WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Washington Township Public Schools
Office of Curriculum & Instruction
Curriculum Guide Checklist
|Course Title: |Elementary ESL Grades 3-5 |
|Submitted By: |Georgeann Figueroa |Date: |7/28/2014 |
(Elementary Director or /MS/HS Dept Supervisor please check)
|Acceptable |Not Acceptable |N/A | |Comments |
| | | |Cover Page (Course Description) | |
| | | |Demonstrable Proficiencies (MS & HS only) | |
| | | |Scope & Sequence (Elementary only) | |
| | | |List of Major Units of Study | |
| | | |(For each unit of study include the following A-E) | |
| | | |A. Unit Overview | |
| | | |B. Unit Graphic Organizer (Web) | |
| | | |C. Unit Plan | |
| | | |1. Topics/Concepts | |
| | | |2. Critical Content | |
| | | |3. Skill Objectives | |
| | | |4. Learning Activities | |
| | | |5. Instructional Resources with Title and Page Number | |
| | | |6. Evaluation/Assessment | |
| | | |7. Core Curriculum Standards/Cumulative Progress Indicator References | |
| | | |D. Lesson Plan Detail (Elementary Only) | |
| | | |E. Cross-Content Standards Analysis | |
| | | |D. Curriculum Modification Page Insert | |
|Approval: Principal: | | |Curriculum Director: | |
| | | |Asst. Superintendent: | |
|Department Supervisor: | | |Board of Education: | |
|PLEASE NOTE: A completed and signed checklist MUST accompany any course of study that is submitted for approval. |
Washington Township Public Schools
Office of Curriculum & Instruction
|Course: |ESL Grades 3-5 |
|Written By: |Georgeann Figueroa |
| |
|Under the Direction of: |Bobbi Marciano |
| |
|Description: |The English as a Second Language grades 3-5 curriculum consists of five domains with five proficiency levels for each domain of instruction. It includes both social |
| |communication English skills and instructional skills that assist the student in becoming academically successful in core content areas. The four language domains are |
| |maintained as separate constructs for the purpose of thinking about curriculum, instruction, and assessment. The use of five levels of language proficiency reflects the|
| |complexity of language development and allows the tracking of student progress across grade levels within the same scale. These five levels of proficiency, (1) |
| |Starting, (2) Emerging, |
| |(3) Developing, (4) Expanding, and (5) Bridging, are intended to highlight and model the process of language acquisition. Because this curriculum is a working document,|
| |enhancements can readily be made as changes |
| |in the “No Child Left Behind” legislation occur. Currently, students in New Jersey are tested annually with the A.C.C.E.S.S. standard exam. This instrument is based on|
| |the WIDA Standards which New Jersey has also adopted and is implementing in revised proficiency standards. These revisions will include expanding the scope and breadth |
| |of the ESL content standards and using students’ first languages and cultures as the foundation for developing academic language proficiency. |
|Joseph A. Vandenberg: |Assistant Superintendent for Curriculum & Instruction |
|Barbara E. Marciano: |Director of Elementary Education |
|Jack McGee: |Director of Secondary Education |
|Written: |Summer 2006 |
|Revised: |August 2012 |
|BOE Approval: | |
MAJOR UNITS OF STUDY
|Course Title: |ESL Grades 3-5 |
|Listening |
| |
|Speaking |
| |
|Reading |
| |
|Writing |
| |
|Viewing and Media Literacy |
| |
Unit Overview
|Course Title: |ESL Grades 3-5 |
| | |
|Unit #: |UNIT 1 OVERVIEW |Unit Title: |Listening |
| | |
|Unit Description: |
|Listening is the first domain of language learning. Throughout the integrated course, students will participate in active listening behaviors that increase comprehension of oral language and utilize |
|critical thinking skills such as compare, infer, and draw conclusions from information presented orally. |
|Enduring Understandings/Generalizations |
|Students will understand that: |
|There are a variety of purposes for listening. |
|Activating prior knowledge to unit themes helps aural comprehension. |
|Listening carefully helps to contribute to class discussions. |
|Listening to others is an important skill when working in cooperative groups. |
|Languages and experiences of the students and their families are recognized and respected. |
| |
|Guiding Questions |
|What are the main ideas of the information presented orally? |
|What is my opinion of the information presented orally? |
|How can I contribute to the class discussion? |
|What does paraphrasing mean? |
|How can I use the information presented orally to support my group or individual project? |
|How do I take notes on the information presented orally? |
|What is peer feedback? |
|How do I utilize peer feedback to improve my presentation? |
CURRICULUM – Unit Plan
|Course Title: |3-5 ESL | |Core Content Standards and Cumulative Progress Indicators: |
|Unit Title: |Listening | |RL.3.1-7, 9-10 | |RL.4.1-7 | |RL.5.1-7, 9 | | |
|Time Allocation: |1-year integrated program | |RI.3.1-10 | |RI.4.1-8 | |RI.5.1-8 | | |
| | | |RF.3.3.a-d | |RF.4.3.a | |RF.5.3.a | | |
| | | |RF.3.4.a-c | |RF.4.4.a-c | |RF.5.4.a-c | | |
| | | |W.3.1.a-d | |W.4.1.a-d | |W.5.1.a-d | | |
| | | |W.3.2.a-d | |W.4.2.a-e | |W.5.2.a-e | | |
| | | |W.3.3.a-d | |W.4.3.a-e | |W.5.3.a-e | | |
| | | |W.3.4-8, 10 | |W.4.4-10 | |W.5.4-10 | | |
| | | |SL.3.1-4, 6 | |SL.4.1, 3-6 | |SL.5.1, 3-6 | | |
| | | |L.3.1.a-i | |L.4.1.a-f | |L.5.1.a-e | | |
| | | |L.3.2.a-g | |L.4.2.a-c, d | |L.5.2.a-e | | |
| | | |L.3.3.a-b | |L.4.3.a-c | |L.5.3.a-b | | |
| | | |L.3.4.a-d | |L.4.4.a | |L.5.4.a | | |
| | | |L.3.5.a-c | |L.4.5.a-c | |L.5.5.a-c | | |
| | | |L.3.6 | |L.4.6 | |L.5.6 | | |
Objectives:
|Demonstrate active listening behaviors for a variety of situations and purposes | | |
|Demonstrate competence in active listening through comprehension of oral language | | |
|A. CONTENT/SKILLS |WIDA PROFICIENCY |B. LEARNING ACTIVITIES |C. SUGGESTED MATERIALS |D. STUDENT EVALUATION |
|Listen actively for a variety of |3.4.4.A.1 |Listen to, repeat, and identify new |Avenues series-Hampton-Brown publishers |Teacher observation and |
|purposes (e.g., enjoyment and obtaining | |vocabulary from text story photocards |TG12-15,68,124-127,296-299 |monitoring |
|information) | |Practice vocabulary dictation | |Grading of written work with a |
| | |Categorize dictated information |Level D |rubric |
| | |(animals, plants, transportation) |TG 12-15,46,98e,134a, 272e,292a,314,406, | |
| | |Listen to and interpret “1776 Hand Jive”|Level E | |
| | |chant about King George III |TG185a,92a,92c,18c,160c, | |
| | |View a video about earth’s formation and|250-251,308-309,440c Level F | |
| | |summarize the main points | | |
| | | | | |
| | | | | |
|Listen to read, watch, and respond to |TESOL Goal 1 |Group listening and discussion of text |TG18e,104j,290b,397a LevelD |Teacher monitoring of group |
|plays, films, stories, books, songs, |Standard 2 |story |TG18e,119a,257a,380j LevelE |discussions |
|computer programs, and magazines |Grades 4-8 |Group work to give opinion of film |TG16,40,260a,318a Level F |Grading of written work |
| | |Observe classroom or professional play | | |
| | |presentation for discussion | | |
| | |Play a listening computer game | | |
|Exchange verbal and nonverbal messages |3.4.3.A.2 |Play “Charades” in class |TG18c,28,45,222,289a LevelD |Teacher monitoring |
| | |Pantomine different sports |TG18c,173a,426a Level E |Prizes to winning teams |
| | |Use gestures to communicate a message to|TG120-121,144,160c Level F | |
| | |your cooperative learning group | | |
| | |Use body language as you read aloud in | | |
| | |class | | |
|Connect messages heard to prior |1-5 |Complete a web about when you listen to |TG38,212E,300e Level D |Teacher monitoring |
|knowledge and experiences |3.4.3.A.1 |music after listening to classroom |TG16e,78-79,238e,314e |Journal writing monitoring |
| | |responses |Level E | |
| | |Listen to the teacher describe a |TG40e,186e,318c,16c Level F | |
| | |favorite food, then list and share your | | |
| | |favorite three foods | | |
| | |Share memories of family after listening| | |
| | |to “If the Shoe Fits” or “Grandma’s | | |
| | |Records” on CD in your journal | | |
|Listen attentively and critically to a |3-5 |Listen to a student share information in|124-127,214e,362-365 LevelD |Teacher monitoring of class |
|variety of speakers |3.4.4.A.2 |front of the class |TG170a,217,235a Level E |discussions |
| | |Listen to the morning announcements |TG89c,213,398,483 Level F |Journal writing comments |
| | |Listen to a text story and give an |Recordings of famous speeches from audio | |
| | |opinion about the character |library | |
| | |Listen to a famous speech by an American| | |
| | |and tell why it moved people (ex. MLK, | | |
| | |JFK, Lincoln) | | |
|Interpret vocabulary gained through |3-5 |Find irregular past tense verbs in Big |TG40c,130c,246c,338cLevelD |Teacher monitoring of classroom |
|listening |3.4.A.3 |Book song “1776 Hand Jive” and compare |TG18c,316c-316d,290-291 |activity or journal writings |
| | |with present tense forms |Level E |Grading of worksheets |
| | |Identify subject and verb in each of |TG185a,374c,428b, Level F | |
| | |“Rigo’s New Shoes” | | |
| | |Classify new vocabulary according to | | |
| | |part of speech | | |
|Listen to and incorporate a peer’s |3-5 |Work with a partner to listen to writing|35d,177i,291d,401d Level D |Teacher monitoring and conferencing |
|feedback regarding classroom behavior |TESOL Goal 2 |activity and suggest |TG43d,171d,369d Level E |with pairs |
| |Standard 1 |improvements/changes |TG57d,177d,307d Level F | |
| |Grades 4-8 |Work with a partner to make a list of |English At Your Command!, | |
