ELP STANDARDS IMPLEMENTATION GUIDE - Mesa, Arizona · subject to a modifier Sam is a happy man. Harry became rich. Subject- Sam Subject - Harry Verb- is Verb - became Complement-a

Governing Board Approval, May 2015

ELP STANDARDS IMPLEMENTATION GUIDE

ELL Stage I: Kindergarten

Mesa Public Schools

1

Governing Board Approval, May, 2015

ELL Stage I: Kindergarten ELD Curriculum Implementation Guide

Quarter 1 Language Strand

Standard 1 (Grammar/Syntax): The student will identify and apply conventions of standard English in his or her communications.

The student will demonstrate knowledge of parts of speech by:

ELP Performance Indicator Examples for Support/Clarification Resources and Methods

Nouns

I-L-1(N):HI-1: selecting articles (e.g., a, an, the)

for singular and plural nouns.

a when followed by consonant and singular

an when followed by vowel and singular

the when followed by consonant or vowel and

plural

• Students state correct articles a, an, and the

using pictures from MIE photo library box

• Students orally state correct articles a, an, and

the from MIE student book, page 5

• Grammar Guide, page 32

Verbs

I-L-1(V):HI-2: using the present tense of the verb

“to be” (e.g., am, is, are).

I am

he/she/it is

we/you/they are


• Verb Tense Study

• Students orally state present tense verbs in

complete sentences

I-L-1(V):HI-3: using the present progressive

verb tense.

D: Subject + am/is/are + verb(ing) + finisher.

N: Subject + am/is/are + not + verb(ing) + finisher.

I: Am/Is/Are + subject + verb(ing) + finisher?


• Use MIE student book, pages 15, 16 and 102:

Students use present progressive verbs when

speaking

• Students cut out pictures of same pages and

use them in sentence frames (I am “eating”

the pizza)

I-L-1(V):HI-7: using imperative verbs. (e.g., Put

the markers in the box.)

verb + noun + finisher • Simon Says: Simon says take three steps

forward.

• Role play

2


Pronouns

I-L-1(PRO):HI-1: using personal singular subject

and plural subject pronouns (e.g., I, you, he, she,

it, we, they) in oral communication.

• Use grammar wall for help with verbs to use in

the sentences.

• Create a pronoun cube with corresponding

pictures of each pronoun (from Grammar

Guide, page 34): Students roll the cube and

orally state a sentence correctly using the

pronoun

Adjectives

I-L-1(ADJ):HI-1: using a series of adjectives in

the correct order (e.g., quantity/size/shape/

color) with instructional support.

Royal Order of Adjectives: determiner (a, some,

her, those), observation (brave, kind), size (big),

shape (round), age (old), color (blue), origin

(Japanese), material (glass), qualifier (more, less,

very, almost).

i.e. Joe has a big, round, red ball.

i.e. Jill has a darling, new, plastic doll.


• Students create a pattern poem about school

• Read pattern books such as: “1 Fish 2 Fish Red

Fish Blue Fish” and “Brown Bear, Brown Bear

What Do You See?”

• As a class, make a school tour book with focus

on color adjectives (based on the format of

“Brown Bear, Brown Bear…” book)

Prepositions

I-L-1(PREP):HI-1: using prepositions of location

(e.g., up, down, over).

• Hide and Seek: Give directions using only

prepositions

• Play put the “apple” under the tree, over the

tree, up above the tree, down below the tree,

etc.

• http://www.kizclub.com/ prepositions

posters

• http://www.sparklebox.co.uk/ prepositions

labels

I-L-1(PREP):HI-2: using prepositions of

direction (e.g., on, in, near, behind).

• Use a hula hoop and butcher paper: put the

hula hoop on the paper, in the paper, near the

paper, behind the paper, etc.

I-L-1(PREP):HI-3: using prepositions of time

(e.g., on, at, in, by).

• Students draw pictures of each preposition of

time used in school: in the morning I walk to

school, at lunch we eat hot dogs, in music we

sing songs, by the afternoon we are tired, on

the playground we play tag, etc.

3


Interjections

I-L-1(I):HI-1: using interjections in appropriate

context.

interjections - words or phrases used to exclaim

or protest or command

Wow!, Oh!, Ouch!, Great!

