Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students use writing and/or speaking to: analyze how complex characters develop how characters interact to further the plot and develop the theme analyze complex characters motivation develop interact advance the plot develop the theme Students know: authors use specific characters purposefully how characters can help develop theme how characters can have conflicting motivations techniques for analyzing elements of a story or drama Students understand/ are able to: identify complex characters analyze the motivations of complex characters analyze how characters further a theme Students understand that plot and character development and motivation in a story are dynamic and lead to a better understanding of other perspectives and cultures. Level IV Students will: EERL.9-10.3. Describe how characters develop and interact with other characters. Ex. Chart interactions between characters that lead to changes in a character’s behavior. Ex. Describe how the main character (e.g., Winnie in Tuck Everlasting) develops throughout the story (e.g., she wants freedom, fears death, accepts eternity) and how interactions with other characters (e.g., the Tucks) impact the change. Level III Students will: EERL.9-10.3. Describe interactions between characters. Ex. Select a word(s) to describe how two characters interact, (e.g., Tom and Alex support one another). Ex. Select a word(s) to describe what one character did in response to another’s action (e.g., “What did Tom do when Alex ran away?”). Level II Students will: EERL.9-10.3. Identify the things characters do when they interact. Ex. Given three choices, identify what two characters in a story do when they are together (e.g., Tom and Alex get into trouble together.). Level I Students will: EERL.9-10.3. Identify words that describe characters. Ex. From a choice of descriptive words, choose one that describes a character, (e.g., “Was Tom tall or short?”). Ex. Identify the gender of characters or animals in the story (e.g., “Is [character’s name] a girl or a boy?”).
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students use writing and/or speaking to: analyze how an author takes from and manipulates material from specific works analyze draws on transforms source material Students know: elements of specific works can be manipulated for an author's purpose Students understand/ are able to: analyze an author's manipulation of a work Students understand that authors make their writing complex by drawing on ideas from specific source material. Level IV Students will: EERL.9-10.9. Determine how an author has drawn upon or included references to another text. Ex. Relate information from a previous book in a series to a later book in the same series. Ex. Relate how information from one author’s text is found in another author’s text. Level III Students will: EERL.9-10.9. Identify when an author references one text to another text. Ex. Identify when information from a previous book in a series is referenced in a later book in the same series. Ex. Relate how information from one author’s text is found in another author’s text. Level II Students will: EERL.9-10.9. Identify parts of two texts that are similar. Ex. After reading two stories on similar topics, identify parts of the texts that are the same. Ex. Given two stories about the same character, identify parts of the texts that are the same. Level I Students will: EERL.9-10.9. Identify two books on the same topic. Ex. Given three books, two of which are about the same character with the name in the title, select the two that are about the same character. Ex. Shown three books, two of which are on the same topic (e.g., same words in both titles), select the two that are on the same topic.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students, with scaffolding as needed: read and actively engage in comprehending appropriately complex stories and poetry read and comprehend literature stories dramas poetry grade 9 - 10 text complexity band proficiently scaffolding as needed high end of the range Students know: techniques for making meaning from difficult stories and poetry techniques for engaging with and appreciating difficult texts techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers Students understand/ are able to: make meaning from appropriately complex stories, dramas, and poems engage with and appreciate appropriately complex texts Students understand that a reader's understanding of and appreciation for a text grows through deep thinking and active collaboration with others about texts.
