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/standards/elp/ !les/all.doc. This section contains language functions and forms that native English speakers ac uire mostly before entering school or naturally at home. These language functions and forms! however! need to be e"plicitly taught to English language learners #ELLs$. They may be taught to ELLs at all grade levels! and as the need and conte"t arises. For"s of a language deal with the internal grammatical structure of words. The relationship between boy and boys! for e"ample! and the relationship #irregular$ between man and men would be or"s of a language. A language unct!on refers to the purpose for which speech or writing is being used. In speech these include% giving instructions introducing ourselves making re uests

In acade"!c wr!t!n# 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 ob&ects or ideas

The contrast between or" and unct!on in language can be illustrated through a simple medical analogy. 'f doctors studied only a limited portion of the human system! such as anatomical form! they would be unable to ade uately 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 #Po))i! *++,$. Similarly! ELLs need to understand both the or" #structure$ and the unct!on #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 Universit of !o"ston, Co##e$e of %d"cation &e' site( htt)(**+++.vi,in$.coe."h.ed"*$rn11.intr*intr.0.1.2.htm

Lan#ua#e Funct!ons and E$a"ples o For"s

Lan#ua#e Funct!on
E"pressing needs and likes .escribing people! places! and things .escribing spatial and temporal relations .escribing actions 0etelling-relating past events 1aking predictions Asking 'nformational 3uestions Asking 4larifying 3uestions E"pressing and Supporting Opinions 4omparing 4ontrasting Summari)ing Persuading Literary Analysis 4ause and Effect .rawing 4onclusions .efining E"plaining 5enerali)ing Evaluating 'nterpreting

E$a"ples o Lan#ua#e For"s

'ndirect- direct ob&ect! sub&ect- verb agreement! pronouns /ouns! pronouns! ad&ectives Prepositional phrases Present progressive! adverbs Past tense verbs! perfect aspect #present and past$ 2erbs% future tense! conditional mode 2erbs and verb phrases in uestions 3uestions with increasing specificity Sentence structure! modals #will! can! may! shall$ Ad&ectives and con&unctions! comparatives! superlatives! adverbs 4omparative ad&ectives 'ncreasingly comple" sentences with increasingly specific vocabulary 2erb forms Sentence structure! specific vocabulary 2erb forms 4omparative ad&ective /ouns! pronouns! and ad&ectives 2erb forms! declarative sentences! comple" sentences! adverbs of manner Abstract nouns! verb forms! nominali)ations 4omple" sentences6 increasing specificity of nouns! verbs! and ad&ectives Language of propaganda! comple" sentences! nominali)ations

Se uencing 7ypothesi)ing and speculating

Adverbs of time! relative clauses! subordinate con&unctions 1odals #would! could! might$! compound tenses #would have been$

AC%UISITION OF LANGUAGE FUNCTIONS AN& GRAMMATICAL FORMS ALL GRA&ES 8. Language 9unction' E$press!n# Needs and L!(es EARL* INTERME&IATE EARL* A&+ANCE& A&+ANCE& )EGINNING
INTERME&IATE
Students demonstrate minimal comprehension of general meaning6 gain familiarity with the sounds! rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are e"pected. Students respond in single words and phrases! which may include sub&ect or a predicate. 1any speech errors are observed. (bear, brown) Students demonstrate increased comprehension of general meaning and some specific meaning6 use routine e"pressions independently and respond using phrases and simple sentences! which include a sub&ect and predicate. Students show basic errors in speech. (The bear is brown. He is eating.) Students demonstrate good comprehension of general meaning6 increased comprehension of specific meaning6 responds in more comple" sentences! with more detail using newly ac uired vocabulary to e"periment and form messages. (The brown bear lived with his family in the forest.) Students demonstrate consistent comprehension of general meaning6 good understanding of implied meaning6 sustain conversation! respond with detail in compound and comple" sentences6 actively participate using more e"tensive vocabulary! use standard grammar with few random errors. (Can bears live in the forest if they find food there?) Sentences with sub&ect-verb-ob&ect and dependent clause Students( comprehension of general and implied meaning! including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse! varied grammatical structures and vocabulary6 use of conventions for formal and informal use. (Would you like me to bring pi tures of the bear that ! saw last summer?) 4omple" sentences! perhaps with tags or embedded uestions

TARGET FORMS'

One or two:word answers #nouns or yes-no$ to uestions about preferences! #e.g.! two! apples! or tree$

Simple sentences with sub&ect-verb-ob&ect. I like/dont like;#ob&ect$ . I need a /some #ob&ect$.

