An ELL can . . . [Standard introduced with prompting and identify one or two identify reasons an identify appropriate analyze and critique at Level 2.] Support, reasons an author or a author or a speaker reasons an author or a the arguments of • identify a reason an author or speaker gives to gives to support the speaker gives to others orally and in a speaker gives to support a support the main point. main point. support the main point writing . . . point. When engaging in one or more of the following content-specific practices: EP2. Produce clear and coherent writing in which the development, organization, and MP1. Make sense of problems and SP1. Ask questions & define problems. style are appropriate to task, purpose, and audience. persevere in solving them. SP6. Construct explanations and design EP.3 Construct valid arguments from evidence and critique the reasoning of others MP3. Construct viable arguments and solutions EP4. Build and present knowledge from research by integrating, comparing, and critique reasoning of others. SP7. Engage in argument from evidence. synthesizing ideas from texts.. SP8. Obtain, evaluate, and communicate EP5. Build upon the ideas of others and articulate his or her own ideas when working information. collaboratively. When engaging in tasks aligned with the following Grade 1 CCSS for ELA Standards: RI.8 Identify the reasons an author gives to support points in a text. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some W.1 sense of closure SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Grade 1 ELP Standards with Correspondences Grade 1: Standard 7 By the end of each English language proficiency level, an ELL can . . . ELP.1.7 Level 1 Level 2 Level 3 Level 4 Level 5
An ELL can . . . analyze and critique the arguments of others orally and in writing . . . [Standard introduced at Level 2.] with prompting and Support, • identify a reason an author or a speaker gives to support a point. identify one or two reasons an author or a speaker gives to support the main point. identify reasons an author or a speaker gives to support the main point. identify appropriate reasons an author or a speaker gives to support the main point When engaging in one or more of the following content-specific practices: EP2. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. EP.3 Construct valid arguments from evidence and critique the reasoning of others EP4. Build and present knowledge from research by integrating, comparing, and synthesizing ideas from texts.. EP5. Build upon the ideas of others and articulate his or her own ideas when working collaboratively. MP1. Make sense of problems and persevere in solving them. MP3. Construct viable arguments and critique reasoning of others. SP1. Ask questions & define problems. SP6. Construct explanations and design solutions SP7. Engage in argument from evidence. SP8. Obtain, evaluate, and communicate information. When engaging in tasks aligned with the following Grade 1 CCSS for ELA Standards: RI.8 Identify the reasons an author gives to support points in a text. W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Grade 1 ELP Standards with Correspondences Grade 1: Standard 7 ELP.1.7 By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5
Grade_1_Pacing_Guide_08-21-16.docx