curriculum for esl i - rahway public schools · rl.4.2. determine a theme of a story, drama, or...

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EESSLL II

GGRRAADDEESS 99--1122

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Christine H. Salcito, Director of Curriculum and Instruction John Perillo, Supervisor of Special Projects

The Board acknowledges the following who contributed to the preparation of this curriculum.

Diane Lagattuta

Subject/Course Title: Date of Board Adoptions:

ESL I May 21, 2013 Grades 9-12

RAHWAY PUBLIC SCHOOLS CURRICULUM

UNIT OVERVIEW

Content Area: English as a Second Language

Unit Title: “Welcome Unit”

Target Course/Grade Level: ESL I Grades 9-12

Unit Summary: English Language Learners will master analytical skills for different text genres. Grammatical structures will be taught. Writing skills will be practiced and developed. ELLs will learn how to accurately respond to reading comprehension questions. Reading strategies will be given and text elements explored to increase comprehension of a second language. Listening and speaking skills will be enhanced through discussions and class activities. The beginner language student will increase competency in all four areas of using a second language. ELLs will demonstrate proficiency in listening, speaking, reading, and writing on a 4th grade competency level.

Students will master vocabulary skills with the introduction of specific themes. Students will focus on their listening and speaking skills by listening and engaging in interesting speaking tasks. Students will use fun activities and interact with other students as well as teachers. Students will put into practice the correct pronunciation of specific consonants and vowels. Students will engage in exciting reading passages that offer detailed and analytical comprehension questions. Students will perform their writing tasks with educational tools such as visual aids and graphic organizers.

Approximate Length of Unit: 7 weeks

Primary interdisciplinary connections: Language Arts, Social Media, Art

LEARNING TARGETS

WIDA Standards:

Standard 1: Social and Instructive Language Standard 2: The Language of Language Arts Content Strand: Common Core English Language Arts Standards: Grade 4

Reading Informational Text

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Writing

W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

http://www.corestandards.org/ELA-Literacy/RI/4/2/


http://www.corestandards.org/ELA-Literacy/W/4/4/


W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Speaking & Listening

SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Language - Grade 8 Conventions of Standard English

L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 21st Century Life and Career Skills

9.1.4.A The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. 9.1.4.B Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving. 9.1.4.C Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. 9.1.4.D Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. 9.1.4.E Digital media are 21st century tools used for local and global communication. There are ethical and unethical uses of communication and media. 9.1.4.F The nature of the 21st century workplace has shifted, demanding greater individual accountability, productivity, and collaboration. Ethical behaviors support human rights and dignity in all aspects of life. Unit Understandings

Students will understand that…

• Listening skills are essential to learning how to speak a new language. • Speaking English requires focus and practice on vowels, consonants, intonations, and syllables. • English grammatical structures vary from L1 structures • Good readers are purposeful and active when they read • Good understanding of vocabulary and language structures contribute to overall comprehension • Good writing involves good organization and editing • Diversity must be respected and celebrated.

Unit Essential Questions

• How do you greet people? • What are the letters of the alphabet and how are they pronounced in specific words? • How do you write the letters of the alphabet? • What are some common classroom objects? • How are the objects counted? • What does the short A sound like? • How do you begin and end a sentence? • How are addresses and phone numbers written out?



http://www.corestandards.org/ELA-Literacy/SL/4/1/


http://www.corestandards.org/ELA-Literacy/L/4/1/



• How do you give personal information? • How are web articles read? • How do you fill out an emergency form? • What are the common classroom activities that students deal with? • How do students describe and ask for objects? • How does the short O sound like? • How would students describe flags? • What are the days of the week? • What does the short I sound like? • What are some holidays students celebrate? • What are some things students like/dislike? • What does the short U and short E sound like? • How are directions given? • How do you read a floor plan?

