LANGUAGE FUNCTIONS and FORMS

The English Language Proficiency Standards are written as pathways to the Oregon English Language Arts standards. The ELP
Standards are designed to supplement the ELA standards to ensure that LEP students develop proficiency in both the English language
and the concepts and skills contained in the ELA standards. They can be found on the web at
www.ode.state.or.us/teachlearn/real/standards.
This section contains language functions and forms that native English speakers acquire mostly before entering school or naturally at
home. These language functions and forms, however, need to be explicitly taught to English language learners (ELLs). They may be
taught to ELLs at all grade levels, and as the need and context arises.

Forms of a language deal with the internal grammatical structure of words. The relationship between boy and boys, for example, and
the relationship (irregular) between man and men would be forms of a language.

A language function refers to the purpose for which speech or writing is being used.
In speech these include:
• giving instructions

• introducing ourselves

• making requests

In academic writing we use a range of specific functions in order to communicate ideas clearly.
These include:
• describing processes

• comparing or contrasting things or ideas, and

• classifying objects or ideas

The contrast between form and function in language can be illustrated through a simple medical analogy. If doctors studied only a
limited portion of the human system, such as anatomical form, they would be unable to adequately address their patient’s needs. To
fully treat their patients, physicians must understand the purposes of the human body and the relationships between organs, cells, and
genes (Pozzi, 2004). Similarly, ELLs need to understand both the form (structure) and the function (purpose) of the English language
in order to reach higher levels of proficiency.

Pozzi, D.C. (2004). Forms and functions in language: Morphology, syntax. Retrieved March 10, 2005, from University of Houston, College of Education
Web site: http://www.viking.coe.uh.edu/grn11.intr/intr.0.1.2.htm
 Language Functions and Examples of Forms
Language Function Examples of Language Forms
Expressing needs and likes Indirect/ direct object, subject/ verb agreement, pronouns

Describing people, places, and things Nouns, pronouns, adjectives

Describing spatial and temporal relations Prepositional phrases

Describing actions Present progressive tense, adverbs

Retelling/relating past events Past tense verbs, perfect aspect (present and past)

Making predictions Verbs: future tense, conditional mode

Asking Informational Questions Verbs and verb phrases in questions

Asking Clarifying Questions Questions with increasing specificity

Expressing and Supporting Opinions Sentence structure, modals (will, can, may, shall)

Comparing Adjectives and conjunctions, comparatives, superlatives, adverbs

Contrasting Comparative adjectives

Summarizing Increasingly complex sentences with increasingly specific

vocabulary
Persuading Verb forms

Literary Analysis Sentence structure, specific vocabulary

Cause and Effect Verb forms

Drawing Conclusions Comparative adjective

Defining Nouns, abstract nouns, pronouns, and adjectives

Explaining Verb forms, indicative verb, declarative sentences, complex

sentences, adverbs of manner
Generalizing Common, collective and abstract nouns, verb forms,
nominalizations
Evaluating Complex sentences; increasing specificity of nouns, verbs, and
adjectives; correlative conjunctions
Interpreting Language of propaganda, complex sentences, nominalizations
Sequencing Adverbs of time, relative clauses, subordinate conjunctions

Hypothesizing and speculating Modals (would, could, might), compound tenses (would have
been)