• Grammar Rock video for interjections: School

House Rock

• Follow up with a sentence frame and then have

students illustrate it

• Multi-Sensory Grammar and Written

Composition TE Book, page 26

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

The student will demonstrate knowledge of sentence construction by:


Sentence Construction

I-L-1(SC):HI-1: selecting a subject (singular or

plural) to complete given sentences.

• Use MIE student workbook, page 9: Students

state all the singular and plural nouns on the

page in complete sentences

• Use questions from MIE teacher edition, page

T38: Students answer in a complete sentence

• Use Mondo pictures: students orally state

complete sentences using singular and plural

subjects

I-L-1(SC):HI-4: producing sentences with a

singular noun as the subject using S-V-C

construction with subject-verb agreement.

complement – using a linking verb to connect a

subject to a modifier

Sam is a happy man. Harry became rich.

Subject- Sam Subject - Harry

Verb- is Verb - became

Complement-a happy man. Complement –rich.

• Day 1 -Students use each other’s names to

create a singular sentence about the person:

Kathy is tall. Jose is funny.



plural noun as the subject using S-V-C


Spiders are bugs.

Subject- Spiders

Verb- are

Complement-bugs.

• Day 2 - Use pictures or objects in the

classroom: students state sentences about

the plural subjects:

All the pencils are yellow. The desks are dirty.


4


I-L-1(SC):HI-9: producing sentences using “to

be” and “not” to form sentences in the negative

construction.

negative sentences with “not” and singular is and

plural are • Day 3- Using sentences from Day 1, change all

to the negative construction:

Kathy is not tall. Jose is not funny.

• Syntax Surgery – negative sentences

(manipulate words on desk or in teacher

pocket chart)


I-L-1(SC):HI-11: producing imperative sentences

using imperative verbs.

After modeling for several days, high

intermediate students could produce their own

imperative sentence using an imperative verb.

• Simon Says: Students act as leaders

Questions

I-L-1(Q):HI-1: forming simple questions, using

inflection when produced orally.

• Teacher uses his/her hand to show intonation

of each word in a question (keep your hand

level until the end of the question, then slowly

lift your hand upward)

• MIE TE, page T89- Students use words to form

questions with inflection

I-L-1(Q):HI-2: producing yes/no questions

beginning with “to be, with inflection.

Use “to be” verbs is and are. • 20 questions: Are you a rock? Is it blue? Is it

soft? Are you tall?

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

The student will demonstrate knowledge of vocabulary by:


I-L-2:HI-1: naming and sorting common objects

and pictures into self-selected categories and

providing rationale.

• Students sort objects into groups and orally

state how and why:

This is the red group. This is the blue group. This

is the green group.

I-L-2:HI-2: identifying the meaning of and use of

sight words.

• Students draw and illustrate sight words

• Students make their own sight word book

• Students play computer games (MPS, SSRC,

ELAD & Reading Websites) with sight words

• Game: Turn off lights, call out a sight word and

student with the flashlight shines the light on

the correct sight word

5


I-L-2:HI-3: identifying the meaning of and using

high frequency words.

high frequency words – the most frequently used

words in reading and writing, such as: the, of, a,

and, to

• Students draw and illustrate high frequency

words

• Students make their own high frequency word

book

• Students play computer games (MPS SSRC,

ELAD & Reading Websites) with high

frequency words

• Game: Turn off lights, call out a high frequency

word and the student with the flashlight

shines the light on the correct word

• Students highlight high frequency words in

Weekly Readers, books, and magazines


take-home-books

• Play “Swat the Word” Game

I-L-2:HI-4: completing synonym and antonym

word pairs.

• Play a synonym matching game with the

illustrations using MIE, Lesson 8 (happy, glad,

excited, mad, angry, frustrated), T132 Big

Book page 7, and student edition, page 28

• Play antonym matching game

• Smart board lessons

• Language Warm up

I-L-2:HI-5: using key words, symbols or

operations that represent grade specific

academic vocabulary within a given context.

• Use kindergarten math vocabulary cards

• Use SSRC website for Kindergarten Social

Studies and Science vocabulary lists

6


Listening and Speaking

Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.

The student will demonstrate understanding of oral communications by:


Comprehension of Oral Communications

I-LS-1:HI-1: distinguishing between similar

sounding sentences dictated by the teacher.

• Teacher orally states tongue twisters and

students will determine similar phoneme:

Silly Sally sat at the sea shore.

• Language Warm Up

I-LS-1:HI-2: counting the number of words said

in complete sentences dictated by the teacher.

