Grades 6-8

Other Arizona English Language Proficiency sets

• Kindergarten
• Grade 1
• Grades 2-3
• Grades 4-5
• Grades 9-12 Basic
• Grades 9-12 Intermediate
• Grades 9-12 Pre-Emergent/Emergent

deliver short oral presentations that include a few details.3.PE/E-1

compose written narratives, using appropriate conventions, about familiar topics and experiences that include details.3.PE/E-2

compose informational texts that include details while using appropriate conventions.3.PE/E-3

produce phrases that identify relationships among ideas and concepts using transition words (e.g. another, for example, also, because).3.PE/E-4

deliver short oral presentations that include some details to develop a topic.3.B-1

compose written narratives, using appropriate conventions, that include details and examples to develop a topic.3.B-2

compose informational texts that include details to develop a topic while using appropriate conventions.3.B-3

produce sentences to clarify relationships among ideas and concepts using appropriate transitions. 3.B-4

use examples of precise language and domain-specific vocabulary within informative texts. 3.B-5

deliver oral presentations that include details and examples to develop a topic.3.I-1

compose written narratives, using appropriate conventions, that include details, examples, narrative techniques, and precise language to develop a topic.3.I-2

compose informational texts that include details and examples to develop a topic while using appropriate conventions.3.I-3

produce sentences to clarify relationships among ideas and concepts using appropriate transitions.3.I-4

use precise language and domain-specific vocabulary to inform about or explain the topic.3.I-5

express an opinion on a topic.4.PE/E-1

supply a reason that supports the opinion.4.PE/E-2

use grade-appropriate words.4.PE/E-3

provide a sense of closure to an argument.4.PE/E-4

construct a claim about a topic or text.4.B-1

supply a reason that supports the opinion and is based on some textual evidence. 4.B-2

use grade-appropriate words and phrases.4.B-3

provide a concluding statement to an argument.4.B-4

construct a claim about a topic or text.4.I-1

supply a reason that supports the opinion and is based on more detailed textual evidence and relevant background knowledge.4.I-2

use grade-appropriate general academic and domain-specific words and phrases.4.I-3

provide a conclusion that summarizes the argument presented.4.I-4

demonstrate a developing awareness of the need to adapt language choices to different social and academic contexts.5.PE/E-1

use frequently occurring general academic and content-specific words and phrases to express ideas. 5.PE/E-2

demonstrate awareness of the need to adapt language choices according to purpose, task, and audience.5.B-1

use general academic and content-specific words and phrases to express ideas.5.B-2

adapt language choices and style (includes register) according to purpose, task, and audience.5.I-1

use a wide variety of general academic and content-specific words to precisely express ideas.5.I-2

participate in conversations and discussions about familiar topics.6.PE/E-1

participate in written exchanges about familiar topics.6.PE/E-2

follow the basic rules for discussion.6.PE/E-3

 respond to simple yes-no and wh- questions.6.PE/E-4

 respond to simple yes-no and wh- questions.6.PE/E-5

refer to previously read information on familiar topic during collaborative oral and written discussions.6.PE/E-6

participate in discussions about familiar topics and texts.6.B-1

participate in written exchanges about familiar topics and texts.6.B-2

follow the rules for discussion.6.B-3

ask questions to gain information or clarify understanding.6.B-4

contribute relevant information and evidence to collaborative oral and written discussions.6.B-5

refer to previously read or researched information during collaborative oral and written discussions.6.B-6

participate in extended conversations and discussions about a variety of topics and texts.6.I-1

participate in extended written exchanges about a variety of topics and texts.6.I-2

express own ideas using the rules for discussion.6.I-3

pose and respond to questions about a variety of topics and texts.6.I-4

paraphrase key ideas expressed in collaborative oral and written discussions.6.I-5

refer to previously read or researched information during collaborative oral and written discussions.6.I-6

gather information from provided resources to answer a question.7.PE/E-1

record some information/ observations in simple notes.7.PE/E-2

identify sources used in research.7.PE/E-3

gather information from multiple provided resources to answer a question.7.B-1

paraphrase observations/ information notes with labeled illustrations, diagrams, or other graphics, as appropriate.7.B-2

cite sources used in research.7.B-3

restate the main idea using evidence from text or presentations.7.B-4

gather information from print and digital provided resources to answer a question.7.I-1

summarize key ideas and information in detailed and orderly notes, with charts, diagrams, or other graphics, as appropriate.7.I-2

identify credible sources used in research and use a standard format for citations.7.I-3

make inferences and draw conclusions using evidence from text or presentations.7.I-4

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

identify claims supported by reasons and evidence and those that are not.8.PE/E-2

use words and phrases to express ideas and opinions.8.PE/E-3

tell how one or two reasons support the claim an author or a speaker makes.8.B-1

distinguish between claims that are supported by reasons and evidence from those that are not.8.B-2

use academic words and phrases to make a claim.8.B-3

explain how an author or speaker uses reasons and evidence to support or fail to support a claim.8.I-1

 determine and evaluate whether the evidence is sufficient to support the claims.8.I-2

use academic and domain-specific words and phrases to make a claim.8.I-3

communicate simple information about a topic when writing and speaking. 9.PE/E-1

present a sequence of events in order using frequently occurring linking words (e.g., and, then) when writing and speaking.9.PE/E-2

introduce and present facts about an informational topic and provide a conclusion when writing and speaking.9.B-1

introduce and develop a sequence of events, using an increasing range of temporal and other linking words to connect, compare, and contrast ideas, and information (e.g., before, because, also) when writing and speaking.9.B-2

introduce and develop an informational topic with facts and details and provide a concluding statement or section when writing and speaking.9.I-1

introduce and develop a more detailed sequence of events, with a beginning, middle, and end using a variety of temporal and linking words and phrases to connect, compare, and contrast ideas, information, or events when writing and speaking.9.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

recognizing possessive nouns (e.g., That is Mary’s backpack.).10.PE/E-4

recognizing possessive nouns (e.g., That is Mary’s backpack.).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 verbs.10.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

using some simple, frequently occurring imperative sentences (e.g., Come in., Sit down.).10.PE/E-12

using some simple, frequently occurring modals (e.g., can, could, may, might).10.PE/E-13

beginning to use appropriate word order (subject-verb-object) in basic declarative and imperative sentences.10.PE/E-14

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 and 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

using a wider range of frequently occurring imperative sentences (e.g., Share your opinion with a classmate., Provide support using textual evidence.).10.B-12

using a wider range of frequently occurring modals (e.g., shall, should, will, would).10.B-13

increasingly using appropriate word order (subject-verb-object) in declarative, imperative, and interrogative sentences.10.B-14

using gradeappropriate singular and plural nouns.10.I-1

using gradeappropriate 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 pronouns.10.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 frequently occurring imperative sentences (e.g., Share your opinion with a classmate., Provide support using textual evidence.).10.I-12

using irregularly occurring modals (e.g., ought, had, better).10.I-13

using appropriate word order (subject-verbobject) in declarative, imperative, and interrogative sentences.10.I-14