LANGUAGE FUNCTIONS and FORMS

The Engl ish Language Proticicncy Stanuards are written as pathways to the Oregon English Languagc Arts standards. Thc ELP
Standards aro.: designed to supplemcnt thc ELA standards 10 ensure lhat LEP s1udcn1s dcvelop proliciency in both lhc English languagc
and 1he concepts and ski lis containcd in 1he EL/\ stanclards. Thcy can be found on the web at
\\ ww.ode.state.o r .uslteachlea rn/sta nda rds/elp/files/a ll.doc.
This scction contains languagc functions and forms that native English speakers acquirc mos1ly before cntering school or narurally al
home. These language functions and forms. however. need 10 be expl1ci1 1y laught to English language learners (ELLs). They may be
taught to ELLs at all grade levels. andas the need and context arises.

Forms of a language deal wi1h the interna! grammatical structure of words. The relatíonship between buy and buys. for example. and
thc relation!thip (irregular) berween /17(//1 and /lle/1 would be forms or (l language.

A language function refers 10 1he purpose for which speech or writing is being used.
In speech these includc:
• giving instructions

• in1roducing ourselvcs

• making requests

In aclldemic writing we use a range of speci fic functions in order to communicate ideas clearly.
These include:
• dcscribing processcs

• comparing or contrasling lhings or ideas. and

• classifying objccts ur ideas

The \:Untrast betwcen form and funrtion in languagc can be illustratcd thruugh a simple medical analogy. lf doctors srudicd onl) a
limitetl ponion ofthc human system, such as anatomical form, 1hey \\Ottld be unable to adequately atldrcss thcir patient's needs. To
fully treat their patients, physicians must understand the purposcs of thc human body and the rcla1ionships be1ween organs, ce lis, and
genes (Pozzi, 2004). Sunilarly, ELLs necd to unders1and both the form (struclurc) and the function (purposc) ofthc Engl ish languagc
in ordcr to rcach highcr levcls of proficicncy.

Pozz•. D.C. (2004). Forms and functions in language: Morphology. syntax. Retneved March 10. 2005. from U111vers11y of Houston. College of Educa11on
Web s•te: httplfwww vik•ng.coe.uh.edulgrn 11 .mlrfintr.0.1 .2 htm
 Language Functions an dE xamp es o fF orms

Langua2e Function Examples of Language Forms

Jndirccl' direct object, subjccú vcrb agreemcnt, pronouns
Expressing neeus anu likes

Oescribing people. places. and things Nouns, pronouns, adjectives

Describing spatial and temporal relallons Pn.:pusitional phrase:.

Describing actions Present progressi\'e, ad,erbs

Rctclling/relating past cvents Pa~t tense verbs. pcrfcct aspect (present and past)

Making predictions
Vcrbs: future tense, cunuitiunal mude

Asking lnformational Questions Verbs and verb phrases in questions

Asking Clarifying Questions Qucstions with increasing specificity

Expressing anu Supporting Opinions

Scntcnce structurc. modals (will, can. may. shall)

Comparing
Adjectives and conjunction~. comparatives. :.uperlatives, adverbs

Contrasting Comparative adjectives

Summarizing
Jm:n:asingly complex !>t:ntenct:s with incn:asingly specific
'ocabulary
Persuading Verb forms

Literary Analysis
Scntence structurc. ·pccilic vocabulary

Caust> anu Efft>ct Vcrb forms

Drawing Conclusions
Comparative adjectl\ e

Odining
Nouns, pronouns, and :.djcctives

Explaining Verb forms, declarative ~entences, complex sentences. adverb:. of

manner
Generalizing Abstract nouns. vcrb forms. nominahzations

Evaluating
Complex sentem:es; im:rcasing specificity of nouns, verbs, und
adjcctives
lnterpreting
Language of propaganda. complex sentences. nominalizations
Sequencing Adverbs of time, relative el auses, subordinate conjunctions

