Unit 1, Ch 1



|Unit 1, Ch 1

My Family |Unit 1, Ch 1

My Family |Unit 1, Ch 2

My School |Unit 1, Ch 2

My School |Unit 1, Ch 3

Count Me In |Unit 1, Ch 3

Count Me In | | Overarching

Function |Interpersonal Communication |Express Actions and Time Relationships |Interpersonal Communication |Express Actions and Time Relationships |Describe, Classify, Compare and Contrast |Interpersonal Communication | |

|Language Function(s) |Greet, Introduce, and Share |Ask for, give, and follow |Express Needs and Make |Ask for, give and follow |Describe physical |Greet, Introduce, Share |

| |Personal Information (5.1) |multi-step directions (5.19) |Requests (5.4) |multi-step directions (5.19) |characteristics (5.8) |Personal Information (5.1) |

| | | | | | |Make Requests (5.4) |

|Avenues |Level A: Unit 2: Day 1 T45-T47|D: Families |Level A: Unit 1 |Level A: Unit 1 |Level A: Unit 1 | |

|Resources |T45 f |D: Unit 8 |Day 2 T4-5 |Day 6 T23 |Day 1 T80 Chant | |

| |T73 | |Day 4 T14-16 | |Day 11 T83-84 | |

| | |F: Unit 1 |Day 5 T18-19 | |Big Book: Feast for 10 | |

| | | |Day 6 T22-23 | |Theme Library: | |

| |B3:T114-117b | | | |Fiesta | |

| |B3:T148a-T171 “Families | | | |123 Go! | |

| |Photobook” | |B1:TG T10a-T33b Daniel’s First| | | |

| | | |Day | |D: Sky Tree | |

| | | |B: Dim Sum For Everyone I | | | |

| | | |like____. I don’t like______.| | | |

| | | |Building a House What do you | | | |

| | | |need to build a house? | | | |

| | | | | | | |

| | | | | | | |

|Carousel Resources |L1: Vocabulary |L2: Imperatives (give, put, |L1: vocabulary |L2 (p.72): imperative w/ the |L1: Vocabulary |L3: birthdays |

| |L3: Name/Teacher dialogue |take, show, point) |L2: Question: Is this a? |new vocabulary; Questions: |L2: Question: How many _____? |L5: telephone number |

| |L6: Share personal |L3: Imperatives (stand up, |Does the_ have_? |Does____? |L2: prepositions | |

| |information |sit down, come here, raise |L3: vocabulary review |L3 (p.75): imperatives (give, | | |

| | |your hand) |L4: vocabulary w/ the |take, put, show me, point) | | |

| | | |literature selection | | | |

| | | |L5: My School Book | | | |

|Additional Resources |English in my Pocket: Unit 7 |English at Your Command p. 22 |English in my Pocket: Unit 1 | |English in my Pocket: Unit 2 |IE: Level D Success for |

| |(little book, song chart, | |(little book, chant, cling | |(little book, chant, cling |Newcomers p. 181 |

| |cling pictures, manipulatives)| |pictures, manipulatives) | |pictures, manipulatives) | |

| |Lakeshore Theme Library: | | | |Lakeshore Theme Library: |English at Your Command p. 272|

| |Families | |The Very Hungry Caterpillar | |Numbers and Counting | |

| | | |Use the food as like/dislikes | |Frog Belly Ratbone | |

| |Feast for 10 (big) | |puppet with laminated foods. | |Brown Bear Brown Bear | |

| |Family Counts | | | |Taking a Walk (Into English) | |

| |The Picnic | |Come to School With Me (big) | |One Tiny Turtle | |

| | | |At School | | | |

| |IE: Level A Unit 4 Theme 1 | |A School | | | |

| |We Have a Baby | | | | | |

|Suggestions to review or | | |Review / Extended L5: “Getting| |Extend L2: Bingo – have |Review the dialogues from week|

|extend language patterns | | |to Know You” role-play is a | |students write the word form |3 and 5 |

| | | |good way to review and extend | |of the number Review the | |

| | | |the lesson from week 1. Most | |function from week 5 and have | |

| | | |of the language is at the EI | |students request a certain | |

| | | |level. | |number of items. | |

|Notes and Pacing suggestions |The dialogue on p. 51 is good | |This chapter teaches students | |The prepositions chosen by |Within both of these lessons, |

| |to practice during different | |a lot of vocabulary. We | |Carousel for this chapter are |students greet and introduce |

| |periods over the next few | |encourage you to teach | |at the EI level. Beginning |themselves. Work the “greet |

| |weeks. | |students how express needs and| |level prepositions include, |and introduce” piece into the |

| | | |make requests related to the | |on, off, in, out, up, down. |dialogues. |

| | | |vocabulary. | | | |

|Topics |Family/People |Family/People |School |School |Numbers |Numbers |

| | | | | | |Social Vocabulary |

|Vocabulary | | |Make the vocabulary specific | | | |

| | | |to your school. | | | |

| |Unit 1, Ch 4 |Unit 1, Ch 4 |Unit 1, Ch 5 |Unit 1, Ch 5 |Unit 2, Ch 1 |Unit 2, Ch 1 |

| |Color My World |Color My World |The Amazing Human Body |The Amazing Human Body |The People Around Me |The People Around Me |

|Language Function(s) |Describe physical |Describe physical attributes |Describe actions (5.10) |Describe Routine Events |Describe physical |Describe routine events (5.16)|

| |characteristics (of things) |of place (5.11) | |(5.16) |characteristics (5.8) Greet, |Greet, introduce, share |

| |(5.8) | | | |introduce, share personal |personal information (5.1) |

| | | | | |information (5.1) | |

|Target |color words |prepositions |can |verbs |is helps |possessive pronoun (our) |

|Forms |has / is |has/is |plurals | |pronouns |present tense verbs |

| |adjectives | |action verbs | |nouns/ adjectives | |

|Avenues |Level A: Unit 1 | |Level A: Unit 7 | |Level A: Unit 1: | |

|Resources |Day 1: Vocabulary Builder Set | |Day 4: T58 Phonics Picture | |Day 8: Big Book T73 To Be A | |

| |T2 | |Cards 22, 27, 125, 122 | |Kid | |

| |Unit 2: Day 7 | |Language Songs Bib Book Chant | | | |

| |Vocabulary Builder Set T26 | |7A | |Big Book: Tortillas & | |

| | | |Day 5: Chant T62 | |Lullabies (Lev. B) | |

| |D: Sky Tree | |Little Book: What is it? | | | |

| | | |Big book: The Body Book | |D: Sky Tree | |

| | | |T45f: Body poster | | | |

| | | | | | | |

| | | |F: Unit 3 | | | |

|Carousel Resources |L1: color vocabulary |L3: prepositions |L1: vocabulary |L5 (p. 149): getting ready for|L1: vocabulary |L2: school personnel |

