course title: esl grade: 1-2 · home (room furnishing- prepositions of locations) family titles...

FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Course Title: ESL

Grade: 1-2

Board of Education Adoption Date: October 27, 2014

Freehold Borough Board of Education

Mrs. Annette Jordan, President Dr. Michael Lichardi, Vice President

Mr. Paul Ceppi

Mrs. Susan Greitz

Mr. James Keelan

Mrs. Maureen MacCutcheon

Mr. Bruce Patrick

Mrs. Margaret Rogers

Mrs. Michele Tennant

District Administration

Rocco Tomazic, Ed. D., Superintendent

James Strimple, Interim School Business Administrator

Cheryl Young, Director of Curriculum & Instruction

Jennifer O‟Shea, Director of Special Programs

Jennifer Donnelly, Supervisor of Assessment & Technology

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual, & World Languages

Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School

Patrick Mulhern, Principal – Park Avenue Elementary School

Will Smith, Principal – Freehold Learning Center

Curriculum Committee

Veronica Fiori

Freehold Borough School District

District Mission

We will inspire the creativity and imagination of all students and empower them as

knowledgeable, skillful, and confident learners who flourish and contribute willingly in a

changing world.

Core Beliefs

We believe that:

All people have inherent worth.

Life-long learning is basic to the survival and advancement of society.

The primary influence on the individual's development is the family in all its forms.

Valuing diversity is essential to individual growth and the advancement of society.

All individuals have strengths and human potential has no known limits.

Democracy thrives when individuals accept responsibility for their choices.

Being trustworthy builds trust.

Creativity and imagination are essential for society to flourish.

A safe environment is essential for the well-being of the individual and for society to

flourish

Freehold Borough School District

Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values.

Believing that our students deserve the best education, our curriculum is aligned to the most

current New Jersey Core Curriculum Content Standards and current statewide assessments. Our

scope and sequence is vertically and horizontally aligned. The progression of objectives

embraces decades of rigorous research, conducted both independently and at the university level,

and acknowledges that children develop differently and that learning experiences and strategies

for performance are differentiated. Our borough is a diverse community, rich in tradition and

spirit. Knowledge is a fusion balancing authentic experience and content, which language arts

literacy skills are integrated with other content areas. Our curriculum contains common

expectations that are rigorous and student centered, and teachers, who are most proximal to the

children, will use this document as an instrument to ensure student success.

To ensure that our children are successful and receive the best education, this curriculum

document, our staff will continuously collaborate on this living document. We will develop

purposeful and effective formative and summative assessments which measure growth of our

curriculum and inform our instruction. Finally, we will continuously seek to grow professionally

through professional development, which is aligned to statewide regulations, but specifically

geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives

Teachers will employ lessons that are aligned to our curriculum and framed utilizing

current research-based methods and techniques that focus on student achievement

Our lessons will be structured according to statewide and district standards and our

teachers will have flexibility to ensure that lessons meet the needs of all learners

Units and lessons will be differentiated

Curriculum is be student focused on success and balances developmental theory and

psychometric standards

Democratically developed benchmarks and assessments will be utilized to gauge student

and curricular growth. Assessment will be multidimensional and developed according to

student need.

Course Overview:

In order to meet the objectives described in the Grades 1-2 ESL Curriculum, teachers will design

thematic units and daily lesson plans using culturally authentic materials that are appropriate to

the students' age, abilities and interests. Teacher selected materials should explore cultural

diversity and multiple perspectives. Teachers should strive to access rich, cross-content

materials, and provide opportunities for students to research, organize, and communicate in the

target language using technology. Activities in the target language should foster purposeful and

meaningful communication that relates to relevant, real-world situations.

Curriculum Overview: Grades 1 & 2 ELP Levels 1-5

I. All About Me II. Our World III. The Wonderful World of Nature

The School Environment

Classroom routines

School, home chores and

responsibilities classroom objects

(prepositional phrases)

People (community workers in our

building and their roles)

Rules (citizenship, consequences,

following directions)

School building (map skills,

cardinal directions, giving and

getting directions)

Personal information (expressing

age)

The Human Body

Body parts and systems (following

a sequence, cause and effect)

Appearance (adjectives, pronouns,

single and plural nouns)

Feelings (adjectives, simple

subject/verb agreement)

Home, Family & Friends

Home (room furnishing-

prepositions of locations)

Family titles

Occupations

Celebrations

Our Town

Freehold Borough

People and People Roles

Our Nation

States

Regions

Geographical land features.

Immigration

United States Government

Concept of “fairness” “equality,” and

“common good”

Three branches of government

The Constitution of the United States

The Earth

Earth materials

States of matter

Weather and climate.

Space

Space exploration: Astronauts, rockets,

space shuttles.

The solar system and its characteristics.

.

Antonyms

Synonyms

Plants:

Parts of plants

Products derived from plants

Life cycle of a plant

Animals:

Features and characteristics

Classifications

Animals as represented in both

informational and narrative texts.

Insects:

Characteristics

Behaviors

Products

Balance of Nature:

Habitats

Food chains

Life cycle

Conservation and recycling.

Regular and irregular comparatives

Word analysis skills

Common affixes

Question format

Chronological order

Adverbs

Customs/traditions: Foods

Heritage (country report to describe

location, size, climate, cultural

comparisons)

Single and plural nouns

Pronouns

Present tense of regular verbs

Subject verb agreement

Basic Punctuation

Parts of a text

Telling Time

Writing numbers

Writing the date

Question forms

Geographic vocabulary

Environmental vocabulary

Compound words

Phrasal verbs

Making comparisons

Previewing texts

Drawing conclusions

Cause and effect

Question format

Reading informational text

Writing a journal entry or personal narrative

Positive and negative sentences

From sentence to paragraph

Making inferences

Finding the main idea

Reading and creating diagrams for

explaining a process

Grades 1-2 ESL Beginner (ELP 1 –Entering)

The curriculum for Grades 1-2 ESL Beginner ELP 1 - Entering is designed to meet the needs of novice level English

language speakers, new to the United States. Students at Proficiency level 1 communicate both non-verbally and at the word level at

this stage in their language acquisition.

Grades 1-2 ESL Beginner (ELP 1)

Unit 1: All about Me Duration: September-December

Sample Themes Essential Questions

What is the big Idea?

Enduring Understanding

How can it be applied and used

in real life?

Language Needed

All About Me provides a

balanced focus on both social

and instructional language

across the curriculum. The

example topics and genres are

derived from the WIDA

English Language Proficiency

Standards. Key topics include:


Classroom routines


responsibilities classroom

objects (prepositional

phrases)

People (community workers

in our building and their

roles)

Rules (citizenship,

consequences, following

directions)

Who am I and what is my

place in the world?

What makes me special?

What language will I need to

successfully communicate in my

new home and school in the

United States?

What do I need to know to help

me communicate my needs?

Vocabulary Usage

General content-related words.

Everyday social and instructional

words and expressions.

Language Forms and

Conventions

With instructional support, ELL‟s

will comprehend and produce

simple grammatical constructions

(e.g., commands, WH- questions,

declaratives)

Students will employ phrase level

grammatical structures.

Students will use phrasal patterns

associated with common social

and instructional situations.

Discourse Complexity


cardinal directions, giving

and getting directions)

Personal information

(expressing age)

The Human Body

Body parts and systems

(following a sequence,

cause and effect)

Appearance (adjectives,

pronouns, single and plural

nouns)






Family titles

Occupations

Celebrations


Heritage (country report to

describe location, size,

climate, cultural

comparisons)

At the level one proficiency level,

ELL‟s will begin by producing

communication nonverbally, as

well as through the use of words,

phrases or chunks of language. As

students move toward the next

level of proficiency, they will

begin using short sentences or

phrases as their ability to express

ideas in the target language

emerges.


ELL‟s will comprehend single

statements or questions, working

to identify and idea within chunks

of language. As students move

towards higher proficiency, they

will begin to comprehend multiple

related single sentences and ideas

with details.

The Common Core Standards are addressed according to the proficiency level of the individual English Language Learner

within the K-5 grade cluster, moving students progressively toward meeting grade level objectives in congruence with their rate of

language acquisition. This curriculum addresses the needs of the novice level English language learner, referencing and building upon

the Common Core Standards from the foundational skills outlined through the Common Core‟s K-5 continuum.


Unit 1: All About Me Duration: September-December

Common Core State

Standards

WIDA Standards Student Learning Objectives

SWBAT

Suggested Instructional

Activities and Assessment

Language:

(See Appendix A for

a complete list of

Common Core

Language Arts

Standards)

Conventions of

Standard English

(L.1-5.1-2)

Knowledge of

Language (L.1-5.3)

Vocabulary

Acquisition and Use:

(Comprehension

strategies) (L.1-5.4)

Vocabulary

acquisition and use

(L.1-8.5)

Vocabulary

WIDA Standard 1:

Social and instructional

Language: alphabet,

numbers, days, weeks,

months, colors, shapes,

time telling

Instructional: the school

environment: classroom

objects, routines,

commands, general content

related words

Self: body parts, clothing,

people, family, foods,

seasons, weather

WIDA Standard 2:

Language of Language

arts: parts of speech, word

classification and study,

parts of text, genres, etc.

Respond to greetings/ farewells, participate

in TPR activities

Practice and participate in finger and song

plays that help to illustrate vocabulary

meaning

Identify and write all letters of the alphabet

in both small case and capitals.

Demonstrate knowledge about themselves

and their lives (give personal information,

name body parts, feelings, talents, home

chores, home/school activities)

Identify the letters of the alphabet, identify

the names of vowels and consonants

Fill out a form with personal information

(Name, address, phone number, etc.)

Draw a picture of a family (or family tree)

and label the family members

Listen to identify (and write) names of

classroom objects

Describe the school building, classroom

and important objects in them.

Draw and describe a map of the school

and/or classroom to their peers.


Activities

TPR activities

Draw and label

Retelling a story

Think-Pair-Share

Cooperative learning

activities

Graphic Organizers

Sorting activities

Charting

Maps

Make a list of the main

events.

Make a timeline of

events.

Make a facts chart.

Write a list of any pieces

of information you can

remember.

acquisition and use

(application) (L.1-5.6)

Speaking and

Listening:

Comprehension and

Collaboration:

SL.1-5.1

SL.1-5.2

SL.1-5.3

Presentation of

knowledge and ideas

SL.1-5.4

SL.1-5.5

SL.1-5.6

Reading Foundational

Skills:

Print Concepts:

RF.1-5.1

Phonological

Awareness

RF.1-5.2

Phonics and Word

Recognitions

RF.1-5.3

Fluency

RF.1-5.4

Reading

Informational Text

Key Ideas and Detail

WIDA Standard 3

Language of Math:

numbers used in authentic

contexts (telephone

numbers, address) cardinal

and ordinal numbers,

operational vocabulary,

word problems, money,

info graphics and visual

literacy.

