Page 142 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Grade 11E,LDUnLieverls2it,yOPpreenparation
Language Reference Chart – ELD Level 2
Nouns
count: high-frequency irregular forms (e.g., child/children)
non-count (e.g., no plural form – water, ice, bread, sugar, money, paper) possessive form of proper nouns (e.g., Paulo’s hat.)
ordinal numbers for dates (e.g., the first, the twenty-ninth)
articles a, an, the
Pronouns
demonstrative: this, these, that, those
reflexive: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves
Verbs
simple present (e.g., We study science.)
present progressive (e.g., They are studying science.)
simple past regular/irregular (e.g., I bought a magazine yesterday. They played tennis all afternoon. We went to a restaurant last night.)
there was/were
simple future (e.g., I will call you tomorrow.) future with going to (e.g., They’re going to be late.)
Adjectives
possessive (e.g., We ate at their house.) comparative/superlative (e.g., taller/tallest)
Adverbs
modifying adjectives (e.g., very tall, really late)
of frequency and time (e.g., already, sometimes, often, always, never, today, then, last)
Transition words and phrases
conjunctions: because, so, first, next
Question forms
“wh” questions (e.g., what, where, when, who, why) how
Negation
be, do in simple past (e.g., They weren’t ready. We didn’t like that story.)
Prepositions
with simple phrasal verbs (e.g., take off, put on, put away, turn on/off, get up, wait for, look for, look at, talk over)
Sentences
simple (subject + verb + object or prepositional phrase) (e.g., She reads books. She reads in the classroom.)
compound with and (e.g., She reads books, and she also plays sports.)
This chart shows the structures students are expected to learn through work done in all four strands. These structures should be taught in context rather than in isolation (e.g., after reading, students identify prepositions used with phrasal verbs in the text, with teacher support, and add them to a word wall). English language learners in the ELD program need reinforcement and repetition of language structures from previous course levels in order to achieve mastery.
I. Grammatical Structures
THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
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