freehold borough school district 280 park avenue … · 2014-11-12 · student portfolios...

FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Course Title: English Language Arts

Grade: 5

Board of Education Adoption Date: November 10, 2014

Document F #1

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

Nicolina Harker

Amanda Simonelli

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:

Students will become life-long learners and will:

Become fluent readers, writers, speakers, listeners, and viewers with comprehension and

critical thinking skills.

Acquire the mathematical skills, understandings, and attitudes that are needed to be

successful in their careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and

demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,

and interpreting information.

Become technologically literate.

Demonstrate proficiency in all New Jersey Core Curriculum Content Standards

(NJCCCS) and the Common Core State Standards (CCSS).

Develop the ability to understand their world and to have an appreciation for the heritage

of America with a high degree of literacy in civics, history, economics and geography.

Develop a respect for different cultures and demonstrate trustworthiness, responsibility,

fairness, caring, and citizenship.

Become culturally literate by being aware of the historical, societal, and multicultural

aspects and implications of the arts.

Demonstrate skills in decision-making, goal setting, and effective communication, with a

focus on character development.

Understand and practice the skills of family living, health, wellness and safety for their

physical, mental, emotional, and social development.

Develop consumer, family, and life skills necessary to be a functioning member of

society.

Develop the ability to be creative, inventive decision-makers with skills in

communicating ideas, thoughts and feelings.

Develop career awareness and essential technical and workplace readiness skills, which

are significant to many aspects of life and work.

Unit of Study Reading: Unit 1

Writing: Launching Writer’s

Workshop/Personal Narrative

Genre: Inquiry and research Literature

Analysis

Purpose: Students view themselves as a

community of authors/Students use their

own life experiences to write stories

Suggested Timeline: MP1: 10 weeks

Writing: September 9th

– September

20th

/October 1st – November 12

th

Big Ideas:

Students to read independently with fluency and comprehension so that they become lifelong readers and learners.

To view the world as writers and keep writing notebooks

To use writing notebooks to generate ideas and try writing techniques

To write from own experiences

To understand a personal narrative tells a significant story from the writer’s own life

Goals (Skills):

Reading:

Incorporate concepts about text/print

Develop decoding and word recognition strategies

Improve fluency

Implement reading strategies before, during, and after reading

Increase vocabulary and build concept development

Integrate comprehension skills and respond to fiction and non-fiction text

Utilize inquiry and research skills for group and independent projects

Writing:

Desired Outcomes Assessments/Projects Materials

RL.5.1; RI 5.1 - Refer to a text using direct

quotes to explain what the text says

explicitly and when drawing inferences

from the text.

RL.5.2 - Identify a theme of a story,

drama, or poem.

Teacher observations

Anthology Benchmark assessments

Word Masters

Student produced projects (student

made dictionaries)

F & P assessments

Social Studies and Science text books

Non-Fiction resources (Time for Kids)

Anthology

Scott Foresman Supplemental

Grammar books

Guided Reading books

RL.5.2 - Discuss how characters respond

to challenges or how the speaker in a poem

reflects upon a topic.

RL.5.2 - Summarize the text.

RL.5.5 - Justify how the parts of a text

contribute to the overall meaning of a work

regarding the order of chapters, scenes or

stanzas.

RL.5.6 - Describe the point of view of the

speaker or narrator.

RL.5.6 - Speculate how point of view

influences the description of the events in a

text.

RL.5.10- Read and comprehend literature

independently including stories, dramas,

and poetry in grades 4-5 text complexity

band.

RI.5.8- Explain how an author uses

evidence to support specific points.

RI.5.8 - Identify what evidence supports

each point.

RF.5.3.a - Demonstrate the ability to

decode unknown grade-level words by

applying letter-sound correspondences,

syllabication patterns, and morphology

(e.g., roots and affixes) to read multi-

syllabic words in grade 5 text and out of

context.

RF.5.4.b - Use accuracy, appropriate rate,

and expression when reading grade-level

prose and poetry.

RF.5.4.c - Apply context clues and self-

correction strategies when recognizing and

Guided Reading Groups

Anecdotal Records

Oral Presentations

KWL Charts

Venn Diagrams

Story Maps

Student Portfolios

Literature circle activities

Teacher made quizzes

Rubrics

Paraphrasing

Summaries

Daily Reading Logs

Notebook entries

Writing Conferences

3 day “Quick Publish” of students best

writing

Narrative Writing Continuum

Final Publications

Dictionaries

Classroom novels

Quick Reads

Scholastic Magazine

Word wall

SmartBoard interactive lessons

Print media

Distance Learning partners

Lucy Calkins Units of Study

Notebooks

Drafting paper

Publishing paper

Writing folders

Cumulative writing folders

Chart paper

Graphic organizers

Stories

• Eleven

• Owl Moon

• Peter’s Chair

• Chicken Soup for Kids

• Shortcuts

understanding grade 5 level words,

rereading as necessary.

W.5.3.a - Write a narrative creating an

introduction that introduces a narrator

and/or character.

W.5.3.b - Apply narrative techniques such

as dialogue, description, and pacing and

develop experiences and events and

produce responses of narrator and/or

characters to situations.

W.5.4 - Create a clear and coherent writing

piece paying specific attention to task,

purpose, and audience.

W.5.10 - Produce writing within long (time

for research, reflection, and revision) and

short time frames (a single sitting or a day

or two) in response to fiction and

informational text for a range of discipline-

specific tasks, purposes, and audiences.

SL.5.1.a - Participate in a variety of

collaborative discussions and construct

questions to demonstrate understanding of

topic.

L.5.4.c - Locate key words and phrases

using print and digital dictionaries,

glossaries and thesauruses, to find the

pronunciation and determine or clarify the

precise meaning of key words and phrases.

L.5.5.c - Use the relationship between

particular words (e.g., synonyms,

antonyms, homographs) to better

understand each of the words

Suggested Differentiation:

1. Choral reading

2. Chants, songs

3. Use charts, posters, videos

4. Use a highlighter for key ideas, vocabulary

5. Write helpful hints in margins of copied materials 6. Provide copy of all notes

7. Preferential seating

8. Use manipulatives

9. Use graphic organizers

10. Reinforce vocabulary within the content

11. Assign a picture or movement to vocabulary words

12. Small group instruction

13. Use print, not cursive

14. Use books on tape

15. Ask open-ended questions

16. Encourage upper level intellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating)

17. Do not always be explicit, allow for discovery

18. Use centers and group students according to ability or interest

19. Propose interest-based extension activities

20. Use leveled texts and offer an advanced reader reading list

21. Ask “why” and “what if” questions

22. Use varied modes of pre-assessment and assessment

*ELL DIFFERENTIATION LOCATED IN APPENDIX A*

In this unit plan, the following 21st Century themes and skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

E – encouraged

T – taught

A – assessed

Standard 9.1 21st Century Life Skills

X Global Awareness E Creativity and Innovation

Financial Literacy ET Critical Thinking and Problem

Solving

Health Literacy E Communication (Interpersonal and

Media Fluency)

Civic Literacy ETA Collaboration and Teamwork

Career Awareness/Exploration EA Accountability, Productivity and

Ethics

Interdisciplinary Connections

8.1 Educational Technology - All students will use digital tools to access, manage, evaluate, and

synthesize information in order to solve problems individually and collaboratively and to create

and communicate knowledge

9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-

solving skills needed to function successfully as both global citizens and workers in diverse

ethnic and organizational cultures.