(math)

• Play the Froggy Hop where students hop their

own frog for each word in a sentence

• Students line up and step forward for each

word dictated by the teacher

• Play the Eat Your Words game: Teacher

dictates a sentence; students drop a candy

into their cup for each word spoken. When

they have the correct number of matching

candies to words spoken they get to eat their

candy.

• Students jump/tap/clap out words

• Students do finger pops for each word

I-LS-1:HI-3: responding to read-alouds by

identifying main ideas/concepts and details

using key words in complete sentences. (math,

science, social studies)

• Big Five hand from the Ten Important

Sentences: students respond to the following

questions Who, What, Where, Why and When

in complete sentences

I-LS-1:HI-4: sequencing events from read-

alouds, presentations, and conversations. (math,


• Use sequencing books and pictures (MIE

lesson 8, MIE lesson 2)

• Students sequence pictures from fairy tales

and other story read alouds

• Students draw the sequence of how to get

ready for school

• Four Picture Story Frame

I-LS-1:HI-5: following multiple-step directions

which include prepositions.

(math, science)

• District A-Z science book

• District Elementary Science and Social Studies

Kit activities

7


I-LS-1:HI-6: responding to comments and

questions in social conversations by asking

questions, sharing one’s experiences, and

expressing one’s thoughts. (science, social

studies)

• Each child makes and presents an “All About

Me” poster

• The children introduce themselves and talk

about their family

• MIE, Lessons 1-3

Standard 2: The student will express orally his or her own thinking and ideas.

The student will communicate by:


Delivery of Oral Communications

I-LS-2:HI-1: naming upper and lower case

alphabet letters in random order with accurate

pronunciation.

• MPS Letter Sound Chart

• Letter of the week activities

• (DIBELS) Scramble and identify letters


I-LS-2:HI-2: producing all individual phonemes

in words from print using accurate articulation.



• (DIBELS) Scramble letters and identify

phonemes


I-LS-2:HI-3: producing initial and final sounds of

words using accurate articulation.

• Phoneme isolation games

I-LS-2:HI-4: producing and blending the initial,

medial, and final sounds of CVC words using

accurate articulation and pronunciation.

CVC words – words that begin with a consonant,

followed by a vowel, followed by a consonant,

such as: cat, big, mop, let, hug

• Using body parts, “sound blend” the initial,

medial, and final sounds of words using the

following touch points: shoulder, elbow, wrist

or head, stomach, feet


medial, and final sounds of grade-appropriate

words using accurate articulation and

pronunciation.

diagraphs: th, ch, sh, wh

blends: r blends, l blends,

silent e words

• Students blend grade appropriate words using

diagraphs, blends, and silent e words

8


I-LS-2:HI-6: naming and distinguishing between

cardinal and ordinal numbers with accurate

pronunciation. (math)

ordinal—1st, 2nd, 3rd-10th

cardinal- 1-100 • Using number sticks, have students line up in

order and say the ordinal position they are

standing in

• Rote count everyday to 100 and try to find the

patterns in counting to 100

• Use the 100 chart to point and count for each

number


I-LS-2:HI-7: initiating conversations and

responding to social interactions using complete

sentences. (social studies)

• This or That

• Function Junction

I-LS-2:HI-8: using complete sentences, and

rephrasing when necessary, to communicate

immediate and future needs.

modals – could, would, might, may, should

I would like, Could I?, May I?, Would you please

stop hitting me?


• Students use complete sentences to ask to use

the restroom, to ask to go to the library, to ask

a question about their homework, etc.

9







Nouns

I-L-1(N):HI-1: selecting articles (e.g., a, an, the)

for singular and plural nouns.

a when followed by consonant and singular

an when followed by vowel and singular

the when followed by consonant or vowel and

plural

• Students state correct articles a, an, and the

using pictures from MIE photo library box

• Students orally state correct articles a, an, and

the from MIE student book, page 5


I-L-1(N):HI-2: explaining differences between

common and proper nouns in context (singular

and plural).

common noun - no capital

proper noun - capitalize specific name of

someone, something, or somewhere.

• Students sort pictures by common and proper

nouns

• Students use picture cards to state the

common name of each picture and then the

proper name for each picture

Verbs

I-L-1(V):HI-1: using the simple present tense

verbs with subject-verb agreement (regular

verbs only).

D: Singular Subject + verb(s) + finisher.

