Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades K-2

Content Standard LISTENING/SPEAKING: The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts. Guiding Comments L/S.K.2 Demonstrates the development of early phonemic awareness and the alphabetic principle when participating in listening and speaking activities. Guiding Comments L/S.K.3 Uses basic vocabulary to identify L/S.1.3 Uses basic vocabulary and familiar concepts related to self, family, language patterns to identify and and to interact with peers. describe familiar concepts related to self, to family, and to interact with peers. L/S.2.3 Uses appropriate vocabulary and language patterns to identify, describe, and classify familiar concepts related to self, family, and environment, and to interact with peers. L/S.1.2 Develops and demonstrates phonemic awareness and auditory discrimination to identify distinctive sounds. L/S.2.2 Applies phonemic awareness and auditory discrimination to identify distinctive sounds. Kindergarten Expectations L/S.K.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to demonstrate engagement. Grade 1 Expectations L/S.1.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to demonstrate engagement. Grade 2 Expectations L/S.2.1 Listens and responds to simple commands, instructions, and statements, and is able to answer the 5-W Questions (who, what, when, where, and why) during story time using expressions to demonstrate engagement.

Guiding Comments L/S.K.4 Offers and responds to greetings L/S.1.4 Offers and responds to greetings L/S.2.4 Demonstrates verbal and and farewells using appropriate courtesy and farewells using the appropriate nonverbal forms of greetings, farewells, expressions. courtesy expressions. and introductions using the appropriate courtesy expressions in simple sentences. Guiding Comments

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades K-2
Content Standard Kindergarten Expectations L/S.K.5 Uses both verbal and nonverbal forms of communication to express feelings and needs; reacts to pictures and simple language cues after listening to read alouds. Grade 1 Expectations L/S.1.5 Uses both verbal and nonverbal forms of communication to express feelings, needs, experiences, and reacts to pictures and simple language cues after listening to read alouds. Grade 2 Expectations L/S.2.5 Expresses feelings, needs, ideas, and experiences; discusses learned concepts from content area or class readings using acquired language.

Guiding Comments READING: The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and Guiding Comments develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction. R.K.1 Identifies vowels and consonants; associates the sounds. R.1.1 Recognizes letter-sound relationships to decode words and phrases fluently. R.2.1 Uses letter-sound relationships to decode words and phrases fluently.

R.K.2 Uses basic aural phonemic awareness strategies to manipulate sounds.

R.1.2 Uses phonemic awareness R.2.2 Uses phonemic awareness strategies to manipulate sounds and form strategies to manipulate sounds and to new monosyllabic words. form new multisyllabic words; reads words and phrases in simple narrative text fluently.

Guiding Comments

Grade 1 has illogical sequence of expectations for learning writing mechanics. R.K.3 Uses context clues and illustrations R.1.3 Uses context clues and illustrations to identify details and to determine the to identify details and to determine the meaning of unfamiliar words. meaning of unfamiliar words; demonstrates an acquisition of grade level vocabulary.

R.2.3 Uses context clues and acknowledges resources as a support to build vocabulary, verify meaning, and determine the meaning of unfamiliar words; demonstrates an acquisition of grade-level vocabulary and transfers word meaning into a variety of narrative texts.

Guiding Comments 2

Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades K-2
Content Standard READING: The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction. Guiding Comments R.1.5 Identifies story organization of beginning, middle, and end within narrative text. R.2.5 Demonstrates an understanding of story organization of beginning, middle, and end; makes predictions within narrative text. Kindergarten Expectations R.K.4 Demonstrates awareness of main character(s) and uses picture cues to identify similarities and differences between characters within narrative texts. Grade 1 Expectations R.1.4 Identifies the main character(s) and uses picture cues to identify similarities and differences between characters within narrative text. Grade 2 Expectations R.2.4 Identifies and states the main character; establishes similarities and differences between characters; identifies the setting within narrative text.

Guiding Comments

There are gaps in the expectations for writing mechanics across grades. W.K.1 Identifies and traces the letters of the alphabet using linear and curved strokes; recognizes uppercase and lowercase letters. W.1.1 Recognizes and writes the letters of the alphabet; writes initial and final consonants in CVC (consonant-vowelconsonant) pattern words. W.2.1 Matches all uppercase letters to their corresponding lowercase counterparts; arranges words in alphabetical order using first letter criteria.