Common Core ELA Pacing Guide Grade 9 College and Career Readiness (CCR) Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Strand: Reading Informational Text Cluster: Key Ideas and Details Grade: 9 Standard 1 (RI.9.1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Quarter 1: Identify strong and thorough textual evidence Discuss details the text uses to support textual analysis Analyze text in order to provide evidence of how the text explicitly uses details to support key ideas Draw inferences from the text to support textual analysis Cite strong and thorough textual evidence to support the text (explicit and inferred) Quarter 2: Identify strong and thorough textual evidence Discuss details the text uses to support textual analysis Analyze text in order to provide evidence of how the text explicitly uses details to support key ideas Draw inferences from the text to support textual analysis Cite strong and thorough textual evidence to support the text (explicit and inferred) Quarter 3: Identify strong and thorough textual evidence Discuss details the text uses to support textual analysis Analyze text in order to provide evidence of how the text explicitly uses details to support key ideas Draw inferences from the text to support textual analysis Cite strong and thorough textual evidence to support the text (explicit and inferred) Quarter 4: Identify strong and thorough textual evidence Discuss details the text uses to support textual analysis Analyze text in order to provide evidence of how the text explicitly uses details to support key ideas Draw inferences from the text to support textual analysis Cite strong and thorough textual evidence to support the text (explicit and inferred)
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students use writing and/or speaking to: objectively summarize a variety of informational texts including an analysis of the development of a central idea over the course of a text and how it is shaped and refined by specific details determine central idea text analyze its development how it emerges and is shaped and refined specific details objective summary Students know: the qualities of an objective summary central ideas are developed over the course of a text specific details shape and refine central ideas Students understand/ are able to: objectively summarize a text analyze the development of a central idea over the course of a text explain how details shape and refine the central idea apply these concepts to a variety of informational texts Students understand that analyzing the development of a central idea or theme over the course of a text may lead to a better understanding of other perspectives and cultures. Level IV Students will: EERI.9-10.2. Determine central and key ideas throughout the text and identify details that support them. Ex. After reading an excerpt of the I Have a Dream speech, identify more than one key idea that Martin Luther King dreamed. Ex. After reviewing a timeline of events that occurred during WWII with the teacher pointing out the key ideas from the timeline, identify more than one key idea about the war. Level III Students will: EERI.9-10.2. Determine the central idea of the text and select details that support it. Ex. Given an informational pamphlet, tell what it is about based on the title and select at least two details about the topic from the contents of the pamphlet. Ex. Given an instruction sheet, determine what it is about and select at least two important instructions from the contents. Level II Students will: EERI.9-10.2. Retell details from the text. Ex. Provide at least two details about the text. Ex. Recall basic details from directions. Level I Students will: EERI.9-10.2. Recognize a detail from text. Ex. Highlight a detail from a label – circle or point to the skull and crossbones. Ex. Given a sign (e.g., safety signs), point to an important detail.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students: determine the meaning of words and phrases based on how they are used in a text understand figurative and connotative meanings analyze the overall impact of word choices on meaning and tone notice how language of a court document can differ from that of a newspaper determine the meaning words and phrases text figurative meaning connotative meaning analyze overall impact word choice meaning tone differ language of a court opinion language of a newspaper Students know: context must be considered when determining the meaning of a word or phrase words and phrases can be used in multiple ways including figuratively or connotatively an author's use of words impacts the meaning and tone of a text difference in language between court opinions and newspaper opinions difference in linguistic impact of court-related words as opposed to newspaper-related words Students understand/ are able to: determine meaning of unfamiliar words and phrases based on how they are used in a text identify and explain figurative language with textual support identify and explain connotative language with textual support analyze an author's use of word choice to create meaning determine tone based upon the author's word choice decipher the impact of language in court documents as opposed to newspaper Students understand that an author's word choice shapes the meaning and tone of a text. Level IV Students will: EERI.9-10.4. N/A Level III Students will: EERI.9-10.4. Determine meanings of words and phrases in informational text including figurative language. Ex. Make idiom books and write the real meaning (e.g., You're driving me up a wall = you are making me crazy.). Ex. Given more than one meaning of key vocabulary words, select the one that best matches the reading passage. Level II Students will: EERI.9-10.4. Determine meanings of words and phrases in informational text. Ex. Identify meaning of key words using context clues. Ex. Use a dictionary to look up the meaning of key words. Level I Students will: EERI.9-10.4. Recognize words and phrases used in a text. Ex. Name or point out words and phrases in an article Ex. Given a key word for an article, point to it in the article.
