Arizona English Language

Proficiency Standards 2019

Arizona English Language Proficiency Standards
2019

Grades 4-5
ARIZONA DEPARTMENT OF EDUCATION
Office of English Language Acquisition Services (OELAS)
 Grades 4-5 English Language Proficiency Standards

Table of Contents

Reading Foundational Standards ……..……………………………………….…………………………………………………… 4

Standard 1 …………………………………………………………………..……………………………………………………..…… 7

Standard 2 ………………..………………………………………………..…………………………………………………………… 10

Standard 3 ………………..………………………………………………..…………………………………………………………… 12

Standard 4 ………………..………………………………………………..…………………………………………………………… 15

Standard 5 ………………..………………………………………………..…………………………………………………………… 17

Standard 6 ………………..………………………………………………..…………………………………………………………… 19

Standard 7 ………………..………………………………………………..…………………………………………………………… 21

Standard 8 ………………..………………………………………………..…………………………………………………………… 23

Standard 9 ………………..………………………………………………..…………………………………………………………… 25

Standard 10 …..…………..………………………………………………..…………………………………………………………… 27

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 Grades 4-5 English Language Proficiency Standards

Grades 4-5 Reading Foundational Standards

Considerations for Foundational Literacy Skills Instruction Based on Student Language and Literacy Characteristics
No or little spoken English proficiency: Students will need instruction in recognizing and distinguishing the sounds of English (e.g., vowels,
consonants, consonant blends, syllable structures).
Spoken English proficiency: Students will need instruction in applying their knowledge of the English sound system to foundational literacy
learning.
Oral Skills
Arizona’s English Language Proficiency Standards: Arizona’s English Language Arts Standards Reading Standards:
Reading Foundational Skills Foundational Skills
1. Phonological Awareness: *Arizona’s ELA Standards: Reading Standards Foundational Skills does not
address Phonological Awareness at grades 4 or 5.
a. Distinguish between phonemes in the initial, medial, and final
positions of words.
b. Produce the 44 phonemes with verbal modeling and visual cues.
c. Orally produce the initial and final sounds (not the letter) of a
spoken word.
d. Identify short vowel sounds in orally stated single-syllable words
(e.g., hen, hat, mad, etc.).
e. Identify long vowel sounds in orally stated single-syllable words
(e.g., kite, made, cake, etc.).
f. Segment sentences into words.
g. Segment multi-syllabic words into syllables (/but/ter/fly/).
h. Blend spoken simple onsets and rimes to form real words (onset
/c/ and rime /at/).
i. Blend spoken phonemes to form two letter words (/i/t/, /a/t/,
/m/e/).
j. Recognize the new spoken word when a specified phoneme is
added, changed or removed.
k. Distinguish spoken rhyming words from non-rhyming words (e.g.,
run, sun vs. run, man, etc.).

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 Grades 4-5 English Language Proficiency Standards

Considerations for Foundational Literacy Skills Instruction Based on Student Language and Literacy Characteristics
No or little native language literacy: Students will need instruction in print concepts.
Some foundational literacy proficiency in a language not using the Latin alphabet (e.g., Arabic, Chinese, Korean, Russian): Students will
be familiar with print concepts and will need instruction in learning the Latin alphabet for English, and sentence structure (e.g., subject‐verb‐
object vs. subject‐object‐verb word order).
Some foundational literacy proficiency in a language using the Latin alphabet (e.g., Spanish): Students will need instruction in applying
their knowledge of print concepts, phonics and word recognition to the English writing system, and sentence structure (e.g., subject‐verb‐object
vs. subject‐object‐verb word order).
Print Skills
Arizona’s English Language Proficiency Standards: Arizona’s English Language Arts Standards Reading Standards:
Reading Foundational Skills Foundational Skills
2. Print Concepts: Print Concepts
a. Demonstrate the command of left to right, top to bottom *Arizona’s ELA Standards: Reading Standards Foundational Skills does not
directionality, and return sweep when handling reading materials. address Print Concepts at grades 4 or 5.
b. Track the one to one correlation between spoken and printed
word. Phonics and Word Recognition
c. Identify letters, words and sentences and their distinguishing 4.RF.3 Know and apply phonics and word analysis skills in decoding multisyllabic
features (e.g., capitalization, ending punctuation, etc.). words in context and out of context.
d. Locate organizational features of a book (e.g., title, author, and a. Use combined knowledge of all letter-sound correspondences to read
table of contents) with instructional support. unfamiliar multisyllabic words accurately.
b. Apply knowledge of the six syllable patterns to read grade level words
accurately.
3. Phonics and Word Recognition (Decoding):
c. Use combined knowledge of morphology (e.g., roots and affixes) to read
a. Recognize and naming uppercase and lowercase letters of the grade level words accurately.
alphabet.
b. Produce sounds represented by the single-lettered consonant
and vowel graphemes. 5.RF.3 Know and apply phonics and word analysis skills in decoding multisyllabic
words in context and out of context.
c. Read regularly spelled one and two-syllable words and
compound words including consonant blends (bl, st, and tr). a. Use combined knowledge of all letter-sound correspondences to accurately
read unfamiliar multisyllabic words.
d. Read one and two-syllable words using letter-sound knowledge.
b. Apply knowledge of the six syllable patterns to read grade level words
accurately.