WIDA Standard 4

Language of Science: Body

parts, senses, healthy foods

and habits

WIDA Standard 5

Language of Social

Studies: people and places

in the community,

geographic terms, info

graphics, cross-cultural

comparison

Demonstrate knowledge of new vocabulary

through teacher created discussions

Listen to a dictated number and express it

in numerical form

Listen and demonstrate comprehension of

stories read aloud

Create a labeled poster of classroom

objects

Use a Venn diagram to compare and

contrast people or things.

Compare and contrast two characters from

a story or stories that you have read.

Create a chart that lists classroom chores

and responsibilities

Draw a map from school to your home.

Identify and show community places.

Talk about things that you like to do

Identify the correct classroom supplies

needed for a specific project or activity

Retell a story (beginning, middle end) after

listening to or reading a story

Listen to a video about family members

and complete a Venn diagram using phrase

strips

Collaborate with a partner to give an oral

presentation describing holiday customs

and traditions

Name and identify different types of sports

List all the .... in the

story.

Make a chart showing...

Make an acrostic.

Recite a poem.

Cut out or draw pictures

to show a

particular event.

Illustrate what you think

the main idea was.

Make a cartoon strip

showing the sequence of

events.

Write and perform a play

based on the story.

Retell the story in your

words.

Paint a picture of some

aspect you like.

Write a summary of an

event.

Prepare a flow chart to

illustrate the sequence of

events.

Make a coloring book.

Take a collection of

photographs to

demonstrate a particular

RI.1-5.1

RI.1-5.2

RI.1-5.2

Craft and Structure

RI.1-5.4

RI.1-5.5

RI,1-5.6

Integration of

Knowledge and Ideas

RI.1-5.7

RI.1-5.8

RI.1-5.9

RI.1-5.10

Reading Literature

Key ideas and details

RL.1-5

RL.1-5.1

RL.1-5.2

RL.1-5.3

Craft and Structure

RL.1-5.4

RL.1-5.5

RL.1-5.6

Integration of

Knowledge and

Details

RL.1-5.7

RL.1-5.9

and pastimes

Re-state math problems with visual support

Name body parts and associate them with

senses and physical actions (e.g., eyes-see,

nose-smells, fingers – touch).

Participate in full class group, or pair

discussions.

Identify signs around neighborhood from

oral commands and pictures or field trips

(e.g., traffic lights, schools or railroad

crossings).



Listen to a video about family members

and complete a Venn diagram using phrase

strips



and traditions


and pastimes


Design a family tree and use it in an oral

presentation about your family

Describe or draw various geometric shapes

as directed

Name and describe the five senses. Create

an info-graphic on this topic.

point.

Make up a puzzle game

Make a family tree

Put on a play

Create a video

presentation

Four Corners

Formative Assessment

Short Quizzes

Participation in TPR

activities

Class or small group

discussion

One sentence summaries

Teacher observations

Group Work Updates

Idea Webs

Daily Do Now Review

Questions

Brainstorming

Contribution

Exit Questions

Dialog/Reflective

Journals

Erasable Board Messages

Individual Conferences

Range of Reading and

text complexity

RL.1-5.10

Writing

Text types and

purposes

W.1-5.1

W.1-5.2

W.1-5.3

Production and

Distribution

W.1-5.4

W.1-5.5

W.1-5.6

Research to Build and

Present Knowledge

W.1-5.7

W.1-5.8

W.1-5-9

Social Studies

6.1.P.A.1

6.1.P.A.2

6.1.P.A.3

6.1.4.A.1

6.1.4.A.2

6.1.4.A.3

6.1.4.A.4

Orally explain the information relayed in a

bar graph and/or pie chart.

Create a timeline showing several

important events in their lives.

KWL charts/ Graphic

Organizers

CLOZE activities

Anecdotal Records

Do-Nows

Literary Projects

Vocabulary quizzes

Literature circles

Graphic organizers

Multiple choice tests

Timed readings/writings

Literature discussions

Literature responses

Questioning

Exit/Admit Slips

Learning/Response Logs

Peer/Self Assessments


groups

Open-Ended Questions

Writer‟s Workshop

Writing Assignments

NJ Holistic Scoring

Rubric

Peer editing

Self-evaluation

Teacher Conferences

Portfolios

6.1.4.A.5

6.1.4.A.7

6.1.4.A.8

Technology

1.TT.1.1

1.TT.1.3

Math

1.MD.C.4

1.OAA.1

Running Records

Presentations

Visual Representations

Kinesthetic Assessments

Individual Whiteboards

Pre-Test/ Quizzes

Summative Assessment

State assessments

District benchmark or

interim assessments

End-of-unit or chapter

tests

End-of-term or semester

exams

Resources

Fiction Literature

David Goes To School, by David Shannon

Chrysanthemum, by Kevin Henkes

The Important Book, by Margaret Wise Brown

Another Important Book by Margaret Wise Brown

First Graders from Mars: Horus’s Horrible Day by Shana

Corey

Little Miss Spider at Sunnypatch School by David Kirk

Technology

www.brainpopesl.com

www.discoveryeducation.com

www.pbslearningmedia.org

www.pbskids.org

www.socialstudiesforkids.com

http://www.canteach.ca/elementary/songspoems.html

http://www.teachersclubhouse.com/grammarskills.htm

http://www.brainpopesl.com/

http://www.discoveryeducation.com/

http://www.pbslearningmedia.org/

http://www.pbskids.org/

http://www.socialstudiesforkids.com/



First Day, Hooray! by Nancy Poydar

Froggy Goes To School by Jonathan London

My Teacher Sleeps In School, by Leatie Weiss

Hands, Hands, Hands by Marcia Vaughn

The Foot Book by Dr. Seuss

Chicken Soup With Rice: A Book of Months by Maurice

Sendak

The Secret Birthday Message by Eric Carle

Happy Birthday Sam by Pat Hutchins

Happy Birthday to You by Dr. Seuss

Leo The Late Bloomer by Robert Krauss

Clifford’s Manners by Norman Bridwell

Quick As a Cricket by Audrey Woods

Sometimes I feel Like a Mouse by Jeanne Modesitt

I Like Being Me: Poems for Children by Judy Lalli

The Kissing Hand by Audrey Penn

Me Too! by Mercer Mayer

How Big Is a Foot? by Rolf Myller

ABC I Like Me! by Nancy Carlson

I Like Me by Nancy Carlson

When I Get Bigger by Mercer Mayer

Here Are My Hands by John Archambault

Tacky the Penguin by Helen Lester

Something Special by David McPhail

Non-Fiction Literature

A Cool Drink of Water by Barbara Kerly

Blackout by John Rocco

Counting in the City by Tracey Stephora

Faces by Jillian Cutting


If You Lived Here: Houses of the World by Giles Laroche

http://www.proteacher.com/070037.shtml

http://www.songsforteaching.com/kidzup/vowels.htm

http://www.trcabc.com/resources/curriculum/long-vowel-short-vowel-

lesson-plans/

http://www.math-and-reading-help-for-

kids.org/elementary_reading_games.html

http://www.learningtoday.com/corporate/reading-games.asp

http://www.printablereadinggames.com/

http://www.commoncore.org/maps/index.php/maps/grades/grade_1/

http://www.teachers.net/lessonplans/subjects/literature/

http://www.poetryteachers.com/

http://www.eduplace.com

http://www.softschools.com/language_arts/phonics/phonics_games.jsp

http://www.brainpopjr.com

http://www.starfall.com

http://www.tumblebooks.com/library/asp/home_tumblebooks.asp

http://www.abcya.com

http://www.readinga-z.com

http://www.readinglady.com

http://www.rif.org

http://www.fcrr.org

http://www.literacymalden.wikispaces.com/ReciprocalTeaching

Writing




http://www.suite101.com/content/writing-poems-with-kids-a23148






http://www.trcabc.com/resources/curriculum/long-vowel-short-vowel-lesson-plans/


http://www.math-and-reading-help-for-kids.org/elementary_reading_games.html







http://www.eduplace.com/


http://www.brainpopjr.com/

http://www.starfall.com/


http://www.abcya.com/

http://www.readinga-z.com/

http://www.readinglady.com/

http://www.rif.org/

http://www.fcrr.org/









Just Like You and Me by David Miller

Looking After Myself by Sara Levete

Me and My Amazing Body by Joan Sweeney

Muscles by Melvin and Gillian Berger

My Body by Andrea Pinnington

My Eyes by Brian Enslon

My First Day at a New School by Charlotte Gillian

My Five Senses by Aliki

My Senator and Me by Edward Kennedy

One, Some, Many by Marthe Jocelyn

Open Wide: Tooth School Inside by Laurie Keller

Opuestos by Cynthia Weill

Tarra and Bella: The Elephant and Dog Who Became Best

Friends by Carol Buckley

Songs and Poems

“Each of Us is a Flower” by Charlotte Diamond

“ABC‟s of You” by Red Grammer

“I‟m Glad I‟m Me!”

“This Is Me!”

“Month-a-rena”

“Seven Days In a Week”

“Happy MooDay!”

“Everybody Has A Name!”

http://www.writemorestuff.com/pages/activities.html

http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html

http://www.writingfix.com/

http://www.zoodles.com/free-online-kids-games/first-1st-grade

http://www.storylineonline.net/

Teacher Notes Teacher Resources

Teacher Notes:

Infuse various literary genres throughout this unit.

Start a writing portfolio for each student.

WIDA Standards (2012) downloaded from

http://www.standardswww.wida.us/standards

NJ Department of Education







The following foundational skills should be developed

continuously throughout the year:

Reading:

o Make use of schema

o Reread for clarification

o Seeking meaning of unknown vocabulary

o Make and revise predictions

o Draw conclusions

o Make connections: text to text, text to self, text to world

Teachers should use mini-lessons and small groups to teach,

demonstrate and investigate the following strategies: Children will

use a variety of fix-up strategies to read unfamiliar words.

Students will learn to pronounce words, determine meanings in

context, and figure out words using knowledge of root words,

prefixes and suffixes, among other strategies. They will learn to

figure out the meaning of an unfamiliar word. Sometimes that

results from figuring out how to pronounce the word. Sometimes

that is by inferring from context. Of the two skills, students need

to know that figuring out the meaning is more important.

Children will deepen their comprehension by accessing their prior

knowledge before reading a selection. While reading, they will

learn to make connections from the text to themselves, the text to

other texts and movies, and the text to world. By recognizing what

is unknown in the text and thinking about what is known from

personal experience, other texts and the world, the reader will

build confidence in using personal connections to get meaning

from what was originally unknown. By explaining how these

http://state.nj.us/education

http://www.nj.gov/education/bilingual/

http://www.nj.gov/education/bilingual/resources/newcomer.htm

WIDA Consortium

http://www.wida.us

Center for Applied Linguistics

http://www.cal.org

Teachers of English to Speakers of Other Languages (TESOL)

www.tesol.org

Echevarria, J., Vogt, M., and Short, D. J., Making Content

Comprehensible for English Learners: The SIOP Model.