Common Core ELA Pacing Guide Grade 9 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: 9 Standard 8 (RI.9.8) Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Quarter 1: Quarter 2: Define and identify false statements Define and identify fallacious reasoning Recognize valid reasoning Recognize relevant and sufficient evidence Delineate the argument and specific claims in a text Evaluate the argument in a text Evaluate the specific claim(s) in a text Assess: the validity of reasoning the relevance of the evidence the sufficiency of the evidence Distinguish between fallacious and valid reasoning Quarter 3: Quarter 4:
Common Core ELA Pacing Guide Grade 9 College and Career Readiness (CCR) Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Strand: Reading Informational Cluster: Integration of Knowledge and Ideas Grade: 9 Standard 9 (RI.9.9) Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. Quarter 1: Quarter 2: Identify seminal U.S. documents of historical and literary significance Identify the: purpose related themes and concepts of U.S. documents of historical and literary significance Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address Gettysburg Address Roosevelt’s Four Freedoms speech King’s “Letter from Birmingham Jail’) Including how they address : related themes concepts Quarter 3: Quarter 4:
Common Core ELA Pacing Guide Grade 9 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 Grade: 9 Standard 10 (RI.9.10) By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Quarter 1: Identify/understand: 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 with scaffolding as necessary Comprehend independently: 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 with scaffolding as necessary Quarter 2: Identify/understand: 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 with scaffolding as necessary Comprehend independently: 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 with scaffolding as necessary Quarter 3: Identify/understand: 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 with scaffolding as necessary Comprehend independently: 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 with scaffolding as necessary Quarter 4: Identify/understand: 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 with scaffolding as necessary Comprehend independently: 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 with scaffolding as necessary
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students, with scaffolding as needed: read and actively engage in comprehending appropriately complex informational texts read and comprehend literary nonfiction text complexity band proficiently with scaffolding as needed high end of the range Students know: techniques for making meaning from appropriately difficult informational text techniques for engaging with and appreciating difficult texts techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers Students understand/ are able to: make meaning from appropriately complex literary nonfiction engage with and appreciate appropriately complex texts Students understand that a reader's understanding of and appreciation for a text grows through deep thinking and active collaboration with others about texts.
formal style concluding statement or section that follows from and supports the argument. strengths and limitations formal style objective tone norms and conventions concluding statement evidence, body paragraphs with logically organized supporting claims, and supporting concluding statement) to support the claim (e.g., he is a friend), and a reason (e.g., he is good). Ex. Write a claim (e.g., School uniforms are bad.) and, after teacher-led discussion, adds an argument to support it (e.g., too hard) with a reason (e.g., lots of buttons). Ex. Write a claim (e.g., No fighting at school.), an argument to support it (e.g., It is the rule.), and, after getting feedback on the draft from the teacher, adds a reason (e.g., someone hurt). EEW.9-10.1.c-e. N/A Level I Students will: EEW.9-10.1.a-b. With guidance and support, write a claim and a reason. Ex. Use a ready-made set-up in multimedia software to choose words to write a claim. Ex. After a peer writes, state agreement or disagreement (e.g., A peer writes, uniforms are bad, indicate “Yes” when asked, “Do you agree? Are uniforms bad?”) and then using assistive technology, type letters or words providing a reason. Ex. Choose a claim from two options (e.g., School uniforms are bad. School uniforms are good.) and alternating turns with the teacher, uses assistive technology to type letters and words (e.g., nice) as the teacher models during her turn, short simple reasons (e.g., Students look nice. Students look the same.) EEW.9-10.1.c-e. N/A
Common Core ELA Pacing Guide Grade 9 College and Career Readiness (CCR) Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Strand: Writing Cluster: Text Types and Purposes Grade: 9 Standard 2 (W.9.2) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Use appropriate and Quarter 1: Quarter 2: Quarter 3: Identify: complex ideas appropriate formatting supporting details effective transitions precise language domain specific- language Identify a conclusion for the topic that follows from and supports the information or explanation presented Determine organization of complex ideas Determine appropriate: formatting graphics multimedia to aid comprehension Determine well-chosen, relevant, sufficient: facts definitions details quotations appropriate to the audience’s knowledge of the topic Quarter 4: Identify: complex ideas appropriate formatting supporting details effective transitions precise language domain specific- language Identify a conclusion for the topic that follows from and supports the information or explanation presented Determine organization of complex ideas Determine appropriate: formatting graphics multimedia to aid comprehension Determine well-chosen, relevant, sufficient: facts definitions details quotations appropriate to the audience’s knowledge of the topic
varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Determine appropriate and varied transitions that: link sections create cohesion clarify relationships among complex ideas/concepts Evaluate word choice for managing complexity of tone Determine formal style and objective tone while attending to the norms and conventions of informative writing Determine an effective, supportive conclusion for the topic that follows from and supports the information or explanation presented Write informative/explanatory text which: examines/conveys complex ideas, concepts, information demonstrates clear and accurate information uses: effective selection organization analysis of content Introduce a topic and: organize complex ideas, concepts, and information to make important connections and distinctions include formatting, graphics, and multimedia when useful to aiding comprehension Determine appropriate and varied transitions that: link sections create cohesion clarify relationships among complex ideas/concepts Evaluate word choice for managing complexity of tone Determine formal style and objective tone while attending to the norms and conventions of informative writing Determine an effective, supportive conclusion for the topic that follows from and supports the information or explanation presented Write informative/explanatory text which: examines/conveys complex ideas, concepts, information demonstrates clear and accurate information uses: effective selection organization analysis of content Introduce a topic and: organize complex ideas, concepts, and information to make important connections and distinctions include formatting, graphics, and multimedia when useful to aiding comprehension
Grade 9 College and Career Readiness (CCR) Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Strand: Writing Cluster: Production and Distribution of Writing Grade: 9 Standard 5 (W.9.5) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.) Quarter 1: Recognize how and when to: plan revise edit rewrite try a new approach Recognize significant information for the needs of: audience purpose Know how to edit for conventions of Writing demonstrating (see Language standards 1-3 up to and including grade 9-10 on page 54) Develop and strengthen writing as needed by: planning revising editing rewriting trying a new approach Determine focus on: what is most significant for a specific purpose what is significant for a specific audience Quarter 2: Recognize how and when to: plan revise edit rewrite try a new approach Recognize significant information for the needs of: audience purpose Know how to edit for conventions of Writing demonstrating (see Language standards 1-3 up to and including grade on page 54) Develop and strengthen writing as needed by: planning revising editing rewriting trying a new approach Determine focus on: what is most significant for a specific purpose what is significant for a specific audience Quarter 3: Recognize how and when to: plan revise edit rewrite try a new approach Recognize significant information for the needs of: audience purpose Know how to edit for conventions of Writing demonstrating (see Language standards 1-3 up to and including grade 9-10 on page 54) Develop and strengthen writing as needed by: planning revising editing rewriting trying a new approach Determine focus on: what is most significant for a specific purpose what is significant for a specific audienc Quarter 4: Recognize how and when to: plan revise edit rewrite try a new approach Recognize significant information for the needs of: audience purpose Know how to edit for conventions of Writing demonstrating (see Language standards 1-3 up to and including grade 9-10 on page 54) Develop and strengthen writing as needed by: planning revising editing rewriting trying a new approach Determine focus on: what is most significant for a specific purpose what is significant for a specific audience
Common Core ELA Pacing Guide Grade 9 College and Career Readiness (CCR) Anchor Standard 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Strand: Writing Cluster: Range of Writing Grade: 9 Standard 10 (W.9.10) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Quarter 1: Recognize: task audience purposes Determine when to write: routinely over extended time frames (time for research, reflection, and revision) routinely over shorter time frames (a single sitting or a day or two) Determine organizational structure for a range of tasks, purposes, and audiences Writes routinely over extended time frames (time for research, reflection, and revision) Writes routinely over shorter time frames (a single sitting or a day or two) Quarter 2: Recognize: task audience purposes Determine when to write: routinely over extended time frames (time for research, reflection, and revision) routinely over shorter time frames (a single sitting or a day or two) Determine organizational structure for a range of tasks, purposes, and audiences Writes routinely over extended time frames (time for research, reflection, and revision) Writes routinely over shorter time frames (a single sitting or a day or two) Quarter 3: Recognize: task audience purposes Determine when to write: routinely over extended time frames (time for research, reflection, and revision) routinely over shorter time frames (a single sitting or a day or two) Determine organizational structure for a range of tasks, purposes, and audiences Writes routinely over extended time frames (time for research, reflection, and revision) Writes routinely over shorter time frames (a single sitting or a day or two) Quarter 4: Recognize: task audience purposes Determine when to write: routinely over extended time frames (time for research, reflection, and revision) routinely over shorter time frames (a single sitting or a day or two) Determine organizational structure for a range of tasks, purposes, and audiences Writes routinely over extended time frames (time for research, reflection, and revision) Writes routinely over shorter time frames (a single sitting or a day or two)
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?”).
