Expansion of Word Groups
DLLP
Not Evident
DLLP
Emerging
DLLP
Developing
DLLP
Controlled
• Explanation has only
morphologically simple
nouns (i.e., with no
derivational complexity
or modifiers) and
everyday, basic verbs
(with no modifiers)
• At the most, only
repetitive use of the
same one preposition
• No use of general
academic vocabulary
• Some use of expanded
word groups, including
evidence of any 1 of the
following word groups:
• nominalizations
• derived words
• prepositional phrases
(use of more than one
preposition type)
• relative (adjectival)
clauses
• adjectives in noun
phrases to modify nouns
• adverbs to modify verbs
• Either may or may not use
general academic
vocabulary
• OR use of general
academic vocabulary
without other expanded
word groups
• May or may not be used
accurately (semantically or
grammatically)
• Widening repertoire of
different word groups
• Wide repertoire of
different word groups,
showing that student
can do interesting
things with words
Content Guide, pp. 55-59
AND
• Some general
academic vocabulary
terms are mixed in
with everyday, casual
terms
• May or may not be
used accurately
(semantically or
grammatically)
AND
• General academic
vocabulary is used
mostly instead of
everyday, casual terms
• Mostly used accurately
(semantically or
grammatically)
© 2015 The Regents of the University of California
Expansion of Word Groups
• Along the progression, children’s responses became increasingly
complex as they used a greater variety of word groups. Explanations
developed from simple root forms of nouns and basic verbs to
incorporating a variety of lexical characteristics
Personal routine
EL
EO/P
Emerging Expansion of Word Groups
(EL): Emerging Expansion of Word Groups (EO/P):
No Evidence
of Expansion
of Word
Groups
No Evidence
of Expansion
of Word
Groups
(EL):(EO/P):
out your toothbrush,
Get Get
a toothbrush.
Brush yourthe
teeth.
toothpaste,
and
[Researcher:
And
tellstart
himbrushing
why he your
teeth.
all.
should
do That's
it.]
[Researcher:
you tell
So your
teeth canAnd
growwhy...can
up.
her why she should do it?]
·No expansion
word groups
Because itofmakes
your teeth clean.
That's all.
Because
youryour
teethteeth
have because
to be super
You should
clean
clean.
And
you have
to when
you're done,
you could
stay
healthy
and
no bugs
you put on your uniform and you get your
will come
in your mouth. And you
backpack. And then you go in the car. And
have tothen
start
in dad
yourcome
mouth,
your
takethen
you to school.
straight[Researcher:
on your tongue.
some
And can Get
you tell
him how to
water. do
Spit
out.toAnd
then
put some
it?itHow
clean
his teeth?]
First
youface
get your
and then the
water in
your
and toothbrush,
dry it.
thing that you put on top. And then you
your teeth.
And then
•Use ofbrush
prepositional
phrases
andyou
onego if you
want to wash your face or your hair, you
derived word
could do that. And I do that when I brush
my teeth too. And then everything could
be clean: your hair, your face, and your
teeth.
Developing Expansion of Word Groups
(EO/P):Developing Expansion of Word Groups
(EO/P):
You should clean your teeth because
it's important
that you
don't
getteeth
So you should
clean
your
cavities.
because it's very important when
[And can
you supposed
tell her how
do it, when
you're
to.toBecause
’cause other
she doesn’t
know
how?]
people smell think your teeth
You use
andactually
then
aretoothpaste
shiny butfirst,
they're
not.
you clean
Andyour
theyteeth
smellproperly.
really bad. So you
should really brush your teeth.
·Use of[Researcher:
three different
types
Can
you oftell her how to
expanded
word groups (relative
do it?]
clause,You
derived
word,
adjective)
should
brush
it up and down and
·Use ofmaybe
one general
academic
over here
and over there and
vocabulary
then term
when(important)
you're done, rinse and
then spit. And then you dry your
mouth.
Uses derived words, adverbs, and
prepositions, but lacks a variety of
academic vocabulary
•Use of several expanded word groups, but no
academic vocabulary
•No expansion of word groups
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
No Evidence of Expansion of Word Groups (EO/P):
No Evidence of Expansion of Word Groups (EL):
Personal routine
EL
EO/P
Get out your toothbrush, the toothpaste, and start
Get a toothbrush. Brush your teeth.
brushing your teeth. That's all.
[And tell him why he should do it.]
[And why...can you tell her why she should do it?]
So your teeth can grow up.
Because it makes your teeth clean. That's all.
• No evidence of expanded word groups
• No evidence of expanded word groups
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
Emerging
Expansion
of Word
Groups Groups
(EO/P): (EL):
Emerging
Expansion
of Word
Personal routine
EL
EO/P
Because your teeth have to be super clean. And when you're done,
You
know
whyuniform
you need
to get
brush
teeth,
you put
on your
and you
youryour
backpack.
Andfriend?
then you
You
toAnd
brush
teeth,
teeth
go in need
the car.
thenyour
your dad
comeotherwise
take you to your
school.
