1. North Carolina Dual Language Immersion Programs
1.1. Standard 1
1.1.1. Objective
1.1.1.1. Use classroom collaboration on diverse topics so students can communicate with their peers.
1.2. Standard 2
1.2.1. Objective
1.2.1.1. Use first or third person narratives to have the student compare points of view from the protagonist and antagonist. ELL students will have to know and use words such as "compare" and "contrast" in complete sentences.
1.3. Standard 3
1.3.1. Objective
1.3.1.1. Students work independently or with a partner to create charts about the length of objects using standard and non-standard measurement tools (e.g., paper clips, Popsicle sticks, string, rulers, yard/meter sticks). ELL students will have to use and understand words such as "as long as", and "compare".
1.4. Standard 4
1.4.1. Objective
1.4.1.1. Students will discuss the design of an experiment (e.g., reaction rate of photosynthesis) to test the effect of modifying a variable. Students at all levels of English language proficiency ANALYZE the effect of modifying a variable in an experiment.
1.5. Standard 5
1.5.1. Objective
1.5.1.1. Students of all levels of English proficiency read informational texts and related websites about crops or agricultural products to interpret maps or create charts
2. Arizona ESL
2.1. Stages K-12
2.1.1. Stage I
2.1.2. Stage II
2.1.3. Stage III
2.1.4. Stage IV
2.1.5. Stage V
2.2. Listening and Speaking
2.2.1. Standard 1
2.2.1.1. Objective Stage I
2.2.1.1.1. Teaching phonics in small group ESL
2.2.1.2. Objective Stage II
2.2.1.2.1. I would place the children into small groups for listening and speaking practice
2.2.1.3. Objective Stage III
2.2.1.3.1. Students can compare personal information and experiences; provide alternate solutions to a problem; and practice extending inviations.
2.2.1.4. Objective Stage IV
2.2.1.4.1. Asking the student to summarize the main idea of a story, using complete sentences.
2.2.1.5. Objective Stage V
2.2.1.5.1. Asking the student to read a comic book and then predict what might happen next.
2.2.2. Standard 2
2.2.2.1. Objective Stage I
2.2.2.1.1. Use a random letter generator program and have the student name the letter.
2.2.2.2. Objective Stage II
2.2.2.2.1. Teaching strategy for Listening and Speaking
2.2.2.3. Objective Stage III
2.2.2.3.1. A vocabulary word search or matching chart relating vocab words with subject matter.
2.2.2.4. Objective Stage IV
2.2.2.4.1. The student will read a comic book and discuss it with a peer, then predict what will happen next.
2.2.2.5. Objective Stage V
2.2.2.5.1. Students will be placed in small groups and discuss what they did over summer break.
2.3. Reading Domain
2.3.1. Standard 1
2.3.1.1. Objective Stage I
2.3.1.1.1. Show students various punctuation marks and ask them to identify them (e.g. commas, periods, and question marks.)
2.3.1.2. Objective Stage II
2.3.1.2.1. Show the student a paragraph and ask them to identify punctuation marks and capital letters. Ask them why and where should capital letters go.
2.3.1.3. Objective Stage III
2.3.1.3.1. Have the student go on a Book Scavenger Hunt, where they find and identify part of a book (e.g. glossary, table of contents, bibliography)
2.3.1.4. Objective Stage IV
2.3.1.4.1. Have the student alphabetize a series of words in stages; from third letter, fifth letter, than all letters.
2.3.1.5. Objective Stage V
2.3.1.5.1. Alphabetizing Games
2.3.2. Standard 2
2.3.2.1. Objective Stage I
2.3.2.1.1. Have the student read a Dr. Seuss book
2.3.2.2. Objective Stage II
2.3.2.2.1. Rhyming and Alliteration books
2.3.2.3. Objective Stage III
2.3.2.3.1. Have the student identify and manipulate initial and final sounds to make new words. (e.g., rat to fat, fit to fig, etc.)
