Text (Grade 4)
cause and effect and other Concept 1: Expository Text
relationships between events.
PO 7. Distinguish cause and effect.
Distinguish cause from effect in Strand 3: Comprehending Informational
expository text. Text (Grade 5)
Concept 1: Expository Text
Identify stated or implied cause
and effect relationships in text. PO 7. Identify cause and effect
relationships (stated and implied).
7. Follow written multiple- Follow a set of written multiple- Strand 3: Comprehending Informational
step instructions to step instructions to perform Text (Grade 3)
perform routine routine procedures. Concept 2: Functional Text
procedures or answer PO 1. Follow a set of written multi-step
Follow a set of written multiple-
questions. directions.
step instructions to answer
questions.
Strand 3: Comprehending Informational
Follow a set of written multiple- Text (Grade 4)
step instructions including Concept 2: Functional Text
directions for lab investigations PO 2. Interpret details from functional text
in science. for a specific purpose (e.g., to follow
directions, to solve problems, to perform
Follow a set of written multiple- procedures, to answer questions).
step instructions including
math instructions for problem
solving.
Teacher Guide for the English Language Proficiency Standards 37 of 53 Reading
8. Identify persuasive Distinguish fact from opinion in • Examples of persuasive texts: ads, Strand 3: Comprehending Informational
strategies in text intended persuasive text. product labels. Text (Grade 3)
to influence readers’ Concept 3: Persuasive Text
opinions and actions. Identify persuasive words in
text intended to influence PO 1. Distinguish fact from opinion in
readers’ opinions and actions. persuasive text (e.g., advertisements,
product labels, written communications).
Identify persuasive strategies in
text intended to influence Strand 3: Comprehending Informational
readers’ opinions and actions. Text (Grade 4)
Concept 3: Persuasive Text
PO 2. Identify persuasive vocabulary (e.g.,
loaded/emotional words, exaggeration) used
to influence readers' opinions.
9. Access and locate Use graphic organizers in order • Examples of graphic organizers: Strand 1: Reading Process (Grade 3)
information through table to clarify the meaning of text. webs, Venn diagrams, flow charts, Concept 6: Comprehension Strategies
of contents, indexes, Herringbone Pattern, concept PO 5. Extract information from graphic
glossaries, titles, Use graphic organizers to mapping. organizers (e.g., webs, Venn diagrams, flow
organize information in text. charts) to comprehend text.
diagrams, graphics,
appendixes, and Access and locate information Strand 3: Comprehending Informational
headings. through table of contents, Text (Grade 3)
indexes, glossaries, titles, Concept 1: Expository Text
diagrams, graphics,
appendixes, and headings. PO 3. Locate specific information by using
organizational features (e.g., title, table of
contents, headings, captions, bold print,
key words, glossary, indices, italics, key
words) in expository text. (Connected to
Research Strand in Writing)
Strand 3: Comprehending Informational
Text (Grade 4)
Concept 1: Expository Text
PO 4. Locate specific information by using
organizational features (e.g., table of
contents, headings, captions, bold print,
glossaries, indices, italics, key words, topic
sentences, concluding sentences) of
expository text. (Connected to Research
Strand in Writing)
Teacher Guide for the English Language Proficiency Standards 38 of 53 Reading
10. Comprehend grade-level Comprehend many grade-level no correlation
mathematics word mathematics word problems.
problems.
11. Comprehend content area Comprehend many content no correlation
words. area words.
Comprehend many content
area words including grade-
level math vocabulary.
Comprehend many content
area words including grade-
level science vocabulary.
Comprehend many content
area words including grade-
level social studies vocabulary.
12. Restate mathematical Often restate mathematical no correlation
symbolic representations symbolic representations into
into words or sentences. words or sentences.
Teacher Guide for the English Language Proficiency Standards 39 of 53 Reading
ELP Standards Teachers’ Guide
Reading
ELL IV (Correlates to Grades 6-8)
ELL IV Vocabulary
Standard: The student will acquire English language vocabulary and use it in relevant contexts.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Apply knowledge of Determine the effect of affixes • Examples of affixes: anti, bene, auto, Strand 1: Reading Process (Grade 6)
common Greek and Latin on root words. populous, astro, theo. Concept 4: Vocabulary
roots and affixes to
Sometimes apply knowledge of PO 1. Determine the effect of affixes on
understand content area root words.
common Greek and Latin roots
vocabulary.
and affixes to understand
content area vocabulary.
2. Distinguish between the Know the difference between Strand 1: Reading Process (Grade 6)
denotative and the denotative and connotative Concept 4: Vocabulary
connotative meanings of meanings of grade-level words.
PO 3. Use context to identify the intended
grade-level words. meaning of words with multiple meanings
Sometimes distinguish between
the denotative and connotative (e.g., definition, example, restatement, or
meanings of grade-level words. contrast).
3. Determine the meaning of Recognize simple analogies • Example of a simile: fly like a bird. Strand 1: Reading Process (Grade 6)
figurative language, and similes in literature and Concept 4: Vocabulary
including similes, texts in content areas. • Example of a metaphor: The doctor
inspected the injury with an eagle eye. PO 4. Determine the meaning of figurative
metaphors, language, including similes, metaphors,
Sometimes determine the
personification, and personification, and idioms in prose and
meaning of figurative language,
idioms. including similes, metaphors, poetry.
personification, and idioms
Teacher Guide for the English Language Proficiency Standards 40 of 53 Reading
4. Use standard dictionary, Use standard dictionary, • Have students use standard dictionary Strand 1: Reading Process (Grade 6)
thesauri, and glossaries thesauri, and glossaries to to determine meanings and Concept 4: Vocabulary
to determine meanings, determine meanings, pronunciations of unknown words.
pronunciations, syllabication, PO 5. Identify the meanings,
pronunciations, pronunciations, syllabication, synonyms,
syllabication, parts of
parts of speech, and antonyms • Examples of unknown words: words
and synonyms. with multiple meanings, idioms). antonyms, and parts of speech of words, by
speech, and antonyms using a variety of reference aids, including
and synonyms. dictionaries, thesauri, glossaries, and CD-
ROM and the Internet when available.
5. Interpret the intended Interpret the intended meaning Strand 1: Reading Process (Grade 6)
meaning of grade-level of many grade-level words with Concept 4: Vocabulary
words with multiple multiple meanings using word,
sentence, and paragraph clues. PO 2. Use context to identify the meaning
meanings. of unfamiliar words (e.g., definition,
Interpret the intended meaning example, restatement, synonym, contrast).
of many grade-level words with PO 3. Use context to identify the intended
multiple meanings using text meaning of words with multiple meanings
structures such as definition, (e.g., definition, example, restatement, or
and example. contrast)., example, restatement, or
contrast).
6. Know the meaning of Know the meaning of some • Examples: acute, obtuse, table, no correlation
multiple-meaning grade- multiple-meaning grade-level variable, similarity, factor, plane,
level words that have a words that have a different function.
different meaning in meaning in mathematics.
mathematics.
Teacher Guide for the English Language Proficiency Standards 41 of 53 Reading
7. Recognize words that Sometimes recognize words • Example of words signaling cause Strand 3: Comprehending Informational
signal the following text that signal the following text and effect: because, if…then, for this Text (Grade 6)
organizational structures: organizational structures: reason, consequently, due to, Concept 1: Expository Text
• cause and effect • cause and effect accordingly.
• chronological sequences • Example of words signaling PO 8. Identify the organizational structures
• chronological (e.g., chronological order, comparison and
• comparison and contrast chronological sequence: first, after,
sequences contrast, cause and effect relationships,
• description following, during, when, then.
• comparison and • problem and solution • Example of words signaling logical order) of expository text.
contrast comparison and contrast: but,
• description however, similar to, in common, on
• problem and solution the other hand, less than.
• Example of words signaling
description: as in, such as, appears to
be, above, under.