[And
canfall
you out.
tell him
howyou
to do
it? How
to clean
his teeth?]
will all
First
need
to get
all the
germs out,
First you get your toothbrush, and then the thing that you put on
and then drink some water and then spit it in the sink.
top. And then you brush your teeth. And then if you want to wash
And
then
a weird
think.
your face
or you
your have
hair, you
could dotoothbrush.
that. And I do So
thatyou
when
I brush
Because
your
will fell all
out.
my teeth too.
Andtooth
then everything
could
be clean: your hair, your
face, and your teeth.
• Use of two different types of expanded word groups
• Use of two different types of expanded word groups
(prepositional
phrase, adjectives)
(prepositional phrase, relative clause)
•• Lack
Lackofofgeneral
general
academic
vocabulary
academic
vocabulary
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
Developing
ExpansionofofWord
Word
Groups
(EO/P):
Developing Expansion
Groups
(EO/P):
You should clean your teeth because it's very important
Personal routine
EL
EO/P
You
should clean your teeth because it's important that
when you're supposed to. Because when other people smile
you
don't
cavities.
think
yourget
teeth
are shiny but they're actually not. And they
[And
you
tellSoher
to do
it, because
doesn’t
smellcan
really
bad.
youhow
should
really
brush yourshe
teeth.
know
how?]
[Can you
tell her how to do it?]
Youuse
should
brush it up
andand
down
andyou
maybe
over
hereteeth
and
You
toothpaste
first,
then
clean
your
over there and then when you're done, rinse and then spit.
properly.
And then you dry your mouth.
• • Use
different
types of
expanded
word groups
Useof
ofthree
four types
of expanded
word
groups (adjectives,
(adjective,
relative
clause,
adverb) phrases)
derived words,
adverbs,
prepositional
Useof
ofone
two general
general academic
vocabulary
terms
• • Use
academic
vocabulary
term
(important, actually)
(important)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
N/A
Personal routine
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
• Along the progression, children’s responses became increasingly
complex as they used a greater variety of word groups. Explanations
developed from simple root forms of nouns and basic verbs to
incorporating a variety of lexical characteristics
Academic task
EL
EO/P
Developing Expansion of Word Groups
(EO/P):
Emerging Expansion of Word Groups (EL):
No Evidence of Expansion of Word Groups
(EL):
You know how to do it. Have some.
[Researcher: Can you tell your friend
how to do it?]
One, two, three, four, five, six.
No Evidence of Expansion of Word Groups
[Researcher: And can you tell her why
(EO/P):
this way helps?]
For you can listen in your brain.
If you if you stack them up, you have to
count them.
If you
guess, then you
No expansion
of word
groups
don't know how many there are.
Because if you want to make them in
two lines, you could count them like
this, Emerging
one, two,Expansion
three, four,
five, six.
And
of Word
Groups
then (EO/P):
you can write the numbers on
your paper or your mom's paper.
Because you could count them to help
•Use you
of varied
prepositional
figure
it out. You phrases
can count them
in your brain. Put them this way. You
could count them from your fingers.
Uses varied prepositional phrases
How you find out how many cubes
there are? You'll have to put them in
a line like this, and then count them
in your mind.
[Researcher: Okay. Perfect! And can
you tell her why this way helps?]
All bunchy like this. I will go like this.
One, one, two, two, three, four, five,
five, five, six, seven, eight, nine, ten.
And I wouldn't know that. I would be
like oh it's ten. But then it would be
one, two, three, four, five, six, seven.
It would normally be six. Another
way to do it is to stack it up like this.
And you just have to stack it up like
this. And then count. And then put it
down so it stays together. It's an
easier way. So you stick it together,
stack it up and then you put it down
like this. And count them one, two,
three, four, five, six.
[Researcher: Anything else?]
You could count them with your
fingers also like this one, two, three,
four, five, six. So it has six then.
•Contains varied prepositional phrases,
adverbs, and word derivations, but lacks
a variety of academic vocabulary
•No expansion of word groups
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
Academic task
EL
EO/P
No Evidence of Expansion of Word Groups (EL):
No Evidence of Expansion of Word Groups (EO/P):
You know how to do it. Have some.
[Can
tellthem
your up,
friend
it?] them. If you
If youyou
stack
youhow
havetotodocount
One,
two,
three,
four, five,
guess,
then
you don't
knowsix.
how many there are.
[And can you tell her why this way helps?]
For
can listen
in your brain.
• Noyou
evidence
of expanded
word groups
• Use of one prepositional phrase
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
Emerging Expansion of Word Groups (EL):
Emerging Expansion of Word Groups (EO/P):
Academic task
EL
EO/P
Not (yet) evident
Because if you want to make them in two lines,
Because you could count them to help you figure it
you could count them like this, one, two, three,
out. You can count them in your brain. Put them
four, five, six. And then you can write the numbers
this way. You could count them from your fingers.
on your paper or your mom's paper.
• Use of one type of expanded word group
• Use of one type of expanded word group
(prepositional phrases)
(prepositional phrases)
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
Developing Expansion of Word Groups (EO/P):
Academic task
EO/P
How you find out how many cubes there are? You'll have to put them in a line
like this, and then count them in your mind.