(Second Edition 2010) Allyn & Bacon, Boston, MA.

Vogt, M.E., Echevarria,J (2008) 99 Ideas and Activities for

Teaching English Learners with the SIOP Model. Boston, MA:

Pearson Education, Inc.

Comprehension Connections by Stephanie Harvey -Bridges to

Strategic Reading

Guided Comprehension by Maureen McLaughlin & Mary Beth

Allen -A Teaching Model for grades 3-8

Strategies that Work by Stephanie Harvey & Anne Goudvis -

Comprehension for Understanding and Engagement

Reciprocal Teaching at Work by Lori D. Oczkus -Strategies for

Improving Reading Comprehension

http://www.liketoread.com/read_strats_connect.php




http://www.wida.us/

http://www.cal.org

connections help them understand the text, their comprehension

will improve.

Students will build on their knowledge of retelling to recall

important details. Students will learn to discern what is most

important to use in the retelling.

Students will learn to summarize a small selection in as few words

as possible. Students will break longer selections into smaller

parts and summarize as they read. By summarizing in this

headline-writing fashion, students will begin to sort out main

ideas from details of the text.

Students will learn to ask questions before, during and after

reading and to seek answers to deepen their understanding of the

text. By bringing their own questions to small groups, students

will examine what they don't know and get help in

comprehending.

Students will learn to visualize the details of a text. They will use

other sensory images like dramatizing and drawing to help them

better understand what they are reading.

Children will learn to infer (and predict) information before,

during, and after reading. Children will learn to distinguish

between inferences, assumptions, and opinions by backing up

their conclusions with evidence.

Children will be able to discriminate what is important from what

is not. Children will be able to use this information to determine

main ideas and themes of texts.

Students will stop often while reading to synthesize the

information gained from texts to form opinions, change

perspectives, develop new ideas, find evidence, and, in general,

enhance a personal understanding of the concepts presented in a

Mosaic of Thought by Ellin Oliver Keene & Susan

Zimmermann - Power of Comprehension Strategy

Instruction

Month by Month Phonics by Patricia Cunningham

Making Words First Grade: 100 Hands-On Lessons for

Phonemic Awareness and Spelling by Patricia Cunningham

Daily Word Ladders by Timothy V. Rasinski

http://www.liketoread.com/read_strats_visualize.php

http://www.liketoread.com/read_strats_infer.php

http://www.liketoread.com/read_strats_synthesize.php


text.

Writing:

Use written and oral English appropriate for various

purposes and audiences.

Create and develop texts that include the following text

features:

Development: the topic, theme, stand/perspective, argument

or character is fully developed

Organization: the test exhibits a discernible progressions of

ideas

Style: the writer demonstrates a quality of imagination,

individuality, and a distinctive voice

Word choice: the words are precise and vivid

Create and develop texts that include the following language

conventions:

Sentence formation: sentences are complete and varied in

length and structure

Conventions: appropriate grammar, mechanics, spelling and

usage enhance the meaning and readability of the text.

The curriculum for Grades 1-2 ESL Intermediate (ELP 2-3) is designed to meet the needs of intermediate level students (i.e.

ELLs at the second and third proficiency levels). Students at this level of proficiency are moving from word level communication to

communicating in simple and expanded sentences that will increase in complexity as language acquisition continues. This course will

enable ELLs to communicate information, ideas, and concepts necessary for success across the content areas.

Grades 1-2 ESL Intermediate (ELP 2-3)


Sample Themes Esssential Questions

What is the big idea?



in real life?

Language Needed










Classroom routines




phrases)



roles)

Rules (citizenship,


directions)



place in the world?



successfully communicate in my


United States?



Vocabulary Usage

At levels 2-3 proficiency, students

will move from communicating

with single words and set phrases,

to using phrases and short

sentences. As proficiency

increases these simple sentences

will expand to show emerging

complexity and a greater use of

detail.

At levels 2-3, students will move

beyond the use of high frequency

vocabulary, to employ general

language related to the content

area. Vocabulary usage will

display great specificity as

proficiency increases.

Language Forms and

Conventions





(expressing age)

The Human Body



cause and effect)



nouns)






Family titles

Occupations

Celebrations




climate, cultural

comparisons)

will move beyond the most

common instructional words and

patterns, to communication at the

sentence level that employs:

Compound grammatical

constructions

Repetitive phrasal and

sentence patterns across

content areas

As proficiency increases,

formulaic grammatical patterns

will begin to show occasional

variation.


At the levels 2-3 proficiency,

ELL‟s will move from use of short

oral phrases to simple and

expanded sentences. Oral

responses should show emerging

complexity used to add detail. This

will be reflected in both oral and

written communication.



Common Core State

Standards


SWBAT

Assessment

Language:

(See Appendix A for

a complete list of

Common Core

Language Arts

Standards)

Conventions of

Standard English

(L.1-5.1-2)

Knowledge of

Language (L.1-5.3)

Vocabulary


(Comprehension


Vocabulary

acquisition and use

(L.1-8.5)

Vocabulary

acquisition and use


Speaking and

Listening:

Comprehension and

WIDA Standard 1:


Language: alphabet,



time telling



objects, routines,


related words



seasons, weather

WIDA Standard 2:





WIDA Standard 3

Language of Math:


contexts (telephone



Respond to greetings/ farewells through

oral and writing activities

Practice and participate in finger and song

plays that help to illustrate vocabulary

meaning

Identify the letters of the alphabet, identify

the names of vowels and consonants

Identify and name colors

Learn the date using a calendar

Fill out increasingly complex forms with

your personal information (Name, address,

phone number, etc.)

Convey personal or familial information.

Apply map skills to read, analyze, and

provide directions of the school, classroom,

and/or home.


stories read through various activities.

Keep an illustrated log or journal of

examples of everyday math (e.g., “For

breakfast I eat one bowl of cereal, one

waffle, and two peaches.”)

Describe scientific change through the

graphic or written depiction of processes or

cycles (e.g., how baby changes into an


Activities

TPR activities

Draw and label

Retelling a story

Think-Pair-Share


activities

Graphic Organizers

Sorting activities

Charting

Maps


events.

Make a timeline of

events.

Make a facts chart.



remember.


story.


Make an acrostic.

Collaboration:

SL.1-5.1

SL.1-5.2

SL.1-5.3

Presentation of

knowledge and ideas

SL.1-5.4

SL.1-5.5

SL.1-5.6


Skills:

Print Concepts:

RF.1-5.1

Phonological

Awareness

RF.1-5.2

Phonics and Word

Recognitions

RF.1-5.3

Fluency

RF.1-5.4

Reading

Informational Text


RI.1-5.1

RI.1-5.2

RI.1-5.2

Craft and Structure

RI.1-5.4




literacy.

WIDA Standard 4



and habits

WIDA Standard 5

Language of Social


in the community,



comparisons

adult, or how home animals grow such as

puppies into dogs.)

Use a Venn diagram to compare and

contrast people or things using increasingly

complex language

Develop a chart using phrases and images

that lists classroom chores and

responsibilities

Identify and show community places.

Talk about things that you like to do in

sentences and the reasons why they like

them

Identify the correct classroom supplies

needed for a specific project or activity



View a video about family members and

retell the story using phrase strips



and traditions


and pastimes in sentences


Create a family tree and use it in an oral


Describe or draw various geometric shapes

as directed

Recite a poem.


to show a

particular event.


the main idea was.



events.


based on the story.


words.


aspect you like.


event.



events.



photographs to


point.


Make a family tree

Put on a play

RI.1-5.5

RI,1-5.6

Integration of

Knowledge and Ideas

RI.1-5.7

RI.1-5.8

RI.1-5.9

RI.1-5.10

Reading Literature


RL.1-5

RL.1-5.1

RL.1-5.2

RL.1-5.3

Craft and Structure

RL.1-5.4

RL.1-5.5

RL.1-5.6

Integration of

Knowledge and

Details

RL.1-5.7

RL.1-5.9


text complexity

RL.1-5.10

Writing


an info graphic on this topic in full

sentences.

Explain in sentences the information

relayed in a bar graph and/or pie chart.


important events in a historical person‟s

life.

Visually explain change (e.g., growth in

plants and animals, in seasons, in self, or

characters and in literature)

Identify and convey character traits based

on textual information.



and traditions


and pastimes




Describe the five senses. Create an info-

graphic on this topic.

Orally explain the information relayed in a

bar graph and/or pie chart.


important events in their lives or the life of

a historical figure.

Create a video

presentation

Four Corners


Short Quizzes


activities


discussion



Group Work Updates

Idea Webs

Daily Do Now Review

Questions

Brainstorming

Contribution

Exit Questions

Dialog/Reflective

Journals



KWL charts/ Graphic

Organizers

CLOZE activities

Anecdotal Records

Do-Nows

Text types and

purposes

W.1-5.1

W.1-5.2

W.1-5.3

Production and

Distribution

W.1-5.4

W.1-5.5

W.1-5.6


Present Knowledge

W.1-5.7

W.1-5.8

W.1-5-9

Social Studies

6.1.P.A.1

6.1.P.A.2

6.1.P.A.3

6.1.4.A.1

6.1.4.A.2

6.1.4.A.3

6.1.4.A.4

6.1.4.A.5

6.1.4.A.7

6.1.4.A.8

Technology

1.TT.1.1

Literary Projects

Vocabulary quizzes

Literature circles

Graphic organizers





Questioning

Exit/Admit Slips




groups


Writer‟s Workshop

Writing Assignments

NJ Holistic Scoring

Rubric

Peer editing

Self-evaluation

Teacher Conferences

Portfolios

Running Records

Presentations




1.TT.1.3

Math

1.MD.C.4

1.OAA.1

Pre-Test/ Quizzes


State assessments


interim assessments


tests


exams

Resources

Fiction Literature

David Goes To School, by David Shannon





Corey








Sendak



Technology

www.brainpopesl.com



www.pbskids.org







lesson-plans/






























































http://www.rif.org

http://www.fcrr.org


Writing
























http://www.rif.org/




















Songs and Poems




“This Is Me!”

“Month-a-rena”


“Happy MooDay!”



Teacher Notes:





Reading:





o Draw conclusions

o Make connections: text to text, text to self, text to

world







WIDA Consortium

http://www.wida.us


http://www.cal.org


www.tesol.org





http://www.wida.us/

http://www.cal.org


demonstrate and investigate the following strategies:

Children will use a variety of fix-up strategies to read

unfamiliar words. Students will learn to pronounce words,

determine meanings in context, and figure out words using

knowledge of root words, prefixes and suffixes, among

other strategies. They will learn to figure out the meaning of

an unfamiliar word. Sometimes that results from figuring

out how to pronounce the word. Sometimes that is by

inferring from context. Of the two skills, students need to

know that figuring out the meaning is more important.