Hypothesizing and spcculating Modals (wuuld, could, might), compound tenses (would ha ve
been)
 ACQUISITION OF LANGUAGE FUNCT IO NS ANO GRAMMATICAL FORMS
ALL GRADES
l. Language Function: Exprcssing Needs and Likes
BEGINNING EA RLY INTERMEDIA TE EA RL Y ADV ANCED ADVANCED
INTE RM EDIATE
Students demonstrate minimal Students demonstrate
comprehension of general increased comprehension
mcaning; gain familiari ty with the of general m..:aning and
sounds, rhythms and paltems of some specitic meaning; use
English. Early stages show no routine exprcssions
verbal responses whilc in later independcntly and rcspond
stages onc or two word responses using phrascs and simple
are expected. Students rcspond in sentenccs, which include a
single words and phrases, wh ich subject and pn:d icate.
may inc ludc subjcct ora prcdicatc. Studcnts show basic crrors
Many speech errors are observeú. in speech. 0/re lwar i.,
(hcar. hrmnr) broh'll. /-1¡• ¡, ¡•ating.)
Studcnts dcmonstrate good
comprehension of general
meaning; incrcascd
comprehension of speci tic
meaning; responds in more
complex sentcnces, with
more dctail using newly
acquired vocabulary w
experiment and form
mcssages. (Tire hmw11
hcar li l'l•il ,.·itlr /u\ .fámif.r
in tire jorc~t.)
Studcnts Jcmonstratc
consisten! comprehension
of general mcaning; good
understanding of irnplied
mcaning; sustain
conversation, respond with
dctai l in compound and
complcx scntcnccs;
actively panicipate using
more extcnsive vocabulary.
use standard grammar with
fcw random crrors. ((·a u
hi•an lh·c in tire jornr ij
rlw.rfindjood tlrcn<'J
TARGET
FORMS:
Students' comprchcnsion
of general and implíed
mcaning, including
idiomatic and tigurati ve
languagc. Studcnts
initiatc and negotiate
using appropriatc
discourse. varicd
grammatical strucrures
and vocabulary: use of
conventions for formal
and informal use.
( 11 oultf .ro u li/,r me to
hriug picw re.' t~( rh e
hear tlwt 1 \1111" la.1t
\ll/111/ll'f:') 1

One or two-word answers (nouns Simple sentences with
or yes/no) to questions about subj ect! vcrb/objcc t. ..1
prcfercnces, (e.g., IWo , crppl<!s , or likeldon "t like- (object)-
tree) . .. lneed a l some -
(objw)- . ..
Elaborated sentences with
subject!verb/objcct
Sentences with
subjcct/vcrb/object and
dcpcndcnt d ausc
Complex sentences.
perhaps with tags or
cmbeddcd qucstions
Sentence Structure:
The basic sentence
structures that we use
ro express needs and
likcs are loundations
to thc more complcx
sentcnce structure we
use for academ ic
purposes.