[Okay. Perfect! And can you tell her why this way helps?]
Because if it’s all bunchy like this, I will go like this. One, one, two, two, three,
four, five, five, five, six, seven, eight, nine, ten. And I wouldn't know that. I
would be like oh it's ten. But then it would be one, two, three, four, five, six,
seven. It would normally be six. Another way to do it is to stack it up like this.
And you just have to stack it up like this. And then count. And then put it down
so it stays together. It's an easier way. So you stick it together, stack it up and
then you put it down like this. And count them one, two, three, four, five, six.
[Anything else?]
You could count them with your fingers also like this one, two, three, four, five,
six. So it has six then.
• Use of four types of expanded word groups (prepositional phrases, derived
words, adverbs, adjectives)
• Use of one general academic vocabulary term (normally)
Not (yet) evident
Emerging
Developing
Controlled
Expansion of Word Groups
N/A
Academic task
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
• Along the progression, children’s responses became increasingly
complex as they used a greater variety of word groups. Explanations
developed from simple root forms of nouns and basic verbs to
incorporating a variety of lexical characteristics
Personal routine
EL
EO/P
No Evidence of Expansion of Word
Groups (EL):
Last time my friend, her name is and
she does not know how to brush her
teeth. And I tell her, "You want me to
show you?" And she said, "Yes, can
you show me?" And I told her, "Brush
Evidence
of Expansion
of Word
the topNo
and
the bottom
and your
tongue.Groups
When(EO/P):
you're done, just tell
me, tell me and I'll tell you how to
Hi friend.
clean your teeth
clean your
teethYou
and should
do everything.
becauseI want
if youyou
get to
cavities,
And because
do it, I you
something,
youto
something
don't want
your teeth
be yellow bad could
happenbecause
to your teeth.
and crooked
if yourAnd,
toothand
is the
you clean
your
teethit is you get
gonna way
fall down,
do not
touch
your
it wet. And
Get
because
it'stoothbrush.
going to beGet
crooked.
toothpaste.
Brush
your
teeth.
if you don't brush your teeth, they're And
spit it out. Rinse your, rinse your
gonna then
be yellow.”
toothbrush and get water. Then spit
water out.
put of
your
Use ofthe
adjectives,
butAnd
not then
as part
a
toothbrush away. Uh uh.
noun phrase
Developing Expansion of Word
Groups (EL):
Emerging Expansion of Word Groups
(EL):
You're supposed to get your
toothbrush and then put some paste.
Put it on your teeth and go side to
side. Then
put your
teeth of
together
Emerging
Expansion
Word Groups
and brush
it up and down, up and
(EO/P):
down. Then if you want to brush your
tongue,I would
brush say,
it. And
it'sfirst
thenyou
putneed to get
Well
some water
and spit it out.
get
your toothbrush
and Then
put toothpaste
your brush
there's
on it.and
Andif then
youpaste,
need then
to get the
take it sides
out. Then
it's healthy,
of your
teeth, theit'stop of your
helpfulteeth
and itand
will the
keep
your teeth
bottom
of your teeth.
clean. And then you like to smile to show
your teeth, and then move your
Uses atoothbrush
prepositional
phrase
andinayour
up and
down
derivedmouth.
word Then you need to brush your
tongue. Then you need to spit and
wash your mouth and toothbrush. So
you don't get cavities, because
cavities are bad for your teeth.
Ok um you need to you need to brush
your teeth because it is important for
your teeth
because Expansion
your teeth your
teeth
Developing
of Word
need toGroups
be strong
and healthy. And you
(EO/P):
need to um like how to wash your teeth is
like: you get a toothbrush, you put water
You you
should
do toothpaste,
it because you
you don't
on it. Then
get like
get any bacteria
your
put it onwanna
the toothbrush.
Then you in
start
mouth
or else
you'll
have
to by
go to the
brushing
your teeth.
When
you're
done
doing that,
you and
get water
from
the sink.
dentist
like get
some
filling. And
You putif ityour
inside
yourfalls
mouth.
filling
out, Like
youyou
have to get
like um ashake
or shake
it and
inside
yourtooth.
new ittooth.
But
or not
a new
mouth. After, you spit it out. You can do it
They can put like a spacer in. Like I
more than four or five times. And um after
had that
But you
um get
youa also
when you're
doneonce.
with that,
yarn you
put
onum
your
and youneed
put itto
you
puttoothpaste
it in between
of
toothbrush
wanna
use
the of two
tee- toothsfirst.
for itAnd
can you
see like
if
something
like candy,
chips or
food could
a timer
for at least
twenty
minutes
be stuck
inside
youreach
teeth.tooth for a an
and
youyour
brush
amount of time that's over a second.
·Uses word derivations, prepositional
And then you close your mouth so all
phrases, and minimal academic
your teeth are are together and you
vocabulary
brush your teeth. Like that.
