Introduction



Introduction ESL Planning Guide Grade 4 Quarter 2 In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, 80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. 1289050135763000In order to achieve these ambitious goals, ESL teachers must collectively work with general education teachers to provide our students with a sound foundation in the English language as well as high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Language and literacy development is recognized as a shared responsibility of all of a student’s teachers. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the ESL curriculum planning guides. Designed with the teacher in mind, the ESL curriculum planning guides focus on literacy teaching and learning, which include the development of foundational skills and instruction in reading, writing, speaking and listening, and language. This planning guide presents a framework for organizing instruction around WIDA Standards, grade-level content, and the TN State Standards (CCR) so that every ELL student acquires English and develops literacy skills that will enable him or her to meet or exceed requirements for college and career readiness. The standards define what to teach within specific grade bands, and this planning guide provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials. A standards-?‐based curriculum, performance-?‐based learning and assessments, and high quality instruction are at the heart of the ESL Curriculum guides. ESL teachers will use this guide and the standards as a road map for English Language Development. The Newcomer/Readiness curriculum provides additional guidance and resources for new immigrant students and those with interruptions in formal education. Newcomer/Readiness materials are designed for use in the first 6 to 9 weeks of enrollment. 12890507112000How to Use the Curriculum Planning GuidesOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right. To enhance ELL access to instructional tasks requiring complex thinking match the linguistic complexity and instructional support to thestudents’ level of proficiency. (Gottlieb, Katz, and Ernst-Slavit 2009)This curriculum guide is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:Regular practice with complex text and its academic language.Reading, writing, and speaking grounded in evidence from text, both literary and informational.Building knowledge through content-rich nonfiction.Additional time, appropriate instructional support, and aligned assessments will be needed as ELL acquire both English language proficiency and content area knowledge. The TN Standards for Foundational Skills should be used in conjunction with this guide. StandardAbbreviationEnglish Language Development Standard 1English language learners communicate for Social and Instructional purposes within the school settingSocial and Instructional languageEnglish Language Development Standard 2English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language ArtsThe language of Language ArtsEnglish Language Development Standard 3English language learners communicate information, ideas and concepts necessary for academic success in the content area of MathematicsThe language of MathematicsEnglish Language Development Standard 4English language learners communicate information, ideas and concepts necessary for academic success in the content area of ScienceThe language of ScienceEnglish Language Development Standard 5English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social StudiesThe language of Social Studies The Five WIDA English Language Development Standards1289050-138620500Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. Standards 2– 5 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions). Throughout this curriculum guide, teachers will see high-quality texts that students should be reading, as well as some resources and tasks to support teachers in ensuring that students are able to reach the demands of the standards in the classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:The TNCore Literacy StandardsThe TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): HYPERLINK "" \h pxTeachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: HYPERLINK "" \h complexity-collectionTeachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.Student Achievement Partners Academic Work Finder: word-finderTeachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: dependent-question-resourcesTeachers can use the resources in this set of resources to craft their own text- dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: project-sequenced-under-constructionTeachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Additional ESL Resources:Additional ESL Resources:Shelby County ESL weebly: HYPERLINK "" \h password: SCS-?