Summarizing Modals (would, could, might), compound tenses (would have

been)
 ACQUISITION OF LANGUAGE FUNCTIONS AND GRAMMATICAL FORMS
ALL GRADES
1. Language Function: Expressing Needs and Likes
BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET
INTERMEDIATE FORMS:
Students demonstrate minimal Students demonstrate Students demonstrate good Students demonstrate Students’ comprehension
comprehension of general increased comprehension comprehension of general consistent comprehension of general and implied
meaning; gain familiarity with the of general meaning and meaning; increased of general meaning; good meaning, including
sounds, rhythms and patterns of some specific meaning; use comprehension of specific understanding of implied idiomatic and figurative
English. Early stages show no routine expressions meaning; responds in more meaning; sustain language. Students
verbal responses while in later independently and respond complex sentences, with conversation, respond with initiate and negotiate
stages one or two word responses using phrases and simple more detail using newly detail in compound and using appropriate
are expected. Students respond in sentences, which include a acquired vocabulary to complex sentences; discourse, varied
single words and phrases, which subject and predicate. experiment and form actively participate using grammatical structures
may include subject or a predicate. Students show basic errors messages. (The brown more extensive vocabulary, and vocabulary; use of
Many speech errors are observed. in speech. (The bear is bear lived with his family use standard grammar with conventions for formal
(bear, brown) brown. He is eating.) in the forest.) few random errors. (Can and informal use.
bears live in the forest if (Would you like me to
they find food there?) bring pictures of the
bear that I saw last
summer?)
One or two-word answers (nouns Simple sentences with Elaborated sentences with Sentences with Complex sentences, Sentence Structure:
or yes/no) to questions about subject/verb/object. “I subject/verb/object subject/verb/object and perhaps with tags or The basic sentence
preferences, (e.g., two, apples, or like/don’t like—(object)— dependent clause embedded questions structures that we use
tree) .” I need a /some — to express needs and
(object)—.” likes are foundations
of the more complex
sentence structure we
use for academic
purposes.

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2. Language Function: Describing People, Places and Things
BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Common nouns and adjectives Simple sentences with the Elaborated sentences Compound sentences with Complex sentences with Nouns Pronouns and
verb to be, using common has/have/had or more specific vocabulary more specific vocabulary Adjectives: Students
nouns and adjectives. is/are/were with nouns (nouns, adjectives) (nouns, adjectives) learn to understand and
“The (my, her) ______ and adjectives generate oral and written
is/are _______. A (it) language with nouns,
has/have _________.” pronouns and adjectives.

3. Language Function: Describing Location

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Demonstrated comprehension of Simple sentences with May include two Complex sentences with Complex sentences with Prepositional Phrases:
total physical response prepositional phrases prepositional phrases with phrases using prepositions phrases using prepositions Students learn to
commands, including prepositions (e.g., next to, beside, more difficult (e.g., beneath, within) (e.g., beneath, within) understand and generate
(e.g., on, off, in, out, inside, between, in front of, in prepositions (e.g., in front oral and written
outside) back of, behind, on the of, behind, next to) language with
left/right, in the middle of, prepositional phrases.
above, below, under)

4. Language Function: Describing Action

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Demonstrate comprehension Present progressive Variety of verb tenses and Adverb clauses telling Adverb clauses telling Present Progressive
(perform or describe actions) descriptive adverbs how, where, or when how, where, or when. Tense, Adverbs:
Students learn to
understand and generate
oral and written
language skills with
present progressive tense
and adverbs.

5. Language Function: Retelling/Relating Past Events

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Single words in response to past Simple sentences with Simple sentences with Compound sentences Present progressive/past Past Tense Verbs:
tense question past progressive “ __ regular and irregular past using past tense and perfect tense with Students learn to
(pronoun) ___ was/were tense verbs adverbs specialized prepositions understand and generate
_____-ing.” “Yesterday/Last ____/On “_____ have/has been oral and written
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 ___day (pronoun) ____ - ___-ing since/for ____. “ language with past tense
ed (prep. phrase or other verbs.
direct object).” First ___
and then __ . Finally
6. Language Function: Making Predictions
BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
In response to questions, may “The _____ is/are going “The ________ will Conditional (could, might) Conditional (could, Verbs: Future Tense,
respond by circling, pointing, and to ______.” ________.” mood in complex might) mood in complex Conditional Mood:
so on, or answer with one or two sentences sentences Students learn to
words understand and generate
oral and written
language with future
tense verbs and
conditional mood.

7. Language Function: Asking Informational Questions

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Simple questions about familiar Present or present Who, what, where, why Detailed questions with Detailed questions with Verbs and Verb Phrases
or concrete subjects progressive tense questions with do or did who, what, when, where, expanded verb phrase in Questions: Students
questions with to be why and how learn to understand and
generate oral and written
language with verbs and
verb phrases in
questions.