WRITING: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and ageappropriate expressive vocabulary. Guiding Comments

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades K-2
Content Standard WRITING: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and ageappropriate expressive vocabulary. Kindergarten Expectations W.K.2 Writes the letters that represent first name. Grade 1 Expectations Grade 2 Expectations W/1.2 Writes name correctly; copies W.2.2 Uses phonemic awareness and words and simple three word sentences phonics strategies to write simple words; using left to right, top to bottom applies correct letter and spacing. progression; applies appropriate spacing between letters and words; uses phonemic awareness and phonics strategies to spell words.

Guiding Comments W.K.3 Forms the letters of the alphabet using a variety of manipulatives, identifies the initial consonant in words or pictures by tracing and circling, and attempts to write the letters using print techniques. Guiding Comments W/1.3 Identifies a complete sentence using capitalization; recognizes ending punctuation. W.2.3 Applies correct capitalization and punctuation marks in declarative and interrogative sentences; identifies the main parts of speech.

Guiding Comments

Parts of Speech: noun, pronoun, verb, adverbs, adjectives, conjunction, prepositions and interjection. Introduce parts of speech based on grade level.

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades K-2
Content Standard WRITING: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and ageappropriate expressive vocabulary. Guiding Comments Introduce poetry in grade 2. Guiding Comments Elementary students enjoy poetry because of its sounds, descriptions, and brevity. W.1.5 Uses a picture dictionary as an aid W.2.5 Uses the dictionary as an aid in the writing process; uses visual aids to to the writing process. support generating ideas. Kindergarten Expectations W.K.4 Illustrates to express feelings, concepts related to family, and personal experiences. Grade 1 Expectations W.1.4 Writes to describe a picture, person, or object; writes sentences of two or three words in length. Grade 2 Expectations W.2.4 Writes to express feelings, familiar topics, experiences, and describe a picture; uses high frequency words to write simple sentences of three to four words in length; applies correct word spacing.

Guiding Comments

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 3-5
Content Standard LISTENING/SPEAKING: The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts. Guiding Comments L/S.3.1 Listens carefully during a read aloud from a variety of narrative texts to comprehend and identify the main character and setting. Guiding Comments L/S.3.2 Applies phonemic awareness and auditory discrimination and distinguishes between singular/plural forms as well as past/present tense of regular verbs. Review content and skills related to phonemic awareness and auditory discrimination from earlier grades in beginning of 4th grade. L/S.4.1 Listens and responds during a read aloud from a variety of narrative texts to comprehend and identify main character and setting. L/S.5.1 Listens and responds during a read aloud from a variety of narrative texts to comprehend, identify, and describe characters and setting. Grade 3 Expectations L/S.3.3 Listens and responds to, gives commands, provides both instructions and directions; shares answers and formulates the 5-W Questions (who, what, when, where, and why). Grade 4 Expectations L/S.4.3 Listens and responds to complex instructions, complete statements, and answers and formulates the 5 WQuestions as well as how questions (who, what, when, where, why, and how) in formal and informal discussions. Grade 5 Expectations L/S.5.3 Listens, responds to, and analyzes complex instructions; expresses self using complete sentences; answers and formulates both closed and open-ended questions in both formal and informal scenarios.

Guiding Comments L/S.4.2 Recognizes simple homophones and figurative language. Guiding Comments L/S.5.2 Identifies and uses homophones and recognizes figurative language.

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 3-5
Content Standard LISTENING/SPEAKING: The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts. Guiding Comments Include social vocabulary that students can use to solve disputes. Guiding Comments L/S.4.4 Applies correct language patterns L/S.5.4 Applies correct language patterns to organize events from read alouds of to organize events from read alouds in a narrative texts. variety of narrative texts. Guiding Comments Introduce vocabulary such as "beginning," "middle," and "end". L/S.3.5 Identifies and states the main idea or topic of an oral message or class reading from a variety of simple informational texts and uses transitions to tell and retell a story using acquired vocabulary and appropriate language structure to personal experiences. L/S.4.5 Identifies, states, and paraphrases the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts; uses transitions to tell, retell, and explain a story using acquired vocabulary and appropriate language structure. Introduce story map (characters, setting, problem/conflict and solution). L/S.5.5 Identifies, states, and paraphrases the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts; uses transitions to tell, retell, and explain a story using acquired vocabulary and appropriate language structure. Include social vocabulary that students can use to solve disputes. Include social vocabulary that students can use to solve disputes. Grade 3 Expectations L/S.3.4 Uses and applies appropriate language structure with formal and informal expressions to identify, describe, and classify familiar concepts in relation to personal experiences, preferences, interests, and environment. Grade 4 Expectations Grade 5 Expectations