| | |vivid language to use in a writing |p. 101 | |
| | |assignment | | |
|Begin to distinguish among types of |3.4.2.A.2 |Listen and identify if the piece |TG170a,217,235a Level E |Teacher observations and monitoring of |
|speech (e.g., a joke, a chant, or a | |presented is a joke |TG89c,213,281a,483 Level F |class discussion |
|warning) | |Create a chant in a cooperative group | | |
| | |based on an historical event | | |
| | |Make a list of warnings that are often | | |
| | |received from parents and teachers and | | |
| | |read them to the class | | |
Unit Overview
|Course Title: |Elementary ESL |
| | |
|Unit #: |UNIT 2 OVERVIEW |Unit Title: |Speaking- Grades 3-5 |
| | |
|Unit Description: |
|Speaking is the second domain of language learning. In this integrated course, students will practice speaking English in both a social and school setting by engaging in discourse with peers and |
|adults, questioning and contributing to discussions, using vocabulary to support and clarify messages, and speaking for a variety of audiences and purposes. |
|Enduring Understandings/Generalizations |
|Students will understand that: |
|Effective speaking is necessary for successful communication. |
|Use of English depends on audience and settings. |
|Inquiring helps to contribute to oral discourse. |
|It is important to recognize and use Standard English appropriately. |
|Verbal and nonverbal communications both convey messages. |
|Guiding Questions |
|Why is it important to speak effectively in English? |
|How does appropriate vocabulary usage help to support or clarify a message? |
|What is figurative language? |
|How does figurative language enhance oral messages? |
|How can you elaborate on others’ ideas and messages? |
|How do I ask for help from peers or teachers? |
CURRICULUM – Unit Plan
|Course Title: |ESL Grades 3-5 | |Core Content Standards and Cumulative Progress Indicators: |
|Unit Title: |Speaking | |RL.3.1-7, 9-10 | |RL.4.1-7 | |RL.5.1-7, 9 | | |
|Time Allocation: |a 1-year integrated course | |RI.3.1-10 | |RI.4.1-8 | |RI.5.1-8 | | |
| | | |RF.3.3.a-d | |RF.4.3.a | |RF.5.3.a | | |
| | | |RF.3.4.a-c | |RF.4.4.a-c | |RF.5.4.a-c | | |
| | | |W.3.1.a-d | |W.4.1.a-d | |W.5.1.a-d | | |
| | | |W.3.2.a-d | |W.4.2.a-e | |W.5.2.a-e | | |
| | | |W.3.3.a-d | |W.4.3.a-e | |W.5.3.a-e | | |
| | | |W.3.4-8, 10 | |W.4.4-10 | |W.5.4-10 | | |
| | | |SL.3.1-4, 6 | |SL.4.1, 3-6 | |SL.5.1, 3-6 | | |
| | | |L.3.1.a-i | |L.4.1.a-f | |L.5.1.a-e | | |
| | | |L.3.2.a-g | |L.4.2.a-c, d | |L.5.2.a-e | | |
| | | |L.3.3.a-b | |L.4.3.a-c | |L.5.3.a-b | | |
| | | |L.3.4.a-d | |L.4.4.a | |L.5.4.a | | |
| | | |L.3.5.a-c | |L.4.5.a-c | |L.5.5.a-c | | |
| | | |L.3.6 | |L.4.6 | |L.5.6 | | |
Objectives:
|Demonstrate the ability to engage in oral discourse in paired, small-group or whole-class activities to | |Demonstrate the ability to use developmentally appropriate vocabulary to support and/or clarify a|
|convey ideas | |message |
|Demonstrate effective use of a variety of questions and responses | |Demonstrate the ability to speak for a variety of audiences and purposes |
| | | |
|A. CONTENT/SKILLS |WIDA PROFICIENCY |B. LEARNING ACTIVITIES |C. SUGGESTED MATERIALS |D. STUDENT EVALUATION |
|Take turns when speaking in a group |1-5 |Play circle games such a “I Spy” or |Avenues series-Hampton-Brown |Teacher monitoring and observation |
| |3.3.A.3 |clapping, rhythmic games where each |TG41,63,195,285,367 Level E | |
| | |member takes a turn |TG35,113,279,403 Level F | |
| | |In small cooperative groups discuss a | | |
| | |character in a text story and complete a | | |
| | |graphic organizer that describes the | | |
| | |character | | |
| | |Participate in a class discussion about a| | |
| | |content area reading | | |
|Stay focused on a topic in |2-5 |Students repeat or paraphrase what |Level D Units 1-8 |Teacher monitoring of group |
|content discussions |3.3.3.A.2 |previous speaker said |Level E Units 1-8 |discussions |
| | |Students give opinions on peers’ comments|Level F Units 1-8 | |
| | |Students express likes/dislikes in | | |
| | |content discussion | | |
|Participate in full class, group, and |2-5 |Use sentence frams to help students share|Level D Units 1-8 |Teacher monitoring of group discussions |
|pair discussions |TESOL Goal 2 |opinions |Level E Units 1-8 | |
| |Standard 1 |Pair oral practice to share opinions |Level F Units 1-8 | |
| |Grades 4-8 |based on text story | | |
| | |Students compare and contracts various | | |
| | |aspects of text story | | |
| | |In small groups, discuss a movie’s main | | |
| | |ideas and express opinions about it | | |
|Listen and follow a discussion in order |2-5 |Pair beginners with higher level students|TG212,366,432a Level D |Teacher monitoring of group |
|to contribute appropriately |3.3.3.A.1 |and have them echo main idea of text |TG62-63,173g, Level E |discussions |
| | |story as given by partner |TG112-113,174 Level F | |
| | |Express an opinion and find evidence from| | |
| | |story text to support opinion | | |
| | |Discuss in small groups how weather | | |
| | |forecasts help people | | |
|Ask peer’s opinions, |TESOL |Work with a partner to complete an |TG119d.401d,457d Level D |Teacher observations and monitoring of |
|preferences, and desires |Goal 1 |opinion poll about favorite season |TG62-63,208g,302,400 Level E |group discussions |
| |Standard 1 |Interview members of cooperative learning|TG40-41,152,336,214 Level F | |
| |Grades 4-8 |group to write an oral report about what | | |
| | |they like to do after school | | |
| | |Create a hypothesis about what students | | |
| | |hope to do in the summer and conduct an | | |
| | |opinion poll to prove it | | |
|Use details, examples and reasons to |4-5 |Students use story text illustrations to |35a,111,240-241,455a Level D |Teacher observations of group and |
|support central ideas or clarify a point |3.3.4.A.1 |respond to questions with embedded |TG41,121,233,305a,402a Level E |whole-class work |
|of view | |answers – Is he happy or sad? |TG56a,176a-176b,280a, 404a Level F |Grading of oral presentations with |
| | |Read favorite part of story text aloud | |rubrics |
| | |and explain why it is the favorite part | | |
| | |to you | | |
| | |Have partners retell or elaborate a part | | |
| | |of the story text to the class | | |
| | |Express an opinion about a text story | | |
| | |character and use a graphic organizer to | | |
| | |explain it to the class | | |
|Repeat or paraphrase a |1-3 |Respond as a group to teacher’s yes/no |Level D Units 1-8 |Teacher monitoring of student oral |
|teacher’s directions orally |TESOL Goal 2 |questions that reinforce his/her |Level E- Units 1-8 |messages |
| |Standard 1 |instructions |Level F – Units 1-8 | |
| |Grades 4-8 |Work in cooperative groupsand take turns | | |
| | |explaining instructions and grading for a| | |
| | |group project | | |
| | |Repeat the teacher’s instructions to the | | |
| | |rest of the class | | |
|Ask a teacher to restate or simplify |1-5 |Model asking for help with students |Level D Units 1-8 |Monitoring of student oral responses |
|directions |TESOL Goal 2 |Check for comprehension by having |Level E - Units 1-8 | |
| |Standard 1 |students ask the teacher questions about |Level F - Units 1-8 | |
| |Grades 4-8 |the directions just given | | |
| | |Play “Jeopardy” with the class by giving | | |
| | |answers about directions and having | | |
| | |students make questions | | |
|Express likes, dislikes, and |1-5 |Students bring in favorite toy/game and |TG38f,58a Level D |Teacher observations |
|needs |TESOL |tell why they like it |TG108,232,302,400,462g Level E |Grading of oral presentations |
| |Goal 2 |Students work with partners to explain |TG279a,174,278,342,426 Level F |with a rubric |
| |Standard 1 |their favorite text story character | | |
| |Grades 4-8 |Student creates a web to show what they | | |
| | |need for a camping trip and explain it to| | |
| | |a small group/whole class | | |
|Ask for assistance with a task (e.g., |1-5 |Model asking for help with class |TG70c,130c Level D |Teacher observations and monitoring |
|meaning of words, directions) |TESOL |Monitor cooperative groups to give |TG134c,316c,478a, Level E | |
| |Goal 2 |students a chance to ask questions |TG56a,94c,217a,428a Level F | |
| |Standard 1 | | | |
| |Grades 4-8 | | | |
|Contribute information, ideas, and |2-5 |Share personal experiences relating to |TG116,153a,404f,420a Level D |Teacher observations and |
|experience to classroom inquiry |TESOL Goal 2 |text story theme in class discussion |TG18a,98a,176c,272a,316c, 380a, |monitoring |
| |Standard 1 |Work in cooperative groups to create a |08a,438a,452a,462j, Level E | |
| |Grades 4-8 |poster based on personal experiences |TG40,68j,160a,220,284,318a,374a | |
| | |relating to text theme |438,462,464 Level F | |
| | |Bring in personal memorabilia and tell | | |
| | |the class about it | | |
|Use questioning to construct meaning by |2-5 |Play “20 Questions” in class to introduce|TG68f,101a,332b,357a Level D |Teacher observations |
|listening to others |3.3.5,6B.1 |new text story |TG46f,48a,52,53,64a,454,478a, Level E | |
| | |Work in pairs to interview a partner who |TG18a,66e,78,88a,115a,176a,249a,260a,459a| |
| | |pretends to be a story character |Level F | |
| | |A student asks the class questions about | | |
| | |the text story | | |
|Modify a statement made by a peer |3-5 |Interview a partner and report the |TG43a,171a,286a,456a, Level E |Teacher observations |
| |TESOL Goal 2 |information to a small group |TG176a,203,216a,428b, Level F | |
| |Standard 1 |Act as a moderator for a debate between | | |
| |Grades 4-8 |loyalists and patriots before 1776 and | | |
| | |explain what the speakers say | | |