| |L2: vocabulary review |L6: application activity |L2: plurals, action verbs w/ |bed |L2: Introductions |vocabulary |

| |L4: colors with the literature| |can | |L3: helps |L5: routine events |

| |selection | | | | |L6: Introductions |

| |L5: adjective / noun | | | | | |

|Additional Resources |English in my Pocket: Unit 4: |Roxaboxen |English in my Pocket: Unit 3: | |(Lakeshore Theme Library) The | |

| |(little book, chant, cling | |(little book, chant, cling | |Relatives Came | |

| |pictures, manipulatives) |IE Level A: Unit 1 Theme 3 |pictures, manipulatives) | | | |

| |Lakeshore Theme Library: |Rainbow Colors poster |Lakeshore Theme Box: All | |Frog Belly Ratbone | |

| |Colors | |About Me | |Brown Bear Brown Bear | |

| | |Book: Is It Red? Is It | | |Taking a Walk (Into English) | |

| |Frog Belly Ratbone |Yellow? Is It Blue? |IE Level A: Unit 1 Theme 1 My | |One Tiny Turtle | |

| |Brown Bear Brown Bear | |Senses Chant | | | |

| |Taking a Walk (Into English) | | | | | |

| |One Tiny Turtle | |Book: My Five Senses | | | |

|Suggestions to review or |L1 Review: imperative with the| | | | | |

|extend language patterns |colors | | | | | |

| |L3 Review: number words with | | | | | |

| |the colors | | | | | |

| |Extend the lesson by making | | | | | |

| |requests for certain colors. | | | | | |

|Notes and Pacing suggestions |The activities in chapter 4 |The prepositions in this |“Can” is an appropriate |Vary the routine students can | | |

| |will extend into two weeks. |chapter are too high for |auxiliary verb for beginning |describe. | | |

| |Focus Wk 9 on describing the |beginning students. One |students. Use frames, such as,| | | |

| |color of things. |variation is to have students |We can run. etc. |L6 teaches idioms, which is | | |

| | |draw a circle and color it. | |not appropriate for beginning | | |

| | | |L2 is a rhyming lesson. |students. | | |

|Topics |Colors |Colors |Human Body |Human Body |Family Members |School Personnel |

| |Classroom objects |Places | | | | |

|Vocabulary | |Add vocabulary related to the | | | | |

| | |pictures of various places | | | | |

| |Unit 2, Ch 2 |Unit 2, Ch 2 |Unit 2, Ch 3 |Unit 2, Ch 3 |Unit 2, Ch 4 |Unit 2, Ch 4 |

| |School Days |School Days |I’m Counting on You |I’m Counting on You |Our Animal Friends |Our Animal Friends |

|Language Function(s) |Describe physical |Describe physical attributes |Express needs and make | |Describe physical |Describe actions (5.10) |

| |characteristics (of things) |of place (5.11) |requests (5.4) | |characteristics (5.8) |Describe location of objects |

| |(5.8) | | | | |in space (5.12) |

|Target |nouns |present progressive |pronouns | |adjectives |can / cannot |

|Forms |prepositions |common verbs |plurals | |nouns |question words |

| | |pronouns |prepositions | | | |

|Avenues |Level A: Unit 7 | |B: Dim Sum For Everyone I | |Level A: Unit 6 |A: Big Book A Body |

|Resources |Day 1: T46 Vocabulary Builder | |like____. I don’t like______.| |Day 1-12 | |

| |Set | |Building a House What do you | |T1-42 | |

| | | |need to build a house? | |Big Book: Market Day Here Come|B: Daniel’s First Day p. 12 |

| | | | | |Poppy and Max |One Afternoon |

| | | | | |Language Songs: Animal Homes |The Adventures of a Dog |

| |D: Sky Tree | | | |Pets | |

| | | | | |Little Book: Hide and Seek |C: Text Unit 5 |

| | | | | |Vocabulary Builder Set: Wild | |

| | | | | |Woolly Wonderful |F: Unit 1 |

| | | | | |Hands-On Centers: | |

| | | | | |Act Like Animals T1g | |

| | | | | |Make Puppets T29 | |

| | | | | |Sort Animals T15 | |

| | | | | | | |

| | | | | |B2: Most of Unit | |

| | | | | | | |

| | | | | |C: Text Unit 5 | |

| | | | | | | |

| | | | | | | |

| | | | | |D: Sky Tree | |

| | | | | |Unit 8 Families (present tense| |

| | | | | |verbs, nouns) | |

|Carousel Resources |L1: Vocabulary |L4: retell the story, sequence|L2: Review prepositions w/ | |L1: vocabulary |L3: prepositions, question |

| |L2: singular/plural |events |imperative tense | |L2: pronouns, to be verbs, |words, plurals |

| |L3: prepositions | | | |adjectives |L5: poem- action words |

| | | | | |L4: activity sheet 85- |L6: can/cannot, may/may not |

| | | | | |describe animals | |

| | | | | |L5: activity sheet 87- | |

| | | | | |vocabulary matching | |

|Additional Resources |English in my Pocket: Unit 8 |Roxaboxen |Lakeshore Theme Library: | |Frog Belly Ratbone |Family Pictures |

| |(little book, chant, cling | |Numbers and Counting | |Brown Bear Brown Bear |More Mr. and Mrs. Green |

| |pictures, manipulatives) |IE: Level A Unit 3 Theme 2 | | |Taking a Walk (Into English) | |

| | | | | |One Tiny Turtle | |

| |Frog Belly Ratbone | | | | | |

| |Brown Bear Brown Bear | | | | | |

| |Taking a Walk (Into English) | | | | | |

| |One Tiny Turtle | | | | | |

| | | | | | | |

|Suggestions to review or | |L6: Review vocabulary or | | | | |

|extend language patterns | |extend it through the use of | | | | |

| | |synonyms | | | | |

|Notes and Pacing suggestions |Unit 2, Ch 3 has additional |Utilize the vocabulary and |Most of the chapter is focused| |The use of idiomatic phrases |Use question words to help |

| |prepositions with familiar |students to perform a sequence|on math concepts that will be | |at this level may be too |students describe actions. |

| |commands |of events in the classroom or |covered during math time | |advanced. |Students should be asking and |

| | |the playground. The class | | | |answering the questions. |

| | |tells what they did. | | | | |

|Topics |School, playground |School, playground |Numbers |Numbers |Animals |Animals |

|Vocabulary | | |Add additional vocabulary that| |Add additional animals and |Add additional actions for |