‐ESLWIDA: wida.us See: Download libraryNorth Carolina Transformed MPIs provide excellent examples of how the CCR standards may be broken down to align with WIDA ACCESS student ability levels. The MPIs may be transformed to fit individual student needs within your classroom HYPERLINK "" \h Click on Transformed MPIs/ ELAsNJDOE Model ELA Curriculum: provides additional examples of how MPIs are used within a unit plan.WIDA ELP Search: This form allows educators to search for strands of model performance indicators from the WIDA English Language Proficiency Standards, 2007 Edition. Please remember you are encouraged to transform the elements of the MPIs to fit your local curricular goals. A-?‐Z provides additional materials to use with Close Reads and within Literacy Stations. ?‐ (ESL teachers must have a password provided by the ESL program)Beginning with quarter 2, the first story in each quarter’s planning guides will have Model Performance Indicators (MPIs) embedded to illustrate how standards may be deconstructed for differentiation. As these are Model Performance Indicators, thestrands are to be used as an example, and may be transformed to best suit the needs of students within your classroom. Teachers are encouraged to view the MPIs within the first story of each quarter to then reference additional MPIs in order to continually scaffold instruction throughout the year within whole group and small group instruction, as well as Literacy Stations.An entire transformed MPI in all four domains as provided by North Carolina DPI for Reading Literature 1.3 Describe characters, settings, and major events in a story using key details.North Carolina Department of Public Instruction Transformed ELA MPIs: HYPERLINK "" \h 2Essential questions: What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Why is it important to be able to determine the main idea of an informational text?Lesson 10ELL Reader: The Life of Jackson Pollock Genre: BiographyAnchor TextJose! Born to Dance Genre: BiographyPaired Selection: Dance to the Beat Genre: Poetry Biography (RL.4.1, RL.4.2, RL.4.5, RL.4.10; RI.4.1, RI.4.2, RI.4.3, , RI.4.5, RI.4.7, RI.4.8, RI.4.10)RI.4.4 Determine meaning of domain-?‐specific words or phrases in a text relevant to a grade 4 topics or subject area.Target Skill: Author’s PurposeTarget Strategy: Analyze/EvaluateFoundational Skills (RF.4.3a, RF.4.4a, RF.4.4b)Decoding: Vowel + r in Multi-?‐syllable WordsFluency: Intonation Speaking and Listening Skill(SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, SL.4.2, SL.4.4, SL.4.5, SL.4.6)Speaking/Listening Skill: Recount an ExperienceLanguage (L.4.1f, LF.4.2d, L.4.3a, L.4.3c, , L.4.4c, L.4.5a, L.4.5c, L.4.6)L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Target/Academic Vocabulary: border, debut, discouraged, hauling, mournful, permission, stubborn, toured, towered, triumphDomain Specific Vocabulary: watercolor, mural, canvas, artist, studioMulti-?‐syllable Vocabulary: photographer, triangles, luckilyVocabulary Strategies: Prefix ab-?