Evidence of Student Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Attainment/Assessment Students: adapt speech Students know: Students understand/ are able to: Level IV Students will: N/A Level III Students will: adapt speech to a variety of variety of contexts and what types of contexts call adapt their speech appropriately to EESL.9-10.6. Adapt communication to a variety of contexts and tasks using contexts and tasks. tasks for formal English task and situation complete sentences when indicated or appropriate. Ex. Shift from informal communication with peers during a discussion to demonstrate command of demonstrating techniques for evaluating demonstrate command of formal speaking in complete sentences when the teacher asks for a summary of the speaking in formal English command of formal whether formal English is English when appropriate to task and discussion. when indicated or appropriate English appropriate to a task and situation Ex. During lunch, adapt from informal, telegraphic speech when situation communicating with peers (e.g., holds up milk carton and says, to “help”) when indicated or Students understand that a speaker is complete sentences when an adult stops to ask a question (e.g., can go “We appropriate vocabulary: formal English flexible in his/her use of language and now.”). technique based on task and situation. Ex. During a discussion, speak in complete sentences to share prepared information and shift to informal language to respond to follow-up questions from peers. Level II Students will: EESL.9-10.6. Communicate in a variety of contexts and tasks using complete sentences when asked. Ex. Expand an initial single-word communication to a complete sentence when asked (e.g., The student says, and expands it to say, want “more” “I when asked). more.” Ex. Use a multiple message voice output device to expand an initial communication to a complete sentence (e.g., The student uses a multiple message voice output device to say, and expands it to say, “bad class,” “The class was when asked to say it in a complete sentence.). bad.” Ex. Use a multiple voice output device to expand an initial communication when asked for clarification (e.g., The student says, a “basketball game,” peer says about the and the student says, “What basketball game?,” “See basketball game?”).
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students: adapt speech to a variety of contexts and tasks. demonstrate command of speaking in formal English when indicated or appropriate adapt speech variety of contexts and tasks demonstrating command of formal English when indicated or appropriate Students know: what types of contexts call for formal English techniques for evaluating whether formal English is appropriate to a task and situation vocabulary: formal English Students understand/ are able to: adapt their speech appropriately to task and situation demonstrate command of formal English when appropriate to task and situation Students understand that a speaker is flexible in his/her use of language and technique based on task and situation. Level IV Students will: N/A Level III Students will: EESL.9-10.6. Adapt communication to a variety of contexts and tasks using complete sentences when indicated or appropriate. Ex. Shift from informal communication with peers during a discussion to speaking in complete sentences when the teacher asks for a summary of the discussion. Ex. During lunch, adapt from informal, telegraphic speech when communicating with peers (e.g., holds up milk carton and says, “help”) to complete sentences when an adult stops to ask a question (e.g., “We can go now.”). Ex. During a discussion, speak in complete sentences to share prepared information and shift to informal language to respond to follow-up questions from peers. Level II Students will: EESL.9-10.6. Communicate in a variety of contexts and tasks using complete sentences when asked. Ex. Expand an initial single-word communication to a complete sentence when asked (e.g., The student says, “more” and expands it to say, “I want more.” when asked). Ex. Use a multiple message voice output device to expand an initial communication to a complete sentence (e.g., The student uses a multiple message voice output device to say, “bad class,” and expands it to say, “The class was bad.” when asked to say it in a complete sentence.). Ex. Use a multiple voice output device to expand an initial communication when asked for clarification (e.g., The student says, “basketball game,” a peer says “What about the basketball game?,” and the student says, “See basketball game?”).
9-ELA-Pacing-Guide-Version-3.docx