Guiding Comments 7

Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 3-5
Content Standard READING: The student uses reading strategies, literary analysis, and critical thinking Guiding Comments skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction. Guiding Comments Grade 3 Expectations Grade 4 Expectations Grade 5 Expectations R.3.1 Decodes words and phrases to read R.4.1 Decodes words and phrases; reads Continue with decoding new words and fluently. fluently. reading with fluency. R.3.2 Applies phonemic awareness strategies to identify syllables and word family patterns. Reference list of family patterns. R.4.2 Analyzes the text and identifies text R.5.1 Analyzes the text and uses text features to enhance comprehension. features to enhance comprehension. Guiding Comments R.3.3 Uses context clues and resources to build vocabulary, verify meaning, determine the meaning of unfamiliar words, and to transfer meaning into a variety of narrative and informational texts. R.4.3 Uses context clues and resources to build vocabulary, verify meaning, determine the meaning of unfamiliar words, and transfer meaning into a variety of narrative and expository texts. R.5.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning; uses prefixes and suffixes to determine the meaning of words.

Guiding Comments

In this instance "resources" likely refers In this instance "resources" likely refers to "reference sources". to "reference sources".

The context clue portion of this standard is the same as R.4.3. Reference list of vocabulary strategies.

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 3-5
Content Standard READING: The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction. Guiding Comments Grade 3 Expectations R.3.4 Identifies and states the main character(s), identifies character traits, establishes similarities and differences between characters, and identifies setting within narrative text. Grade 4 Expectations R.4.4 Identifies the main character(s), compares and contrasts character traits, and identifies setting within narrative and expository text. Grade 5 Expectations R.5.3 Distinguishes main character from supporting characters, compares and contrasts character traits, and describes setting in fiction.

The word "resources" refers to dictionaries, thesaurus, etc.

R.3.5 Uses story organization of beginning, middle, and end within narrative text to state and organize events; makes predictions and connections. Guiding Comments R.3.6 Recognizes differences between fiction and nonfiction; identifies fact and opinion; recognizes main idea in simple informational text. Guiding Comments

In this strand, expectations remain similar across grade levels but the level of text may change (length, vocabulary, concepts). R.4.5 Uses story organization of R.5.5 Identifies sequence of events and beginning, middle, and end to identify cause and effect, organizes plot, makes sequence within narrative and expository predictions and connections, and text; makes predictions and connections. recognizes problem and solution in narrative and expository text.

R.4.6 Identifies differences between fiction and nonfiction; identifies main idea or topic and fact and opinion in informational text.

R.5.4 Explains the differences between fiction and nonfiction; states the main idea and topic and identifies fact and opinion in expository text.

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 3-5
Content Standard WRITING: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and ageappropriate expressive vocabulary. Grade 3 Expectations W.3.1 Arranges words in alphabetical order using first and second letter criteria. Guiding Comments W.3.2 Applies phonemic awareness and phonics strategies to correctly spell words that have two letter clusters, common spelling patterns, and uncommon consonant patterns. W.4.2 Applies phonemic awareness, W.5.1 Applies common spelling patterns phonics strategies, and structural analysis and structural analysis to correctly spell to correctly spell words that have three words. letter clusters, common spelling patterns, and uncommon consonant patterns. Grade 4 Expectations W.4.1 Arranges words in alphabetical order using first, second, and third letter criteria. Grade 5 Expectations

Guiding Comments W.3.3 Applies basic grammar and mechanics to write complete declarative and interrogative sentences of three to five words in length; identifies declarative, interrogative, exclamatory, and imperative types of sentences; identifies the parts of speech. Guiding Comments W.4.3 Uses appropriate grammar and mechanics to write complete declarative, interrogative, imperative, and exclamatory sentences; identifies the parts of speech correctly. W.5.2 Recognizes a complete sentence and a fragment; writes complete declarative, interrogative, imperative, and exclamatory sentences.