‐, shades of meaningGrammar Skill: PronounsWriting(W.4.1a, W.4.1b, W.4.1d, W.4.2a, W.4.2b, W.4.2c, W.4.2d, W.4.2e, W.4.3e, W.4.4, W.4.5, W.4.6, W.4.7, W.4.8,W.4.9a, W.4.9b, W.4.10) With guidance and support from peers and adults, apply all phases of the writing process (planning, revising, and editing) to create a clear and coherent piece of writing.1289050419163500ESL Grade 4 Planning GuideQuarter 2Essential questions: What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Why is it important to be able to determine the main idea of an informational text?Lesson 11ELL Reader: The Big Dangerous Wave Genre: Informational TextAnchor Text: Hurricanes: Earth’s Mightiest Storms Genre:Informational TextPaired Selection: Recovering from Katrina Genre: Newspaper ArticleReading Complex TextsInformational Text(RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.6, RI.4.7, RI.4.8, RI.4.9, RI.4.10)?Target Skill: Text and Graphic Features?Target Strategy: Infer/PredictFoundational Skills (RF.4.3a, RF.4.4a, RF.4.4b)Decoding: Compound WordsFluency: Phrasing: PunctuationSpeaking and Listening(SL.4.1a, SL.4.1c, SL.4.1d, SL.4.4, SL.4.5, SL.4.6) Speaking/Listening: ParaphrasingLanguage(L.4.1g, L.4.2d, L.4.3b, L.4.3c, L.4.4a, L.4.4b, L.4.6)Target/Academic Vocabulary: ancient, condense, experience, predict, rage, rapidly, registered, rotating, source, whirlingDomain-?‐Specific Vocabulary: tsunami, Richter scale, tectonic platesMulti-?‐syllable Words: dangerous, measurement, volcanoesVocabulary Strategies: Suffixes, -?‐ful, -?‐less,-?‐ness, -?‐mentGrammar: Frequently Confused WordsWriting(W.4.1a, W.4.1b, W.4.1c, @.4.1d, W.4.2a, W.4.6, W.4.7, W.4.8, W.4.9b, W.4.10)On page 13, the author writes: “People who live along the ocean need to be ready for tsunamis.” Imagine that you lived in a place that could have a tsunami. What would you do to prepare for the tsunami? How do you think this would help you keep safe?(ELL BLM page 6)Writing Mode: Opinion WritingWriting Form: Persuasive ParagraphFocus Trait: IdeasResearch/Media Literacy Skills: Conduct a Research Project1289050419163500ESL Grade 4 Planning GuideQuarter 2Essential questions: What steps must be taken to cite evidence from the text when making apoint or stating a claim? What steps must be taken when formulating a summary? Why is it important to be able to determine the main idea of an informational text?Lesson 12ELL Reader: A New Name for Lois Genre: Historical FictionAnchor Text: The Earth Dragon Awakes Genre: Historical Fiction Paired Selection: Twisters Genre:Informational TextReading Complex TextsHistorical Fiction(RL.4.1, RL.4.3, RL.4.4, RL.4.7, RL.4.10; RI.4.1, RI.4.7, RI.4.10)Target Skill: Sequence of EventsTarget Strategy: VisualizeFoundational Skills (FR.4.3a, RF.4.4a, RF.4.4b)Decoding: Base Words and EndingsFluency: RateSpeaking and Listening(SL.4.1a, SL.4.1c, SL.4.1d, SL.4.2, SL.4.3, SL.4.4, SL.4.6)Speaking and Listening: Paraphrase Information in Diverse MediaLanguage(L.4.1b, L.4.1g, L.4.2d, L.4.3a, L.4.3c, L.4.4c, L.4.5c, L.4.6)Target/Academic Vocabulary: constructed, crushing, debris, possessions, rubble, slab, tenement, timbers, trembles, wreckageDomain-?‐Specific Vocabulary: snapped, roar, smash, slab, sprayed, shook, rubbleMulti-?‐Syllable Words: constructed, tenement, possessionsVocabulary Strategies: SynonymsGrammar Skill: Possessive NounsWriting(W.4.1a, W.4.1b, W.4.1c, W.4.1d, W.4.7, W.4.8)/W.4.9a. W.4.10)On page 14, the author states that Lois “knew how to stay focused and get the job done.” What qualities did Lois need to have in order to “get the job done”? Explain your answers, giving examples from the story. (ELL BLM page 6)Writing Mode: Opinion WritingWriting Form: Problem-?‐Solution CompositionFocus Trait: Ideas1289050419163500ESL Grade 4 Planning GuideEssential questions: How does charting the story elements help a reader to understand and analyze the structure of a story? What makes a character memorable? How does identifying a story’s theme help the reader understand the story? What impact does a character have on the plot of a story?Lesson 13ELL Reader: A Visit to Antarctica Genre: Narrative NonfictionAnchor Text: Antarctic Journal: four Months at the Bottom of the World Genre: Narrative NonfictionPaired Selection: Cold, Cold Science Genre:Informational TextReading Complex TextsNarrative Nonfiction(RL.4.1: RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.6, RI.4.7, RI.4.9, RI.4.10)Target Skill: Sequence of EventsTarget Strategy: SummarizeFoundational Skills (FR.4.3a, RF.4.4a, RF.4.4b)Decoding: Recognizing Common Word PartsFluency: Phrases: PausesSpeaking and Listening Skill (SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, SL.4.2)Speaking/Listening Skill: Discuss to Compare and Contrast AccountsLanguage(L.4.1c, L.4.2c, L.4.2d, L.4.3c, L.4.4a, L.4.4b, L.4.5a, L.4.6)Target/Academic Vocabulary: alert, concluded, display, fractured, graceful, huddle, standards, stranded, vision, wearinessDomain Specific Vocabulary: continent, scientist, equator, research stationsMulti-?