Knowledge and Skills

Students will know… • Vocabulary based on school items, counties and nationalities • The correct way to greet and introduce themselves • The correct pronunciations of initial and final consonants • The alphabets and their letters • A class list • Writing the alphabet and their names • Classroom objects and number 0-10 • Talking about possessions and counting objects • The vowel: short A • A school newspaper • Writing sentences • A list of things in the classroom • Addresses and phone numbers • Numbers 11-100 • Telling your age • Giving phone numbers and saying addresses • A web articles • Introducing yourself • Filling out an emergency contact • Correct classroom languages, colors, shapes and sizes • Classroom actions while being polite • Describing and asking for objects • Vowel: Short e • The science of colors • Describing flags and the many flags of the world • School subjects, days of the week and months of the year • Talking about classes and schedules • Vowel: short I • How to read a poem • Writing a class schedule • Different US holidays • Food and fun • Talking about likes and dislikes • A personal website • Vowels: short u and e • Writing about favorite things • How to write and read a survey • Places in your school, reading a map • Talking about locations, giving directions

• Digraphs: SH, CH, TH, NK, NG Tri-graphs: TCH, DGE • Reading about a poem, picture and an artist

EVIDENCE OF LEARNING

Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”? • Oral and written English responses to comprehension questions. • Oral presentations in English: retell a story, talk about a school event. • Writing portfolio entries: emergency information form, informal letter, invitation, word problems for math. • Welcome Unit workbook entries. • Grammar assessments. • Welcome Unit textbook examination.

Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? The reading selections in Milestones reflect a variety of cultures and home settings. The activities encourage home and community connections as well. As the teacher implements differentiation, it will be important to recognize that some learners need to move around to learn, while others do better sitting quietly. This may differ from cultural norms the students have been exposed to in previous schooling. Therefore, the classroom itself needs designated areas where students work together or independently. Milestones incorporates visuals, manipulative materials, technology, and other hands-on supports. Assignments are visual, kinesthetic, musical, natural, introspective, collaborative, logical, or verbal to encourage a natural use of the English language. Lessons are re-taught for struggling learners and are extended for advanced learners. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in his or her learning process. Teacher varies pace, depth, and complexity based on English language and ability level.

RESOURCES Teacher Resources

Textbook: Milestones Intro Welcome Chapters A-F Supplemental Materials:

• Milestones INTRO workbook • grammar worksheets • vocabulary exercises

Supplemental Reading Textbooks:

• Grammar Step by Step • Grammarworks Book 1 • Side by Side Book 1 • Skills Sharpeners Books1, 2; Composition Practice Book 1, Beginner Reader, Advanced Beginner Reader • Classroom library

Equipment Needed:

• Overhead projector • computer • whiteboard • graphic organizers


UNIT OVERVIEW


Unit Title: “About Me”



Student will master vocabulary skills with the introduction of specific themes. Students will focus on their listening and speaking skills by listening and engaging in interesting speaking tasks. Students will use fun activities and interact with other students as well as teachers. Students will put into practice the correct pronunciation of specific consonants and vowels. Students will engage in exciting reading passages that offers detailed and analytical comprehension questions. Students will perform their writing tasks with educational tools such as visual aids and graphic organizers.

Approximate Length of Unit: 5 Weeks

Primary interdisciplinary connections: Language Arts, Math

LEARNING TARGETS

WIDA Standards:

Standard 1: Social and Instructive Language Standard 2: The Language of Language Arts, Standard 3: Math Content Strand: Common Core English Language Arts Standards: Grade 4 Reading Literature RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.


RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

http://www.corestandards.org/ELA-Literacy/RL/4/2/





Writing

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.


SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Language - Grade 8 Conventions of Standard English

L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

21st Century Life and Career Skills

9.1.4.A The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. 9.1.4.B Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving. 9.1.4.C Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. 9.1.4.D Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. 9.1.4.E Digital media are 21st century tools used for local and global communication. There are ethical and unethical uses of communication and media. 9.1.4.F The nature of the 21st century workplace has shifted, demanding greater individual accountability, productivity, and collaboration. Ethical behaviors support human rights and dignity in all aspects of life. Unit Understandings Students will understand that…

• What are some essential classroom objects? • How do you welcome a new student? • What are nouns/pronouns? • How and when are capital letters used? • What types of punctuations can be used and when are they used? • How do you fill out an emergency form? • What are the different types of sentences? • How is imagery used in literature?











• How are events described? • How do you write an informal letter? • What are some popular school events? • What are some months of the year? • What are ordinal numbers and when do you use them? • When is simple present tense used? • How do you write an invitation? • What does set mean? • What does purpose mean? • How and when are commas used? • How can setting a purpose for reading help you understand a reading better? • What is the text genre of “How to solve a word problem”? • What is “How to solve a word problem” about? • What phrases can you use to present the steps in a process for solving a word problem? • What can you tell from reading graphs and charts? • How do you solve a word problem? • How are graphs and charts created? • Why is it helpful to read numbers aloud?