Children will deepen their comprehension by accessing

their prior knowledge before reading a selection. While

reading, they will learn to make connections from the text to

themselves, the text to other texts and movies, and the text

to world. By recognizing what is unknown in the text and

thinking about what is known from personal experience,

other texts and the world, the reader will build confidence in

using personal connections to get meaning from what was

originally unknown. By explaining how these connections

help them understand the text, their comprehension will

improve.




Students will learn to summarize a small selection in as few

words as possible. Students will break longer selections into

smaller parts and summarize as they read. By summarizing


Comprehensible for English Learners: The SIOP Model. (Second

Edition 2010) Allyn & Bacon, Boston, MA.

Vogt, M.E., Echevarria,J (2008) 99 Ideas and Activities for Teaching

English Learners with the SIOP Model. Boston, MA: Pearson

Education, Inc.


Strategic Reading

Guided Comprehension by Maureen McLaughlin & Mary Beth Allen

-A Teaching Model for grades 3-8





Mosaic of Thought by Ellin Oliver Keene & Susan Zimmermann -

Power of Comprehension Strategy Instruction


Making Words First Grade: 100 Hands-On Lessons for Phonemic

Awareness and Spelling by Patricia Cunningham



in this headline-writing fashion, students will begin to sort

out main ideas from details of the text.


reading and to seek answers to deepen their understanding

of the text. By bringing their own questions to small groups,

students will examine what they don't know and get help in

comprehending.

Students will learn to visualize the details of a text. They

will use other sensory images like dramatizing and drawing

to help them better understand what they are reading.



between inferences, assumptions, and opinions by backing

up their conclusions with evidence.

Children will be able to discriminate what is important from

what is not. Children will be able to use this information to

determine main ideas and themes of texts.



perspectives, develop new ideas, find evidence, and, in

general, enhance a personal understanding of the concepts

presented in a text.

Writing:



Create and develop texts that include the following

text features:




Development: the topic, theme, stand/perspective,

argument or character is fully developed

Organization: the text exhibits a discernible

progressions of ideas

Style: the writer demonstrates a quality of

imagination, individuality, and a distinctive voice


Create and develop texts that include the following

language conventions:

Sentence formation: sentences are complete and varied

in length and structure

Conventions: appropriate grammar, mechanics,

spelling and usage enhance the meaning and

readability of the text.

The curriculum for Grades 1-2 ESL Advanced (ELP 4-5) is designed to meet the needs of English language learners who are

approaching English proficiency. Students at Proficiency levels 4-5 are at all times generally comprehensible, with some errors that

may reflect first language interference, or as proficiency increase, errors will be similar to those made by their fluent English peers. At

this level, students will need increasingly less visual supports in order to comprehend grade level academic language. This course will

help students to comprehend increasing complex academic language (listening and reading) as well as to develop academic writing

and speech that is well formed and employs technical/content area language, using a variety of sentence lengths, evolving towards

greater complexity and cohesion.

Grades 1-2 ESL Advanced (ELP 4-5)

Unit 1: All about Me Duration: September-December





in real life?

Language Needed




place in the world?


successfully communicate in my Vocabulary Usage

As ELLS move from proficiency








Classroom routines




phrases)



roles)

Rules (citizenship,


directions)





(expressing age)

The Human Body



cause and effect)





United States?



level 3 towards 5, they will begin

using specific and some technical

language related to content areas.

As proficiency increases, Ells‟

speech/writing will employ a

greater amount of technical

vocabulary. When students reach

proficiency level 5, speech and

writing will show a marked

increase of facility with needed

language and a increase in

specificity.

Language Forms and

Conventions

As ELLs move from proficiency

level 3 towards 5, both written and

oral speech will display a variety

of sentence lengths and employ a

variety of linguistic complexity.

Oral and written responses should

show an emerging cohesion with

language used to convey messages

with detail and clarity. Level 5

proficiency is marked by the ELLs

ability to show cohesion and

organization in support of a main

idea.


As ELLs move from Level 3

proficiency towards Level 5,

students may still make errors that

nouns)






Family titles

Occupations

Celebrations




climate, cultural

comparisons)

reflect their first language but do

not impede overall

comprehensibility. By level 5

proficiency, the student is

approaching comparability with

English speaking peers in terms of

comprehensibility and fluency.

Errors may be similar to those

made by English proficient peers.



Common Core State

Standards


SWBAT

Assessment

Language:

(See Appendix A for

a complete list of

Common Core

Language Arts

Standards)

Conventions of

Standard English

(L.1-5.1-2)

Knowledge of

WIDA Standard 1:


Language: alphabet,



time telling



objects, routines,


related words

Participate in debate on a topic related to

unit themes (example: school rules). Give

reasons to support your opinions.

Compare and contrast two versions of a

similar story or folktale (I.e., Cinderella)

across cultures

Write an opinion piece related to a book

you have read or a movie you have seen.

Supply a reason (or reasons) to support

your opinion


Activities

TPR activities

Draw and label

Retelling a story

Think-Pair-Share


activities

Graphic Organizers

Sorting activities

Language (L.1-5.3)

Vocabulary


(Comprehension


Vocabulary

acquisition and use

(L.1-8.5)

Vocabulary

acquisition and use


Speaking and

Listening:

Comprehension and

Collaboration:

SL.1-5.1

SL.1-5.2

SL.1-5.3

Presentation of

knowledge and ideas

SL.1-5.4

SL.1-5.5

SL.1-5.6


Skills:

Print Concepts:

RF.1-5.1

Phonological



seasons, weather

WIDA Standard 2:





WIDA Standard 3

Language of Math:


contexts (telephone






literacy.

WIDA Standard 4



and habits

WIDA Standard 5

Language of Social


in the community,



Demonstrate the ability to use text features

(i.e., glossaries, indexes, headings) to

independently aid comprehension

Make a shopping list for a specific holiday

celebration. Include quantities,

measurements and prices

Collect data and create a graph. Share and

explain the results. (example: class

preferences)

Convey personal or familial information

through illustrations

Listen to identify (and write) names of

classroom objects

Draw and describe the map of the school

and/or classroom and describe it to their

peers


stories read aloud: write an illustrated

retelling of a read aloud story. Include

details and temporal words to signal event

order, and provide a sense of closure.

Analyze character traits from textual

information

Describe scientific change through the

graphic or written depiction of processes

or cycles (e.g., how baby changes into an

adult, or how home animals grow such as

puppies into dogs.)

Charting

Maps


events.

Make a timeline of

events.

Make a facts chart.



remember.


story.


Make an acrostic.

Recite a poem.


to show a

particular event.


the main idea was.



events.


based on the story.


words.


Awareness

RF.1-5.2

Phonics and Word

Recognitions

RF.1-5.3

Fluency

RF.1-5.4

Reading

Informational Text


RI.1-5.1

RI.1-5.2

RI.1-5.2

Craft and Structure

RI.1-5.4

RI.1-5.5

RI,1-5.6

Integration of

Knowledge and Ideas

RI.1-5.7

RI.1-5.8

RI.1-5.9

RI.1-5.10

Reading Literature


RL.1-5

RL.1-5.1

RL.1-5.2

RL.1-5.3

comparisons

Retell a story (beginning, middle end)

after listening to or reading a story



and traditions




an info-graphic on this topic

Ask and answer questions about the text

Review/restate and explain what the text is

mainly about

Make predictions or ask questions about

the text by examining the title, cover

illustrations/photographs text, and familiar

author or topic

Review/restate and explain what the text is

mainly about

Display information on various types of

graphic organizers, maps, and charts

Identify prior knowledge about the

problem/situation

Discuss words and word meanings as they

are encountered in texts, instruction, and

conversation

Pose/Ask questions about the

problem/situation

aspect you like.


event.



events.



photographs to


point.


Make a family tree

Put on a play

Create a video

presentation

Four Corners


Short Quizzes


activities


discussion



Group Work Updates

Idea Webs

Daily Do Now Review

Craft and Structure

RL.1-5.4

RL.1-5.5

RL.1-5.6

Integration of

Knowledge and

Details

RL.1-5.7

RL.1-5.9


text complexity

RL.1-5.10

Writing

Text types and

purposes

W.1-5.1

W.1-5.2

W.1-5.3

Production and

Distribution

W.1-5.4

W.1-5.5

W.1-5.6


Present Knowledge

W.1-5.7

Questions

Brainstorming

Contribution

Exit Questions

Dialog/Reflective

Journals



KWL charts/ Graphic

Organizers

CLOZE activities

Anecdotal Records

Do-Nows

Literary Projects

Vocabulary quizzes

Literature circles

Graphic organizers





Questioning

Exit/Admit Slips




groups


W.1-5.8

W.1-5-9

Social Studies

6.1.P.A.1

6.1.P.A.2

6.1.P.A.3

6.1.4.A.1

6.1.4.A.2

6.1.4.A.3

6.1.4.A.4

6.1.4.A.5

6.1.4.A.7

6.1.4.A.8

Technology

1.TT.1.1

1.TT.1.3

Math

1.MD.C.4

1.OAA.1

Writer‟s Workshop

Writing Assignments

NJ Holistic Scoring

Rubric

Peer editing

Self-evaluation

Teacher Conferences

Portfolios

Running Records

Presentations




Pre-Test/ Quizzes


State assessments


interim assessments


tests


exams

Resources

Fiction Literature

David Goes To School, by David Shannon Technology

www.brainpopesl.com






Corey








Sendak






















www.pbskids.org







lesson-plans/
















http://www.rif.org

http://www.fcrr.org


Writing


























http://www.rif.org/






















Songs and Poems




“This Is Me!”

“Month-a-rena”


“Happy MooDay!”



























Teacher Notes:





Reading:





o Draw conclusions






















WIDA Consortium

http://www.wida.us


http://www.cal.org


www.tesol.org








Strategic Reading









http://www.wida.us/

http://www.cal.org






will improve.













comprehending.
















Instruction













text.

Writing:




features:




ideas





conventions:





In order to meet the objectives described in the Grades 1-2 ESL Curriculum, teachers will design thematic units and daily

lesson plans using culturally authentic materials that are appropriate to the students' age, abilities and interests. Teacher selected

materials should explore cultural diversity and multiple perspectives. Teachers should strive to access rich, cross-content materials,

and provide opportunities for students to research, organize, and communicate in the target language using technology. Activities in

the target language should foster purposeful and meaningful communication that relates to relevant, real-world situations.


Unit 1: Our World Duration: January-March





in real life?

Language Needed

Our Town

Freehold Borough


Our Nation

States

Regions


Immigration


Concept of “fairness”

“equality,” and “common

good”

Three branches of

government

The Constitution of the

United States


place in the world?

What is the difference

between a need and a

want?

What is a natural

resource?

What does it mean to

recycle?

What is the purpose of a

map and how does it help

me?

How do citizens use rules

and laws to make

decisions, solve problems

and resolve conflicts?

Why are rules necessary?

What are the rights and

responsibilities of citizens in

our community?

Who is the current mayor,

governor and president?


tradition and how do they

develop?