8. Language Function: Asking Clarifying Questions

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Not Applicable Formula questions Formula questions A variety of fairly specific Varied, specific questions Questions with
clarifying classroom clarifying classroom questions clarifying clarifying procedures or Increasing Specificity
procedures, rules and procedures, rules and procedures or content content
routines routines

9. Language Function: Expressing and Supporting Opinions

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
“I like/don’t like ______ “I think/agree with “I think/agree with “In my opinion ____ Complex sentences using Sentence Structure
(concrete topics).” (don’t) ______.” (don’t) ____ because should ____ because/so modals and clauses

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 _____.” ______.”

10. Language Function: Comparing

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Single words or phrases in Sentences with Subject/verb/adjective, Varied sentence structures Complex sentence Adjectives and
response to concrete comparison subject/verb/adjective but _____. with specific comparative structure with specific Conjunctions
questions showing similarities and Adjective with –er or –est adjectives and phrases comparative language
differences

11. Language Function: Contrasting

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Sentences with Subject/verb/adjective Subject/verb/adjective, Approximately used Comparative Adjectives
subject/verb/adjective like ____ but both idiomatic phrases and
showing similarities and subject/verb/adjective subject/verb, but contrasting words (e.g.,
differences whereas, and in contrast)

12. Language Function: Summarizing

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Simple sentences with key Compound sentences Conjunctions that Conjunctions that Increasingly Complex
nouns, adjectives, and with and/but summarize (to conclude, summarize (indeed, Sentences with
verbs indeed, in summary, in therefore, consequently) Increasingly Specific
short) Vocabulary

13. Language Function: Persuading

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Imperative verb forms Complex sentences with Complex sentences with Verb Forms
future and conditional varied verb forms and tag
questions, idiomatic
expressions or embedded
clauses

14. Language Function: Literary Analysis

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Single words for character and Simple sentences Compound sentences Descriptive language in Specific descriptive Sentence Structure and
setting (subject/verb/adjective) with and, because, more complex sentences language in complex Specific Vocabulary
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 (subject/verb/object) before, after sentences

15. Language Function: Cause and Effect

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Answer cause and effect Descriptive sentences Complex sentences with Conditional: “If ___ Verb Forms
question with a simple with past tense verbs past tense verbs had/hadn’t _____. _____
response would/wouldn’t have
_____.”

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16, Language Function: Drawing Conclusions
BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Comparative adjectives Comparative adjectives Comparative adjectives Comparative Adjectives
with past tense verbs in with conjunctions such as with idiomatic phrases
simple sentences although, because, that and passive voice

17. Language Function: Defining

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Patterned responses: “A table is Simple terms, aspects of Connected text including Concrete and abstract Clear, well-structured, Nouns, Abstract Nouns,
furniture. A boy is a person.” concrete and familiar irregular nouns, personal, topics using irregular detailed language on Pronouns, Adjectives:
objects, regular nouns possessive pronouns and nouns, singular and plural, complex subjects, Students learn to define
singular and plural, adjectives with some personal and possessive showing controlled use of concrete and abstract
personal pronouns, irregular past tense verbs pronouns and adjectives nouns, pronouns, objects/concepts with
present tense, simple adjectives correct nouns, pronouns,
sentences and adjectives

18. Language Function: Explaining

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Main points in familiar Explain simple, Get across important Get across which point Verb Forms- Indicative
idea or problem with straightforward points using declarative, he/she feels is most verb (makes a statement
some precision using information of immediate compound and complex important using regular of fact), Declarative
simple indicative verb relevance, using regular sentences, regular and and irregular verb forms, Sentences, Complex
forms in simple verbs and adverbs of irregular verb forms adverbs of manner and Sentences, Adverbs of
declarative sentences manner in declarative Complex: “As I came compound-complex Manner:
(Large oaks grew in the sentences and compound home, I stopped at the sentences. Students learn to develop
park/ The length of the sentences (Maria planted store.” Adverbs of manner: The and use explanations
room is 40 feet.) the petunia seeds Compound: “The children children who sang loudly using appropriate verb
carefully.) who came in early had got a cookie, but those forms, declarative and
refreshments, but those who didn’t sing had none. complex sentences and
who came late had none.” adverbs of manner.