4
2. Languagc Function : Describin2 Peop le, Places and Th in2s
BEG INNING EARLY
INTERMEDI ATE
Common nouns and adjectives Simp le sentences with the
vcrb to be, using cornmon
nouns and adjectivcs. The
(my. hct) _ _ _ islare
. A (it) has/ha1·e
--------
3. Language Function: Describing Location
BEGJNNJNG EARLY
INTERMEDI ATE
Demonstrated comprehension of Simple sentences wi th
total physical response prepositional phrases
commands. inc luding prepositions (e.g., ttextlo. beside.
(e.g., nn. oj): in. out, inside. herween. in .(rotll oj.' in
owside) hack o./: h ehind, on tite
/efilriglu. in rlte midd/e of,'
abow>, !Jelo~v. under)____
4. Lang uage Function: Describin2 Action
BEGINNING EA RLY
INTERMEDIATE
Dcmonstratc comprchcnsion Prcsent progressive
(perform or describe actions)
5. Language Function: Retellin2/Relating Past Events (Kinder - General Understandin2
BEGINNlNG EARLY INTERMEDIATE
INT ERM EDIA TE
Single words in response to past Simple scntenccs with
tense qucstion past progrcssivc _
(pronoun)_ was/wcrc
_ _ -mg.
1
INTERMEDIATE EARL Y ADV ANCEO ADVANCE D TARGET FORMS
Elaborated sentences Compound sentenccs with Complcx sentences with Nouns Pronouns and
has/have/had or more specific vocabulary more spccifit.: vocabulary Adjectives: Students
is/arc/wcrc with nouns (nouns, adjectives) (nouns, adjcctives) leam to understand and
and adjcctivcs gcncrate oral and wrinen
languagc with nouns,
____ _Qr_onouns and adjectives.
INTERMEDIA TE EARL Y ADVANCED ADVANCED TARGET FORM S
May include two Complex sentences with Complex sentences with Prenositional Phrases:
prcpositional phrascs with phrascs using prcpositions phrascs using prepositions Students learn to
more difficult (e.g., benearh, wi1hinJ (e.g., benearh , wirhin) understand and generate
prepositions (e.g., in ji m u oral and written
nj; behind, ne.'<l lo) language with
prepositional phrases.
-
INTERM EDIA TE EA RLY ADVANCE D ADVANCED TARGET FORMS
Varicty of vcrb tenses and Adverb clauscs tclling i\dvcrb clauscs tclling Present Progressi ve,
descriptive adverbs how. where, or wlten !tow. where, or whe11 . Adverbs: Students learn
to understand and
genera te oral and written
language skills with
preseot progressive and
adverbs.
EARLY AOVANCED AOVANCED TARGET FORMS
Simple sentenccs with Compound sentences Present progressivc/pasl Past Tense Verbs:
regular and irregular past using past tense and perfect tense with Students learn to
tense vcrbs adverb spccial ized prepositions understand and generate
have/ has becn oral and written
"Yesterdai'ILasr
- - -IOn
dar (pronoun) - -in!! sinedfor language with past tense 1
5
 ed (prep. phrase or orher verbs.
direct object). "First _
and titen . Final/y
6. Language Function: Making Predictions
BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
ln response to questions, may The _ _ is/are going lo The will Conditional (could, might) Conditional (could, Verbs: Futurc Tense,
respond by circling, pointing, and --- mood in complex might) mood in complex Conditional Mood:
so on, or answcr with one or two sentences sentences Students leam to
words understand and generate
oral and written
language with future
tense verbs and
conditional mood.

7. Language Function: Askin:! Informal Questions

BEGINNING EARLY INTERMEDIATE EARL Y ADVANCED ADVANCED T ARGET FORMS
INTERMEDIATE
Simple questions about fami liar Present or present Who, what, where, why Detailed questions with Detailed questions with Vcrbs and Vcrb Phrases
or concrete subjects progressive tense questions with do or did who, what, whe11, where, expanded verb phrase in Questions: Students
questions with Lo be why and how learn to understand and
generate oral and wrirten
language with verbs and
vcrb phrases in
qucstions.

8. Language Function: Askin ! C la rifying Questions

B EGINNING EARLY INTERMEDIATE EARL Y ADV ANCED ADVANCED TARGET FORMS
INTERME DIATE
Not Applicable Formula questions Formula questions A variety of fairly specific Varied, specific questions Qucstions with
clarifying classroom clari fying classroom questions clari fying clarifying procedures or lncrcasing S[!ecifici!Y
procedures, rules and procedures, rules and procedures or content content
routines routines

9. Language Function: Expressing and Supporting Opinions

BEGTNNTNG EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIA TE
Ilike/don't like _ _ (concrete 1 think/agree with (don' t) 1 think/agree with (don't) In my opinion __ Complex sentences using Sentcnce Structure
topics). modals and clauses
-- - - because -- should - - beca use/so

