using (i.e. vocabulary make lists of significant conversations frequently notebooks, word words occurring walls) reading conjunctions Developing/Expanding how and when to use (Reading/Listening) to signal being read to the word "because" Students are able to use simple context clues and relationships responding to learn new words and illustrations to determine phrases in a variety of meaning. ways (conversation, (Writing/Speaking) reading, being read to, Students are able to join responding to text) in on content based discussions using use words and phrases specific vocabulary learned in one context in a different context Bridging/Reaching (Reading/Listening) appropriately use Students are able to frequently occurring carry out oral conjunctions to signal instructions containing simple relationships grade level specific (i.e. "because") content-based vocabulary. Students understand (Writing/Speaking) that an extensive Students are able to vocabulary is built construct extended through reading, responses using study, and vocabulary conversation.
conversations reading being read to responding to using frequently occurring conjunctions to signal simple relationships (i.e. vocabulary notebooks, word walls) how and when to use the word "because" learn new words and phrases in a variety of ways (conversation, reading, being read to, responding to text) use words and phrases learned in one context in a different context appropriately use frequently occurring conjunctions to signal simple relationships (i.e. "because") Students understand that an extensive vocabulary is built through reading, study, and conversation. make lists of significant words Developing/Expanding (Reading/Listening) Students are able to use context clues and illustrations to determine meaning. (Writing/Speaking) Students are able to join in on content based discussions using specific vocabulary Bridging/Reaching (Reading/Listening) Students are able to carry out oral instructions containing grade level specific content-based vocabulary. (Writing/Speaking) Students are able to construct extended responses using vocabulary
1st-ELA-Pacing-Guide-Version-4.docx