support main ideas or relevant, descriptive the importance of bank or word wall Ex. Before writing, tell the teacher what they are going to write about (e.g., The student says, went to party. Grandma Red Hat party. Aunt Stephanie and me have themes details “I speaking an party. I got new dress.”). understandable pace Developing/Expanding speaking clearly main ideas or themes (Reading/Listening) Level II Students will: report on a topic or Students can sequence EESL.4.4. Recount a personal experience including details. speaking at an speak clearly text, tell a story, or events from a story Ex. Using a multiple message voice output device, select three symbols to show how understandable pace recount an (Writing/Speaking) he or she made the cookies (e.g., mix, cook, oven). understandable pace experience Students can clearly Ex. Use a multiple voice output communication device to report on weekend activities during a morning meeting (e.g., The student says, with mom. discuss a simple “Shopping Shoes, DVD, lunch.”). use appropriate facts expository or narrative and relevant, Level I Students will: descriptive details Bridging/Reaching EESL.4.4. Identify a picture, object, or other artifact from a personal experience. (Reading/Listening) Ex. Given an array of pictures, point to the appropriate picture when the teacher says, organize the Students can answer got a new puppy? Show me the picture of your new “You puppy.” presentation around analytical questions Ex. Given a display of class art projects, identify own project. main ideas or themes about grade level text. (Writing/Speaking) speak clearly Students can clearly discuss an extended speak at an expository or narrative understandable pace at grade level Common Core ELA Pacing Guide 4th Grade College and Career Readiness (CCR) Anchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Strand: Speaking and Listening Cluster: Presentation of Grade: 4 Standard 5 (SL.4.5) Knowledge and Ideas Quarter 1: Quarter 2: Quarter 3: Quarter 4: Add audio recordings and visual displays to Determine when appropriate to Determine when appropriate to enhance main enhance main idea or theme main idea idea or theme main idea and theme in audio presentations when
support main ideas or themes speaking clearly speaking at an understandable pace relevant, descriptive details main ideas or themes speak clearly understandable pace the importance of speaking an understandable pace report on a topic or text, tell a story, or recount an experience use appropriate facts and relevant, descriptive details organize the presentation around main ideas or themes speak clearly speak at an understandable pace bank or word wall Developing/Expanding (Reading/Listening) Students can sequence events from a story (Writing/Speaking) Students can clearly discuss a simple expository or narrative Bridging/Reaching (Reading/Listening) Students can answer analytical questions about grade level text. (Writing/Speaking) Students can clearly discuss an extended expository or narrative at grade level Ex. Before writing, tell the teacher what they are going to write about (e.g., The student says, “I went to party. Grandma Red Hat party. Aunt Stephanie and me have party. I got new dress.”). Level II Students will: EESL.4.4. Recount a personal experience including details. Ex. Using a multiple message voice output device, select three symbols to show how he or she made the cookies (e.g., mix, cook, oven). Ex. Use a multiple voice output communication device to report on weekend activities during a morning meeting (e.g., The student says, “Shopping with mom. Shoes, DVD, lunch.”). Level I Students will: EESL.4.4. Identify a picture, object, or other artifact from a personal experience. Ex. Given an array of pictures, point to the appropriate picture when the teacher says, “You got a new puppy? Show me the picture of your new puppy.” Ex. Given a display of class art projects, identify own project. Common Core ELA Pacing Guide 4th Grade College and Career Readiness (CCR) Anchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Strand: Speaking and Listening Cluster: Presentation of Knowledge and Ideas Grade: 4 Standard 5 (SL.4.5) Add audio recordings and visual displays to presentations when Quarter 1: Quarter 2: Determine when appropriate to enhance main idea or theme main idea Quarter 3: Quarter 4: Determine when appropriate to enhance main idea or theme main idea and theme in audio
4th-ELA-pacing-Guide-Version-4.docx