6
 1O. Languagc Functio n: Com pa cting
BEG JNN I NG EARLY
INT E RME DI A T E
Single words or phrases in Senten~:es with
n:sponsc to concrete comparison subjcct/ v.:rb/adjcct ive
qucstions showing similaritics and
diffcrcnccs
11. Languagc Functio n: Co ntrast ing
BEG INN I NG EA R LY
INT E RMED IA TE
Scntcnccs with
subjcct/v.:rb/adjcct ive
sho'" ing similaritics and
diftc rcnccs
12. Languagc Func lion: S ummarizin g
BEG I NN I NG EA RLY
INT E RM E D IA T E
Simple scntcnccs with kcy
nouns, adjectives. and
vcrbs
13. Language Fu ncti on: Persuading
BEGI NN ING EA R LY
INT E RME DIA T E
14. Languagc Function: Liter arv Ana lysis
BEGl NN I NG EA RLY
INTERME DIA T E
Single words for clwractcr and Simpk scntcnces
sctting ( subject/vcrb/adjecti ve)
(su bjcct/ v.: rb/obj ce t)
INTERMEDIATE E ARL Y ADYANC E D ADVANCED TARGETFO RMS
Subje~:t/verb/adjective, Varied sentence structures Complex sentence Adjecti ves and
hut with specific comparative structure with specific Conjunctions
Adjcctive with -er or -est adjectivcs and pl1rases comparative language
INTERMEDIA TE EARLY ADYANCED ADVANCED T ARGET FORMS
Subject/verb/adjective Subject/verb/adjective, Approximately used ComQarativc Ad jectives
like bw both idiomatic phrases and
subjcct/verb/adjective subject/verb, but contrasting words (e.g.,
whereas, and in contrasc)
INT ERM E DIA TE EAR L Y A DY A N CEO A DVANCED TARG E T FO R MS
Compound sentcnces Conjunctions lbat Conjunctions that Increasingl:r: Comglcx
with and/but summarize (ro conclude. summarize (indeed, Sentences with
indeed, in summary, in therefore, consequently) lncreasingl:r: S[!cc ific
short) Vocabulary
INT ERMEDIA TE EARLY ADVANCED AD VANCED TARGET FOR MS
lmpcrative verb forms Complex sentences with Complex sentenccs with Verb Forms
future and conditíonal varíed verb forms and tag
qucstíons, idíomatic
expressions or embedded
- ---- ---··----
el a uses
INTER MEDIA TE EARL Y AOV ANCE D ADVANCED T ARGET FORMS
Compound sentences Descripti ve language in Specific descriptívc Sentence Structure and
with and, because, more complex sentences language in complex S~ecific Vocabu lar:r:
hc!j(Jre, afier scntcnces 1
7
15. Languagc Function: Cause and Effect Relatio nship
BEG INN ING EARLY l NTERMEO IATE EAR LY ADVANCEO AOVANCEO TA RGET FORMS
INTERME OIATE
Answcr cause and effcct Ocscriptivc scntcnccs Complcx scntcm.:cs with Cond itional: lf - Vcrb rorms
qucstion with a simple with past tc:nsc vcrbs past tense verbs had/hadn 't
response
----
would/wouldn't havc
1

8
 16, Languagc Func tion : Draw Conclusions
BEGINN ING EARLY INTERME DIATE EA RL Y ADVANCED ADVANCED TA RGET FORMS
INTERMED IATE
Cornparative adjc~.:t ives Comparativc adjectivcs Comparati ve adjcctivcs Comnarative Adjcetives
with past tense verbs in with conjunctions such as with idiomatic phrases
s impk scntcnces alrhvug h. hecause. rhat and passivc voicc

17. Lang uage Functio n: Dcfinin 2

BEG INNING
Patterned responses: A tahle is
jiu·nitrll'el A hoy is o person.
EARLY INT ERMEDIATE EA RL Y ADVANCEO ADVANCED TARGET FORMS
INTE RME DIATE
Simple tenns. aspects of Connected text including Concrete and abstraet Clear, wcll-structllfed. Nouns, Abstract Nouns,
concrete and familiar irregular nouns. personal, topics using irregular detailed language on Pronouns, Adject ives:
ohjccts, regular nouns posscssive pronouns and nouns, singular and plural, complcx suhjccts, Studenls lcarn to define
singu lar and plural, aJjcctives with some personal and possessive showing controlled use of concrete and abstrae!
personal pronouns, irregu lar past tense verbs pronouns and adjcctives nouns, pronouns, objcd s/conccpts with
pro:sent tense. simple adjec.:tivcs correct nouns, pronouns.
scnll.:nccs and adjectivcs

