ENGLISH LANGUAGE PROFICIENCY (ELP) STANDARDS
READING
INTRODUCTION
Teaching the English language to students who are new to the language is perhaps one of our toughest challenges as educators. Paradoxically, students at
lower levels of English competence represent an opportunity for teachers to see dramatic gains in language ability. From one day to the next, students new
to English can expand their language skills at a rapid rate, as a result of both their classroom instruction in the language and their English language
interactions with others. Increasingly, educators are recognizing that students new to English are motivated to “jump in” and try using the language, and,
when given well-planned instruction, they can understand and speak key English words and sentences more quickly than once theorized. English language
learners at pre-emergent and emergent English levels require strategically balanced instruction that provides immediate and practical communication skills
as well as grammar and vocabulary necessary for students to express themselves accurately. The teacher’s role for this group of English language learners
is one of facilitating the active use of the English language in the classroom, presenting the best possible model of the language, delivering focused lessons
on foundational grammar skills, and providing feedback, guidance, and reinforcement that supplements the natural language learning abilities of students.
PROMISING PRACTICES
Current research on how English learners learn to read and comprehend text shows many similarities with how native English speaking children learn to read.
Fundamental practices, such as the provision of these three things, are basic to helping English learners learn to read: (1) a strong grounding in phonemic
awareness; (2) interactive opportunities to process text; and, (3) reading materials at a student’s reading level. Particularly important to helping ELLs learn to
read is the development of foundational syntax patterns that help them to derive meaning from text. For example, if a new student is to successfully read The
Three Little Pigs, a teacher should teach some of the key language structures of that text beforehand, which could include common verb tense structures,
adjective usage, or transition words. Reading instruction for English learners at the lowest levels should be highly interactive, with multiple opportunities for
them to hear text, to read along with text, and to decode text individually. Of course, the key focus should always be comprehension. English learners must
learn early in their studies that people read for meaning, and that mere word calling is not the same as understanding. Teachers should make extensive use of
story re-tells both to help students make sense of the text and also to assist them to use increasingly complex language structures that come from the text itself.
Many prevalent reading series present a systematic, explicit approach to teaching reading that supports English language learners’ needs for predictability,
consistent language structures, and clear skills instruction. Key strategies for students who are moving beyond the basics include teaching vocabulary in
advance of the reading, familiarizing students with the language structures common to the text, and helping them to begin using a range of reading strategies
more competently. For example, the use of advance organizers can significantly help students to understand text, as can various methods that include
surveying, predicting, and summarizing. The direct teaching of English language morphemes to English language learners can help them to more
independently analyze words to derive meaning. A useful strategy for higher-level readers is to generate word families (i.e., democrat, democracy,
democratic, democratize, democratically) to make more explicit the units of words that can be used as clues to deriving meaning. There is no reason to
postpone the direct teaching of reading to English language learners at any level, and the rich array of research-based strategies for doing so should make the
task enjoyable and productive for students and teachers alike.
ELL I (Correlates to Kindergarten)
Performance Conditions: Students at this stage of proficiency can comprehend the general message of basic reading passages dramatized or read to them. These
reading passages contain simple language structures and syntax, high frequency vocabulary, and predictable grammatical patterns. Students also use prior knowledge and
their experiences in their first language to understand meanings in English. Students often rely on visual cues and prior knowledge or experience with the topic.
Print Concepts Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
1. Demonstrate 1. Demonstrate 1. Demonstrate 1. Demonstrate the 1. Distinguish between
Standard: appropriate book appropriate book appropriate book command of left to right, printed letters and words.
handling skills (e.g., hold handling skills (e.g., handling skills (e.g., top to bottom (KR 1-1: PO5)
The student will a book right side up and identify the front cover, recognize left to right and directionality, and return
demonstrate turn pages in the correct back cover, and title page top to bottom sweep when “reading”
understanding of print direction). of a book). directionality of English books.
concepts of the English reading). (KR 1-1: PO2, PO3)
(KR 1-1: PO2, PO3)
language.
2. Recognize that print 2. Recognize that 2. Demonstrate the one-to-
represents spoken sentences in print are one correlation between a
language and conveys made up of separate spoken word and a printed
meaning (e.g., his/her words and words word. (KR 1-1: PO8)
own name, Exit and represented by specific
Danger signs). sequences of letters.
(KR 1-1: PO1) (KR 1-1: PO7)
3. Identify letters, words,
and sentences.
(KR 1-1: PO5, PO6, PO7)
* On-grade Kindergarten
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 2
ELL I (Correlates to Kindergarten)
Phonemic Awareness
Beginning Early Intermediate Intermediate Early Advanced Advanced
& Decoding
The student will: The student will: The student will: The student will: The student will:
1. Produce English 1. Produce English 1. Produce some English 1. Produce many 1. Produce English
Standard: graphemes that graphemes that graphemes that do not English graphemes that graphemes represented by all
correspond to correspond to graphemes correspond to graphemes do not correspond to the single-lettered consonants
The student will identify graphemes the student the student already hears the student already hears graphemes the student and vowels. (KR 1-3: PO3)
and manipulate the already hears and and produces in his or and produces in his or her already hears and
sounds of the English produces in his or her her first language, first language, including produces in his or her
language and decode first language (e.g., for including initial and final long and short vowels first language.
students whose first consonants (e.g., use (e.g., for students whose
words, using knowledge
language is Spanish, words such as libro and first language is Spanish,
of phonics, syllabication, consonant sounds such clase or sentences such sounds such as th, ll, b).
and word parts. as k, l, m, n, p). as El libro esta en la
clase to demonstrate
how students whose first
language is Spanish can
use Spanish to learn
sound-letter
correspondences).
2. Distinguish spoken 2. Identify rhyming 2. Produce rhyming 2. Recognize that a new
rhyming words from words in response to an words in response to an word is created when a
non-rhyming words. oral prompt. oral prompt. specific letter is changed,
(KR 1-2: PO1 (KR 1-2: PO2) (KR 1-2: PO2) added, or removed.
(KR 1-3: PO2)
3. Identify the initial 3. Identify the initial and 3. Move sequentially 3. Move sequentially from
sounds (not letters) of a final sounds (not letters) of from sound to sound and sound to sound and represent
spoken word. a spoken word. represent the number and the number, order, and
(KR 1-2: PO7) order of two and three similarity or difference of two
isolated phonemes. and three isolated phonemes.
(KR 1-2: PO8) (KR 1-2: PO8)
4. Orally produce 4. Orally blend many English
groups of words that phonemes (letter sounds) to
begin with the same form single syllable words
initial sound. (e.g., /m/a/n/ makes man).
(KR 1-2: PO3) (KR 1-2: PO4, PO5, PO6)
* On-grade Kindergarten
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 3
ELL I (Correlates to Kindergarten)
Phonemic Awareness
Beginning Early Intermediate Intermediate Early Advanced Advanced
& Decoding
The student will: The student will: The student will: The student will: The student will:
Standard: 4. Recognize and name 5. Recognize and name 5. Recognize and name all
some upper and lower many upper and lower upper and lower case
The student will identify case letters of the case letters of the letters of the alphabet.
and manipulate the alphabet (e.g., uppercase alphabet, including ones (KR 1-3: PO1)
sounds of the English and lowercase letters that are dissimilar (e.g.,
language and decode that are similar such as D d).
Ss, Pp, Cc).
words, using knowledge
of phonics,
syllabication, and word
parts.
(continued)
* On-grade Kindergarten
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 4
ELL I (Correlates to Kindergarten)
Vocabulary Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
1. Sort a few common 1. Sort some common 1. Sort many common 1. Sort most common 1. Sort common objects
Standard: objects or pictures into objects into basic objects into basic objects into basic into basic categories (e.g.,
basic categories (e.g., categories (e.g., colors, categories (e.g., colors, categories (e.g., colors, colors, foods, animals,
The student will colors, foods, animals, foods, animals, shapes). foods, animals, shapes). foods, animals, shapes). shapes). (s) (m)
acquire English shapes). (s) (m) (s) (m) (s) (m) (s) (m) (KR 1-4: PO2)
language vocabulary
and use it in relevant 2. Identify a few common 2. Identify some common 2. Identify many common 2. Comprehend (point, 2. Comprehend (point,
signs, symbols, and labels signs, symbols, and labels signs, symbols, and labels label, name) with the aid label, name) with the aid of
contexts.
in the environment, in the environment. in the environment. of picture cues one or picture cues a few simple
including traffic signs. (s) (m) (ss) (s) (m) (ss) two simple grade-level grade-level words, when
(s) (m) (ss) (KR 3-2: PO2) words, when heard or heard or read aloud.
(Some content also
read aloud. (s) (m) (ss) (s) (m) (ss) (KR 1-4: PO1)
covered in Listening &
(KR 1-4: PO1)
Speaking)
* On-grade Kindergarten
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 5
ELL I (Correlates to Kindergarten)
Comprehending Text Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
1. Respond to stories 1. Respond orally to 1. Respond orally to 1. Respond orally to 1. Identify the characters,
Standard: dramatized or read to him stories dramatized or read stories dramatized or read stories read to him or her setting, and key events of
or her, using a variety of to him or her by to him or her by by answering factual stories read to him or her,
The student will physical actions (e.g., answering simple answering factual comprehension questions, using key words, short
analyze text for matching objects, pointing questions, using isolated comprehension questions, using key words, short phrases, and simple
expression, to an answer), and by words or strings of two- to using short patterns of phrases, and some simple sentences. (ss)
enjoyment, and drawing pictures. (ss) three-word responses. (ss) words and phrases. (ss) sentences. (ss) (K 2-1: PO2)
(KR 2-1: PO2)
response to other
related content areas. 2. Arrange a series of 2. Arrange a series of 2. Arrange a series of 2. Identify basic 2. Retell simple stories,
familiar pictures in familiar pictures in pictures in sequence and sequences of events in placing events in sequence.
