Evidence of Student Vocabulary Knowledge & Skills ELD Performance Common Core Instructional Achievement Level Descriptors Attainment Outcomes (WIDA) Essential Elements conventions Students, in writing and/or Students know or are Entering/Beginning EEL.8.3. Use Level IV Students will: speaking: able to: (Reading/Listening) knowledge of language N/A. EEL.8.3.a. verbs in the active With guidance and and its conventions use verbs in the active and and passive voice verbs are used in the support, students are when writing, Level III Students will: passive voice active or passive able to identify speaking, reading, or EEL.8.3.a. Use to-be verbs (am, accurately are, is, was, were, be, become, became) verbs in the voice sentence patterns in L2 listening. when writing and communicating. use verbs in the conditional and (Writing/Speaking) Ex. Shift from to when talking an upcoming event. “I am” “we are” conditional and subjunctive mood verbs are used in the Use to-be verbs (am, With guidance and Ex. Write in journal about own feelings and those of friends or I am he is he was. subjunctive mood to conditional and are, is, was, were, be, support, students are achieve particular effects subjunctive mood to able to use sentence become, became) Level II Students will: achieve particular accurately when stems and similar EEL.8.3.a. Uses and accurately when writing and communicating. I am I was effects writing and scaffolds for Ex. Reports on emotions saying, am “I happy.” communicating. independent writing or Ex. Write was when writing about a movie they watched. “I scared” vocabulary: active speaking in L2. voice, passive voice, Level I Students will: conditional mood, Developing/Expanding EEL.8.3.a. Demonstrates understanding of common verbs. (Reading/Listening) Ex. Respond when asked a question using a common verb (e.g., you want to “Do
Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students, in writing and/or speaking: use verbs in the active and passive voice use verbs in the conditional and subjunctive mood to achieve particular effects conventions verbs in the active and passive voice verbs in the conditional and subjunctive mood Students know or are able to: verbs are used in the active or passive voice verbs are used in the conditional and subjunctive mood to achieve particular effects vocabulary: active voice, passive voice, conditional mood, Entering/Beginning (Reading/Listening) With guidance and support, students are able to identify sentence patterns in L2 (Writing/Speaking) With guidance and support, students are able to use sentence stems and similar scaffolds for independent writing or speaking in L2. Developing/Expanding (Reading/Listening) EEL.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use to-be verbs (am, are, is, was, were, be, become, became) accurately when writing and communicating. Level IV Students will: EEL.8.3.a. N/A. Level III Students will: EEL.8.3.a. Use to-be verbs (am, are, is, was, were, be, become, became) accurately when writing and communicating. Ex. Shift from “I am” to “we are” when talking an upcoming event. Ex. Write in journal about own feelings I am and those of friends he is or he was. Level II Students will: EEL.8.3.a. Uses I am and I was accurately when writing and communicating. Ex. Reports on emotions saying, “I am happy.” Ex. Write “I was scared” when writing about a movie they watched. Level I Students will: EEL.8.3.a. Demonstrates understanding of common verbs. Ex. Respond when asked a question using a common verb (e.g., “Do you want to
8th-ELA-Pacing-Guide-Version-4.docx