18. La ng uage Functio n: Explai nin2

BEC INN INC EARLY INTERMED IATE EA RLY ADVANCEO ADVANCED TARGET FORMS
INTERMED IATE
Main points in familiar Explain simple. Gct across imponant Get across which point Verb Forms- lnd icative
idea or problem with straighttorward poi nts using declarativc, he/she fccls is most vcrb (makes a staremenr
some precision using information of immcdiall' compound and complex importan! using regular o{lacr~. Declarative
simple indicative vcrb rclevant·c, using regular scntenc.:cs, regular and and irregular verb forms, Sentcnces, Com(21cx
lo rms in simple verbs and adverbs of irregular vcrb forms adverbs o r manner and Sentences, Adverbs of
dcclarati ve sentc.: nccs manncr in declarati,·c Complex: lis 1 camc home. compounJ-complcx Manncr:
(Large oaks grew in rhe scntcnecs and compound 1 sto¡1ped at the srore. sentcnces. Studcnts learn to develop
parkl Tite lcngrlt oftltc sentcnc.:cs (Maria plamed Compound: Tite children Advcrbs of manncr: TIIC and use.: cxplanations
room i.\ 40 {eer.) rhc pewnia seeds 11110 ccllne in ear~¡· had clti/dr(!ll ll'ho .wng loudly using appropriatc vcrb
care/idly.) re.frc•.\lllnents. b11t tltose gor a wokte. hur rltose forn1s, declarative and
wlw <'liiiiC' /are ltad none. wlw didn ·r .\ ing had none. complcx scntcnces and
------
adverbs of manner.

19. Lang uage Function : Ccneralizin g 1

BEG INNING EARLY INTE RMEDIA TE EARLY AOVANCE O ADVANCEO TARG ET FORM S
INTERMED IATE
lmperativc mode: lndic.:ativc mude:: makcs a Subjunctivc mode: Nouns Common.
expre~sescommand statemcnt of fact {Tite exprcssing a condition Collective and Abstrae!
(Take me home. Srar rempaawn· is low.) contrary to fact or Nouns· Verb Fonns:
9