Students will know… • List of common classroom objects and forms • How to welcome a new student • Asking to borrow things politely • Nouns and how to identify them • Pronouns and when to use them • Possessive adjectives and when to use them • Difference between subjects and verbs • Uses of commas • How to punctuate sentences • Different types of sentences • How and when are capital letters used • Conjugation of final blends • Common school events that students encounter • Ordinal number s and when they are used • How to speak about school events • How to talk about dates • Simple present tenses and when they can be used • Pronouncing the /aw/ sound in all and alk • How to write an invitation to a friend


Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”? • Oral and written English responses to comprehension questions. • Oral presentations in English: retell a story, explain the solution to a math problem. • Writing portfolio entries: informal letter, invitation, thank you notes. • Unit 1 workbook entries. • Grammar assessments. • Unit 1 textbook examination.

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired results? The reading selections in Milestones reflect a variety of cultures and home settings. The activities encourage home and community connections as well. As the teacher implements differentiation, it will be important to recognize that some learners need to move around to learn, while others do better sitting quietly. This may differ from cultural norms the students have been exposed to in previous schooling. Therefore, the classroom itself needs designated areas where students work together or independently. Milestones incorporates visuals, manipulative materials, technology, and other hands-on supports. Assignments are visual, kinesthetic, musical, natural, introspective, collaborative, logical, or verbal to encourage a natural use of the English language. Lessons are re-taught for struggling learners and are extended for advanced learners. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in his or her learning process. Teacher varies pace, depth, and complexity based on English language and ability level.

RESOURCES Teacher Resources Textbook:

• Milestones Intro Unit 1 Chapters 1, 2

Supplemental Materials:

• Milestones Intro workbook • grammar worksheets • vocabulary exercises

Supplemental Reading Textbooks: • Grammar Step by Step • Grammarworks Book 1, Side by Side Book 1, Skills Sharpeners Books1, 2; Composition Practice Book 1, Beginner

Reader, Advanced Beginner Reader, • Classroom library

Equipment Needed:



UNIT OVERVIEW


Unit Title: “Relationships”





Primary interdisciplinary connections: Language Arts, Literature, Science

LEARNING TARGETS

WIDA Standards:

Standard 1: Social and Instructive Language Standard 2: The Language of Language Arts, Standard 4: Science Content Strand: Common Core English Language Arts Standards: Grade 4 Reading Literature RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.


RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.






Writing

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.


SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.


L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.1G Correctly use frequently confused words (e.g., to, too, two; there, their).* L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.



Students will understand that… • Listening skills are essential to learning how to speak a new language. • Speaking English requires focus and practice on vowels, consonants, intonations, and syllables. • English grammatical structures vary from L1 structures • Good readers are purposeful and active when they read • Good understanding of vocabulary and language structures contribute to overall comprehension








http://www.corestandards.org/ELA-Literacy/L/4/1/g/




• Good writing involves good organization and editing • Diversity must be respected and celebrated.


• How do you describe a student’s appearance? • How is the simple past tense of regular verbs conjugated? • What are the sounds of the initial blends: br, cr, fr, gr, pr, dr, tr, tw, and sw? • What is the message an author is trying to state in their passages? • How is the author trying to convey the message in poetry? • How do students speak with rhythm? • What are some commonly confused homophones? • How do you organize to prepare to write a descriptive paragraph? • What are some everyday home activities? • At what time do you do these activities? • How do you ask about daily routines and tasks? • How do you form yes/no questions and give short answers in the simple present and simple past tense? • What are the past tenses of verbs that end in y? • How are blends: st, sn, sp, sc, slsm, and sk sounded? • How are diary entries entered? • How do you find the meaning of a passage based on the context clues? • What is an informational text? • How is a diagram explained? • What do context and meaning mean? • How can using context help you understand the meaning of words? • How does energy transfer from one animal to another? • How do you look through a glossary? • What is a food chain and how is it read? • How do you read an expression and intonation? • How do we show expression with our voice? • How is an information paragraph written? • How do you begin a descriptive paragraph?