2.3.2.4. Objective Stage IV
2.3.2.4.1. The student can segment syllables of multi-syllabic words.
2.3.2.5. Objective Stage V
2.3.2.5.1. Have the student segment syllables of multi-syllabic words, (e.g., /but/ter/fly/)
2.3.3. Standard 3
2.3.3.1. Stage I does not have this standard.
2.3.3.2. Objective Stage II
2.3.3.2.1. Have the student read a story out loud. Check for voice fluctuations, exclamations, and pauses where appropriate in regards to punctuation.
2.3.3.3. Objective Stage III
2.3.3.3.1. Have the student read aloud passages from familiar or cumulative text (e.g. The House that Jack Built) with fluency. (i.e., accuracy, appropriate phrasing, attention to punctuation, and expression).
2.3.3.4. Objective Stage IV
2.3.3.4.1. Have the student read aloud passages from familiar text, observing phrasing, punctuation and expression.
2.3.3.5. Objective Stage V
2.3.3.5.1. The student can read grade-level text silently and test for a 90% comprehension.
2.3.4. Standard 4
2.3.4.1. Objective Stage I
2.3.4.1.1. Have the student identify the key points of a story being read; give a summary of ideas in a story.
2.3.4.2. Objective Stage II
2.3.4.2.1. Have students partner read a text and then answer yes/no, who, what, when, which, where, why questions about the text that they are reading.
2.3.4.3. Objective Stage III
2.3.4.3.1. Have a student retell a story or event with a beginning, middle, and end in complete sentences.
2.3.4.4. Objective Stage IV
2.3.4.4.1. Have the student identify forms of literature (e.g., poetry, novel, short story, biography, autobiography, drama) based upon their characteristics.
2.3.4.5. Objective Stage V
2.3.4.5.1. Have the student identify his or her favorite genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics.
2.4. Writting Domain
2.4.1. Standard 1
2.4.1.1. Objective Stage I
2.4.1.1.1. Have the student write a simple poem that includes sight words, phonetic spelling, and CVC words to express ideas. Illustration may also be included.
2.4.1.2. Objective Stage II
2.4.1.2.1. Have the student create a variety of functional texts (e.g., classroom rules, letters, notes, messages, directions, etc.); and expository texts using complete sentences.
2.4.1.3. Objective Stage III
2.4.1.3.1. The student can write one or more persuasive paragraphs, with instructional support, that state a clear position with supporting details using persuasive vocabulary/strategies (e.g., loaded/emotional words, exaggeration, euphemisms, etc.)
2.4.1.4. Objective Stage IV
2.4.1.4.1. You can have the student write simple poetry using various techniques including use of figurative language.
2.4.1.5. Objective Stage V
2.4.1.5.1. Writing a poem using rhyme patterns, figurative language (i.e., simile and metaphor), theme, imagery, and rhythm.
2.4.2. Standard 2
2.4.2.1. Objective Stage I
2.4.2.1.1. Use guided writing technique to have the student to write simple declarative sentences (e.g., S-V, S-V-C) with subject-verb agreement and with teacher guidance.
2.4.2.2. Objective Stage II
2.4.2.2.1. Create a Word Wall or other classroom resources (environmental prints, picture dictionaries, and word dictionaries). and show the student how to use these resources to spell words correctly.
2.4.2.3. Objective Stage III
2.4.2.3.1. Use a writing journal to help the student generate and organizing ideas to create a prewriting plan using multiple self-selected methods (brainstorming, webbing, etc.)
2.4.2.4. Objective Stage IV
2.4.2.4.1. Writing paragraphs with appropriate punctuation.
2.4.2.5. Objective Stage V
2.4.2.5.1. Have an exercize where the student learns to use verb tenses (simple, progressive, and perfect, etc.) in various writing applications
2.4.3. Standard 3
2.4.3.1. Objective Stage I
2.4.3.1.1. Have an adjective and adverb brainstorming session with the student. Then have him or her add those additional details, revising the original draft for clarity.
