Grade: 35
* All areas
should build
upon the
previous
grade level
skills for
that
proficiency
level.
English
Performance
Goals
Listening
Students will
process,
understand,
interpret, and
evaluate spoken
language in a
variety of social
and academic
situations
Proficiency
Skills/ Knowledge
Competencies
Level:
Bridging to
Monitoring
Performance
Indicators/
Evidence
Carry out oral
instructions containing
grade-level, contentbased language.
Teacher
observation
Construct models or use
manipulatives to
problem-solve based on
oral discourse.
Listening
Activity pages
Distinguish between
literal and figurative
language in oral
discourse.
checklist
Self
Evaluation
Checklist
Activities
TPR (Total
Physical
Response)
Students will
engage in oral
communication
in a variety of
social and
academic
situations for a
variety of
purposes and
audiences.
Students will
use varying
sentence
lengths in
extended oral
discourse.
Responses
Role-play, dramatize, or
re-enact scenarios from
oral reading.
Audio
recordings
Give brief oral contentbased presentations.
WIDA
Speaking
Rubric
Begin to express time
through multiple tenses.
Teacher
observation
Makes requests and
express basic needs or
conditions.
Answer simple contentbased questions.
Re/tell short stories or
Self Evaluation
Checklist
Classroom
library
Interactive ReadAlouds
Books on
tape, cd,
playaways
Think-Alouds
RAZ for kids
Listening Center
Games
Form opinions of people,
places, or ideas from
oral scenarios.
Speaking
Materials/
Resources
Role-plays
Dramatic play
Question and
answer
Interviewing
Think-Pair
Share/ Turn and
Talk
Interactive ReadAloud
Retelling
show cohesion
and
organization to
support main
idea.
events.
Make predictions or
hypotheses from
discourse.
Offers creative
solutions to
issues/problems.
Describe pictures,
events, objects, or
people using phrases or
short sentences.
Discuss stories, issues,
and concepts.
Use
comparative/contrastive
language in contentbased discussions.
Express answers to fact
and opinion questions,
using supporting details
Reading
Students will
process,
interpret, and
evaluate
written
language,
symbols, and
text with
understanding
and fluency.
Identify main ideas and
some details.
Teacher
observation
Interactive readaloud
Identify story elements
(character, setting,
problem, solution, and
genre.)
Benchmark
Reading
Assessments
Guided reading
Use context clues and
illustrations to
determine meaning of
word/phrases.
Graphic
Organizers
(Venn
Diagram,
story maps
etc.)
Differentiate between
fact and opinion in
narrative and
expository text.
Make inferences,
predictions,
summarizations, and
conclusions about
written text.
Self
Evaluation
Checklist
Partner reading
Independent
Reading
Games
Guided
Reading
books (Rigby
ELL A-Z)
Sightword
readers
Grammar:
Classifying
Words Card
Library
(Lakeshore)
Mentor Text
(predicting,
inference,
summarizing
etc.)
Reading A-Z
readers
Writing
Students will
engage in written
communication in
a variety of
forms for a
variety of
purposes and
audiences.
Students will use
a variety of
sentence lengths
with evidence of
cohesion and
organization.
Produce personal
narrative, research, and
persuasive writing
samples.
Create compound
sentences. (ex.
conjunctions)
Use transition words in
writing multiple
paragraphs.
Describe events, people,
processes, procedures.
Summarize content
based information.
Writing
portfolio/
journals
Writing skill
checklist
WIDA
Writing
rubric
Story writing:
“Small Moments”
White
boards
Graphic
organizers and
sentence frames
Dry erase
markers
Independent
Writing
Erasers
Pencil grips
Pencils
Graphic
organizers
Self
Evaluation
Checklist
Mentor
texts
Writing
Process
Student
Folderssets of 10
(Lakeshore)