Teach students to correct fragments.

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 3-5
Content Standard WRITING: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and ageappropriate expressive vocabulary. Grade 3 Expectations W.3.4 Recognizes descriptive and narrative writing forms; writes words, phrases, and simple sentences to develop descriptive and narrative three sentence paragraphs. Grade 4 Expectations W.4.4 Identifies elements in descriptive and narrative forms of writing; uses a variety of sentence types to write descriptive and narrative paragraphs. Grade 5 Expectations W.5.4 Identifies elements in descriptive and narrative forms of writing; uses a variety of sentence types to construct a paragraph; applies organizational patterns to connect ideas in narrative and descriptive paragraphs.

Guiding Comments

Since students are introduced to figurative language in L/S.4.2, it is recommended that you introduce poetry. Guiding Comments

Students write one paragraph with Students write one well-organized several sentences about the same topic. paragraph that contains a topic sentence, major and minor details, and a concluding sentence. Use short poems to introduce figurative Continue to use poetry to introduce language as indicated on standard, figurative and sensory language. Have L/S.4.2. students identify these elements of poetry. W.5.5 Follows the writing process; applies prewriting strategies to generate ideas; uses the dictionary as an aid in the writing process; identifies spelling, capitalization, and ending punctuation errors. Grades 4, 5, and 6 share the same expectations for this standard, but grade level vocabulary and sentence/paragraph complexity will increase each year.

W.3.5 Applies the dictionary as an aid in W.4.5 Follows the writing process; the writing process; uses simple applies prewriting strategies to generate prewriting techniques to generate ideas. ideas; uses the dictionary as an aid in the writing process; identifies spelling errors in writing. Guiding Comments Students benefit from peer editing and self-editing their work before publishing.

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 6-8
Content Standard LISTENING/SPEAKING: The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts. Guiding Comments L/S.6.1 Listens and responds during a read aloud from a variety of fiction and text styles to comprehend, identify, and relate to character and setting. L/S.7.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, and make connections to text. L/S.8.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, identify tone, voice, and mood; makes connections to text. Grade 6 Expectations L/S.6.3 Listens, responds to, and analyzes complex instructions and statements; applies instructions and directions; answers and formulates both closed and open-ended questions in a variety of scenarios. Grade 7 Expectations L/S.7.2 Listens, responds to, and analyzes complex instructions and statements; applies and clarifies instructions and directions; answers and formulates closed and open-ended questions. Grade 8 Expectations L/S.8.2 Listens, responds to, analyzes, gives, and discusses complex instructions, statements, and directions; answers and formulates closed and open-ended questions.

Guiding Comments L/S.6.2 Distinguishes between homophones and identifies figurative language. L/S 4.2 - L/S 6.2 are the same;. Have students explain and interpret figurative language as well.

Guiding Comments

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 6-8
Content Standard LISTENING/SPEAKING: The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts. Guiding Comments Include social vocabulary that students can use to solve disputes. Guiding Comments L/S.6.4 Applies correct language patterns L/S.7.4 Applies correct language patterns to identify and organize events in a to organize events in a variety of variety of narrative texts and text styles. narrative texts and identifies problem and solution within presented literature. L/S.8.4 Applies a variety of language patterns and structures to explain texts, discuss topics and themes, express thought on plot development, identify problem and solution, as well as make predictions, inferences, and draw conclusions from listening to a variety of texts and multimedia sources. Include social vocabulary that students can use to solve disputes. Grade 6 Expectations Grade 7 Expectations L/S.7.3 Uses appropriate language structure to problem solve and to explain a process; interacts in discussions and presentations. Grade 8 Expectations L/S.8.3 Uses appropriate language structure to interact in discussions and presentations, to problem solve, explain a process, and express opinions integrating comparison and contrast statements to interact in discussions and presentations.

Guiding Comments

Introduce story map (characters, setting, problem/conflict and solution).

Introduce story map (characters, setting, problem/conflict and solution).