| | | |to work with plurals and | |adjectives. |what the animals can/cannot or|

| | | |requesting different objects | | |may/ may not do. |

| |Unit 2, Ch 5 |Unit 2, Ch 5 |Unit 2, Ch 6 |Unit 2, Ch 6 |Unit 2, Ch 7 |Unit 2, Ch 7 |

| |The Food We Eat |The Food We Eat |Shapes All Around Us |Shapes All Around Us |More About …Body |More About …Body |

|Language Function(s) |Express feelings and |Describe physical |Express needs and make | |Describe action (5.10) |Describe action (5.10) |

| |preferences (5.5) |characteristics (5.8) |requests (5.4) | | | |

| |Make requests (5.4) |Describe location (5.12) | | | | |

|Target |likes / does not like |adjectives |has / have | |Nouns |Am/ is |

|Forms | |prepositions |May I have …? | |Present Progressive |Have |

| | | | | | |Like/ don’t like |

|Avenues |Level A: |A: Big Book A Body |Level A: Unit 3 | |Level A: Unit 7 |B4 Big Book: All Kinds of |

|Resources |Unit 1: | |Vocabulary Builder Set (back | |T 45f Body Poster |Children (for actions) |

| |Day 12 Language Song T86 | |side) | |Big Book: The Body Book | |

| |Unit 7: T77 Tactile Tellings | |Day 7: T113-114 | | |F: Unit 3 |

| |Unit 8: T116-117 |B: Daniel’s First Day p. 12 | | |Action Pic. Cards B5-B12, | |

| |Big Book: Changes | |B: Dim Sum For Everyone I | |B25-36 | |

| |Unit 9 |C: Farmer’s Market |like____. I don’t like______.| | | |

| |Vocabulary Builder Set | |Building a House What do you | | | |

| |Day 4: Language Songs T148 | |need to build a house? | | | |

| |Day 6: T154 | | | | | |

| |Day 7: Vocabulary T158 |D: Sky Tree | | | | |

| |Day 8: T160-161 |D: Lunch at the Joy Luck Café| | | | |

| |Day 9: T164 |D: Too Many Tamales | | | | |

| |Day 10: T67-168 |D: Bread, Bread, Bread | | | | |

| |Day 11: T170 |D: Unit 7 | | | | |

| |B1: T144a – Favorite Dinner | | | | | |

| |Little book: | | | | | |

| |Seeds | | | | | |

| |The Picnic | | | | | |

| |Theme Library: Bananas |F: An Old Family Recipe (DRA | | | | |

| |Picture Perfect Word Book: |10) like/does not like, | | | | |

| |20-21 |describe food, express likes | | | | |

| | |and preferences | | | | |

| |B1: T144a – Favorite Dinner | | | | | |

| |B: Dim Sum For Everyone I | | | | | |

| |like____. I don’t like______.| | | | | |

| |Building a House What do you | | | | | |

| |need to build a house? | | | | | |

| | | | | | | |

| |C: Farmer’s Market | | | | | |

| | | | | | | |

| |D: Lunch at the Joy Luck Café| | | | | |

| |D: Too Many Tamales | | | | | |

| |D: Bread, Bread, Bread | | | | | |

| |D: Unit 7 | | | | | |

|Carousel Resources |L1: Vocabulary |L1: prepositions & imperative |L1: Vocabulary | |L1: vocabulary |L5: All About Me paragraph |

| |L2: like/ do not like/ does |tense |L2: pronouns, has/have, | |L2: present progressive | |

| |not like |L3: where is & prepositions; |plurals, make requests | |L3: present tense verbs | |

| |L3: make requests |who has | | | | |

| | |L6: adjectives to describe | | | | |

| | |the fruit. | | | | |

|Additional |Fruit & Vegetable Baskets |Frog Belly Ratbone |Lakeshore Theme Box: Shapes | |Lakeshore Theme Library: | |

|Resources |(Plastic food) |Brown Bear Brown Bear | | |Health and Safety: Arthur’s | |

| |Lakeshore Theme Box: Food and |Taking a Walk (Into English) | | |Tooth | |

| |Nutrition |One Tiny Turtle | | |Lakeshore 5Senses Theme Box | |

| | |Family Pictures | | | | |

| |IE: Unit 1 Theme 2 Mealtime |More Mr. and Mrs. Green | | | | |

| |Rhyme | | | | | |

|Suggestions to review or |L1: review question words by | |L2: review colors | |L3: review body parts |L5: All About Me speech is a |

|extend language patterns |using the theme picture | | | |L3: review can/cannot |good culmination activity. To|

| |L4: review: activity sheet 96-| | | |L3: review height |scaffold it for beginners, |

| |numbers of fruit. | | | | |give them a paragraph frame. |

|Notes and Pacing suggestions |L5: activity sheet 97A is |When asking questions (where |This chapter focuses on | | | |

| |geared toward upper grade |is, who has) use the |vocabulary of shapes without a| | | |

| |students |adjectives to describe the |distinct function. | | | |

| | |fruit. (ex: Who has the yellow| | | | |

| | |banana?) | | | | |

|Topics |Food |Food |Shapes | |Human Body |Human Body |

|Vocabulary |Add additional food items |Add additional adjectives |Add additional shapes or | |Add additional verbs to | |

| | |Review all prepositions taught|vocabulary of things that are | |describe action | |

| | | |that shape. | | | |

| |Unit 3, Ch 1 |Unit 3, Ch 1 |Unit 3, Ch 2 |Unit 3, Ch 2 |Unit 3, Ch 3 |Unit 3, Ch 3 |

| |Going to Work |Going to Work |Dress for Success |Dress for Success |Numbers Everywhere | |

|Language Function(s) |Describe actions: when, how, |Express feelings and |Describe physical |Express needs and make |Discuss time using clocks, | |

| |where (5.2.1) |preferences (5.5) |characteristics (5.8) |requests (5.4) |calendars, and timelines | |

| | | |Describe the physical |Describe location of objects |(5.20) | |

| | | |attributes of a place (season)|in space (5.12) | | |

| | | |(5.11) | | | |

|Target |Present tense verbs |adjectives |adjectives |prepositions |Time words | |

|Forms |Use | |wearing |May I… |prepositions | |

| |Prepositions (on the left, on | | | | | |

| |the right, between) | | | | | |

|Avenues |Level A: Unit 7 |B: Dim Sum For Everyone I |Level A: Unit 5 |A: Big Book A Body |C: Days of the Week | |

|Resources |Day 10-12: T79, T80, T82, T86 |like____. I don’t like______.|Vocabulary Builder Set (front | | | |

