ESOL III

ESOLIII: ESOL III

ESOLIII.A: Reading Literary Text

ESOLIII.B: Reading Informational Text

ESOLIII.C: Writing

ESOLIII.D: Speaking and Listening

ESOLIII.E: Grammar and Conventions

ESOLIII.A.1: cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text

ESOLIII.A.2: determine a theme and/or central idea of a text and analyze its development over the course of the text

ESOLIII.A.3: provide an objective summary of a variety of literary texts

ESOLIII.A.4: analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)

ESOLIII.A.5: determine the meaning of words and phrases as they are used in a text

ESOLIII.A.6: 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

ESOLIII.A.7: analyze the elements of poetry (including tone, metaphor, simile, form, alliteration, rhyme, imagery, symbolism, and theme) from a variety of cultures, languages, and historic periods

ESOLIII.A.8: analyze texts in different forms or genres (e.g., stories and poems, historical novels, fantasy stories, and traditional literature from different cultures), comparing and contrasting themes and topics

ESOLIII.A.9: 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

ESOLIII.B.10: determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text

ESOLIII.B.11: cite several pieces of textual evidence to support the thesis and main ideas

ESOLIII.B.12: analyze how an author organizes a text, including how the major sections contribute to the whole and to the development of the ideas

ESOLIII.B.13: determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints

ESOLIII.B.14: compare and contrast a text to an audio, video, or multimedia version of the text, analyzing how and why each medium’s portrayal of the subject differs (e.g., how the delivery of a speech affects the impact of the words)

ESOLIII.B.15: trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims and recognize when irrelevant evidence is introduced

ESOLIII.B.16: read and comprehend nonfiction texts at the appropriate proficiency level, with scaffolding as needed

ESOLIII.B.17: demonstrate comprehension of current and historical events gained from a variety of written sources

ESOLIII.B.18: analyze how a text connects with other subject areas

ESOLIII.B.19: identify any inferences that can be drawn from the text to support thesis and main idea

ESOLIII.B.20: determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone

ESOLIII.C.21: apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence)

ESOLIII.C.22: write arguments to support claims with clear reasons and relevant evidence

ESOLIII.C.23: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

ESOLIII.C.24: summarize opposing positions with evidence and evaluate and challenge evidence presented; summarize content-related material

ESOLIII.C.25: conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation

ESOLIII.C.26: collaborate with peers to engage in increasingly complex, grade-appropriate written exchanges and writing projects, using technology as appropriate

ESOLIII.C.27: utilize informal language from academic conversations to draft formal written texts

ESOLIII.C.28: develop and strengthen writing as needed by participating in the writing process of planning, revising, editing, rewriting, or trying a new approach, with input from peers and adults

ESOLIII.C.29: write routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

ESOLIII.D.30: engage regularly, effectively, and extensively 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 clearly

ESOLIII.D.31: contribute to class, group, and partner discussions, sustaining conversations on a variety of age- and grade-appropriate, academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas

ESOLIII.D.32: exchange oral and written information and ideas on topics related to contemporary events, history, and literature; demonstrate comprehension of these topics when presented through a variety of media

ESOLIII.D.33: delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence

ESOLIII.D.34: present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation

ESOLIII.D.35: adjust language choices according to the context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), task, and audience (e.g., peers, teachers, guest lecturer)

ESOLIII.D.36: plan and deliver a variety of oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas by using growing understanding of formal versus informal register

ESOLIII.D.37: include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points

ESOLIII.D.38: evaluate the advantages and disadvantages of using different media (e.g., print or digital text, video, multimedia) to present a particular topic or idea

ESOLIII.E.39: demonstrate command of the conventions of standard English grammar and usage when writing or speaking

ESOLIII.E.40: consult reference materials, both print and digital, to clarify the meaning or pronunciation of a word or determine the part of speech

ESOLIII.E.41: choose words and phrases to provide precise details, descriptions, comparisons, and ordered procedures

ESOLIII.E.42: demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

ESOLIII.F.43: use knowledge of morphology (e.g., affixes, Greek and Latin roots), context, reference materials to determine and learn the meaning of new words

ESOLIII.F.44: acquire and accurately use general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

ESOLIII.F.45: determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and context clues

ESOLIII.F.46: demonstrate understanding of subtleties of meaning in a variety of level appropriate works, including idiomatic expressions and figurative language

ESOLIII.A.3.a: write increasingly concise summaries of texts and experiences by using complete sentences and keywords

ESOLIII.A.3.b: use graphic organizers or notes to organize and write summaries of texts and experiences