Students will know… • How to add describing people and their appearances to their vocabulary • The conjugation of simple past tenses of regular verbs • The consonant doubling of simple past tenses of regular verbs

The correct way to organize and write a narrative paragraph with use of visual aids • The understanding of author’s message • Commonly used homophones • Repetition and alliteration • Descriptive paragraphs • Everyday activities • Asking about routines and tasks • Past tense of verb that end in y and the rules that apply • How to understand the meaning based on context • Informational texts • Explaining diagrams • The importance of food chains • Making informational presentation


Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”? • Oral and written English responses to comprehension questions following fiction/non-fiction readings. • Oral presentations in English: asking questions, explain a diagram. • Writing portfolio entries: narrative paragraph, descriptive paragraph, diary entry, informational paragraph. • Unit 2 workbook entries. • Grammar assessments. • Unit 2 textbook examination.

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired results? The reading selections in Milestones reflect a variety of cultures and home settings. The activities encourage home and community connections as well. As the teacher implements differentiation, it will be important to recognize that some learners need to move around to learn, while others do better sitting quietly. This may differ from cultural norms the students have been exposed to in previous schooling. Therefore, the classroom itself needs designated areas where students work together or independently. Milestones incorporates visuals, manipulative materials, technology, and other hands-on supports. Assignments are visual, kinesthetic, musical, natural, introspective, collaborative, logical, or verbal to encourage a natural use of the English language. Lessons are re-taught for struggling learners and are extended for advanced learners. The intent of differentiating instruction is o maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in his or her learning process. Teacher varies pace, depth, and complexity based on English language and ability level.


Textbook:





• Grammar Step by Step • Grammarworks Book 1, Side by Side Book 1, Skills Sharpeners • Books1, 2; Composition Practice Book 1, Beginner Reader Advanced Beginner Reader • Classroom library

Equipment Needed:



UNIT OVERVIEW


Unit Title: “Weather and Activities”




Approximate Length of Unit: 4 Weeks and 1 Day

Primary interdisciplinary connections: Language Arts, Literature, Science

LEARNING TARGETS

WIDA Standards:

Standard 1: Social and Instructive Language Standard 2: The Language of Language Arts Standard 4: Science Content Strand: Common Core English Language Arts Standards: Grade 4 Reading Literature

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.


RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.






Writing

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.


SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. SL.4.1D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.


L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.1B Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • L.4.2B Use commas and quotation marks to mark direct speech and quotations from a text

L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. • Literacy.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar

but not identical meanings (synonyms).


9.1.4.A The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. 9.1.4.B Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving. 9.1.4.C Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. 9.1.4.D Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. 9.1.4.E Digital media are 21st century tools used for local and global communication. There are ethical and unethical uses of communication and media. 9.1.4.F The nature of the 21st century workplace has shifted, demanding greater individual accountability, productivity, and collaboration. Ethical behaviors support human rights and dignity in all aspects of life.





http://www.corestandards.org/ELA-Literacy/SL/4/1/d/



http://www.corestandards.org/ELA-Literacy/L/4/1/b/





http://www.corestandards.org/ELA-Literacy/L/4/5/c/

Unit Understandings

Students will understand that... • Listening skills are essential to learning how to speak a new language. • Speaking English requires focus and practice on vowels, consonants, intonations, and syllables. • English grammatical structures vary from L1 structures • Good readers are purposeful and active when they read • Good understanding of vocabulary and language structures contribute to overall comprehension • Good writing involves good organization and editing • Diversity must be respected and celebrated.

Unit Essential Questions • What are some after school activities? • What is the weather like? • What is the present continuous tense of regular verbs? • What are the –ing spelling rules? • What are the tools needed for writing a descriptive paragraph? • How is a story told in sequence? • When are quotation marks and commas used? • How is a narrative essay written? • What are some everyday objects? • What are some types of clothing used in different weather conditions? • What are imperative sentences and how are they used? • What are object pronouns and how are they used? • What are compound objects? • How is the main idea identified in a story? • How does identifying the main idea and details help you understand the reading better? • How are the details identified? • How is a weather report given? • What phrases can you use to report the weather? • What can you tell from reading a weather map? • What can you tell from reading a geographical map • How can a student scan a reading piece to find information? • How can a story be paraphrased correctly?