| |(Song: Feelings T80) |Building a House What do you |and back) Game T202 | |E: Text Unit 6 A Quarter’s | |

| |Big Book: Bear About Town |need to build a house? |Big Book: Changes | |Worth of Fame | |

| |Little book: See the | |In the Yard |B1:T56b (Puppet can go on a |E: Text Unit 7 | |

| |Firefighter |D: A Scare in the City |Theme Library: Cold Little |seasons mural, pick). Cards) | | |

| |Theme library: Guess Who |D: I Want to Be An Astronaut |Duck, Duck, Duck |Lang. Songs B - P.5 | | |

| |Hands-On Centers: Song T45f | |Little book: What Can You Do?|Lev. Book: Dad & I (B3) | | |

| | |F: Power Out! (DRA 12) | |B: Dim Sum For Everyone I | | |

| | |prepositions |B1: T9e Big Book – Fall is Not|like____. I don’t like______.| | |

| | | |Easy |Building a House What do you | | |

| | | |B1: T34a-T56b Poem-Around the |need to build a house? | | |

| | | |Seasons |B: Daniel’s First Day p. 12 | | |

| | | | | | | |

| | | |D: Sky Tree | | | |

| | | |D: Explore! | | | |

|Carousel Resources |L1: vocabulary & actions |L5: adjectives |L1: vocabulary, classify |L1: Make requests for |L3: Time words & | |

| |L2: plurals |L6: express preferences |L3: Describe seasons |items |calendar | |

| |L3: prepositions / actions | |and what is worn during |L2: prepositions | | |

| | | |each season related to a |L4: p. 380 | | |

| | | |location (school, playing, | | | |

| | | |shopping) | | | |

| | | |L6: adjectives | | | |

|Additional |English in my Pocket: | |Lakeshore Seasons/Weather |Family Pictures |Lakeshore Theme Library: | |

|Resources |Little book: Sometimes | |theme box |More Mr. and Mrs. Green |Numbers and Counting | |

| |Lakeshore Theme Library: | |Lakeshore Theme Library: | | | |

| |Heath and Safety: Clifford | |Health and Safety: Arthur’s |IE: Level B Unit 1 |IE: Level A Unit 3 Theme 1 | |

| |the Firehouse Dog & Berenstain| |Eyes | |All Week Long chart | |

| |Bears Go to the Doctor | | | | | |

| |Lakeshore Theme Box: Community| |Frog Belly Ratbone | |Prepositions of Time lesson by| |

| |and Careers | |Brown Bear Brown Bear | |Pat in Carousel documents | |

| | | |Taking a Walk (Into English) | | | |

| | | |One Tiny Turtle | | | |

| | | | | | | |

| | | |Roxaboxen | | | |

|Suggestions to review or | | | |Build on the prepositions |L1: Review making requests | |

|extend language patterns | | | |introduced during Unit 3, Ch 1|L2: Review prepositions | |

|Notes and Pacing suggestions |L1: instead of having |Letter writing is |L5 is a phonics lesson on |Use the dialogues in L1 and |Ch 3 focuses on numbers. While| |

| |students guess the |something that can be done |vowels. While important, this |L4, along with |important, this is also | |

| |occupation based on the |during ELA time. |is also taught during |prepositions, to help |taught during math time. | |

| |actions, have students | |ELA time. |students dialogue about | | |

| |describe the actions related | | |shopping and locations of | | |

| |to that occupation. Find more | | |clothing. | | |

| |actions on p. 348. | | | | | |

|Topics |Occupations |Occupations |Clothing |Clothing |Numbers / calendar / money | |

|Vocabulary |Add additional vocabulary to | | | |Add additional time words as | |

| |describe actions | | | |outlined in the Functions | |

| | | | | |Tool. | |

| |Unit 3, Ch 4 |Unit 3, Ch 4 |Unit 3, Ch 5 |Unit 3, Ch 5 |Unit 3, Ch 6 |Unit 3, Ch 6 |

| |Farm Animals |Farm Animals |Food-Our Bodies’ Fuel |Food-Our Bodies’ Fuel |Meals-Time to Eat |Meals-Time to Eat |

| | | | | | | |

|Language Function(s) |Describe physical |Express feelings and |Ask for, give, and follow |Express feelings & preferences|Discuss routine, |Express Needs and |

| |characteristics (5.8) |preferences (5.5) |multi-step directions (5.19) |(5.5) |ongoing events (5.16) |Make Requests (5.4) |

| |Describe actions (5.10) | | |Express needs & make requests |Retell actions / events |Compare physical |

| | | | |(5.4) |in chronological |characteristics (5.13) |

| | | | | |order (5.17) | |

|Target |Plural/singular |adjectives |imperative |adjectives |before/after |comparatives, superlatives |

|Forms |adjectives | |prepositions | | |plural nouns, uncountable |

| | | |present tense verbs | | |nouns |

|Avenues |Level A: Unit 8 |B: Dim Sum For Everyone I |C: Farmer’s Market |B: Dim Sum For Everyone I | |B: Dim Sum For Everyone I |

|Resources |Vocabulary Builder Set |like____. I don’t like______.|D: Lunch at the Joy Luck Café|like____. I don’t like______.| |like____. I don’t like______.|

| |Day 2: T92 Song |Building a House What do you |D: Too Many Tamales |Building a House What do you | |Building a House What do you |

| |Language Song T124 |need to build a house? |D: Bread, Bread, Bread |need to build a house? | |need to build a house? |

| |Day 5: Song T106 | |D: Unit 7 | | | |

| |Day 7: T113-114 | | | | | |

| |Day 12: T130 | | | | | |

| |Big book: Silly Little Goose | | | | | |

| |T 93 | | | | | |

| |Little Book: Baby Animals | | | | | |

| |T107 | | | | | |

| |Theme Library: This Little | | | | | |

| |Chick | | | | | |

| | | | | | | |

| |C: Text p. 112 Dairy Farm | | | | | |

| | | | | | | |

| |D: Sky Tree | | | | | |

|Carousel Resources |L1: vocabulary and |L3: p. 424 – what is or is not|L1: vocabulary |L2: likes / dislikes |L1: vocabulary |L3: comparatives / |

| |descriptions |a good pet |L3: following directions | |L2: before / after |superlatives |

| |L2: plural / singular |L5: express feelings |L6: “where is” | |L4: retell story |L5: countable / |

| |L3: physical | | | | |uncountable nouns, |

| |characteristics / actions | | | | |make requests |

|Additional Resources |Lakeshore Theme Book Library: |Lakeshore farm animal |Lakeshore Theme Library: | |English in my Pocket: Unit 5 |The Dragon of Doom (5th grade)|

| |“Farms” |collection |Growing Things | |(little book, Big Chart, Cling| |

| | | |Lakeshore Theme Box: Food and| |board, manipulatives) | |

| |Frog Belly Ratbone |IE: Level A Unit 6 Theme 2 |Nutrition | | | |

| |Brown Bear Brown Bear |IE: Level B Unit 6 | | | | |

| |Taking a Walk (Into English) | |IE: Level A Unit 7 Theme 3 | | | |

| |One Tiny Turtle |Big Red Barn |IE Level D Unit 2 | | | |

| |Silly Little Goose (big) |The Midnight Farm |Dumpling Soup | | | |

| |Baby Animals |Barnyard Banter |Everybody Cooks Rice | | | |

| | |The Little Red Hen |How My Family Lives in America| | | |

| | | |Mealtime | | | |

| | | |Lion Dancer | | | |

| | | |Bread, Bread, Bread | | | |

|Suggestions to review or |L1: Review imperative | |Extend the lessons to | | | |

|extend language patterns |tense | |Describing the action | | | |

|Notes and Pacing suggestions |L1: use the riddle |Link back to Unit 3.1 for | | | |Use the dialogues to |

| |descriptions as additional |additional feeling | | | |practice making requests. Use |

| |vocabulary |words. | | | |comparatives & |

| | | | | | |superlatives to specify |

| | | | | | |which item is being |

| | | | | | |requested (ie: the bigger |

| | | | | | |orange, etc.) |

|Topics |Farm Animals |Farm Animals |Food |Food |Meals |Meals |

|Vocabulary | | | | | | |

| |Unit 3, Ch 7 |Unit 3, Ch 7 |Unit 4, Ch 1 |Unit 4, Ch 1 |Unit 4 , Ch 2 |Unit 4, Ch 2 |

| |Writing Our Ideas | |Off to Work |Off to Work |Dressed and Ready |Dressed and Ready |

|Language Function(s) |(Review) Ask for, give, and | |Describe Actions (5.10) |Describe actions: when, how, |Make and report observations |Discuss or create a plan |

| |follow multi-step directions | | |where (5.21) |(5.18) |(5.15) |

| |(5.19) | | | | | |

|Target |imperative tense | |Questions with is |Questions with is |possessives |possessives |

|Forms |prepositions | |Possessives |Possessives |possessive pronouns |future tense |

| | | |Subject pronouns |Subject pronouns |There is/are | |

| | | |and |and |progressive | |

|Avenues | | |D: A Scare in the City | |D: Explore! | |

|Resources | | |D: I Want to Be An Astronaut | | | |

| | | | | |F: Ayu and the Perfect Moon | |

| | | |F: A Nation of Immigrants | |(DRA14) possessive pronouns, | |

| | | |(DRA 28) and, classification | |description | |

|Carousel Resources |C: Text p. 198 A Letter to |C: Text p. 198 A Letter to |L1: describe actions |L1: describe actions |L1: Vocabulary |L1: Vocabulary |

| |Grandma |Grandma |L2: describe actions |L2: describe actions |L2: There is/there are |L2: There is/there are |

| | | |L3: possessives |L3: possessives |L3: yesterday, today, tomorrow|L3: yesterday, today, tomorrow|

| | | |L5: “What Do You Do?” role |L5: “What Do You Do?” role |(past, present, future |(past, present, future |

| | | |play |play |progressive) |progressive) |

| | | | | |L5: possessive pronouns, |L5: possessive pronouns, |

| | | | | |describe things, describe |describe things, describe |

| | | | | |actions. |actions. |

|Additional Resources |Too Many Tamales |English at Your Command p. | | |readinga- (My Clothes| |

| |IE: Level A Unit 3 Theme 3 |126-127; 132-137 | | |Vocab. Book) | |

| |Post Office poster | | | | | |

| | | | | | | |

| |Good News | | | | | |

|Suggestions to review or |The chapter reviews the | |L2 Review: Review the function| | | |

|extend language patterns |imperative tense and | |make requests using the Tools | | | |

| |prepositions. | |needed section | | | |

|Notes and Pacing suggestions |Chapter 7 does not | |L2: Use the pantomime |Use the same lessons from the | |The chapter does not |

| |contain much content. | |activity as vocabulary phrases|first week; however change the| |specifically address this |

| |Lesson 5 does have | |to describe the actions of the|function to practice | |function; however it would be |

| |students write a | |various occupations. |additional language patterns | |a good extension. Have |

| |paragraph, but this can | | |with the same content. | |students create a plan for |

| |be done during ELA time. | | | | |what they would bring on a |

| | | | | | |trip to different places. |

|Topics |Letters |Letters |Occupations |Occupations |Clothing |Clothing |

|Vocabulary | | | |Add additional vocabulary | |Add additional vocabulary |

| | | | |about the tools each worker | |words. |

| | | | |uses. | | |

| |Unit 4, Ch 3 |Unit 4, Ch 3 |Unit 4, Ch 4 |Unit 4, Ch 4 |Unit 4, Ch 5 |Unit 4, Ch 5 |

| |Putting Things in Order |Putting Things in Order |Animals From All Over |Animals From All Over |Mealtime |Mealtime |

|Language Function(s) |Describe routine, ongoing |Retell actions and events in |Describe physical |Describe actions using verbs |Describe physical |Express feelings and |

| |events (5.16) |chronological order (5.17) |characteristics (5.8) |and adverbs (5.10) |characteristics (5.8) |preferences |

| |Ask for, give, and follow | |Describe physical attributes |Describe physical | | |

| |mulit-step directions (5.19) | |of a place (5.11) |characteristics (5.8) | | |

| | | |Describe location of objects | | | |

| | | |in space (5.12) | | | |

|Target |ordinal numbers (nouns & |verbs |adjectives |verbs |conjunction (but) |contractions |

|Forms |adjectives) |ordinal numbers |prepositions |adjectives |synonyms, antonyms |likes/ don’t (doesn’t) like |

| |quantity adjectives (few, | |singular/plural nouns | |(adjectives) |synonyms |

| |several, many) | | | |possessive pronouns | |

|Avenues | | |A: Big Book A Body | |C: Farmer’s Market | |

|Resources | | | | | | |

| | | | | | | |

| | | |B5: Eggs-describing habitat | |D: Sky Tree | |

| | | |B: Daniel’s First Day p. 12 | |D: Lunch at the Joy Luck Café| |

| | | | | |D: Too Many Tamales | |

| | | |C: Text Unit 5 | |D: Bread, Bread, Bread | |

| | | | | |D: Unit 7 | |

| | | | | | | |

| | | |D: Sky Tree | | | |

| | | | | | | |

|Carousel Resources |L1, L2: vocabulary |L4: read the story, retell |L1: physical characteristics |L3: For EI, create two |L1: vocabulary, |L2: but, like/don’t like |