‐syllable Vocabulary: explorer, faraway, hemisphereVocabulary Strategies: Greek and Latin Word Parts: spect, struct, tele, vis, antiGrammar Skill: Modal AuxiliariesWriting(W.4.1a, W.4.1b, W.4.1c, W.4.1d, W.4.4, W.4.9a, W.4.9b, W.4.10)On page 11, the author points out that tour companies hire naturalists and wildlife experts as guides. What do naturalists and wildlife experts do? How do you think these people help the tourists receive a better understanding of the area? Explain your answer, giving examples from the text. (ELL BLM page 6)Writing Mode: Opinion WritingWriting Form: Persuasive LetterFocus Trait: Voice1289050419163500ESL Grade 4 PlanningEssential questions: How does charting the story elements help a reader to understand and analyze the structure of a story? What makes a character memorable? How does identifying a story’s theme help the reader understand the story? What impact does a character have on the plot of a story?Lesson 14ELL Reader: Arthropods Everywhere! Genre: Informational TextAnchor Text:The Life and Times of the Ant Genre:Informational TextPaired Selection: The Dove and the Ant Genre: Fable/ Traditional TaleReading Complex Texts Informational Texts(RL.4.2, RL.4.3, RL.4.9, RL.4.10; RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.7, RI.4.8, RI.4.10)Target Skill: Text and Graphic FeaturesTarget Strategy: QuestionFoundational Skills (RF.4.3a, RF.4.4a, RF.4.4b)Decoding: Recognizing SuffixesFluency: StressSpeaking and Listening Skill (SL.4.1a, SL.4.1c, SL.4.1d, SL.4.2, SL.4.4, SL.4.5)Speaking/Listening Skill: Listen to/make connectionsLanguage(L.4.ag, L.4.2d, L.4.3a, L.4.3b, L.4.5b, L.4.6)Target/Academic Vocabulary: chamber, excess, exchanges, obstacles, reinforce, scarce, social, storage, transfers, transportDomain Specific Vocabulary: tarantula. Millipede, South American mantisMulti-?‐syllable Vocabulary: exchanges, obstacles, reinforceVocabulary Strategies: Prefix: exo-?‐; Suffixes: -?‐able, -?‐ibleGrammar Skill: ParticiplesWriting(W.4.1a, W.4.1b, W.4.1c, W.4.1d, W.4.4, W.4.5, W.4.6, W.4.7, W.4.8, W.4.9b, W.4.10)How are millipedes and centipedes similar, and how are they different? How did the text help you see how these two arthropods live? Explain how the illustrations and other graphics help you to understand the differences between millipedes and centipedes. Use examples from the text to explain your answer. (ELL BLM page 6)Writing Mode: Opinion WritingWriting Form: Persuasive Essay: PrewriteFocus Trait: OrganizationResearch/Media Literacy Skills: Take notes and categorize information1289050419163500ESL Grade 4 PlanningEssential questions: How does charting the story elements help a reader to understand and analyze the structure of a story? What makes a character memorable? How does identifying a story’s theme help the reader understand the story? What impact does a character have on the plot of a story?Lesson 15ELL Reader: A Father’s Garden Genre: FictionAnchor Text: Ecology for Kids Genre:Informational TextPaired Selection: Wonderful Weather: “Fog,” “Weather,” “Umbrella,” Spring Rain,” and“Weathe rbee’s Diner” Genre:PoetryReading Complex Texts Fiction(RL.4.5, RL.4.10; RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.6, RI.4.8, RI.4.9, RI.4.10)Target Skill: Main Idea and DetailsTarget Strategy: Monitor/ClarifyFoundational Skills (RF.4.3a, RF.4.4a, RF.4.4b, RF.4.4c)Decoding: Three-?‐syllable WordsFluency: ExpressionSpeaking and Listening SkillLS.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, SL.4.2, SL.4.4, SL.4.5)Speaking/Listening Skill: Summarize IdeasLanguage(L.4.1b, L.4.2d, L.4.3a, L.4.4a, L.4.4b, L.4.4c, L.4.5a, L.4.6)Target/Academic Vocabulary: affect, banned, directly, habitats, organisms, radiation, species, traces, variety, vastDomain Specific Vocabulary: greenhouse, concentrate, requiredMulti-?