Grade 1

Other Arizona English Language Proficiency sets

• Kindergarten
• Grades 2-3
• Grades 4-5
• Grades 6-8
• Grades 9-12 Basic
• Grades 9-12 Intermediate
• Grades 9-12 Pre-Emergent/Emergent

Communicate simple information or feelings about familiar topics, experiences, or events. 3.PE/E-1

Add appropriate drawings or other visual displays to provide additional detail to familiar topics, experiences, or events.3.PE/E-2

Compose written statements about familiar text and topics using appropriate conventions.3.PE/E-3

Produce writing about a variety of topics, experiences, or events using graphic organizers and sentence frames.3.PE/E-4

Communicate simple messages about a variety of topics, experiences, or events.3.B-1

Add appropriate drawings or other visual displays to clarify thoughts and feelings about a variety of topics, experiences, or events.3.B-2

Compose short written texts using appropriate conventions (narrative and informational). 3.B-3

Produce writing with appropriate organization on a variety of topics, experiences, or events using sentence frames.3.B-4

Communicate oral presentations about a variety of topics, experiences, or events.3.I-1

Add appropriate drawings or other visual displays to clarify thoughts, feelings, and ideas about a variety of topics, experiences, or events.3.I-2

Compose written narratives and informational texts using appropriate conventions.3.I-3

Produce writing with appropriate organization on a variety of topics, experiences, or events.3.I-4

Express an opinion using words and/or illustrations about a familiar topic.4.PE/E.1

Identify and use words that signal closure.4.PE/E.2

Express an opinion or preference using phrases about a familiar topic or story4.B.1

Identify and use phrases that signal closure.4.B.2

Express an opinion about a given topic or story and use justification.4.I.1

Provide a sense of closure to an opinion.4.I.2

Respond to questions and suggestions from peers and add details to writing. 5.PE/E-1

Despond to questions and suggestions from peers and add details to writing. 5.PE/E-2

Respond to questions and suggestions from peers and add details to strengthen writing as needed.5.B-1

Demonstrate awareness of differences between informal playground speech and language appropriate to the classroom.5.B-2

Respond to questions and suggestions from peers and add details to strengthen writing as needed.5.I-1

Shift appropriately between informal “playground speech” and language appropriate to the classroom.5.I-2

Listen to short conversations about familiar topics and respond using gestures, words, and simple phrases.6.PE/E-1

Respond to simple yes-no and some wh- questions about familiar topics.6.PE/E-2

Follow basic rules of discussion about familiar topics.6.PE/E-3

Participate in short discussions and/or written exchanges.6.B-1

Ask simple yes/no and wh- questions about familiar topics.6.B-2

Follow the rules for discussion.6.B-3

Participate in discussions and/or written exchanges about a variety of topics.6.I-1

Ask and answer questions about a variety of gradeappropriate topics.6.I-2

Follow the rules for discussion.6.I-3

Label information and observations in simple notes.7.PE/E-1

Respond to a question or problem based on provided information from resources.7.PE/E-2

Record information and observations in guided notes.7.B-1

Respond to a question or problem based on gathered information from provided source.7.B-2

Record information and observations in organized notes.7.I-1

Respond to a question or problem based on relevant personal experience or gathered information.7.I-2

Orally identify one reason an author or a speaker gives to support a point.8.PE/E-1

Respond to yes-no, either-or, and wh- questions about what an author or speaker says.8.PE/E-2

Orally and/or in writing identify one or two reasons an author or speaker gives to support the points.8.B-1

Ask and answer yes-no, either-or, and wh- questions in order to gather more information about what an author or speaker says.8.B-2

Orally and/or in writing identify relevant reasons an author or speaker gives to support the points.8.I-1

Ask and answer yes-no, either-or, and wh- questions in order to clarify what an author or speaker says.8.I-2

Apply understanding of how text types are organized when writing and speaking in simple texts (e.g., how a story is organized sequentially versus how an informative text is organized by topic and details versus how an opinion text is organized by opinion and supporting reasons).9.PE/E-1

Apply basic understanding of how ideas, events, or reasons are linked throughout a text by using frequently occurring linking words when writing and speaking.9.PE/E-2