• Example of words signaling problem
and solution: one answer, a
resolution, therefore, in order to.
Teacher Guide for the English Language Proficiency Standards 42 of 53 Reading
ELL IV Comprehending Text
Standard: The student will analyze text for expression, enjoyment, and response to other related content areas.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Identify the theme and Follow the sequence of • Examples of text: popular newspaper, Strand 2: Comprehending Literary Text
point of view of a literary narration in text. magazine articles, and popular easy (Grade 6)
selection. fiction. Concept 1: Elements of Literature
Describe the plot and its • Examples of themes in a literacy
components, and the setting of selection: moral, lesson, meaning, PO 2. Identify the theme in works of prose,
a literary selection. message, view or comment on life. poetry, and drama.
PO 4. Identify the narrative point of view
Identify the theme and point of (e.g., first person, third person, omniscient)
view of a literary selection. in a literary selection.
2. Describe a character’s Identify major and minor • Examples of textual evidence: Strand 2: Comprehending Literary Text
traits using textual characters in literary works. dialogue, actions, narrations. (Grade 6)
evidence. Concept 1: Elements of Literature
Distinguish between major and
minor characters and identify PO 3. Describe the motivations of major
qualities of key characters. and minor characters.
Describe a character’s traits
using textual evidence.
3. Describe the structural Identify the structural elements • Examples of structural elements of Strand 2: Comprehending Literary Text
elements of poetry. of poetry. poetry: imagery, rhyme, verse, (Grade 6)
rhythm, meter, stanza, scheme, line Concept 1: Elements of Literature
Describe the structural breaks.
elements of poetry. PO 7. Identify the characteristics and
structural elements of poetry (e.g., stanza,
verse, rhyme scheme, line breaks,
alliteration, consonance, assonance,
rhythm, repetition, figurative language).
Teacher Guide for the English Language Proficiency Standards 43 of 53 Reading
4. Draw valid conclusions Identify the purpose, main • Have students identify the main ideas, Strand 3: Comprehending Informational
about the purpose and ideas, key words, and important key words, and important details in Text (Grade 6)
main ideas of text and the details in text that requires short expository text on a familiar Concept 1: Expository Text
author’s position some level of inference. topic.
PO 9. Draw valid conclusions about
regarding the subject of expository text, supported by text evidence.
Draw valid conclusions about
that text. the purpose and main ideas of
text and the author’s position
regarding the subject of that
text.
5. Use information from text Follow a set of written multiple- Strand 3: Comprehending Informational
and text features to step instructions to perform Text (Grade 6)
determine the sequence routine and less routine Concept 2: Functional Text
of activities needed to procedures.
PO 1. Use information from text and text
carry out a procedure. features to determine the sequence of
Follow a set of written multiple-
step instructions including activities needed to carry out a procedure.
directions for lab investigations PO 3. Interpret details from functional text
in science. for a specific purpose (e.g., to follow
directions, to solve a problem, to perform a
Follow a set of written multiple- procedure, to answer questions).
step instructions including
math instructions for problem
solving.
Use information from text and
text features to determine the
sequence of activities needed
to carry out a procedure.
Teacher Guide for the English Language Proficiency Standards 44 of 53 Reading
6. Distinguish fact from Identify persuasive words in Strand 3: Comprehending Informational
opinion in persuasive text text intended to influence Text (Grade 6)
by providing supporting readers’ opinions and actions. Concept 1: Expository Text
evidence from text. PO 3. Distinguish fact from opinion in
Explain the intended effect of
persuasive words and expository text, providing supporting
strategies to influence readers’ evidence from text.
opinions and actions.
Distinguish fact from opinion in
persuasive text by providing
supporting evidence from text.
7. Access and locate Access and locate specific Strand 3: Comprehending Informational
specific information from information from informational Text (Grade 6)
informational and and functional text by using Concept 1: Expository Text
functional text. organizational structures of text,
including: PO 8. Identify the organizational structures
• table of contents, (e.g., chronological order, comparison and
• indexes, contrast, cause and effect relationships,
• glossaries, logical order) of expository text.