Elaborated sentences with sub&ect-verb-ob&ect

Sentence Structure% The basic sentence structures that we use to e"press needs and likes are foundations to the more comple" sentence structure we use for academic purposes.

*. Language 9unction% &escr!,!n# -eople. -laces and Th!n#s EARL* INTERME&IATE )EGINNING
INTERME&IATE
4ommon nouns and ad&ectives Simple sentences with the verb to be! using common nouns and ad&ectives. The (my, her) ______ is/are _______. A (it) has/ha e _________. Elaborated sentences has-have-had or is-are-were with nouns and ad&ectives

EARL* A&+ANCE&
4ompound sentences with more specific vocabulary #nouns! ad&ectives$

A&+ANCE&
4omple" sentences with more specific vocabulary #nouns! ad&ectives$

TARGET FORMS
/ouns Pronouns and Ad&ectives% Students learn to understand and generate oral and written language with nouns! pronouns and ad&ectives.

<. Language 9unction% &escr!,!n# Locat!on EARL* )EGINNING

.emonstrated comprehension of total physical response commands! including prepositions #e.g.! on, o!!, in, o"t, inside, o"tside$

INTERME&IATE
1ay include two prepositional phrases with more difficult prepositions #e.g.! in !ront o!, behind, ne#t to)

EARL* A&+ANCE&
4omple" sentences with phrases using prepositions #e.g.! beneath, within)

A&+ANCE&
4omple" sentences with phrases using prepositions #e.g.! beneath, within)

TARGET FORMS
Prepositional Phrases% Students learn to understand and generate oral and written language with prepositional phrases.

INTERME&IATE

Simple sentences with prepositional phrases #e.g.! ne#t to, beside, between, in !ront o!, in ba$k o!, behind, on the le!t/ri%ht, in the middle o!, abo e, below, "nder)

,. Language 9unction% &escr!,!n# Act!on EARL* )EGINNING

.emonstrate comprehension #perform or describe actions$

INTERME&IATE
2ariety of verb tenses and descriptive adverbs

EARL* A&+ANCE&
Adverb clauses telling how, where! or when

A&+ANCE&
Adverb clauses telling how, where! or when.

TARGET FORMS
Present Progressive! Adverbs% Students learn to understand and generate oral and written language skills with present progressive and adverbs.

INTERME&IATE

Present progressive

=. Language 9unction% Retell!n#/Relat!n# -ast E/ents 01!nder 2 General Understand!n# EARL* INTERME&IATE EARL* A&+ANCE& )EGINNING
INTERME&IATE
Single words in response to past tense uestion Simple sentences with past progressive >> #pronoun$ >>> was-were >>>>>:ing. Simple sentences with regular and irregular past tense verbs ?&esterday/'ast ____/(n ___day (prono"n) ____ 4ompound sentences using past tense and adverb

A&+ANCE&
Present progressive-past perfect tense with speciali)ed prepositions >>>>> have-has been >>>>:ing since-for >>>>.

TARGET FORMS
Past Tense 2erbs% Students learn to understand and generate oral and written language with past tense verbs.

)ed (prep. phrase or other dire$t ob*e$t). +irst ___ and then __ . +inally

@. Language 9unction% Ma(!n# -red!ct!ons EARL* )EGINNING

'n response to uestions! may respond by circling! pointing! and so on! or answer with one or two words

INTERME&IATE
The >>>>>>>> will >>>>>>>>.

EARL* A&+ANCE&
4onditional #could! might$ mood in comple" sentences

A&+ANCE&
4onditional #could! might$ mood in comple" sentences

TARGET FORMS
2erbs% 9uture Tense! 4onditional 1ood% Students learn to understand and generate oral and written language with future tense verbs and conditional mood.

INTERME&IATE

The >>>>> is-are going to >>>>>>.