·Use of prepositional phrases, word
derivations, and adjectives used in a
noun phrase, as well as one instance
of academic vocabulary
•Use of varied prepositional phrases
•No expansion of word groups
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
No
of Expansion
of Word
GroupsGroups
(EL): (EO/P):
NoEvidence
Evidence
of Expansion
of Word
Personal routine
EL
EO/P
Last time my friend, she does not know how to brush her teeth.
You should clean your teeth because if you get
And I tell her, "You want me to show you?" And she said, "Yes,
cavities,
something
happen
teeth.
can
you show
me?" Andbad
I toldcould
her, "Brush
the to
topyour
and the
And the
way
clean
youryou're
teethdone,
is you
bottom
and
youryou
tongue.
When
justget
tellyour
me and I'll
tell
you how to Get
cleanityour
do everything.
Andyour
toothbrush.
wet.teeth
Getand
toothpaste.
Brush
because
I want
you spit
to doitit.out.
I don't
wantyour
yourtoothbrush
teeth to be yellow
teeth. And
then
Rinse
and
and
because
if your
tooth isout.
gonna
fallthen
down,put
do not
getcrooked,
water. Then
spit
the water
And
your
touch it because it's going to be crooked. And if you don't brush
toothbrush away.
your teeth, they're gonna be yellow.”
Useevidence
of one prepositional
phrase
••No
of expanded word
groups
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
Emerging
(EO/P):
EmergingExpansion
ExpansionofofWord
WordGroups
Groups
(EL):
Personal routine
EL
EO/P
IYou're
wouldsupposed
say, “Wellto
first
need
to get your
toothbrush
put
getyou
your
toothbrush
and
then putand
some
toothpaste
it.your
And then
need
to get
sides
of your
paste. Put itonon
teethyou
and
go side
tothe
side.
Then
put your
teeth, the top of your teeth and the bottom of your teeth. And
teeth together and brush it up and down, up and down.
then you like to smile to show your teeth, and then move your
Then if you want to brush your tongue, brush it. And then
toothbrush up and down in your mouth. Then you need to
put some water and spit it out. Then get your brush and if
brush your tongue. Then you need to spit and wash your mouth
there's
paste, then
takedon't
it out.
it's healthy,
it's helpful
and toothbrush.
So you
getThen
cavities,
because cavities
are
and
it
will
keep
your
teeth
clean.
bad for your teeth.”
•• Use
Use
three
of expanded
word (prepositional
groups (adjective,
ofof
one
typetypes
of expanded
word group
prepositional phrase, derived words)
phrases)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
DevelopingExpansion
ExpansionofofWord
Word
Groups
(EO/P):
Developing
Groups
(EL):
Personal routine
EL
EO/P
it because
wanna
any bacteria
inno,
your
IYou
willshould
ask her,do
“Do
you knowyou
howdon't
to clean
yourget
teeth?”
If she says
I
could
I could
telltoher,
you get
If you
mouthexplain
or elseher.
you'll
have
go“Look,
to thefirst
dentist
andyour
like brush.
get some
don't
go buy
one.falls
Andout,
after
when
you're
done
going
buying
filling.have
Andone,
if your
filling
you
have
to get
a new
tooth.
Or
one,
a paste
a little
Anda you
get in.
it. You
thethat
pasteonce.
first
not abuy
new
tooth.and
They
can yarn.
put like
spacer
Likeput
I had
on
brush.
And after
youtoothpaste
put a little on
bit of
water,
you startfirst.
brushing
Butthe
also
you need
to put
your
toothbrush
And
your
teeth.
And
why
is
it
important?
It's
important
because
if
you
eat
you wanna use a timer for at least twenty minutes and you brush
food,
or something
notthat's
good for
you,
some food
could
each candy,
tooth for
an amountthat's
of time
over
a second.
And
thenget
you
stuck in your teeth. And if you eat candy, they could grow cavities. And if
close your mouth so all your teeth are are together and you brush
you eat something that could stick on your teeth, and if you smile, like if
your teeth. Like that.
you're going to take a picture, it's going to look weird.”
•
•
••
Not (yet) evident
Use of three types of expanded word groups (prepositional
Use of three types of expanded word groups (adjective, prepositional
phases, derived words, adjectives)
phrases, relative clauses)
Use of
of two
onegeneral
generalacademic
academic
vocabulary
term
(amount)
Use
vocabulary
terms
(explain,
important)
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
N/A
Personal routine
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
• Along the progression, children’s responses became increasingly
complex as they used a greater variety of word groups. Explanations
developed from simple root forms of nouns and basic verbs to
incorporating a variety of lexical characteristics
Academic task
EL
EO/P
No Evidence of Expansion of Word Groups
(EL):
By counting and by your mind can
count.
[Researcher: And why does using the
cubes this way help her? Tell her that.]
For you can learn to count.
Developing Expansion of Word Groups
(EL):
Emerging Expansion of Word Groups
(EL):
Like you use the cubes to help you
count and you could do them by
fives since however you want. But
like and when you're after, when
you're done, you have to you have to
count them. And then you you you
you get the total of cubes.
