situations where Analyze situation to determine Analyze situation to determine Analyze situation to determine appropriate Analyze situation to determine appropriate informal discourse is appropriate speech use (formal appropriate speech use (formal speech use (formal English or informal speech use (formal English or informal appropriate (e.g., English or informal discourse) English or informal discourse) discourse) discourse) small-group Speak using formal English when Speak using formal English when Speak using formal English when appropriate Speak using formal English when discussion); use formal appropriate to task and situation appropriate to task and situation to task and situation appropriate to task and situation English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.) Evidence of Student Knowledge & ELD Performance Common Core Vocabulary Instructional Achievement Level Descriptors Attainment/Assessment Skills Outcomes (WIDA) Essential Elements differentiate When speaking, students: Students knows or Entering/Beginning EESL.4.6. Level IV Students will: are able to: Differentiate between EESL.4.6. Use formal and informal language as appropriate. (Reading/Listening) communication Ex. Upon entering the classroom, greets peers informally (e.g., and teachers differentiate between “Hey!”) contexts that call for Students are able to partners and contexts formally (e.g., what types of “Good morning.”). contexts that require Formal English identify cognates that call for formal Ex. During a group discussion, informally comment on a remarks (e.g., peer’s “No contexts call for formal English and (Writing/Speaking) and informal and formally offer own remarks (e.g., think it was the way!”) “I man.”). formal English situations that require situations where Students are able to communication. informal discourse informal discourse is express needs in Level III Students will: what types of appropriate EESL.4.6. Differentiate between communication partners and contexts that call for English. situations call for use formal English in formal and informal communication.
situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.) Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak using formal English when appropriate to task and situation Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak using formal English when appropriate to task and situation Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak using formal English when appropriate to task and situation Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak using formal English when appropriate to task and situation Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors When speaking, students: differentiate between contexts that require formal English and situations that require informal discourse use formal English in differentiate contexts that call for Formal English situations where informal discourse is appropriate Students knows or are able to: what types of contexts call for formal English what types of situations call for Entering/Beginning (Reading/Listening) Students are able to identify cognates (Writing/Speaking) Students are able to express needs in English. EESL.4.6. Differentiate between communication partners and contexts that call for formal and informal communication. Level IV Students will: EESL.4.6. 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.”). Level III Students will: EESL.4.6. Differentiate between communication partners and contexts that call for formal and informal communication.
4th-ELA-pacing-Guide-Version-4.docx