Writing: Realistic Fiction/Non-Narrative;

Essay

Genre: Nonfiction- Everyday Text

Folktales/Legends/Myths

Purpose: Building off of narrative writing

students will write realistic fiction

pieces/Students write idea based pieces in

non-narrative forms


Writing: November 15th

– December 23rd

/January 3rd

– March 8th

Big Ideas:

• How do good readers understand what is being read?

• What strategies do good readers use to understand the text? (e.g., using context clues, questioning the author, prediction, re-

reading, summarizing, etc.)

• Why should readers regularly monitor their comprehension?

• How does experience and belief influence reading?

• How do writers use words and sentences to convey their feelings and ideas effectively?

• Students will write a detailed, well-written, creative writing piece that describes a few characters in a fictional world who

experience some sort of conflict and show what happened in a sequence of events or scenes

• To create focused and organized writing essays in support of a thesis

• To write idea based or information based pieces

• Understand the structure of an essay

• To proclaim an idea at the start of an essay and defend the idea across paragraphs by providing relevant examples and/or reasons

Goals (Skills):

Reading:

• Draw inferences in literature by analyzing text

• Determine theme in literature by analyzing text

• Identify how characters in a story respond to challenges

• Summarize text

• Identify the meaning of words and phrases in text using literary devices(e.g., figurative language)

• Identify and use grade-appropriate vocabulary, including words that signal relationships (e.g., however, nevertheless, similarly,

moreover, in addition)

• Cite evidence in text to locate an answer quickly or to problem solve

• Compare texts in the same genre to determine similar themes

• Compare and contrast the structure (e.g., chronology, similarities and differences, cause/effect, problem/solution) across two or

more texts

• Determine the meaning of general and domain-specific vocabulary in fifth grade text

• Analyze multiple accounts of the same topic, noting similarities and differences, according to point of view they represent

• Recognize and understand how an author uses evidence to support particular points in text

• Read and comprehend informational text, including history/social studies, science, and technical texts independently and with

accuracy

• Know and apply phonics skills and word analysis (e.g., letter-sound correspondence, syllabication patterns, roots and affixes) to

decode words independently, including unfamiliar multisyllabic words in and out of context

• Read on-level prose and poetry orally with accuracy, appropriate rate, and expression

• Compare and contrast two or more folktales, legends, or myths for common themes, cultural influences, and text structure

• Develop an appreciation for multiculturalism through reading various folktales, legends, and myths

• Draw conclusions based upon knowledge gained from collaborative discussions

• Summarize text from a variety of formats (e.g., written text, visual media, oral presentations)

Writing:


RL.5.3 - Select two or more characters,

setting or events in a story or drama and

compare and contrast using specific details

from the text.

RL.5.4 - Determine the meaning of words

and phrases, including figurative language,

such as metaphors and similes that are

used in a text.

RL.5.7 - Analyze how the graphics or the

media in a multi-media presentation help

the reader to understand more about the

meaning, tone, or beauty of a text.

RL.5.9 - Compare and contrast stories in

the same genre (e.g., mysteries and

Make use of schema

Reread for clarification

Seeking meaning of unknown

vocabulary

Make and revise predictions

Draw conclusions

Make connections

Journal Writing

Reading Response Entries

Portfolios

Running Records/Anecdotal Notes

Observation

Quizzes



Anthology


Grammar books


Dictionaries

Classroom novels

Quick Reads

Scholastic Magazine

Word wall


Print media

adventure stories) on their approaches to

similar themes and topics.

RL.5.10 - Read increasingly complex texts

at the grades 4–5 text complexity band

independently and proficiently.

RI.5.5 - Compare and contrast the overall

structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events

and ideas in two or more texts.

RI.5.6 - Analyze multiple accounts of the

same event or topic, noting important

similarities and differences in the point of

view they represent.

RF.5.3 - Use combined knowledge of all

letter-sound correspondences, syllabication

patterns, and morphology (e.g., roots and

affixes) to read accurately unfamiliar

multisyllabic words in context and out of

context.

W.5.1.a - Create an introduction that states

an opinion in which ideas are logically

grouped to support the writer’s purpose.

W.5.1.a - Introduce a topic or text clearly

and state an opinion.

W.5.1.b - Provide logically ordered

reasons that are supported by facts and

details to support an opinion.

W.5.1.c - Link opinion and reasons using

words (e.g., consequently, specifically).

W.5.1.d - Write a concluding statement or

section related to the opinion presented.

W.5.2.a - Introduce a topic clearly when

writing informative/explanatory text.

Literature Circles

Graphic Organizers

Timed Writing/Reading Tasks

Literature Response Journals

Whiteboard Assessments

Writer’s Workshop

Classroom Discussions

Exit Tickets

Performance-based Checklists

Self-assessments/Reflections

Think-Pair-Share/Turn-and-Talk

Rubrics

Do-Nows

Literary Projects

Questioning

Learning/Response Logs

Self-reflections

Teacher Conferences

Unit Tests/Projects

State Assessments

District benchmark or interim

assessments

Portfolios



Notebooks

Drafting paper

Publishing paper

Writing folders


Chart paper

Graphic organizers

Stories

• Baseball in April

• What Do Fish Have to Do With

Anything?

• America Street

W.5.2.a - Provide a general observation

and focus when writing

informational/expository text.

W.5.2.b - Develop a topic with facts,

definitions, concrete details, quotations or

other information and examples related to

the topic.

W.5.2.c - Link ideas within and across

categories of information using words (e.g.

especially, consequently, furthermore).

W.5.2.d - Express ideas using precise

language and domain-specific vocabulary

to explain topic.

W.5.2.e - Provide a concluding statement

or section related to the information or

explanation presented.

W. 5.3.c - Use a variety of transitional

words to manage the sequence of events.

W. 5.3.d - Use concrete words and phrases

and sensory details to convey experiences

and events precisely.

W. 5.3.e - Create a conclusion that follows

from the narrated experiences or events.

W.5.4 - Produce clear and coherent

writing, appropriate to task, purpose, and

audience.

W 5.5 - With guidance and support from

peers and adults, develop and strengthen

writing by planning, revising, editing,

rewriting, or trying a new approach.

W.5.7 - Conduct short research projects

that use several sources to build knowledge

through investigation of different aspects

of a topic.

W.5.10 - Create writing pieces routinely

over extended (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.

SL.5.1.b - Follow agreed-upon rules and

assigned roles in one-on-one small and

whole group discussions.

SL.5.2 - Summarize a grade 5 written text

read aloud or information presented in

diverse media and formats, including

visually, quantitatively, and orally.

SL 5.4 - Report on a topic or text.

SL 5.4 - When presenting a report,

sequence ideas logically.

L.5.1.d - Recognize and correct

inappropriate shifts in verb tense.

L.5.2.c - Use a comma to set off the words

yes and no (e.g., Yes, thank you).

L.5.2.c - Use a comma to set off a tag

question from the rest of the sentence (e.g.,

It’s true, isn’t it?)

L.5.2.c - Use a comma to indicate direct

address (e.g., Is that you, Steve?).

L.5.4 - Use context clues to determine

unknown and multiple-meaning words and

phrases based on grade 5 reading and

content.

L.5.6 - Acquire and use grade appropriate

general academic and domain specific

words.

L.5.6 - Acquire phrases that signal

contrast, addition, and other logical

relationships (e.g., however, although,

nevertheless, similarly, moreover, in

addition).

L.5.6 - When presenting a report, use

appropriate facts and relevant, descriptive

details to support main ideas or themes.

L.5.6 - Speak clearly at an understandable

pace when presenting a report.