Vocabulary Usage




Language Forms and

Conventions





declaratives)






The Earth

Earth materials

States of matter


Space

Space exploration:

Astronauts, rockets, space

shuttles.

The solar system and its

characteristics












emerges.









with details.


Unit 1: Our World Duration: September-December

Common Core State

Standards


SWBAT

Assessment

Language:

(See Appendix A for

a complete list of

Common Core

Language Arts

Standards)

WIDA Standard 1:


Language: alphabet,



time telling

Analyze folktale heroes-John Henry,

Johnny Appleseed, Davy Crockett, Paul

Bunyan, Annie Oakley nad explain how

they represent our Nation.

Explore meaning of America (My Country

„Tis of Thee), America the Beautiful,


Activities

TPR activities

Draw and label

Retelling a story

Conventions of

Standard English

(L.1-5.1-2)

Knowledge of

Language (L.1-5.3)

Vocabulary


(Comprehension


Vocabulary

acquisition and use

(L.1-8.5)

Vocabulary

acquisition and use


Speaking and

Listening:

Comprehension and

Collaboration:

SL.1-5.1

SL.1-5.2

SL.1-5.3

Presentation of

knowledge and ideas

SL.1-5.4

SL.1-5.5

SL.1-5.6



objects, routines,


related words



seasons, weather

WIDA Standard 2:





WIDA Standard 3

Language of Math:


contexts (telephone






literacy.

WIDA Standard 4



and habits

Pledge of Allegiance in a variety of oral

forms though one sentence summaries

Identify students‟ city, county, state, nation,

continent by using maps, graphic

Identify goods/services

Describe how people are producers and

consumers through pictures and diagrams

organizers, and visual means.


stories read aloud diagrams in varied forms

Identify major topographical features of the

earth and work on a visual representation of

it.

Compare everyday life of historical figures

to the present by using timelines and

graphic organizers


to the present

Respond to teacher-supplied, peer-written,

published, or digitally posed questions by

providing short answers or in a close

format






presentation describing fictional characters

Name and identify different branches of

government


Think-Pair-Share


activities

Graphic Organizers

Sorting activities

Charting

Maps


events.

Make a timeline of

events.

Make a facts chart.



remember.


story.


Make an acrostic.

Recite a poem.


to show a

particular event.


the main idea was.



events.


Skills:

Print Concepts:

RF.1-5.1

Phonological

Awareness

RF.1-5.2

Phonics and Word

Recognitions

RF.1-5.3

Fluency

RF.1-5.4

Reading

Informational Text


RI.1-5.1

RI.1-5.2

RI.1-5.2

Craft and Structure

RI.1-5.4

RI.1-5.5

RI,1-5.6

Integration of

Knowledge and Ideas

RI.1-5.7

RI.1-5.8

RI.1-5.9

RI.1-5.10

WIDA Standard 5

Language of Social


in the community,



comparison


important events in the lives of historical

figure

Differentiate between needs and wants.

Identify how families and communities

provide for their needs and wants.

Students will be able to identify natural

resources and understand the need to

protect them.

Students will participate in activities to

understand recycling and conserving our

natural resources.

Identify physical aspects of a map using a

legend and representing the information in

a variety of forms.

Analyze the characteristics of a map to

identify what it represents.

Compare and contrast a map and a globe

Determine how each type of community

uses their rules and laws to make decisions,

solve problems and resolve conflicts.

Make a poster showing community

members (eg. teachers, firemen).

Show the different types of homes people

live such as apartment buildings and

houses.

Describe the different types of dwellings in

which people live.

Take a field trip on the school grounds and

discuss community workers such as the


based on the story.


words.


aspect you like.


event.



events.



photographs to


point.


Make a family tree

Put on a play

Create a video

presentation

Four Corners

Formative Assessments

Short Quizzes


activities


Reading Literature


RL.1-5

RL.1-5.1

RL.1-5.2

RL.1-5.3

Craft and Structure

RL.1-5.4

RL.1-5.5

RL.1-5.6

Integration of

Knowledge and

Details

RL.1-5.7

RL.1-5.9


text complexity

RL.1-5.10

Writing

Text types and

purposes

W.1-5.1

W.1-5.2

W.1-5.3

Production and

Distribution

W.1-5.4

school nurse.

Create a word wall or bulletin board

representing related topics regarding Our

World; Plants, Insects and Animals; All

About Me.

Take a field trip to visit a community

worker such as a fireman at the Fire station,

etc.

Use technology and websites to learn about

the seven continents, and landforms, bodies

of water, planets, etc.

Recognize the months of the year through

holiday celebrations and birthdays.

discussion



Group Work Updates

Idea Webs

Daily Do Now Review

Questions

Brainstorming

Contribution

Exit Questions

Dialog/Reflective

Journals



KWL charts/ Graphic

Organizers

CLOZE activities

Anecdotal Records

Do-Nows

Literary Projects

Vocabulary quizzes

Literature circles

Graphic organizers





Questioning

W.1-5.5

W.1-5.6


Present Knowledge

W.1-5.7

W.1-5.8

W.1-5-9

Social Studies

6.1.P.A.1

6.1.P.A.2

6.1.P.A.3

6.1.4.A.1

6.1.4.A.2

6.1.4.A.3

6.1.4.A.4

6.1.4.A.5

6.1.4.A.7

6.1.4.A.8

Technology

1.TT.1.1

1.TT.1.3

Math

1.MD.C.4

1.OAA.1

Geography

1.G.1.1

Exit/Admit Slips




groups


Writer‟s Workshop

Writing Assignments

NJ Holistic Scoring

Rubric

Peer editing

Self-evaluation

Teacher Conferences

Portfolios

Running Records

Presentations




Pre-Test/ Quizzes


State assessments


interim assessments


tests


1.G.1.2

1.G.1.3

1.G.2.1

1.G.2.2

1.G.2.3

Technology

1.TT.1.1

1.TT.1.3

exams

Resources

Fiction Literatue

Just a Dream by Chris Van Allsburg

The Giving Tree by Shel Silverstein

The Lorax by Dr. Suess

The Great Kapok Tree by Lynne Cherry

The Berenstain Bear Scouts and the Coughing Catfish by

Stan & Jan Berenstain

Biscuit’s Earth Day Celebration by Alyssa Satin Capucilli

It’s Earth Day! (Little Critter) by Mercer Mayer


The Three R’s: Reuse, Reduce, Recycle by Nuria Roca,

Illustrated by Rosa M. Curato

Making a Difference Respecting Our World by Sue

Barraclough

Making a Difference Recycling Materials by Sue

Barraclough

Making a Difference Reducing Garbage by Sue

Barraclough

Making a Difference Reusing Things by Sue Barraclough

What’s Looking at You Kid by J. Patrick Lewis

Heroes of the Environment: True Stories of People Who

Technology

www.brainpopesl.com

www.congressforkids.net



www.pbskids.org







lesson-plans/




























Are Helping Protect Our Planet by Charles Siebert and

Harriet Rohmer

We Planted a Tree by Diane Muldrow

Why I Care About Nature? By M. J. Knight

Why Should I Recycle? By Jen Green and Mike Gordon

Recycle by Gail Gibbons

Songs and Poems

Michael Recycle by Ellie Bethel, Illustrated by Alexandra

Colombo

Where the Sidewalk Ends, Sarah Cynthia Silvia Stout

Would Not Take The Garbage Out by Shel Silverstein

The Three Bears Holiday Rhyme Book, Earth Day by Jane

Yolen








http://www.rif.org

http://www.fcrr.org


Writing














Teacher Notes:














http://www.rif.org/

















Reading:





o Draw conclusions























WIDA Consortium

http://www.wida.us


http://www.cal.org


www.tesol.org








Strategic Reading











http://www.wida.us/

http://www.cal.org


will improve.













comprehending.

















Instruction









text.

Writing:




features:




ideas





conventions:















in real life?

Language Needed

Our Town

Freehold Borough


Our Nation

States

Regions


Immigration




good”

Three branches of

government


United States

The Earth


place in the world?



want?

What is a natural

resource?


recycle?



me?


and laws to make






our community?




tradition and how do

they develop?

Vocabulary Usage









detail.








Language Forms and

Conventions



Earth materials

States of matter


Space

Space exploration:


shuttles.


characteristics





constructions



content areas




variation.










Grades 1-2 ESL Intermediate (ELP 2 –3)


Common Core State

Standards


SWBAT

Assessment

Language:

(See Appendix A for

a complete list of

Common Core

Language Arts

Standards)

WIDA Standard 1:


Language: alphabet,



time telling



Bunyan, Annie Oakley and represent how

they symbolize our Nation.

Explore meaning of America (My Country

„Tis of Thee), America the Beautiful,


Activities

TPR activities

Draw and label

Conventions of

Standard English

(L.1-5.1-2)

Knowledge of

Language (L.1-5.3)

Vocabulary


(Comprehension


Vocabulary

acquisition and use

(L.1-8.5)

Vocabulary

acquisition and use


Speaking and

Listening:

Comprehension and

Collaboration:

SL.1-5.1

SL.1-5.2

SL.1-5.3

Presentation of

knowledge and ideas

SL.1-5.4

SL.1-5.5

SL.1-5.6



objects, routines,


related words



seasons, weather

WIDA Standard 2:





WIDA Standard 3

Language of Math:


contexts (telephone






literacy.

WIDA Standard 4



and habits

Pledge of Allegiance and represent their

meaning through a variety of forms.

Identify students‟ city, county, state, nation,

continent by using maps, graphic

Understand difference between

goods/services

Describe how people are producers and

consumers through graphic organizers.


stories



it.



graphic organizers


to the present


published, or digitally posed questions







Name and identify different branches of

government



Retelling a story

Think-Pair-Share


activities

Graphic Organizers

Sorting activities

Charting

Maps


events.

Make a timeline of

events.

Make a facts chart.



remember.


story.


Make an acrostic.

Recite a poem.


to show a

particular event.


the main idea was.




Skills:

Print Concepts:

RF.1-5.1

Phonological

Awareness

RF.1-5.2

Phonics and Word

Recognitions

RF.1-5.3

Fluency

RF.1-5.4

Reading

Informational Text


RI.1-5.1

RI.1-5.2

RI.1-5.2

Craft and Structure

RI.1-5.4

RI.1-5.5

RI,1-5.6

Integration of

Knowledge and Ideas

RI.1-5.7

RI.1-5.8

RI.1-5.9

RI.1-5.10

WIDA Standard 5

Language of Social


in the community,



comparison


figure


Evaluate how families and communities


Students will be able to understand natural

resources and the need to protect them.



natural resources.

Label physical aspects of a map using a


a variety of forms.










live such as apartment buildings and houses.


which people live.



school nurse.


events.


based on the story.


words.


aspect you like.


event.



events.



photographs to


point.


