• 6th Grade -- ESOL

    A - Reading Foundations

    • recognize, identify, order, and distinguish among topics, themes, storylines, ideas, events, and facts in fiction and non-fiction texts with visual support and scaffolding appropriate to the proficiency level
    • demonstrate understanding of the organization and basic features of print in both fiction and non-fiction texts with visual support and scaffolding appropriate to the proficiency level
    • describe the relationship between illustrations and the story (how illustrations support the text) in fiction and non-fiction texts, with modeling and scaffolding appropriate to the proficiency level
    • name and match all upper- and lowercase letters of the alphabet out of sequence and demonstrate basic knowledge of one-to-one letter-sound correspondences for each consonant and long and short sounds of the five major vowels, with visual support, modeling, and scaffolding appropriate to the proficiency level
    • demonstrate understanding of spoken words, syllables, and sounds (phonemes), with scaffolding appropriate to the proficiency level
    • know and apply phonics and word analysis skills in decoding words, with modeling and scaffolding appropriate to the proficiency level
    • recognize and produce rhyming words in context using familiar word families, with scaffolding appropriate to the proficiency level
    • read common high frequency words and phrases in context in both fiction and non- fiction texts, with visual support and scaffolding appropriate to the proficiency level
    • make predictions from pictures and titles in unfamiliar fiction and non-fiction texts, with modeling and scaffolding appropriate to the proficiency level
    • compare and contrast two related texts, with visual support, modeling, and scaffolding appropriate to the proficiency level
    • read texts with increasing accuracy and fluency to support comprehension, with visual support, modeling, and scaffolding appropriate to the proficiency level

    B - Vocabulary Development

    • recognize, identify, classify, and use vocabulary related to numbers, colors, shapes, size, weather, calendar, and time, with visual support and scaffolding appropriate to the proficiency level
    • ask and answer questions about unknown words in fiction and non-fiction texts, with visual support, modeling, and scaffolding appropriate to the proficiency level
    • recognize, identify, understand, and use vocabulary related to social and instructional situations (e.g., self, family, school, rooms and areas within school and associated activities, home, rooms in the home and associated activities, food and nutrition, interests, pets, hobbies, and talents) in spoken interaction and written texts, with visual support and scaffolding appropriate to the proficiency level
    • demonstrate understanding of word relationships and nuances in word meanings with increasing proficiency with visual support, modeling, sentence frames, and other scaffolding appropriate to the proficiency level
    • recognize, identify, understand and use vocabulary related to places in the community (e.g., park, library, church, supermarket) and community members (e.g., crossing guard, firefighter, mayor, cashier, salesperson) in spoken and written interaction with visual support, modeling, sentence frames, and other scaffolding appropriate to the proficiency level
    • begin to distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl), with visual support, modeling, and scaffolding appropriate to the proficiency level
    • begin to distinguish shades of meaning among adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings, with visual support, modeling, and scaffolding appropriate to the proficiency level

    C - Social and Instructional Language

    • participate in collaborative conversations with diverse partners about appropriate, culturally relevant topics, with visual support, modeling, and scaffolding to the proficiency level
    • use and understand vocabulary appropriate to content area or genre with increasing accuracy with visual support, modeling, and scaffolding appropriate to the proficiency level
    • ask and answer questions to seek help, get information, or clarify something, with visual support, modeling, and scaffolding appropriate for the proficiency level
    • explain relationships and express cause and effect with visual support, modeling, and scaffolding to the proficiency level
    • describe people, places, things, and events with relevant details with visual support, modeling, and scaffolding to the proficiency level
    • tell a story or recount an experience with appropriate facts and relevant descriptive details, with increasing attention to audience and purpose with visual support, modeling, and scaffolding to the proficiency level

    D - Writing

    • write simple texts that provide information, describe feelings or personal reactions, recount events or information, describe observations, tell a story, or share an opinion with visual support, modeling, and scaffolding appropriate to the proficiency level
    • participate in shared writing projects with visual support, modeling, and scaffolding to the proficiency level

    E - Grammar and Conventions

    • use conventions of standard English grammar and usage when writing or speaking with increasing accuracy with visual support, modeling, and scaffolding appropriate to the proficiency level
    • use and apply English syntax with increasing accuracy to create phrases and sentences based on level of English

    F - United States Culture and Values

    • interact appropriately in common social and instructional situations with modeling, and scaffolding appropriate to the proficiency level
    • recognize and identify the key foundational documents of the United States and begin to understand and use vocabulary related to the foundational principles of the United States
    • recognize, identify, and describe United States national symbols and landmarks, with visual support, modeling, and scaffolding appropriate to the proficiency level
    • identify the name and value of American currency, with visual support, modeling, and scaffolding appropriate to the proficiency level
    • compare United States culture with students’ culture, with visual support, modeling, and scaffolding to the proficiency level
    • recognize, identify, explore, and describe significant people from United States culture and begin to understand differences in historical times with visual support, modeling, and scaffolding appropriate to the proficiency level