interest, and style combining, reducing) Students are able to Level III Students will: for meaning, describe events of a EEL.5.3.a. Use language to achieve desired meaning in communicating. compare and contrast listener/reader interest, self-created story. Ex. Ask for help to complete an assigned task. varieties of English used and style Ex. Repeat or rephrase directions to perform a task. in stories, dramas, or Developing/Expanding EEL.5.3.b. N/A poems different varieties of (Reading/Listening) English (e.g. dialects, Students are able to Level II Students will: registers) are used in classify varieties of EEL.5.3.a. Communicate to achieve three or more communicative functions (e.g., stories, dramas, or English used in texts. request, comment, share information). poems (Writing/Speaking) Ex. Use picture exchange to request a preferred item. Students are able to use Ex. Make a comment during lunch time (e.g., or another part of the day “too loud”) expand, combine and sentence stems and (e.g., “don’t wanna”). reduce sentences for similar scaffolds for Ex. Ask a simple question (e.g., “Why?”). meaning, independent writing N/A EEL.5.3.b. reader/listener interest, and style Bridging/Reaching Level I Students will: (Reading/Listening) EEL.5.3.a. Express at least two communicative functions that may or may not be in a compare and contrast Students are able to conventional fashion. varieties of English distinguish between Ex. Turn head away to indicate rejection (e.g., rejecting a food, drink, looking at a (e.g. dialects, different types of person). registers) used in English used in texts. Ex. Push away an undesired object. stories, dramas, or (Writing/Speaking) Ex. Vocalize to indicate selection when offered a choice of two items. poems Students are able to Ex. Vocalize to get attention from teacher or peer. produce grade-level EEL.5.3.b. N/A Students understand stories that creating effective sentences and using varieties of English (e.g. dialects, registers) impact reader/listener engagement. Common Core ELA Pacing Guide
interest, and style compare and contrast varieties of English used in stories, dramas, or poems combining, reducing) for meaning, listener/reader interest, and style different varieties of English (e.g. dialects, registers) are used in stories, dramas, or poems expand, combine and reduce sentences for meaning, reader/listener interest, and style compare and contrast varieties of English (e.g. dialects, registers) used in stories, dramas, or poems Students understand that creating effective sentences and using varieties of English (e.g. dialects, registers) impact reader/listener engagement. Students are able to describe events of a self-created story. Developing/Expanding (Reading/Listening) Students are able to classify varieties of English used in texts. (Writing/Speaking) Students are able to use sentence stems and similar scaffolds for independent writing Bridging/Reaching (Reading/Listening) Students are able to distinguish between different types of English used in texts. (Writing/Speaking) Students are able to produce grade-level stories Level III Students will: EEL.5.3.a. Use language to achieve desired meaning in communicating. Ex. Ask for help to complete an assigned task. Ex. Repeat or rephrase directions to perform a task. EEL.5.3.b. N/A Level II Students will: EEL.5.3.a. Communicate to achieve three or more communicative functions (e.g., request, comment, share information). Ex. Use picture exchange to request a preferred item. Ex. Make a comment during lunch time (e.g., “too loud”) or another part of the day (e.g., “don’t wanna”). Ex. Ask a simple question (e.g., “Why?”). EEL.5.3.b. N/A Level I Students will: EEL.5.3.a. Express at least two communicative functions that may or may not be in a conventional fashion. Ex. Turn head away to indicate rejection (e.g., rejecting a food, drink, looking at a person). Ex. Push away an undesired object. Ex. Vocalize to indicate selection when offered a choice of two items. Ex. Vocalize to get attention from teacher or peer. EEL.5.3.b. N/A Common Core ELA Pacing Guide
5th-ELA-Pacing-Guide-Version-4.docx