Skill+Sequence+for+Summer+Program

Writes a topic sentence with a clear focus, and identifies details needed to support text or paragraph. Writes short accounts of personal or familiar experiences
 * || ** Writing ** ||
 * **ESL I** || Organizes ideas in a logical or sequential order.

Parts of speech Verbs BE & HAVE all persons Yes/No questions, negative Pronouns: possessive, demonstrative (this,these,that, those) What/Where/What/Who questions Simple present + adv. Frequency Plural -s/-es Irregular 3rd person: goes Present progressive, spelling of –ing || Writes a multi-paragraph composition with clear topic development and some supporting detail. Identifies purpose, audience, topic sentence, and concluding sentence prior to writing. Selects words and phrases that connect ideas among paragraphs. Uses selected mechanics correctly when editing writing (e.g., apostrophe, comma, quotation marks, paragraph indentation). Revise writing to improve organization of ideas
 * Grammar:**
 * **ESL II** || Organizes ideas in logical order for expository writing.

Parts of speech Simple present and present progressive Frequency adverbs Singular/plural Spelling of plural Non-action verbs Simple past Spelling of –ing and –ed Regular verbs: pronunciation of –ed Where, Why, When, What time, How come Which, whose How often, how far, how about Tag questions Plural forms of nouns Subject-verb agreement Adjectives Possessive nouns Articles a/an/the/ Æ Common reporting verbs: tell, ask, answer/reply Compound sentences with FANBOYS, however, moreover Complex sentences with although, because, while, whereas, since, before, after || Write a personal interpretation of a literary text that includes a topic statement, supporting details for the text, and a conclusion. Attempts expanded sentences including complex, compound, complex-compound, reduced adjective/adverb clauses, resulting in a variety of sentence patterns. Varies vocabulary and sentence structures according to audience and purpose. Uses correct mechanics and spelling when editing and improves sentence structures and usage.
 * Grammar:**
 * **ESL III** || Organizes ideas for writing with a thesis statement, introduction, paragraphs that build an argument, transition sentences that link paragraphs, and a conclusion.