Students will know… • What a short story consists of • How to retell a story in sequence • How to identify the plot of a short story • Identify to cause – effect relationships • Using context clues to learn new vocabulary • Antonyms and how they are used • How to identify multiple meaning words • How to interpret an image • How dialogue is understood and when to use quotation marks correctly • How to recognize spelling patterns • Hot to identify, analyze and recognize imperatives • How to give commands • How to associate sounds with letters • How to identify main idea and details in a story • Letters are written correctly by reviewing vocabulary, grammar and punctuation


Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”? • Oral and written English responses to comprehension questions. • Oral presentations in English: retell a story, give a weather report. • Writing portfolio entries: descriptive paragraph, narrative, letter. • Unit 3 workbook entries. • Grammar assessments. • Unit 3 textbook examination.

Learning Activities



Textbook:





• Grammar Step by Step • Grammarworks Book 1, Side by Side Book 1, Skills Sharpeners Books1, 2; Composition Practice Book 1, Beginner

Reader, Advanced Beginner Reader • Classroom library

Equipment Needed:



UNIT OVERVIEW


Unit Title: “At Home”





Primary interdisciplinary connections: Language Arts, Literature, Social Studies

LEARNING TARGETS

WIDA Standards:

Standard 1: Social and Instructive Language Standard 2: The Language of Language Arts Standard 5: Social Studies Content Strand: Common Core English Language Arts Standards: Grade 4 Reading Literature

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.


RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.






RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject.

Writing

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.


SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.1G Correctly use frequently confused words (e.g., to, too, two; there, their).* L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)



Students will understand that… • Listening skills are essential to learning how to speak a new language. • Speaking English requires focus and practice on vowels, consonants, intonations, and syllables. • English grammatical structures vary from L1 structures • Good readers are purposeful and active when they read • Good understanding of vocabulary and language structures contribute to overall comprehension








http://www.corestandards.org/ELA-Literacy/L/4/1/g/




• Good writing involves good organization and editing • Diversity must be respected and celebrated.


• How do you talk about rooms in your home? • How to draw a map of your home? • What do you do in your room? • What are synonyms? • What punctuation do you use when you list things in a series? • How do you pluralize sentences? • What are articles? • How do words using silent e sounds? • How are descriptive paragraphs organized? • How do you distinguish between short and long vowel sounds? • How are suffixes identified? • How are cause and effect recognized? • What is a myth? • How are stories acted out? • What are homophones? • What are some foods and drinks that you eat and drink? • How are nouns counted? • What does the long a sound like? • How do you write a descriptive essay? • How are symbols used in taking notes? • What is a note? • Why is it important to take notes? • What is the importance of symbols in note taking? • What questions can you ask to clarify information? • How do you determine what information is important to record? • What are some landmarks that symbolize the United States? • How do you ask your partner to clarify questions? • How does reading a passage again help your reading rate?


Students will know… • What types of room are located within in homes • What types of food they encounter • The difference between regular and irregular plural nouns • The counting of nouns • Words that use silent e • The organization and process of writing descriptive essay and paragraphs • Cause-effect in a short story • The importance of note taking in classes • What a myth is • What an expository text is • The myth of Arachne • Symbolic landmarks of the United States • Spelling specific homophones


Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”? • Oral and written English responses to comprehension questions. • Oral presentations in English: act out a story, asking clarifying questions, tell a legend. • Writing portfolio entries: descriptive paragraph, short story, descriptive essay. • Unit 4 workbook entries. • Grammar assessments. • Unit 4 textbook examination.

Learning Activities



Textbook:






Reader,Advanced Beginner Reader • Classroom library

Equipment Needed:



UNIT OVERVIEW


Unit Title: “Important People”






LEARNING TARGETS

WIDA Standards:

Standard 1: Social and Instructive Language Standard 2: The Language of Language Arts Standard 5: Social Studies Content Strand Common Core English Language Arts Standards: Grade 4

Reading Literature

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Writing

W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.






W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.10 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 discipline-specific tasks, purposes, and audiences. Speaking & Listening

SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.


L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.1D Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • L.4.2a Use correct capitalization. • L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text • L.4.2c Use a comma before a coordinating conjunction in a compound sentence. • L.4.2d Spell grade-appropriate words correctly, consulting references as needed.

L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• L.4.3a Choose words and phrases to convey ideas precisely.* • L.4.3b Choose punctuation for effect.* • L.4.3c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal

discourse is appropriate (e.g., small-group discussion).