A. Language 9unction% As(!n# In or"al %uest!ons EARL* )EGINNING

INTERME&IATE
Simple uestions about familiar or concrete sub&ects Present or present progressive tense uestions with to be

INTERME&IATE
Bho! what! where! why uestions with do or did

EARL* A&+ANCE&
.etailed uestions with who, what, when, where, why and how

A&+ANCE&
.etailed uestions with e"panded verb phrase

TARGET FORMS
2erbs and 2erb Phrases in 3uestions% Students learn to understand and generate oral and written language with verbs and verb phrases in uestions.

D. Language 9unction% As(!n# Clar! 3!n# %uest!ons EARL* )EGINNING

INTERME&IATE
/ot Applicable 9ormula uestions clarifying classroom procedures! rules and routines

INTERME&IATE
9ormula uestions clarifying classroom procedures! rules and routines

EARL* A&+ANCE&
A variety of fairly specific uestions clarifying procedures or content

A&+ANCE&
2aried! specific uestions clarifying procedures or content

TARGET FORMS
2aried! specific uestions clarifying procedures or content

C. Language 9unction% E$press!n# and Support!n# Op!n!ons EARL* INTERME&IATE )EGINNING

INTERME&IATE
' like-don(t like >>>>>> #concrete topics$. ' think-agree with #don(t$ >>>>>>. ' think-agree with #don(t$ >>>> because >>>>>.

EARL* A&+ANCE&
'n my opinion >>>> should >>>> because-so >>>>>>.

A&+ANCE&
4omple" sentences using modals and clauses

TARGET FORMS
Sentence Structure

8+. Language 9unction% Co"par!n# EARL* )EGINNING

Single words or phrases in response to concrete comparison uestions

INTERME&IATE
Sub&ect-verb-ad&ective! b"t _____. Ad&ective with Eer or Eest

EARL* A&+ANCE&
2aried sentence structures with specific comparative ad&ectives and phrases

A&+ANCE&
4omple" sentence structure with specific comparative language

TARGET FORMS
Ad&ectives and 4on&unctions

INTERME&IATE

Sentences with sub&ect-verb-ad&ective showing similarities and differences

88. Language 9unction% Contrast!n# EARL* )EGINNING

INTERME&IATE
Sub&ect-verb-ad&ective like >>>> b"t sub&ect-verb-ad&ective

EARL* A&+ANCE&
Sub&ect-verb-ad&ective! both sub&ect-verb! b"t

A&+ANCE&
Appro"imately used idiomatic phrases and contrasting words #e.g.! whereas, and in $ontrast)

TARGET FORMS
4omparative Ad&ectives

INTERME&IATE

Sentences with sub&ect-verb-ad&ective showing similarities and differences

8*. Language 9unction% Su""ar!4!n# EARL* )EGINNING

INTERME&IATE
4ompound sentences with and/b"t

EARL* A&+ANCE&
4on&unctions that summari)e #to $on$l"de, indeed, in s"mmary, in short)

A&+ANCE&
4on&unctions that summari)e #indeed, there!ore, $onse,"ently)

TARGET FORMS
'ncreasingly 4omple" Sentences with 'ncreasingly Specific 2ocabulary

INTERME&IATE

Simple sentences with key nouns! ad&ectives! and verbs

8<. Language 9unction% -ersuad!n# EARL* )EGINNING

INTERME&IATE
'mperative verb forms

EARL* A&+ANCE&
4omple" sentences with future and conditional

A&+ANCE&
4omple" sentences with varied verb forms and tag uestions! idiomatic e"pressions or embedded clauses

TARGET FORMS
2erb 9orms

INTERME&IATE

8,. Language 9unction% L!terar3 Anal3s!s EARL* )EGINNING

Single words for character and setting

INTERME&IATE
4ompound sentences with and, be$a"se, be!ore, a!ter

EARL* A&+ANCE&
.escriptive language in more comple" sentences

A&+ANCE&
Specific descriptive language in comple" sentences

TARGET FORMS
Sentence Structure and Specific 2ocabulary

INTERME&IATE

Simple sentences #sub&ect-verb-ad&ective$ #sub&ect-verb-ob&ect$

8=. Language 9unction% Cause and E ect Relat!onsh!p EARL* INTERME&IATE )EGINNING
INTERME&IATE
Answer cause and effect uestion with a simple response .escriptive sentences with past tense verbs

EARL* A&+ANCE&
4omple" sentences with past tense verbs

A&+ANCE&
4onditional% 'f >>> had-hadn(t >>>>>. >>>>> would-wouldn(t have >>>>>.