sequence. (s) (m) (ss) sequence and occasionally use key words and stories read aloud. (s) (m) (ss)
use key words and physical actions. (s) (m) (ss) (KR 2-1: PO3; LS-R1)
physical actions. (s) (m) (ss)
(s) (m) (ss)
3. Follow simple one- 3. Follow simple one-step 3. Follow simple one- to 3. Follow short two- to 3. Follow short two- to
word written directions for (two to three words) two-step (twp to five three-step written three-step written directions
classroom activities that written directions for words) written directions directions for classroom for classroom activities. (In
are accompanied by classroom activities that for classroom activities activities that are science that includes
picture cues. are accompanied by that are accompanied by accompanied by picture directions for lab
picture cues. picture cues. (In science cues. (In science that investigations; in math that
that includes directions for includes directions for lab includes problem solving.)
lab investigations; in math investigations; in math (s) (m) (KR 3-2: PO1)
that includes problem that includes problem
solving.) (s) (m) solving.) (s) (m)
(KR 3-2: PO1)
* On-grade Kindergarten
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 6
ELL I (Correlates to Kindergarten)
Comprehending Text Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
4. Sometimes participate 4. Often participate in 4. Consistently participate 4. Sometimes participate 4. Consistently participate
Standard: in choral reading by choral reading by acting in choral reading by acting in choral reading by in choral reading by verbally
acting out its meaning. out its meaning. out its meaning. verbally stating the words stating the words of
The student will (KR 2-1: PO1) (KR 2-1: PO1) of predictably patterned predictably patterned
analyze text for selections of fiction and selections of fiction and
expression, poetry that are read aloud. poetry that are read aloud.
enjoyment, and (KR 2-1: PO1) (KR 2-1: PO1)
response to other
5. Restate information 5. Respond to basic
related content areas. from expository text read comprehension questions
aloud by the teacher, about expository text read
using key words, short aloud by the teacher, using
(continued) phrases, and some simple key words, phrases, and
sentences, with teacher simple sentences.
support. (s) (m) (ss) (s) (m) (ss)
(KR 3-1: PO2, PO3) (KR 3-1: PO2, PO3)
6. Make predictions 6. Make predictions about
about content based on content based on book title,
book title and illustrations, and text.
illustrations. (s) (m) (ss) (s) (m) (ss) (KR 1-6: PO1)
(KR 1-6: PO1)
* On-grade Kindergarten
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 7
ELL II (Correlates to Grades 1-2)
Performance Conditions: Students at this stage of proficiency understand basic narrative text and authentic materials of a variety of lengths. They use contextual and
visual cues to derive meaning from texts that contain unfamiliar words and expressions although most content words are everyday words, familiar to the learner. English
learners also use prior knowledge and their experiences in their first language to understand meanings in English. Students respond best to texts that are accompanied by
pictures and that are familiar, predictable, and personally relevant. They read narratives that are often related to personal experiences and are learning that reading can be
fun as well as instructional.
Print Concepts Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
1. Demonstrate the 1. Distinguish between
Standard: command of left to right, printed letters and words.
top to bottom
The student will directionality, and return
demonstrate sweep when “reading”
understanding of print books.
concepts of the English
2. Recognize that 2. Demonstrate the one-
language. sentences in print are to-one correlation
made up of separate between a spoken word
words and words and a printed word.
represented by specific
sequences of letters.
3. Identify letters, 1. Recognize the 1. Identify a few 1. Identify some
words, and sentences. distinguishing features of a organizational features organizational features (e.g.,
sentence (e.g., (e.g., title, author, and title, author, table of
capitalization, ending table of contents) of a contents, glossary, headings,
punctuation). book. (s) (m) (ss) captions) of a book.
(1R 1-1: PO3) (1R 1-1: PO4; 2R 3-1: (s) (m) (ss) (2R 3-1: PO3)
PO3)
2. Alphabetize a series of 2. Alphabetize a series of
words to the first letter. words to the second letter.
(1R 1-1: PO1) 2R 1-1: PO1
* On-grade 2nd grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 8
ELL II (Correlates to Grades 1-2)
Phonemic Awareness
Beginning Early Intermediate Intermediate Early Advanced Advanced
& Decoding
The student will: The student will: The student will: The student will: The student will:
1. Produce some English 1. Produce many English 1. Produce English 1. Generate sounds from 1. Generate sounds from
Standard: graphemes that do not graphemes that do not graphemes represented some letters and letter many letters and letter
correspond to graphemes correspond to graphemes by all the single-lettered patterns, including patterns, including
The student will the student already hears the student already hears consonants and vowels. consonant blends and consonant blends and
identify and and produces in his or her and produces in his or her (KR1-3: PO3) short-vowel patterns short-vowel patterns
manipulate the sounds first language. first language. (phonograms) and (phonograms) and
of the English combine those sounds into combine those sounds into
recognizable words. recognizable words.
language and decode
(1R 1-2: PO6) (1R 1-2: PO6)
words, using
knowledge of phonics, 2. Identify the initial and 2. Distinguish initial (e.g., 2. Move sequentially 2. Move sequentially 2. Segment spoken
syllabication, and word final sounds (not letters) s/a/t), medial (e.g., s/a/t), from sound to sound and from sound to sound and phonemes in two-syllable
parts. of a spoken word. and final sounds (e.g., s/a/t) represent the number and represent the number, words, using
in single-syllable words. order of two and three order, and similarity or manipulatives to mark
(1R 1-2: PO4) isolated phonemes. difference of two and each phoneme (e.g.,
(1R 1-2: PO8) three isolated phonemes. “tiger” makes
(1R 1-2: PO8) /t/…/i/…/g/…/er/ while
student moves one block
for each phoneme).
(2R 1-2: PO3)
3. Blend some English 3. Blend many English 3. Blend short vowel- 3. Blend two to four 3. Blend isolated
phonemes (letter sounds) phonemes (letter sounds) consonant and consonant- phonemes orally into phonemes to form two-
to form single syllable to form single syllable vowel-consonant sounds recognizable words (e.g., syllable words, using
words (e.g., /m/a/n/ makes words (e.g., /m/a/n/ makes orally to make a word or /c/a/t=cat; /fl/a/t= flat). r-controlled vowel sounds,
man). man). syllables (e.g., an, man). (1R 1-2: PO7) digraphs, and
(1R 1-2: PO6) diphthongs
(e.g., /t/…/i/…/g/…/er/
makes “tiger”).
(2R 1-2: PO2)
4. Pronounce a few 4. Pronounce some 4. Pronounce many 4. Pronounce most
English graphemes with English graphemes with English graphemes with English graphemes with
general accuracy while general accuracy while general accuracy while general accuracy while
reading aloud (e.g., sounds reading aloud. reading aloud. reading aloud.
that relate to their letter (1R 1-2: PO6) (2R 1-2: PO2, PO3) (2R 1-2: PO2, PO3)
names such as /m/, /n/, /p/).
* On-grade 2nd grade
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 9
ELL II (Correlates to Grades 1-2)
Phonemic Awareness
Beginning Early Intermediate Intermediate Early Advanced Advanced
& Decoding
The student will: The student will: The student will: The student will: The student will:
4. Recognize and name 5. Recognize and name
Standard: many upper and lower all upper and lower case
case letters of the letters of the alphabet.
The student will alphabet, including ones
identify and that are dissimilar (e.g., D
manipulate the sounds d).
of the English
5. Recognize that a new 6. Recognize the new 5. Generate a series of 5. Comprehend that as 5. Demonstrate sound and
language and decode
word is created when a spoken word when a rhyming words, including letters of words change, symbol relationships and
words, using specific letter is changed, specified phoneme is consonant blends. so do the sounds. basic word formation rules
knowledge of phonics, added, or removed. added, changed, or (1R 1-2: PO1) (1R 1-2: PO3) in phrases, simple
syllabication, and word removed (e.g., change hat sentences, or simple text.
parts. to cat, pan to an). (2R 1-3: PO1)
7. Segment one-syllable 6. Segment spoken 6. Segment spoken 6. Segment two-syllable
words into their phonemes contained in phonemes contained in words into syllables and
phonemes, using one-syllable words of two two-syllable words into count the number of sounds
(continued) manipulatives to mark to five phoneme sounds individual phoneme in syllables and syllables in
each phoneme (e.g., “dog” into individual phoneme sounds (e.g., tiger makes words. (2R 1-2: PO1, PO2;
makes /d/…/o/…/g/ while sounds (e.g., s/p/l/a/t= /t/i/g/e/r/). (2R 1-2: PO3) 2R 1-3: PO2)
the student moves a block splat; r/i/ch=rich).
or tile for each phoneme). (1R 1-2: PO8)
8. Use knowledge of 7. Recognize inflectional 7. Recognize inflectional 7. Apply knowledge of
inflectional endings (e.g., forms of words. forms of words, including inflectional endings that
-s, -ed, -ing) to identify (1R 1-3: PO2; irregular plurals (e.g., drop the final e to add
base words (e.g., look, 1R 1-4: PO1) wife/wives). endings such as –ing, -ed or
looks, looked, looking). (2R 1-3: PO3) that require changing the
final y to i (e.g.,
baby/babies).
(1R 1-3: PO2; 1R 1-4:
PO1; 2R 1-3: PO2)
* On-grade 2nd grade
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 10
ELL II (Correlates to Grades 1-2)
Phonemic Awareness
Beginning Early Intermediate Intermediate Early Advanced Advanced
& Decoding
The student will: The student will: The student will: The student will: The student will:
6. Know that two words 9. Occasionally identify 8. Sometimes identify the 8. Often identify the 8. Consistently identify
Standard: can make new, compound the words that comprise words that comprise words that comprise the words that comprise
words (e.g., popcorn, compound words and their compound words and their compound words and their compound words and their
The student will sailboat, classroom). (s) meaning. (s) (m) (ss) meaning. (s) (m) (ss) meaning. (s) (m) (ss) meaning. (s) (m) (ss)
identify and (m) (ss) (1R 1-3: PO3; (1R 1-3: PO3; (1R 1-3: PO3, PO6;
manipulate the sounds 1R 1-4: PO4) 2R 1-4: PO7) 2R 1-4: PO7)
of the English
7. Read a few common 10. Read some common 9. Read many common 9. Read most common 9. Read all common
language and decode
regular contractions. regular contractions. regular contractions. regular contractions. regular contractions and
words, using (1R 1-3: PO6; (2R 1-3: PO7; irregular contractions
knowledge of phonics, 1R 1-4: PO3) 2R 1-4: PO6) (e.g., don’t, shan’t, can’t).
syllabication, and word (2R 1-3: PO7;
parts. 2R 1-4: PO6)
11. Occasionally read 10. Sometimes read 10. Often read common 10. Consistently read
common abbreviations. common abbreviations. abbreviations. (s) (m) (ss) common abbreviations.