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 Grades 4-5 English Language Proficiency Standards

e. Identify base words (walk, clean, dress) that have been modified c. Use combined knowledge of morphology to read grade level words
by inflectional endings. accurately.
f. Identify inflectional endings (e.g., -s, -ed, -ing, etc.) and their d. Know and apply common, grade-appropriate Greek and Latin affixes and
functions (i.e., tense, plurality, comparison and parts of speech). roots to accurately read unfamiliar words.
g. Repeat and read given words with common prefixes, suffixes and
roots including the endings -tion, -sion.
h. Read contractions.
Fluency
i. Use word order and context to confirm decoding of text.
4.RF.4 Read with sufficient accuracy and fluency to support comprehension.

4. Fluency: a. Read grade-level text with purpose and understanding.

a. Read high frequency words, sight words, sentences and short b. Read grade-level prose and poetry orally with accuracy, appropriate rate,
passages from familiar patterned text (e.g., poems and chants, and expression on successive readings.
etc.) with fluency (e.g., accuracy, appropriate phrasing, and c. Use context to confirm or self-correct word recognition and understanding,
attention to punctuation). rereading as necessary.

5.RF.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate,
and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.

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 Grades 4-5 English Language Proficiency Standards

RECEPTIVE COMMUNICATION
Listening and Reading

AZ ELP - Standard 1

By the end of each language

Pre-Emergent/ AZ ELA Standard
proficiency level, an English → Basic → Intermediate Instructional Supports
Emergent Alignment
learner can:

construct meaning from oral With substantial With moderate With light support, Reading Literature: Functions for using language include but
presentations and literary and support, apply an support, apply a apply a wide range 4.RL1 are not limited to:
informational text through emerging set of developing set of of strategies to: 4.RL.2 describing, entertaining, informing,
4.RL.3
grade appropriate listening, strategies to: strategies to: interpreting, analyzing, recounting, explaining,
4.RL.5
reading, and viewing. 4.RL.6 persuading, negotiating, justifying, evaluating,
PE/E-1: identify the B-1: determine the I-1: determine and so on.
4.RL.7
central topic and key central idea (in central ideas (in
4.RL.10
details. informational text) informational texts) Informational text types include but are
and theme (in and themes (in 5.RL.1
literary text) and literary texts) and not limited to:
5.RL.2 descriptions or accounts (e.g., scientific,
explain how they are explain how they are 5.RL.3
supported by key supported by key historical, economic, technical), recounts
5.RL.5
details. details. 5.RL.6 (e.g., biography, memoir), information reports,
5.RL.7 explanations (e.g., causal, factual),
PE/E-2: retell a B-2: recount a text I-2: summarize a expositions (e.g., speeches, opinion pieces,
5.RL.10
familiar text including including specific text including
argument, debate), responses (e.g., literary
specific details and details and specific details and Reading Informational:
information. information. information. analysis), oral presentations, and so on.
4.RI.1
4.RI.2
4.RI.3 Literary text types include but are not
4.RI.6 limited to:
PE/E-3: identify B-3: identify and I-3: compare and 4.RI.7 stories (e.g., historical fiction, myths, graphic
similarities and describe similarities contrast details from 4.RI.10 novels), poetry, read-alouds, drama, and so
differences within a and differences multiple texts. on.
text. within a text. 5.RI.1
5.RI.2
5.RI.3 Audiences include but are not limited to:

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 Grades 4-5 English Language Proficiency Standards

PE/E-4: establish B-4: utilize visual I-4: explain how the 5.RI.6 Peers (one to one)
connections information to visual information 5.RI.7 Small group (one to a group)
between visual understand the text. supports the text. 5.RI.10 Whole group (one to many)
supports and text.
Speaking and Listening:
4.SL.2 Supports include but are not limited to:
context and visual aids.
5.SL.2

AZ ELA Standard Alignment

Grade 4
Reading Literature
4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
4.RL.5 Explain the overall structure and major differences between poetry, drama, and prose.
4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations.
4.RL.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and
directions in the text.
4.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by
qualitative and quantitative measures appropriate to grade 4.

Reading Informational
4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus, and the information provided.
4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text in which it appears.
4.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text
complexity range determined by qualitative and quantitative measures appropriate to grade 4.

Speaking and Listening

4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
___________________________________________________________________________________________________________________________________________

Grade 5
Reading Literature
5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RL.2 Determine a theme of a story, drama, or poem from details of the text; include how characters in story or drama respond to challenges, how the speaker in a poem reflects
upon a topic, and a summary of the text.
5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.RL.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

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 Grades 4-5 English Language Proficiency Standards

5.RL.7 Analyze how visual and multimedia elements contribute to the purpose, meaning, or tone of the text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth,
and poem).
5.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by
qualitative and quantitative measures appropriate to grade 5.