• titles,
• diagrams,
• graphics,
• appendixes,
• headings,
• captions,
• key words,
• cause and effect,
• chronological order,
• comparison and contrast,
• and logical order.
8. Navigate text that Navigate text that includes no correlation
includes factual factual information with many
information with unfamiliar names and events.
unfamiliar names and
events.
Teacher Guide for the English Language Proficiency Standards 45 of 53 Reading
9. Interpret graphic sources Interpret many graphic sources • Examples of graphic sources: charts, Strand 3: Comprehending Informational
of information. of information. timelines, tables, maps, graphs, and Text (Grade 6)
diagrams. Concept 1: Expository Text
PO 7. Interpret graphic features (e.g.,
charts, maps, diagrams, illustrations, tables,
timelines, graphs) of expository text.
(Connected to Research Strand in Writing)
10. Translate a sentence Translate a sentence written in • Have students practice translating a no correlation
written in context into an context into an algebraic written phrase into a simple
algebraic equation. equation involving one mathematical statement.
operation. • Have students practice translating a
written phrase into a simple
mathematical expression.
11. Comprehend grade-level Comprehend some grade-level no correlation
mathematics word mathematics word problems.
problems.
12. Comprehend content area Comprehend some content no correlation
words. area words.
Comprehend some grade-level
math vocabulary.
Comprehend some grade-level
science vocabulary.
Comprehend some grade-level
social studies vocabulary.
Teacher Guide for the English Language Proficiency Standards 46 of 53 Reading
ELP Standards Teachers’ Guide
Reading
ELL V (Correlates to Grades 9-12)
ELL V Vocabulary
Standard: The student will acquire English language vocabulary and use it in relevant contexts.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Apply knowledge of Consistently apply knowledge • Examples of affixes: anti, bene, auto, Strand 1: Reading Process (Grade 9)
common Greek and Latin of common Greek and Latin populous, astro, theo, equation, Concept 4: Vocabulary
roots and affixes to roots and affixes to understand congruence, recursive,
content area vocabulary. complementary, symbiotic, PO 1. Determine the meaning of
understand content area vocabulary, using linguistic roots and affixes
vocabulary. hypothesis, lithosphere, renaissance,
anarchy, suffrage. (e.g., Latin, Greek, Anglo-Saxon).
2. Define the denotative and Distinguish between the Strand 1: Reading Process (Grade 9)
connotative meanings of denotative and connotative Concept 4: Vocabulary
grade-level words. meanings of grade-level words.
PO 3. Distinguish between the denotative
Consistently define the and connotative meanings of words.
denotative and connotative
meanings of grade-level words.
3. Determine the meaning of Consistently determine the Strand 1: Reading Process (Grade 8)
figurative language and meaning of figurative language, Concept 4: Vocabulary
how the writer’s word including similes, metaphors,
personification, and idioms. PO 4. Determine the meaning of figurative
choice affects the language, including similes, metaphors,
meaning of the text. personification, and idioms in prose and
Determine how the writer’s
word choice affects the poetry.
meaning of the text.
Teacher Guide for the English Language Proficiency Standards 47 of 53 Reading
4. Use general and specific Use general and specific Strand 1: Reading Process (Grade 9)
dictionaries and other dictionaries and other reference Concept 4: Vocabulary
reference aids to aids to determine the
meanings, pronunciations, PO 5. Identify the meanings,
determine the meanings, pronunciations, syllabication, synonyms,
syllabication, synonyms, and
pronunciations, antonyms, parts of speech, and correct
antonyms, parts of speech, and
syllabication, synonyms, correct spellings of words. spellings by using resources such as
and antonyms, parts of general and specialized dictionaries,
speech, and correct thesauri, glossaries, and CD-ROM and the
spellings of words. Internet when available.