Plural Subject + verb + finisher.

N: Subject + does/do + not + verb + finisher.

I: Does/Do + subject + verb + finisher?


• Students use the simple present tense to orally

state what they are going to do or be

• Students illustrate each sentence

I-L-1(V):HI-4: using the simple past tense verbs

with subject-verb agreement (regular verbs

only).

D: Subject + verb(ed) + finisher.

N: Subject + did + not + verb + finisher.

I: Did + subject + verb + finisher?


• Students use the simple past tense to orally

state what they did


I-L-1(V):HI-5: using the simple future tense

verbs (e.g., will) with subject-verb agreement.

D: Subject + will + verb + finisher.

N: Subject + will + not + verb + finisher.

I: Will + subject + verb + finisher?


• Students use the simple future tense to orally

state what they will do or will be for an

occasion/activity


10


I-L-1(V):HI-6: differentiating between past,

present, and future verb tenses.

Today I accept.

Yesterday I accepted.

Tomorrow I will accept.

• Students use the “100 Commonly Used Verbs

in English” to orally state each verb in the

present, past, and future tense

Adjectives








very, almost).



• Students sort tangrams/buttons/dyed

macaroni by color and shape

• Read “I Can Read Shapes” big book

• MIE, Lesson 17

• Students make the shape animal and state the

color and shapes of the animal: TE, page T299

I-L-1(ADJ):HI-2: using possessive adjectives (e.g.,

my, your, his, her, its, our, their) with nouns.

my—me

your—single person or a group

his—boy

her—girl

• Students illustrate each possessive adjective

• Students orally state with a stuffed animal

each possessive adjective in a whole group

setting: My stuffed bear. Your stuffed cat. His

stuffed dog. Her stuffed giraffe.

Conjunctions

I-L-1(C):HI-1: using conjunctions (e.g., and, or)

in sentences.

• Students pretend to order through a fast food

restaurant: I want a hamburger, fries, and a

drink. I want a taco and a drink.

• Students pretend to be a waiter at a

restaurant: Do you want water or a soda? Do

you want a salad or French fries?

Phrase and Clause

I-L-1(PH/CL):HI-1: using a noun phrase in a

complete sentence.

noun phrase - sentence that includes a noun and

modifiers or complement such as an adjective or

prepositional phrase

The red ball…..

• Students orally state a noun phrase (using the

noun “pumpkin”) in a complete sentence and

then illustrate it. The orange pumpkin is round

like a ball. The orange pumpkin is dirty.

I-L-1(PH/CL):HI-3: using a verb phrase in a

complete sentence.

verb phrase – verb+adverb or adverb+verb

quickly runs or runs quickly • Students orally state a verb phrase for the

talking turkey. The turkey always talks “gobble

gobble.” The turkey runs quickly away from

the farmer.

I-L-1(PH/CL):HI-5: using a prepositional phrase

in a complete sentence.

• Students orally state sentences about their

turkey using prepositional phrases to

describe where the turkey is hiding: under

the porch, behind the tree, by the barn, etc.


11






I-L-1(SC):HI-2: producing sentences using S-V


• Students draw pictures about what they are

doing for Winter Break and trade pictures

• Students orally produce sentences using S-V

agreement



pronoun as the subject using S-V-C construction

with subject-verb agreement.

• Students use a picture to orally produce a

sentence with S-V-C agreement and a

pronoun: Describe what they are going to do

during Winter Break

• Students switch papers and use different

pronouns


I-L-1(SC):HI-8: producing sentences using a

subject, verb, and prepositional phrase.

• Students orally produce sentences using S-V-

prepositional phrase to answer questions









state how and why:

This is the red group. This is the blue group. This

is the green group.

12


I-L-2:HI-2: identifying the meaning and use of

sight words.

• Students draw and illustrate sight words

• Students make their own sight word book

• Students play sight word computer games

(MPS SSRS, ELAD, Reading Websites)

• Game: Turn off lights, teacher calls out a high

frequency word and the student with the

flashlight shines the light on the correct word




words

• Students make their own high frequency word

book

• Students play computer games (MPS SSRS,


frequency words



flashlight shines the light on the correct word


Weekly Readers, books, magazines, etc.


take-home-books


I-L-2:HI-4: completing synonym/antonym word

pairs.


illustrations using MIE, Lesson 8 (happy, glad,

excited, mad, angry, frustrated), T132 Big

Book page 7, and student edition, page 28







• Use math vocabulary cards

• Use SSRC website Kindergarten Social Studies

and Science vocabulary lists

13



Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge







students will determine similar phoneme.