1. Choral reading

2. Chants, songs























21st Century Themes


E – encouraged

T – taught

A – assessed



Financial Literacy Critical Thinking and Problem

Solving

Health Literacy EA Communication (Interpersonal and

Media Fluency)


Career Awareness/Exploration A Accountability, Productivity and

Ethics









Writing: Writing on Demand

Genre: Historical Fiction Biography

Purpose: Test Prep


Writing: March 9th

– May 6th

Big Ideas:

How does understanding informational text features help a reader better understand its meaning (e.g., captions, headings, bold

print)? How does understanding structure and characteristics of a text impact the reader’s comprehension?

What impact does understanding organization have on the writer’s ability to convey a message?

What is audience etiquette?

To have students produce quality writing in response to an assigned topic in a timed session

Goals (Skills):

Reading:

Determine a theme of a story from details in the text, including how characters in a story or drama respond to challenges or how

the speaker in a poem reflects upon a topic or summarize the text.

The students will examine fiction and nonfiction features and text structure to determine an author’s point of view, main ideas and

support, similarities and differences in the same genre (Historical Fiction; Biography).

Read and comprehend Historical fiction and biographies independently and proficiently analyzing multiple accounts of the same

event, noting the similarities and differences in point of view.

Read on-level text with purpose and understanding across a variety of genres, both fiction and non-fiction.

Writing:


RL.5.3 - Compare and contrast two or Make use of schema Social Studies and Science text books

more characters, setting or events in a story

or drama and compare and contrast using

specific details from the text.

RL.5.4, L.5.5.a - Determine the meaning of

words and phrases as they are used in a

text, including figurative language such as

metaphors and similes.

RL.5.7 - Analyze how the graphics or the

media in a multimedia presentation help

the reader to understand more about the

meaning, tone, or beauty of a text.

RL.5.9 - Compare and contrast stories in

the same genre (e.g., mysteries and

adventure stories) on their approaches to

similar themes and topics.

RL.5.10 - Read increasingly complex text

at the grades 4-5 text complexity band


RI.5.5 - Compare and contrast the overall

structure (e.g., chronology, comparison,

cause/effect, problem/solution) of concepts

or information in two or more texts.





RF.5.3.a - Use combined knowledge of all

letter-sound correspondences, syllabication

patterns, and morphology (e.g., roots and

affixes) to read accurately unfamiliar

multisyllabic words in context and out of

context.

RF.5.4.a - Read grade-level text with



vocabulary


Draw conclusions

Make connections

Journal Writing


Portfolios


Observation

Quizzes

Literature Circles

Graphic Organizers




Writer’s Workshop


Exit Tickets




Rubrics

Do-Nows

Literary Projects

Questioning


Self-reflections

Teacher Conferences

Unit Tests/Projects


Anthology


Grammar books


Dictionaries

Classroom novels

Quick Reads

Scholastic Magazine

Word wall


Print media



Notebooks

Drafting paper

Publishing paper

Writing folders


Chart paper

Graphic organizers

Open ended prompts

Book:

• Writing to the Prompt; when

students don’t have a choice

purpose and understanding.

RF.5.4.b - Read grade-level prose and

poetry aloud with appropriate rate,

expression, and accuracy.

RF.5.4.c - Use context to confirm or self-

correct word recognition and

understanding, rereading as necessary.


phrases.

W.5.3.a - Write a narrative creating an

introduction that introduces a narrator

and/or character.

W.5.3.b - Use narrative techniques, such as

dialogue, description, and pacing and

develop experiences and events and

produce responses of narrator and/or

characters to situations.

W.5.3.c - Use a variety of transitional

phrases to manage the sequence of events.

W.5.3.d - Use concrete words and phrases

and sensory details to convey experiences

and events precisely.

W.5.3.e - Create a conclusion that follows

from the narrated experiences or events.

W.5.4 - Produce clear and coherent


audience.

W.5.5 - With guidance and support from

peers and adults, develop and strengthen

writing by planning, revising, editing,

rewriting, or trying a new approach.

W.5.9.a - Apply grade 5 Reading standards

to literature, by responding to literature

State Assessments


assessments

Portfolios

through writing that compares and

contrasts two or more characters, setting,

or events in a story or drama, drawing on

specific details in the text [e.g., how

characters interact]”).

W.5.10 - Create writing pieces routinely

over extended (time for research,

reflection, and revision) and shorter time

frames (a single sitting or a day or two).

SL.5.1.c - Pose and respond to specific

questions by making comments that

contribute to a discussion and elaborate on

the remarks of others.

L.5.1.b - Form and use the perfect (e.g., I

had walked; I have walked; I will have

walked) verb tenses when writing and

speaking.

L.5.1.d - Recognize and correct

inappropriate shifts in verb tense.

L.5.1.e - Use correlative conjunctions (e.g.,

either/or, neither/nor) when writing

speaking.

L.5.2. b - Use a comma to separate an

introductory element from the rest of the

sentence.

L.5.3.a - Construct sentences by combing,

expanding, and reducing sentences for

meaning and reader/listener interest.

L.5.3.b - Compare and contrast the

varieties of English (e.g., dialects,

registers) used in stories, dramas, and

poems.


1. Choral reading

2. Chants, songs























21st Century Themes


E – encouraged

T – taught

A – assessed



Financial Literacy E Critical Thinking and Problem

Solving

Health Literacy EA Communication (Interpersonal and

Media Fluency)


Career Awareness/Exploration A Accountability, Productivity and

Ethics









Writing: Poetry/Independent Writing

Projects

Genre: Folktales/Legends/Myths Non-

fiction-Informational

Purpose: To provide students an

opportunity to highlight their creativity and

express their feeling through the writing of

poetry/A culmination and celebration of

student writing


Writing: May 9th

– June 6th

/June 7th

– June

21st

Big Ideas:

How does understanding a text’s features, structures, and characteristics facilitate meaning in non-fiction?

How do readers construct meaning from text in fictional works?

How does using word attack skills in decoding support comprehension?

How do metaphors and similes help a reader determine the meaning of words and phrases as they are used in a text?

What are the components of speculative writing?

How does organization and the development of complete thoughts effectively communicate the writer’s ideas and facilitate

understanding?

What is audience etiquette?

Students will use their life experiences to create poems, while using elements of poetry

Students will showcase their best piece of writing

Goals (Skills):

Reading:

Summarize written text read aloud or information presented in diverse media and formats including visually, quantitatively, and

orally.

Use various informational texts in order to gain knowledge of text features authors use in this genre.

Quote accurately from a text when explaining and when drawing inferences from the text.

Ask and answer such questions as to who, what, where, when, why, and how to demonstrate understanding of key details in an

informational text, and will draw on information from multiple print or digital sources, demonstrating the ability to locate an

answer to a question quickly or to solve a problem efficiently.

Compare and contrast two or more folktales, legends, or myths for common themes, cultural influences, and text structure.

Develop an appreciation for multiculturalism through reading various folktales, legends, and myths.

Use folktales, legends and myths to draw inferences from the text in order to develop a deeper understanding of the characters,

plot, and theme.

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject

area.

Use a variety of word attack skills such as letter-sound correspondences, syllabication patterns and morphology, including grade-

level phonics and word analysis skills in decoding to support comprehension.

Apply grade 5 Reading standards to informational texts.

Use metaphors and similes to determine the meaning of words and phrases as they are used in a text.

Writing:


RL.5.3 - Select two or more characters,

setting or events in a story or drama and

compare and contrast using specific details

from the text.

RL.5.4 - Determine the meaning of words

and phrases, including figurative language,

such as metaphors and similes that are

used in a text.