20. Languagc Function: Evaluating
BEGINNI NG EARLY
Adjectivcs that po1nt out
particular objccts (tlwt twgon.
tlwse toys, each ¡n•rsun. en'IY
g irl)
Numbcr adjc<.:tivc~: (t wo mcn. ten
slrt/JS, tire tlrtrd time, the nintlr
boy)
21 . Languagc Function: lntcrpreting
BEGI NN ING EARLY
lnterpret a single p hras~ at a time,
pi(;king up fam iliar namc!>. words,
and basic phrascs (0 'Onofi'io
chocolates are tlw hcst)
22. Language Function: Seq uencing
BEGI~NING
Subjl!ct
( The girl who ll'tiS sick went
home.)
Natural scq ucncin~
there.)
Collective nouns name, as
a unit. the members of a
group (herd, class.jury.
congregation).
INTE RMEDIA TE
INTE RMEDIA TE
Adjectivcs used to limit: Evaluatc simple dircct
({ew ltorses. much s11mv, cxchangc of limitcd
/iulc rain) intormation on l~tmiliar
and routinc mattcrs using
simple vc:rbs and
adjectivcs.
Correlative conJunctions
are used in pairs: both -
and; not only but also
(Neither tire teachcr 110r
1he srudents could so/ve
the problcm.)
INTE RMEDIA TE
INTERMEDIATE
lntcrpr.:t ~hort, simple lntcrpret short, si mpil!
tcxts containing thc tcxts on fa mi 1iar mattcrs
highcst frcqucncy of a concrete typ~.: , which
vocabulary consist of high fr~.:quency
cvcryday or school-
relatcd language
- --- -····-·--··-·-
EARLY INTE RM EDIAT E
INTERMEDIA TE
Direct objl!ct Prepositional objl!ct
(The sto1 ~· that 1 read was (1fo und the hook tlrat
long.) Jo/111 was talking ahout.}
lndirccl objcct
Abstrae! nouns: namc
things or ideas that pcople
cannot touch or handle
( hetwt_l'. honesl)·. c:Oif!(Ort,
/ove) .
EARLY AOVANCEO
Quali fy opinions and
statcmcnts precisely in
relation 10 degrees of
ccrtainty/uncertainty,
belicf/doubt, likelihood.
CIC.
EARL Y A DVA N CEO
lntcrprct a wide range of
long and complex tcxts,
apprcciating subtle
distinctions of ~ty lc and
implicit as wcll as cxplicit
meaning
EARLY A DVANCEO
PosSI!S!>Í\'e
(1 knoll' !he woma11 whose
.father i.1· t'isiting. )
Subordinale conjunctions-
cxprcssing a doubt (1(
mr(1· /re were here.)
AOVANCEO
Convcy finer, precise
shadcs of rncaning by
using. with reasonable
accuracy. a widc rangc of
4ualifying devices, such
as adwrbs that cxpn:-.s
dl!gree ( This class is tou
han/.): clauses cxprcss111g
limitations (This i.1 a
.\cltoolt ·mr, hw il is on~l'
usedfor sports.): and
complcx sentcnccs
AOVANCEO
lnterpret critically
vinually all fonns ofth~.:
wriucn languagc
including abstrae!,
l>tn.cturally complcx, or
htghly colloquial non-
litcrary writings
AOVANCEO
Object of cornparison
(Tite person ll'lrOnt Su.1an
is taller than is Ma1 :t•.)
Students lcam to develop
and use gencralizations i
using abstract nouns,
vcrb fom1s and
nominalizations.
TARGET FORMS
Comglex Scntences;
1ncrcasing Sgecifi city of
Nouns, Verbs, and
Adjectives; Con·clative
Conjunctions:
Students lcam to
understand and use
cornplex scntenccs using
vcry specific nouns,
verbs and adjcctivc~ .
T ARGET FORMS
Language of
ProQaganda, Cornglex
Scntcnccs:
Students learn to idcntify
and intcrprct thc
language of propaganda
and use complcx
sentences.
T ARGET FORMS
Adverbs of timl!,
Relativc clauscs,
Subordinatc
coniunctions:
10
(lltit ltim and !te (el/ o1·er.) (711e man to wltofmfl
ga1•e the presenl \\'as
ahsent.)
23. Language Function: HypothesizinJ?, a nd Spcc ulating
BEGI NN ING EA RLY INTE RMED IATE
INTERMED IATE
24. Language Functio n: Summarizing
BEG INN ING EA RLY
INT ERMEDI ATE
Copy out short tcxts: Paraphrase short wrillcn
can copy out single words and passagcs in a simple
short tcxts fashion. using thc original
tcxt word ing and
ordcring: pick out and
reproduce key words and
phrdscs or short scntcnccs
from a sho11 tcxt within
thc lcamcr's limitcd
compctcnce and
cxpl.!ricncc
Auxiliary vcrbs that
indicatc futurity : will and
shall
INTERMIWIATE
Summarizc cxtracts frorn
news items, interview!> or
documcntarics c~lntaining
opinions, argument and
discussion; summarizc
the plot and scquence of
cvents in a pocrn or play;
collate short picccs of
infonnation from severa!
sources and sumrnarizc
thcm for sornl.!onc clsc
uscd tojo in two
grammatical parts of cqual
rank (Aitlumgh he worked
han!. he did not finish his
homell'ork.)
EA RLY AO VANCEO
Auxi liary vcrb indicating
dcsirc or intcnt: would
EA RLY AOVANCE O
Summan7c a widc rangc
of factual and 1magimttive
texts, commcnting on and
discussing contrasting
points or vicw and thc
main thcmes
Students lcarn
sequencing using
adverbs of time, relative
clauses and subordinate
conjunctions.
AOVA NC EO TARGET FORMS
Auxiliary verbs includc Modals {would, cou ld,
modal vcrbs. wh ich may might}, ComQound
cxprcss possibility: may. tenses (would have
miglu. wn. cvuld. been):
Students learn to
hypothesize and
speculatc using modals
and compound tenses.
AOVANCE D TARGET FORMS
Surnmari7e informa11on Modals {would, could,
from di tl~rent sources. might}, Com(!ound
rcconstructing argumcnts tenses {would havc
and accounts in a been):
cohcrent prcscntation or Studcnts lcarn to
thé overal l result summarize and speculate
using modals and
compound tenses.
11