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 6-8
Content Standard LISTENING/SPEAKING: The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts. Guiding Comments Grade 6 Expectations L/S.6.5 States the main idea or topic and important details from learned concepts or read alouds of a variety of expository texts; applies understanding to summarize the text using acquired vocabulary and appropriate language structure. Grade 7 Expectations L/S.7.5 Explains the main idea or topic; identifies important details from learned concepts or read alouds in a variety of expository texts; applies sequence of events to summarize. Grade 8 Expectations L/S.8.5 Explains the main idea or topic and important details from learned concepts or read alouds of a variety of expository texts, and applies sequence of events to clarify, discuss, and summarize a topic from a variety of texts.

Students should engage in analysis via discussion. Continue with decoding new words and Continue with decoding new words and Continue with decoding new words and reading with fluency. reading with fluency. reading with fluency. R.6.1 Analyzes the text and distinguishes R.7.1 Analyzes the text, establishes text features to enhance comprehension. purpose, recognizes author’s purpose, and distinguishes text features to enhance comprehension. R.8.1 Analyzes the text, establishes purpose, identifies author’s purpose, and distinguishes text features to enhance comprehension.

Guiding Comments READING: The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction. Guiding Comments

Expectations R.7.1 - R.9.1 are the same. Reference list of different text structures.

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 6-8
Content Standard READING: The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction. Grade 6 Expectations R.6.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar and compound words. Grade 7 Expectations R.7.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning using prior knowledge to relate to new meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar, multiple-meaning, and compound words. Grade 8 Expectations R.8.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning using prior knowledge to relate to new meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar, multiple-meaning, and compound words.

Guiding Comments

R.6.3 Distinguishes main character from supporting characters, compares and contrasts character traits, and describes the setting in fiction.

Standards R.7.2 - R.9.2 are the same. It recommended that you add new grade level vocabulary. R.7.3 Distinguishes main character from R.8.3 Distinguishes main from supporting supporting characters, compares and characters, compares and contrasts contrasts characters traits, describes and characters traits, and explains setting in explains setting in fiction. fiction and nonfiction; distinguishes between first and second person point of view. In this strand, expectations remain similar across grade levels but the level of text may change (length, vocabulary, concepts). By grade 8 teachers should introduce students to the "protagonist" and "antagonist" rather than continuing with the term main character.

Guiding Comments

In this strand, expectations remain similar across grade levels but the level of text may change (length, vocabulary, concepts).

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 6-8
Content Standard READING: The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction. Guiding Comments R.6.5 Explains the differences between fiction and nonfiction; identifies fact and opinion; states main idea or topic and determines important details. R.7.5 Identifies and states fact and opinion, paraphrases and states main idea or topic, and determines important details in narrative and expository texts. R.8.5 Distinguishes between fact and opinion in narrative and expository texts; states and paraphrases main idea or topic, and determines important details. Grade 6 Expectations R.6.4 Sorts and organizes relevant events, identifies cause and effect, makes predictions and inferences, and identifies problem and solution in narrative and expository text. Grade 7 Expectations R.7.4 Sorts and organizes relevant events, states cause and effect, makes connections, predictions and inferences; draws conclusions; states the problem and solution in fiction and nonfiction. Grade 8 Expectations R.8.4 Sorts and organizes relevant events, states cause and effect, makes connections, predictions, and inferences, determines problem and solution, and draws conclusions in narrative, expository, and persuasive texts.

Guiding Comments

This expectation is the same as the previous. Difficulty of text may change. R.7.6 Identifies imagery and the elements R.8.6 Uses elements of poetry to identify of poetry. and interpret genre, imagery, and symbolism.

Guiding Comments WRITING: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and ageappropriate expressive vocabulary. Guiding Comments 16 W.6.1 Examines spelling patterns and applies structural analysis to correctly spell words.

Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 6-8
Content Standard WRITING: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and ageappropriate expressive vocabulary. Guiding Comments W.6.3 Applies the parts of speech; identifies subjects and objects using prepositional phrases in sentences. Guiding Comments Since students are introduced to parts of speech starting in grade 2, have students apply their learning in their writing. W.6.4 Identifies elements in descriptive, narrative, and expository forms of writing; uses a variety of sentence types and basic organizational patterns to construct narrative, descriptive, and expository paragraphs. Grade 6 Expectations Grade 7 Expectations W.6.2 Identifies complete sentences, W.7.1 Combines sentences and ideas by fragments, and run-on sentences; uses a using simple transitional phrases; applies variety of sentence types in writing. commas to correctly punctuate and construct sentences; distinguishes complete sentences from fragments and run-on sentences. Introduce transition words starting in grade 4. W.7.2 Applies the parts of speech; identifies the subjects and objects in sentences; uses correct subject-verb agreement. Grade 8 Expectations W.8.1 Combines sentences and ideas using simple transitional phrases; applies commas and colons to correctly punctuate sentences; identifies phrases and clauses; applies phrases in writing to construct complex sentences.

W.8.2 Classifies and applies the parts of speech; uses vocabulary, accurate spelling, appropriate grammar and syntax in writing.

W.7.3 Identifies elements in descriptive, narrative, expository and persuasive forms of writing; uses a variety of sentence types to construct a paragraph; applies organizational patterns to construct narrative, descriptive, and expository paragraphs. Students write three well-organized paragraphs that contain clear topic sentence, major and minor details, and a concluding sentence.

W.8.3 Applies organizational patterns and the elements of descriptive, narrative, and expository forms to construct a threeparagraph composition.

Guiding Comments

Students write two well-organized paragraphs that contain clear topic sentence, major and minor details, and a concluding sentence.

Students write a composition with a three-paragraph body that also contains and introductory and concluding paragraphs.

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 6-8
Content Standard WRITING: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and ageappropriate expressive vocabulary. Grade 6 Expectations Continue to use poetry to introduce figurative and sensory language. Have students analyze these elements of poetry. Guiding Comments W.6.5 Uses the writing process; applies prewriting strategies to generate ideas; uses the dictionary as an aid in the writing process; identifies spelling, capitalization, and ending punctuation errors. W.7.5 Uses the writing process; applies prewriting strategies to generate ideas; uses the dictionary and thesaurus as an aid in the writing process; revises writing; proofreads to identify errors in spelling, capitalization, and ending punctuation when prewriting, drafting, revising, editing, and writes a final draft. W.8.5 Uses basic editing marks and reference sources to revise writing; verifies information; writes a final draft using the writing process. Grade 7 Expectations Grade 8 Expectations W.7.4 Uses poetry and sensory elements W.8.4 Uses poetry elements and imagery to develop simple poems. to develop and write different styles of poems.

Guiding Comments

Grades 4, 5, and 6 share the same expectations for this standard, but grade level vocabulary and sentence/paragraph complexity will increase each year.

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 9-12
Content Standard LISTENING/SPEAKING: The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts. Guiding Comments L/S.9.1 Listens and responds to a read aloud from a variety of fiction and nonfiction to analyze character development and setting, to determine tone, voice, and mood, and to make connections to the text. L/S.10.1 Listens and responds during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to analyze character development, setting, tone, voice, and mood; makes connections to the text. L/S.11.1 Listens and responds during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to analyze character development and setting, and to distinguish the characteristics of tone, voice, and mood; makes connections to text. L/S.12.1 Listens carefully during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to interpret and analyze character development, dialogue, and setting; makes connections to text; evaluates tone, voice, and mood. Grade 9 Expectations L/S.9.2 Listens and responds to, analyzes, gives, and discusses complex instructions; constructs complex sentences and statements to explain, describe, support, and discuss information; answers and formulates closed and open-ended questions. Grade 10 Expectations L/S.10.2 Listens and responds to analyze, organize, explain, describe, support, and discuss information; answers and formulates closed and open-ended questions. Grade 11 Expectations L/S.11.2 Listens and responds to synthesize, explain, describe, support, and discuss information; answers and formulates closed and open-ended questions. Grade 12 Expectations L/S.12.2 Listens and responds to synthesize, explain, describe, analyze, justify, and debate information; answers and formulates closed and open-ended questions.