Make a family tree

Put on a play

Create a video

presentation

Four Corners


Short Quizzes


activities

Reading Literature


RL.1-5

RL.1-5.1

RL.1-5.2

RL.1-5.3

Craft and Structure

RL.1-5.4

RL.1-5.5

RL.1-5.6

Integration of

Knowledge and

Details

RL.1-5.7

RL.1-5.9


text complexity

RL.1-5.10

Writing

Text types and

purposes

W.1-5.1

W.1-5.2

W.1-5.3

Production and

Distribution

W.1-5.4

W.1-5.5



About Me.



etc.







discussion



Group Work Updates

Idea Webs

Daily Do Now Review

Questions

Brainstorming

Contribution

Exit Questions

Dialog/Reflective

Journals



KWL charts/ Graphic

Organizers

CLOZE activities

Anecdotal Records

Do-Nows

Literary Projects

Vocabulary quizzes

Literature circles

Graphic organizers





W.1-5.6


Present Knowledge

W.1-5.7

W.1-5.8

W.1-5-9

Social Studies

6.1.P.A.1

6.1.P.A.2

6.1.P.A.3

6.1.4.A.1

6.1.4.A.2

6.1.4.A.3

6.1.4.A.4

6.1.4.A.5

6.1.4.A.7

6.1.4.A.8

Technology

1.TT.1.1

1.TT.1.3

Math

1.MD.C.4

1.OAA.1

Geography

1.G.1.1

1.G.1.2

1.G.1.3

1.G.2.1

Questioning

Exit/Admit Slips




groups


Writer‟s Workshop

Writing Assignments

NJ Holistic Scoring

Rubric

Peer editing

Self-evaluation

Teacher Conferences

Portfolios

Running Records

Presentations




Pre-Test/ Quizzes


State assessments


interim assessments


1.G.2.2

1.G.2.3

Technology

1.TT.1.1

1.TT.1.3

tests


exams

Resources

Fiction Literatue













Barraclough


Barraclough


Barraclough





Harriet Rohmer

Technology

www.brainpopesl.com




www.pbskids.org







lesson-plans/




































Songs and Poems


Colombo




Yolen






http://www.rif.org

http://www.fcrr.org


Writing














Teacher Notes:















http://www.rif.org/


















Reading:





o Draw conclusions





















will improve.


WIDA Consortium

http://www.wida.us


http://www.cal.org


www.tesol.org








Strategic Reading











http://www.wida.us/

http://www.cal.org













comprehending.















text.

Instruction









Writing:




features:



Organization: the text exhibits a discernible progressions of

ideas





conventions:


















in real life?

Language Needed

Our Town

Freehold Borough


Our Nation

States

Regions


Immigration




good”

Three branches of

government


place in the world?



want?

What is a natural

resource?


recycle?



me?


and laws to make





our community?




tradition and how do

they develop?

Vocabulary Usage













specificity.

Language Forms and

Conventions




United States

The Earth

Earth materials

States of matter


Space

Space exploration:


shuttles.


characteristics.












idea.






not impede overall








Grades 1-2 ESL Advanced (ELP 4 –5)


Common Core State

Standards


SWBAT

Assessment

Language:

(See Appendix A for

a complete list of

WIDA Standard 1:


Language: alphabet,



Bunyan, Annie Oakley and represent how


Activities

TPR activities

Common Core

Language Arts

Standards)

Conventions of

Standard English

(L.1-5.1-2)

Knowledge of

Language (L.1-5.3)

Vocabulary


(Comprehension


Vocabulary

acquisition and use

(L.1-8.5)

Vocabulary

acquisition and use


Speaking and

Listening:

Comprehension and

Collaboration:

SL.1-5.1

SL.1-5.2

SL.1-5.3

Presentation of

knowledge and ideas



time telling



objects, routines,


related words



seasons, weather

WIDA Standard 2:





WIDA Standard 3

Language of Math:


contexts (telephone






literacy.

WIDA Standard 4


they symbolize our Nation by

understanding their character traits.

Critique America (My Country „Tis of

Thee), America the Beautiful, Pledge of

Allegiance and other folktale songs.

Identify and elaborate on students‟ city,

county, state, nation, continent by using

maps, graphic

Compare and contrast goods/services

Classify people as producers and

consumers in response to non-fictional text.

Demonstrate comprehension of stories by

completing graphic organizers



it.



graphic organizers


to the present


published, or digitally posed questions




listening to or reading a story including the

main idea and most important supporting

details



Draw and label

Retelling a story

Think-Pair-Share


activities

Graphic Organizers

Sorting activities

Charting

Maps


events.

Make a timeline of

events.

Make a facts chart.



remember.


story.


Make an acrostic.

Recite a poem.


to show a particular

event.


the main idea was.


SL.1-5.4

SL.1-5.5

SL.1-5.6


Skills:

Print Concepts:

RF.1-5.1

Phonological

Awareness

RF.1-5.2

Phonics and Word

Recognitions

RF.1-5.3

Fluency

RF.1-5.4

Reading

Informational Text


RI.1-5.1

RI.1-5.2

RI.1-5.2

Craft and Structure

RI.1-5.4

RI.1-5.5

RI,1-5.6

Integration of

Knowledge and Ideas

RI.1-5.7

RI.1-5.8


and habits

WIDA Standard 5

Language of Social


in the community,



comparison

Compare and contrast different branches of

government




figure


Identify how families and communities


Students will be able to classify natural

resources and evaluate the need to protect

them.



natural resources.

Identify physical aspects of a map using a


a variety of forms.










live such as apartment buildings and

houses.


events.


based on the story.


words.


aspect you like.


event.



events.



photographs to


point.


Make a family tree

Put on a play

Create a video

presentation

Four Corners


Short Quizzes


RI.1-5.9

RI.1-5.10

Reading Literature


RL.1-5

RL.1-5.1

RL.1-5.2

RL.1-5.3

Craft and Structure

RL.1-5.4

RL.1-5.5

RL.1-5.6

Integration of

Knowledge and

Details

RL.1-5.7

RL.1-5.9


text complexity

RL.1-5.10

Writing

Text types and

purposes

W.1-5.1

W.1-5.2

W.1-5.3


which people live.



school nurse.




About Me.



etc.






activities


discussion



Group Work Updates

Idea Webs

Daily Do Now Review

Questions

Brainstorming

Contribution

Exit Questions

Dialog/Reflective

Journals



KWL charts/ Graphic

Organizers

CLOZE activities

Anecdotal Records

Do-Nows

Literary Projects

Vocabulary quizzes

Literature circles

Graphic organizers




Production and

Distribution

W.1-5.4

W.1-5.5

W.1-5.6


Present Knowledge

W.1-5.7

W.1-5.8

W.1-5-9

Social Studies

6.1.P.A.1

6.1.P.A.2

6.1.P.A.3

6.1.4.A.1

6.1.4.A.2

6.1.4.A.3

6.1.4.A.4

6.1.4.A.5

6.1.4.A.7

6.1.4.A.8

Technology

1.TT.1.1

1.TT.1.3

Math

1.MD.C.4

1.OAA.1


Questioning

Exit/Admit Slips




groups


Writer‟s Workshop

Writing Assignments

NJ Holistic Scoring

Rubric

Peer editing

Self-evaluation

Teacher Conferences

Portfolios

Running Records

Presentations




Pre-Test/ Quizzes


State assessments


interim assessments

Geography

1.G.1.1

1.G.1.2

1.G.1.3

1.G.2.1

1.G.2.2

1.G.2.3

Technology

1.TT.1.1

1.TT.1.3


tests


exams

Resources

Fiction Literatue













Barraclough


Barraclough


Technology

www.brainpopesl.com




www.pbskids.org







lesson-plans/




















Barraclough





Harriet Rohmer





Songs and Poems


Colombo




Yolen












http://www.rif.org

http://www.fcrr.org


Writing
























http://www.rif.org/
















Teacher Notes:





Reading:





o Draw conclusions





















WIDA Consortium

http://www.wida.us


http://www.cal.org


www.tesol.org








Strategic Reading









http://www.wida.us/

http://www.cal.org







will improve.













comprehending.















Instruction













text.

Writing:




features:




ideas





conventions:






The curriculum for Grades 1-2 ESL Beginner ELP 1 - Entering is designed to meet the needs of novice level English

language speakers, new to the United States. Students at Proficiency level 1 communicate both non-verbally and at the word level at

this stage in their language acquisition.


Unit 3: The Wonderful World of Nature Duration: April-June





in real life?

Language Needed

Plants:

Parts of plants



Animals:


Classifications

Animals as represented in

both informational and

narrative texts.

Insects:

Characteristics

Behaviors

Products

Balance of Nature:

Habitats

Food chains

Life cycle

How do we know if

something is living or not?

What do living things

need?

Where do living things

live?

What are some examples

of non-living things?

How do living things

adapt to their

environment?




our community?





develop?

Vocabulary Usage




Language Forms and

Conventions





declaratives)










Regular and irregular

comparatives


Common affixes

Question format

Chronological order

Adverbs



Making inferences


Reading and creating diagrams

for explaining a process









emerges.









with details.



Common Core State

Standards


SWBAT

Assessment

Language:

(See Appendix A for

a complete list of

Common Core

Language Arts

Standards)

Conventions of

Standard English

(L.1-5.1-2)

WIDA Standard 1:


Language: alphabet,



time telling



objects, routines,

Group living and non-living things

according to the characteristics that they

share using pictures

Identify plants as living things that can

grow, change and die

Analyze the life cycle of a plant and label

each part of the cycle.

Analyze the life cycle of a plant by

responding to teacher created cloze

sentences


Activities

TPR activities

Draw and label

Retelling a story

Think-Pair-Share


activities

Knowledge of

Language (L.1-5.3)

Vocabulary


(Comprehension


Vocabulary

acquisition and use

(L.1-8.5)

Vocabulary

acquisition and use


Speaking and

Listening:

Comprehension and

Collaboration:

SL.1-5.1

SL.1-5.2

SL.1-5.3

Presentation of

knowledge and ideas

SL.1-5.4

SL.1-5.5

SL.1-5.6


Skills:

Print Concepts:


related words



seasons, weather

WIDA Standard 2:





WIDA Standard 3

Language of Math:


contexts (telephone






literacy.

WIDA Standard 4



and habits

WIDA Standard 5

Language of Social


in the community,

Identify, name and explain the functions of

the parts of a plant

Evaluate a plant‟s adaptation to its

environment using a graphic organizer

Explain how water moves through a plant

and the effect of water on plant survival by

creating diagrams and visuals with a

partner

Determine the effect of the sun on plants‟

food manufacturing by conducting an

experiment and journaling students‟

observations

Identify and explain that there are different

habitats for different types of plants

Explain how people use plants

Understand that animals have different

structures that serve different functions in

growth, survival, and reproduction

Identify different types of animals

(mammals, reptiles, fish, insects, etc) by

sorting pictures according to the

characteristics of each group

Identify and recognize growth in animals

Identify and understand different means of

adaptation ( hibernation, migration,

camouflage, etc)

Understand that animals have life cycles

Describe how animals might respond to

changes in their environment

Explain animals need air, water, and light

to live and thrive

Understand animals have offspring that

Graphic Organizers

Sorting activities

Charting

Maps


events.