• Play the Froggy Hop: students hop their own

frog for each word in a sentence







candies to words spoken, they get to eat their

candy.







• Big Five hand from the Ten Importance

Sentences: students respond to the following

questions Who, What, Where, Why, and When

in complete sentences









ready for school



which include prepositions.

(math, science)

• MPS A-Z science book

• MPS Elementary Science and Social Studies Kit

activities

14






studies)

• Each student makes and presents an “All

About Me” poster

• Students introduce themselves and their

family

• Use MIE, Lessons 1-3


The student will communication orally by:





pronunciation.








• Do letter of the week activities.


phonemes




• Play a variety of phoneme isolation games





medial, and final sounds of words using the

following touch points; shoulder, elbow, wrist

or head, stomach, feet




pronunciation.

• Students blend grade appropriate words using

diagraphs, blends, and silent e words




• Using number sticks, students line up in order

and state their ordinal position

• Rote count every day to 100 and look for


• Use 100 chart to point and count for each

number


15





• This or That





Use modals in verb tense study: I would like,

Could I?, May I?, Would you please stop hitting me? • Function Junction

• Students use complete sentences to ask to use

the bathroom, to ask to go to the library, to

ask a question about their homework, etc.

16







Verbs

I-L-1(V):HI-1: using the simple present tense

verbs with subject-verb agreement (irregular

verbs).

simple present tense irregular verbs

to be, to have, to do, to go • Students use simple present tense verbs, am,

have, do, and go in a complete sentence to

discuss everyday activities

I-L-1(V):HI-4: using the simple past tense verbs

with subject-verb agreement, including common

irregular verbs (e.g., go, see, come).

simple present tense irregular verbs

to be, to have, to do, to go • Students use simple present tense verbs,

was, had, did, and went in a complete

sentence to discuss everyday activities

Adjectives








very, almost).



• Students sort attribute blocks by size, shape

and color and explain their reasoning

17


I-L-1(ADJ):HI-2: using possessive adjectives (e.g.,

my, your, his, her, its, our, their) with nouns.

its – used with objects

its tail, its snout, its feather

our – used with a group that includes yourself

their – used a group that does not include yourself

• Students orally state the parts of an animal

in a sentence: Its hair is blue. Its tail is long.

Its legs are brown.

• Students orally state which objects in the

room are ours: Our desks, our teacher, our

room, our books, our tables, our art supplies

• Students orally state what belongs to

someone else in the other kindergarten

rooms: Their room is blue. Their teacher is

nice. Their playground is cool.

• Students compare and contrast activities

using our and their

Adverbs

I-L-1(ADV):HI-1: using the “when” adverbs

(e.g., first, then, next, after, before, finally)

and “frequency” adverbs (always, never, and

sometimes) in context with instructional

support.

• Students use first, then, and next, to orally

describe what they do when they first

wake up

• Students use after, before, and finally, to

orally describe what they do after lunch,

before lunch, and at the end of the school

day

Phrase and Clause

I-L-1(PH/CL):HI-2: using a joined noun phrase in

a complete sentence.

John and Fred

bird and tree • Students orally use joined noun phrases in

reference to the 100th day of school or

current school activities: I need 10 pennies

and 90 nickels to make 100 items.

I-L-1(PH/CL):HI-4: using a joined verb phrase in

a complete sentence.

walks and talks

runs and falls • Students orally state joined verb phrase in

reference to current school activities: John

cut and pasted and 100 pennies onto his

paper.

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




I-L-1(SC):HI-7: producing S-V-C constructed

sentences with nouns, “to be” verbs, and

prepositional phrases with subject-verb

agreement.

“to be verb”—is, are

nouns+ is/are +prepositional phrase • Students orally produce S-V-C sentences

using the formula with subject-verb

agreement in reference to current school

activities: The 100 pennies are on the table.

The 100th Day Party is outside.

18









state how and why:

This is the red group. This is the blue group.