|Develop appropriate questions to explore |3-5 |Use KWL to introduce a unit |Levels D, E, F Units 1-8 |Teacher observations |
|a topic |3.3.3.B.1 |Students work in cooperative groups to | |Grading of charts with a rubric |
| | |make a KWL chart for a story topic/theme | | |
| | |Create a KWL chart alone about the story | | |
| | |topic/theme | | |
|Test appropriate use of new vocabulary, |2-5 |Respond orally to visual clues by naming |Levels D, E, F Units 1-8 |Teacher observations |
|phrases, and structures |TESOL Goal 1 |mathematical symbols | |Grading of written tests |
| |Standard 1 |Match science vocabulary with its meaning| | |
| |Grades 4-8 |on flashcards in a game situation | | |
| | |Participate in a “mock” spelling test | | |
| | |Participate in a written test | | |
|Recognize and use Standard English |2-5 |Model greetings and introductions |TG28-29,43a,122a,186 Level E |Teacher observations |
|appropriately |TESOL Goal 3 |Role-play greeting and introductions with|115a,281a,338a,458a Level F |Grading of role-plays with a rubric |
| |Standard 1 |a partner | | |
| |Grades 4-8 |Role-play a conversation from the text | | |
| | |story using appropriate English | | |
|Adapt language to persuade, explain, or |3-5 |Brainstorm occasions when families |TG268f,282-283,290a Level D |Teacher observations |
|seek information |3.3.3.C.2. |celebrate and each student chooses an |TG42a,170,307a,478b Level E |Grading of written work with a |
| | |event his or her family celebrates |TG182g,188f,188g,459a, Level F |rubric |
| | |Make a list a rules to follow in case of | | |
| | |a tornado | | |
| | |Work in cooperative groups to list | | |
| | |reasons why loyalists should rebel | | |
| | |against King George III | | |
|Use varied word choice to clarify, |3-5 |Retell the text story in your own words |Levels D,E, F Units 1-8 |Teacher observations, |
|illustrate, and elaborate |3.3.5.C.2. |in class | |grading of drawings with a rubric |
| | |Draw a picture about the text story and | | |
| | |tell a caption about it | | |
| | |Make synonym flashcards for text story | | |
| | |vocabulary | | |
| | |Try to use all text story vocabulary | | |
| | |words in an oral sentence | | |
|Use convincing dialog to role-play short |3-5 |Role-play a scene from the text story |TG33a-33b,146-147,270e Level D |Teacher observations |
|scenes involving familiar situations or |3.3.4.C.1. |with a partner |TG41a-41b,169a-169b,378,401a-401b,436 |Grading of presentations with a rubric |
|emotions | |Play “Adlibs” in class with the teacher |Level E | |
| | |changing the text story situatioin to |TG30-31,120-121,153a-153b,242-243,337a-33| |
| | |evoke different emotions |7b,458a Level F | |
| | |Present a dramatization of the text story| | |
| | |to another class | | |
|Use figurative language purposefully in |4-5 |Brainstorm a list of similes using |Levels D, E, F Units 1-8 |Teacher observations |
|speaking situations (e.g., similies, |3.3.4.C.2. |“as…as” to better describe a text story, | |Grading of oral presentations |
|metaphors) | |character, or setting | |with a rubric |
| | |Read aloud examples of figurative | | |
| | |language found in the media | | |
| | |Work with a partner to create a dialog | | |
| | |that uses figurative language and present| | |
| | |it in class | | |
|Select and use suitable vocabulary to fit|4-5 |Choose stories to read to K or 1st grade |Levels D,E, F Units 1-8 |Teacher observations |
|a range of audiences |3.3.5.C.4. |students and participate in a “Book |Classroom library books |Grading of oral presentations with a |
| | |Buddy” program |School library books |rubric |
| | |Create survey questions about various | | |
| | |topics and conduct a survey with various | | |
| | |audiences (adults, younger students) | | |
| | |Present a short play about an important | | |
| | |historical event to another class in your| | |
| | |school or to parents | | |
|Recite poems, stories, and rhymes orally |1-5 |Recite Big Book selections in class |Levels D,E, F Units 1-8 |Teacher observations |
| |3.3.1.D.1 |Work in groups and present a jazz chant |Jazz Chants by Carolyn Graham |Grading of oral presentations with a |
| | |to the class | |rubric |
| | |Present a rap to the class | | |
| | |Memorize and recite a famous poem to the | | |
| | |class | | |
|Describe favorite storybook |2-5 |Students complete a graphic organizer |Levels D,E, F Units 1-8 |Teacher monitoring and observations |
|characters (e.g., fairy tales, |TESOL Goal 1 |with class to describe text story |Classroom library | |
|folk tales, and fiction) |Standard 2 |Work in groups and discuss how a |School library | |
| |Grades 4-8 |character changes in the text story | | |
| | |Retell the text story to the class from a| | |
| | |character’s point of view | | |
|Recommend a game, book, or computer |2-5 |Tell about a favorite game, book, or |Classroom library |Teacher observations |
|program |TESOL Goal 1 |computer program in “Show and Tell” in |School library |Grading of oral presentations with a |
| |Standard 2 |class |Home or local library |rubric |
| |Grades 4-8 |Present a book report orally |Videotape equipment | |
| | |Work with a partner and videotape a game | | |
| | |critique | | |
|Talk about a given topic |2-5 |Choose a topic and tell a small group |Levels D,E, F Units 1-8 |Teacher observations |
| |3.3.2.D.3 |about it |Videotape equipment |Grading of oral presentations with a |
| | |Choose a topic and tell the class about | |rubric |
| | |it | | |
| | |Videotape your critique of a text story | | |
| | |for morning announcements | | |
|Describe feelings and emotions |2-5 |Discuss in class how the text story |Levels D, E, F Units 1-8 |Teacher observations and monitoring of |
| |TESOL Goal 1 |characters feel |Magazines |discussions |
| |Standard 1 |Work with a partner and find a magazine |Photo equipment |Grading of charts with a rubric |
| |Grades 4-8 |photo and describe how the people in the | | |
| | |photo feel | | |
| | |Work in a cooperative group to take | | |
| | |pictures of each other exhibiting | | |
| | |different emotions and create a chart by | | |
| | |labeling each photo | | |
|Read aloud with fluency |2-5 |Participate in a choral reading of Big |Levels D,E, F Units 1-8 |Teacher observations and monitoring |
| |3.3.4.D.6 |Book or text story |Taperecorder | |
| | |Participate in a echo reading of text |Kidspiration CD-Rom | |
| | |story | | |
| | |Read sections of text story aloud to | | |
| | |class | | |
| | |Tape yourself reading aloud | | |
|Use appropriate strategies to prepare, |4-5 |Practice an oral presentation with the |TG61a,203,388-389,469 Level D |Teacher observations, monitoring, and |
|rehearse, and |3.3.3.D.3 |whole class |TG43a,170a,235a,453a Level E |critiques |
|deliver an oral presentation: word | |Work in cooperative groups to rehearse an|TG124e,217c,338a, 486b Level F | |
|choice, expression, intonation, and | |oral presentation | | |
|volume | |Work with a partner to practice an oral | | |
| | |presentation | | |
|Use verbal and nonverbal delivery to |4-5 |Use body language and gestures to express|TG61a,203,388-389,400a Level D |Teacher observations |
|maintain audience focus |3.3.5.D.7 |oral message to the class |TG18c,173a,426a Level E | |
| | |Work with a partner to role-play how text|TG120-121,144,160c,216a Level F | |
| | |story character use nonverbal | | |
| | |communication to express themselves | | |
Unit Overview
|Course Title: |Elementary ESL |
| | |
|Unit #: |UNIT 3 OVERVIEW |Unit Title: |Reading- Grades 3-5 |
| | |
|Unit Description: |
|Reading is the third domain of language learning. In this integrated course, students will be reading to learn. Comprehension and reading fluency will be stressed while students review phonemic |
|skills, word decoding, and word study skills. |
| |
|Enduring Understandings/Generalizations |
|Students will understand that: |
|reading will have a lifelong impact on their lives. |
|effective readers use specific strategies to understand the meaning and purpose of a selection. |
|English reading can be used to communicate, learn and understand information. |
|readings in English are geared to various audiences, purposes, and settings. |
|using prior knowledge will help to comprehend the target reading lesson. |
|Guiding Questions |
|How do I use text features to help my reading comprehension? |
|What tools will help to decode new vocabulary words? |
|What phonetic skills will help to decode new vocabulary words? |
|How does oral and silent reading help to develop language skills? |
|How does acquiring and applying reading strategies before, during, and after reading help comprehension? |
|What are the differences among literature forms? |
|What are the literary elements of a story? |
|How are successful projects compiled and completed? |
CURRICULUM – Unit Plan
|Course Title: |Elementary ESL | |Core Content Standards and Cumulative Progress Indicators: |
|Unit Title: |Reading- Grades 3-5 | |RL.3.1-7, 9-10 | |RL.4.1-7 | |RL.5.1-7, 9 | | |
|Time Allocation: |1-year integrated course | |RI.3.1-10 | |RI.4.1-8 | |RI.5.1-8 | | |
| | | |RF.3.3.a-d | |RF.4.3.a | |RF.5.3.a | | |
| | | |RF.3.4.a-c | |RF.4.4.a-c | |RF.5.4.a-c | | |
| | | |W.3.1.a-d | |W.4.1.a-d | |W.5.1.a-d | | |
| | | |W.3.2.a-d | |W.4.2.a-e | |W.5.2.a-e | | |
| | | |W.3.3.a-d | |W.4.3.a-e | |W.5.3.a-e | | |
| | | |W.3.4-8, 10 | |W.4.4-10 | |W.5.4-10 | | |
| | | |SL.3.1-4, 6 | |SL.4.1, 3-6 | |SL.5.1, 3-6 | | |
| | | |L.3.1.a-i | |L.4.1.a-f | |L.5.1.a-e | | |
| | | |L.3.2.a-g | |L.4.2.a-c, d | |L.5.2.a-e | | |
| | | |L.3.3.a-b | |L.4.3.a-c | |L.5.3.a-b | | |
| | | |L.3.4.a-d | |L.4.4.a | |L.5.4.a | | |
| | | |L.3.5.a-c | |L.4.5.a-c | |L.5.5.a-c | | |
| | | |L.3.6 | |L.4.6 | |L.5.6 | | |
Objectives:
