contexts and tasks, using formal English when Identify audience, task, and Identify audience, task, and situation Identify audience, task, and situation Identify audience, task, and situation appropriate to task and situation situation. (See grade 5 Identify characteristics of formal and Identify characteristics of formal and Identify characteristics of formal and Language standards 1 and 3 Identify characteristics of formal informal speaking informal speaking informal speaking on pages 28 and 29 for and informal speaking specific expectations.) Analyze situation to determine Analyze situation to determine Analyze situation to determine Analyze situation to determine appropriate speech use (formal appropriate speech use (formal English appropriate speech use (formal English appropriate speech use (formal English or informal discourse) or informal discourse) or informal discourse) English or informal discourse) Speak appropriately for a variety of Speak appropriately for a variety of Speak appropriately for a variety of Speak appropriately for a variety contexts and tasks, using formal contexts and tasks, using formal English contexts and tasks, using formal English of contexts and tasks, using English when appropriate to task when appropriate to task and situation when appropriate to task and situation formal English when appropriate and situation to task and situation Evidence of Student ELD Performance Common Core Vocabulary Knowledge & Skills Instructional Achievement Level Descriptors Attainment Outcomes (WIDA) Essential Elements Students: adapt speech Students know or are EESL.5.6. Use formal Entering/Beginning Level IV Students will: EESL.5.6. Use formal and informal language as appropriate. able to: (Reading/Listening) and informal Ex. Upon entering the classroom, greets peers informally (e.g., and teachers formally “Hey!”) adapt speech to a variety variety of contexts Students are able to language. (e.g., “Good morning.”). of contexts and tasks and tasks what types of contexts identify cognates Ex. During a group discussion, informally comment on a remarks (e.g., and peer’s “No way!”) call for formal English (Writing/Speaking) formally offer own remarks (e.g., think it was the “I man.”). use formal English in Students are able to
contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) Identify audience, task, and situation Identify characteristics of formal and informal speaking Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak appropriately for a variety of contexts and tasks, using formal English when appropriate to task and situation Identify audience, task, and situation Identify characteristics of formal and informal speaking Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak appropriately for a variety of contexts and tasks, using formal English when appropriate to task and situation Identify audience, task, and situation Identify characteristics of formal and informal speaking Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak appropriately for a variety of contexts and tasks, using formal English when appropriate to task and situation Identify audience, task, and situation Identify characteristics of formal and informal speaking Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak appropriately for a variety of contexts and tasks, using formal English when appropriate to task and situation Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students: adapt speech to a variety of contexts and tasks use formal English in adapt speech variety of contexts and tasks Students know or are able to: what types of contexts call for formal English Entering/Beginning (Reading/Listening) Students are able to identify cognates (Writing/Speaking) Students are able to EESL.5.6. Use formal and informal language. Level IV Students will: EESL.5.6. Use formal and informal language as appropriate. Ex. Upon entering the classroom, greets peers informally (e.g., “Hey!”) and teachers formally (e.g., “Good morning.”). Ex. During a group discussion, informally comment on a peer’s remarks (e.g., “No way!”) and formally offer own remarks (e.g., “I think it was the man.”).
5th-ELA-Pacing-Guide-Version-4.docx