Parts of speech Simple and progressive tenses Perfect tenses Perfect Progressive tenses Spelling of –ing / -ed Pronunciation of –ed endings Subject/verb agreement Nouns as adjectives Quantifiers: a few, a little, one, each, every Should, had better, could, why don’t, would rather Passive voice Adjective clauses with who, which, that, whose, where, when Parallel structure Paired conjunctions: both…and; not only…but; either…or; neither…nor Compound sentences with compare/contrast and cause/effect connectors Conditions: otherwise, or (else) || Asks and answers concrete questions about familiar topics. Uses basic grammar patterns in speaking to produce familiar statements, questions, and commands. Recounts prior experiences and events of interest, using familiar sentences. Compares and contrasts information orally. Plans, rehearses, and orally presents information on planned activities or cultural topics. Grammar covered in writing reinforced in speaking. || Participates in limited discussions using appropriate and adequate words and phrases. Uses selected idiomatic expressions in speaking. Uses terms for features of textbooks and tests (e.g., chapter, table of contents). Expresses personal preferences, opinions, and wishes related to familiar topics. Requests, clarifies, and restates information to enhance understanding in social interactions. States a position and supports/ justifies it. Participates in limited classroom discussions and activities, when clarification is given. Expresses an opinion on a literary text or film in an organized way, using supporting details. || Communicates academic knowledge, using specific, technical, and abstract vocabulary of grade-level academic content. Adjusts meaning by varying pace, rhythm, and pauses in speech. Rephrases ideas and thoughts orally to clarify meaning in social interactions Summarizes information that is heard during a class or lesson. Identifies differences between oral and written language patterns. Supports a conclusion by orally giving facts or logical reasons. Participates in classroom discussion and other academic interactions, using basic and complex sentence structures. Presents information orally, using appropriate degree of formality for audience and setting. || Uses wiki to learn vocabulary and post sentences and short paragraphs. || Uses wiki to learn vocabulary, post essays, peer-edit, and work collaboratively on a project. || Uses online information resources for collaboration and research. Uses wiki to learn vocabulary, post essays, peer-edit, and work collaboratively on a project. || Identifies comparison and contrast organization in a text. Determines meanings of unknown words using word analysis and context. Reads and understands sight words, phrases, and sentences related to personal experience, familiar topics, and selected academic content. Identifies author’s purpose in writing a literary text. Identifies basic elements in stories that are read (e.g. plot, setting, conflict). Uses knowledge of text features (e.g. glossary, table of contents, chapter summary) to determine purpose and meaning of a text. Identifies point of view in fiction. Makes text-to-self connections. Starts making text-to-text connections. Starts annotating texts by circling people’s names, bracketing places and time, posing questions, making predictions, and writing short summaries in the margins. Starts using English only dictionaries. || Identifies evidence that supports an argument in a text. Identifies words, phrases, and sentences that determine meaning in multi-paragraph text (e.g. topic sentences, pronouns and their referents). Identifies transition words, phrases, and sentences that link paragraphs in a coherent text. Uses word analysis (e.g. base/inflections, compound words, prefixes, suffixes, and roots) to gain meaning from a text. Determines meaning by using text features (e.g. italics, bullets, headings, graphics). Compares characteristics of various literary genres (e.g. novel, poetry). Identifies and provides supporting details about a character’s traits, emotions, and/or motivations. Identifies imagery in a literary text. Compares the elements of character, setting, and/or theme in two or more texts. Makes text-to-self and text-to-text connections. Starts making text-to-world connections. Supports individual interpretations or conclusions using evidence from a literary or informational text. Demonstrates fluency as a reader, using different reading rates and approaches for different purposes. Annotates texts by adding comments, summaries, questions, interpretations, or predictions in the margins. Uses English only dictionaries. || Evaluates relevant information gained from a variety of sources. Applies knowledge of word analysis to expand comprehension of vocabulary found in a text. Identifies words that have both literal and figurative meanings. Identifies words, phrases, and sentences that signal organization and transitions in extended text. Locates examples of sentence variety and their intended purposes in a literary text. Compares differing points of view within a literary text. Demonstrates fluency, comprehension, and efficient reading rate in a variety of texts. Makes text-to-self, text-to-text, and text-to-world connections. Students practice the following reading strategies: making connections, making predictions, asking questions, visualizing, monitoring and clarifying, summarizing and synthesizing, determining what’s important, analyzing author’s craft Uses English only dictionaries. || Identifies a detail that supports a main idea in a literary or informational text that is heard. Identify important information on academic content using prior knowledge and/or visual cues. Understands interpersonal conversation when spoken to slowly and with repetition. || Identifies details that support a main idea in a literary or informational text that is heard. Understands specific information on academic content using prior knowledge and/or visual cues as needed. Understands formal and informal language within a given setting. || Understands attitude of a speaker toward subject matter. Understands classroom discussions, extended classroom discourse, and other academic interactions that include basic and complex sentence structures. Understands formal and informal language within a given setting. Understands inferential or abstract questions based on academic content. || Azar Grammar Series ||
 * Grammar:**
 * || ** Speaking (MELA-O) ** ||
 * **ESL I** || Uses selected essential vocabulary from the 1,000 first high-frequency word list. (? First 200 focus??) @High Frequency Word Lists
 * **ESL II** || Uses selected essential vocabulary from the first 2,000 high-frequency word list. (? First 500 Focus??) @High Frequency Word Lists
 * **ESL III** || Uses specific and/or abstract vocabulary of academic content, using the academic list of high-frequency words.
 * || ** Digital Expression - Part of All Classes ** ||
 * **ESL I** || Creates a media product, using images and texts
 * **ESL II** || Creates a media product, using images, and texts.
 * **ESL III** || Creates a media product, using images, texts, sound effects, and/or graphics.
 * || ** Reading Comprehension and Metacognitive Awareness ** ||
 * **ESL I** || Locates topic and supporting sentences in an informational paragraph.
 * **ESL II** || Applies knowledge of organizational structures in nonfiction text to determine meaning.
 * **ESL III** || Recognizes the use of arguments for or against an issue.
 * || ** Listening ** ||
 * ESL 1 || Understands words and phrases related to basic personal and school-related information.
 * ESL II || Understands common words with multiple meanings and frequently used synonyms and antonyms.
 * ESL III || Understands when engaged in sustained interpersonal interactions.
 * Sources || []