|Identify and explain text features that contribute to comprehension | |Acquire and apply reading strategies before, during, and after reading |
|Demonstrate phonological awareness and a sense of sound-symbol relationships, including all phonemes | |Develop appropriate vocabulary and concepts according to subject area and content |
|Decode and recognize words through letter-sound correspondence, structural analysis, and word study | |Apply basic reading comprehension skills using context to construct meaning |
|skills | | |
|Read orally and silently with comprehension and fluency | |Develop inquiry and research skills by gathering information from a variety of sources |
|A. CONTENT/SKILLS |WIDA PROFICIENCY |B. LEARNING ACTIVITIES |C. SUGGESTED MATERIALS |D. STUDENT EVALUATION |
|Use table of contents, index, and |1-5 |Students work in cooperative groups to |Avenues Series-Hampton-Brown |Teacher observations and monitoring |
|glossary appropriately. |3.1.3.A.3 |answer questions about text found in book|TG40a,104a,170,338a LevelD |Grading of written practice and tests |
| | |index, table of contents, and glossary |TG30,199a,121a,121a,287a, | |
| | |Written test about parts of a book |456b, Level E | |
| | |Students discuss in class what |TG296,479,365a,175a,37a, | |
| | |information can be found in the various |249a,487a, Level F | |
| | |parts of a book |English At Your Command! | |
|Recognize purposes and uses for print |3-5 |Discuss print conversations in class and |Reading Basics-TG11,29,92,35,84 |Teacher observations and monitoring |
|conventions (e.g., paragraphs, |3.1.3.A.2 |ask students to find examples of them | |Grading of written assignments |
|punctuation, and bold print). | |Students will read the same sentence with| | |
| | |three different end punctuations and | | |
| | |discuss the differences in meanings | | |
| | |Students will work in small groups to | | |
| | |find different print conventions on a | | |
| | |worksheet and label them | | |
|Understand sound-symbol relationships in |1-2 |Students mimic letter sounds with teacher|Reading Basics |Teacher observations and monitoring |
|English |3.1.3.B.1 |using flashcards |Kidspiration CD-Rom | |
| | |Students correctly read letter sound | | |
| | |using flashcards | | |
| | |Students work with computer to practice | | |
| | |English | | |
|Use knowledge of letter-sound |1-5 |Teacher intro. Of new words with |Reading Basics- |Teacher observations |
|correspondence to sound out unknown words|3.1.2.B.2 |whole-class pronunciation practice and |TG19,40-43,56-59,178,124-125,160-163 | |
| | |sounding out | | |
| | |Small group practice to sound out new | | |
| | |vocabulary words | | |
| | |Partner practice to sound out new | | |
| | |vocabulary words | | |
|Demonstrate a developed sense of |2-5 |Play a class game reading the correct |Reading Basics- |Teacher observations |
|sound-symbol relationships including all |3.1.3.B.1 |phoneme sound shown by teacher |TG4,233,237-239,64-66,67,70,136,139,142 |Grading of worksheets and quizzes |
|phonemes (e.g., blends, diagraphs, | |Complete worksheets in small groups and | | |
|diphthongs) | |alone | | |
| | |Fine phonemes with similar sounds on a | | |
| | |quiz | | |
|Use a dictionary, other reference |1-5 |Teacher-modeled strategy for using |TG266-267,272-273,343 LevelD |Teacher observations |
|materials, and context clues to |3.1.5.C.1,2 |context clues with class practice |TG44-45,45a-45b,418,30,S2-S5 Level E |Grading of written assignments and |
|decode and clarify new words | |Work in cooperative groups to decode a |TG33a,173,245,359a Level F |quizzes |
| | |list of new words from story text |Reading Basics –TG39,115,130 | |
| | |Read and answer worksheets to use context| | |
| | |and reference materials to decode new | | |
| | |vocabulary | | |
|Recognize compound words, contractions, |2-5 |Practice creating and identify compound |Reading Basics- TG88-89,91,116,146 |Teacher observations |
|and common |3.1.4.C.3 |words in class with teacher | |Grading of written assignments and |
|abbreviations | |Create a personal dictionary of compound | |quizzes |
| | |words, contractions, and common | | |
| | |abbreviations in a cooperative group | | |
| | |Practice reading and writing compound | | |
| | |words. Common abbreviations, and | | |
| | |contractions on worksheets | | |
|Use context to accurately read words with|4-5 |Sort words in class with teacher to group|English At Your Command!- |Teacher observations |
|more than one pronunciation |3.1.3.C.3 |homophones and list on a chart or |pps. 32-34,228-229 |Grading of written assignments or quizzes|
| | |Smartboard | | |
| | |Read and write sentences using homophones| | |
| | |with a partner | | |
|Read aloud and silently with |3-5 |Participate in group choral reading in |TG62-63,294-295, Level D |Teacher observations and |
|proper phrasing, inflection, and |3.1.3.D.3 |class |TG39a,89a,301a,475a Level E |monitoring |
|intonation | |Read aloud with a partner |TG85a,213a,455c,359a Level F | |
| | |Read and listen to computer practice | | |
|Skim or scan for textual features |4-5 |Whole group practice of skimming to find |English At Your Command! pps. 297,327 |Teacher observations |
|(e.g., bold print, italics, captions) |TESOL Goal 2 |a feature |Kidspiration CD-Rom |Grading of written assignments |
| |Standard 3 |Teacher-modeled activity | | |
| |Grades 4-8 |Work in cooperative groups to scan text | | |
| | |story for certain features and respond to| | |
| | |questions in writing | | |
| | |Complete a worksheet that uses scanning | | |
| | |to answer questions about reading | | |
| | |selection | | |
|Identify specific words or passages |1-5 |Teacher-modeled ways to ask for |TG70c,130c Level D |Teacher observations |
|causing comprehension difficulties and |3.1.4.E.2 |vocabulary help |TG134c,195a,316c Level E |Grading of written assignments |
|seek clarification | |Sequence picture cards to show |TG42c,350351 Level F | |
| | |comprehension of life cycle of a plant or| | |
| | |animal or a food chain | | |
| | |Synthesize information by reviewing the | | |
| | |steps used to solve a math word problem | | |
| | |Determine the causes of the American | | |
| | |Revolution by identifying key words in a | | |
| | |text story | | |
|Recognize the need to seek |1-5 |Teacher-modeled ways to seek help with |TG70c,130c Level D |Teacher observations |
|assistance (e.g., teacher, peers, |TESOL Goal 2 |reading |TG12a,266a,52,197a Level E | |
|and other resources) |Standard 3 |Work in cooperative groups to make a list|TG42c,28-29,414 Level F | |
| |Grades 4-8 |of people and references to use for | | |
| | |reading help | | |
| | |Use the computer to seek assistance with | | |
| | |a reading problem | | |
|Activate prior knowledge and |2-5 |Play “Build Up the Board” with embedded |TG16e,68e,156e,244e Level D |Teacher observations and review or |
|anticipate what will be read or |3.1.5.E.1 |questions prior to student reading of |TG16e,132e,206e,338e,436e, |grading of written group or individual |
|heard | |text story |460e, Level E |work |
| | |Complete a KWL chart about the text story|TG16e,158e,258e,372e,408e, | |
| | |theme |462e Level F | |
| | |Have students discuss personal | | |
| | |experiences relating to text story in | | |
| | |small groups | | |
| | |Student reads journal entry to class | | |
| | |about prior experiences based on story | | |
| | |theme | | |
|Use acquired knowledge of word |3-5 |Teacher-led Q & A about text story |TG378,394-395 Level E |Teacher observations |
|meaning, language structure, and |3.3.4.E.1 |vocabulary |TG462e,192-193,282-283 |Grading of written assignments |
|sound-symbol relationships to check | |Work in cooperative groups to answer |Level F | |
|understanding when reading | |teacher-created vocabulary questions to |Reading Basics-TG55,103,167 | |
| | |check reading comprehension | | |
| | |Read and write worksheet answers that | | |
| | |check reading comprehension | | |
|Reread to make sense of difficult |3-5 |Teacher-led class modeling of rereading |Levels D,E, F Units 1-8 |Teacher observations |
|paragraphs or sections of text |3.1.5.E.3 |to understand | |Grading of written assignments or tests |
| | |Work in cooperative groups to reread and | | |
| | |find answers to comprehension questions | | |
| | |Take a practice test to reread for | | |
| | |comprehension | | |
|Use pictures and context clues to assist |1-5 |Illustrate or find pictures of new |Reading Basics- TG87,95,135,159,167 |Teacher observations |
|with meaning of new words |3.1.3.F.5 |vocabulary words to put in personal | |Grading of written assignments |
| | |dictionary | | |
| | |Work in small groups to read and define | | |
| | |new words from story text | | |
| | |Complete new vocabulary practice in | | |
| | |journal | | |
|Use the dictionary, thesaurus, and other |2-5 |Whole class practices to use dictionary |English At Your Command!- |Teacher observations |
|reference materials to identify |3.1.5.F.4,5 |and thesaurus |pps. 93,180-181,322-325 |Grading of oral reading presentations |
|alternative word choices and meanings | |Cooperative group practice to use |TG30,109,337a,52-55 Level E |with a rubric |
| | |dictionary and thesaurus |TG39a,228-229,479 Level F | |
| | |Students will research and read to class | | |
| | |their results of a reference materials | | |
| | |reading practice | | |
|Infer word meaning from learned roots, |3-5 |Whole-class practice to make a chart of |TG237a-237b,334-335 Level D |Teacher observations and monitoring |
|prefixes, and suffixes |3.1.4.F.1 |roots, prefixes, and suffixes and their |TG237,173,282-283,245 Level E |Grading of written assignments or oral |
| | |meanings |TG216,236-237,475 Level F |reading presentations |