[Researcher: And can you tell her
why using the cubes this way helps
Emerging Expansion of Word Groups
her?]
(EO/P):
It helps you because it makes it
easier for you to count.
When you use the cubes, it might be
easier for you to count them by twos
• Uses prepositions phrases, although
because it takes less time. And
not always accurately
they're even numbers, and for me it's
easier to count with even numbers.
A easy way is to connect all the red ones.
Wait, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. A easy
way is to connect them, the row, each
color and whatever the number that the
first color has, I think it, the others colors
could have the other one, the same
amount. So this one had 10, but I
accidentally put a white one, but if I were
to, there's a red one left, so if I would
have put the red one where the white one
goes, and take the white one out, there
Developing Expansion of Word Groups
would've been 10 still. So you need to find
(EO/P):
out how much colors there are in total.
Then you multiply by tens, so 10, 20, 30,
You use these cubes and put them by
40, 50.
twos. It's funner and faster, more
[Researcher: And why does using the
efficient than counting by ones.
cubes this way help him?]
[Researcher: Can you tell him how to do
It helps us so it doesn't fall off, and so it
it?]
doesn't get mixed. And so you could stick
You have all the unifix cubes on the right
it up or sideways, so it doesn't get mixed
and none on the left. Take two and put
up with the other colors. So you don't
them on the left. Do it with another pair
count them wrong by accident.
until you count two, four, six, eight all the
way to the number that the cubes have,
•Use of adjectives in noun phrases, word
which I counted fifty.
derivations, and adverbs. Uses mathspecific vocabulary, but only one
•Use of academic vocabulary, as well as
instance of general academic vocabulary.
derived words, prepositional phrases,
and a relative clause
· Displays a repertoire of expanded word
groups, but no use of academic
vocabulary
· No expansion of word groups
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
No Evidence of Expansion of Word Groups (EL):
Academic task
EL
Not (yet) evident
To put it in order and color and not get it mixed
up. And put them in tens.
• Repetitive use of one preposition
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
Emerging
Expansion
Word
Groups
Emerging Expansion
of of
Word
Groups
(EL):(EO/P):
Academic task
EL
EO/P
You
to countMake
themthem
by one.
Likea that.
Youand
cantake
do ittwo
to
Useneed
the cubes.
into
group
help
you.
Now soCount
you can
know
manymany
is the answer.
out at
a time.
them
to how
see how
you have.
[Can you tell how?]
Finish doing that when the first cluster is in the second
Just counting. Just you get the thing and count it. Also it's in
one. Then you'll know how many cubes there are.
the paper just do it with the fingers. If you need more
[Can
you
tell
using
the cubes this way helps?]
fingers,
you
canhim
do why
drawing
to draw.
It's faster than using them by ones.
• Use of two types of expanding word groups (prepositional
phrases,
• Use ofadjective)
two types of expanded word groups
• Use of one general academic vocabulary term (answer)
(prepositional phrases, adjectives)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
Developing Expansion of Word Groups (EL):
Developing Expansion of Word Groups (EO/P):
Academic task
EL
EO/P
A easy way is to connect all the red ones. Wait, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
A easy way is to connect them, the row, each color and whatever the
You use
cubes
them
byother
twos.
It's could
funner
and
number
thatthese
the first
colorand
has,put
I think
it, the
colors
have
the
faster,
moreSoefficient
than
by ones.
same
amount.
this one had
10,counting
but I accidentally
put a white one, but
if [Can
I wereyou
to, there's
a red
one to
left,do
soit?]
if I would have put the red one
tell him
how
where
the white
one goes,
take the
one out,
would've
You have
all the
Unifixand
cubes
on white
the right
andthere
none
on the
been 10 still. So you need to find out how much colors there are in total.
left.you
Take
two by
and
putsothem
Then
multiply
tens,
10, 20,on
30,the
40, left.
50. Do it with another
pairwhy
until
you
count
two, this
four,way
six,help
eight
all the way to the
[And
does
using
the cubes
him?]
the cubes
I counted
It number
helps us sothat
it doesn't
fall off, have,
and so which
it doesn't
get mixed.fifty.
And so you
could stick it up or sideways, so it doesn't get mixed up with the other
colors.
don'ttypes
count them
wrong by word
accident.
• UseSoofyou
three
of expanded
groups (prepositional
• phrases,
Use of fiveadjective,
types of expanded
word
groups (adjectives, relative clause,
relative
clause)
derived
adverb,
prepositional
phrases)
• Useword,
of one
general
academic
vocabulary term (efficient)
• Use of two general academic vocabulary terms (amount, accidentally)
Not (yet) evident
Emerging
Developing
Controlled
Expansion of Word Groups
N/A
Academic task
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
• Along the progression, children’s responses became increasingly
complex as they used a greater variety of word groups. Explanations
developed from simple root forms of nouns and basic verbs to
incorporating a variety of lexical characteristics
Controlled Expansion of Word Groups
(EO/P):
Personal routine
EL
EO/P
Developing Expansion of Word Groups
(EL):
Emerging
Expansion
of Word
(EL):
Emerging
Expansion
of Groups
Word Groups
(EO/P):
I would tell her, Well it's good for you to
brush your
teeth,
because
you
wouldn't
Well, I would just tell her the way be
I brush
able toit.talk
rightyou
without
yourout
teeth.
