procedures identify events from happened. Ex. Indicate what will happen next in a story using events already read using their individual mode of communication or through an array of pictures. explain what happened techniques for oral situations. Ex. Given two choices, illustrations, etc. of what may happen next or what the next ideas and why in a text explaining events, (Writing/Speaking) step is in an informational text, indicate the illustration that represents their prediction. including specific procedures, ideas, or Students are able to concepts information about concepts describe information Level III Students will: events, procedures, using phrases or short EERI.4.3. Use details from text to describe what happened. historical text ideas, or concepts a thorough sentences and answer Ex. Sequence sentence strips in sequence to show what happened in a text. explanation includes Ex. Place three pictures in correct sequence to show what happened in a science text what and why questions scientific text (e.g., fish in water, water dirty, fish die). what happened and Ex. Given the text projected on an interactive whiteboard, underline details in a why Developing/Expanding historical text that use the underlined details to tell what happened. technical text (Reading/Listening) importance of Students are able to role Level II Students will: specific information supporting thinking play to show events or EERI.4.3. Given part of a text, label the next step. with information procedures Ex. Given the first step from a text, tell what happened next. from the text Ex. Told one thing that happened in a text, point to what happened next from two (Writing/Speaking) choices. Students are able to explain what describe the events or Level I Students will: happened in a text ideas. EERI.4.3. Identify a familiar step from the text. Ex. Asked, do we usually do indicate familiar next step on a classroom “What next?,” explain why events in Bridging/Reaching picture schedule for familiar routines. a text happened (Reading/Listening) Ex. Point to a step in text or a series of pictures. Students are able to support thinking with form opinions of events specific information or ideas. from the text (Writing/Speaking) Students are able to apply these to explain in detail what historical, scientific, happened and why and technical texts people, places, events or ideas from text. Students understand that historical, scientific, or technical texts explain events,
explain what happened and why in a text including specific information about events, procedures, ideas, or concepts procedures ideas concepts historical text scientific text technical text specific information techniques for explaining events, procedures, ideas, or concepts a thorough explanation includes what happened and why importance of supporting thinking with information from the text explain what happened in a text explain why events in a text happened support thinking with specific information from the text apply these to historical, scientific, and technical texts Students understand that historical, scientific, or technical texts explain events, identify events from oral situations. (Writing/Speaking) Students are able to describe information using phrases or short sentences and answer what and why questions Developing/Expanding (Reading/Listening) Students are able to role play to show events or procedures (Writing/Speaking) Students are able to describe the events or ideas. Bridging/Reaching (Reading/Listening) Students are able to form opinions of events or ideas. (Writing/Speaking) Students are able to explain in detail what happened and why people, places, events or ideas from text. happened. Ex. Indicate what will happen next in a story using events already read using their individual mode of communication or through an array of pictures. Ex. Given two choices, illustrations, etc. of what may happen next or what the next step is in an informational text, indicate the illustration that represents their prediction. Level III Students will: EERI.4.3. Use details from text to describe what happened. Ex. Sequence sentence strips in sequence to show what happened in a text. Ex. Place three pictures in correct sequence to show what happened in a science text (e.g., fish in water, water dirty, fish die). Ex. Given the text projected on an interactive whiteboard, underline details in a historical text that use the underlined details to tell what happened. Level II Students will: EERI.4.3. Given part of a text, label the next step. Ex. Given the first step from a text, tell what happened next. Ex. Told one thing that happened in a text, point to what happened next from two choices. Level I Students will: EERI.4.3. Identify a familiar step from the text. Ex. Asked, “What do we usually do next?,” indicate familiar next step on a classroom picture schedule for familiar routines. Ex. Point to a step in text or a series of pictures.
4th-ELA-pacing-Guide-Version-4.docx