appropriate tasks and small-group informal discourse Developing/Expanding Ex. When asked, you answer with one word right respond “Should now?,” appropriately, or discussion “yes” “no.” situations (Reading/Listening) Ex. Upon entering the select an appropriate message on the voice principal’s office, the differences Students are able to output device (e.g., The student says, have something to say, but it will take me a “I formal English between formal follow multi-step oral then begins to construct a formal message linking multiple symbols minute.” And English and directions together.). appropriate to task informal discourse (Writing/Speaking) Ex. Upon joining a group of peers at a lunch table, navigate to a page in a and situation Students are able to communication device with preprogrammed messages for friends. techniques for retell stories Level II Students will: evaluating whether EESL.4.6. Expand upon or clarify informal language when asked to use more formal formal English is Bridging/Reaching language. appropriate to a task (Reading/Listening) Ex. Restate a greeting using more formal language when asked (e.g., When asked to and situation Students are able to greet to a new person, the student says, When the teacher says, else “Hi.” “How understand both formal could you say the student says, that?,” “Morning.”) appropriately adapt and informal language Ex. When a class guest asks if the student wants a turn and he or she selects the their speech to task message the student responds to the request to be polite by (Writing/Speaking) “No way!,” teacher’s selecting the message that says, and situation “No thanks.” Students are able to use formal and informal Level I Students will: move fluidly language as needed EESL.4.6. Communicate informally with others. between use of Ex. Gesture (e.g., wave hand, nod head) to communicate informally with someone in formal English and the hallway. informal discourse Ex. Use a single message voice output device to comment informally during shared based on situation reading, “No Way!” use formal English when appropriate to task and situation Students understand that a speaker is flexible in his/her use of language and technique based on task and situation.
appropriate tasks and situations small-group discussion formal English appropriate to task and situation informal discourse the differences between formal English and informal discourse techniques for evaluating whether formal English is appropriate to a task and situation appropriately adapt their speech to task and situation move fluidly between use of formal English and informal discourse based on situation use formal English when appropriate to task and situation Students understand that a speaker is flexible in his/her use of language and technique based on task and situation. Developing/Expanding (Reading/Listening) Students are able to follow multi-step oral directions (Writing/Speaking) Students are able to retell stories Bridging/Reaching (Reading/Listening) Students are able to understand both formal and informal language (Writing/Speaking) Students are able to use formal and informal language as needed Ex. When asked, “Should you answer with one word right now?,” respond appropriately, “yes” or “no.” Ex. Upon entering the principal’s office, select an appropriate message on the voice output device (e.g., The student says, “I have something to say, but it will take me a minute.” And then begins to construct a formal message linking multiple symbols together.). Ex. Upon joining a group of peers at a lunch table, navigate to a page in a communication device with preprogrammed messages for friends. Level II Students will: EESL.4.6. Expand upon or clarify informal language when asked to use more formal language. Ex. Restate a greeting using more formal language when asked (e.g., When asked to greet to a new person, the student says, “Hi.” When the teacher says, “How else could you say that?,” the student says, “Morning.”) Ex. When a class guest asks if the student wants a turn and he or she selects the message “No way!,” the student responds to the teacher’s request to be polite by selecting the message that says, “No thanks.” Level I Students will: EESL.4.6. Communicate informally with others. Ex. Gesture (e.g., wave hand, nod head) to communicate informally with someone in the hallway. Ex. Use a single message voice output device to comment informally during shared reading, “No Way!”
4th-ELA-pacing-Guide-Version-4.docx