Guiding Comments L/S.9.3 Uses appropriate language structures to problem solve, explain a process, and express opinions integrating comparison and contrast statements; analyzes presentations. L/S.10.3 Uses appropriate language structure to state opinions in discussions and presentations, to problem solve, and to explain a process integrating comparison and contrast statements. L/S.11.3 Uses appropriate language structure to analyze and state opinions in discussions and presentations, to problem solve, and to explain a process integrating comparison and contrast statements. L/S.12.3 Uses appropriate language structure to analyze and evaluate issues, to problem solve, to explain a process, and to express opinions integrating comparison and contrast statements.

Guiding Comments

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 9-12
Content Standard LISTENING/SPEAKING: The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts. Grade 9 Expectations L/S.9.4 Uses a variety of language patterns and structures to explain text, discuss topics and themes; expresses thoughts and opinions to analyze plot, problem and solution, as well as make predictions and inferences, and draw conclusions from listening to a variety of texts and multimedia sources. Grade 10 Expectations L/S.10.4 Expresses thoughts and opinions to discuss current events, concepts, themes, characters, plot, and conflict and resolution; makes predictions and inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources. Grade 11 Expectations L/S.11.4 Expresses thoughts and opinions to discuss current events, concepts, themes, characters, plot, and conflict resolution; makes predictions and inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and prioritize information. Grade 12 Expectations L/S.12.4 Expresses thoughts and opinions to evaluate text, debate current events, concepts, and literary elements; makes predictions and inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and prioritize information.

Guiding Comments L/S.9.5 Explains the main idea or topic and important details from learned concepts or readings of a variety of expository texts; applies sequence of events to discuss and summarize text; compares and contrasts topics from a variety of texts. L/S.10.5 Explains the main idea or topic and important details from learned concepts or readings, and summarizes, analyzes, and compares and contrasts a topic from a variety of text using appropriate language structure. L/S.11.5 Analyzes the main idea or topic and important details from learned concepts or readings from a variety of persuasive texts; summarizes, explains, clarifies, and discusses effectiveness of text, performance, speech, or literature. L/S.12.5 Analyzes and explains the main idea or topic and important details from learned concepts or readings from a variety of persuasive texts; summarizes, evaluates, and judges effectiveness of the text, performance, speech, or literature.

Guiding Comments READING: The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction. Guiding Comments

R.9.1 Analyzes the text, establishes purpose, states author’s purpose, and distinguishes between text features.

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 9-12
Content Standard READING: The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction. Grade 9 Expectations R.9.2 Analyzes context clues, reference sources, and other vocabulary expansion strategies to assess word meaning using prior knowledge to relate to new meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar, multiple-meaning, and compound words. Grade 10 Expectations R.10.1 Analyzes context clues, uses reference sources and other vocabulary expansion strategies to assess word meaning and to determine the meaning of unfamiliar words using prior knowledge to relate to new meaning; identifies Greek and Latin root words. Grade 11 Expectations R.11.1 Examines context clues, uses reference sources and vocabulary expansion strategies to assess word meaning; analyzes the meaning of unfamiliar words and applies the new meaning to context; identifies Greek and Latin root words. Grade 12 Expectations R.12.1 Evaluates context clues, reference sources, and vocabulary expansion strategies to assess word meaning; utilizes Greek and Latin root words to extend vocabulary; classifies, applies, and analyzes vocabulary as academic, cultural, or contemporary based on current trends.

Guiding Comments

Standards R.7.2 - R.9.2 are the same. It recommended that you add new grade level vocabulary. R.9.3 Analyzes characters and traits; R.10.2 Analyzes character traits and explains setting in fiction and nonfiction; setting; classifies point of view in fiction distinguishes between first person, third and nonfiction. person, and omniscient point of view.

R11.2 Analyzes character development; infers the setting in fiction and nonfiction; classifies point of view.

R.12.2 Argues on characterization techniques and character development using text evidence to justify responses; evaluates the setting in fiction and nonfiction; classifies point of view using text evidence to support responses.

Guiding Comments R.9.4 Organizes plot; establishes cause and effect relationships; makes connections, predictions, inferences, draws conclusions, and classifies conflicts in narrative, expository, and persuasive texts. R.10.3 Organizes and analyzes the plot; establishes cause and effect; makes connections, predictions, and inferences; draws conclusions; classifies and analyzes the conflict and resolution in a variety of texts. R.11.3 Classifies parts of the plot, establishes cause and effect, makes connections, predictions, and inferences in a variety of texts; draws conclusions; analyzes and compares and contrasts conflicts and resolutions across texts. R.12.3 Classifies genre, analyzes plot, establishes cause and effect; makes connections, predictions, and inferences in a variety of texts; draws conclusions; analyzes and determines conflict and resolution; uses text evidence to validate responses.