| | |Cooperative learning group practice to |Reading Basics- TG163,166,96-99,108, | |
| | |read words and write their meanings based|131,160,171,166,174 | |
| | |on root, suffix, or prefix pattern | | |
|Identify and correctly use antonyms, |3-5 |Whole-class practice of identifying |Reading Basics-TG74-75,152,154,169 |Teacher observations and monitoring |
|synonyms, homophones, and homographs |3.1.4.F.3 |antonyms and synonyms using text story |TG348,157,245 Level E | |
| | |vocabulary |TG227,333,74-75,165, Level F | |
| | |Work in pairs to play a “Concentration |English At Your Command!- pps. | |
| | |Game” using flashcards of antonyms, |40-41,180-181,35-39,32-34 | |
| | |synonyms, homophones | | |
|Understand and produce technical |4-5 |Read and explain the cycle of volcanic |TG460-461,479c-479d Level E |Teacher observations |
|vocabulary and text features according to|TESOL Goal 2 |eruptions |TG62-63,106-107,182-183 |Grading of oral presentations with a |
|content area |Standard 2 |Use correct vocabulary and read to class |Level F |rubric |
| |Grades 4-8 |from journal entry about the reasons for | | |
| | |the American Revolution | | |
| | |Read a word problem and explain the math | | |
| | |terms used | | |
|Link concepts explicitly to students’ |1-5 |Discuss parent letter for each unit and |TG16b,124-125,244b Level D |Teacher observations |
|background experiences, past learning and|TESOL Goal 2 |how theme of story relates to family |G16,16e,46,206e,378 Level E |Grading of assignments with a rubric |
|new concepts, and global connections |Standard 3 |experiences |TG66e,124e,258e,342,438e | |
| |Grades 4-8 |Draw a picture of a favorite event in |Level F | |
| | |your life relating to the text story | | |
| | |Complete a graphic organizer that | | |
| | |describes a family member like Gary | | |
| | |Soto’s in “If the Shoe Fits” | | |
| | |Read a journal writing about the text | | |
| | |story theme if it had occurred in your | | |
| | |native country | | |
|Participate in creative responses to |1-5 |Role-play a scene from the text story |Levels D,E, F Units 1-8 |Teacher observations |
|texts (e.g., role-play, oral |3.1.3.G.11 |Participate in a choral reading of Big |Levels D, E, F Big Books | |
|presentations) | |Book selection | | |
| | |Read a jazz chant with parts assigned | | |
| | |Recite a poem about weather | | |
|Discuss underlying themes across cultures|2-5 |Discuss in class differences in family |TG20-21,127a,212b,468Level D |Teacher observations and monitoring of |
|in various texts |3.1.4.G.1 |across cultures |TG12-13,42a,58-59,202-203,106-107,432-433|discussions |
| | |Discuss folklore differences across |Level E | |
| | |cultures (Cinderella stories in various |TG40b,368-369,434-435,254-255,420,168-169| |
| | |cultures) |,464g Level F | |
| | |Compare celebrations of holidays in | | |
| | |cooperative groups | | |
|Follow simple multiple steps in |2-5 |Work with a partner and follow |TG58b,94-95,222 Level D |Teacher observations |
|written instructions (e.g. math and |3.1.4.G.5 |instructions to test static electricity |TG125a,260b,316e,332 Level E |Grading of charts and oral presentations |
|science) | |Work with a partner to make your own |TG312f,358-359 Level F |using a rubric |
| | |electricity | | |
| | |Make a flow chart to show how a Native | | |
| | |American longhouse is constructed | | |
| | |Make a food chain about your lunch | | |
| | |Create and read a math problem that shows| | |
| | |order of operations | | |
|Compare and contrast story plots, |2-5 |Read aloud story text parts and describe |TG130a,287,70a,368a Level D |Teacher observations |
|characters, settings, and |3.1.3.G10 |characters |TG70-71,121a,232,233a,302, |Grading of diagrams and oral |
|themes | |Work in a cooperative group and make a |307a,378e,400,427e Level E |presentations with a rubric |
| | |Venn diagram of two story characters |TG59a,114b,277,304,336,484 | |
| | |In a journal entry compare Native |Level F | |
| | |American house with present-day housing | | |
| | |and read it to the class | | |
|Respond to text by questioning techniques|2-5 |Teacher-led discussion of text story |Level D Units 1-8 |Teacher observations |
|(5 W’s) |3.1.2.G.5 |using five W’s |Level E, Units 1-8 |Grading of charts and oral presentations |
| | |Work in cooperative groups to create five|Level F, Units 1-8, TG339c |with a rubric |
| | |W questions and read them to the class | | |
| | |Create a chart of five W questions to | | |
| | |review a text story | | |
|Recognize differences among forms of |3-5 |Create a chart listing differences |TG270a,302a.355,169 Level D |Teacher observations |
|literature ( poetry, drama, fiction, |3.1.4.G.8 |between fiction and nonfiction stories |Level E, Units 1-8, |Grading of charts and oral presentations |
|nonfiction) | |Work in cooperative groups to classify |TG43c-43d,261c-261d,93c-93d,76a |with a rubric |
| | |text stories as fiction or nonfiction |Level F, Units 1-8 | |
| | |Write a cinquain poem in your journal and|TG37c-37d,155c-155d,318a | |
| | |read it to the class explaining why it is| | |
| | |a cinquain poem | | |
| | |Read your favorite part of a text drama | | |
| | |to class with your cooperative group or | | |
| | |partner | | |
|Recognize purpose of the text |3-5 |Discuss with teacher why author wrote |TG232,262,288,454 Level D |Teacher observations |
| |3.1.3.G.1 |story |TG120,366 Level E Units 1-8 |Grading of written assignments and oral |
| | |Work in cooperative groups to list |TG111,213,278, Level F Units 1-8 |presentations with a rubric |
| | |reasons why texts are written and read | | |
| | |the list to the class | | |
| | |In a journal entry write the reasons a | | |
| | |text is written and five examples of each| | |
| | |from text | | |
|Recognize literary elements in stories, |2-5 |Create a story map with the whole class |TG32,398,441,432a Level D |Teacher observations |
|including setting, characters, plot and |3.1.4.G.9 |led by teacher |TG134a,272a,43a,168,380e,134e,208a,340a,4|Grading of story maps and oral |
|mood | |Create a story map of the text story in |38a Level E |presentations with a rubric |
| | |cooperative groups |TG18a,188a,405c,18e,34-35,389,459c,68a,30| |
| | |In a journal writing discuss an element |3,211,389 | |
| | |of the text story and read it to the |Level F | |
| | |class |English At Your Command! pps. | |
| | | |79-83,123-125,164-167 | |
|Draw conclusions and inferences from |3-5 |Students respond to questions about text |TG36,56,234b,330,476 Level D |Teacher observations |
|texts |3.1.3.G.8 |story that help to draw conclusions in a |TG40,194,302,424,91,259,333,401,450,477 |Grading of drawings and oral |
| | |teacher-led class discussion |Level E |presentations with a rubric |
| | |Draw a picture that shows a conclusion |TG38,42j,248a,360,426,456, | |
| | |from the text |484,152,247,361,427,461a Level F | |
| | |Work in cooperative groups to make three | | |
| | |inferences about the text story and read | | |
| | |your responses to the class | | |
|Summarize major points from fiction and |4-5 |Class discussion with teacher to list |TG154,170,232,262,418 Level D |Teacher observations |
|nonfiction texts |3.1.3.G.7 |text story major points on overheard |TG94,117,120,258,476 Level E |Journal writing critiques |
| | |chart |TG94,112,176a,278 Level F | |
| | |Work in cooperative groups to write |English At Your Command! pps. | |
| | |sentences about text story major points |116,145,146,162,184,305 | |
| | |and read to class | | |
| | |In a journal entry write the main ideas | | |
| | |of the text story and read them to the | | |
| | |class | | |
|Recognize author’s point of view |4-5 |Class discussion to create a chart that |TG232,288,454 Level D |Teacher observations and monitoring of |
| |3.1.4.G.6 |shows Sylvia Earle’s point-of-view on the|TG188,257,366 Level E |class discussion |
| | |sea in “Hello, Fish!” |TG152 Level F |Grading of journal writings |
| | |Work in cooperative groups to add Sylvia | | |
| | |Earle chart and read responses to class | | |
| | |Ina journal writing explain how a serious| | |
| | |illness to the author of “Dancing Wheels”| | |
| | |influenced her point of view | | |
|Distinguish cause and effect, fact and |4-5 |Create a cause/effect chart in |TG31,100,170 Level D |Teacher observations |
|opinion, main ideas and supporting |3.1.4.G.2 |whole-class discussion about weather |TG249a,354,420 Level E |Grading of written assignments and oral |
|details in nonfiction texts (e.g. | |phenomena |TG246-247,344-348,360,421, |presentations with a rubric |
|science, social studies, math) | |Work in cooperative groups to make a list|218 Level F | |
| | |of five facts and five opinions about | | |
| | |King George III in 1775-1776 | | |
| | |Analyze a math word problem to identify | | |
| | |main ideas and details of text | | |
|Know when to use native language |1-2 |Discuss story text family newsletters |Levels D,E, F Units 1-8 |Teacher discussions |
|resources (human and material) to promote|TESOL Goal 2 |that introduce each unit with family |TG208d,240c Level E |Parent sharing of observations with |
|understanding |Standard 3 |Use a native language dictionary to check| |teacher |
| |Grades 4-8 |a new word meaning | | |
| | |Use the internet in your native language | | |
| | |with supervision to play a game or do | | |
| | |research | | |
|Interpret and use graphic sources of |2-5 |Make a timeline of George Washington’s |TG 26,202c,202g,243 Level E |Teacher observations |
|information such as |3.1.5.H.6 |life with the teacher on the Smartboard |TG234b,356a,172a,121aLevelD |Grading of written assignments |