(s) (m) (ss) (s) (m) (ss) (2R 1-3: PO5; (s) (m) (ss) (2R 1-3: PO5)
(continued) 2R 1-4: PO5)
12. Occasionally use 11. Sometimes use 11. Often use knowledge 11. Consistently use
knowledge of word order knowledge of word order of word order (syntax) and knowledge of word order
(syntax) and context to (syntax) and context to context to confirm (syntax) and context to
confirm decoding. confirm decoding. decoding. (1R 1-3: PO7) confirm decoding.
(2R 1-3: PO9)
* On-grade 2nd grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 11
ELL II (Correlates to Grades 1-2)
Vocabulary Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
1. Recognize one to two 1. Recognize a few 1. Recognize some (five to 1. Recognize many (26 to 1. Recognize many (51 to
Standard: common high frequency (three to four) common 25) common high frequency 50) common high 75) common regular and
sight words. high frequency sight sight words. (1R 1-3: PO5) frequency sight words. irregular sight words (e.g.,
The student will words. (2R 1-3: PO6) the, have, said, of).
acquire English (2R 1-3: PO6)
language vocabulary
and use it in relevant 2. Comprehend (point, 2. Comprehend (point, 2. Comprehend (point, 2. Comprehend (point, 2. Comprehend (name, use,
label, name) with the aid label, name) with the aid label, name) with the aid of label, name) with the aid of define) some content-area
contexts.
of picture cues a couple of of picture cues a few picture cues some simple picture cues many simple grade-level words that are
simple grade-level words, simple content-area content-area words (e.g., content-area grade-level more complex, using
when heard or read aloud. words. (s) (m) (ss) sphere, cube, perimeter, words and a few, more knowledge of word order
(s) (m) (ss) body parts, mountain). complex words (e.g., and context to confirm
(s) (m) (ss) (1R 1-3: PO7) symmetry, equivalent, meaning. (s) (m) (ss)
centimeter, adaptation, (2R 1-3: PO9)
volcano, continent,
revolution, pioneer,
government). (s) (m) (ss)
(1R 1-3: PO7)
3. Recognize that two 3. Occasionally determine 3. Sometimes determine 3. Often determine the
words can make a the meaning of compound the meaning of compound meaning of compound
compound word (e.g., words, using knowledge of words, using knowledge words, using knowledge of
lunchtime, daydream, the two words that make up of the two words that the two words that make up
everyday). (s) (m) (ss) a compound word. (s) (m) make up a compound a compound word.
(1R 1-4: PO4) (ss) word. (s) (m) (ss) (1R 1-3: (s) (m) (ss) (1R 1-3: PO3;
(1R 1-3: PO3; 2R 1-4: PO7) PO3; 2R 1-4: PO7) 2R 1-4: PO7)
4. Recognize the 4. Recognize the meaning
meaning of a few of some common prefixes
common prefixes (e.g., and suffixes when attached
un-, re-, dis-,) and suffixes to known vocabulary.
(e.g., -ful, -ly, -less) when (s) (m) (ss) (2R 1-4: PO1,
attached to known PO2, PO3, PO4)
vocabulary. (s) (m) (ss)
(2R 1-4: PO1, PO2, PO3,
PO4)
* On-grade 2nd grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 12
ELL II (Correlates to Grades 1-2)
Vocabulary Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
4. Understand one to two 4. Understand a few key 5. Understand some key 5. Understand many
Standard: key words that signal grade- words that signal grade- words that signal grade- words that indicate grade-
specific mathematical specific mathematical specific mathematical specific mathematical
The student will operations (e.g., plus, add operations (e.g., sum, operations (e.g., total of, operations (e.g., difference
acquire English to). (m) combine, decrease, minus, increase by, fewer than, between, product, times,
language vocabulary gives). (m) more than, less than). (m) double, yields). (m)
and use it in relevant
5. Use personal dictionary 6. Use picture dictionary 6. Use picture dictionary
contexts.
or word walls with to find the meanings of to find the meanings of
pictures to find the known vocabulary. unknown vocabulary.
meaning of known (s) (m) (ss) (s) (m) (ss)
vocabulary. (s) (m) (ss)
(continued)
7. Know what 7. Know correct usage of
homophones are (e.g., a few problematic
here, hear; to, too, two; homophones (e.g., here,
hole, whole). hear; bear, bare).
8. Know what idiomatic 8. Understand a few
expressions are (e.g., last grade-appropriate
straw, cold feet, in hot idiomatic expressions
water). (e.g., raining cats and
dogs, fish out of water).
* On-grade 2nd grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 13
ELL II (Correlates to Grades 1-2)
Fluency Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
1. Read aloud a few 1. Read aloud some 1. Read aloud many 1. Sometimes read aloud 1. Often read aloud familiar
Standard: short, easy, familiar short, easy, familiar familiar passages and familiar grade-level text grade-level text with fluency
passages with fluency passages with fluency occasionally read aloud with fluency (e.g., (e.g., accuracy, expression,
The student will read (e.g., accuracy, (e.g., accuracy, familiar grade- level text accuracy, expression, appropriate phrasing, and
with fluency and expression, appropriate expression, appropriate with fluency (e.g., accuracy, appropriate phrasing, attention to punctuation).
accuracy. phrasing, and attention to phrasing, and attention expression, appropriate and attention to (2R 1-5: PO2)
punctuation). to punctuation). phrasing, and attention to punctuation). (2R 1-5:
punctuation). PO2)
(1R 1-5: PO2)
2. Occasionally read grade- 2. Sometimes read 2. Often read grade level-
level text with at least 90 grade-level text with at text with at least 90 percent
percent accuracy. least 90 percent accuracy.
(1R 1-5: PO1, PO2) accuracy. (2R 1-5: PO1, PO2)
(2R 1-5: PO1, PO2)
* On-grade 2nd grade
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 14
ELL II (Correlates to Grades 1-2)
Comprehending Text Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
1. Identify basic 1. Retell a simple story, 1. Retell a simple story, 1. Respond to stories by 1. Describe character traits
Standard: sequences of events in placing events in placing events in sequence answering questions about (e.g., honesty, courage),
stories read to him or her. sequence. (s) (m) (ss) and including details about cause and effect and other setting, plot, and narrator of
The student will (s) (m) (ss) the events, characters, and relationships. (s) (ss) a story. (ss)
analyze text for setting. (ss) (1R 2-1: PO3) (2R 2-1: PO4) (2R 2-1: PO1, PO2)
expression,
enjoyment, and 2. Make predictions about 2. Make predictions 2. Predict what might 2. Compare a prediction 2. Predict events and
content based on book about content based on happen next in a reading about an action or event to actions in text based upon
response to other
title and illustrations. book title, illustrations, selection. (s) (ss) what actually occurs in prior knowledge and text
related content areas. (s) (m) (ss) and text. (s) (m) (ss) (1R 1-6: PO1) the reading selection. features. (s) (ss)
(s) (ss) (2R 1-6: PO2) (2R 1-6: PO1)
3. Participate in choral 3. Participate in the 3. Identify rhyming pairs 3. Identify rhyme, 3. Identify words that an
reading by verbally stating reading of poetry by of words in poetry. rhythm, and repetition in author uses to create rich
the words of predictably clapping and chanting to (1R 2-1: PO5) poetry. (2R 2-1: PO6) auditory experiences in
patterned selections of rhythms and rhymes. poetry. (2R 2-1: PO6)
fiction and poetry that are
read aloud.
4. Restate information 4. Respond to basic 4. Respond to basic 4. Identify the main idea 4. Relate the gist of
from expository text read comprehension questions comprehension questions of expository or expository or functional
aloud, using key words, about expository text about expository text read functional text read text read independently,
short phrases, and some read aloud, using key independently, using key independently. (s) (m) (ss) although some rereading and
simple sentences, with words and phrases, and words and phrases, and (1R 3-1: PO1) clarification is needed.
teacher support. simple sentences. simple sentences. (s) (m) (ss) (2R 3-1: PO1)
(s) (m) (ss) (s) (m) (ss) (s) (m) (ss)
(1 R 3-1: PO2)
* On-grade 2nd grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 15
ELL II (Correlates to Grades 1-2)
Comprehending Text Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
5. Indicate the meaning 5. Indicate the meaning 5. Indicate the meaning of 5. Indicate the meaning 5. Interpret information in
Standard: of common signs and of specific signs (e.g., common signs and symbols of common signs, functional documents (e.g.,
symbols in the traffic, safety, warning (e.g., computer icons, graphics, and symbols maps, schedules,
The student will environment. (s) (m) (ss) signs). (s) (m) (ss) mathematical symbols). (e.g., computer icons, map pamphlets). (ss)
analyze text for (s) (m) (ss) (1R 3-2: PO3) features, mathematical (2R 3-2: PO3)
expression, symbols, simple charts,
enjoyment, and and graphs). (s) (m) (ss)
(2R 3-2: PO3)
response to other
related content areas. 6. Identify specific details 6. Occasionally 6. Sometimes 6. Often comprehend many
(e.g., numbers, letters, a comprehend a few simple comprehend some simple simple mathematics word
few key words, short mathematics word mathematics word problems. (m)
expressions) of text read problems. (m) problems. (m)
(continued) to him or her. (s) (m) (ss)
6. Follow short two- to 7. Follow short two- to 7. Follow two- to three- 7. Follow up to five-step 7. Follow up to five-step
three-step written three-step written step written directions for written directions for written directions for
directions for classroom directions for classroom classroom activities with classroom activities with a classroom activities. (In
activities that are activities with a few some picture cues to assist. few picture cues to assist. science that might include
accompanied by picture picture cues to assist. (In (In science that includes (In science that might directions for lab
cues. (In science that science that might include directions for lab include directions for lab investigations; in math that
includes directions for directions for lab investigations; in math that investigations; in math might include problem
lab investigations; in investigations; in math includes problem solving). that might include solving). (s) (m)
math that includes that might include (s) (m) (1R 3-2: PO1) problem solving). (s) (m) (2R 3-2: PO1)
problem solving). (s) (m) problem solving). (s) (m) (2R 3-2: PO1)
7. Comprehend a few 8. Comprehend some 8. Comprehend many 8. Comprehend most 8. Comprehend content area
content area words, content area words, content area words, content area words, words, including grade-level
including grade-level including grade-level including grade-level math, including grade-level math, science, and social
math, science, and social math, science, and social science, and social studies math, science, and social studies vocabulary.