Reading Informational
5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text, based on specific information in
the text.
5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
5.RI.10 By the end of the year, proficiently and independently read and comprehend informational text, including history/social studies, science and technological texts, in a text
complexity range determined by qualitative and quantitative measures appropriate to grade 5.

Speaking and Listening

5.SL.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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 Grades 4-5 English Language Proficiency Standards

RECEPTIVE COMMUNICATION
Listening and Reading

AZ ELP - Standard 2

By the end of each language

Pre-Emergent/ AZ ELA Standard
proficiency level, an English → Basic → Intermediate Instructional Supports
Emergent Alignment
learner can:

determine the meaning of With substantial With moderate With light support, Reading Functions for using language include but
words and phrases in oral support, apply an support, apply a apply a wide range of Literature: are not limited to:
presentations and literary and emerging set of developing set of strategies to: 4.RL.4 describing, entertaining, informing,
informational text. strategies to: strategies to: interpreting, analyzing, recounting, explaining,
5.RL.4
persuading, negotiating, justifying, evaluating,
PE/E-1: recognize the B-1: determine the I-1: determine the Reading and so on.
meaning of frequently meaning of frequently meaning of less- Informational:
occurring words, occurring academic frequently occurring 4.RI.4 Informational text types include but are
phrases, and and content-specific words and phrases
expressions. words and phrases. and content specific not limited to:
5.RI.4 descriptions or accounts (e.g., scientific,
words.
historical, economic, technical), recounts
Language:
PE/E-2: recognize the B-2: determine the I-2: determine the 4.L.4 (e.g., biography, memoir), information reports,
meanings of common meanings of some meaning of idiomatic 4.L.5 explanations (e.g., causal, factual), expositions
idiomatic expressions. idiomatic expressions expressions and (e.g., speeches, opinion pieces, argument,
and figurative figurative language 5.L.4 debate), responses (e.g., literary analysis),
language (e.g., (e.g., metaphors, 5.L.5 oral presentations, and so on.
similes and proverbs) similes, adages, and
in familiar texts about proverbs) in texts
a variety of topics, about a variety of Literary text types include but are not
experiences, or topics, experiences, limited to:
events. or events. stories (e.g., historical fiction, myths, graphic
novels), poetry, read-alouds, drama, and so
PE/E-3: apply B-3: apply context I-3: apply context on.
information from clues, information clues, information
visual aids, reference from visual from visual
Audiences include but are not limited to:
materials, and a aids, reference aids, reference
developing materials, materials, Peers (one to one)
knowledge of grade- and a developing and knowledge of Small group (one to a group)
appropriate English knowledge of grade- grade-appropriate Whole group (one to many)
morphology to appropriate English English morphology
determine meaning of morphology to to determine meaning Supports include but are not limited to:
unknown words. determine meaning of of unknown words.
context and visual aids.
unknown words.

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 Grades 4-5 English Language Proficiency Standards

AZ ELA Standard Alignment

Grade 4
Reading Literature
4.RL.4 Determine the meaning of words, phrases, and figurative language found in stories, poetry, myths, and traditional literature from different cultures, including those that
allude to significant characters.

Reading Informational
4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Language
4.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
a. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
b. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
c. Consult reference materials (e.g., dictionaries, glossaries, thesauri), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key
words and phrases.
4.L.5 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of
being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
___________________________________________________________________________________________________________________________________________

Grade 5
Reading Literature
5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Reading Informational
5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Language
5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
b. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
c. Consult reference materials (e.g., dictionaries, glossaries, thesauri), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key
words and phrases.
5.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

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 Grades 4-5 English Language Proficiency Standards

PRODUCTIVE COMMUNICATION
Speaking and Writing

AZ ELP - Standard 3

By the end of each

Pre-Emergent/ AZ ELA Standard
language proficiency level, → Basic → Intermediate Instructional Supports
Emergent Alignment
an English learner can:

speak and write about grade With substantial With moderate With light support, Writing: Functions for using language include but
appropriate complex literary support, apply an support, apply a apply a wide range of 4.W.2 are not limited to:
and informational texts and emerging set of developing set of strategies to: 4.W.3 describing, entertaining, informing, interpreting,
topics. strategies to: strategies to: analyzing, recounting, explaining, persuading,
5.W.2 negotiating, justifying, evaluating, and so on.
PE/E-1: deliver short B-1: deliver short oral I-1: deliver oral 5.W.3
oral presentations that presentations that presentations that Informational text types include but are
include a few details. include some details to include details and Speaking and not limited to:
develop a topic. Listening:
examples to develop a descriptions or accounts (e.g., scientific,
topic. 4.SL.4 historical, economic, technical), recounts
(e.g., biography, memoir), information
PE/E-2: compose B-2: compose written I-2: compose written 5.SL.4 reports, explanations (e.g., causal,
written narratives using narratives using narratives using factual), expositions (e.g., speeches,
appropriate conventions appropriate conventions appropriate conventions Language:
about familiar topics that include details and that include details and opinion pieces, argument, debate),
4.L.2 responses (e.g., literary analysis), oral
and experiences that examples to develop a examples to develop a
include details. topic. topic. presentations, and so on.
5.L.2
PE/E-3: compose B-3: compose I-3: compose Literary text types include but are not
informational texts that informational texts that informational texts that limited to:
include details while include details to include details and
stories (e.g., historical fiction, myths,
using appropriate develop a topic while examples to develop a
conventions. using appropriate topic while using graphic novels), poetry, read-alouds, drama,
conventions. appropriate and so on.
conventions.
Audiences include but are not limited to:
PE/E-4: produce B-4: produce sentences I-4: produce sentences Peers (one to one)
phrases that link ideas that link ideas and that link ideas using Small group (one to a group)
and information using information using transition words and
Whole group (one to many)
transition words (e.g., transition words and phrases (e.g., another,
also, because). phrases (e.g., another, for example, in
for example, also, contrast).
because).

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 Grades 4-5 English Language Proficiency Standards

PE/E-5: N/A B-5: use examples of I-5: use precise

precise language and language and domain- Conventions of writing include but are not
domain-specific specific vocabulary to limited to:
vocabulary within inform about or explain
capitalization, punctuation, spelling, and so on.
informative texts. the topic.

Supports include but are not limited to:

context and visual aids.

AZ ELA Standard Alignment

Grade 4
Writing
4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.

Speaking and Listening

4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.

Language
4.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a compound sentence.
d. Spell grade-appropriate words correctly, consulting references as needed.
___________________________________________________________________________________________________________________________________________

Grade 5
Writing
5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

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 Grades 4-5 English Language Proficiency Standards

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.

5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue and description, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.

Speaking and Listening

5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.

Language
5.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct
address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.

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 Grades 4-5 English Language Proficiency Standards

PRODUCTIVE COMMUNICATION
Speaking and Writing

AZ ELP - Standard 4

By the end of each language

Pre-Emergent/ AZ ELA Standard
proficiency level, an English → Basic → Intermediate Instructional Supports
Emergent Alignment
learner can:

construct grade appropriate With substantial With moderate With light support, Writing: Functions for using language include but
oral and written claims and support, apply an support, apply a apply a wide range of 4.W.1 are not limited to:
support them with reasoning emerging set of developing set of strategies to: describing, entertaining, informing,
and evidence. strategies to: strategies to: 5. W.1 interpreting, analyzing, recounting, explaining,
persuading, negotiating, justifying, evaluating,
PE/E-1: express an B-1: express an I-1: express an Speaking and and so on.
opinion on a topic or opinion on a topic or opinion on a topic or Listening:
text. text. text. 4.SL.4 Informational text types include but are
not limited to:
PE/E-2: supply a B-2: supply a reason I-2: supply a reason 5.SL.4 descriptions or accounts (e.g., scientific,
reason that supports that supports the that supports the historical, economic, technical), recounts
the opinion. opinion and is based opinion and is based
on some textual on more detailed Language: (e.g., biography, memoir), information reports,
evidence. textual evidence and 4.L.6 explanations (e.g., causal, factual), expositions
relevant background (e.g., speeches, opinion pieces, argument,
knowledge. 5. L.6 debate), responses (e.g., literary analysis),
oral presentations, and so on.
PE/E-3: use simple B-3: use grade- I-3: use grade-
words that signal appropriate words appropriate general
Literary text types include but are not
actions and emotions. and phrases, academic and
including those that domain-specific words limited to:
signal precise actions, and phrases, stories (e.g., historical fiction, myths,
emotions, or states of including those that graphic novels), poetry, read-alouds, drama,
being (e.g., quizzed, signal precise actions, and so on.
whined, stammered) emotions, or states of
and that are basic to a being (e.g., quizzed, Audiences include but are not limited to:
particular topic (e.g., whined, stammered)
Peers (one to one)
wildlife, conservation, and that are basic to a
and endangered particular topic (e.g., Small group (one to a group)
when discussing wildlife, conservation, Whole group (one to many)
animal preservation). and endangered
when discussing Supports include but are not limited to:
animal preservation). context and visual aids.

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 Grades 4-5 English Language Proficiency Standards

PE/E-4: provide a B-4: provide a I-4: provide a

sense of closure to an concluding statement conclusion that
opinion. to an opinion. summarizes the
opinion presented.

AZ ELA Standard Alignment

Grade 4
Writing
4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion presented.

Speaking and Listening

4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.

Language
4.L.6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of
being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
___________________________________________________________________________________________________________________________________________

Grade 5
Writing
5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.

Speaking and Listening

5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.