Make a timeline of

events.

Make a facts chart.



remember.


story.


Make an acrostic.

Recite a poem.


to show a

particular event.


the main idea was.



events.


based on the story.


RF.1-5.1

Phonological

Awareness

RF.1-5.2

Phonics and Word

Recognitions

RF.1-5.3

Fluency

RF.1-5.4

Reading

Informational Text


RI.1-5.1

RI.1-5.2

RI.1-5.2

Craft and Structure

RI.1-5.4

RI.1-5.5

RI,1-5.6

Integration of

Knowledge and Ideas

RI.1-5.7

RI.1-5.8

RI.1-5.9

RI.1-5.10

Reading Literature


RL.1-5

RL.1-5.1



comparison

resemble their parents

Compare and contrast observable traits

between parents and offspring

Identify and categorize the basic needs of

living organisms as they relate to their

environment

Identify and describe different habitats of

different animals




About Me.

List uses of whole numbers from graphs or

visuals using phrases or short sentences

Learn the names of animals and the

products they produce (e.g., bees/honey)

Take a walk around the school and write a

Language Experience story (students

dictate as teacher writes) on the

observations of nature.

Determine how different structures (mouth,

beak, eyes, tails, etc) aid in the survival of

animals in different environments

Create a diorama showing plants, insects

and animals in their natural habitat.

words.


aspect you like.


event.



events.



photographs to


point.


Make a family tree

Put on a play

Create a video

presentation

Four Corners


Short Quizzes


activities


discussion



RL.1-5.2

RL.1-5.3

Craft and Structure

RL.1-5.4

RL.1-5.5

RL.1-5.6

Integration of

Knowledge and

Details

RL.1-5.7

RL.1-5.9


text complexity

RL.1-5.10

Writing

Text types and

purposes

W.1-5.1

W.1-5.2

W.1-5.3

Production and

Distribution

W.1-5.4

W.1-5.5

W.1-5.6

Group Work Updates

Idea Webs

Daily Do Now Review

Questions

Brainstorming

Contribution

Exit Questions

Dialog/Reflective

Journals



KWL charts/ Graphic

Organizers

CLOZE activities

Anecdotal Records

Do-Nows

Literary Projects

Vocabulary quizzes

Literature circles

Graphic organizers





Questioning

Exit/Admit Slips




Present Knowledge

W.1-5.7

W.1-5.8

W.1-5-9

Math

1.MD.C.4

1.OAA.1

Technology

1.TT.1.1

1.TT.1.3

Science

5.1.P.A.1

5.1.4.A.1

5.1.4.A.2

5.1.4.A.3

5.3.P.A.1

5.3.P.A.2

5.3.2.A.1

5.3.P.B.1

5.3.2.B.1

5.3.2.B.2

5.3.2.B.3

5.3.P.C.1

5.3.2.C.1

5.3.2.C.2

5.3.2.C.3

5.3.P.D.1

5.3.2.D.1

5.3.2.D.2


groups


Writer‟s Workshop

Writing Assignments

NJ Holistic Scoring

Rubric

Peer editing

Self-evaluation

Teacher Conferences

Portfolios

Running Records

Presentations




Pre-Test/ Quizzes


State assessments


interim assessments


tests


exams

Resources

Fiction Literatue

The Salamander Room by A. Mazer

The Tiny Seed by E. Carle

The Big Seed by E. Howard

I am a Seed by J. Marzollo

Love You Forever by R. Munsch

Building Beavers by K. Martin-James

Non-Fiction Flip, Float, Flop: Seeds on the Move by Joan Early Macken

From Seed to Plant by G. Gibbons

How do Plants Grow by Louise and Richard Spilsbury

Is it a Living Thing? by Bobbie Kalman

It’s a Fruit, It’s a Vegetable, It’s a Pumpkin by Allan

Fowler

Living and Non-Living by Carol Lindeen

Nature Spy by S. Rotner

Our Planet by Charles Siebert and Harriet Rohmer

What’s Alive? by Zoehfeld Weidner



Songs and Poems




Yolen

Technology

www.brainpopesl.com




www.pbskids.org







lesson-plans/
















http://www.rif.org

http://www.fcrr.org



























http://www.rif.org/



Writing














Teacher Notes:





Reading:










WIDA Consortium

http://www.wida.us


















http://www.wida.us/


o Draw conclusions





















will improve.






http://www.cal.org


www.tesol.org








Strategic Reading









Instruction




http://www.cal.org









comprehending.















text.

Writing:










features:




ideas





conventions:















in real life?

Language Needed

Plants:

Parts of plants



Animals:


Classifications



narrative texts.

Insects:

Characteristics

Behaviors

Products

Balance of Nature:

Habitats

Food chains

How do we know if



need?


live?




adapt to their

environment?




our community?





develop?

Vocabulary Usage









detail.








Language Forms and

Conventions


Life cycle



comparatives


Question format

Chronological order

Adverbs



Making inferences









constructions



content areas




variation.












Common Core State

Standards


SWBAT

Assessment

Language:

(See Appendix A for

a complete list of

Common Core

Language Arts

WIDA Standard 1:


Language: alphabet,





share using short sentences




Activities

TPR activities

Draw and label

Standards)

Conventions of

Standard English

(L.1-5.1-2)

Knowledge of

Language (L.1-5.3)

Vocabulary


(Comprehension


Vocabulary

acquisition and use

(L.1-8.5)

Vocabulary

acquisition and use


Speaking and

Listening:

Comprehension and

Collaboration:

SL.1-5.1

SL.1-5.2

SL.1-5.3

Presentation of

knowledge and ideas

SL.1-5.4

SL.1-5.5

time telling



objects, routines,


related words



seasons, weather

WIDA Standard 2:





WIDA Standard 3

Language of Math:


contexts (telephone






literacy.

WIDA Standard 4



and habits

Analyze the life cycle of a plant by creating

a representation of them.

Analyze the life cycle of a plant by

responding to teacher created cloze

sentences




environment using a graphic organizer and

summarizing their ideas after they have

been organized.


and the effect of water on plant survival by

creating diagrams and presenting to the

class with a partner




observations with the help of a word bank

for this unit created by the teacher








(mammals, reptiles, fish, insects, etc)


by charting the growth using different

types of charts for their observations



Retelling a story

Think-Pair-Share


activities

Graphic Organizers

Sorting activities

Charting

Maps


events.

Make a timeline of

events.

Make a facts chart.



remember.


story.


Make an acrostic.

Recite a poem.


to show a

particular event.


the main idea was.



SL.1-5.6


Skills:

Print Concepts:

RF.1-5.1

Phonological

Awareness

RF.1-5.2

Phonics and Word

Recognitions

RF.1-5.3

Fluency

RF.1-5.4

Reading

Informational Text


RI.1-5.1

RI.1-5.2

RI.1-5.2

Craft and Structure

RI.1-5.4

RI.1-5.5

RI,1-5.6

Integration of

Knowledge and Ideas

RI.1-5.7

RI.1-5.8

RI.1-5.9

RI.1-5.10

WIDA Standard 5

Language of Social


in the community,



comparison

camouflage, etc)


and represent it by using various means

Hypothesize how animals might respond

to changes in their environment


to live and thrive







environment


different animals




About Me.














events.


based on the story.


words.


aspect you like.


event.



events.



photographs to


point.


Make a family tree

Put on a play

Create a video

presentation

Four Corners


Short Quizzes


activities

Reading Literature


RL.1-5

RL.1-5.1

RL.1-5.2

RL.1-5.3

Craft and Structure

RL.1-5.4

RL.1-5.5

RL.1-5.6

Integration of

Knowledge and

Details

RL.1-5.7

RL.1-5.9


text complexity

RL.1-5.10

Writing

Text types and

purposes

W.1-5.1

W.1-5.2

W.1-5.3

Production and

Distribution

W.1-5.4


discussion



Group Work Updates

Idea Webs

Daily Do Now Review

Questions

Brainstorming

Contribution

Exit Questions

Dialog/Reflective

Journals



KWL charts/ Graphic

Organizers

CLOZE activities

Anecdotal Records

Do-Nows

Literary Projects

Vocabulary quizzes

Literature circles

Graphic organizers





W.1-5.5

W.1-5.6


Present Knowledge

W.1-5.7

W.1-5.8

W.1-5-9

Math

1.MD.C.4

1.OAA.1

Technology

1.TT.1.1

1.TT.1.3

Science

5.1.P.A.1

5.1.4.A.1

5.1.4.A.2

5.1.4.A.3

5.3.P.A.1

5.3.P.A.2

5.3.2.A.1

5.3.P.B.1

5.3.2.B.1

5.3.2.B.2

5.3.2.B.3

5.3.P.C.1

5.3.2.C.1

5.3.2.C.2

5.3.2.C.3

Questioning

Exit/Admit Slips




groups


Writer‟s Workshop

Writing Assignments

NJ Holistic Scoring

Rubric

Peer editing

Self-evaluation

Teacher Conferences

Portfolios

Running Records

Presentations




Pre-Test/ Quizzes


State assessments


interim assessments


tests

5.3.P.D.1

5.3.2.D.1

5.3.2.D.2


exams

Resources

Fiction Literatue












Fowler







Songs and Poems




Yolen

Technology

www.brainpopesl.com




www.pbskids.org







lesson-plans/









































http://www.rif.org

http://www.fcrr.org


Writing














Teacher Notes:





Reading:








WIDA Consortium


http://www.rif.org/






















o Draw conclusions





















will improve.




http://www.wida.us


http://www.cal.org


www.tesol.org








Strategic Reading









Instruction



http://www.wida.us/

http://www.cal.org










comprehending.















text.

Writing:











features:




ideas





conventions:


















in real life?

Language Needed

Plants:

Parts of plants



Animals:


Classifications



narrative texts.

Insects:

Characteristics

Behaviors

Products

How do we know if



need?


live?




adapt to their

environment?




our community?





develop?

Vocabulary Usage













specificity.

Language Forms and

Conventions



Balance of Nature:

Habitats

Food chains

Life cycle



comparatives


Question format

Chronological order


Making inferences














idea.






not impede overall










Common Core State

Standards


SWBAT

Assessment

Language:

(See Appendix A for

a complete list of

Common Core

WIDA Standard 1:


Language: alphabet,




share



Activities

TPR activities

Draw and label

Language Arts

Standards)

Conventions of

Standard English

(L.1-5.1-2)

Knowledge of

Language (L.1-5.3)

Vocabulary


(Comprehension


Vocabulary

acquisition and use

(L.1-8.5)

Vocabulary

acquisition and use


Speaking and

Listening:

Comprehension and

Collaboration:

SL.1-5.1

SL.1-5.2

SL.1-5.3

Presentation of

knowledge and ideas

SL.1-5.4


time telling



objects, routines,


related words



seasons, weather

WIDA Standard 2:





WIDA Standard 3

Language of Math:


contexts (telephone






literacy.