Make use of schema



vocabulary


Draw conclusions

Make connections

Journal Writing


Portfolios




Anthology


Grammar books


Dictionaries

Classroom novels

Quick Reads

Scholastic Magazine

Word wall

RI.5.9 - Integrate information from several

texts on the same topic in order to write or

speak about the subject knowledgeably.

RI.5.10 - Read increasingly complex text

at the grades 4-5 text complexity band


RF.5.4a - Read grade-level text with

purpose and understanding.

RF.5.4c - Use context to confirm or self-

correct word recognition and



clauses when writing.

W.5.2a - Introduce a topic clearly, provide

a general observation and focus, and group

related information logically. When

writing, include formatting (e.g., headings,

illustrations, and multimedia) when useful

to aiding comprehension.

W.5.2b - Use facts, definitions, concrete

details, quotations, or other information

and examples related to a topic when

writing.

W.5.2c - Link ideas within and across

categories of information using phrases.

W.5.2d - Use precise language and

domain-specific vocabulary to inform

about or explain the topic.

W.5.2e - Provide a concluding statement or

section related to the information or

explanation presented.

W 5.4 - Produce clear and coherent


Observation

Quizzes

Literature Circles

Graphic Organizers




Writer’s Workshop


Exit Tickets




Rubrics

Do-Nows

Literary Projects

Questioning


Self-reflections

Teacher Conferences

Unit Tests/Projects

State Assessments


assessments

Portfolios


Print media



Notebooks

Drafting paper

Publishing paper

Writing folders


Chart paper

Graphic organizers

Books

• Come on Rain

• City Dog

• Harlem: A Poem

• Love that Dog

• Locomotion

• Awakening the Heart

• For the Good of the Earth and Sun

• Independent Writing

audience.

W 5.8 - Recall relevant information from

experiences or gather relevant information

from print and digital sources; summarize

or paraphrase information in notes and

finished work, and provide a list of

sources.

W.5.9 - Draw evidence from literary or

informational texts to support analysis,

reflection, and research.

SL.5.1a - Come to discussions prepared

having read or studied required material;

explicitly draw on that preparation and

other information known about the topic to

explore ideas under discussion.

SL.5.3 - Summarize the points a speaker

makes and explain how each claim is

supported by reasons and evidence.

SL.5.5 - Include multimedia components

(e.g., graphics, sound) and visual displays

in presentations when appropriate to

enhance the development of main ideas or

themes.

L.5.1a - Explain the function of

conjunctions, prepositions, and

interjections in general and their function

in particular sentences.

L.5.3a - Expand, combine, and reduce

sentences for style.

L.5.4b - Use common, grade-appropriate

Greek and Latin affixes and roots as clues

to the meaning of a word (e.g., photograph,

photosynthesis).

L.5.5b - Recognize and explain the

meaning of common idioms, adages, and

proverbs.

L.5.6 - Acquire and use accurately grade-

appropriate general academic and domain-

specific words and phrases, including those

that signal contrast, addition, and other

logical relationships (e.g., however,

although, nevertheless, similarly,

moreover, in addition).


1. Choral reading

2. Chants, songs























21st Century Themes


E – encouraged

T – taught

A – assessed


X Global Awareness TA Creativity and Innovation

Financial Literacy TA Critical Thinking and Problem

Solving

Health Literacy TA Communication (Interpersonal and

Media Fluency)

Civic Literacy TA Collaboration and Teamwork

X Career Awareness/Exploration A Accountability, Productivity and

Ethics








Appendix A

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 1 CCSS: RL.2.1 WIDA ELDS: 2-5 Reading Speaking

Describe key details of a read text by asking questions such as who, what, where, when, why, and how.

Ask and answer questions about details of a text using questions words, such as: who, what, where, when, why, and how using a Graphic Organizers and/or Word Wall.

VU: Details, who, what, where, when, why, and how

LFC: Verb, verb phrases

(do/does; is/are),

interrogative and

declarative sentence

structure

LC: Varies by ELP level

Language

Objectives

Ask and answer questions in L1 and/or ask and answer “who, what, when, and where” questions from leveled text using high-frequency, content-related single words that represent key ideas.

Ask and answer questions in L1 and/or ask and answer “WH-“questions from a leveled text using general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas using.

Ask and answer questions from Adapted Text in simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Ask and answer questions from texts within grade 1-2 complexity level with key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.

Ask and answer questions from grade-level text clearly and coherently using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning

Supports

L1 support Pictures Gestures Word/Picture Wall Template Story Map

L1 support Word/Picture Wall Template Partner work Sentence Frame

Word Wall Template Partner work

Graphic Organizers

Graphic Organizers

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/GraphicOrganizers.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/WordWall.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/AdaptedText.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/L1Supports.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Gestures.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/Template.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/StoryMap.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/PartnerWork.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/SentenceFrames.pdf







SLO: 2 CCSS: RL.2.2 WIDA ELDS: 2-5 Reading Speaking Writing

Recall and describe the central message, lesson, or moral of a story including fables and folktales from diverse cultures

Describe and retell the central message, lesson, or moral of a story using illustrations, a Story Map, and Web.

VU: Recall, describe, message, moral, illustrations, Graphic Organizers

LFC: Nouns, pronouns,

adjectives, present

progressive, adverbs,

prepositional phrases; past

tense verbs


ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language

Objectives

Describe and retell main idea and details in L1 and/or by using or copying high-frequency, content-related single words and/or creating visual representations of the main idea.

Describe and retell main idea and details in L1 and/or by matching content-based vocabulary in short, formulaic sentences to illustrations.

Describe and retell main idea and details by writing simple, related sentences with repetitive grammatical structures and key, content-based vocabulary.

Describe and retell main idea and details by writing expanded and some complex sentences with varying grammatical structures and key, content-based vocabulary.

Describe and retell the main idea and details by writing a summary using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

Learning

Supports

L1 support Leveled text Pictures Word/Picture Wall L1 support Story Map (completed) Web

Story Map (completed) Web L1 support Leveled text Pictures Word/Picture Wall L1 support Sentence Frame

Story Map Web Adapted Text Partner work

Story Map


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/Webs.pdf





















Describe how characters respond to major story events and challenges.

Describe actions of characters using a Story Map

and/or a character Web.

VU: Character, event, challenge

LFC: Present and past

progressive



Language

Objectives

Describe how

characters respond to

major events and

challenges in a story

in L1 and/or by

connecting characters

and main events with

key, content-based

single words,

Gestures or answering

yes/no or either/or

questions.

Describe how characters

respond to major events

and challenges in a story

in L1 and/or using

general, content-based

vocabulary in phrases and

short sentences with

formulaic patterns.


respond to major events

and challenges in a story

using key, content-based

vocabulary in simple,

related sentences with

repetitive grammatical

structures.

Describe how

characters respond to

major events and

challenges in a story

using specialized

content-based

vocabulary in expanded

and some complex

sentences.


respond to major events and

challenges in a story using

precise, content-based

language in multiple,

complex sentences.

Learning

Supports

Story Map

Word/Picture Wall

Pictures

L1 support

Webs

Gestures

Choice questions

Story Map

Word/Picture Wall

Pictures

L1 support

Webs

Sentence Frame

Story Map

Pictures

Word Wall

Story Map

Story Map














http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/PicturesPhotographs.pdf










http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/ChoiceQuestions.pdf
















Describe the feeling and tone words and phrases (e.g., regular beats, alliterations, rhymes, repeated lines) that supply rhythm and meaning in a story, poem, or song.

Describe the feeling and tone words and phrases that supply rhythm and meaning in a story, poem, or song using a Web, Word Wall and pictures.

VU: Rhythm, poem

LFC: Poetic “sentences”



Language

Objectives

Describe the feeling and tone words and phrases in L1 and/or using high-frequency, content-related single words that represent key ideas.

Describe the feeling and tone words and phrases in L1 and/or using general, content-based vocabulary in phrases and short sentences with formulaic grammatical structures.

Describe the feeling and tone words and phrases using key, content-based vocabulary in simple, related sentences with repetitive grammatical structures.

Describe the feeling and tone words and phrases using key, content-based vocabulary in expanded and some complex sentences with varying grammatical structures.

Describe the feeling and tone words and phrases using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

Learning

Supports

Web (completed)

Word/Picture Wall

Pictures and

Photographs

L1 support

Web (completed)

Word/Picture Wall

Pictures and Photographs

L1 support

Sentence Frame

Web

Word Wall

Web


















Describe the structure of a story including a description of the introduction and closing action.

Describe the structure of a story using a Story Map and Word Wall.

VU: Introduction, closing

LFC: Sentences with

sequential phrases.



Language

Objectives

Describe the structure of a story in L1 and/or using pictures, Gestures and/or high-frequency, content-related single words that represent key ideas.

Describe the structure of a story inL1 and/or using general, content-based vocabulary in phrases and short sentences with formulaic grammatical structures.

Describe the structure of a story using key, content-based vocabulary in simple, related sentences with repetitive grammatical structures.

Describe the structure of a story using key, content-based vocabulary in expanded and some complex sentences with varying grammatical structures.

Describe the structure of a story using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

Learning

Supports

Story Map

Word/Picture Wall

L1 support

Cloze sentences

Story Map

Word/Picture Wall

L1 support

Sentence Frame

Story Map

Word Wall

Story Map















SLO: 6 CCSS: RL.2.6 WIDA ELDS: 2 Reading Speaking

Read with expression, a change in voice tone and demeanor to acknowledge differences in characters’ points of view.

Describe differences about specific characters based on what the character says (dialogue) and does (action) using props and Partner work.

VU: Point of view

LFC: Present tense



Language

Objectives

Identify differences in

story characters’

points of view by

speaking in a different

voice in L1 and/or in

a leveled text by

repeating words and

using proper voice

inflection.

Describe differences in

story characters’ points of

view by speaking in a

different voice in L1

and/or in leveled text by

restating phrases with

proper voice inflection.



view in Adapted Text by


voice and matching simple

sentences/quotes and voice

inflection with characters in

the story.


story characters’ points

of view in texts within

grade 1-2 complexity

level by speaking in a

different voice and

using voice inflection

using expanded and

some complex

sentences with key,

content-based

vocabulary.



view in grade-level texts by


voice and using voice

inflection using complex,

detailed sentences with

content-based vocabulary.

Learning

Supports

Manipulatives

Pictures and

Photographs

Word Wall

L1 support

Partner work

Manipulatives


Word Wall

L1 support

Sentence Frame

Partner work

Manipulatives


Partner work

Manipulatives

Partner work

Manipulatives



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Manipulatives.pdf



















SLO: 7

CCSS:

RL.2.7

WIDA

ELDS: 2-5 Reading Speaking

Use print or digital text and illustrations to

develop understanding of characters, setting, or

plot.

Describe characters, setting, or plot using a Story Map

and illustrations.

VU: Characters, setting, plot

LFC: Narrative elements



Language

Objectives

Describe characters,

setting, and plot in L1

and/or using pictures,

Gestures and/or high-

frequency, content-

related single words

that represent key

ideas.


setting, and plot in L1

and/or in short phrases

with formulaic patterns

with key content-based

vocabulary.


setting, and plot by in

simple, related sentences

with key, content-based

vocabulary.


setting, and plot in

expanded and some

complex sentences with

key, content-based

vocabulary.

Describe characters, setting,

and plot in complex,

detailed sentences with

grade-level, content-based

vocabulary.

Learning

Supports

Story Map

Word/Picture Wall

Teacher

Modeling/Template

L1 support

Pictures and

Photographs

Story Map

Word/Picture Wall

Teacher

Modeling/Template

L1 support


Sentence Frame

Story Map

Word Wall

Teacher

Modeling/Template

Story Map





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherModeling.pdf





















SLO: 8

CCSS:

RL.2.9

WIDA

ELDS: 2-5 Reading Speaking

Outline the similarities and differences between two versions of the same story (e.g., Cinderella stories) written from the perspective of two different cultures or authors.

Compare and contrast two versions of the same story

using a Graphic Organizers, Word Wall and pictures.

VU: Compare, contrast, perspective

LFC: Transitional phrases



Language

Objectives

Compare and contrast

two versions of the

same story in L1

and/or using high-

frequency, content-

related single words

or phrases that

represent key ideas.


two versions of the same

story in L1 and/or using

general, content-based



formulaic structures.

Compare and contrast two

versions of the same story




repetitive, grammatical

structures.


two versions of the

same story using key,

content-based

vocabulary in

expanding and some


varying grammatical

structures.

Compare and contrast two

versions of the same story

using precise, content-

based vocabulary in

multiple, complex

sentences with varying

grammatical structures.

Learning

Supports

Graphic Organizers

(semi-completed)

Word/Picture Wall

Pictures

L1 support

Cloze sentences

Graphic Organizers

(semi-completed)

Word/Picture Wall

Pictures

L1 support

Sentence Frame

Graphic Organizers

Word Wall

Sentence Starter

Graphic Organizers












http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/SentenceStarters.pdf



SLO: 9

CCSS:

RI.2.4 WIDA ELDS: 2-5 Reading Speaking

Determine the meaning of words and phrases in a

text using text features and context clues.

Define words and phrases according to usage in text

and text features using pictures, dictionaries and a

Partner work.

VU: Text features, context clues

LFC: Sentences with

context clues, punctuation,

restatement



Language

Objectives

Define words and

phrases according to

usage in text and text

features in L1 and/or

using high-frequency,

content-related single

words and phrases

that represent key

ideas.

Define words and phrases

according to usage in text

and text features in L1

and/or using general,

content-based vocabulary

in phrases and short

sentences.



and text features using key,


in simple, related sentences

with repetitive grammatical

structures.

Define words and

phrases according to

usage in text and text

features using key,

content-based

vocabulary in

expanding and some


varying grammatical

structures.



and text features using


vocabulary in multiple,


varying grammatical

structures.

Learning

Supports

Picture Dictionary

Pictures

Partner work

L1 support

Cloze sentences

Picture Dictionary

Pictures

Partner work

L1 supportSentence

Frame

Picture Dictionary

Pictures

Partner work

Picture Dictionary


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/PictureDictionaries.pdf












SLO: 10

CCSS:

RF.2.3.b WIDA ELDS: 2 Reading

• Associate symbols (graphemes) with sounds

(phonemes), and sounds with symbols, for vowel

diphthongs (e.g. au, ou/ow, oi/oy).

• Associate symbols (graphemes) with sounds

(phonemes), and sounds with symbols, for (e.g. ar,

er, ir, or, ur

• Apply vowel pattern pronunciation

generalizations to read words with these vowel

diphthongs and r-controlled vowels.

Apply vowel pattern rules, when reading, using

pictures and vowel chart.

Note: ELLs at lower ELP levels need to know

vocabulary of targeted phonics words. Also some of

the English vowel sounds may not exist in the first

language so ELLs may have difficulty hearing and

producing some sounds.

VU: Digraph, diphthongs

LFC: Follow directions



Language

Objectives

Apply vowel pattern

rules, when reading

high-frequency,

known, single words.

Apply vowel pattern

rules, when reading

known words and phrases

from leveled texts.