ESOLIII.A.4.a: identify and analyze the author’s point of view and how it affects the progression of events

ESOLIII.A.4.b: analyze how dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision

ESOLIII.A.4.c: explain how successful writers use elements of literature (e.g., dialogue, character development, plot, resolution)

ESOLIII.A.4.d: gather textual evidence that demonstrates how an author develops character, plot, and conflict in a piece of literature

ESOLIII.A.5.a: determine figurative and connotative meanings in a text

ESOLIII.A.5.b: use knowledge of morphology (e.g., affixes, Greek & Latin roots) to determine the meaning of unknown words in a text

ESOLIII.A.5.c: use reference materials to determine the meaning of unknown words and those with multiple meanings

ESOLIII.A.7.a: identify the rhymes and other repetitions of sounds (e.g., alliteration) in a specific verse or stanza of a poem or section of a story or drama

ESOLIII.A.7.b: identify various forms of poetry, including sonnet, and free verse

ESOLIII.A.8.a: compare/contrast fictional portrayals of a time or place

ESOLIII.B.12.a: analyze how an author uses the features of nonfiction text including headings, subheadings, and other features to communicate key concepts

ESOLIII.B.12.b: analyze in detail the structure of a specific paragraph, including how sentences work together to communicate a key concept

ESOLIII.B.12.c: explain how an author uses structure to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways)

ESOLIII.B.12.d: analyze the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts

ESOLIII.B.13.a: analyze how the author distinguishes his or her position from that of others

ESOLIII.B.13.b: analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation

ESOLIII.B.20.a: analyze how writers and speakers use language (e.g., specific word or phrasing choices) for specific purposes (e.g., to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area

ESOLIII.B.20.b: identify persuasive language across content areas

ESOLIII.C.23.a: write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

ESOLIII.C.23.b: write well-structured, coherent narratives to develop real or imagined experiences or events, relevant descriptive details, and event sequences

ESOLIII.C.23.c: explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and an increasing variety of general academic and domain-specific words

ESOLIII.C.23.d: integrate images, diagrams, formulas, or charts to describe phenomena

ESOLIII.C.23.e: integrate headings, introductory statements, and other features to organize text

ESOLIII.C.25.a: gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation

ESOLIII.C.25.b: draw evidence from informational texts to support analysis, reflection, and research

ESOLIII.D.30.a: identify details from oral discussions (e.g., when, who, where, what, and why)

ESOLIII.D.30.b: pose and respond to questions in small group discussions

ESOLIII.D.30.c: ask clarifying questions in a respectful manner; validate the ideas of others; provide and receive constructive feedback from others tactfully

ESOLIII.D.30.d: paraphrase and summarize content-related ideas in large and small groups

ESOLIII.D.30.e: sequence processes, cycles, or procedures in short extended discourse

ESOLIII.D.30.f: interpret cause and effect from oral discourse; provide precise words and phrases to provide details, descriptions, classifications, comparisons, causes/effects, or procedures

ESOLIII.D.30.g: demonstrate stamina when building ideas in a small group

ESOLIII.D.30.h: synthesize vocabulary, phrases, and patterns in extended oral discourse

ESOLIII.D.30.i: justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge

ESOLIII.D.30.j: negotiate with or persuade others in conversations (e.g., to provide counter-arguments) using a growing number of learned phrases (e.g., I see your point, but . . .) and open responses to express and defend nuanced opinions

ESOLIII.E.39.a: use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect) appropriate to the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas

ESOLIII.E.39.b: distinguish between passive and active voice

ESOLIII.E.39.c: expand noun phrases in a growing number of ways (e.g., adding adjectives to nouns, simple clause embedding) to create detailed sentences that accurately describe, explain, and summarize information and ideas on a variety of personal and academic topics

ESOLIII.E.39.d: expand sentences with a growing variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar or new activities or processes

ESOLIII.E.39.e: combine clauses in a growing number of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to express a reason (e.g., He stayed at home on Sunday in order to study for Monday’s exam) or to make a concession (e.g., She studied all night even though she wasn’t feeling well)

ESOLIII.E.41.a: express attitude and opinions with a variety of familiar modal expressions (e.g., possibly/likely, could/ would)

ESOLIII.E.41.b: apply knowledge of familiar language resources for linking ideas, events, or reasons (e.g., using connecting/transition words and phrases, such as meanwhile, however, on the other hand) to comprehending texts and writing increasingly cohesive texts

ESOLIII.F.43.a: use visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics