Common Core ELA Pacing Guide 1st Grade College and Career Readiness (CCR) Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Strand: Reading Literature Cluster: Key Ideas and Details Grade: 1 Standard 3 (RL.1.3) Describe characters, settings, and events in a story, using key details. Quarter 1: Define: character setting major events details Identify: characters setting events key details Describe: character setting events using key details Quarter 2: Define: character setting major events details Identify: characters setting major events using key details Describe: character setting major events using key details Quarter 3: Define: character setting major events details Identify: characters setting major events using key details Describe: character setting major events using key details Quarter 4: Define: character setting major events details Identify: characters setting major events using key details Describe: character setting major events using key details
read prose and poetry of appropriate complexity for grade 1. key Ideas and details and structure integration of Knowledge and Ideas at appropriate Complexity (Qualitative, Quantitative, and Readers and Task) as seen in 1-9 with prompting and support Comprehend in prose and poetry: key and details craft and Structure integration of Knowledge and at appropriate Complexity (Qualitative, Quantitative, and Readers and Task) as seen in 1 – 9 with prompting and support key Ideas and details craft and structure integration of Knowledge and at appropriate Complexity (Qualitative, Quantitative, and Readers and Task) as seen in 1-9 with prompting and support Comprehend in prose and poetry: key and details craft and Structure integration of Knowledge and Ideas at appropriate Complexity (Qualitative, Quantitative, and Readers and Task) as seen in 1 – 9 with prompting and support Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students, with prompting and support: read and actively engage in understanding appropriately complex prose and poetry with prompting and support prose and poetry Students know or are able to: techniques for responding to Entering/Beginning (Reading/Listening) Students are able to identify elements of a story. (Writing/Speaking) Students are able to EERL.1.10. **This Literature Essential Element references all elements above. EERL.1.10. **This Literature Essential Element references all elements
appropriate complexity for grade 1 prompting and support techniques for making meaning from difficult texts techniques for engaging with and appreciating difficult texts techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers respond to prompting and support make meaning from appropriately complex texts engage with and appreciate appropriately complex Students understand that a reader's understanding of and appreciation for a text through answer oral questions with one or two words about a text. Developing/Expanding (Reading/Listening) Students are able to identify examples of poetry. (Writing/Speaking) Students are able to summarize a poem or Bridging/Reaching (Reading/Listening) Students are able to answer analytical questions about grade level poetry or prose. (Writing/Speaking) Students are able to connect personal experiences to poetry or prose they read.
about key details in a text. Identify key details of an informational text Ask questions about the key details in: an informational text Identify key details of an informational text Ask questions about the key details in: an informational text Identify key details of an informational text Ask questions the key details in: an informational text Identify key details of an informational text Ask questions the key details in: an informational text Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: ask and answer questions about important details in a text ask and answer questions key details in a text details Students know or are able to: how to listen to "inner-voice" while reading Entering/Beginning (Reading/Listening) Students are able to point to specific words or phrase to support yes or no answer (Writing/Speaking) EERI.1.1. Identify details in familiar text. Level IV Students will: EERI.1.1. Identify key details in a text. Ex. Indicate two or more key details given a field of choices (e.g., pictures, objects, symbols, and print). Ex. When given an excerpt about George Washington from an informational text, identify the name George and his picture. Ex. When given a brochure about the apple orchard, identify an apple tree.
locate key facts or information in a text locate key facts or information in a text Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students locate key facts or information by using various text features including: headings of contents glossary electronic menu icon know and use various text features headings table of contents glossary electronic menu icon Students know or are able to: location of text features functions of text features use various text features to locate key or information in a text. Students understand that texts have predictable features that help readers locate information. Entering/Beginning (Reading/Listening) Students are able to to text features (Writing/Speaking) Students are able to answer yes or no questions about text features Developing/Expanding (Reading/Listening) Students are able to identify some text features (heading, of contents, glossary, icon) (Writing/Speaking) Students are able to name some text features EERI.1.5. With guidance and support, recognize that books have titles. Level IV Students will: EERI.1.5. Locate titles and labels in a familiar text (e.g., book, calendars). Ex. Locate the title of a book or page number. Ex. Locate where the days of the week are shown on a calendar. Level III Students will: EERI.1.5. With guidance and support, recognize that books have titles. Ex. With guidance and support, locate the title on the front cover of a book. Level II Students will: EERI.1.5. With guidance and support, indicate a book or another text. Ex. Point to a book when presented with a book and a calendar and asked, “Which one is a book?” Level I Students will: EERI.1.5. Attend to a book or text when it is read.
illustrations of a text communicate an author's intended message. illustrations and words both helped to tell the story. Common Core ELA Pacing Guide 1st Grade College and Career Readiness (CCR) Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Strand: Reading Informational Cluster: Integration of Knowledge and Ideas Grade: 1 Standard 8 (RI.1.8) Identify the reasons an author gives to support points in a text. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Identify the reasons an author gives to support point(s) in a text Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Descriptors Students use writing and/or speaking to: identify Students know or are able to: Entering/Beginning (Reading/Listening) Students are able to point to clues that the author EERI.1.8. With guidance and support, identify details that Level IV Students will: EERI.1.8. Identify a point the author makes. Ex. Answer multiple choice questions regarding author’s point in an opinion piece.
Common Core ELA Pacing Guide 2013-2014 1st Grade College and Career Readiness (CCR) Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Strand: Reading Informational Cluster: Range of Reading and Level of Text Complexity 1 Standard 10 (RI.1.10) With prompting and support, read informational texts appropriately complex for grade 1. Quarter 1: Quarter 2: Quarter 3: Identify/understand in an informational text: key ideas and details craft and structure integration of knowledge and at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 independently and proficiently informational text: key ideas and details craft and structure integration of knowledge and at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 independently and proficiently Quarter 4: Identify/understand in an informational text: key ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 independently and proficiently informational text: key ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 independently and proficiently
Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students, with prompting and support: read and actively engage in understanding appropriately complex informational texts with prompting and support informational appropriately complex Students know or are able to: techniques for responding to prompting and support techniques for making meaning from difficult texts techniques for engaging with and appreciating difficult texts techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers respond to prompting and support Entering/Beginning (Reading/Listening) Students are able to identify elements of a story. (Writing/Speaking) Students are able to answer oral questions with one or two words about a text. Developing/Expanding (Reading/Listening) Students are able to identify main ideas and details from a story. (Writing/Speaking) Students are able to summarize texts. Bridging/Reaching (Reading/Listening) Students are able to answer analytical questions about grade level text. EERI.1.10. **This Literature Essential Element references all elements above. EERI.1.10. **This Literature Essential Element references all elements
Common Core ELA Pacing Guide 1st Grade College and Career Readiness (CCR) Anchor Standard: 1: Demonstrate understanding of the organization and basic features of print. Strand: Reading Foundational Skills Cluster: Concepts 1 Standard 3 (RF.1.1) Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation Quarter 1: Recognize: the capital letters that the first word of every sentence begins with a capital letter that sentences are made up of words that a sentence has ending punctuation the 3 of ending punctuation Quarter 2: Recognize: the capital letters that the word of every sentence begins with a capital letter that sentences are made up of words that a sentence has ending punctuation the 3 types of ending punctuation Quarter 3: Recognize: the capital letters that the word of every sentence begins with a capital letter that sentences are made up of words that a sentence has ending punctuation the 3 types of ending punctuation Quarter 4: Recognize: the capital letters that the first word of every sentence begins with a capital letter that sentences are made up of words that a sentence has ending punctuation the 3 types of ending punctuation
capitalization and punctuation. Ex. When given a text, will follow the teacher’s finger or follow with finger with teacher physical assist. Common Core ELA Pacing Guide 1st Grade College and Career Readiness (CCR) Anchor Standard: 2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Strand: Reading Foundational Skills Cluster: Phonological Awareness Grade: 1 Standard 3 (RF.1.2) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish short vowel sounds in spoken words. b. Orally produce words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) sequence of individual sounds (phonemes) in spoken words. d. Segment spoken words into their complete sequence of individual sounds (phonemes). Quarter 1: Recognize: long vowel sounds short vowel sounds single-syllable words phonemes consonant blends Quarter 2: Recognize: long vowel sounds short vowel sounds single-syllable words phonemes consonant blends Distinguish between long and short vowels in single-syllable words Produce single-syllable words by: blending sounds (phonemes) consonant blends Isolate sounds : initial medial final in single-syllable Pronounce sounds: initial medial final in single-syllable words single- syllable Quarter 3: Recognize: long vowel sounds short vowel sounds single-syllable words phonemes consonant blends Distinguish between long and short vowels in single-syllable words Produce single-syllable by: blending sounds (phonemes) consonant blends Isolate sounds : initial medial final in single-syllable words Pronounce sounds: initial medial in single-syllable words single- syllable Quarter 4: Recognize: long vowel sounds short vowel sounds single-syllable words phonemes consonant blends Distinguish between long and short vowels in single-syllable words Produce single-syllable words by: blending sounds (phonemes) consonant blends Isolate sounds : initial medial final in single-syllable words Pronounce sounds: initial medial final in single-syllable words single- syllable syllable
Common Core ELA Pacing Guide 1st Grade College and Career Readiness (CCR) Anchor Standard: 3: Know and grade-level phonics and word analysis skills in decoding words. Strand: Reading Foundational Skills Cluster: Phonics and Word Recognition Grade: 1 Standard 3 (RF.1.3) Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read irregularly spelled words. Quarter 1: Know grade-level phonics and word analysis skills in decoding words Recognize common consonant diagraphs Know the produced by that consonant diagraph Decode regularly spelled Quarter 2: Decode regularly spelled words Know the for final –e and vowel teams that form long vowel sounds Recognize grade- appropriate irregularly spelled words Distinguish between with spelling patterns and irregularly spelled words Read irregularly spelled sight words appropriate to grade level Quarter 3: Decode regularly spelled one-syllable words Know the for final –e and vowel teams that form long vowel sounds Know that words have syllables Identify that each syllable contains a vowel Identify the number of syllables in printed words Determine the syllable parts of a two syllable word Know basic patterns to break words into syllables Read two syllable words by using decoding and/or syllabication skills Recognize words with inflectional endings Distinguish between inflectional endings and words that may contain those same letters as common inflectional endings Read words with inflectional endings Quarter 4: Decode regularly spelled one-syllable words Know the for final –e and vowel teams that form long vowel sounds
Common Core ELA Pacing 1st Grade College and Career Readiness (CCR) Anchor Standard: 4: Read with sufficient accuracy and fluency to support comprehension. Strand: Reading Foundational Skills Cluster: Fluency Grade: 1 Standard 4 (RF.1.4) Read with sufficient accuracy and fluency to support comprehension. a. Read text with purpose and understanding. b. Read text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Quarter 1: Quarter 2: Quarter 3: Apply foundational skills reflected in reading standards #1-3 To support comprehension: determine the purpose for reading text apply reading strategies to be used with text for accuracy, appropriate rate, and expression on successive readings confirm or self -correct word recognition and understanding by using context Identify , understand and foundational skills for reading standards #1-3 To support comprehension: understand how context can help to confirm or self-correct word recognition Quarter 4: Apply foundational skills reflected in reading standards #1-3 To support comprehension: determine the purpose for reading on-level text apply reading strategies to be used with text for accuracy, appropriate rate, and expression on successive readings confirm or self -correct word recognition and understanding by using context To support comprehension: read on-level text fluently and accurately reread with fluency as necessary Read with: accuracy appropriate rate expression on successive readings Identify , understand and apply foundational skills for reading standards #1-3
details strengthen writing pieces. invitation, student explores writing further (e.g., “Run. I see that dog in the picture run.”). Common Core ELA Pacing Guide 1st Grade College and Career Readiness (CCR) Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Strand: Writing Cluster: Production and Distribution of Writing Grade: 1 Standard 6 (W.1.6) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Quarter 1: Quarter 2: Quarter 3: Quarter 4: With guidance and support: use basic computer skills (e.g., turn on computer, log on, use common software, basic word processing tools) With guidance and support: choose digital tools for producing and publishing writing With guidance and support: use technology to produce and publish writing individually and with Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors
Common Core ELA Pacing 1st College and Career Readiness (CCR) Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Strand: Speaking and Listening Cluster: Comprehension and Collaboration 1 Standard 2 (SL.1.2) Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Quarter 1: Ask questions key details from : a text read information presented orally through other media Answer questions about key details from: a text read or information presented orally or through other media Formulate a question based on key ideas : from a text read information presented orally through other media Ask questions and answer questions about key details: read or presented orally or through other media Quarter 2: Quarter 3: Quarter 4: Ask questions about key details from : a text read aloud information presented orally through other media Answer questions about key details from: a text read aloud or information presented orally or through media Formulate a question based on key ideas : from a text read aloud information presented orally through other media Ask questions and answer questions about key details: read aloud or presented orally or through media
Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students ask and answer questions about what a speaker says to: gather additional information clarifying something that is not understood ask and answer questions gather additional information clarify something Students know or are able to: techniques for attentive listening common question stems that can be used to gather additional information from a speaker common question stems for clarification techniques and etiquette for responding to questions techniques and etiquette for asking questions listen attentively ask and answer questions to gather additional information Entering/Beginning (Reading/Listening) Students are able to point to speaker or raise hand with a question in L1 (Writing/Speaking) Students are able to make a list questions or answers in L1 Developing/Expanding (Reading/Listening) Students are able to show how to listen attentively (Writing/Speaking) Students are able to answer questions with support from common question stems Bridging/Reaching (Reading/Listening) Students are able to understand when to ask and answer questions. (Writing/Speaking) Students are able to elaborate in detail when answering questions EESL.1.3. Ask for help when needed. Level IV Students will: EESL.1.3. Ask for help when needed using words. Ex. Use communication device, conventional sign, or spoken words to ask for assistance when needed. Level III Students will: EESL.1.3. Ask for help when needed. Ex. Indicate a need for assistance through gestures, eye contact or gaze, vocalizations, etc. Ex. Use a switch to gain attention. Level II Students will: EESL.1.3. With guidance and support, ask for help when needed. Ex. When asked, “Do you need help?” respond to indicate need for assistance. Level I Students will: EESL.1.3. With guidance and support, respond to offer of assistance when needed. Ex. When teacher offers assistance, respond by attending to teacher.
Common Core ELA Pacing Guide 1st Grade College and Career Readiness (CCR) Anchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Strand: Speaking and Listening Cluster: Presentation of Knowledge and Ideas 1 Standard 5 (SL.1.5) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Quarter 1: Know thoughts, and feelings Understand clarify Determine which ideas, thoughts, feelings need clarification Determine when it is appropriate to add drawings or other visual displays to descriptions to clarify Add drawings or other visual displays when appropriate to: clarify thoughts feelings Quarter 2: Know ideas, thoughts, and feelings Understand clarify Determine which ideas, thoughts, feelings need clarification Determine when it is appropriate to add drawings or visual displays to descriptions to clarify Add drawings or other visual displays when appropriate to: clarify ideas thoughts feelings Quarter 3: Know ideas, thoughts, and feelings Understand clarify Determine which ideas, thoughts, feelings need clarification Determine when it is appropriate to add drawings or other visual displays to descriptions to clarify Add drawings or other visual displays when appropriate to: clarify ideas thoughts feelings Quarter 4: Know ideas, thoughts, and feelings Understand clarify Determine which ideas, thoughts, feelings need clarification Determine when it is appropriate to add drawings or other visual displays to descriptions to clarify Add drawings or other visual displays when appropriate to: clarify ideas thoughts feelings Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use drawings or other visual displays to clarify: ideas drawings visual displays when appropriate to clarify Students know or are able to: when a drawing or visual display be used for clarification Entering/Beginning (Reading/Listening) Students can select appropriate images to go with feeling of text (Writing/Speaking) EESL.1.5. Communicate own thoughts, feelings, or ideas. IV Students will: EESL.1.5. Combine three or more words, signs, or symbols to communicate own thoughts, feelings, or ideas. Ex. When asked “What do you want?,” respond, “I want more.” Ex. When asked to make a prediction during shared reading, “What do you think will happen?,” reply, “Boy go fast.”
thoughts feelings techniques for creating a drawing or visual display for clarification create a drawing or display that provides clarification about a description Students understand that a speaker uses drawings or visual displays to enhance or clarify important details. Students can select and a picture to show an idea, thought or feeling Developing/Expanding (Reading/Listening) Students can drag and drop the parts of a story in chronological order. (Writing/Speaking) Students can describe an illustration Bridging/Reaching (Reading/Listening) Students can create a visual display using a clip art program or “story bird” to support text (Writing/Speaking) Students can describe how a chosen image matches or illustrates a certain idea, feeling or thought Level III Students will: EESL.1.5. Communicate own thoughts, feelings, or ideas. Ex. Select a drawing or other visual display that represents own ideas, thoughts, and feelings. Ex. Given a communication device with an array of symbols representing feelings, select a symbol to tell how he or she is feeling. Level II Students will: EESL.1.5. With guidance and support, communicate own thoughts, feelings, or ideas. Ex. When asked, “Are you happy today?,” repeats, “happy.” Ex. Using picture exchange cards (PECS) indicate how they are feeling or how an activity makes them feel. Ex. Using symbols, switches, etc., choose from pictures how an event makes the students feel. Level I Students will: EESL.1.5. With guidance and support, respond when asked about feelings. Ex. When asked “How are you feeling today?” respond by focusing on the person asking. Common Core ELA Pacing Guide
College and Career Readiness (CCR) Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Strand: Language Cluster: Conventions of Standard English Grade: 1 Standard 1 (L.1.1) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). e. Use to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring Use frequently occurring conjunctions (e.g., and, but, or, so, Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, Quarter 1: Print all upper- and lowercase letters Quarter 2: Quarter 3: Quarter 4: Recognize nouns: common proper possessive Recognize that and verbs match in sentences Recognize pronouns: personal possessive indefinite Know past, present, and future verbs Identify adjectives Recognize conjunctions Recognize determiners Know common prepositions Recognize sentence types: complete simple compound declarative interrogative imperative exclamatory
Strand: Language Cluster: Conventions of Standard English Grade: 1 Standard 2 (L.1.2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in and to separate single words in a series. d. Use conventional spelling for with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Quarter 1: Know conventional spelling of common spelling patterns Use conventional spelling when writing words with common spelling patterns and frequently occurring irregularly spelled words Use phonemic awareness and spelling conventions, to untaught words phonetically Quarter 2: Quarter 3: Apply correct capitalization, punctuation, and spelling when writing Distinguish between: dates and other word/number combinations names of people and other words Capitalize dates and names of people Differentiate between the use of periods, exclamation marks and question marks Use end punctuation for sentences Quarter 4: Use commas in and to separate single words in a series Know conventional spelling of common spelling patterns Use conventional spelling when writing words with common spelling patterns and frequently occurring irregularly spelled words Use phonemic awareness and spelling conventions, to spell untaught words phonetically Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors
words and affixes provide clues to the meaning of unknown words and phrases. EEL.1.4.a. With guidance and support, respond to words. Ex. Turn toward the teacher when he or she speaks. EEL.1.4.b-c. N/A Common Core ELA Pacing 2013-2014 1st Grade
conversations reading being read to responding to using frequently occurring conjunctions to signal simple relationships (i.e. vocabulary notebooks, word walls) how and when to use the word "because" learn new words and phrases in a variety of ways (conversation, reading, being read to, responding to text) use words and phrases learned in one context in a different context appropriately use frequently occurring conjunctions to signal simple relationships (i.e. "because") Students understand that an extensive vocabulary is built through reading, study, and conversation. make lists of significant words Developing/Expanding (Reading/Listening) Students are able to use context clues and illustrations to determine meaning. (Writing/Speaking) Students are able to join in on content based discussions using specific vocabulary Bridging/Reaching (Reading/Listening) Students are able to carry out oral instructions containing grade level specific content-based vocabulary. (Writing/Speaking) Students are able to construct extended responses using vocabulary