5. Interpret the intended Interpret the intended meaning Strand 1: Reading Process (Grade 8)
meaning of grade-level of some grade-level words with Concept 4: Vocabulary
words with multiple multiple meanings using word,
sentence, and paragraph clues. PO 2. Use context to identify the meaning
meanings. of unfamiliar words (e.g., definition,
Interpret the intended meaning example, restatement, synonym, contrast).
of some grade-level words with PO 3. Use context to identify the intended
multiple meanings using text meaning of words with multiple meanings
structures such as definition, (e.g., definition, example, restatement, or
example, restatement, contrast).
comparison/contrast, and
cause/effect.
6. Know the meaning of Know the meaning of some • Examples: factor, plane, function. no correlation
multiple-meaning grade- multiple-meaning grade-level
level words that have a words that have a different
meaning in mathematics.
different meaning in
mathematics.
Teacher Guide for the English Language Proficiency Standards 48 of 53 Reading
ELL V Comprehending Text
Standard: The student will analyze text for expression, enjoyment, and response to other related content areas.
Language Skills Performance Objectives Themes, Topics, and Correlating Academic Language Arts
Teaching Strategies Content Objectives
The student is able to: The student is able to:
1. Draw conclusions about Identify the theme (e.g., moral, Strand 2: Comprehending Literary Text
the theme, characters, lesson, meaning, message, (Grade 8)
plot development, point of view or comment on life) and Concept 1: Elements of Literature
view, word choice, and point of view of a literary
selection. PO 1. Analyze plot development (e.g.,
the relevance of setting to conflict, subplots, parallel episodes) to
the mood of the text. determine how conflicts are resolved.
Recognize and describe
multiple themes in literary PO 5. Analyze the relevance of the setting
works from various cultures. (e.g., time, place, situation) to the mood and
tone of the text.
Draw conclusions about the PO 6. Draw conclusions about the style,
theme, characters, plot mood, and meaning of literary text based on
development, point of view, the author’s word choice.
word choice, and the relevance
of setting to the mood of the
text.
2. Compare and contrast Describe a character’s traits Strand 2: Comprehending Literary Text
characters’ key qualities using textual evidence (e.g., (Grade 8)
and points of view across dialogue, actions, narrations). Concept 1: Elements of Literature
a variety of literary works. PO 2. Compare (and contrast) themes
Describe characters’
motivations and how a across works of prose, poetry, and drama.
character’s traits influence a PO 3. Describe a character, based upon
character’s actions. the thoughts, words, and actions of the
character, the narrator’s description, and
Compare and contrast other characters.
characters’ key qualities and PO 4. Contrast points of view (e.g., first vs.
points of view across a variety third, limited vs. omniscient) in literary text.
of literary works.
Teacher Guide for the English Language Proficiency Standards 49 of 53 Reading
3. Describe the meaning and Describe the structural • Examples of structural elements: Strand 2: Comprehending Literary Text
characteristics of various elements of poetry. stanza, verse, rhyme scheme, rhythm, (Grade 8)
forms of poetry. line breaks. Concept 1: Elements of Literature
Identify various characteristics • Examples of various forms of poetry:
of poetry, including alliteration, epic, lyric, sonnet, free verse. PO 7. Analyze the characteristics and
assonance, and figurative structural elements (essential attributes) of a
language. variety of poetic forms (e.g., epic, lyric,
sonnet, ballad, elegy, haiku, free verse).
Describe the meaning and
characteristics of various forms
of poetry.
4. Make relevant inferences Draw valid conclusions about Strand 3: Comprehending Informational
by synthesizing concepts the purpose and main ideas of Text (Grade 8)
about expository text, text and the author’s position Concept 1: Expository Text
supported by text regarding the subject of that
text. PO 10. Make relevant inferences about
evidence. expository text, supported by text evidence.
Summarize the essential .
elements of text in logically
connected sentences, including
the organization of text and
logical links between and
among paragraphs.
Make relevant inferences by
synthesizing concepts about
expository text, supported by
text evidence.