| |L3: quantity adjectives |events |of the animals, attributes of |separate sentences |countable/uncountable nouns |L2: synonyms |

| |L5: Routine actions, give and | |a place (habitats) |L3: Use the articles as |(some, a) |L5: adjectives, describing the|

| |follow directions | |L2: teach the prepositions; |references for yourself or the|L2: synonyms |food |

| | | |near, far, alongside, toward, |students to describe the |L3: possessive pronouns | |

| | | |to describe the attributes of |actions |L5: adjectives describing the | |

| | | |a place |L5: Combine the directions |food | |

| | | |L2: Teach singular/plural |from Week 23 and the actions | | |

| | | |nouns to describe attributes |from Week 24 to help students | | |

| | | |of a place. |create a paragraph. | | |

|Additional Resources |Too Many Tamales | |Lakeshore wild Animals Theme |Frog Belly Ratbone |Frog Belly Ratbone |English at Your Command p. |

| | | |Box |Brown Bear Brown Bear |Brown Bear Brown Bear |35-41 |

| |English at Your Command p. | | |Taking a Walk (Into English) |Taking a Walk (Into English) | |

| |252-3 | |Frog Belly Ratbone |One Tiny Turtle |One Tiny Turtle | |

| | | |Brown Bear Brown Bear | | | |

| | | |Taking a Walk (Into English) |IE: Level A Unit 6 Theme 1 | | |

| | | |One Tiny Turtle |IE: Level C Unit 1 | | |

| | | | | | | |

| | | |Roxaboxen |Who is the Beast? | | |

| | | | |Giraffe’s Sad Tale | | |

| | | |Family Pictures |Bird Can Fly (big) | | |

| | | |More Mr. and Mrs. Green | | | |

| | | | | | | |

|Suggestions to review or | |L5: REVIEW the retelling of | |L3: EXTEND: The conjunction |L1: Review the form “there | |

|extend language patterns | |routine actions | |because is an intermediate |is/are” when teaching | |

| | | | |form. |countable/non-countable nouns.| |

| | | | |L3: EXTEND: add adverbs to | | |

| | | | |extend describing actions. | | |

| | | | |L5: EXTEND: have students | | |

| | | | |create a description paragraph| | |

| | | | |for additional animals. | | |

|Notes and Pacing suggestions |Start with teaching the |Read and retell the story in | | | |Use the adjectives taught |

| |students ordinal numbers using|L4 as well as additional | | | |during Week 1 of this chapter |

| |routine events. On day 3 or |familiar stories | | | |to help students tell why they|

| |4, teach students quantity | | | | |like or don’t like a certain |

| |adjectives. On day 5, have | | | | |food. |

| |students “teach” the class how| | | | | |

| |to do something. | | | | | |

|Topics |Ordinal numbers, routine |Ordinal numbers, routine |Wild animals |Wild animals |Food |Food |

| |events |events | | | | |

|Vocabulary | | | |L3: Add adverbs as | |Extend by adding additional |

| | | | |appropriate. | |vocabulary beyond food. |

| |Unit 4, Ch 6 |Unit 4, Ch 6 |Unit 5, Ch 1 |Unit 5, Ch 1 |Unit 5, Ch 2 |Unit 5, Ch 2 |

| |Busy Bodies | |From Here to There |From Here to There |One Day at a Time |One Day at a Time |

|Language Function(s) |Negotiate Solutions (5.7) | |Compare physical |Describe actions using verbs |Discuss time using clocks, |Discuss or create a plan 6.19 |

| | | |characteristics to show |and adverbs 6.12 |calendars, and timelines 6.25 | |

| | | |relationship 6.16 | |Describe routine, ongoing | |

| | | |Explain classification | |events 6.20 | |

| | | |6.15 | | | |

|Target |prepositions | |Comparative adjectives with |Future tense will, is going |Time words |Future tense statements and |

|Forms |simple sentences | |than |Questions with Where, Why, |Continuous present verbs in |questions |

| |questions to clarify | |Prepositions in, on |How, What |expanded sentences |Adjective next |

| | | | | |Comparative adjectives with | |

| | | | | |than | |

| | | | | |Contraction isn’t | |

| | | | | |Preposition of time | |

|Avenues |F: Unit 3 Dancing Wheels | |B6: T172a – 189 “What is a | |C: Boom Boom Bay! | |

|Resources |prepositions, role play, human| |Map” | |C: Days of the Week | |

| |body | |D: Sky Tree | |C: Text p. 143 Where Do | |

| |Moving body, questions to | | | |Puddles Go? | |

| |clarify | | | | | |

| | | | | |D: Explore! | |

| | | | | |D: Text Unit 4 | |

| | | | | | | |

| | | | | |E: Text Unit 3 | |

| | | | | | | |

| | | | | |F: Unit 6 Ben Franklin’s | |

| | | | | |Experiment weather, continuous| |

| | | | | |present in expanded sentences | |

|Carousel Resources |L1: vocabulary | |L1 Vocabulary, comparatives |L5 Introduction to future |L1 Calendar Vocabulary |L2 Apply & Extend activity to |

| |L2: prepositions, role play | |with than in Venn diagram |tense will, is going |L3 Weather Vocabulary. Use |create a plan for next week |

| | | |L2 Three column sort chart | |weather forecast to practice | |

| | | |L3 “What is it used for?” | |calendar and weather | |

| | | |three column sort chart | |vocabulary with comparative | |

| | | | | |adjectives | |

|Additional Resources |IE: Level D Unit 1 | |Lakeshore Transportation Theme|IE: Level A Unit 5 Theme 2 |In the Yard (big) |In the Yard (big) |

| |Look at Your Eyes | |Box |Flowers For the City |What Can You Do? |What Can You Do? |

| |Puff.. Flash.. Bang! | | |IE: Level C Unit 6 | | |

| | | |Frog Belly Ratbone |Jenny’s Journey |A Year Goes By |English at Your Command p. |

| | | |Brown Bear Brown Bear |On the Go | |42-43 |

| | | |Taking a Walk (Into English) | |IE: Level A Unit 2 Theme 3 | |

| | | |One Tiny Turtle | |IE: Level A Unit 4 Theme 3 | |

| | | |The Bus For Us (big) | |IE: Level C Unit 5 | |

| | | |Family Counts | | | |

| | | | | |One Hot Summer Day | |

|Suggestions to review or | | |L2 EXTEND: Conjunction to |L5 EXTEND: Where, what, when, |L1 EXTEND: prepositions of |L2 EXTEND: Teach question |