19. Language Function: Generalizing

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Imperative mode: Indicative mode: makes a Subjunctive mode: Nouns – Common,
expresses command statement of fact (The expressing a condition Collective and Abstract
(Take me home. Stay temperature is low.) contrary to fact or Nouns; Verb Forms:
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 there.) Abstract nouns: name expressing a doubt (If Students learn to develop
Collective nouns name, as things or ideas that people only he were here.) and use generalizations
a unit, the members of a cannot touch or handle using abstract nouns,
group (herd, class, jury, (beauty, honesty, comfort, verb forms and
congregation). love). nominalizations.

20. Language Function: Evaluating

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Adjectives that point out Adjectives used to limit: Evaluate simple direct Qualify opinions and Convey finer, precise Complex Sentences;
particular objects (that wagon, (few horses, much snow, exchange of limited statements precisely in shades of meaning by Increasing Specificity of
those toys, each person, every little rain) information on familiar relation to degrees of using, with reasonable Nouns, Verbs, and
girl) and routine matters using certainty/uncertainty, accuracy, a wide range of Adjectives; Correlative
simple verbs and belief/doubt, likelihood, qualifying devices, such Conjunctions:
Number adjectives: (two men, ten adjectives. etc. as adverbs that express Students learn to
ships, the third time, the ninth Correlative conjunctions degree (This class is too understand and use
boy) are used in pairs: both – hard.); clauses expressing complex sentences using
and; not only – but also limitations (This is a very specific nouns,
(Neither the teacher nor school van, but it is only verbs and adjectives.
the students could solve used for sports.); and
the problem.) complex sentences

21. Language Function: Interpreting

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Interpret a single phrase at a time, Interpret short, simple Interpret short, simple Interpret a wide range of Interpret critically Language of
picking up familiar names, words, texts containing the texts on familiar matters long and complex texts, virtually all forms of the Propaganda, Complex
and basic phrases (D’Onofrio highest frequency of a concrete type, which appreciating subtle written language Sentences:
chocolates are the best.) vocabulary consist of high frequency distinctions of style and including abstract, Students learn to identify
everyday or school- implicit as well as explicit structurally complex, or and interpret the
related language meaning highly colloquial non- language of propaganda
literary writings and use complex
sentences.

22. Language Function: Sequencing

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Subject Direct object Prepositional object Possessive Object of comparison Adverbs of time,
(The girl who was sick went (The story that I read was (I found the book that (I know the woman whose (The person whom Susan Relative clauses,
home.) long.) John was talking about.) father is visiting.) is taller than is Mary.) Subordinate
Natural sequencing Indirect object Subordinate conjunctions- conjunctions:

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(I hit him and he fell over.) (The man to who[m] I used to join two Students learn
gave the present was grammatical parts of equal sequencing using
absent.) rank (Although he worked adverbs of time, relative
hard, he did not finish his clauses and subordinate
homework.) conjunctions.

23. Language Function: Hypothesizing and Speculating

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Auxiliary verbs that Auxiliary verb indicating Auxiliary verbs include Modals (would, could,
indicate futurity: will and desire or intent: would modal verbs, which may might), Compound
shall express possibility: may, Tenses (would have
might, can, could. been):
Students learn to
hypothesize and
speculate using modals
and compound tenses.

24. Language Function: Summarizing

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Copy out short texts; Paraphrase short written Summarize extracts from Summarize a wide range Summarize information Modals (would, could,
can copy out single words and passages in a simple news items, interviews or of factual and imaginative from different sources, might), Compound
short texts fashion, using the original documentaries containing texts, commenting on and reconstructing arguments Tenses (would have
text wording and opinions, argument and discussing contrasting and accounts in a been):
ordering; pick out and discussion; summarize points of view and the coherent presentation of Students learn to
reproduce key words and the plot and sequence of main themes the overall result summarize and speculate
phrases or short sentences events in a poem or play; using modals and
from a short text within collate short pieces of compound tenses.
the learner’s limited information from several
competence and sources and summarize
experience them for someone else

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