TARGET FORMS
2erb 9orms

8@! Language 9unction% &raw Conclus!ons EARL* )EGINNING

INTERME&IATE
4omparative ad&ectives with past tense verbs in simple sentences

EARL* A&+ANCE&
4omparative ad&ectives with con&unctions such as altho"%h, be$a"se, that

A&+ANCE&
4omparative ad&ectives with idiomatic phrases and passive voice

TARGET FORMS
4omparative Ad&ectives

INTERME&IATE

8A. Language 9unction% &e !n!n# )EGINNING

Patterned responses% A table is !"rnit"re/ A boy is a person.

EARL* INTERME&IATE

INTERME&IATE
4onnected te"t including irregular nouns! personal! possessive pronouns and ad&ectives with some irregular past tense verbs

EARL* A&+ANCE&
4oncrete and abstract topics using irregular nouns! singular and plural! personal and possessive pronouns and ad&ectives

A&+ANCE&
4lear! well:structured! detailed language on comple" sub&ects! showing controlled use of nouns! pronouns! ad&ectives

TARGET FORMS
/ouns! Abstract /ouns! Pronouns! Ad&ectives% Students learn to define concrete and abstract ob&ects-concepts with correct nouns! pronouns! and ad&ectives

Simple terms! aspects of concrete and familiar ob&ects! regular nouns singular and plural! personal pronouns! present tense! simple sentences

8D. Language 9unction% E$pla!n!n# EARL* )EGINNING

INTERME&IATE
E"plain simple! straightforward information of immediate relevance! using regular verbs and adverbs of manner in declarative sentences and compound sentences (/aria planted the pet"nia seeds $are!"lly.)

EARL* A&+ANCE&
5et across important points using declarative! compound and comple" sentences! regular and irregular verb forms 4omple"% As I $ame home, I stopped at the store. 4ompound% The $hildren who $ame in early had re!reshments, b"t those who $ame late had none.

A&+ANCE&
5et across which point he-she feels is most important using regular and irregular verb forms! adverbs of manner and compound:comple" sentences. Adverbs of manner% The $hildren who san% lo"dly %ot a $ookie, b"t those who didnt sin% had none.

TARGET FORMS
2erb 9orms: 'ndicative verb #makes a statement o! !a$t), .eclarative Sentences! 4omple" Sentences! Adverbs of 1anner% Students learn to develop and use e"planations using appropriate verb forms! declarative and comple" sentences and adverbs of manner.

INTERME&IATE

1ain points in familiar idea or problem with some precision using simple indicative verb forms in simple declarative sentences ('ar%e oaks %rew in the park/ The len%th o! the room is -. !eet.)

8C. Language 9unction% General!4!n# EARL* )EGINNING

INTERME&IATE
'mperative mode% e"presses command

EARL* A&+ANCE&
'ndicative mode% makes a statement of fact #The

A&+ANCE&
Sub&unctive mode% e"pressing a condition

TARGET FORMS
/ouns E 4ommon! 4ollective and Abstract

INTERME&IATE

(Take me home. 0tay there.) 4ollective nouns name! as a unit! the members of a group #herd, $lass, *"ry, $on%re%ation).

temperat"re is low.) Abstract nouns% name things or ideas that people cannot touch or handle #bea"ty, honesty, $om!ort, lo e$.

contrary to fact or e"pressing a doubt #I! only he were here.)

/ouns6 2erb 9orms% Students learn to develop and use generali)ations using abstract nouns! verb forms and nominali)ations.

*+. Language 9unction% E/aluat!n# EARL* )EGINNING

Ad&ectives that point out particular ob&ects #that wa%on, those toys, ea$h person, e ery %irl) /umber ad&ectives% #two men, ten ships, the third time, the ninth boy)

INTERME&IATE
Evaluate simple direct e"change of limited information on familiar and routine matters using simple verbs and ad&ectives. 4orrelative con&unctions are used in pairs% both E and6 not only E but also (1either the tea$her nor the st"dents $o"ld sol e the problem.)