So how
just take
the And I
wouldtoothbrush
tell her, Youand
justthen
startput
from
the end on
toothpaste
and end
front.
it. with
And Ithe
guess
well, I put mine in water
No Evidence of Expansion of Word Groups
(EL):
No Evidence of Expansion of Word Groups
(EO/P):
You have
to clean your teeth for they could
be clean. And you have to get the brush and
get your toothbrush. Then you put
do itYou
like this.
toothpaste on it. Then you scrub your
Thenofyou
· No teeth.
expansion
wordshould
groupsdo it because
then your teeth would get all brown
and all that.
•No expansion of word groups aside from
the use of one prepositional phrase
Not (yet) evident
first, but I guess she doesn't have to if
· Contains
varied prepositional
phrases
she doesn't
want to. And then
youas
just
well asbrush
an adverb,
though
the adverb
is all
your teeth
up and
down and
not grammatically
correct
your teeth. And
then when you're done,
you just put it under water, and then put
it back where it came from.
[Researcher: Can you explain her why
she should do it?]
She should do it because you want your
teeth to be healthy and clean. And you
don't want them to be dirty and have
cavities.
•Uses a variety of prepositional phrases,
a relative clause, nominalizations, and
word derivations
Emerging
You should do it because if your teeth get
Expansion
Word Groups
yellow,Developing
when you eat
or drinkof
something,
(EO/P):
specifically
milk, it'll taste a little weird.
And then if you clean your teeth, it will
Okay.
First,
you
take
either
an electronic
make your teeth brighter and more
toothbrush
a regular
toothbrush.
You
healthier
because or
when
your teeth
are
it under
the sink.
it off. You
yellow,put
they'll
be more
weak.You
Andrinse
if you
put toothpaste
it, not
much,
clean them,
they'll be on
strong
fortoo
when
you not
too
little.
You
rinse
it
back
off.
And
then
if
live.
you have
an to
electronic
toothbrush,
[Researcher:
How
do it? Can
you tell press
theto
button.
him how
do it?]And then first clean the top
teeth,
bottom
teeth thoroughly.
And then
firstthen
you the
should
put toothpaste
And if you have
regular
on a toothbrush.
And athen
whattoothbrush,
I would
make movements
to
recommend
is put some with
waterthe
so toothbrush
it
go
up
and
down.
And
then
for the
top.
doesn't get stuck on your teeth. And
then
And
then
do the same
forteeth
the bottom.
you just
start
brushing
all your
on
[Researcher:
whyand
should
she
the top,
bottom, theAnd
inside
outside.
brush?]
And then
after two minutes just put
youmouth
don't want
to get
cavities,
water Because
inside your
and spit
out.
and you want your teeth to be healthy.
And youwords,
don't want
to get gum disease,
Uses derived
an adverb,
and youphrases,
don't. and academic
prepositional
[Researcher: Anything else?]
vocabulary.
And you want to keep your teeth healthy,
because I've heard that if your teeth
aren't healthy, you can get kind of sick. So
you don't want to do that, and yeah.
…And, then I do the water pick, which
cleans your teeth behind and inside of
them and through your gaps of the teeth.
And then I would mouthwash. I would get
my mouthwash, and I would mouthwash
for a minute or so. And then once I'm
done, I wouldn't drink water for 30
minutes because that's just what my dad
told me and I don't do it. And so once
you're done with your mouthwash, don't
drink water for 30 minutes. And then
you'll be all good.
[Researcher: And why should he do it?]
He should do it just to keep your teeth
clean. And he should do it just to prevent
cavities and lots of bad stuff that could
happen to your teeth, like infections and
plaque that could get on your teeth and
could affect some other parts in your
body, like your heart and your gums and
lots of stuff like that. And you should
definitely brush your teeth every day. If
you don't, it's not going to help at all.
Should always brush your teeth two times
a day, or if you want like I do, three times
a day.
•Displays controlled use of adverbs,
prepositional phrases, nominalization,
and adjectives in noun phrases, as well
as a variety of academic vocabulary
•Use of adjectives in noun phrases,
prepositional phrases, an adverb, and
derived words. Also uses one example of
academic vocabulary.
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
Personal routine
EL
EO/P
No Evidence of Expansion of Word Groups (EO/P):
No Evidence of Expansion of Word Groups (EL):
You get your toothbrush. Then you put toothpaste
Youit.have
clean
youryour
teeth
for they
be clean.
on
Thentoyou
scrub
teeth.
Thencould
you should
Andit you
have then
to getyour
theteeth
brushwould
and doget
it like
this.
do
because
all brown
and all that.