Language
5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical
relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Page 16
 Grades 4-5 English Language Proficiency Standards

PRODUCTIVE COMMUNICATION
Speaking and Writing

AZ ELP - Standard 5

By the end of each language

Pre-Emergent/ AZ ELA Standard
proficiency level, an English → Basic → Intermediate Instructional Supports
Emergent Alignment
learner can:

adapt language choices to With substantial With moderate With light support, Writing: Functions for using language include but
purpose, task, and audience support, apply an support, apply a apply a wide range of 4.W.5 are not limited to:
when speaking and writing. emerging set of developing set of strategies to: describing, entertaining, informing,
strategies to: strategies to: 5.W.5 interpreting, analyzing, recounting, explaining,
persuading, negotiating, justifying, evaluating,
PE/E 1: demonstrate B-1: demonstrate I-1: adapt language Speaking and and so on.
a developing awareness of the choices and style Listening:
awareness of the need to adapt (includes register) Informational text types include but are
4.SL.6
need to adapt language choices according to purpose, not limited to:
language choices to according to purpose, task, and audience. descriptions or accounts (e.g., scientific,
different social and task, and audience. 5.SL.6
historical, economic, technical), recounts (e.g.,
academic contexts.
Language: biography, memoir), information reports,
4.L.6 explanations (e.g., causal, factual), expositions
(e.g., speeches, opinion pieces, argument,
5.L.6 debate), responses (e.g., literary analysis),
oral presentations, and so on.

PE/E 2: use general B-2: use grade- I-2: use a variety of Literary text types include but are not
academic words and appropriate general general academic and limited to:
phrases learned academic and content content-specific stories (e.g., historical fiction, myths, graphic
through specific words, words and phrases. novels), poetry, read-alouds, drama, and so
conversations, phrases, and on.
reading, and being expressions with
read to. developing control. Audiences include but are not limited to:
Peers (one to one)
Small group (one to a group)
Whole group (one to many)

Supports include but are not limited to:

context and visual aids.

Page 17
 Grades 4-5 English Language Proficiency Standards

AZ ELA Standard Alignment

Grade 4
Writing
4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grade 4.)

Speaking and Listening

4.SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use
formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for specific expectations.)

Language
4.L.6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of
being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
___________________________________________________________________________________________________________________________________________

Grade 5
Writing
5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)

Speaking and Listening

5.SL.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific
expectations.)

Language
5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical
relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Page 18
 Grades 4-5 English Language Proficiency Standards

INTERACTIVE COMMUNICATION
Listening, Speaking, Reading, and Writing

AZ ELP - Standard 6

By the end of each language

Pre-Emergent/ AZ ELA Standard
proficiency level, an English → Basic → Intermediate Instructional Supports
Emergent Alignment
learner can:

participate in grade- With substantial With moderate With light support, Writing: Functions for using language include but
appropriate oral and written support, apply an support, apply a apply a wide range of 4.W.6 are not limited to:
exchanges of information, emerging set of developing set of strategies to: describing, entertaining, informing, interpreting,
ideas, and analyses, strategies to: strategies to: 5.W.6 analyzing, recounting, explaining, persuading,
responding to peer, audience, negotiating, justifying, evaluating, and so on.
or reader comments and PE/E-1: participate in B-1: participate in I-1: participate in Speaking and
questions. conversations and discussions about extended Listening: Informational text types include but are
discussions about familiar topics and conversations and 4.SL.1 not limited to:
familiar topics. texts. discussions about a
variety of topics and descriptions or accounts (e.g., scientific,
texts. 5.SL.1 historical, economic, technical), recounts
(e.g., biography, memoir), information
PE/E-2: participate in B-2: participate in I-2: participate in reports, explanations (e.g., causal,
written exchanges written exchanges extended written factual), expositions (e.g., speeches,
about familiar topics. about familiar topics exchanges about a opinion pieces, argument, debate),
and texts. variety of topics and
responses (e.g., literary analysis), oral
texts.
presentations, and so on.
PE/E-3: follow basic B-3: follow rules for I-3: express own
rules for discussion. discussion. ideas using the rules Literary text types include but are not
for discussion. limited to:
stories (e.g., historical fiction, myths, graphic
novels), poetry, read-alouds, drama, and so on.
PE/E-4: respond to B-4: ask questions to I-4: pose and respond
simple yes-no and gain information or to questions about a
wh- questions. clarify understanding. variety of topics and Audiences include but are not limited to:
texts. Peers (one to one)

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 Grades 4-5 English Language Proficiency Standards

PE/E-5: contribute B-5: contribute I-5: paraphrase the Small group (one to a group)
own comments to information and key ideas expressed Whole group (one to many)
collaborative oral and evidence to in collaborative oral
written discussions collaborative oral and and written
Supports include but are not limited to:
about familiar topics. written discussions. discussions.
context and visual aids.

AZ ELA Standard Alignment

Grade 4
Writing
4.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to complete a writing task.

