thoughts Students can select and techniques for a picture to show an Level III Students will: creating a drawing or feelings idea, thought or feeling EESL.1.5. Communicate own thoughts, feelings, or ideas. visual display for Ex. Select a drawing or other visual display that represents own ideas, thoughts, and clarification Developing/Expanding feelings. (Reading/Listening) Ex. Given a communication device with an array of symbols representing feelings, create a drawing or Students can drag and select a symbol to tell how he or she is feeling. display that provides drop the parts of a story clarification about a in chronological order. Level II Students will: description (Writing/Speaking) EESL.1.5. With guidance and support, communicate own thoughts, feelings, or ideas. Students can describe an Ex. When asked, you happy today?,” repeats, “Are “happy.” Students understand illustration Ex. Using picture exchange cards (PECS) indicate how they are feeling or how an that a speaker uses activity makes them feel. drawings or visual Bridging/Reaching Ex. Using symbols, switches, etc., choose from pictures how an event makes the displays to enhance (Reading/Listening) students feel. or clarify important Students can create a details. visual display using a Level I Students will: clip art program or EESL.1.5. With guidance and support, respond when asked about feelings. bird” to support Ex. When asked are you feeling today?” respond by focusing on the person “story “How text asking. (Writing/Speaking) Students can describe how a chosen image matches or illustrates a certain idea, feeling or thought Common Core ELA Pacing Guide
thoughts feelings techniques for creating a drawing or visual display for clarification create a drawing or display that provides clarification about a description Students understand that a speaker uses drawings or visual displays to enhance or clarify important details. Students can select and a picture to show an idea, thought or feeling Developing/Expanding (Reading/Listening) Students can drag and drop the parts of a story in chronological order. (Writing/Speaking) Students can describe an illustration Bridging/Reaching (Reading/Listening) Students can create a visual display using a clip art program or “story bird” to support text (Writing/Speaking) Students can describe how a chosen image matches or illustrates a certain idea, feeling or thought Level III Students will: EESL.1.5. Communicate own thoughts, feelings, or ideas. Ex. Select a drawing or other visual display that represents own ideas, thoughts, and feelings. Ex. Given a communication device with an array of symbols representing feelings, select a symbol to tell how he or she is feeling. Level II Students will: EESL.1.5. With guidance and support, communicate own thoughts, feelings, or ideas. Ex. When asked, “Are you happy today?,” repeats, “happy.” Ex. Using picture exchange cards (PECS) indicate how they are feeling or how an activity makes them feel. Ex. Using symbols, switches, etc., choose from pictures how an event makes the students feel. Level I Students will: EESL.1.5. With guidance and support, respond when asked about feelings. Ex. When asked “How are you feeling today?” respond by focusing on the person asking. Common Core ELA Pacing Guide
1st-ELA-Pacing-Guide-Version-4.docx