Teacher Guide for the English Language Proficiency Standards 50 of 53 Reading
5. Interpret details from a Use information from text and Strand 3: Comprehending Informational
variety of functional text text features to determine the Text (Grade 8)
designed to provide sequence of activities needed Concept 2: Functional Text
directions, solve a to carry out a procedure.
PO 1. Use information from text and text
problem, or answer a features to determine the sequence of
Evaluate the adequacy of
question. functional text that is designed activities needed to carry out a procedure.
to provide directions, solve a PO 3. Interpret details from a variety of
problem, or answer a question, functional text (e.g., warranties, product
by determining what information information, technical manuals, instructional
is missing or extraneous. manuals, consumer safety publications) for
a specific purpose (e.g., to follow directions,
Interpret details from a variety to solve problems, to perform procedures,
of functional text designed to to answer questions.
provide directions, solve a
problem, or answer a question.
6. Evaluate the adequacy, Distinguish fact from opinion in Strand 3: Comprehending Informational
effectiveness, and persuasive text by providing Text (Grade 8)
accuracy of the supporting evidence from text. Concept 2: Functional Text
supporting facts and PO 4. Evaluate the adequacy of details and
Determine author’s perspective;
details, including facts from functional text to achieve a
distinguish between sound
identifying instances of generalizations and specific purpose.
author propaganda and oversimplifications or bias.
bias. Strand 3: Comprehending Informational
Evaluate the adequacy, Text (Grade 8)
effectiveness, and accuracy of Concept 3: Persuasive Text
the supporting facts and details, PO 2. Evaluate the effectiveness of the
including identifying instances facts used to support an author’s argument
of author propaganda and bias. regarding a particular idea, subject, concept,
or object.
PO 3. Describe the intended effect of
persuasive strategies and propaganda
techniques (e.g., bandwagon, peer
pressure, repetition, testimonial, transfer,
loaded words) that an author uses.
PO 4. Identify specific instances of bias in
persuasive text.
Teacher Guide for the English Language Proficiency Standards 51 of 53 Reading
7. Compare and contrast the Access and locate specific Strand 3: Comprehending Informational Text
organizational structures information from informational (Grade 8)
and functional text by using Concept 1: Expository Text
of text.
organizational structures of text,
PO 9. Apply knowledge of organizational
including cause and effect,
structures (e.g., chronological order,
chronological order,
comparison and contrast, cause and effect
comparison and contrast, and
relationships, logical order, classification
logical order.
schemes) of expository text to aid
comprehension.
Compare and contrast the
organizational structures of text,
including cause/effect,
chronological order,
comparison/contrast, logical
order, description, and
problem/solution.
8. Interpret a variety of Interpret components of various • Examples of graphic sources of Strand 3: Comprehending Informational
graphic sources of graphic sources of information information: charts, timelines, tables, Text (Grade 8)
information. such as legends, keys, scales, maps, graphs, and diagrams. Concept 1: Expository Text
and captions.
PO 8. Interpret graphic features (e.g.,
Interpret a wide variety of charts, maps, diagrams, illustrations, tables,
graphic sources of information timelines, graphs) of expository text.
including political cartoons and (Connected to Research Strand in Writing)
other types of illustrations.
Teacher Guide for the English Language Proficiency Standards 52 of 53 Reading
9. Translate a written Translate a sentence written in no correlation
sentence or phrase into context into an algebraic
an algebraic equation or equation involving one
expression, and vice operation.
versa.
Translate a sentence written in
context into an algebraic
equation involving two
operations.
Translate a written sentence or
phrase into an algebraic
equation or expression, and
vice versa.
10. Comprehend grade-level Comprehend some grade-level no correlation
mathematics word mathematics word problems.
problems.
11. Comprehend content area Comprehend some content no correlation
words. area words.
Comprehend some grade-level
math vocabulary.
Comprehend some grade-level
science vocabulary.
Comprehend some grade-level
social studies vocabulary.
Teacher Guide for the English Language Proficiency Standards 53 of 53 Reading