Common Core ELA Pacing Guide Grade 9 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: 9 Standard 1 (L.9.1) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use parallel structure.* Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. Quarter 1: Define and identify parallel structure Recognize various types of phrases: noun verb adjectival adverbial participial prepositional absolute Identify types of clauses: independent, dependent noun, relative, adverbial Demonstrate command of the conventions of standard English grammar and usage when writing Incorporate parallel structure Use various phrases and clauses to: add variety and interest to writing convey specific meanings in writing Quarter 2: Quarter 3: Quarter 4:
Common Core ELA Pacing Guide Grade 9 College and Career Readiness (CCR) Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Strand: Language Cluster: Vocabulary Acquisition and Use Grade: 9 Standard 6 (L.9.6) Acquire and use accurately general academic and words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Quarter 1: Identify academic and words and phrases sufficient for: reading writing speaking and listening Recognize and gather words and phrases important to comprehension or expression Identify appropriate resources to aid in gathering vocabulary knowledge Make meaning and use accurately words and phrases important to the comprehension of academic and domain-specific words through: reading writing speaking and listening Quarter 2: Identify academic and domain-specific words and phrases sufficient for: reading writing speaking and listening Recognize and gather words and phrases important to comprehension or expression Identify appropriate resources to aid in gathering vocabulary knowledge Make meaning and use accurately words and phrases important to the comprehension of academic and words through: reading writing speaking and listening Acquire and use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge Quarter 3: Identify academic and domain-specific words and phrases sufficient for: reading writing speaking and listening Recognize and gather words and phrases important to comprehension or expression Identify appropriate resources to aid in gathering vocabulary knowledge Make meaning and use accurately words and phrases important to the comprehension of academic and domain-specific words through: reading writing speaking and listening Acquire and use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge Quarter 4: Identify academic and words and phrases sufficient for: reading writing speaking and listening Recognize and gather words and phrases important to comprehension or expression Identify appropriate resources to aid in gathering vocabulary knowledge Make meaning and use accurately words and phrases important to the comprehension of academic and domain-specific words through: reading writing speaking and listening Acquire and use appropriate contextual clues when
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students: acquire and use general appropriate vocabulary and academic words and phrases sufficient for reading, writing, speaking, and listening at the college and career-readiness level demonstrate independence in acquiring vocabulary appropriate to specific comprehension and/or expression acquire use accurately grade-appropriate general academic words college and phrases gather vocabulary knowledge independence important to comprehension important to expression Students know: techniques for collecting a variety of new words grade-appropriate general academic words and phrases grade-appropriate words and phrases words and phrases appropriate to and sufficient for reading, writing, speaking, and listening at a college or career level. techniques for determining whether a word or phrase is important to comprehension techniques for determining whether a word or phrase is important to expression techniques for using context and resources to understand important vocabulary Students understand/ are able to: acquire and use accurately general academic words and phrases appropriate to and sufficient for reading writing, speaking, and listening at a college or career level. acquire and use accurately domain-specific words and phrases appropriate to and sufficient for reading writing, speaking, and listening at a college or career level. identify and investigate vocabulary important to comprehension independently identify and investigate vocabulary important to expression independently Students understand that the extensive vocabulary needed for success in and beyond school is built through reading and study. Level IV Students will: EEL.9-10.6. Acquire and use general academic and domain-specific words and phrases common to the student’s experience. Ex. Use words and phrases from reading to write answers to questions. Level III Students will: EEL.9-10.6. Acquire and use general academic and domain-specific words and phrases. Ex. Use words and graphics from reading in social studies and science. Ex. Use academic words learned in reading to answer questions. Level II Students will: EEL.9-10.6. Recognize general academic language. Ex. Asked “Which do you learn about in science, animals or sewing?” Answer “Animals.” Ex. Point to dictionary when asked, “Where do you go to find out what words mean?” Level I Students will: EEL.9-10.6. Respond to general academic language. Ex. Ask for assistance when encountering new academic vocabulary. Ex. Point to, underline, or use a preprogrammed switch to indicate that a new academic word has been used by the speaker or reader.