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• Literacy L.4.5a Explain the meaning of simple similes and metaphors in context.

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation) 21st Century Life and Career Skills

9.1.4.A The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. 9.1.4.B Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving. 9.1.4.C Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. 9.1.4.D Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives.








http://www.corestandards.org/ELA-Literacy/L/4/1/d/


http://www.corestandards.org/ELA-Literacy/L/4/2/a/



http://www.corestandards.org/ELA-Literacy/L/4/2/d/


http://www.corestandards.org/ELA-Literacy/L/4/3/a/







9.1.4.E Digital media are 21st century tools used for local and global communication. There are ethical and unethical uses of communication and media. 9.1.4.F The nature of the 21st century workplace has shifted, demanding greater individual accountability, productivity, and collaboration. Ethical behaviors support human rights and dignity in all aspects of life. Unit Understandings

Students will understand that… • Listening skills are essential to learning how to speak a new language. • Speaking English requires focus and practice on vowels, consonants, intonations, and syllables. • English grammatical structures vary from L1 structures • Good readers are purposeful and active when they read • Good understanding of vocabulary and language structures contribute to overall comprehension • Good writing involves good organization and editing • Diversity must be respected and celebrated.


• What words would you use to classify occupations? • What kinds of things can you do? • What kind of advice did you learn about? • What is the difference between adjectives and adverbs? • How are questions that begin with When, Why, and Where answered? • What are the components of a play? • What do summarize and topic sentence mean? • How is a play performed? • What are similes and why are they used? • What is an autobiography and how can a student write one? • How can students talk about their abilities? • How do you make statements with can? • How do you make statements with should? • What is the difference is between can and should and when are they used correctly? • What is a biography? • What is the difference between a biography and autobiography? • What are metaphors and how are they used? • What is the difference between similes and metaphors?

When can metaphors be used? • How are details retold about a person’s life?


Students will know… • What vocabulary words describe occupations, tools, and equipment • The correct way to talk about occupations and workplaces. • How to describe people at work • How adjective and adverbs work and how they should be used in their writing exercises • The correct pronunciation of the long o and long I sound • How descriptive essays are organized using graphic organizers which then leads to the writing and editing processes • The reasons of the When, Where , and Why questions • How to ask informative questions to adults and peers • What a play is and the components needed to make a play • Read about who Rosa Parks is and why she is an important figure in our history • Listen and speak about performing a play • The important of similes in literature • The difference between biography and autobiography • What a Sequoyah is • The importance of metaphors in literature

• The pronunciation of the long e • How to give advice and talk about their abilities • How the words can and should be used • How to capitalize and punctuate in regards to placing names • Increase their vocabulary capacity by retelling about a person’s life


Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”? • Oral and written English responses to comprehension questions. • Oral presentation in English: describing people at work, give advice, present a poem orally. • Writing portfolio entries: descriptive narrative, autobiography, advice letter, informational text. • Unit 5 workbook entries. • Grammar assessments. • Unit 5 textbook examination.

Learning Activities



Textbook:






Reader, Advanced Beginner Reader, • Classroom library

Equipment Needed:



UNIT OVERVIEW


Unit Title: “Community”






LEARNING TARGETS

WIDA Standards:

Standard 1: Social and Instructive Language Standard 2: The Language of Language Arts Standard 5: Social Studies Content Strand: Common Core English Language Arts Standards: Grade 4 Reading Literature

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).


RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Writing






W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.


SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation) 21st Century Life and Career Skills

9.1.4.A The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. 9.1.4.B Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving. 9.1.4.C Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. 9.1.4.D Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. 9.1.4.E Digital media are 21st century tools used for local and global communication. There are ethical and unethical uses of communication and media. 9.1.4.F The nature of the 21st century workplace has shifted, demanding greater individual accountability, productivity, and collaboration. Ethical behaviors support human rights and dignity in all aspects of life.