‐syllable Vocabulary: directly, habitats, organisms, radiation, varietyVocabulary Strategies: Using context; using words partsGrammar Skill: Irregular VerbsWriting(W.4.1a, W.4.1b, W.4.1c, W.4.1d, W.4.4, W.4.5, W.4.6, W.4.7, W.4.8, W.4.9b, W.4.10)On pages 9 and 10, the author chooses the family home to have David’s father teach him about flowers. How does this setting affect what and how David learns? Would the greenhouse have been a more interesting setting? Why or why not? Explain your answers, giving examples from the story. (ELL BLM page 6)Writing Mode: Opinion WritingWriting Form: Persuasive Essay: Draft, Revise, Edit, PublishFocus Trait: IdeasResearch/Media Literacy Skills: Conduct a Research Project1289050419163500ESL Grade 4 PlanningEssential questions: How does charting the story elements help a reader to understand and analyze the structure of a story? What makes a character memorable? How does identifying a story’s theme help the reader understand the story? What impact does a character have on the plot of a story?Lesson 16ELL Reader: A Dangerous Trip Genre: Historical FictionAnchor Text: Riding Freedom Genre: Historical FictionPaired Selection: Spindletop Genre: Informational TextReading Complex TextsHistorical Fiction(RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.7, RL.4.10; RI.4.1, RI.4.2, RI.4.3, RI.4.7, RI.4.10)Target Skill: Compare and ContrastTarget Strategy: Monitor/ClarifyFoundational Skills (RF.4.3a, RF.4.4a, RF.4.4b, RF.4.4c)Decoding: Sound/Spelling ChangesFluency: RateSpeaking and Listening Skill(SL.4.1a, SL.4.1c, SL.4.1d, SL.4.2, SL.4.4, SL.4.5, SL.4.6)Speaking/Listening Skill: Report on a TextLanguage(L.4.1c, L.4.1d, L.4.2d, L.4.3a, L.4.3c, L.4.4a, L.4.5a, L.4.5b, L.4.6)Target/Academic Vocabulary: churning, defended, deserve, escorted, relied, reputation, satisfied, situation, swelled, worthyDomain Specific Vocabulary: oxen, yoke, reins, prairie schoonerMulti-?‐syllable Vocabulary: reputation, satisfied, situationVocabulary Strategies: Figurative Language;Suffixes: -?‐ed, -?‐ingGrammar Skill: AdjectivesWriting(W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.4, W.4.8, W.4.9a, W.4.10)On page 3, the author states that “Mrs. Ambrose knew the trip would be long and difficult.” Why then do you think Mrs. Ambrose wishes to make the trip? Do you think the family made the right decision? Why or why not? Explain your answer, giving examples from the story. (ELL BLM page 6)Writing Mode: Narrative WritingWriting Form: Descriptive ParagraphFocus Trait: Ideas1289050419163500ESL Grade 4 PlanningEssential questions: How does charting the story elements help a reader to understand and analyze the structure of a story? What makes a character memorable? How does identifying a story’s theme help the reader understand the story? What impact does a character have on the plot of a story?Lesson 17ELL Reader: Taking Care of Animals Genre: Narrative NonfictionAnchor Text: The Right Dog for theJob: Its Path from Service Dog to Guide Dog Genre: Narrative NonfictionPaired Selection: Knowing Noses: Search-?‐and-?‐ Rescue Dogs Genre:Informational TextReading Complex TextsNarrative Nonfiction(RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.9, RI.4.10)Target Skill: Sequence of EventsTarget Strategy: SummarizeFoundational Skills (RF.4.3a, RF.4.4a, RF.4.4b)Decoding: More Sound/Spelling ChangesFluency: IntonationSpeaking and Listening Skill(SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, SL.4.2, SL.4.3, SL.4.4)Speaking/Listening Skill: Literature DiscussionLanguage(L.4.1b, L.4.2d, L.4.3a, L.4.3c, L.4.4a, L.4.4b, L.4.6)Target/Academic Vocabulary: ceremony, confesses, confidence, disobey, foster, graduate, patiently, performs, reward, symbolDomain Specific Vocabulary: veterinarian, calf, lungs, hoof, bandage, X-?‐ray machineMulti-?‐syllable Vocabulary: ceremony, confidenceVocabulary Strategies: Prefix: dis-?‐Suffixes: -?‐ion, -?‐ation, -?‐itionGrammar Skill: AdverbsWriting(W.4.1a, W.4.1b, W.4.1c, W.4.3a, W.4.3b, W.4.3c, W.4.3e, W.4.4, W.4.7, W.4.8, W.4.9b, W.4.10)On page 12, the author describes what it takes to become a vet. What qualities must a farm vet have to be successful? What kind of person do you think would consider a career as a rural veterinarian? Explain your answer, giving examples from the selection.(ELL BLM page 6)Writing Mode: Narrative WritingWriting Form: Friendly LetterFocus Trait: Voice ................
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