|extend language patterns | | |contrast but; Conjunction to |how question forms with will |time before, after (Monday is |form What will, When will |

| | | |connect and |(Where will you go?) |before Tuesday) |L2 Review prepositions of time|

| | | |2 EXTEND: contractions for |L5 EXTEND: Introduce would to | |on |

| | | |present tense negative |express preference: Where | | |

| | | |(doesn’t travel) |would you like to | | |

| | | |L3 Option: Change to active |go/visit/see? I would like | | |

| | | |voice for People use.. for… |to/ go by/ visit | | |

|Notes and Pacing suggestions |The idioms taught in this |. | | | | |

| |chapter may be too advanced | | | | | |

| |for Early Intermediate | | | | | |

| |students. | | | | | |

|Topics |Human Body | |Transportation & Travel |Transportation & Travel |Time & Weather |Time & Weather |

|Vocabulary |Add additional vocabulary for | |Add other types of vehicles, |Add places to visit, names of |Add vocabulary for weekday and|Vocabulary for common |

| |more specific body parts. | |more specific names such as |countries; travel words such |weekend activities; types of |activities, such as do |

| | | |dump truck, cargo ship, jet |as suitcase, passport, ticket,|weather |errands, work out, get a |

| | | | |reservation | |haircut |

| |Unit 5, Ch 3 |Unit 5, Ch 3 |Unit 5, Ch 4 |Unit 5, Ch 4 |Unit 5, Ch 5 |Unit 5, Ch 5 |

| |Just for Fun |Just for Fun |Critters & Creatures |Critters & Creatures |Things I Use |Things I Use |

| | | | | | | |

|Language Function(s) |Compare physical |Relate past actions and events |Describe physical attributes of|Relate actions and events 6.21 |Discuss or create a plan 6.19 |Relate actions and events 6.21 |

| |characteristics to show |6.21 |a place 6.13 | | | |

| |relationship 6.16 | | | | | |

|Target |Possessive pronouns and |Sequence words, clauses |Adjectives |Past tense verbs, regular and |Prepositions of location |Contractions with will |

|Forms |adjectives |Past tense verbs, regular & |Plural nouns |irregular |(Review 6.14) |Past tense, regular and |

| | |irregular |Statements and questions with |Prepositions |Plurals |irregular |

| | | |There was/were | |Demonstrative pronouns | |

| | | |Demonstrative pronouns this, | |these,those | |

| | | |that | |Contractions with was/were+not | |

|Avenues |F: Unit 1 We Honor Our | |B5: Eggs – relating |D: Unit 8 What a Day! (DRA 24) |F: Unit 6 Switch On, Switch | |

|Resources |Ancestors possessive pronouns, | |actions/events |past tense verbs, regular and |Off (plurals, household | |

| |descriptions | | |irregular |objects) | |

| | | |C: Text Unit 5 | | | |

|Carousel Resources |L1 Vocabulary |L4 Retell Literature Selection |L1 Vocabulary |L5 regular and irregular verb |L1 Vocabulary with a |L5 Past tense with -ed |

| |L2 Possessive pronouns and |L5 Regular and irregular past |L2 Plurals; statements and |chart |preposition of location | |

| |adjectives |tense verbs |questions with There was/were | |L2 Plurals, demonstrative | |

| | | |L3 Demonstrative pronouns | |pronouns | |

| | | | | |L3 Explanation of contractions | |

|Additional Resources | |English at Your Command p. 263 |Lakeshore Animals Theme Box |Here Come Poppy and Max | | |

| | | | |Say Hello? | | |

| | | |Here Come Poppy and Max |I See Tails | | |

| | | |Say Hello? |Hide and Seek | | |

| | | |I See Tails | | | |

| | | |Hide and Seek | | | |

|Suggestions to review or extend|L1 Introduce vocabulary with |L4, L5 Retell stories to |L1 EXTEND: Teach question forms|L5 EXTEND: Include past tense |Practice forms introduced by |Connect to the previous week by|

|language patterns |present positive and negative |practice sequence words + past |to compare with Which and is: |negative |creating a plan for a party, |using past tense to relate how |

| |statements and questions with |tense. Explicitly teach past |Which ___ is ___er? Is the |Describe animal actions in the |event, etc. |the plan was carried out. |

| |do |negative did not + present form|___- shorter than the ___? |habitats used in L3 and/or take|L1 Introduce vocabulary by |L5 EXTEND by teaching irregular|

| |L2 Review comparatives from L1|of verb. It can be a difficult| |a “virtual field trip” as |reviewing prepositions |past tense verbs such as |

| |with possessive pronouns and |pattern to master | |suggested on p. 158 |L1 EXTEND: Questions with |bought, went, made, hung, wrote|

| |adjectives (His car is bigger | | | |Where, What | |

| |than mine. Your box is heavier| | | |L3 EXTEND: Create a plan with | |

| |than mine.) | | | |contractions with would | |

|Notes and Pacing suggestions | | | | | | |

|Topics |Leisure activities & toys |Leisure activities and toys |Animals |Animals |Household Objects & Appliances |Household Objects & Appliances |

|Vocabulary |Add vocabulary for other toys, | |Vocabulary for other animals, | |Vocabulary for other household | |

| |sports equipment, games, etc. | |parts of animals such as paws, | |items | |

| | | |claws, scales, back legs | | | |

| |Unit 5, Ch 6 |Unit 5, Ch 6 |Unit 6, Ch 1 |Unit 6, Ch 1 |Unit 6, Ch 2 |Unit 6, Ch 2 |

| |Shape Up |Shape Up |Moving Right Along |Moving Right Along |Marvelous Months |Marvelous Months |

| | | | | | | |

|Language Function(s) |Ask for, give and follow |Explain cause and effect |Compare and contrast actions |Describe routine, ongoing |Discuss time using clocks, |Relate past actions and events|

| |multiple step directions 6.23 |relationships for actions 6.28|6.17 |events 6.20 |calendars, and timelines 6.25|6.21 |

| | | |Compare and contrast |Relate past actions and events| | |

| | | |characteristics 6.16 |6.21 | | |

|Target |Pronouns: demonstrative and |Present progressive verbs |Comparative & superlative |Extended sentences; clauses |Prepositions of time at |Auxiliary verbs would, could |

|Forms |object |Regular past tense verbs |adjectives -er, -est; |with before, after, when |(certain time), on (certain |Contractions with did, would, |

| |Question forms with What, |Conjunctions and, or, but, |adjectives with special forms.|Past tense, regular and |day of the week), in (certain |could |