studies vocabulary. studies vocabulary. vocabulary. (s) (m) (ss) studies vocabulary. (s) (m) (ss)
(s) (m) (ss) (s) (m) (ss) (s) (m) (ss)
* On-grade 2nd grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 16
ELL II (Correlates to Grades 1-2)
Comprehending Text Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
9. Extract information 9. Use graphic organizers
Standard: from graphic organizers (e.g., webs, Venn
(e.g., webs, Venn diagrams, flow charts) in
The student will diagrams, flow charts) to order to clarify the
analyze text for comprehend text. meaning of text.
expression, (s) (m) (ss) (s) (m) (ss)
enjoyment, and
10. Locate specific
response to other
information from graphic
related content areas. features (e.g., charts, maps,
diagrams, illustrations,
tables, timelines) or
(continued) functional text (e.g., maps,
schedules, pamphlets).
(s) (m) (ss)
(2R 3-1: PO3, PO5)
* On-grade 2nd grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 17
ELL III (Correlates to Grades 3-5)
Performance Conditions: Students at this stage of proficiency comprehend the content of many different genres of texts independently. They are able to detect the overall
tone and intent of text. Students read texts that are predominantly factual and literal, with some abstract ideas. They read narratives that are often related to personal
experiences and are learning that reading can be fun as well as instructional. Students are able to read classroom textbooks, stories, poems, newspaper articles, encyclopedia
entries, and reports.
Print Concepts Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
Standard: 1. Identify a few 1. Identify some 1. Identify many 1. Locate specific 1. Locate specific
organizational features organizational features organizational features information by using information by using
The student will (e.g., title, author, and (e.g., title, table of (e.g., title, table of organizational features organizational features (e.g.,
demonstrate table of contents) of a contents, chapter titles, contents, chapter titles, (e.g., title, table of table of contents, headings,
understanding of print book. (s) (m) (ss) glossary) of a book. glossary) of a book. contents, headings, captions, bold print,
concepts of the English (s) (m) (ss) (s) (m) (ss) captions, bold print, glossaries, indices, italics,
(3R 3-1: PO3) italics, key words, key words, topic sentences,
language.
glossary, indices, italics, concluding sentences) of
key words) of text. expository text. (s) (m) (ss)
2. Alphabetize a series 2. Alphabetize a series (s) (m) (ss) (5R 3-1: PO4)
of words to the second of words to the third (4R 3-1: PO4)
letter. letter.
* On-grade 5th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 18
ELL III (Correlates to Grades 3-5)
Phonemic Awareness
Beginning Early Intermediate Intermediate Early Advanced Advanced
& Decoding
The student will: The student will: The student will: The student will: The student will:
Standard: 1. Decode and correctly 1. Recognize many 1. Recognize most 1. Use common English 1. Apply knowledge of
pronounce most English common English common English morphemes in oral and common English
The student will identify phonemes while reading morphemes in phrases morphemes in phrases silent reading to derive morphemes in oral and
and manipulate the aloud. and simple sentences and simple sentences meaning from text. silent reading to derive
sounds of the English (e.g., basic syllabication (e.g., basic syllabication meaning from literature and
language and decode rules and phonics). rules and phonics). texts in content areas.
(3R 1-3: PO1, PO2)
words, using knowledge
of phonics, syllabication, 2. Generate sounds from 2. Generate sounds from 2. Generate sounds from
and word parts. many letters and letter all letters and letter all letters and letter
patterns, including patterns, including patterns, including
consonant blends and consonant blends and consonant blends and
short-vowel patterns long- and short-vowel long- and short-vowel
(phonograms) and patterns (phonograms) patterns (phonograms)
combine those sounds and blend those sounds and blend those sounds
into recognizable words. into recognizable words. into recognizable words.
(3R 1-3: PO1)
3. Pronounce many 3. Pronounce most 3. Pronounce English
English graphemes with English graphemes with graphemes with general
general accuracy while general accuracy when accuracy when reading
reading aloud. reading multi-syllabic multi-syllabic words
words aloud. aloud.
(3R 1-3: PO1, PO3)
4. Orally segment two- 4. Apply knowledge of 4. Apply knowledge of
syllable words into basic syllabication rules basic syllabication rules
syllables and count the when decoding two or when decoding four- or
number of sounds in three-syllable written five-syllable written
syllables and syllables in words (e.g., sup/per, words. (3R 1-3: PO2)
words. fam/i/ly).
* On-grade 5th grade
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 19
ELL III (Correlates to Grades 3-5)
Phonemic Awareness
Beginning Early Intermediate Intermediate Early Advanced Advanced
& Decoding
The student will: The student will: The student will: The student will: The student will:
Standard: 5. Read inflectional 5. Read words from 5. Read words from 2. Read words from 2. Read words using
forms of words, common word families common word families complex word families knowledge of many spelling
The student will identify including irregular (e.g., -ite, -ate). (e.g., -ab, -ail, -ake, -an). (e.g., -ought, -ight). rules (e.g., inflectional
and manipulate the plurals (e.g., wife/wives). (3R 1-3: PO3) (3R 1-3: PO3) endings; orthographic
sounds of the English patterns and rules, such as
language and decode oil/toy, match/speech,
badge/cage; contractions;
words, using knowledge
–tion and –sion; regular
of phonics, syllabication, phonogram patterns).
and word parts. (3R 1-3: PO3)
6. Sometimes identify 6. Often identify the 6. Consistently identify
(continued) the words that comprise words that comprise the words that comprise
compound words and compound words and compound words and
their meaning. their meaning. their meaning.
(s) (m) (ss) (s) (m) (ss) (s) (m) (ss)
(3R 1-4: PO5)
7. Sometimes read 7. Often read common 7. Consistently read
common abbreviations. abbreviations. common abbreviations.
(s) (m) (ss) (s) (m) (ss) (s) (m) (ss) (3R 1-3:
PO4; 3R 1-4: PO3)
8. Sometimes use 8. Often use knowledge 8. Consistently use
knowledge of word order of word order (syntax) knowledge of word order
(syntax) and context to and context to confirm (syntax) and context to
confirm decoding. decoding. confirm decoding.
(3R 1-3: PO6)
* On-grade 5th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 20
ELL III (Correlates to Grades 3-5)
Vocabulary Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
1. Recognize the meaning 1. Use knowledge of root 1. Use knowledge of 1. Use knowledge of 1. Use knowledge of root
Standard: of many common prefixes words (e.g., like, pay, or root words and affixes to root words and affixes to words and affixes to
and suffixes to determine happy) and affixes (e.g., dis-, determine the meaning determine the meaning determine the meaning of
The student will the meaning of unfamiliar pre-, un-) to determine the of some unknown grade- of many unknown grade- most unknown grade-level
acquire English words (e.g., wonderful, meaning of a few unknown level words (e.g., level words (e.g., words (e.g., abolitionist,
language washable, pre-game, grade-level words (e.g., quadrilateral polygon, scalene, perpendicular, emancipation, monarchy).
vocabulary and use misbehavior). (s) (m) (ss) radius, diameter, revolution, parallel, ecosystem, isosceles, equilateral, (s) (m) (ss) (5R 1-4: PO1)
circumference, prehistoric). judicial, legislative). (s) phenomena, civilization,
it in relevant
(s) (m) (ss) (m) (ss) (3R 1-4: PO1, confederation). (s) (m)
contexts. PO2, P03, PO4) (ss) (4R 1-4: PO1)
2. Determine the intended 2. Determine the intended 2. Determine the 2. Determine the 2. Determine the intended
meaning of one to two meaning of a few grade-level intended meaning of intended meaning of meaning of most grade-level
grade-level words, using words with multiple some grade-level words many grade-level words words with multiple
knowledge of word order meanings (e.g., present: gift, with multiple meanings with multiple meanings meanings using word,
and context to confirm time), using word, sentence, using word, sentence, using word, sentence, sentence, and paragraph
meaning. (s) (m) (ss) and paragraph clues. and paragraph clues. (s) and paragraph clues. (s) clues. (s) (m) (ss)
(s) (m) (ss) (m) (ss) (4R 1-4: PO2) (m) (ss) (5R 1-4: PO2) (5R 1-4: PO2)
3. Recognize with the aid of 3. Recognize with the aid of 3. Occasionally 3. Sometimes recognize 3. Often recognize the
picture cues the meaning of picture cues the meaning of recognize the meaning of the meaning of grade- meaning of grade-appropriate
a few common grade- some grade-appropriate grade-appropriate appropriate antonyms antonyms and synonyms in
appropriate antonyms and antonyms and synonyms. antonyms and synonyms and synonyms in stories stories or games.
synonyms. (e.g., beginning/ end; or games. (4R 1-4: PO6) (5 R 1-4: PO6)
start/finish) in stories or
games. (3R 1-4: PO6)
4. Use picture dictionary to 4. Use picture dictionary to 4. Comprehend what 4. Use standard 4. Use standard dictionary to
find the meanings of known determine meanings of kinds of information a dictionary to determine determine meanings,
vocabulary. (s) (m) (ss) unknown words (e.g., words dictionary contains. meanings and pronunciations, syllabication,
with multiple meanings, (s) (m) (ss) pronunciations of some parts of speech and antonyms
idioms). (s) (m) (ss) (3 R 1-4: PO7) unknown words (e.g., and synonyms. (s) (m) (ss)
words with multiple (5R 1-4: PO5)
meanings, idioms).