Apply vowel pattern rules,

when reading from leveled

texts.

Apply vowel pattern

rules, when reading

from texts with grade 1-

2 complexity levels.

Apply vowel pattern rules,

when reading from grade-

level texts.

Learning

Supports

Partner work

Word/Picture Wall

Vowel chart

Visuals

L1 support

Manipulatives

Partner work

Word/Picture Wall

Vowel chart

Visuals

L1 support

Manipulatives

Partner work

Word Wall

Partner work


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/PartnerWork.pdfhttp:/www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/PartnerWork.pdf












http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations.pdf

















http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Visuals.pdf















SLO: 11

CCSS:

RF.2.3.d WIDA ELDS: 2 Reading

Decode words with common prefixes (e.g., un-,

dis-, re-, pre-, mis) and common suffixes (e.g., -

ful, -less, er)

Decode words with prefixes and suffixes using Word

Walls and charts.

VU: Prefixes, suffixes

LFC: Sentences with

words with affixes



Language

Objectives

Decode high-

frequency words with

common prefixes and

suffixes.

Decode known words

with common prefixes

and suffixes used in

phrases.

Decode familiar, content-

based words with common

prefixes and suffixes from

leveled texts.

Decode key, content-

based words with

common prefixes and

suffixes from texts

within grade 1-2

complexity levels.

Decode content-based

words with common

prefixes and suffixes in

grade-level texts.

Learning

Supports

Partner work

Word/Picture Wall

Visuals

L1 support

Gestures

Prefix chart

Suffix chart

Partner work

Word/Picture Wall

Visuals

L1 support

Prefix chart

Suffix chart

Partner work

Word Wall

Prefix chart

Suffix chart

Partner work





























































SLO: 12

CCSS:

RF.2.3.e

WIDA

ELDS:

2

Reading

Listening

Identify common irregularly spelled words (e.g.,

bread, love, would, could, their, there, none,

both).

Identify irregularly spelled words using pictures,

Word Walls and Vocabulary Flash Cards.

Please Note. ELLs at lower ELP levels need to

comprehend the meaning of targeted words.

VU: Irregularly spelled words

LFC: Sentences with

targeted vocabulary



Language

Objectives

Identify irregularly-

spelled, high-

frequency, single

words.

Identify irregularly-

spelled, general, content-

based words and phrases.

Identify irregularly-spelled,

key, content-based words

in Adapted Texts.

Identify irregularly –

spelled, content-based

words in texts with

grade 1-2 text

complexity levels.

Identify irregularly-spelled,

content-based words in

grade-level texts.

Learning

Supports

Vocabulary Flash

Cards

Word/Picture Wall

L1 support

Gestures

Vocabulary Flash Cards

Word/Picture Wall

L1 support


Word Wall



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/VocabularyFlashCards.pdf














SLO: 14

CCSS:

RF.2.4.a

WIDA

ELDS: 2

Reading

Speaking

Read grade-level text with purpose and

understanding.

Read text and orally explain the purpose and

demonstrate comprehension by using Graphic

Organizers.

VU: Key, content-based vocabulary

LFC: Sentence structure

appropriate to ELP level



Language

Objectives

Read grade-level texts

and orally explain the

purpose and

demonstrate

comprehension in L1

and/or read or listen

to a leveled text and

demonstrate

comprehension in

single-word answers

to choice questions.



purpose and demonstrate

comprehension in L1

and/or read leveled texts,

explain the purpose, and

demonstrate

comprehension in short

phrases.

Read adapted grade-level

texts and orally explain the

purpose and demonstrate

comprehension using key,


in simple, related

sentences.



purpose and

demonstrate

comprehension using

key, content-based

vocabulary in

expanding and some

complex sentences.

Read grade-level texts and

orally explain the purpose

and demonstrate

comprehension using

detailed sentences of

varying lengths and precise,

content-based vocabulary.

Learning

Supports

L1 support

Choice questions

Graphic Organizers

Outline

Word/Picture Wall

L1 support

Choice questions

Graphic Organizers

Outline

Word/Picture Wall

Sentence Frame

Graphic Organizers

Outline

Word Wall

Graphic Organizers

Outline






http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/Outlines.pdf














SLO: 15

CCSS:

RF.2.4.b

WIDA

ELDS:

2

Reading

Speaking

Read grade-level text orally with accuracy,

appropriate rate, and expression on successive

readings.

Read text orally with sufficient fluency and accuracy

using phonics chart and illustrations.

VU: Pace, fluency

LFC: Sentence structure

related to ELP level and

demonstrate understanding

of punctuation when

reading aloud (expression,

pauses)



Language

Objectives

Read grade-level text

orally with accuracy,

appropriate rate, and

expression on

successive readings in

L1 and/or read high-

frequency, single

words from leveled

text orally with

accuracy and

expression.

Read grade-level text

orally with accuracy,

appropriate rate, and

expression on successive

readings in L1 and/or

read short phrases from

leveled text orally with

accuracy, appropriate

rate, and expression.

Read Adapted Text orally

with accuracy, appropriate

rate, and expression on

successive readings.

Read texts within

grade- level 1-2

complexity band with

accuracy, appropriate



Read grade-level text orally

with accuracy, appropriate



Learning

Supports

Phonics chart

Illustrations/diagrams/

drawings

L1 support

Word Wall

Phonics chart

Illustrations/diagrams/dra

wings

L1 support

Word Wall

Phonics chart

Illustrations/diagrams/draw

ings


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/IllustrationsDiagramsDrawings.pdf











SLO: 16

CCSS:

RF.2.4.c

WIDA

ELDS:

2

Reading

Use decoding skills in conjunction with context to

confirm or self-correct word recognition and


Use context to confirm and demonstrate oral reading skills by self-correcting and rereading, when necessary, using a checklist and Think Alouds.

VU: Context clues, confirm, reread, self-correct

LFC: Sentences with context clues



Language

Objectives

Use context to

confirm the meaning

of unknown words in

a grade-level text in

L1 and/or unknown

general words in a

controlled text by

listening to the

Teacher Modeling

how to use sentence

level context clues,

cognates and

schemata.

Use context to confirm

the meaning of unknown

words in a grade-level

text in L1 and/or use

context to confirm the

meaning of unknown

words in selected phrases

from a leveled text by

using sentence level

context clues, cognates

and schemata.

Use context to confirm the

meaning of unknown

content-based words in an

Adapted Text by using

sentence level and extended

context clues, cognates and

schemata with support.

Use context to confirm

the meaning of

unknown content-based

words in a text within

the grade 1-2

complexity band by

using sentence level and

extended context clues,

cognates, schemata.

Use context to confirm the

meaning of unknown words

in a grade-level text by

using sentence level and

extended context clues,

cognates and schemata.

Learning

Supports

Think Alouds

Checklist for guiding

questions

Guided group with

teacher

L1 support

Pictures and

Photographs

Think Alouds


questions

Guided group with

teacher

L1 support


Think Alouds


questions

Small group/ triads/ triads


questions

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/ThinkAlouds.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/ChecklistofGuidingQuestions.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/InAWholeGroup.pdf















http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/InTriadsOrSmallGroups.pdf








SLO: 17 CCSS: W.2.1

WIDA

ELDS:

2

Writing

Reading

Write text focused on a clearly stated opinion on a

topic or book including reasons supporting the

opinion, linking words to connect ideas, and a

concluding statement.