|maps, graphs, timelines, or tables to | |Use a map to name the seven oceans of the|436,443,468,96-97,96-97 |Grading of group projects and research |
|address research questions | |world |Level F |projects with a rubric |
| | |Bring in bus or train schedules and work | | |
| | |in cooperative groups to plan a trip on | | |
| | |public transportation | | |
| | |Use Chart 26 with a partner to research | | |
| | |about the oceans | | |
| | |Complete worksheet questions using map of| | |
| | |the solar system | | |
|Produce projects and reports using |2-5 |Brainstorm places for a vacation in class|TG455b Level D |Teacher observations |
|visuals, media, and/or technology to show|3.1.5.H.8 |for students to choose one to research |TG197c-197d, Level E |Grading of oral presentations |
|learning and | |Use the Internet, travel books, |TG113a-113b,181a-181l, LevelF |using a rubric |
|support the learning of an audience | |brochures, etc. to create a report about | |Grading of visuals created for |
| | |a vacation place | |project or report with a rubric |
| | |Use a PowerPoint presentation to report | | |
| | |about a vacation place | | |
|Use multiple sources to locate |4-5 |Use the computer lab to demonstrate to |Computer labs |Teacher observations |
|information relevant to research |3.1.5.H.3 |students how to do research on the web |Internet capability at home or |Grading of final project or report with a|
|questions | |Work in partners to use the library to |school- |rubric |
| | |locate reference materials and books to |School library | |
| | |help with research |TG197c,64b,56-57 Level E | |
| | |Use the Internet with supervision to |TG72-73,226,55a,363c, Level F | |
| | |conduct research | | |
|Summarize and organize information by |4-5 |Students will create an outline of a |TG57a,119a,264b,355a, LevelD |Teacher observations and |
|taking notes, outlining ideas, and/or |3.1.5.H.7 |section of the text story in class with |TG63a,121a,234a,334a, Level E |monitoring |
|making charts | |teacher |TG37a,113a,248a,361a, Level F |Grading of charts and tables |
| | |Work in cooperative groups to make a |English At Your Command! pps. |with a rubric |
| | |chart of how to build a Native American |78,97,300-301,108,194,196,198 |Grading of finished reports and projects |
| | |longhouse | |with a rubric |
| | |Listen to a report and take notes | | |
Unit Overview
|Course Title: |Elementary ESL Gr. 3-5 |
| | |
|Unit #: |UNIT 4 OVERVIEW |Unit Title: |Writing Grades 3-5 |
| | |
|Unit Description: |
|Writing is the fourth domain of language learning. In this integrated course, students will be exploring a variety of writing forms, writing for different purposes, using Standard English to create |
|formal products in a variety of genres, and creating writing products using the processes of writing. |
|Enduring Understandings/Generalizations |
|Students will understand that: |
|Writing depends on audience and purpose. |
|Writing helps to communicate ideas. |
|Prewriting, drafting, revising, editing and publishing are necessary steps to the writing process. |
|Developing a portfolio of writing samples can help to generate future writings. |
|Using technology as a writing tool assists the writing process. |
|Guiding Questions |
|How do you generate ideas for writing? |
|What reference materials can help to revise writing? |
|How do you use a writing checklist or rubric to edit writing? |
|What are major types of writing? |
|How do graphics support a writing product? |
CURRICULUM – Unit Plan
|Course Title: |Elementary ESL | |Core Content Standards and Cumulative Progress Indicators: |
|Unit Title: |Writing Grades 3-5 | |RL.3.1-7, 9-10 | |RL.4.1-7 | |RL.5.1-7, 9 | | |
|Time Allocation: |1-year integrated course | |RI.3.1-10 | |RI.4.1-8 | |RI.5.1-8 | | |
| | | |RF.3.3.a-d | |RF.4.3.a | |RF.5.3.a | | |
| | | |RF.3.4.a-c | |RF.4.4.a-c | |RF.5.4.a-c | | |
| | | |W.3.1.a-d | |W.4.1.a-d | |W.5.1.a-d | | |
| | | |W.3.2.a-d | |W.4.2.a-e | |W.5.2.a-e | | |
| | | |W.3.3.a-d | |W.4.3.a-e | |W.5.3.a-e | | |
| | | |W.3.4-8, 10 | |W.4.4-10 | |W.5.4-10 | | |
| | | |SL.3.1-4, 6 | |SL.4.1, 3-6 | |SL.5.1, 3-6 | | |
| | | |L.3.1.a-i | |L.4.1.a-f | |L.5.1.a-e | | |
| | | |L.3.2.a-g | |L.4.2.a-c, d | |L.5.2.a-e | | |
| | | |L.3.3.a-b | |L.4.3.a-c | |L.5.3.a-b | | |
| | | |L.3.4.a-d | |L.4.4.a | |L.5.4.a | | |
| | | |L.3.5.a-c | |L.4.5.a-c | |L.5.5.a-c | | |
| | | |L.3.6 | |L.4.6 | |L.5.6 | | |
Objectives:
|Demonstrate writing as a process using prewriting, drafting, revising, editing, and publishing | |Use Standard English conventions in all writing (sentence structure, grammar and usage, |
| | |punctuation, capitalization, spelling). |
|Create a formal product in a variety of genres by building upon skills and knowledge through the writing | |Demonstrate the ability to write in a variety of forms for different purposes |
|process | | |
| | | |
|A. CONTENT/SKILLS |WIDA PROFICIENCY |B. LEARNING ACTIVITIES |C. SUGGESTED MATERIALS |D. STUDENT EVALUATION |
|Observe and reproduce teacher- |1-2 |Class cursive writing practice |Avenues series-Hampton-Brown |Teacher monitoring and observations |
|modeled writing |3.2.1.A.2 |Copy new vocabulary words in personal |TG43d,123d,171d, Level E | |
| | |dictionary |TG37d,89d,115d,363d, Level F | |
| | |Copy a business letter to understand |English At Your Command! pps. | |
| | |correct form |210-229 | |
| | | |Reading | |
| | | |Basics-TG176-179,180-183,194-203,210,204-| |
| | | |209 | |
|Begin to sequence stories and put ideas |1-2 |Class practice with a timeline to begin |TG59d,99d,177g,295g Level D |Teacher observations |
|into writing using pictures, |3.2.1.A.6 |writing about person’s life |TG65d,69e,201g,305d, Level E | |
|developmental spelling, or conventional | |Work in cooperative goups to put drawings|TG126e,363d,459c,459d Level F | |
|text | |in sequential order to create a cartoon |English At Your Command! pps. | |
| | |Use a story map to write a summary of a |117,Chapter 2 | |
| | |text story | | |
|Use simple sentences to convey ideas |1-2 |Teacher-modeled sentence writing in class|TG173d53,246c-246d Level D |Teacher observations |
|after hearing stories, recalling |3.2.1.A.4 |to convey student opinions about text |TG64b,123c-123d,316e, Level E |Teacher-student conferencing |
|experiences, brainstorming, and drawing | |story |TG18e,32,33,66,68e.210 Level F | |
| | |Work in cooperative groups to convey | | |
| | |personal experiences about honoring | | |
| | |ancestors after reading “Grandma’s | | |
| | |Records” | | |
| | |Reflect on text story in journal writing | | |
|Use a variety of reference materials to |1-5 |Teacher-modeled usage of dictionary to |TG119c-119d,209c-209d,333c-333d,421c-422d|Teacher observations |
|revise work e.g. dictionary, thesaurus, |3.2.4.C.10 |check spelling |Level D |Teacher-student conferencing |
|word walls, bilingual sources, or | |Work with a partner to check his/her |TG30,109,337a Level E | |
|internet/ computer software resources | |spelling using a dictionary |39a,228-229,52-55 LevelF | |
| | |Revise your journal writing using |Kidspiration CD-Rom | |
| | |spell-check |English At Your Command! | |
| | | |Chapter 5 | |
|Use strategies such as reflecting on |1-5 |Students will complete sentence frames to|TG59c,333c,291c-291d Level D |Teacher observations |
|personal experiences, reading, conducting|3.2.4.A.3 |reflect on text story |TG12-13,202-203,374-375,42a, |Teacher-student writing conferences |
|an interview, or researching to generate | |Work in pairs and interview each other |235c,305a,426b,478b Level E | |
|and organize ideas for writing | |about opinions of text story |TG37a,113a,279a,339c,427a | |
| | |Use the Internet to research information |Level F | |
| | |for writing topic | | |
|Use graphic organizers to assist with |1-5 |Complete a KWL chart with class to |TG35c,153c,209c,333c Level D |Teacher observations |
|planning writing |3.2.3.A.3 |generate writing ideas about a text story|TG18e,173a,216,289a,121a,259a,134e,168,29|Grading of charts and diagrams with a |
| | |Work with a partner to complete to |0f Level E |rubric |
| | | |TG113a,338b,283a,336,34-35,459c,440c,456 | |
| | | |Level F | |
|Review own writing with others to |2-5 |Teacher-led revision of a writing sample |TG119d,291d,401d Level D |Teacher observations |
|understand the reader’s perspective and |3.2.3.A.6 |on overhead |TG43c-43d,171c-171d,287c-287d,335c-335d |Teacher writing conferencing |
|to consider ideas for revision | |Work in pairs to help each other revise |Level E | |
| | |and improve writing product |TG37c-37d,115c-115d,217c-217d, | |
| | |Use a checklist or rubric to revise |363c-363d,487c-487d Level F | |
| | |writing in a teacher writing conference |English At Your Command! p. 101 | |
|Generate possible ideas for writing |3-5 |Brainstorm with class ideas for journal |Levels D,E, F Units 1-8 |Teacher observations |
|through talking, recalling experiences, |3.2.3.A.1 |writings based on text story |English At Your Command! p. 172 | |
|hearing stories, reading, discussing | |Work in cooperative groups to talk about | | |
|models of writing, asking questions, and | |personal experiences relating to text | | |
|brainstorming | |story/theme | | |
| | |Work with a partner to read the text | | |
| | |story and list possible topics for | | |
| | |writing a report based on story theme | | |
| | |Make a list of questions in your journal | | |
| | |to generate ideas for writing a narrative| | |
| | |about an aspect of the text story | | |
|Draft writing in a selected genre with |3-5 |With your class, write an invitation to |TG291c-291d,421c-421d Level D |Teacher observations |
|supporting structure according to the |3.2.4.A.4 |ask a staff member to visit your room for|TG37c-37d,120f,487c-487d LevelE |Grading of written assignment with a |