Unit Understandings



• What places do you know in the community? • How are directions given? • What do the suffixes ful, less, able, and ish mean? • What do these suffixes do? Ion, ous, ness • What do the following words mean? Barn, beak, field, grain, net, stream • What do trait and motive mean? • What questions do you ask to understand a character? • What are the text genres of this chapter? • What happens in “Real Brotherly Love?” • Retell the story “The Ant and the Dove?” • What phrases can you use to compare and contrast stories? • What is the moral of “Real Brotherly Love” and “The Ant and the Dove?” • What are some places in your neighborhood? • What kinds of errands do you run? • How do you make superlative adjectives? • What are superlative adjectives used for? • Can you make a sentence with each of the following words? Allowed, amendment, approve, document, vote, war • What do inform and audience mean? • What do entertain and persuade mean? • What do you do when you identify the author’s purpose and audience? • What do you find in a textbook? • What is the US Constitution? • What are some important amendments? • What phrases can you use to give an opinion? • What is an index? How do you use it? • What is chunking?


Students will know… • Places in the community, giving directions • Neighborhood places, famous places and attractions • Talking about locations around town, giving directions around town • Comparative objects and how to use them • Superlative Adjectives and how to use them • The spelling of comparative adjectives with –er • Diphtongs: oi, ow, ou, and oy, suffixes: ful, less, able, ish, ion • The correct way to write personal narratives and descriptive narratives • The difference between trait and motive • The difference between inform and audience • How to identify characters and identify the author’s purpose and audience • The differences between folktales and fables • The definition of a moral • Compare and contrast stories

• How to give an opinion • How to use punctuation and commas in their writing • How to write a comparative essay • How to write a book report


Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”? • Oral and written English responses to comprehension questions. • Oral presentations in English. • Writing portfolio entries: journal writings, past tense narrative essays, speech writing. • Unit 6 workbook entries. • Grammar assessments. • Unit 6 textbook examination.

Learning Activities



Textbook:







Equipment Needed:

• Overhead projector

• computer • whiteboard • graphic organizers


UNIT OVERVIEW


Unit Title: “Shopping”




Approximate Length of Unit: 4 Weeks and 1 Day

Primary interdisciplinary connections: Language Arts, Literature

LEARNING TARGETS

WIDA Standards:

Standard 1: Social and Instructive Language Standard 2: The Language of Language Arts Content Strand: Common Core English Language Arts Standards: Grade 4 Reading Informational Text

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.







RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.


SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.


L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)
























• What shopping questions and statements can you say? • How do you form the future tense? • What letter usually follows q? • What punctuations do you use with titles of articles? • What are multiple meaning words? • What do these words mean: expert, fitness, healthy, physical, and weight? • What is a fact? • What is an opinion? • How do you know if an author is giving a fact or opinion? • What is the text genre of “Get Healthy!”? • What is the main opinion of “Get Healthy!”? • What phrases can you use to give your opinion? • What ways can you pay for something you buy? • What does it mean when something is on sale? • How do you use going to, to talk about the future? • What are homophones? Give an example • What do these words mean: budget, discount, expenses, percent, and value? • What is a prediction? • How do you confirm a prediction? • What parts of reading can you use to make and confirm predictions? • What is the text genre of “Money Math for Kids”? • What is “Money Math for Kids” about? • What are some questions you can ask about discounts? • How do headings and signpost words help you make predictions? • How does paired reading help your reading rate?


Students will know… • The vocabulary associated with shopping for clothing • How to talk about shopping and how to question about shopping • How to use will to talk about the future, questions using will • Spelling words using qu • How to write a personal narrative • Words with multiple meanings • U as /yu/and /oo/ sounds • Difference between fact and opinion • How recognize a fact and opinion • What a persuasive text looks like • Read a literature piece, “Get Healthy!” • The importance of capitalization and punctuation • How to write a letter to an editor • How to give a descriptive presentation • Examine and compare sales advertisements • Work on vocabulary using money and prices • Talk about buying things • Use shopping question and statements • How to conjugate in the future tense using going to • Spelling common homophones • The correct pronunciation of /aw/ sound • Difference between confirm and prediction • How to make and confirm predictions • How to read an informational text: web article • How to make a radio advertisement • The importance of headings and signpost words • How to write a persuasive email


Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”? • Oral and written English responses to comprehension questions. • Oral presentations in English: answering questions, point of view, make a radio advertisement, give a descriptive

presentation. • Writing portfolio entries: personal narrative, letter to the editor, descriptive paragraph, persuasive email, formal letter. • Unit 7 workbook entries. • Grammar assessments. • Unit 7 textbook examination.

Learning Activities


RESOURCES

Teacher Resources

Textbook:







Equipment Needed:


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