(s) (m) (ss)
(4R 1-4: PO5)
* On-grade 5th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 21
ELL III (Correlates to Grades 3-5)
Vocabulary Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
5. Recognize many (51 to 5. Develop basic sight
Standard: 75) common regular and vocabulary (76 to100
irregular sight words (e.g., words). (3R 1-3: PO2)
The student will the, have, said, of).
acquire English
language vocabulary
and use it in relevant 6. Demonstrate 6. Recognize the 5. Recognize simple 5. Demonstrate 5. Determine the meaning
understanding of some difference between analogies and similes in understanding of idiomatic of figurative and
contexts.
grade-appropriate figurative and literal literature and texts in expressions by responding metaphorical use of words
idiomatic expressions language (e.g., break the content areas (e.g., fly like to and using such in context, including
(e.g., touch and go; on its ice, bury the hatchet). (ss) a bird). (ss) expressions appropriately idiomatic expressions (e.g.,
last legs). (4R 1-4: PO4) (e.g., give me a hand, make a mountain out of a
(continued) scared silly, piece of molehill). (ss)
cake). (ss) (5R 1-4: PO3, PO4)
(4R 1-4: PO3, PO4)
7. Know what 7. Know correct usages of 6. Know correct usage of 6. Know the correct usage 6. Use problematic
homophones are (e.g., a few problematic some problematic of many problematic homophones correctly in
here, hear; to, too, two; homophones (e.g., here, homophones (e.g., there, homophones. writing. (5R 1-4: PO6)
hole, whole). hear; bear, bare). their, they’re; your, (4R 1-4: PO6)
you’re). (3 R 1-4: PO6)
8. Understand a few key 8. Understand some key 7. Understand many 7. Understand most words 7. Use and apply correctly
words that signal grade- words that signal grade- words that indicate grade- that indicate grade-specific words that indicate
specific mathematical specific mathematical specific mathematical mathematical operations mathematical operations
operations (e.g., total of, operations (e.g., total of, operations (e.g., plus, (e.g., divide, multiply, (e.g., product, one-half,
increase by, fewer than, increase by, fewer than, minus, difference between, double, triple, per, ratio). round, estimate). (m)
more than, less than). (m) more than, less than). (m) increase, decrease, add, (m)
subtract, product, times,
double, yields). (m)
8. Know the meaning of a 8. Know the meaning of
few multiple-meaning some multiple-meaning
words that have a different words that have a different
meaning in mathematics meaning in mathematics
(e.g., acute, obtuse). (m) (e.g., acute, obtuse). (m)
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 22
ELL III (Correlates to Grades 3-5)
Fluency Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
1. Read aloud many 1. Occasionally read 1. Sometimes read aloud 1. Often read aloud grade 1. Consistently read aloud
Standard: familiar passages and aloud grade level texts in grade level texts in ways level texts in ways that grade level texts in ways that
occasionally read aloud ways that reflect that reflect understanding reflect understanding of reflect understanding of the
The student will familiar grade level text understanding of the text of the text and engage the the text and that engage text and that engage the
read with fluency and with fluency (e.g., and engage the listeners. listeners. (3R 1-5: PO2) the listeners. listeners. (5R 1-5: PO1)
accuracy. accuracy, expression, (4R 1-5: PO1)
appropriate phrasing, and
attention to punctuation).
2. Occasionally read 2. Sometimes read grade 2. Often read grade level 2. Consistently read grade
grade level text with at level text with at least 90 text with at least 90 level text with at least 90
least 90 percent accuracy. percent accuracy. percent accuracy. percent accuracy.
(3R 1-5: PO1)
* On-grade 5th grade
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 23
ELL III (Correlates to Grades 3-5)
Comprehending Text Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
1. Identify the basic 1. Describe character 1. Identify the components 1. Identify basic story 1. Compare and contrast
Standard: sequence of events and traits (e.g., honesty, and main problem or elements in a literary the plot, setting, characters,
make relevant predictions courage), setting, plot, and conflict of a plot and its selection: plot, setting, narration, theme, and
The student will about stories. (s) (ss) narrator of a story. (ss) resolution. (ss) characters (major and author’s techniques in a
analyze text for (3R 2-1: PO 4; minor), narration, and story to another selection
expression, 4R 2-1: PO1, PO2) theme. and to the reader’s
enjoyment, and (4R 2-1: PO1-PO8) experiences.
(5 R 2-1: PO1-PO7)
response to other
related content areas. 2. Identify rhyme, 2. Identify rhyme, rhythm, 2. Identify some structural 2. Identify many 2. Describe meaning and
rhythm, and repetition in repetition, and sensory elements of poetry (e.g., structural elements of characteristics of various
poetry. images in poetry. imagery, rhyme, verse, poetry (e.g., imagery, forms of poetry (e.g.,
rhythm, meter). rhyme, verse, rhythm, limerick, haiku, free verse).
(3R 2-1: PO6) meter). (4R 2-1: PO9) (5R 2-1: PO8)
3. Respond to basic 3. Identify the main idea of 3. Identify the main ideas, 3. Identify the purpose, 3. Draw valid conclusions
comprehension questions expository or functional key words, and important main ideas, key words, about the purpose and main
about expository text, text. (s) (m) (ss) details in short expository and important details in ideas of text and the
using phrases and simple text on a familiar topic. text that requires some author’s position regarding
sentences. (s) (m) (ss) (s) (m) (ss) (3R 3-1: PO1) level of inference. the subject of that text.
(s) (m) (ss) (s) (m) (ss) (5R 3-1: PO1,
(4R 3-1: PO1, PO3) PO3, PO8; 5R 3-3: PO1)
4. Locate various facts in 4. Occasionally locate 4. Sometimes locate 4. Often locate specific 4. Consistently locate
response to questions specific information from specific information from information from graphic specific information from
about basic, short text. graphic features (e.g., graphic features (e.g., features (e.g., charts, graphic features (e.g.,
(s) (m) (ss) charts, maps, diagrams, charts, maps, diagrams, maps, diagrams, charts, maps, diagrams,
illustrations, tables, illustrations, tables, illustrations, tables, illustrations, tables,
timelines) or functional timelines) or functional timelines) or functional timelines) or functional
text (e.g., maps, schedules, text (e.g., maps, schedules, text (e.g., maps, text (e.g., maps, schedules,
pamphlets). (s) (m) (ss) pamphlets). (s) (m) (ss) schedules, pamphlets). pamphlets). (s) (m) (ss)
(3R 3-1: PO3) (s) (m) (ss) (5R 3-1: PO6)
(4R 3-1: PO6)
* On-grade 5th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 24
ELL III (Correlates to Grades 3-5)
Comprehending Text Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
5. Indicate the meaning of 5. Indicate the meaning of 5. Interpret information in 5. Interpret information 5. Interpret details from
Standard: common signs and symbols common signs, graphics, functional documents from a broader range of functional documents for
(e.g., computer icons, and symbols (e.g., (e.g., maps, schedules, functional documents (e.g., a specific purpose (e.g.,
The student will mathematical symbols). computer icons, map pamphlets). (ss) maps, schedules, pamphlets, to follow directions, to
analyze text for (s) (m) (ss) features, mathematical (3R 3-2: PO4) instructions, forms). (ss) solve problems, to
expression, symbols, simple charts, (4R 3-2: PO2) perform procedure). (ss)
enjoyment, and and graphs). (s) (m) (ss) (5R 3-2: PO2)
response to other
6. Respond to stories by 6. Distinguish cause from 6. Identify stated cause 6. Identify stated or 6. Identify stated or
related content areas. answering questions about effect in expository text. and effect relationships in implied cause and effect implied cause and effect
cause and effect and other (s) (ss) text. (s) (ss) (4R 3-1: PO7) relationships in text. (s) (ss) and other relationships in
relationships between (5R 3-1: PO7) text (e.g., connections
events. (s) (ss) between events,
(continued) correlation). (s) (ss)
(5R 3-1: PO7)
7. Follow up to five-step 7. Follow a short set of 7. Follow a set of written 7. Follow a set of written 7. Follow a set of
written directions for written multiple-step multiple-step instructions multiple-step instructions to written multiple-step
classroom activities. (In directions for classroom to perform routine perform routine procedures instructions to perform
science that includes activities. (In science that procedures. (In science or answer questions. (In routine procedures,
directions for lab includes directions for lab that includes directions for science that includes answer questions, or
investigations; in math that investigations; in math lab investigations; in math directions for lab solve problems. (In
includes problem solving.) that includes problem that includes problem investigations; in math that science that includes
(s) (m) solving.) (s) (m) solving.) (s) (m) includes problem solving.) directions for lab
(3R 3-2: PO1) (s) (m) (4R 3-2: PO2) investigations; in math
that includes problem
solving.) (s) (m)
(5R 3-2: PO2)
8. Distinguish fact from 8. Identify persuasive 8. Identify persuasive 8. Explain the intended
opinion in persuasive text words in text intended to strategies in text intended to effect of persuasive
(e.g., ads, product labels). influence readers’ influence readers’ opinions words and strategies to
(s) (ss) opinions and actions. and actions. (s) (ss) influence readers’
(3R 3-2: PO1) (s) (ss) (3R 3-3: PO2) (4R 3-3: PO2) opinions and actions.
(s) (ss)
(5R 3-3: PO2, PO3)
* On-grade 5th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 25
ELL III (Correlates to Grades 3-5)
Comprehending Text Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
8. Use graphic organizers 9. Use graphic organizers 9. Access and locate 9. Access and locate 9. Access and locate
Standard: (e.g., webs, Venn to organize information in information through table information through table specific information from
diagrams, flow charts) in text (e.g., Herringbone of contents, indexes, and of contents, indexes, informational and
The student will order to clarify the Pattern, Venn diagram, glossaries. (s) (m) (ss) glossaries, titles, functional text by using
analyze text for meaning of text. concept mapping). (3R 3-1: PO3) diagrams, graphics, organizational features of
expression, enjoyment, (s) (m) (ss) (s) (m) (ss) (3R 1-6: PO5) appendixes, and headings. text, including table of
and response to other (s) (m) (ss) (4R 3-1: PO4) contents, indexes,
glossaries, titles,
related content areas.
diagrams, graphics,
appendixes, headings,
captions, and key words.