This is the green group.


sight words.


words

• Students make their own high frequency

word book



frequency words



flashlight shines the light on the correct

word




words

• Students make their own high frequency

word book



frequency words



flashlight shines the light on the correct

word


Weekly Readers, books, and magazines


take-home-books


19



word pairs.


illustrations using MIE, Lesson 8 (happy,

glad, excited, mad, angry, frustrated), T132

Big Book page 7, and student edition, page

28








• Use SSRC website Kindergarten Social




The student will demonstrate understanding of oral communication by:






students will determine similar phonemes:





(math)

• Play the Froggy Hop where students hop

their own frog for each word in a sentence







candies to words spoken they get to eat

their candy.







• Big Five hand from the Ten Important

Sentences: students respond to the

following questions Who, What, Where,

Why, and When in complete sentences

20










ready for school



which include prepositions. (math, science)






ready for school





studies)

• Each child makes and presents an “All About

Me” poster

• Students introduce themselves and their

family

• Use MIE, Lessons 1-3


The student will communication orally by:





pronunciation.










phonemes





21






middle, and final sounds of words using the

following touch points: shoulder, elbow,

wrist or head, stomach, feet


medial, and final sounds of

grade-appropriate words using accurate

articulation and pronunciation.

• Students blend grade appropriate words

using diagraphs, blends, and silent e words




• Using number sticks, have students line up in

order and state their ordinal position

• Rote count every day to 100 and look for



number





• This or That





• Students use complete sentences to ask to

use the restroom, to ask to go to the library,

to ask a question about their homework,

etc.

22




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



Verbs

I-L-1(V):HI-6: differentiating between past,

present, and future verb tenses.

• Morph House


Adjectives








very, almost).



• Use math standard: K.G.4. Analyze and

compare two- and three-dimensional

shapes, in different sizes and orientations,

using informal language to describe their

similarities, differences, parts (e.g., number

of sides and vertices/corners) and other

attributes (e.g., having sides of equal length)

• Connections: K.MD.3

• K.G.1-3

• K.RI.3; K.W.2; K.SL.2

Adverbs

I-L-1(ADV):HI-1: using the “when” adverbs (e.g.,

first, then, next, after, before, finally) and

“frequency” adverbs (always, never, and

sometimes) in context with instructional

support.

• Students orally produce complete sentences,

with support, to talk about everyday

activities using always, never, and

sometimes


23







sentence with adjectives as the complements

with subject-verb agreement.

adjective complement - a clause or phrase that adds

to the meaning of an adjective or modifies it; The

adjective complement always follows the adjective

it complements and it is a noun clause or a

prepositional phrase.

She wished for a brown puppy.

• Students orally produce S-V-C sentences with

adjectives

• Students describe the seeds in the “Growing

Seeds” Kindergarten science kit



sentences with nouns, “to be” verbs, and

prepositional phrases with subject-verb

agreement.

• Students orally produce S-V-C sentences with

prepositional phrases

• Students use TE, Lesson 13 and student page

43








• Students sort seeds from “Growing Seeds”

Kindergarten science kit and explain

reasoning

• Use Teacher Edition, page T235 to sort seeds

and provide rationale


sight words.

• Students use the sight words to write a story

about planting the seeds from the “Growing

Seeds” Kindergarten science kit along with

Lesson 13



• Syntax Surgery


word pairs.

• Vertical Sentence





• Use SSRC website Kindergarten Social


24










students will determine similar phoneme:





(math)

• Play the Froggy Hop where students hop

their own frog for each word in a sentence







candies to words spoken they get to eat their

candy.







• Collaborative Story Retell


• Ten Important Sentences




• Students use the Ten Important Sentences to

put the story into correct sequence



which include prepositions. (math, science)

• Use MIE, student page 57: Students correctly

glue shapes into the correct position

• Use MIE, TE, page T311, make “Shape Face”

with prepositional phrases that use position

words

25






studies)

• Big Cheese



The student will communicate orally by:





pronunciation.










phonemes









middle, and final sounds of words using the

following touch points: shoulder, elbow,

wrist or head, stomach, feet.




pronunciation.

• Students blend grade appropriate words

using diagraphs, blends, and silent e words




• Using number sticks, have students line up in

order and state their ordinal position

• Rote count every day to 100 and


number




• This or That

• The Big Cheese

26






• Students use complete sentences to ask to

use the restroom, to ask to go to the library,

to ask a question about their homework,

etc.

Documents

ELP STANDARDS IMPLEMENTATION GUIDE - Mesa, Arizona · subject to a modifier Sam is a happy man. Harry became rich. Subject- Sam Subject - Harry Verb- is Verb - became Complement-a