Guiding Comments

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 9-12
Content Standard READING: The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction. Guiding Comments Grade 9 Expectations R.9.5 Distinguishes between fact and opinion in narrative and expository texts; states and paraphrases main idea and selects important details. Grade 10 Expectations R.10.4 Distinguishes between fact and opinion, infers the main idea, and distinguishes between relevant and insignificant details in a variety of texts; identifies theme. Grade 11 Expectations R.11.4 Distinguishes between fact and opinion, infers, and supports the main idea in a variety of texts; analyzes the theme. Grade 12 Expectations R.12.4 Distinguishes between fact and opinion, infers and supports the main idea in a variety of texts; debates the theme or topic using text evidence to justify and validate position.

R.9.6 Uses elements of poetry and plays R.10.5 Uses elements of poetry and plays to analyze, interpret, and identify genre, to analyze, interpret, and classify genre, imagery, and figurative language. imagery, figurative language, and symbolism.

R.11.5 Uses elements of poetry and plays to analyze, interpret, and compare and contrast genre, imagery, figurative language, and symbolism.

R.12.5 Uses elements of poetry and plays to analyze, interpret, and compare and contrast styles, genres, topics, and themes; debates using text evidence to justify position.

Guiding Comments WRITING: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and ageappropriate expressive vocabulary. Guiding Comments W.9.2 Distinguishes appropriate and incorrect grammar structure; applies a variety of syntactic styles to write. W.10.2 Applies appropriate grammar, structure, and syntax; analyzes word choice to convey intended meaning. W.11.1 Analyzes and selects appropriate words to convey meaning; incorporates transitions, correct grammar, syntax, and style. W.12.1 Analyzes and assesses word choice to convey meaning; incorporates transitions, correct grammar, syntax, and style. W.9.1 Uses transitional words, phrases, and clauses to connect ideas when constructing complex sentences. W.10.1 Applies transitional words, phrases, and clauses when constructing complex sentences to effectively connect ideas and develop variety in writing.

Guiding Comments

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Puerto Rico Content Standards and Grade Level Expectations ESL Scope & Sequence Grades 9-12
Content Standard WRITING: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and ageappropriate expressive vocabulary. Guiding Comments W.11.4 Compares and contrasts two W.12.4 Compares, contrasts, evaluates, forms of writing on similar topics to write and critiques two or more forms of a critical essay. writing on similar topics to write a critical essay. Guiding Comments W.9.4 Uses figurative language; writes different styles of poems. W.10.4 Applies figurative language to produce different styles of poems. W.11.3 Applies figurative language and develops voice to produce different styles of poems. W.12.3 Uses creative writing styles to produce poems and other literary forms. Grade 9 Expectations W.9.3 Applies organizational patterns and the elements of descriptive, narrative, expository, and persuasive forms of writing to construct a composition. Grade 10 Expectations W.10.3 Analyzes and applies organizational patterns to connect ideas and to write narrative, expository, and persuasive essays. Grade 11 Expectations W.11.2 Determines the purpose of writing; analyzes and constructs organizational patterns to connect ideas; writes narrative, expository, and persuasive essays. Grade 12 Expectations W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative, expository, and persuasive essays using the writing process; demonstrates a preferred style of writing.

Guiding Comments W.9.5 Uses basic editing marks and revising techniques; uses reference sources to verify information; writes a final draft using the writing process. W.10.5 Applies editing marks and revision techniques; applies reference sources to verify and support information; writes a final draft using the writing process. W.11.5 Applies editing marks, selfcorrecting methods, and reference sources to revise and edit; analyzes, organizes, and verifies information to write and revise; completes a final draft using the writing process. W.12.5 Organizes, synthesizes, outlines, and evaluates information to write a research paper; demonstrates voice and knowledge of topic throughout the writing. Synthesizes information during research and note taking.

Guiding Comments

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