Speaking and Listening

4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’
ideas and expressing their own clearly.
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas
under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding based on the discussion.
___________________________________________________________________________________________________________________________________________

Grade 5
Writing
5.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills in order to complete a writing task.

Speaking and Listening

5.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly.
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas
under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions based on information and knowledge gained from the discussions.

Page 20
 Grades 4-5 English Language Proficiency Standards

INTERACTIVE COMMUNICATION
Listening, Speaking, Reading, and Writing

AZ ELP - Standard 7

By the end of each language

Pre-Emergent/ AZ ELA Standard
proficiency level, an English → Basic → Intermediate Instructional Supports
Emergent Alignment
learner can:

conduct research and evaluate With substantial With moderate With light support, Writing: Functions for using language include but
and communicate findings to support, apply an support, apply a apply a wide range of 4.W.7 are not limited to:
answer questions or solve emerging set of developing set of strategies to: 4.W.8 describing, entertaining, informing,
problems. strategies to: strategies to: 4.W.9 interpreting, analyzing, recounting, explaining,
persuading, negotiating, justifying, evaluating,
PE/E-1: gather B-1: gather I-1: gather information 5.W.7
and so on.
information from information from from print and digital 5.W.8
provided resources to multiple provided provided resources to 5.W.9 Informational text types include but are
answer questions. resources to answer answer questions. not limited to:
questions. Speaking and descriptions or accounts (e.g., scientific,
Listening: historical, economic, technical), recounts (e.g.,
4.SL.4 biography, memoir), information reports,
explanations (e.g., causal, factual), expositions
5.SL.4 (e.g., speeches, opinion pieces, argument,
debate), responses (e.g., literary analysis),
oral presentations, and so on.

PE/E-2: record some B-2: sort evidence I-2: summarize key Literary text types include but are not
information/ into categories. ideas and information limited to:
observations in in detailed and orderly stories (e.g., historical fiction, myths, graphic
notes, with charts, novels), poetry, read-alouds, drama, and so
simple notes.
tables, or other on.
graphics, as
appropriate. Audiences include but are not limited to:
Peers (one to one)
Small group (one to a group)
Whole group (one to many)

Supports include but are not limited to:

context and visual aids.

Page 21
 Grades 4-5 English Language Proficiency Standards

AZ ELA Standard Alignment

Grade 4
Writing
4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information, and provide a list of sources.
4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature.
b. Apply grade 4 Reading standards to informational texts.

Speaking and Listening

4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
___________________________________________________________________________________________________________________________________________

Grade 5
Writing
5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic and to answer a specific question.
5.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work,
and provide a list of sources.
5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature.
b. Apply grade 5 Reading standards to informational texts.

Speaking and Listening

5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.

Page 22
 Grades 4-5 English Language Proficiency Standards

INTERACTIVE COMMUNICATION
Listening, Speaking, Reading, and Writing

AZ ELP - Standard 8

By the end of each language

Pre-Emergent/ AZ ELA Standard
proficiency level, an English → Basic → Intermediate Instructional Supports
Emergent Alignment
learner can:

analyze and critique the With substantial With moderate With light support, Reading Functions for using language include but
arguments of others orally and support, apply an support, apply a apply a wide range of Informational: are not limited to:
in writing. emerging set of developing set of strategies to: 4.RI.8 describing, entertaining, informing,
strategies to: strategies to: interpreting, analyzing, recounting, explaining,
5.RI.8 predicting, persuading, negotiating, justifying,
PE/E-1: identify a B-1: tell how one or I-1: explain how an evaluating, and so on.
reason an author or two reasons support author or speaker Writing:
speaker gives to the specific points an uses reasons and 4.W.1 Informational text types include but are
support a main point. author or a speaker evidence to support
makes. or fail to support not limited to:
specific points. 5.W.1 descriptions or accounts (e.g., scientific,
historical, economic, technical), recounts
PE/E-2: determine B-2: identify the I-2: determine and Speaking and (e.g., biography, memoir), information
and explain the author’s purpose for explain the author’s Listening: reports, explanations (e.g., causal,
author’s purpose. their piece of writing purpose for their 4.SL.3 factual), expositions (e.g., speeches,
(e.g., to entertain, to piece of writing (e.g., opinion pieces, argument, debate),
inform, to persuade). to entertain, to inform,
5.SL.3 responses (e.g., literary analysis), oral
to persuade).
presentations, and so on.
Language:
PE/E-3: identify B-3: distinguish I-3: distinguish fact
vocabulary used to between facts an from opinion in 4.L.6 Literary text types include but are not
influence a reader's opinion in a text. persuasive text (e.g., limited to:
perspective (e.g., advertisements, 5.L.6 stories (e.g., historical fiction, myths, graphic
emotional words, product labels, written novels), poetry, read-alouds, drama, and so
etc.). communications, on.
etc.).
Audiences include but are not limited to:
PE/E-4: express an B-4: write about an I-4: write about an
Peers (one to one)
opinion. opinion and use opinion and use
provided resources to provided resources to Small group (one to a group)
include one or more include supporting Whole group (one to many)
supporting reasons. reasons.

