Oral Language

Use informal, casual, formal, and academic language in the appropriate context (L.3.6; SL.3.1)

• Speak coherently about the topic under discussion, using an appropriate speaking rate and volume for the audience and setting
• Use the conventions of language to communicate ideas effectively
• Express inferences while talking about books
• Expand grade-appropriate vocabulary used in oral expression

Produce, expand, and rearrange a variety of sentence types to communicate ideas (L.3.1)

• Use the comparative and superlative forms of adjectives
• Use adverbs that convey manner
• Produce complex and compound-complex sentences

Use informal, casual, formal, and academic language in the appropriate context (L.2.6; SL.2.1)

• Listen actively, ask relevant questions to clarify information, and answer questions using multi word responses
• Build upon the ideas of others during a discussion
• Use language to problem solve
• Expand grade-appropriate vocabulary used in oral expression

Produce, expand, and rearrange complete simple and compound sentences (L.2.1)

• Use compound subjects and predicates while maintaining subject-verb agreement
• Use future tense verbs
• Use adverbs that convey place
• Use compound prepositional phrases
• Produce and distinguish among declarative, interrogative, imperative, and exclamatory sentences

​​​​​​Use informal, casual, formal, and academic language in the appropriate context (L.1.6; SL.1.1)

• Speak using the conventions of language
• Share information and ideas in discussion by following agreed-upon rules such as taking turns and listening to others
• Use questions and clarifying statements to repair a communication breakdown
• Draw conclusions orally while reading with an adult (e.g., “Why do you think that happened?”)
• Expand grade-appropriate vocabulary used in oral expression

Produce, expand, and rearrange complete sentences (L.1.1)

• Use pronouns as the object (me/her/him/us/them)¹
• Use the possessive case of pronouns²
• Use prepositions³
• Use adverbs that convey time
• Produce simple sentences with subject-verb agreement⁴
• Produce simple sentences with pronoun-antecedent agreement

English learner and bilingual footnotes

¹ Pronouns in Spanish do not always change based on use (e.g., “Give it to him” vs. “He eats”), so ELs are likely to make more errors than non-ELs.
² In Spanish, the possessive for he/she/it/they are the same. Spanish-speakers may say, “She spoke with his father,” instead of, “She spoke with her father.”
³ Developing knowledge of prepositions in a second language can take a long time
⁴ ELs may overgeneralize irregular past tense verbs.

Use informal, casual, formal, and academic language, in the appropriate context (L.K.6)

• Share information and ideas by speaking audibly and clearly
• Distinguish between asking and telling
• Use social communication to make introductions and requests, to express empathy and feelings, and to ask “when/how” questions¹
• Initiate a topic and maintain conversation for four turns (initiate, listen, respond, listen)
• Use vocabulary related to the topic
• Report on past events and personal experiences
• Make predictions orally while reading with an adult (e.g., “What do you think will happen next?”)
• Expand grade-appropriate vocabulary used in oral expression

Speak using complete sentences of 4-7 words (L.K.1)

• Use pronouns as the subject (I/she/he/we/they)²
• Use present and regular past tense verbs
• Use sentences that contain more than one verb
• Join ideas using “and/so/because/if/when”
• Use irregular plurals, articles, and adjectives

English learner and bilingual footnotes

¹ ELs may not be able to use all forms of social communication in English, but they should be aware of the pragmatic importance of social communication and be able to recognize “when/how” questions when asked (even if they are unable to respond).
² Depending on the context, subjects can be left out of Spanish sentences.