• No evidence of expanded word groups
• Use of one prepositional phrase
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
Emerging Expansion of Word Groups (EO/P):
Emerging
Word
Groups
(EL):
Well, I would Expansion
just tell her theof
way
I brush
it. So how
you just take out
Personal routine
EL
EO/P
the toothbrush and then put toothpaste on it. And I guess well, I put
mine in water first, but I guess she doesn't have to if she doesn't want
Ito.would
tell her, “Well it's good for you to brush your
And then you just brush your teeth up and down and all your teeth.
teeth,
you
wouldn't
beitable
talkand
right
And thenbecause
when you're
done,
you just put
underto
water,
then put
it back where
it came
from. And I would tell her, “You just
without
your
teeth.”
[Can you explain to her why she should do it?]
start
from the end and end with the front.”
She should do it because you want your teeth to be healthy and clean.
And you don't want them to be dirty and have cavities.
• Use of two types of expanded word groups
• Use of three types of expanded word groups (prepositional
(adverb,
prepositional phrases)
phases, relative clause, derived word)
•
Not (yet) evident
No use of general academic vocabulary
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
Developing
Groups
(EO/P):
DevelopingExpansion
ExpansionofofWord
Word
Groups
(EL):
Personal routine
EL
EO/P
First,
takedo
either
an electronic
or a regular
put
You you
should
it because
if yourtoothbrush
teeth get yellow,
whentoothbrush.
you eat orYou
drink
itsomething,
under the sink.
You rinsemilk,
it off.it'll
Youtaste
put toothpaste
on it,
notthen
too much,
specifically
a little weird.
And
if you not
too
little.
Youteeth,
rinse ititback
off. And
thenteeth
if youbrighter
have anand
electronic
toothbrush,
clean
your
will make
your
more healthier
press
the button.
And then
thethey'll
top teeth,
then the
bottom
because
when your
teethfirst
areclean
yellow,
be more
weak.
And teeth
if you
thoroughly.
And
if
you
have
a
regular
toothbrush,
make
movements
with
the
clean them, they'll be strong for when you live.
toothbrush to go up and down. And then for the top. And then do the same
[How to do it? Can you tell him how to do it?]
for the bottom.
And then first you should put toothpaste on a toothbrush. And then
[And why should she brush?]
what I would recommend is put some water so it doesn't get stuck on
Because you don't want to get cavities, and you want your teeth to be healthy.
your
teeth.
you
justdisease,
start brushing
your teeth on the top,
And
you
don'tAnd
wantthen
to get
gum
and you all
don't.
bottom, else?]
the inside and outside. And then after two minutes just put
[Anything
water
your
and healthy,
spit out.because I've heard that if your teeth
And
youinside
want to
keepmouth
your teeth
aren't healthy, you can get kind of sick. So you don't want to do that.
•
Use of three types of expanded word groups (adverbs, derived
phrases)
• Usewords,
of four prepositional
types of expanded
word groups (adjectives, prepositional
•
Use
of
two
general
academic
phrases, adverbs, derived words) vocabulary terms (specifically,
• Userecommend)
of two general academic vocabulary terms (thoroughly, movements)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
Controlled Expansion of World Groups (EO/P):
Personal routine
EO/P
So first of all, why you should brush your teeth. For one thing, you get
cavities and those hurt. I'm not experiencing it, but those hurt. Second,
why cavities are caused, bacteria that go [making sound] about your
teeth and those are bad bacteria. Well, that's enough. How do you
brush your teeth? I would basically demonstrate it, so pretend this
pencil is my toothbrush. So I do it on the tongue and then the back of
my teeth, the middle, and the front. That's basically how I do it. But
even though I usually do it a much shorter amount of time, you have to
brush for at least a minute, though I usually do it for definitely less
than a minute. However, it seems, I still haven't gotten any cavities yet
even though I don't brush my teeth that well.
• Use of four types of expanded word groups (adjectives, prepositional
phrases, adverbs, derived words)
• Use of eight general academic vocabulary terms (experiencing,
caused, demonstrate, pretend, basically, definitely, amount, usually)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
• Along the progression, children’s responses became increasingly
complex as they used a greater variety of word groups. Explanations
developed from simple root forms of nouns and basic verbs to
incorporating a variety of lexical characteristics
Academic task
EL
EO/P
No Evidence of Expansion of Word Groups
(EL):
You could use it so you don't get, so they're
separated right? So then you have to put
Expansion
of Word
themNo
in Evidence
groups soofthat
you wouldn't
be Groups
(EO/P):
confused.
So that's why you use this.
You could of
count
them
or you
could
stack
No expansion
word
groups
aside
from
them up and then
count them. This will work
one prepositional
phrase
so you can figure out how to get how many
cubes are there.
Developing Expansion of Word Groups
(EL):
Emerging Expansion of Word Groups
(EL):
You should do them by ten because it's a
lot more faster positive and even quicker
because it helps you because the more
you do stuff by tens, the more easy
counting stuff will be for you.
[Researcher:
And
can you of
tellWord
him how
to
Emerging
Expansion
Groups
do it?]