Page 23
 Grades 4-5 English Language Proficiency Standards

PE/E-5: use words B-5: use academic I-5: use academic and
and phrases to words and phrases to domain-specific Supports include but are not limited to:
express ideas and express ideas and words and phrases to context and visual aids.
opinions. phrases.
express ideas and
phrases.

AZ ELA Standard Alignment

Grade 4
Reading Informational
4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text.

Writing
4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
b. Provide reasons that are supported by facts and details.

Speaking and Listening

4.SL.3 Identify the reasons and evidence a speaker provides to support particular points.

Language
4.L.6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of
being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
___________________________________________________________________________________________________________________________________________

Grade 5
Reading Informational
5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Writing
5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
b. Provide logically ordered reasons that are supported by facts and details.

Speaking and Listening

5.SL.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Language
5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical
relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Page 24
 Grades 4-5 English Language Proficiency Standards

LANGUAGE
Standards 9 and 10 are to be used across Standards 1-8

AZ ELP - Standard 9

By the end of each language

Pre-Emergent/ AZ ELA Standard
proficiency level, an English → Basic → Intermediate Instructional Supports
Emergent Alignment
learner can:

create clear and coherent With substantial With moderate With light support, Functions for using language include but
grade-appropriate speech and support, apply an support, apply a apply a wide range of Writing: are not limited to:
text. emerging set of developing set of strategies to: 4.W.1 describing, entertaining, informing,
strategies to: strategies to: 4.W.2 interpreting, analyzing, recounting, explaining,
4.W.3 persuading, negotiating, justifying, evaluating,
PE/E-1: apply B-1: apply I-1: apply 4.W.4
and so on.
understanding of how understanding of how understanding of how
text types are text types are text types are 5.W.1 Informational text types include but are
organized when organized in organized in complex 5. W.2 not limited to:
writing and speaking increasingly complex texts (e.g., how a 5.W.3 descriptions or accounts (e.g., scientific,
in simple texts (e.g., texts (e.g., how a story is organized
5.W.4 historical, economic, technical), recounts (e.g.,
how a story is story is organized when writing and
organized when writing and speaking sequentially biography, memoir), information reports,
sequentially versus speaking sequentially versus how an Speaking and explanations (e.g., causal, factual), expositions
how an informative versus how an informative text is Listening: (e.g., speeches, opinion pieces, argument,
text is organized by informative text is organized by topic 4.SL.4 debate), responses (e.g., literary analysis),
topic and details organized by topic and details versus 4.SL.6 oral presentations, and so on.
versus how an and details versus how an opinion text is
opinion text is how an opinion text is organized by opinion 5.SL.4 Literary text types include but are not
organized by opinion organized by opinion and supporting 5.SL.6 limited to:
and supporting and supporting reasons).
stories (e.g., historical fiction, myths, graphic
reasons). reasons).
novels), poetry, read-alouds, drama, and so
on.
PE/E-2: apply basic B-2: apply I-2 apply increasing
understanding of how understanding of how understanding of how Audiences include but are not limited to:
ideas, events, or ideas, events, or ideas, events, or Peers (one to one)
reasons are linked reasons are linked reasons are linked Small group (one to a group)
throughout a text by throughout a text by throughout a text by Whole group (one to many)
using frequently using frequently using grade-
occurring linking occurring linking appropriate linking Supports include but are not limited to:
words when writing words and temporal words and temporal context and visual aids.
and speaking. words when writing words when writing
and speaking. and speaking.

Page 25
 Grades 4-5 English Language Proficiency Standards

AZ ELA Standard Alignment

Grade 4
Writing
4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
c. Use a variety of transitional words and phrases to manage the sequence of events.
4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Speaking and Listening

4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
4.SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use
formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for specific expectations.)
___________________________________________________________________________________________________________________________________________

Grade 5
Writing
5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
c. Use a variety of transitional words and phrases to manage the sequence of events.
5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Speaking and Listening

5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.
5.SL.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific
expectations.)

Page 26
 Grades 4-5 English Language Proficiency Standards

LANGUAGE
Standards 9 and 10 are to be used across Standards 1-8

AZ ELP - Standard 10

By the end of each language

Pre-Emergent/ → Basic → Intermediate AZ ELA Standard
proficiency level, an English Instructional Supports
Emergent Alignment
learner can:

make accurate use of standard With substantial With moderate With light support, Language: Functions for using language include but
English to communicate in support, apply an support, apply a apply a wide range of 4.L.1 are not limited to:
grade appropriate speech and emerging set of developing set of strategies to: 4.L.2 describing, entertaining, informing,
writing. strategies to: strategies to: 4.L.3 interpreting, analyzing, recounting, explaining,
persuading, negotiating, justifying, evaluating,
PE/E-1: using some B-1: using an I-1: using grade- 5.L.1
and so on.
familiar singular and increasing range of appropriate singular 5.L.2
plural nouns. singular and plural and plural nouns. 5.L.3
Informational text types include but are
nouns.
not limited to:
PE/E-2: using some B-2: using an I-2: using grade- descriptions or accounts (e.g., scientific,
familiar common and increasing range of appropriate common historical, economic, technical), recounts
proper nouns with common and proper and proper nouns (e.g., biography, memoir), information
appropriate nouns with with appropriate reports, explanations (e.g., causal,
determiners (e.g., appropriate determiners (e.g., factual), expositions (e.g., speeches,
articles and determiners (e.g., articles and
opinion pieces, argument, debate),
demonstratives). articles and demonstratives).
demonstratives). responses (e.g., literary analysis), oral
presentations, and so on.
PE/E-3: recognizing B-3: using possessive I-3: using
possessive nouns with some familiar possessives with Literary text types include but are not
(e.g., That is Mary’s nouns (e.g., That is grade-appropriate limited to:
backpack.). Mary’s backpack.). nouns (e.g., That is stories (e.g., historical fiction, myths,
Mary’s backpack.).
graphic novels), poetry, read-alouds, drama,
PE/E-4: beginning to B-4: using personal I-4: using personal and so on.
use personal subject subject and object (subject and object),
and object pronouns. pronouns. possessive, and Audiences include but are not limited to:
indefinite pronouns. Peers (one to one)
Small group (one to a group)
PE/E-5: using familiar B-5: using verbs I-5: using verbs in the Whole group (one to many)
verbs in the present distinguishing present past progressive.
progressive. progressive and
simple present.

Page 27
 Grades 4-5 English Language Proficiency Standards

PE/E-6: using some B-6: using an I-6: using grade-

familiar verbs in the increasing range of appropriate verbs in Supports include but are not limited to:
simple present and verbs in the simple the simple present context and visual aids.
simple past, including present and simple and simple past,
irregular past forms past, including including irregular
for frequently used familiar irregular past past forms (e.g.,
verbs (e.g., had, was, forms (e.g., ate, ran, drank, sat, wrote).
went). sang).

PE/E-7: using some B-7: using an I-7: using grade-

familiar verbs in the increasing range of appropriate verbs in
future with “going to”. verbs in the future the future with “going
with “going to” and to” and “will”.
“will”.

PE/E-8: applying B-8: applying subject- I-8: applying subject-

subject-verb verb agreement using verb agreement using
agreement using and increasing range grade-appropriate
familiar nouns and of nouns and verbs. nouns and verbs.
verbs.

PE/E-9: recognizing B-9: using an I-9: using a variety of

and use some increasing number of frequently occurring
frequently occurring frequently occurring adjectives
adjectives (i.e., adjectives (i.e., descriptive,
descriptive, (i.e., descriptive, possessive,
possessive, possessive, demonstrative).
demonstrative). demonstrative).

PE/E-10: beginning to B-10: using a wider I-10: using a variety of

use some frequently range of prepositional prepositional phrases
occurring phrases (e.g., after (e.g., toward the
prepositional phrases lunch) to provide playground) to
(e.g., on the table) to detail (e.g., time, provide detail (e.g.,
provide detail (e.g., manner, place, time, manner, place,
time, manner, place, cause) about a cause).
cause) about a familiar or new activity
familiar activity or or process.
process.

Page 28
 Grades 4-5 English Language Proficiency Standards

PE/E-11: using some B-11: using a wider I-11: using frequently

simple, frequently range of frequently occurring
occurring occurring conjunctions (e.g.,
conjunctions (e.g., conjunctions (e.g., and, but, or, so,
and, but). and, but, because). because).

PE/E-12: beginning to B-12: increasingly I-12: using

use appropriate word using appropriate appropriate word
order (subject-verb- word order (subject- order (subject-verb-
object) in basic verb-object) object) in declarative,
declarative and in declarative, imperative, and
imperative sentences. imperative, and interrogative
interrogative sentences.
sentences.

AZ ELA Standard Alignment

Grade 4
Language
4.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
b. Form and use the progressive verb tenses (e.g., I was walking; I am walking; I will be walking).
c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
e. Form and use prepositional phrases.
f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
g. Correctly use frequently confused words (e.g., to, too, two; there, their).
h. Write and organize one or more paragraphs that contain: a topic sentence, supporting details, and a conclusion that is appropriate to the writing task. (Construction of
paragraph(s) should demonstrate command of Writing standards 1-3.)
4.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a compound sentence.
d. Spell grade-appropriate words correctly, consulting references as needed.
4.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect.
c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
___________________________________________________________________________________________________________________________________________

Grade 5
Language
5.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

Page 29
 Grades 4-5 English Language Proficiency Standards

c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither/nor).
f. Write and organize one or more paragraphs that contain: a topic sentence, supporting details, and a conclusion that is appropriate to the writing task (Reference Writing
standards 1-3).
5.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct
address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

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