(s) (m) (ss) (5R 3-1: PO4;
(continued) 5R 3-2: PO1)
9. Comprehend one or 10. Comprehend a few of 10. Comprehend some 10. Comprehend many 10. Comprehend most
two simple grade-level grade-level mathematics grade-level mathematics grade-level mathematics grade-level mathematics
mathematics word word problems. (m) word problems. (m) word problems. (m) word problems. (m)
problems. (m)
10. Comprehend one or 11. Comprehend a few 11. Comprehend some 11. Comprehend many 11. Comprehend most
two content area words, content area words, content area words, content area words, content area words,
including grade-level including grade-level including grade-level including grade-level including grade-level
math, science, and social math, science, and social math, science, and social math, science, and social math, science, and social
studies vocabulary. studies vocabulary. studies vocabulary. studies vocabulary. studies vocabulary.
(s) (m) (ss) (s) (m) (ss) (s) (m) (ss) (s) (m) (ss) (s) (m) (ss)
12. Occasionally restate 12. Sometimes restate 12. Often restate 12. Consistently restate
mathematical symbolic mathematical symbolic mathematical symbolic mathematical symbolic
representations into words representations into words representations into words representations (e.g.,
or sentences. (m) or sentences. (m) or sentences. (m) numerals, operations,
simple equations, graphs)
into words or sentences.
(m)
* On-grade 5th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 26
ELL IV (Correlates with Grades 6-8)
Performance Conditions: Students at this stage of proficiency read from a wide range of texts for both instructional purposes and personal enjoyment. They use the
same reading strategies as their native English-speaking peers to derive meaning from text. They are able to read a variety of authentic texts, including newspaper and
magazine articles, novels, poems, reports, editorials, and opinion essays. Language in text is at an appropriate level for the general public. Context of text is relevant, but
not always familiar and predictable. Language in text is literal and abstract, and explicit and implicit. Inference may be required to identify the writer’s purpose or
function of the text.
Vocabulary Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
1. Determine the effect 1. Occasionally apply 1. Sometimes apply 1. Often apply 1. Consistently apply
Standard: of affixes on root words. knowledge of common knowledge of common knowledge of common knowledge of common
(s) (m) (ss) Greek and Latin roots and Greek and Latin roots and Greek and Latin roots Greek and Latin roots and
The student will affixes (e.g., anti, bene, affixes (e.g., anti, bene, and affixes to understand affixes to understand content
acquire English auto, populous, astro, auto, populous, astro, content area vocabulary area vocabulary. (s) (m) (ss)
language vocabulary theo,) to understand theo,) to understand content (e.g., equation, (8R 1-4: PO1)
and use it in relevant content area vocabulary. area vocabulary. congruence, recursive,
(s) (m) (ss) (s) (m) (ss) (6R 1-4: PO1) complementary,
contexts.
symbiotic, hypothesis,
lithosphere, renaissance,
anarchy, suffrage). (s)
(m) (ss) (7R 1-4: PO1)
2. Know the difference 2. Occasionally 2. Sometimes distinguish 2. Often distinguish 2. Consistently distinguish
between the denotative distinguish between the between the denotative between the denotative between the denotative and
and connotative denotative and and connotative meanings and connotative connotative meanings of
meanings of grade-level connotative meanings of of grade-level words. meanings of grade-level grade-level words.
words. grade-level words. (6R 1-4: PO3) words. (7R 1-4: PO3) (8R 1-4: PO3)
3. Recognize simple 3. Occasionally 3. Sometimes determine 3. Often determine the 3. Consistently determine
analogies and similes in determine the meaning of the meaning of figurative meaning of figurative the meaning of figurative
literature and texts in figurative language, language, including language, including language, including similes,
content areas (e.g., fly including similes (e.g., fly similes, metaphors, similes, metaphors, metaphors,
like a bird). (ss) like a bird), metaphors, personification, and personification, and personification, and
(e.g., The doctor inspected idioms. (ss) (6R 1-4: PO4) idioms. (ss) idioms, and how the writer’s
the injury with an eagle (7R 1-4: PO4) word choice affects the
eye) and personification. meaning of the text. (ss)
(ss) (8R 1-4: PO4)
* On-grade 8th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 27
ELL IV (Correlates to Grades 6-8)
Vocabulary Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
4. Use standard dictionary 4. Use standard dictionary 4. Use standard 4. Use multiple reference 4. Use general and
Standard: to determine meanings and to determine meanings, dictionary, thesauri, and aids, (e.g., thesaurus, specific dictionaries and
pronunciations of some pronunciations, glossaries to determine synonym/antonym finder, other reference aids to
The student will unknown words (e.g., syllabication, parts of meanings, pronunciations, dictionary, software) to determine the meanings,
acquire English words with multiple speech, and antonyms and syllabication, parts of determine various word pronunciations,
language vocabulary meanings, idioms). synonyms. (s) (m) (ss) speech, and antonyms and meanings, pronunciations, syllabication, synonyms
and use it in relevant (s) (m) (ss) synonyms. (s) (m) (ss) syllabication, parts of and antonyms, parts of
(6R 1-4: PO5) speech, antonyms and speech, and correct
contexts.
synonyms, and correct spellings of words.
spellings of words. (s) (m) (ss) (8R 1-4: PO5)
(s) (m) (ss) (7R 1-4: PO5)
(continued) 5. Determine the intended 5. Interpret the intended 5. Interpret the intended 5. Interpret the intended 5. Interpret the intended
meaning of a few grade- meaning of some grade- meaning of many grade- meaning of many grade- meaning of most grade-
level words with multiple level words with multiple level words with multiple level words with multiple level words with multiple
meanings using word, meanings using word, meanings using word, meanings using word, meanings using word,
sentence, and paragraph sentence, and paragraph sentence, paragraph clues, sentence, paragraph clues, sentence, and paragraph
clues. (s) (m) (ss) clues, as well as text as well as text structures as well as text structures clues such as definition,
structures such as such as definition and such as definition, example, restatement, and
definition and example. example. (s) (m) (ss) example, and restatement. contrast. (s) (m) (ss)
(s) (m) (ss) (6R 1-4: PO2, PO3) (s) (m) (ss) (8R 1-4: PO2, PO3)
(7R 1-4: PO2, PO3)
6. Know the meaning of 6. Know the meaning of a 6. Know the meaning of 6. Know the meaning of 6. Know the meaning of
one or two multiple few multiple-meaning some multiple-meaning many multiple-meaning most multiple-meaning
meaning grade-level grade-level words that grade-level words that grade-level words that grade-level words that
words that have a different have a different meaning have a different meaning have a different meaning have a different meaning
meaning in mathematics in mathematics (e.g., table, in mathematics (e.g., in mathematics (e.g., in mathematics. (m)
(e.g., acute, obtuse). (m) variable, similarity). (m) factor, plane, function). expression, rational,
(m) domain, range, chord).
(m)
* On-grade 8th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 28
ELL IV (Correlates to Grades 6-8)
Vocabulary Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
7. Identify chronology or 7. Occasionally recognize 7. Sometimes recognize 7. Often recognize words 7. Consistently recognize
Standard: cause and effect words that signal the text words that signal the text that signal the text words that signal the
relationships in text from organizational structures organizational structures organizational structures following text
The student will the signal words. outlined in the Advanced outlined in the Advanced outlined in the Advanced organizational structures:
acquire English (s) (m) (ss) section of this level. section of this level. section of this level. • cause and effect (e.g.,
language vocabulary (s) (m) (ss) (s) (m) (ss) (s) (m) (ss) because, if…then, for
and use it in relevant this reason,
consequently, due to,
contexts.
accordingly), (s) (m) (ss)
• chronological sequences
(e.g., first, after,
following, during, when,
(continued) then), (s) (m) (ss)
• comparison and contrast
(e.g., but, however,
similar to, in common,
on the other hand, less
than), (s) (m) (ss)
• description (e.g., as in,
such as, appears to be,
above, under), and
(s) (m) (ss)
• problem and solution
(e.g., one answer, a
resolution, therefore, in
order to). (s) (m) (ss)
(6R 3-1: PO8)
* On-grade 8th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 29
ELL IV (Correlates to Grades 6-8)
Comprehending Text Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
1. Follow the sequence of 1. Describe the plot and 1. Identify the theme (e.g., 1. Recognize and describe 1. Draw conclusions
Standard: narration in text (e.g., its components, and the moral, lesson, meaning, multiple themes in literary about the theme,
popular newspaper, setting of a literary message, view or comment works from various characters, plot
The student will magazine articles, and selection. (ss) on life) and point of view cultures. (ss) development, point of
analyze text for popular easy fiction). of a literary selection. (ss) (7R 2-1: PO2) view, word choice, and the
expression, (s) (ss) (6R 2-1: PO2, PO4) relevance of setting to the
enjoyment, and mood and tone of the text.
(ss)
response to other
(8R 2-1: PO1, PO5, PO6)
related content areas.