WIDA Standard 4




Analyze the life cycle of a plant

Analyze the life cycle of a plant




environment


and the effect of water on plant survival




observations








(mammals, reptiles, fish, insects, etc)


by charting the growth using different

types of charts for their observations



camouflage, etc)


and represent it by using various means

Hypothesize how animals might respond

to changes in their environment


Retelling a story

Think-Pair-Share


activities

Graphic Organizers

Sorting activities

Charting

Maps


events.

Make a timeline of

events.

Make a facts chart.



remember.


story.


Make an acrostic.

Recite a poem.


to show a

particular event.


the main idea was.



SL.1-5.5

SL.1-5.6


Skills:

Print Concepts:

RF.1-5.1

Phonological

Awareness

RF.1-5.2

Phonics and Word

Recognitions

RF.1-5.3

Fluency

RF.1-5.4

Reading

Informational Text


RI.1-5.1

RI.1-5.2

RI.1-5.2

Craft and Structure

RI.1-5.4

RI.1-5.5

RI,1-5.6

Integration of

Knowledge and Ideas

RI.1-5.7

RI.1-5.8

RI.1-5.9

and habits

WIDA Standard 5

Language of Social


in the community,



comparison

to live and thrive







environment


different animals




About Me.














events.


based on the story.


words.


aspect you like.


event.



events.



photographs to


point.


Make a family tree

Put on a play

Create a video

presentation

Four Corners


Short Quizzes


activities

RI.1-5.10

Reading Literature


RL.1-5

RL.1-5.1

RL.1-5.2

RL.1-5.3

Craft and Structure

RL.1-5.4

RL.1-5.5

RL.1-5.6

Integration of

Knowledge and

Details

RL.1-5.7

RL.1-5.9


text complexity

RL.1-5.10

Writing

Text types and

purposes

W.1-5.1

W.1-5.2

W.1-5.3

Production and

Distribution


discussion



Group Work Updates

Idea Webs

Daily Do Now Review

Questions

Brainstorming

Contribution

Exit Questions

Dialog/Reflective

Journals



KWL charts/ Graphic

Organizers

CLOZE activities

Anecdotal Records

Do-Nows

Literary Projects

Vocabulary quizzes

Literature circles

Graphic organizers





W.1-5.4

W.1-5.5

W.1-5.6


Present Knowledge

W.1-5.7

W.1-5.8

W.1-5-9

Math

1.MD.C.4

1.OAA.1

Technology

1.TT.1.1

1.TT.1.3

Science

5.1.P.A.1

5.1.4.A.1

5.1.4.A.2

5.1.4.A.3

5.3.P.A.1

5.3.P.A.2

5.3.2.A.1

5.3.P.B.1

5.3.2.B.1

5.3.2.B.2

5.3.2.B.3

5.3.P.C.1

5.3.2.C.1

5.3.2.C.2

Questioning

Exit/Admit Slips




groups


Writer‟s Workshop

Writing Assignments

NJ Holistic Scoring

Rubric

Peer editing

Self-evaluation

Teacher Conferences

Portfolios

Running Records

Presentations




Pre-Test/ Quizzes


State assessments


interim assessments


tests

5.3.2.C.3

5.3.P.D.1

5.3.2.D.1

5.3.2.D.2


exams

Resources

Fiction Literatue












Fowler







Technology

www.brainpopesl.com




www.pbskids.org







lesson-plans/


























Songs and Poems




Yolen









http://www.rif.org

http://www.fcrr.org


Writing





















http://www.rif.org/
















Teacher Notes:





Reading:





o Draw conclusions


















WIDA Consortium

http://www.wida.us


http://www.cal.org


www.tesol.org








Strategic Reading






http://www.wida.us/

http://www.cal.org










will improve.













comprehending.














Instruction
















text.

Writing:




features:




ideas





conventions:







Appendix A

Common Core Language Arts Standards


Common Core State Standards Student Learning Objectives

Language: Conventions of Standard English (L.K-5.1-2)

Knowledge of Language (L.K-5.3)

Vocabulary Acquisition and Use:

(Comprehension strategies) (L.K-5.4)

Vocabulary acquisition and use (L.K-8.5)

Vocabulary acquisition and use (application) (L.K-5.6)

Recognize and reproduce the complete alphabet using both upper

and lower case letters.

Use frequently occurring nouns and verbs, form regular and

irregular plural forms of nouns.

Understand and use interrogatives and frequently occurring

prepositions.

Communicate in words, phrases and complete sentences using the

target language.

Recognize, name and correctly employ end punctuation marks.

Capitalize the first word of a sentence and the pronoun I.

Use memorization, phonetics and knowledge of sound/letter

relationships to spell words correctly.

Read high frequency words by sight.

With guidance and support from adults, explore word relationships

and nuances in word meanings.

Use words and phrases acquired through conversations, reading

and being read to, and responding to texts.

Speaking and Listening: Follow oral directions according to simple commands using

Comprehension and collaboration

SL.K-5.1

SL.K-5.2

SL.K-5.3

Presentation of knowledge and ideas

SL.K-5.4

SL.K-5.5

SL.K-5.6

manipulatives or real-life objects (e.g., point to your head).

Follow along in role play activities described orally.

Explore movement of real-life objects by following oral commands

and modeling (e.g., “Push the ball. Watch it move. Make it stop.”).

Listen to recognize types of language by context and tone.

Follow increasingly difficult oral directions.

Repeat new language related to story pictures modeled by teachers.

Name body parts and associate them with senses and physical

actions (e.g., eyes-see, nose-smells, fingers – touch).

Identify signs around neighborhood from oral commands and

pictures or field trips (e.g., traffic lights, schools or railroad

crossings).

Confirm understanding of a text read aloud or information

presented orally or through other media by asking and answering

questions about key details and requesting clarification if

something is not understood.

Ask and answer questions for clarification or to resolve problems.

Participate in full class, group, or pair discussions.

Answer yes/no or choice questions about likes or dislikes (e.g., Do

you like to swim?)

Express needs.

Use language acquired through classroom instruction for real life

communication.

Reading (Foundational Skills):

Print concepts

RF.K-5.1

Phonological Awareness

RF.K-5.2

Phonics and Word Recognitions

RF.K-5.3

Fluency

RF.K-5.4

Recognize and reproduce the complete alphabet using both upper

and lower case letters.

Associate letter sounds (at beginning, middle, or end of words)

with familiar pictures in context.

Demonstrate understanding of spoken words, syllables, and sounds

(phonemes).

a. Recognize and produce rhyming words.

b. Count, pronounce, blend, and segment syllables in spoken

words.

Match voice to print by pointing to icons, letters, or illustrated

words.

Use memorization, phonetics and knowledge of sound/letter

relationships to spell words correctly.

Read high frequency words by sight.

Identify all kind of foods from photographs, graphs, or charts with

labels and select them to makes posters from magazine pictures.

Categorize vocabulary with classifications such as parts of speech,

synonyms, antonyms, etc.

Distinguish shades and nuances of meaning between words with

similar meanings.

Reading Informational Text Match illustrations (icons and pictures) to target vocabulary items.

Key Ideas and Details

RI.K-5.1

RI.K-5.2

RI.K-5.3

Craft and structure

RI.K-5.4

RI.K-5.5

RI.K-5.6

Integration of Knowledge and Ideas

RI.K-5.7

RI.K-5.8

RI.K-5.9

RI.K-5.10

With prompting and support, ask and answer questions about key

details in a text.

With prompting and support, identify the main topic and retell key

details of a text.

With prompting and support, students will read informational text,

name the title, author, give setting, identify major events, and

ask/answer about key details in a text.

Students will retell and summarize informational texts they have

read.

Students will compare similar texts and make connections with

their own experiences.

Identify the front cover, back cover, and title page of a book.

With appropriate prompting and support, students will describe the

relationship between text and images (illustrations, charts, etc.) the

information that is conveyed.

Interpret graphs, charts, and diagrams.

Use diagrams to guide use of standard, non-standard measures

(e.g., a ruler can show inches).

Match labeled pictures with illustrated celebrations or customs in

U.S. or internationally.

Begin to connectnew information to information previously

learned.

Compare and contrast story plots, characters, settings and themes.

Actively engage in group reading activities with purpose and

understanding.

Reading Literature


RL.K-5

RL.K-5.1

RL.K-5.2

RL.K-5.3

Craft and Structure

RL. K-5.4

RL.K-5.5

RL.K-5.6

Integration of Knowledge and Details

RL.K-5.7

RL.K-5.9

Range of Reading and text complexity

RL.K-5.10

Match illustrations (icons and pictures) to target vocabulary items

With prompting and support, ask and answer questions about key

details in a text.

With prompting and support, students will read literature and

demonstrate the ability to name the title, author, give setting, name

characters, identify major events, and ask/answer about key details

in a text.

Read simple texts, both fiction and non-fiction, with fluency that is

appropriate with proficiency level.

Demonstrate an understanding of the purpose of punctuation marks

while reading aloud.

Students will retell and summarize stories they have read.

Students will compare stories and make connections with their own

experiences.

With appropriate prompting and support, students will describe the

relationship between text and images (illustrations, charts, etc.) the

information that is conveyed.

Actively engage in group reading activities with purpose and

understanding.

Writing

Text types and purposes

W.K-5.1

W.K-5.2

W.K-5.3

Production and Distribution

W.K-5.4

W.K-5.5

W.K-5.6

Research to Build and Present Knowledge

W.K-5.7

W.K-5.8

W.K-5.9

Trace, copy or produce words about target thematic vocabulary

using models and pictures

Illustrate and label whole numbers from graphs or visuals and

word banks (such as from 1-100)

Use a combination of drawing, dictating, and writing to compose

opinion pieces in which they tell a reader the topic or the name of

the book they are writing about and state an opinion or preference

about the topic or book (e.g., My favorite book is...).

Reproduce illustrated word pairs by families (e.g., cat, hat)

Write a descriptive piece, such as a description of a person, place

or object.

Reproduce or label symbols or logos for food in a supermarket.

Students will use a combination of drawing, dictating, and writing

to narrate a single event or several loosely linked events, tell about

the events in the order in which they occurred, and provide a

reaction to what happened.

Develop a collection of writing (e.g. portfolio or literacy folder)

Appendix B

A Blank Template for Drafting Strands of MPIs

CONNECTION:

EXAMPLE CONTEXT FOR LANGUAGE USE:

COGNITIVE FUNCTION:

DO

MA

IN:

__________

__

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6 - R

each

ing

TOPIC-RELATED LANGUAGE:

GRADE: _______

ELD STANDARD: ____________________________________ EXAMPLE TOPIC: ____________________________________

course title: esl grade: 1-2 · home (room furnishing- prepositions of locations) family titles...

Documents