Express an opinion in writing with supporting

reasons, linking words and a conclusion using a

Graphic Organizers, Word Wall and Shared Writing

VU: Opinion, reasons

LFC: Sentences with

linking phrases



Language

Objectives

Express an opinion in

writing with

supporting reasons,

linking words and a

conclusion in L1

and/or using pictures,

Gestures and key

words or memorized

phrases.


writing with supporting

reasons, linking words

and a conclusion in L1

and/or using key






reasons, linking words and

a conclusion using key




structures.



reasons, linking words

and a conclusion using

key vocabulary in

expanded and some

complex sentences.



reasons, linking words and

a conclusion using precise

vocabulary in multiple,

complex sentences.

Learning

Supports

Graphic Organizers

Shared Writing

Word Wall

L1 support

Gestures

Graphic Organizers

Shared Writing

Word Wall

L1 support

Sentence Frame

Graphic Organizers

Shared Writing

Word Wall

Graphic Organizers

Shared Writing

Graphic Organizers



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/SharedWriting.pdf



















SLO: 18

CCSS:

W.2.3;

L.2.1.b, d

WIDA

ELDS:

2

Writing

Apply the writing process to develop a narrative

paragraph that includes an event or series of

events, including details describing actions,

thoughts and feelings and a concluding statement.

Use time order words, irregular plural nouns, and

past tense irregular verbs.

Write a narrative text applying the steps of the writing

process (planning, revising, and editing) to develop

and strengthen writing skills using a Graphic

Organizers or Template.

VU: Narrative, planning, prewriting, revising, editing, draft, rewrite

LFC: Sentence structure,

verb forms, subject-verb

agreement



Language

Objectives

Write a narrative text in L1 and/or use pictures and general, content-related single words in phrase patterns that represent key ideas.

Write a narrative text in L1 and/or use general, content-based vocabulary in phrases and short sentences using formulaic sentence patterns that represent key ideas.

Write a narrative text producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Write a narrative text using key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures that represent organized ideas.

Write a narrative text producing clear and coherent writing using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning

Supports

L1 support

Graphic Organizers

Word/Picture Wall

Template

Pictures

L1 support

Graphic Organizers

Word/picture wall

Template

Sentence Frame

Graphic Organizers

Template

Graphic Organizers

Graphic Organizers



















SLO: 19

CCSS:

W.2.5;

L.2.1.f

WIDA

ELDS:

2

Writing

With guidance and support from adults and peers,

focus on a topic and strengthen writing as needed

by revising and editing simple and compound

sentences.

Revise writing by using proofreading markings,

checking spell and editing sentence structure using

picture and digital dictionaries, Technology and

Technological Resources and a Partner work.

VU: Revise, edit, proofread

LFC: Simple and

compound sentences



Language

Objectives

Revise writing of

complex sentences in

L1 and/or drawings

with single words,

and phrases using

proofreading

markings,

dictionaries, and peer

review.

Revise writing of

complex sentences in L1

and/or phrases and simple

sentences using

proofreading markings,

dictionaries, and peer

review.

Revise writing of simple

sentences using


digital checks, dictionaries,

and peer review.

Revise expanded and

some complex

sentences using


digital checks,

dictionaries and peer

review.

Revise complex, detailed

writing of multiple,

complex sentences using


digital checks, dictionaries

and peer review.

Learning

Supports

Word/Picture Wall Partner work Bilingual dictionary Technology and Technological Resources (computer or iPad) Pictures L1 support

Word/Picture Wall Partner work Bilingual dictionary Technology and Technological Resources (computer or iPad) Pictures L1 support

Word Wall Partner work Bilingual dictionary Technology and Technological Resources (computer or iPad)

Partner work Partner work

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Technology.pdf





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/NativeLanguageSupports/BilingualDictionary.pdf





















SLO: 20

CCSS:

W.2.6

WIDA

ELDS:

2

Writing

With guidance and support, work with a group to

produce and publish a writing piece using digital

tools (e.g., laptops).

Produce and digitally publish a writing piece with a

Small group/ triads using modeled writing and Small

group/ triads.

VU: Digital, produce, publish, specific to text

LFC: Sentence structure,

verb forms, subject-verb

agreement



Language

Objectives

Produce and publish

text in L1 and/or use

pictures or drawings

and high-frequency,


words in phrases and

short sentences.

Produce and publish text

in L1 and/or use general,



sentences with formulaic

patterns.

Produce and publish a

piece of writing applying

the steps of the writing

process using key, content-

based vocabulary in simple,



structures.

Produce and publish a

piece of writing

applying the steps of

the writing process

using key, content-

based vocabulary in

expanded and some


varying grammatical

structures.

Produce and publish a piece

of writing applying the

steps of the writing process


based vocabulary in

multiple, complex



Learning

Supports

Teacher Modeling Teacher Support L1 support Word/Picture Wall Pictures Small group/ triads

Teacher Modeling Teacher Support L1 support Word/Picture Wall Sentence Frame Small group/ triads

Teacher Modeling Teacher Support Small group/ triads

Small group/ triads Teacher Modeling

Small group/ triads





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherSupport.pdf


















SLO: 21 CCSS: SL.2.1.a, b

WIDA

ELDS:

2 – 5

Speaking

Listening

Take turns responding to grade two topics and

texts in small (or larger) group discussions, and,

when appropriate, respond to comments provided

by peers and build on comments provided.

Ask and answer questions in small and large group

discussions using Cue Cards, Word Wall and L1

support.

Note: Culturally appropriate verbal and non-verbal

cues would need to be deliberately discussed and

taught for ELLs.

VU: Words and phrases that build on or respond to comments

LFC: Register of language

and form to ask questions

for clarification (student vs.

teacher)



Language

Objectives

Ask and answer

questions in L1 and/or

with single words and

memorized routines in

English, using

specific, culturally

appropriate verbal and

nonverbal cues.

Ask and answer questions

in L1 and/or use general,


in short phrases with

formulaic patterns, using

specific, culturally


nonverbal cues.





repetitive structures, using

culturally appropriate

verbal and nonverbal cues.

Ask and answer

questions using key,

content-based


and some complex


grammatical structures,

using culturally


nonverbal cues.



based vocabulary in

multiple, complex

sentences with a variety of


using culturally appropriate

verbal and nonverbal cues.

Learning

Supports

Partner work

Word/Picture Wall

Visuals

L1 support

Partner work

Word/Picture Wall

Visuals

L1 support


Word Wall

Posters

Small group/ triads/

triads

Posters


Posters

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/Cuecards.pdf
















http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Posters.pdf











SLO: 22 CCSS: SL.2.1.c

WIDA

ELDS:

2

Reading

Speaking

Listening

Ask for additional information as needed from peers when discussing a read text.

Ask questions to clarify understanding of information

using Cue Cards and a Word Wall.

VU: Clarify

LFC: Questions with

increasing specificity



Language

Objectives

Ask questions to clarify understanding of information in L1 and/or use Gestures, pictures and high-frequency, content-related single words or memorized phrases.

Ask questions to clarify understanding of information in L1 and/or use general, content-based vocabulary in phrases and short sentences with formulaic structures.

Ask questions to clarify understanding of information using key, content-based vocabulary in simple, related sentences with repetitive structures.

Ask questions to clarify understanding of information using key, content-based vocabulary in expanded and some complex sentences with varying grammatical structures.

Ask questions to clarify understanding of information using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning

Supports

Word/Picture Wall

Partner work

Cue Cards

Gestures

Pictures

Word/Picture Wall

Partner work

Cue Cards

L1 support

Sentence Frame

Pictures

Word Wall

Partner work

Cue Cards

Word Wall
































SLO: 23

CCSS:

SL.2.2

WIDA

ELDS:

2

Speaking

Listening

Recount or describe key story details or facts of a text shared orally or through other media.