2. Identify major and 2. Distinguish between 2. Describe a character’s 2. Describe characters’ 2. Compare and contrast
minor characters in literary major and minor traits using textual motivations and how a characters’ key qualities,
works. (ss) characters and identify evidence (e.g., dialogue, character’s traits influence points of view, and themes
qualities of key characters. actions, narrations). (ss) a character’s actions. (ss) across a variety of literary
(ss) (6R 2-1: PO3) (7R 2-1: PO3) works from different
cultures. (ss)
(8R 2-1: PO 2, PO3, PO4)
3. Identify some structural 3. Identify many 3. Describe the structural 3. Identify various 3. Describe meaning and
elements of poetry (e.g., structural elements of elements of poetry (e.g., characteristics of poetry, characteristics of various
imagery, rhyme, verse, poetry (e.g., imagery, stanza, verse, rhyme including alliteration, forms of poetry (e.g., epic,
rhythm, meter). rhyme, verse, rhythm, scheme, rhythm, line assonance, and figurative lyric, sonnet, free verse).
meter). breaks). (6R 2-1: PO7) language. (7R 2-1: PO7) (8R 2-1: PO7)
4. Identify the main ideas, 4. Identify the purpose, 4. Draw valid conclusions 4. Draw valid conclusions 4. Make relevant
key words, and important main ideas, key words, about the purpose and about the purpose and inferences by synthesizing
details in short expository and important details in main ideas of text and the main ideas of text and the concepts about expository
text on a familiar topic. text that requires some author’s position regarding author’s position regarding text, supported by text
(s) (m) (ss) level of inference. the subject of that text. the subject of that text. evidence. (s) (m) (ss)
(s) (m) (ss) (s) (m) (ss) (6R 3-1: PO9) (s) (m) (ss) (6R 3-1: PO9; (8R 3-1: PO10)
7R 3-3: PO1, PO2)
* On-grade 8th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 30
ELL IV (Correlates to Grades 6-8)
Comprehending Text Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
5. Follow a set of written 5. Follow a set of written 5. Use information from 5. Evaluate the adequacy 5. Interpret details from a
Standard: multiple-step instructions multiple-step instructions text and text features to of functional text that is variety of functional text
to perform routine to perform routine and less determine the sequence of designed to provide designed to provide
The student will procedures, answer routine procedures. (s) (m) activities needed to carry directions, solve a directions, solve a
analyze text for questions, or solve out a procedure. (s) (m) problem, or answer a problem, or answer a
expression, problems. (In science that (6R 3-2: PO1, PO3) question, by determining question. (s) (m) (ss)
enjoyment, includes directions for lab what information is (8R 3-2: PO3)
investigations; in math that missing or extraneous.
information, and
includes problem solving.) (s) (m) (7R 3-2: PO2;
understanding. (s) (m) 8R 3-2: PO4)
6. Identify persuasive 6. Explain the intended 6. Distinguish fact from 6. Determine author’s 6. Evaluate the adequacy
words in text intended to effect of persuasive words opinion in persuasive text perspective; distinguish and effectiveness of the
influence readers’ and strategies to influence by providing supporting between sound supporting facts and
(continued) opinions and actions. readers’ opinions and evidence from text. (s) (ss) generalizations and details, including
(s) (ss) actions. (s) (ss) (6R 3-1: PO3) oversimplifications or identifying instances of
bias. (s) (ss) (7R 3-3: PO1, propaganda and bias.
PO3; 8R 3-3: PO4) (s) (ss) (8R 3-2: PO4;
8R 3-3: PO2, PO3, PO4)
7. Access and locate 7. Access and locate 7. Access and locate 7. Access and locate 7. Compare and contrast
specific information from specific information from specific information from specific information from the organizational
informational and informational and informational and informational and structures of text,
functional text by using functional text by using functional text by using functional text by using including cause and effect,
organizational features of organizational structures organizational structures organizational structures chronological order,
text, including table of of text, including of text, including cause of text, including cause comparison and contrast,
contents, indexes, chronological order, and effect, chronological and effect, chronological and logical order,
glossaries, titles, diagrams, comparison and contrast. order, comparison and order, comparison and description and
graphics, appendixes, (s) (m) (ss) contrast, and logical order. contrast, and logical order, problem/solution to aid
headings, captions, and (s) (m) (ss) (6R 3-1: PO8) description and problem- comprehension.
key words. (s) (m) (ss) solution. (s) (m) (ss) (s) (m) (ss) (8R 3-1: PO9)
(7R 3-1: PO9)
* On-grade 8th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 31
ELL IV (Correlates to Grades 6-8)
Comprehending Text Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
8. Navigates text that 8. Navigates text that 8. Navigates text that 8. Navigates text that 8. Navigates text that
Standard: includes factual includes factual includes factual includes factual includes a wealth of
information with a few information with some information with many information with many factual information replete
The student will unfamiliar names and unfamiliar names and unfamiliar names and unfamiliar names, events, with unfamiliar names,
analyze text for events. (ss) events. (ss) events. (ss) and concepts. (ss) events, and concepts. (ss)
expression,
enjoyment, 9. Interpret a few graphic 9. Interpret some graphic 9. Interpret many graphic 9. Interpret the 9. Interpret a wide variety
sources of information sources of information sources of information components of various of graphic sources of
information, and
such as charts, timelines, such as charts, timelines, such as charts, timelines, graphic sources of information, including
understanding. and simple tables. tables, and simple maps tables, maps, graphs, and information such as political cartoons and
(s) (m) (ss) and graphs. (s) (m) (ss) diagrams. (s) (m) (ss) legends, keys, scales, and other types of illustrations.
(6R 3-1: PO 7) captions. (s) (m) (ss) (s) (m) (ss)
(7R 3-1: PO 8) (8R 3-1: PO 8)
(continued)
10. Translate a written 10. Translate a written 10. Translate a sentence 10. Translate a sentence 10. Translate a written
phrase to a simple phrase to a simple written in context into an written in context into an sentence or phrase into an
mathematical statement. algebraic expression. algebraic equation algebraic equation algebraic equation or
(m) (m) involving one operation. involving two operations. expression, and vice versa.
(m) (m) (m)
11. Comprehend one or 11. Comprehend a few 11. Comprehend some 11. Comprehend many 11. Comprehend most
two grade-level grade-level mathematics grade-level mathematics grade-level mathematics grade-level mathematics
mathematic word word problems. (m) word problems. (m) word problems. (m) word problems. (m)
problems. (m)
12. Comprehend one or 12. Comprehend a few 12. Comprehend some 12. Comprehend many 12. Comprehend most
two content area words, content area words, content area words, content area words, content area words,
including grade-level including grade-level including grade-level including grade-level including grade-level
math, science, and social math, science, and social math, science, and social math, science, and social math, science, and social
studies vocabulary. studies vocabulary. studies vocabulary. studies vocabulary. studies vocabulary.
(s) (m) (ss) (s) (m) (ss) (s) (m) (ss) (s) (m) (ss) (s) (m) (ss)
* On-grade 8th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 32
ELL V (Correlates to Grades 9-12)
Performance Conditions: Students at this stage of proficiency are able to read and draw meaning from a wide range of authentic texts, in all styles and forms, including
literature and technical text in other content areas. They continue to read both for instructional purposes and personal enjoyment. Language in text can be linguistically
complex, but with clear underlying structures. Inference is often required to comprehend the text. Students are able to read expository and persuasive essays, policy and
problem/solution papers, research papers, novels, plays, and poetry.
Vocabulary Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
1. Sometimes apply 1. Often apply knowledge 1. Consistently apply 1. Consistently apply 1. Draw inferences about
Standard: knowledge of common of common Greek and knowledge of common knowledge an expanded meaning of new
Greek and Latin roots and Latin roots and affixes to Greek and Latin roots and range of Greek and Latin vocabulary, based on
The student will affixes (e.g., anti, bene, understand content area affixes to understand roots and affixes to knowledge of linguistic
acquire English auto, populous, astro, vocabulary (e.g., equation, content area vocabulary. understand content area roots and affixes (e.g.,
language vocabulary theo,) to understand congruence, recursive, (s) (m) (ss) (9R 1-4: PO1) vocabulary. (s) (m) (ss) Latin, Greek, Anglo-
and use it in relevant content area vocabulary. complementary, symbiotic, (10R 1-4: PO1) Saxon). (s) (m) (ss)
(s) (m) (ss) hypothesis, lithosphere,
contexts.
renaissance, anarchy,
suffrage). (s) (m) (ss)
(Some content also
covered in Listening &
Speaking)
2. Sometimes distinguish 2. Often distinguish 2. Consistently define the 2. Consistently define the 2. Consistently define the
between the denotative between the denotative denotative and denotative and denotative and
and connotative meanings and connotative meanings connotative meanings of connotative meanings of connotative meanings of
of grade-level words. of grade-level words. grade-level words. grade-level words. grade-level words.
(9R1-4: PO3) (9R 1-4: PO3) (9R1-4: PO3)
3. Sometimes determine 3. Often determine the 3. Consistently determine 3. Comprehend sufficient 3. Interpret figurative
the meaning of figurative meaning of figurative the meaning of figurative key content and language, idiomatic
language, including language, including language, including descriptive vocabulary, expressions,
similes, metaphors, similes, metaphors, similes, metaphors, idioms, and colloquial colloquialisms, culturally
personification, and personification, and personification, and expressions in order to embedded verbal humor,
idioms. (ss) idioms. (ss) idioms and how the interpret many stories of and sarcasm in media and
writer’s word choice general interest. (ss) other reading presentations
affects the meaning of the (10R 1-4: PO3) when delivered at a normal
text. (ss) (8R 1-4: PO4) or rapid rate. (ss)
(10R 1-4: PO3)
* On-grade 12th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 33
ELL V (Correlates to Grades 9-12)
Vocabulary Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
4. Use standard 4. Use multiple reference 4. Use general and 4. Use resources such as 4. Use multiple reference
Standard: dictionary, thesauri, and aids, (e.g., thesaurus, specific dictionaries and general and specialized aids to determine the
glossaries to determine synonym/antonym finder, other reference aids to dictionaries, thesauri, or meanings, pronunciations,
The student will meanings, pronunciations, dictionary, software) to determine the meanings, glossaries (and CD-Rom contextually appropriate
acquire English syllabication, parts of determine various word pronunciations, and the Internet when synonyms and antonyms,
language vocabulary speech and antonyms and meanings, pronunciations, syllabication, synonyms, available) to determine replacement words and
and use it in relevant synonyms. (s) (m) (ss) syllabication, parts of and antonyms, parts of pronunciations, parts of phrases, etymologies, and
speech, antonyms and speech, and correct speech, contextually correct spellings of words.
contexts.
synonyms, and correct spellings of words. appropriate synonyms and (s) (m) (ss)
spellings of words. (s) (m) (ss) (8R 1-4: PO5) antonyms, replacement (10R 1-4: PO5)
(s) (m) (ss) words and phrases, and
correct spellings of words.