EARL* A&+ANCE&
3ualify opinions and statements precisely in relation to degrees of certainty-uncertainty! belief-doubt! likelihood! etc.

A&+ANCE&
4onvey finer! precise shades of meaning by using! with reasonable accuracy! a wide range of ualifying devices! such as adverbs that e"press degree #This $lass is too hard.)2 clauses e"pressing limitations (This is a s$hool an, b"t it is only "sed !or sports.)2 and comple" sentences

TARGET FORMS
4omple" Sentences6 'ncreasing Specificity of /ouns! 2erbs! and Ad&ectives6 4orrelative 4on&unctions% Students learn to understand and use comple" sentences using very specific nouns! verbs and ad&ectives.

INTERME&IATE

Ad&ectives used to limit% (!ew horses, m"$h snow, little rain)

*8. Language 9unction% Interpret!n# EARL* )EGINNING

'nterpret a single phrase at a time! picking up familiar names! words! and basic phrases (3(no!rio $ho$olates are the best.)

INTERME&IATE
'nterpret short! simple te"ts on familiar matters of a concrete type! which consist of high fre uency everyday or school: related language

EARL* A&+ANCE&
'nterpret a wide range of long and comple" te"ts! appreciating subtle distinctions of style and implicit as well as e"plicit meaning

A&+ANCE&
'nterpret critically virtually all forms of the written language including abstract! structurally comple"! or highly collo uial non: literary writings

TARGET FORMS
Language of Propaganda! 4omple" Sentences% Students learn to identify and interpret the language of propaganda and use comple" sentences.

INTERME&IATE

'nterpret short! simple te"ts containing the highest fre uency vocabulary

**. Language 9unction% Se5uenc!n# EARL* )EGINNING

Sub&ect #The %irl who was si$k went home.)

INTERME&IATE
Prepositional ob&ect (I !o"nd the book that 4ohn was talkin% abo"t.)

EARL* A&+ANCE&
Possessive (I know the woman whose !ather is isitin%.$

A&+ANCE&
Ob&ect of comparison (The person whom 0"san is taller than is /ary.)

TARGET FORMS
Adverbs of time! 0elative clauses! Subordinate

INTERME&IATE

.irect ob&ect (The story that I read was lon%.)

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/atural se uencing (I hit him and he !ell o er.)

'ndirect ob&ect (The man to who5m6 I %a e the present was absent.)

Subordinate con&unctions: used to &oin two grammatical parts of e ual rank (Altho"%h he worked hard, he did not !inish his homework.)

con&unctions% Students learn se uencing using adverbs of time! relative clauses and subordinate con&unctions.

*<. Language 9unction% 63pothes!4!n# and Speculat!n# EARL* INTERME&IATE )EGINNING

INTERME&IATE
Au"iliary verbs that indicate futurity% will and shall

EARL* A&+ANCE&
Au"iliary verb indicating desire or intent% wo"ld

A&+ANCE&
Au"iliary verbs include modal verbs! which may e"press possibility% may, mi%ht, $an, $o"ld.

TARGET FORMS
1odals #would! could! might$! 4ompound tenses #would have been$% Students learn to hypothesi)e and speculate using modals and compound tenses.

*,. Language 9unction% Su""ar!4!n# EARL* )EGINNING

4opy out short te"ts6 can copy out single words and short te"ts

INTERME&IATE
Summari)e e"tracts from news items! interviews or documentaries containing opinions! argument and discussion6 summari)e the plot and se uence of events in a poem or play6 collate short pieces of information from several sources and summari)e them for someone else

EARL* A&+ANCE&
Summari)e a wide range of factual and imaginative te"ts! commenting on and discussing contrasting points of view and the main themes

A&+ANCE&
Summari)e information from different sources! reconstructing arguments and accounts in a coherent presentation of the overall result

TARGET FORMS
1odals #would! could! might$! 4ompound tenses #would have been$% Students learn to summari)e and speculate using modals and compound tenses.

INTERME&IATE

Paraphrase short written passages in a simple fashion! using the original te"t wording and ordering6 pick out and reproduce key words and phrases or short sentences from a short te"t within the learner(s limited competence and e"perience

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