|intended message, audience, and purpose | |a reading day |TG235c-235d,403c-403d Level F |rubric |
|for writing | |Work in cooperative groups to write a |School library | |
|(e.g. invitations, various letters, | |letter from one text story character to |Classroom library | |
|responses to literature or media) | |another | | |
| | |Write a critique about the text story or | | |
| | |supplemental reading book | | |
|Review and edit work for spelling, |4-5 |Correct sample writing with teacher and |TG62-63,235c-235d, Level D |Teacher observations |
|mechanics, clarity, and fluency |3.2.4.A.7 |whole class on overhead |TG43c-43d, 369d,70d-70e,287c- |Teacher conferencing with student |
| | |Peer correction of work in editing pairs |287d,305c-305d,457c-457d LevelE | |
| | |Use writing checklist or rubric to revise|TG37c-37d,61g-61h,311b,429c-429d,459c-459| |
| | |writing |d Level F | |
| | | |English At Your Command! Ch. 5 | |
|Reflect on one’s own writing by applying |4-5 |Discuss with class an example of a rubric|TG12d-12e,177i-177j,295g-295h,425b,426d-4|Teacher observations |
|elements of grade-appropriate |3.2.4.A.10 |and practice using it |26e Level D |Teacher-student writing |
|rubrics/checklists to improve and | |Work alone to evaluate writing with a |TG |conferencing |
|evaluate writing | |rubric and make revisions |69i-69j,266d-266e431b,69a-69l,309a-309l | |
| | |Type your draft on a word processor and |Level E | |
| | |use the spelling and grammar checks to |TG61i-61j,181b,311i-311j,433i-433j,61a-61| |
| | |help with revisions |l,311a-311l Level F | |
|Develop a collection of writings (e.g., a|1-5 |Make a list with the class of qualities |TG62-63,122-123,294-295 Level D |Teacher observations |
|literacy folder or portfolio |3.2.3.B.6 |to look for when selecting writing for |TG68-69,126-127,264-265 Level E |Teacher-student portfolio |
| | |your folder or portfolio |TG60-61,180-181,310-311 Level F |conferencing |
| | |Work with a partner to help select |English At Your Command! p, 189 | |
| | |writing for your folder or portfolio | | |
|Write a descriptive piece, such as a |1-5 |Work with the class to write a |TG209c-209d,425a-425l Level D |Teacher observations |
|description of a person, place, or object|3.2.3.B.1 |descriptive paragraph about a text story |TG76e,170a,208e,438e Level E |Grading of written assignments |
| | |element on the overhead or Smarboard |Tg33b,126e,277b,458a, Level F | |
| | |Work in cooperative groups to write a | | |
| | |description of a weather phenomena | | |
| | |In your journal write a description of | | |
| | |your favorite text story | | |
|Write sentences of varying lengths and |2-5 |Revise sentence on overhead with class to|TG23,70c-70d,128e-128f Level D |Teacher observations |
|complexity, using specific nouns, verbs, |3.2.4.B.6 |add more descriptive words and improved |TG65d,128d,202d,374d,432d |Student-teacher writing conferencing |
|and descriptive words such as adjectives | |verb choices to make writing more |Level E | |
|and adverbs | |interesting |TG61k-61l,182d,312d,434d Level F | |
| | |Work in cooperative groups to improve |English At Your Command! pps. | |
| | |sentences and word choice using thesaurus|12-21 | |
| | |Revise a journal writing by adding | | |
| | |descriptive words to make selection more | | |
| | |vibrant | | |
|Write a narrative piece, such as a memoir|2-5 |Write a journal entry about a favorite |TG177a-177l,235c-235d Level D |Teacher observations |
|or personal narrative, that contains a |3.2.4.B.1 |piece of clothing, a toy, or a game |TG43c-43d,93a,261c-261d,287c-287d,309a-30|Teacher critique of journal writings |
|description and related ideas, | |Write a journal entry about a family |9l,335a-335d Level E | |
|observations, or recollections of an | |event from the past |TG405c-405d,37c-37d,459c-459d, | |
|event or experience | |Write a report about a vertebrate, |61a-61l Level F | |
| | |including many descriptive adjectives |English At Your Command! p. 151 | |
| | |Write about a challenge you or a family | | |
| | |member faced and how it was overcome | | |
|Write a nonfiction piece and/or |3-5 |Write a newspaper account about a past |TG35c-35d,291c-291d, Level D |Teacher-student writing |
|simple informational report across |3.2.3.B.3 |earthquake |TG93a,197c-197d,261c-261d,333a-333b,479c-|conferencing |
|the curriculum using facts and | |Write a report about a place for |479d LevelE |Grading of completed reports and projects|
|details from various sources | |vacation, including photos and other |TG62g,181a-181l,306b,363c, | |
| | |visuals |427a,459c Level F | |
| | |Research and write a report about a | | |
| | |vertebrate | | |
| | |Write a report about an event in the | | |
| | |Civil Rights Movement with visuals | | |
|Use capitalization and punctuation |1-5 |Correct mistakes on an overhead with |TG68e-68f,345,70d,23,411 Level D |Teacher observations |
|correctly in sentences |3.2.4.C.4, 5 |teacher |TG23,31,66-67,165,48c-48d, |Grading of written work- |
| | |Work with a partner to proofread each |Level E |sheets and assignments |
| | |other’s journal entries |TG155c-155d,23,76,66e-66f,101,220e-220f | |
| | |Correct and create sentences on |Level F | |
| | |worksheets |English At Your Command! | |
| | | |pps. 282 | |
|Indent in own writing to indicate the |2-4 |Participate in a class discussion and |TG121a-121b,261c-261d Level E |Teacher observations |
|beginning of a paragraph |3.2.4.C.7 |practice of paragraph indentation |English At Your Command! | |
| | |Work with a partner to take a text and |pps. 146-147 | |
| | |indent the paragraphs correctly | | |
| | |Write a three paragraph narrative with | | |
| | |correct indentation | | |
|Develop knowledge of English spelling |2-5 |Create word walls in class and post them |TG141,175,308-309,385 Level D |Teacher observations |
|through the use of patterns, structural |3.2.3.C.4 |Work in cooperative groups to create a |TG36-37,124-125,240c-240d,321, |Grading of group project with a rubric |
|analysis, and high-frequency words | |dictionary of high-frequency words |405a,472,475 Level E | |
| | |Work with a partner to create new words |TG37d,173,245,333 Level F | |
| | |by adding a suffix or prefix |Reading Basics TG72-73,80-82,90 | |
| | | |English At Your Command! | |
| | | |pps. 46-55 | |
|Use level-appropriate complex sentence |3-5 |Participate in a whole-class practice of |TG29,60-61,270c-270d,446 LevelD |Teacher observations |
|structure, syntax, and |3.2.4.C.2, 3 |subject/verb agreement with the overhead |TG134c-134d,181,316c-316d,388, |Grading of writing assignments |
|grammar concepts (e.g. subject/verb | |and worksheets |428-429 Level E | |
|agreement, pronoun usage, and appropriate| |Seat the students in an inside/outside |TG42c-42d,188c-188d,318c-318d, | |
|verb tenses | |circle configuration to finish given |440c-440d,160c-160d Level F | |
| | |sentences with correct grammar structure |English At Your Command! Chpt. 5 | |
| | |Score 80% or better on a written | | |
| | |structure practice | | |
|Use relevant graphics in writing (e.g. |1-5 |Create a bar graph of favorite snacks of |TG291a-291b,12-15,412-413 |Teacher observations |
|maps, charts, illustrations) to |3.2.4.D.12 |the class |Level D |Grading of graphics included in writing |
|support product | |Write a report on a sea creature and draw|TG93a,457a-457b, Level E | |
| | |a diagram and label its parts |English At Your Command! pps. | |
| | |Write a report about the water cycle and |198-200 | |
| | |illustrate it | | |
| | |Design a new book cover for a book report| | |
|Use writing to paraphrase, clarify, and |2-5 |Teacher-led discussion and practice of |TG76h,89b,92a,116,128f-128g, |Teacher observations |
|reflect on new learning across the |3.2.4.D.5 |paraphrasing reasons for American |Level E |Teacher critique of journal entries |
|curriculum | |Revolutionary War |TG182f-182g,188e,213b Level F | |
| | |Work in cooperative groups to draw | | |
| | |pictures to accompany written definitions| | |
| | |of new content area vocabulary to | | |
| | |reinforce meaning | | |
| | |In a journal entry reflect on how | | |
| | |tornadoes can be destructive in your | | |
| | |community | | |
|Use technology as a writing tool for |2-5 |Write a chant with the class to present |TG63a-63l,177a-177l,419a Level D |Teacher observations |
|different purposes and audiences |3.2.2.D.4 |to parents for a Parent Day and record it|TG48a,176a,272a,240a,340a,462a |Grading of slideshow with a rubric |
| | |Use Kidspiration software to record and |Level E | |
| | |practice new vocabulary |TG318f,374f,279a Level F | |
| | |Create a slideshow presentation about the| | |
| | |ocean for an oral group presentation | | |
|Produce a writing that demonstrates the |3-5 |Work in cooperative groups to find |TG23,101a,101b,75,93,70dLevelD |Teacher observations |
|use of a variety of sentence types |3.2.3.D.6 |examples of the four sentence types and |TG23,66-67,165,314e-314f Level E |Grading of sentences and writing |
|(declarative, | |record them |TG51,66e-66f,155d,220e-220f |assignments |
|interrogative, exclamatory, and | |Work with a partner to create an example |Level F | |
|imperative) | |of each sentence type |English At Your Command! | |
| | |Write a dialog of two people shopping |pps. 232-235 | |
| | |that uses the four types of sentences | | |
|Respond to fiction and nonfiction |3-5 |Design a book cover for a story text |TG35c-35d,119a-119b Level D |Teacher observations |
|through writing to demonstrate an |3.2.4.D.4 |Make a time capsule and write why the |TG64b,123c-123d,270 Level E |Grading of written assign- |
|understanding of a text | |content items are important |TG102-103,42e,155c,339a, Level F |ments with a rubric |