Describe and retell about key ideas and details from a

text using illustrations and Story Map.

VU: Describe, flow charts,

LFC: Nouns, pronouns,

adjectives, present

progressive, adverbs,

prepositional phrases; past

tense verbs



Language

Objectives

Describe and retell

main idea and details

using L1 and/or by

using Gestures,

pictures and key,


words or memorized

phrases.

Describe and retell main

idea and details using L1

and/or by using general,




structures.


idea and details using key,


in simple, related sentences

with repetitive grammatical

structures.

Describe and retell

main idea and details

using key, content-

based vocabulary in

expanded and some


varying grammatical

structures.


idea and details using


vocabulary in multiple and


varying grammatical

structures.

Learning

Supports

L1 support Story Map Partner work Word/Picture Wall Pictures Gestures

L1 support Story Map Partner work Word/Picture Wall Pictures

Story Map Partner work Word Wall

Story Map



















SLO: 24 CCSS: SL.2.3

WIDA

ELDS:

2

Speaking

Listening

Ask and answer questions about information presented to clarify comprehension, gain more information, or deepen understanding.

Ask and answer questions to clarify meaning, gain

information or deepen understanding using Cue

Cards, Word Wall and a Partner work

VU: Question words, clarify

LFC: Verbs, verb phrases

in questions



Language

Objectives

Ask and answer

questions in L1 and/or

ask and answer

Choice questions

using Gestures,

pictures and content-

related words and

memorized phrases.


in L1 and/or ask and

answer “WH” questions

using general, content-

based vocabulary in

phrases and short


structures.


using key content-based

vocabulary in simple

sentences with repetitive


Ask and answer

questions using key,

content-based


and some complex

sentences with a variety

of grammatical

structures.



based vocabulary in

multiple, complex

sentences with a variety of


Learning

Supports

L1 support Partner work Cue Cards Word/Picture Wall Gestures

L1 support Partner work Cue Cards Word/Picture Wall Sentence Frame

Cue Cards Word Wall Partner work

Cue Cards Partner work























SLO: 25 CCSS: SL.2.6

WIDA

ELDS:

2-5

Speaking

Speak in complete sentences when appropriate to task and situation in order to provide information to others.

Speak using complete sentences when appropriate to

task and situation using Cue Cards, Word Walls and

pictures.

VU: Content-related vocabulary

LFC: Complete sentences



Language

Objectives

Speak using pictures,

Gestures and key

single words in

memorized phrases,

appropriate to task

and situation.

Speak using pictures,

phrases and short


structures, appropriate to

task and situation.

Speak using simple, related



appropriate to task and

situation.

Speak using expanded

and some complex



appropriate to task and

situation.

Speak using multiple,


varying grammatical

structures, appropriate to

task and situation.

Learning

Supports

Word/Picture Wall

Cue Cards

L1 support

Pictures

Cloze sentences

Word/Picture Wall

Cue Cards

Sentence Frame

L1 support

Pictures

Word Wall

Cue Cards

Word Wall

















SLO: 26

CCSS:

L.2.1.a, c, e

WIDA

ELDS:

2

Speaking

Writing

Use collective nouns (e.g., family), reflexive pronouns (e.g., yourself), adjectives, and adverbs appropriately when speaking and writing.

Write and/or speak appropriately using collective

nouns, reflexive pronouns, adjectives and adverbs

using Sentence Frame and a model.

VU: Specific to text

LFC: Collective nouns,

reflexive nouns, adjectives,

adverbs



Language

Objectives

Write and speak

appropriately using

pictures and high

frequency, collective

nouns, common

reflexive pronouns,

adjectives and

adverbs in single

words and memorized

phrases.

Write and speak

appropriately using

pictures and general,

collective nouns,

common reflexive

pronouns, adjectives and

adverbs in phrases and



Write and speak

appropriately using

collective nouns, reflexive


adverbs in simple, related



Write and speak

appropriately using

collective nouns,

reflexive pronouns,

adjectives and adverbs

in expanded and some


a variety of


Write and speak

appropriately using

collective nouns, reflexive


adverbs in multiple,

complex sentences with a

variety of grammatical

structures.

Learning

Supports

Teacher Modeling

Word/Picture Wall

L1 support

Pictures

Teacher Modeling

Word/Picture Wall

L1 support

Sentence Frame

Teacher Modeling

Word Wall

Teacher Modeling













SLO: 27 CCSS: L.2.2.a

WIDA

ELDS:

2

Speaking

Writing

Capitalize holidays, product names, and geographic names.

Identify proper common nouns and apply rules of

capitalization using a capitalization poster and Word

Wall.

Please note. Capitalization rules differ across

languages (i.e. days of the week).

VU: Holidays, product names, geographic places

LFC: Noun/verb agreement



Language

Objectives

Identify and apply

capitalization rules on

holidays, product

names, and

geographic places by

producing or

constructing sentences

in L1 and/or with

familiar,

known proper and

common nouns.

Identify and apply


holidays, product names,

and geographic places by

producing and

constructing sentences in

L1 and/or key, content-

based vocabulary in

phrases and short


structures.

Identify and apply




producing and constructing

simple, related sentences

with key content-based

vocabulary.

Identify and apply


holidays, product

names, and geographic

places by producing and

constructing expanded

and some complex

sentences with key,

content-based, grade-

level vocabulary.

Identify and apply




producing and constructing

multiple, complex

sentences of varying

lengths with content-based,

grade-level text.

Learning

Supports

Capitalization poster Sentence Frame Word/Picture Wall Pictures L1 support

Capitalization poster Sentence Frame Word/Picture Wall Pictures L1 support Sentence Frame

Capitalization poster Template Word Wall

Capitalization poster















SLO: 28 CCSS: L.2.2.c

WIDA

ELDS:

2

Writing

Use an apostrophe to form contractions and common possessives.

Construct contractions and possessives using models

and charts.

VU: Content words to make contractions and possessives

LFC: Sentences with

contractions and

possessives



Language

Objectives

Use an apostrophe to

form contractions and

possessives in

isolation.



possessives in isolation

and in phrases.

Use an apostrophe to form

contractions and

possessives in isolation and

in controlled writing tasks.



possessives in writing

expanded and some

complex sentences.

Use an apostrophe to form

contractions and

possessives in extended

writing on grade-level

topics.

Learning

Supports

Teacher Modeling Word Wall Chart L1 support Pictures

Teacher Modeling Word Wall Chart L1 support Pictures

Teacher Modeling Word Wall Chart












SLO: 29 CCSS: L.2.4.c

WIDA

ELDS:

Reading

Writing

Apply the knowledge of common root words to understand the meaning of unknown words with the same root.

Determine the meaning of an unknown word that has

a known root word using a teacher created word

generation chart and word games.

VU: Root/base words

LFC: Sentences with

increasing specificity



Language

Objectives

Determine the

meaning of a selected

common unknown

word that has a

known high-

frequency root word.

Determine the meaning of an unknown word that has a known high-frequency root word within selected short phrases.

Determine the meaning of an unknown general and/or content-based word that has a known root word within Adapted Text.

Determine the meaning of an unknown content-based word that has a known root word in a text within grade 1-2 complexity level.

Determine the meaning of

an unknown content-based

word that has a known root

word within a grade-level

text.

Learning

Supports

Teacher created word

generation chart

Word games

L1 support

Pictures and

Photographs

Gestures

Word/picture Wall


generation chart

Word games

L1 support


Word/Picture Wall


generation chart

Word games


generation chart

Word games


generation chart










freehold borough school district 280 park avenue … · 2014-11-12 · student portfolios...

Documents