2.4.3.2. Objective Stage II
2.4.3.2.1. Teach the child what a graphic organizer is or what a mind map is for them to learn how to organize their thoughts for writing.
2.4.3.3. Objective Stage III
2.4.3.3.1. Encourage your student to use their writer's prewriting plan to draft an essay with an introductory paragraph, body, transitions and concluding paragraph.
2.4.3.4. Objective Stage IV
2.4.3.4.1. Teach them to use a KWL chart for prewriting.
2.4.3.5. Objective Stage V
2.4.3.5.1. Teach the student a variety of organizational strategies (e.g.,outline, chart, table, graph, Venn diagram, web, story map, plot line, thinking maps, etc.) to plan writing.
2.4.4. Standard 4
2.4.4.1. Stage I does not have this standard.
2.4.4.2. Objective Stage II
2.4.4.2.1. Have the student write a story using descriptive words that convey meaning (e.g., shades of meaning/big, large, enormous, etc.). The story should create a picture in the reader's mind.
2.4.4.3. Objective Stage III
2.4.4.3.1. Have the student produce two or more paragraphs with an identifiable main idea and supporting details that reflect the audience and purpose in a variety of genres.
2.4.4.4. Objective Stage IV
2.4.4.4.1. Writing paragraphs using original, varied and natural word choices, including literal and figurative language.
2.4.4.5. Objective V
2.4.4.5.1. Have the student write a story using language appropriate to purpose, topic, and audience.
2.4.5. Standard 5
2.4.5.1. Stage I does not have this standard.
2.4.5.2. Objective Stage II
2.4.5.2.1. Have the student gather information on a topic to answer questions and write a research report.
2.4.5.3. Objective Stage III
2.4.5.3.1. Have the student record, organize, information, observations or questions on a topic of student interest from one or two sources (experiment, textbook, guest speaker, video, Internet, interview, podcasts, etc.) for report/research purposes.
2.4.5.4. Objective Stage IV
2.4.5.4.1. Writing essays and reports, based on research, using topic sentences, main ideas, relevant facts, details, and concluding statements.
2.4.5.5. Objective Stage V
2.4.5.5.1. Have the student complete a research project and include a bibliography.
2.5. Language Strand
2.5.1. Standard 1
2.5.1.1. Objective Stage I
2.5.1.1.1. Producing sentences with a pronoun as the subject using S-V-C construction with subject-verb agreement.
2.5.1.2. Objective Stage II
2.5.1.2.1. A student should explain differences between common and proper nouns in context (singular and plural).
2.5.1.3. Objective Stage III
2.5.1.3.1. Teaching manners to help the student use count and non-count nouns (with definite and indefinite articles, and/or quantifiers, as appropriate). (e.g., May I have a bottle of water? – “a bottle of water”).
2.5.1.4. Objective Stage IV
2.5.1.4.1. The student should be producing compound sentences. (i.e., independent clause + semi-colon + conjunctive adverb + independent clause).
2.5.1.5. Objective Stage V
2.5.1.5.1. Help the student produce sentences in the negative construction (subject + auxiliary verb + not + main verb) with subject-verb agreement, using a sentence frame.
2.5.2. Standard 2
2.5.2.1. Objective Stage I
2.5.2.1.1. Use vocabulary with spelling words.
2.5.2.2. Objective Stage II
2.5.2.2.1. Have the student determine the meaning of compound words using knowledge of individual words.
2.5.2.3. Objective Stage III
2.5.2.3.1. Help the student recognizing the words represented by common/academic language abbreviations and acronyms with (e.g., in., min., F, AZ, NASA, etc.)
2.5.2.4. Objective Stage IV
2.5.2.4.1. Help the student apply knowledge of homonyms in context.
2.5.2.5. Objective Stage V
2.5.2.5.1. The student can use reference materials, print and/or electronic, to identify meaning, spelling, pronunciation, and usage of words.