Apply understanding of how text types are organized in increasing complex texts (e.g., how a story is organized sequentially versus how an informative text is organized by topic and details versus how an opinion text is organized by opinion and supporting reasons).9.B-1

Apply understanding of how ideas, events, or reasons are linked throughout a text by using frequently occurring linking words and temporal words when writing and speaking.9.B-2

Apply understanding of how text types are organized in complex texts (e.g., how a story is organized sequentially versus how an informative text is organized by topic and details versus how an opinion text is organized by opinion and supporting reasons).9.I-1

Apply increasing understanding of how ideas, events, or reasons are linked throughout a text by using grade-appropriate linking words and temporal words when writing and speaking9.I-2

Using some familiar singular and plural nouns.10.PE/E-1

Using some familiar common and proper nouns with appropriate determiners (e.g., articles and demonstratives).10.PE/E-2

Recognizing possessive nouns (e.g., That is Mary’s backpack.).10.PE/E-3

Beginning to use personal subject and object pronouns.10.PE/E-4

Using familiar verbs in the present progressive.10.PE/E-5

Using some familiar verbs in the simple present and simple past, including irregular past forms for frequently used verbs (e.g. , had, was, went).10.PE/E-6

Using some familiar verbs in the future with “going to”10.PE/E-7

Applying subject -verb agreement using familiar nouns and verbs10.PE/E-8

Recognizing and use some frequently occurring adjectives (i.e. , descriptive, possessive, demonstrative).10.PE/E-9

Beginning to use some frequently occurring prepositional phrases (e.g., on the table) to provide detail (e.g., time, manner, place, cause) about a familiar activity or process .10.PE/E-10

Using some simple, frequently occurring conjunctions (e.g., and, but).10.PE/E-11

Beginning to use appropriate word order (subject-verb-object) in basic declarative and imperative sentences.10.PE/E-12

Using an increasing range of singular and plural nouns.10.B-1

Using an increasing range of common and proper nouns with appropriate determiners (e.g., articles and demonstratives).10.B-2

Using possessive with some familiar nouns (e.g., That is Mary’s backpack.).10.B-3

Using personal subject and object pronouns.10.B-4

Using verbs distinguishing present progressive and simple present.10.B-5

Using an increasing range of verbs in the simple present and simple past, including familiar irregular past forms (e.g. , ate, ran, sang).10.B-6

Using an increasing range of verbs in the future with “going to” and “will”.10.B-7

Applying subject - verb agreement using an increasing range of nouns and verbs.10.B-8

Using an increasing number of frequently occurring adjectives (i.e. , descriptive, possessive, demonstrative).10.B-9

Using a wider range of prepositional phrases (e.g. , after lunch) to provide detail (e.g., time, manner, place, cause) about a familiar or new activity or process .10.B-10

Using a wider range of frequently occurring conjunctions (e.g., and, but, because).10.B-11

Increasingly using appropriate word order (subject-verb-object) in declarative, imperative, and interrogative sentences.10.B-12

Using grade-appropriate singular and plural nouns.10.I-1

Using grade-appropriate common and proper nouns with appropriate determiners (e.g., articles and demonstratives).10.I-2

Using possessives with grade-appropriate nouns. (e.g., That is Mary’s backpack).10.I-3

Using personal (subject and object), possessive, and indefinite pronouns10.I-4

Using verbs in the past progressive.10.I-5

Using grade - appropriate verbs in the simple present and simple past, including irregular past forms (e.g. , drank, sat, wrote).10.I-6

Using grade - appropriate verbs in the future with “going to” and “will”.10.I-7

Applying subject - verb agreement using grade -appropriate nouns and verbs.10.I-8

Using a variety of frequently occurring adjectives (i.e. , descriptive, possessive, demonstrative).10.I-9

Using a variety of prepositional phrases (e.g. , toward the playground) to provide detail (e.g., time, manner, place, cause) .10.I-10

Using frequently occurring conjunctions (e.g., and, but, or, so, because).10.I-11

Using appropriate word order (subject-verbobject) in declarative, imperative, and interrogative sentences.10.I-12