(EO/P):
You grab ten cubes then get another ten
cubes.Why
Andyou
then
whenuse
there're
more
should
it thisno
way
because
cubes,it's
and
they're
alljust
grouped
by ten,
youall up.
easier
than
counting
them
countAnd
them
out.
And
then use
youitsee
that
why
you
should
is because
it's
thereeasier.
is a hundred.
[Researcher: And can you tell him how to
•Use of
phrases, derived
do prepositional
it?]
words,
andyou
nominalization,
but lacks
First
could either stack
them or just
general
vocabulary
putacademic
them in piles.
Grab ten of them and
put them in a pile and keep putting ten of
them until there is none. Or if there's
leftovers, you can use the leftovers to use
that.
OK OK I think you should just count them
randomly because if you like put them in
stacks or you put them in groups of color,
it's just gonna take much longer. And
when you count them solo, it's gonna take
Developing Expansion of Word Groups
um shorter.
(EO/P): Can you tell her how to do
[Researcher:
it?]
It helped
me because
go faster
Well, you
just have
to countI the
cubes.and was
And it how
might
help
you because
Like itcounting.
doesn't matter
you
count
also
gothem
fast. in
Solike
I suggest you
them.you
Likemight
you just
put
use
that
way
that
I
did.
whichever one you can. You just put them
[Researcher:
And
cangrowing
you tell until
him how to
in a pile,
and the pile
starts
doyour
it?] final answer.
you get
The first way I did was connecting them in
one
big
line,
and
then
I
separated
them
•Displays a grasp of adverbs, derived
a bunch of lines.
Andnoun
then I figured
words,into
prepositional
phrases,
thatand
wouldn't
be very fast.
So I decided to
phrases,
some academic
vocabulary
count the rest.
•Use of a variety of academic vocabulary,
but not quite enough to be coded as
Controlled. Uses derived words, a
relative clause, prepositional phrases,
and noun phrases.
•Use of derived words, nominalizations,
and prepositional phrases
•No expansion of word groups
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
NoEvidence
Evidenceof
ofExpansion
Expansionof
ofWord
WordGroups
Groups(EL):
(EO/P):
No
Academic task
EL
EO/P
Youhave
couldtocount
youfor
could
them
up
You
cleanthem
your or
teeth
theystack
could
be clean.
and you
thenhave
count
willand
work
And
tothem.
get theThis
brush
dosoit you
like can
this.
figure out how to get how many cubes are there.
• No evidence of expanded word groups
• No evidence of expanded word groups
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
Emerging Expansion of Word Groups (EL):
Emerging Expansion of Word Groups (EO/P)
Academic task
EL
EO/P
I will tell her that using the cubes by 10 it will help you for you could
First
you
have your
countofby10ones
where
cube
maybe
already
knowpile.
yourYou
numbers
or 11,
or 12,each
or 13,
14, 15,
represents
one.
you
justuse
count
up to ten.
you grab
16, 17, 18, 19,
20.SoYou
could
whatever
waysAnd
for then
you could
know
and
put
it inare
a pile.
And then you do it for each of them and
how you
many
cubes
there.
[Canjust
you do
tellither
how
to do no
it?]more left. And then you just count it
you
until
there's
Justby
byhow
grabbing
and
then
putting
themyou'll
together
and like in
up
manyten
youcubes
put in
the
pile,
and then
get the
a
line. And then put them by fives and then could just multiply by two
answer.
by getting ten, one, then doing the ten.
• Use of three types of expanded word groups (adverb, adjective,
•prepositional
Use of three types
of expanded word groups (prepositional phrases,
phrases)
adverbs, adjectives)
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California
Expansion of Word Groups
Developing
of of
Word
Groups
(EL):(EO/P):
DevelopingExpansion
Expansion
Word
Groups
Academic task
EL
EO/P
I Itthink
you me
should
just count
them randomly
because if And
you put
helped
because
I go faster
and was counting.
it
them
stacks
orbecause
you put them
in groups
going
mightinhelp
you
you might
alsoof
gocolor,
fast. it's
So Ijust
suggest
to
take
much
AndI when
you
use
thatlonger.
way that
did. you count them solo, it's going to
take
[Andshorter.
can you tell him how to do it?]
[Can you tell her how to do it?]
The first way I did was connecting them in one big line, and
You just have to count the cubes. It doesn't matter how you
then I separated them into a bunch of lines. And then I
count them. You just put them in whichever one you can. You
figured that wouldn't be very fast. So I decided to count the
just put them in a pile, and the pile starts growing until you get
rest.final answer.
your
Useofoffour
three
types
of expanded
groups
(adverb,
••Use
types
of expanded
wordword
groups
(adverbs,
derived
relative
clause, prepositional
phrases, adjective)
words,
prepositional
phrases, adjectives)
Useofoftwo
three
general
academic
vocabulary
(suggest,
••Use
general
academic
vocabulary
termsterms
(randomly,
separated, decided)
answer)
Not (yet) evident
Emerging
Developing
Controlled
Expansion of Word Groups
N/A
Academic task
Not (yet) evident
Emerging
Developing
Controlled
© 2015 The Regents of the University of California