(continued) (s) (m) (ss) (9R 1-4: PO5)
5. Interpret the intended 5. Interpret the intended 5. Interpret the intended 5. Infer the intended 5. Infer the intended
meaning of one or two meaning of one or two meaning of some grade- meaning of many grade- meaning of most grade-
(Some content also grade-level words with grade-level words with level words with multiple level words with multiple level words with multiple
covered in Listening & multiple meanings using multiple meanings using meanings using word, meanings using word, meanings using word,
Speaking) word, sentence, paragraph word, sentence, paragraph sentence, and paragraph sentence, and paragraph sentence, and paragraph
clues, as well as text clues, as well as text clues, as well as text clues as well as text clues, as well as text
structures such as structures such as structures such as structures such as structures such as
definition and example. definition and example. definition, example, definition, example, definition, example,
(s) (m) (ss) (s) (m) (ss) restatement, restatement, restatement,
comparison/contrast, and comparison/contrast, and comparison/contrast, and
cause/effect. (s) (m) (ss) cause/effect. (s) (m) (ss) cause/effect. (s) (m) (ss)
(8R 1-4: PO2, PO3) (9R 1-4: PO2; (11R 1-4: PO2;
10R 1-4: PO2, PO3) 12 R 1-4: PO2)
6. Know the meaning of 6. Know the meaning of 6. Know the meaning of 6. Know the meaning of 6. Know the meaning of
one or two multiple- one or two multiple- some multiple-meaning many multiple-meaning most multiple-meaning
meaning grade-level meaning grade-level grade-level words that grade-level words that grade-level words that
words that have a different words that have a different have a different meaning have a different meaning have a different meaning
meaning in mathematics meaning in mathematics in mathematics. (m) in mathematics. (m) in mathematics. (m)
(e.g., factor, plane, (e.g., factor, plane,
function). (m) function). (m)
* On-grade 12th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 34
ELL V (Correlates to Grades 9-12)
Comprehending Text Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
1. Identify the theme 1. Recognize and 1. Draw conclusions 1. Draw conclusions 1. Relate literary works
Standard: (e.g., moral, lesson, describe multiple themes about the theme, about the style, mood, and and authors from a variety
meaning, message, view in literary works from characters, plot meaning of literary text of cultures to major
The student will analyze or comment on life) and various cultures. (ss) development, point of based on the author’s themes and issues of their
text for expression, point of view of a literary view, word choice, and word choice and the eras. (ss) (11R 2-2: PO1,
enjoyment, information, selection. (ss) the relevance of setting to author’s use of point of PO2; 12R 2-1: PO1, PO4)
the mood of the text. (ss) view. (ss)
and understanding.
(8R 2-1: PO1, PO 5, PO6) (9R 2-1: PO1, PO2;
10R 2-1: PO1, PO2)
2. Describe a character’s 2. Describe characters’ 2. Compare and contrast 2. Compare and contrast 2. Analyze interactions
traits using textual motivations and how a characters’ key qualities the motivations and between characters in
evidence (e.g., dialogue, character’s traits and points of view across reactions of characters texts with emphasis on
actions, narrations). (ss) influence a character’s a variety of literary works. across a variety of literary how the plot is revealed.
actions. (ss) (ss) works that deal with (ss)
(8R 2-1: PO 2, PO3, PO4) similar themes. (ss) (12R 2-1: PO1, PO4)
(10R 2-1: PO3)
3. Describe the structural 3. Identify various 3. Describe meaning and 3. Explain different 3. Analyze the author’s
elements of poetry (e.g., characteristics of poetry, characteristics of various elements of figurative use of figurative language
stanza, verse, rhyme including alliteration, forms of poetry (e.g., epic, language in poetry, in poetry and how an
scheme, rhythm, line assonance, and lyric, sonnet, free verse) including simile, author’s choice of words
breaks). figurative language. (8R 2-1: PO7) metaphor, personification, and imagery sets the tone.
hyperbole, symbolism, (ss) (10R 2-1: PO2, PO4;
allusion, and imagery in a 12R 2-1: PO2, PO3, PO6)
literary selection. (ss)
(10R 2-1: PO2)
4. Draw valid conclusions 4. Summarize the 4. Make relevant 4. Evaluate the ideas and 4. Compare and contrast
about the purpose and essential elements of text inferences by synthesizing elements of text and use the central ideas, thematic
main ideas of text and the in logically connected concepts about expository inferences to integrate patterns, and points of
author’s position sentences, including the text, supported by text several pieces of view from selected
regarding the subject of organization of text and evidence. (s) (m) (ss) information across readings on a specific
that text. (s) (m) (ss) logical links between and (8R 3-1: PO10) paragraphs or sections of topic and explain how
among paragraphs. text. (s) (m) (ss) authors use elements to
(s) (m) (ss) (10R 3-1: PO7) achieve their purposes.
(s) (m) (ss)
(12R 3-1: PO4)
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 35
ELL V (Correlates to Grades 9-12)
Comprehending Text Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
5. Use information from 5. Evaluate the adequacy 5. Interpret details from a 5. Complete a multiple- 5. Evaluate the effectiveness
Standard: text and text features to of functional text that is variety of functional text step, unfamiliar process or of functional text to achieve
determine the sequence of designed to provide designed to provide procedural task that its stated purpose(s).
The student will activities needed to carry directions, solve a directions, solve a requires integration or (s) (m) (ss) (11R 3-2: PO1;
analyze text for out a procedure. (s) (m) problem, or answer a problem, or answer a synthesis of several pieces 12R 3-2: PO1, PO2)
expression, question, by determining question. (s) (m) (ss) of information. (s) (m) (ss)
enjoyment, what information is (8R 3-2: PO1, PO3) (10R 3-2: PO1, PO2)
missing or extraneous.
information, and
(s) (m)
understanding.
6. Distinguish fact from 6. Determine author’s 6. Evaluate the adequacy, 6. Trace the logical line of 6. Evaluate the elements of
opinion in persuasive text perspective; distinguish effectiveness, and argumentation in support the author’s argument and
by providing supporting between sound accuracy of the supporting of a conclusion and identify unsupported
(continued) evidence from text. (s) (ss) generalizations and facts and details, including identify an author's inferences or fallacious
oversimplifications or identifying instances of implicit and stated reasoning in expository or
bias. (s) (ss) author propaganda and assumptions and persuasive text. (s) (ss)
bias. (s) (ss) perspectives about a (10R 3-3: PO1, PO2, PO3;
(8R 3-2: PO 4; subject, based upon 12R 3-3: PO1, PO2, PO3)
8R 3-3: PO2, PO3, PO4) evidence in the selection.
(s) (ss) (12R 3-1: PO5)
7. Access and locate 7. Access and locate 7. Compare and contrast 7. Often apply knowledge 7. Consistently apply
specific information from specific information from the organizational of the following knowledge of the following
informational and informational and structures of text, organizational structures organizational structures of
functional text by using functional text by using including cause/effect, of expository text to aid expository text to aid
organizational structures organizational structures chronological order, comprehension: cause/ comprehension: cause/
of text, including cause of text, including cause comparison/contrast, effect, chronological effect, chronological order,
and effect, chronological and effect, chronological logical order, description, order, comparison/ comparison/ contrast; logical
order, comparison and order, comparison and and problem/solution. contrast; logical order, order, description,
contrast, and logical order. contrast, logical order, (s) (m) (ss) (8R 3-1: PO9) description, problem/solution,
(s) (m) (ss) description and problem- problem/solution, classification schemes,
solution. (s) (m) (ss) classification schemes, proposition and support,
proposition and support, analogy, definition, and
analogy, definition, and narratives. (s) (m) (ss)
narratives. (s) (m) (ss) (10R 3-1: PO6)
(9R 3-1: PO6)
* On-grade 12th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 36
ELL V (Correlates to Grades 9-12)
Comprehending Text Beginning Early Intermediate Intermediate Early Advanced Advanced
The student will: The student will: The student will: The student will: The student will:
8. Interpret many graphic 8. Interpret components of 8. Interpret a wide variety 8. Synthesize graphic 8. Use a wide variety of
Standard: sources of information various graphic sources of of graphic sources of sources of information or graphic sources of
such as charts, timelines, information such as information, including data from multiple sources information to support
The student will tables, maps, graphs, and legends, keys, scales, and political cartoons and (e.g., maps, illustrations, ideas, solve problems, or
analyze text for diagrams. (s) (m) (ss) captions. (s) (m) (ss) other types of illustrations. schematic diagrams) to draw conclusions.
expression, (s) (m) (ss) (8R 3-1: PO8) solve problems or draw (s) (m) (ss)
enjoyment, conclusions. (s) (m) (ss) (11R 3-2: PO1)
(10R 3-1: PO5, PO8;
information, and
10R 3-2: PO1, PO2)
understanding.
9. Translate a sentence 9. Translate a sentence 9. Translate a written 9. Translate a word 9. Translate a sentence
written in context into an written in context into an sentence or phrase into an problem into an algebraic written in context into an
algebraic equation algebraic equation algebraic equation or inequality and restate algebraic equation
(continued) involving one operation. involving two operations. expression, and vice versa. representations in words or involving multiple
(m) (m) (m) sentences. (m) operations. (m)
10. Comprehend one to 10. Comprehend a few of 10. Comprehend some 10. Comprehend many 10. Comprehend most
two grade-level grade-level mathematics grade-level mathematics grade-level mathematics grade-level mathematics
mathematics word word problems. (m) word problems. (m) word problems. (m) word problems. (m)
problems. (m)
11. Comprehend one to 11. Comprehend a few 11. Comprehend some 11. Comprehend many 11. Comprehend most
two content area words, content area words, content area words, couple of content area content area words,
including grade-level including grade-level including grade-level words, including grade- including grade-level
math, science, and social math, science, and social math, science, and social level math, science, and math, science, and social
studies vocabulary. studies vocabulary. studies vocabulary. social studies vocabulary. studies vocabulary.
(s) (m) (ss) (s) (m) (ss) (s) (m) (ss) (s) (m) (ss) (s) (m) (ss)
* On-grade 12th grade
Includes linguistic skills and knowledge in the following content areas: (s) – science; (m) – math; (ss) – social studies
* Correlations to Arizona’s Academic Standards are found in the Correlation Guide for Reading.
SBE approved 1/26/2004, reformat and final edit 11/12/2007 Reading 37