| | |Write an interpretation of a diagram that| | |
| | |explains the movement of Earth’s plates | | |
|Use a variety of strategies to organize |3-5 |Use a sequencing chart to organize ideas |TG12d-12e,119d,235d Level D |Teacher observations |
|writing, including sequence, chronology, |3.2.4.D.10 |for writing about tornado formation |TG69g,201g,369d,305d Level E |Grading of charts with a |
|and cause/ | |Create a timeline of a character’s life |TG113b,249d,363d,459d, 363c-363d Level F |rubric |
|effect | |to write a biography | | |
| | |Use a cause/effect chart to write a | | |
| | |report about the cause of the American | | |
| | |Revolutionary War. | | |
Unit Overview
|Course Title: |Elementary ESL |
| | |
|Unit #: |UNIT 5 OVERVIEW |Unit Title: |Viewing and Media Literacy |
| | |
|Unit Description: |
|Viewing and Media Literacy is the fifth part of the curriculum. Students will beexamining the influence of media and visual aids on language acquisition. Visual and verbal messages will be |
|interpreted, note-taking will be practiced, and the effects of the media at home and in school will be explored. |
|Enduring Understandings/Generalizations |
|Students will understand that: |
|Media and visual arts influence message. |
|Illustrations can help to explain and support text. |
|Media text can display different points of view. |
|Visual aids can evoke many emotions. |
|Media affects us at school and at home. |
|Guiding Questions |
|What are examples of visual aids? |
|How can charts, graphs, and diagrams display data? |
|How does note-taking promote learning? |
|What is the point of view of a particular comic or illustration? |
|How does the media influence me personally? |
CURRICULUM – Unit Plan
|Course Title: |Elementary ESL Grades 3-5 | |Core Content Standards and Cumulative Progress Indicators: |
|Unit Title: |Viewing and Media Literacy | |RL.3.1-7, 9-10 | |RL.4.1-7 | |RL.5.1-7, 9 | | |
|Time Allocation: |1-year integrated course | |RI.3.1-10 | |RI.4.1-8 | |RI.5.1-8 | | |
| | | |RF.3.3.a-d | |RF.4.3.a | |RF.5.3.a | | |
| | | |RF.3.4.a-c | |RF.4.4.a-c | |RF.5.4.a-c | | |
| | | |W.3.1.a-d | |W.4.1.a-d | |W.5.1.a-d | | |
| | | |W.3.2.a-d | |W.4.2.a-e | |W.5.2.a-e | | |
| | | |W.3.3.a-d | |W.4.3.a-e | |W.5.3.a-e | | |
| | | |W.3.4-8, 10 | |W.4.4-10 | |W.5.4-10 | | |
| | | |SL.3.1-4, 6 | |SL.4.1, 3-6 | |SL.5.1, 3-6 | | |
| | | |L.3.1.a-i | |L.4.1.a-f | |L.5.1.a-e | | |
| | | |L.3.2.a-g | |L.4.2.a-c, d | |L.5.2.a-e | | |
| | | |L.3.3.a-b | |L.4.3.a-c | |L.5.3.a-b | | |
| | | |L.3.4.a-d | |L.4.4.a | |L.5.4.a | | |
| | | |L.3.5.a-c | |L.4.5.a-c | |L.5.5.a-c | | |
| | | |L.3.6 | |L.4.6 | |L.5.6 | | |
Objectives:
|Develop an understanding of how media/visual arts influence meaning and language acquisition | |Understand the scope and implications of media at the local, national, and global levels |
|Recognize and understand how visual and verbal messages impact learning, thought, and emotions | | |
|A. CONTENT/SKILLS |WIDA PROFICIENCY |B. LEARNING ACTIVITIES |C. SUGGESTED MATERIALS |D. STUDENT EVALUATION |
|Associate realia or diagrams with |1-5 |Use a pronunciation key to assist with |Avenues series-Hampton-Brown |Teacher observation |
|written labels to learn vocabulary or |TESOL Goal 1 |spoken language |TG96-100, Level E |Grading of oral interpretations of |
|construct meaning |Standard 3 |Use a diagram of the Earth’s core to |Level F- Units 1-8 |diagrams with a rubric |
| |Grades 4-8 |learn vocabulary | | |
| | |Use text flashcards to learn text story | | |
|Consult print and non-print resources in |1-5 |Use a native language dictionary with new|Levels E, F Units 1-8 |Teacher observations |
|the native language when needed |TESOL Goal 2 |vocabulary words | | |
| |Standard 2 | | | |
| |Grades 4-8 | | | |
|Use graphs, charts, and diagrams |3-5 |Create a pie chart that represents the |Levels D,E, F Units 1-8 |Teacher’s observations |
|to report data |3.5.4.A.3 |class’ favorite fruit | |Grading of written assignments |
| | |Use a diagram to explain how the Earth’s | | |
| | |plates move | | |
| | |Make a timeline of a character’s life | | |
|Begin to demonstrate an awareness of |3-5 |Discuss a magazine ad with the class to |Magazine ads |Teacher’s observations |
|different media forms and how they |3.5.3.A.1 |explain its meaning |Computer ads |Grading of oral presentation |
|contribute to communication | |Watch a TV ad and explain its message in |Taped commercial from TV | |
| | |a cooperative group | | |
| | |Bring a media form to class and explain | | |
| | |its meaning in class | | |
|Identify the central theme and mainideas |3-5 |Discuss a movie viewed in class and its |Movies from school library |Teacher observations |
|in different media (e.g., movie, film, or|3.5.3.A.2 |theme |Movies from classroom |Grading of group written work or |
|illustration) | |Complete a story map of a film that |Teacher selected movies |individual oral presentation with a |
| | |includes main ideas in a cooperative |Parent selected movies |rubric |
| | |group | | |
| | |Present an oral report on a popular movie| | |
| | |to class that explains the central theme | | |
|Interpret information found in pictorial |3-5 |Answer questions based on graphs from |Kidspiration CD-Rom |Teacher monitoring and observations |
|graphs, map keys, and icons on a computer|3.5.4.A.1 |computer program | | |
|screen | |Navigate the textbook computer software | | |
|Take notes as a teacher presents |4-5 |Teacher information to class for note |Levels D,E, F Units 1-8 |Teacher observations |
|information or during a film in order to |TESOL Goal 2 |taking |Movie selected by teacher | |
|summarize key events |Standards 2 |View a class film and complete a story | | |
| |Grades 4-8 |map | | |
|Understand uses of persuasive text |4-5 |Discuss with teacher a selected ad to see|Ads from magazines, computers ,newspapers|Teacher observations |
|related to advertising in society |3.5.5.A.7 |what it is persuading one to do |Taped TV commercials |Grading of oral presentations with a |
| | | | |rubric |
|Interpret verbal and nonverbal messages |1-5 |Listen to a radio ad and list any words |Recorded TV ads or messages |Teacher observations |
|reflected in personal interactions with |TESOL Goal 1 |not understood on board or overhead |MLK- “I Have a Dream” |Grading of written assignments to |
|others |Standards 3 |Listen to a song or chant to practice new|Photos of quilts used on the Underground |interpret messages |
| |Grades 4-8 |vocabulary |Railway | |
| | |Practice new verb forms on a computer | | |
| | |program | | |
|Select different media to help understand|1-5 |Listen to a radio ad and list any words |Recording of radio ad |Teacher observations and monitoring |
|language |TESOL Goal 1 |not understood on board or overheard |CD of song or chant | |
| |Standards 3 |Listen to a song or chant to practice new|Kidspiration CD-Rom | |
| |Grade 4-8 |vocabulary |Jazz Chants- Carolyn Graham | |
| | |Practice new verb forms on a computer | | |
| | |program | | |
|Discuss the emotional impact of |2-5 |Discuss drawings and photos in text story|Portfolio of drawings, photos, |Teacher observations |
|photos, paintings, drawings, media and |3.5.4.B.3 |with class to elicit emotions and |paintings for class discussion |Teacher critique of group or journal |
|how they aid understanding | |feelings |Teacher-selected film for viewing by |writings |
| | |Work in cooperative groups to write a |class | |
| | |story based on an illustration or photo | | |
| | |Write in journal about reaction to a film| | |
| | |character | | |
|Compare and contrast media sources, such |3-5 |Read a story and watch its film version |School and classroom library |Teacher observations |
|as film and book versions of a story |3.5.4.B.4 |in class and discuss their differences |books and movies |Grading of group written work |
| | |Work in cooperative groups to critique a | |with a rubric |
| | |movie viewed that was based on a book | | |
| | |read in class | | |
|Use media to aid with language |1-5 |Practice vocabulary words in class prior |Listening and viewing selections of media|Teacher observations and monitoring |
|acquisition and build content knowledge |TESOL Goal 1 |to listening to or viewing media |for class use | |
| |Standard 3 |View or listen to selection in |Jazz Chants- Carolyn Graham | |
| |Grade 4-8 |cooperative groups and discuss new | | |
| | |language skills heard | | |
|Explore effects of media in the |3-5 |List in class media that is used at home |Morning school announcements |Teacher monitoring |
|family, home, and school |3.5.5.C.4 |Watch or listen to school morning |List of interview questions compiled by |Grading of interview project with a |
| | |announcements and discuss messages |class and teacher |rubric |
| | |Student will interview adult at home with| | |
| | |questions regarding ad influences on | | |
| | |shopping decisions | | |
Washington Township Public Schools
Department of Student Personnel Services
CURRICULUM MODIFICATION
The regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.
Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs available in the district.
The intent is three-fold:
• To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;
• To parallel the regular curriculum in skill, content sequence and coverage to prepare students for mainstreaming;
• To maximize students' potential for movement to less restrictive environments.
In the event there is a conflict between the prescribed curriculum and the IEP for an individual student, the IEP will take precedence and will constitute the individually prescribed proficiencies for the student.
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