ESOL II

ESOLII: ESOL II

ESOLII.A: Reading Literary Text

ESOLII.B: Reading Informational Text

ESOLII.C: Writing

ESOLII.D: Speaking and Listening

ESOLII.E: Grammar and Conventions

ESOLII.F: Vocabulary

ESOLII.A.1: cite textual evidence to support analysis of what the text says explicitly as well as work toward making inferences drawn from the text

ESOLII.A.2: determine a theme and/or central idea of a text and how it is conveyed; provide a summary of the text

ESOLII.A.3: describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

ESOLII.A.4: identify first- and third-person point of view and provide details to support

ESOLII.A.5: analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot

ESOLII.A.6: determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings

ESOLII.A.7: read and comprehend literature, including stories, dramas, and poems at the appropriate proficiency level, with teacher or peer guidance, collaboration, and/or scaffolding as needed

ESOLII.A.8: compare and contrast elements of poetry from cultural, linguistic, and historical perspectives

ESOLII.A.9: compare and contrast texts in different forms or genres (e.g., stories and poems, historical novels, fantasy stories, and traditional literature from different cultures) in terms of their approaches to similar themes and topics

ESOLII.A.10: compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text

ESOLII.B.11: determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments

ESOLII.B.12: cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

ESOLII.B.12: cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

ESOLII.B.13: analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas

ESOLII.B.14: determine an author’s point of view or purpose in a text

ESOLII.B.15: integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue

ESOLII.B.16: trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

ESOLII.B.17: read and comprehend literary nonfiction at the appropriate proficiency level

ESOLII.C.18: use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills

ESOLII.C.19: write arguments to support claims with logical reasons and evidence

ESOLII.C.20: write an informative/explanatory paragraph on a topic and convey ideas and information by selecting, analyzing, and organizing relevant content

ESOLII.C.21: write narratives to develop real or imagined experiences or events, relevant descriptive details, and well-structured event sequences

ESOLII.C.22: produce paragraphs with varying sentence types (e.g., simple, compound) with increasing cohesion in which the development, organization, and style are appropriate to task, purpose, and audience

ESOLII.C.23: conduct short research projects to answer questions, drawing on several sources and refocusing the inquiries when appropriate

ESOLII.C.24: develop and strengthen writing through collaboration, guidance, and support from peers and adults, by planning, revising, editing, rewriting, or trying a new approach

ESOLII.C.25: gather relevant information from a limited number of print and digital sources appropriate to the students’ proficiency level; assess the credibility of each source; quote and cite the data and conclusions of others appropriately

ESOLII.C.26: draw evidence from literary or informational texts to support analysis, reflection, and research

ESOLII.C.27: produce expository, persuasive, and/or narrative writing of varying lengths (sentences and paragraphs) for appropriate discipline-specific tasks, purposes, and audiences

ESOLII.D.28: engage in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own

ESOLII.D.29: plan and deliver oral presentations and reports on a variety of appropriate topics

ESOLII.D.30: interpret information presented in diverse media and formats

ESOLII.D.31: examine texts to determine the difference between fact and opinion

ESOLII.E.35: demonstrate command of the conventions of standard English grammar and usage when writing or speaking

ESOLII.E.36: demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

ESOLII.E.37: use knowledge of language and its conventions when writing, speaking, reading, or listening

ESOLII.F.38: determine or clarify the meaning of unknown and multiple-meaning words and phrases, reading and content, as appropriate to the students’ proficiency level

ESOLII.F.39: demonstrate understanding of figurative language

ESOLII.F.40: acquire and use general academic and domain-specific words and phrases appropriate for proficiency level with increasing precision

ESOLII.B.12.a: analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)

ESOLII.B.12.b: determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings

ESOLII.C.19.a: introduce claim(s) and organize the reasons and evidence

ESOLII.C.19.b: support claim(s) with reasons and evidence, identifying credible sources and demonstrating an understanding of the topic or text

ESOLII.C.19.c: use written English words, phrases, and clauses to clarify the relationships among claim(s) and reasons with increasing accuracy

ESOLII.C.19.d: provide a concluding sentence or statement that follows from the argument presented

ESOLII.C.20.a: introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect

ESOLII.C.20.b: incorporate multimedia to aid comprehension

ESOLII.C.20.c: develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples

ESOLII.C.20.d: use transitions to clarify the relationships among ideas and concepts

ESOLII.C.20.e: use language and domain-specific vocabulary with increasing precision, appropriate to the students’ proficiency level to inform about or explain the topic

ESOLII.C.20.f: read, comprehend, and explain documents that clarify details or support claims

ESOLII.C.20.g: identify and begin to use formal writing style

ESOLII.C.20.h: provide a concluding sentence or statement that follows from the information or explanation presented

ESOLII.C.21.a: engage the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence

ESOLII.C.21.b: use narrative techniques, such as dialogue and description, to develop experiences, events, and/or characters

ESOLII.C.21.c: use transition words and phrases to convey sequence

ESOLII.C.21.d: use precise words and phrases and relevant descriptive details to convey experiences and events

ESOLII.C.21.e: provide a conclusion that follows from the narrated experiences or events

ESOLII.C.26.a: compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics

ESOLII.C.26.b: evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

ESOLII.D.28.a: come to discussions prepared, having read or studied required material; refer to evidence on the topic, text, or issue and reflect on ideas under discussion

ESOLII.D.28.b: follow classroom norms during class discussions

ESOLII.D.28.c: pose and respond to specific questions with detail by making comments that contribute to the topic, text, or issue under discussion

ESOLII.D.28.d: review the key ideas expressed and demonstrate understanding of multiple perspectives

ESOLII.D.32: present claims and findings, sequencing ideas logically, and using descriptions, facts, and details; use appropriate eye contact, adequate volume, and clear and correct pronunciation

ESOLII.D.33: utilize formal and informal language as appropriate for audience and context

ESOLII.D.34: include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to convey information

ESOLII.E.35.a: use subjective and objective pronouns with accuracy in most situations

ESOLII.E.35.b: recognize and correct inappropriate shifts in pronoun number and person

ESOLII.E.35.c: recognize and correct incorrect subject-verb agreement

ESOLII.E.35.d: recognize variations from standard English in their own and others’ writing and speaking

ESOLII.E.36.a: use punctuation (e.g., periods, commas, quotation marks)

ESOLII.E.36.b: spell correctly, using dictionaries or technology for assistance as needed

ESOLII.E.37.a: use varying sentence types for meaning, reader/listener interest, and style

ESOLII.E.37.b: maintain consistency in style and tone by the end of the school year

ESOLII.F.38.a: use context (e.g., the overall meaning of a sentence or paragraph, a word’s position or function in a sentence) as a clue to the meaning of a word or phrase

ESOLII.F.38.b: use a knowledge of prefixes, suffixes, and root words to determine the meaning of a word

ESOLII.F.38.c: consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech

ESOLII.F.39.a: interpret figures of speech (e.g., personification) in context

ESOLII.F.39.b: use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words

ESOLII.F.39.c: differentiate between connotations (associations) and denotations (definitions) (e.g., stingy, scrimping, economical, wasteful, thrifty)