| |When, Where, Why + do/does/did|because |Auxiliary verb should |irregular |month, season) after, before, |Compound sentences with and, |

| |Possessive nouns |Compound sentences | | |between |but |

| |Imperative | | | |Adjectives with special forms | |

| | | | | |Adjectives; comparative, | |

| | | | | |superlative, as ____ as | |

|Avenues | | |F: Unit 8 Coming to America | |F: Unit 8 Calling the Doves | |

|Resources | | |(better, irregular and regular| |(would, compound sentences | |

| | | |past tense) | |with and, prepositions of time| |

|Carousel Resources |L1 Vocabulary |L5 Regular verb rules |L1 Vocabulary introduced with |L3 Clauses with after, before |L1 Vocabulary with |L3 Contractions with did, |

| |L2 Object pronouns |L6 Conjunctions for cause and |review of prepositions |L5 Irregular past tense |prepositions of time |would, could |

| |L3 Possessive nouns; |effect |L2 Comparative, superlative | |L2 Adjectives: comparative, |L5 Compound sentences with |

| |demonstrative pronouns | |adjectives and special forms | |superlative, as ____ as |and, but |

| | | |L4 Auxiliary verb should | | | |

|Additional Resources |Lakeshore Shapes Theme Box |English at Your Command p. 274|The Bus For Us (big) |The Bus For Us (big) |English at Your Command p. | |

| |Too Many Tamales | |Family Counts |Family Counts |42-44 | |

|Suggestions to review or |Suggestion: Students do a |Do story retells or create |Suggestion: Practice a |L5 Practice clauses with |L1 Teach phrases when |L3 Teach and practice |

|extend language patterns |cooperative art activity to |scenarios to practice verb |sentence with should and then|before, after, when by adding |discussing events during a |auxiliary verbs if needed |

| |practice object pronouns, |forms and conjunctions. |a sentence with comparatives. |them to past tense sentences |month. In September, we |before contractions |

| |possessive nouns in directions|L5 Suggestion: Create |He should drive the blue car. | |celebrate Labor Day, After |L3 Practice questions with |

| |L1 Review prepositions while |sentences that contrast the |It is the fastest. | |Ground Hog’s Day, We celebrate|did, would, could. |

| |introducing vocabulary |ongoing quality of the | | |Valentine’s Day. |L5 Practice auxiliary verbs |

| |L 1,2,3 EXTEND: Questions with|progressive tense to the past | | |L2 For the activity, “Which |with contractions in compound |

| |Where do, What, Who, Whose |tense. (He was studying. The | | |month is best?” teach clauses |sentences |

| | |doorbell rang.) | | |with because | |

|Notes and Pacing suggestions | | | | | | |

|Topics |Shapes |Shapes |Transportation |Transportation |Months |Months |

|Vocabulary |Vocabulary for other shapes, | | | |Vocabulary for special days in| |

| |patterns such as stripes, | | | |a month, etc. | |

| |striped, lines, lined, | | | | | |

| |checked, polka dotted, etc. | | | | | |

| |Unit 6, Ch 3 |Unit 6, Ch 3 |Unit 6, Ch 4 |Unit 6, Ch 4 |Unit 6, Ch 5 |Unit 6, Ch 5 |

| |Let’s Play |Let’s Play |Home Sweet Home |Home Sweet Home |Around the House |Around the House |

| | | | | | | |

|Language Function(s) |Describe actions using verbs |Relate past activities and |Describe location of objects |Ask for, give and follow |Describe location of objects |Relate past actions and events |

| |and adverbs 6.12 |events 6.21 |in space 6.14 |multi-step directions 6.23 |in space 6.14 |6.21 |

| | |Express needs, make requests | | |Describe location of objects | |

| | |6.4 | | |in space 6.14 | |

|Target |Adverbs with –ly |Contractions with was/were not|Prepositions of location |Imperative verbs |Prepositions |Present perfect tense verbs |

|Forms |Adjectives with –ful derived |Past tense, regular |Adjectives nearest, farthest |Prepositions of direction |Adjectives |Positive/negative statements |

| |from nouns |Questions with did |Questions with Where + is |Negative past tense |Synonyms | |

| |Auxiliary verb should |Questions with How much |Antonyms |Questions with Where + did | | |

| | | | |Responses with did not | | |

|Avenues | | |B4: T10a-T29d “This is the Way|Lev. Book – Building a House | | |

|Resources | | |we Build our House” | | | |

|Carousel Resources |L1 Vocabulary with compare and|L3 Contractions with was/were |L1 Vocabulary with |L3 Prepositions of direction |L1 Vocabulary. Review of |L3 Present perfect tense |

| |contrast |not |prepositions of location |with imperatives |possessive nouns and object | |

| |L2 Adverbs with –ly |L5 Regular past tense verbs; |L2 Comparative adjectives of |L5 Questions with did, Where |pronouns | |

| |L4 Adjectives with –ful |Questions with did |location; antonyms |did: Negative past tense |L2 Synonyms | |

| |derived from nouns; Auxiliary |L6 Questions with How much | | | | |

| |verb should | | | | | |

|Additional Resources | | | |Too Many Tamales |Additional: readinga-|English at Your Command p. 266 |

| | | | | |“At Home” vocabulary book | |

| | | | | |English at Your Command p. 21 | |

|Suggestions to review or |L2 Questions with How did… |L6 EXTEND: Practice questions | |L5 The negative past tense can| |L3 EXTEND: Present perfect |

|extend language patterns | |with How much in the past | |be difficult for students. | |question form |

| | |tense. How much did…? | |Provide plenty of practice. | | |

|Notes and Pacing suggestions | | | | | | |

|Topics |Sports & Hobbies |Sports & Hobbies |Rooms & Locations in a House |Rooms & Locations in a House |Household Items |Household Items |

|Vocabulary |Vocabulary for other games, | |Vocabulary for other household| |Vocabulary for other household| |

| |sports, toys | |items and locations | |items | |

| |Unit 6, Ch 6 |Unit 6, Ch 6 |Unit 7, Ch 1 |Unit 7, Ch 1 |Unit 7, Ch 2 |Unit 7, Ch 2 |

| |Tool Time |Tool Time |Dollars & Cents |Dollars & Cents |It’s About Time |It’s About Time |

| | | | | | | |

|Language Function(s) |Describe actions using verbs |Relate past actions and events|Clarify whether something has |Make predictions and |Make predictions and |Relate a past action occurring|

| |and adverbs 6.12 |6.21 |or hasn’t happened 7.19 |inferences about actions and |inferences about actions and |with some other event 7.21 |

| | | | |events 7.30 |events 7.30 | |

|Target |Adverbs with –ly |Irregular past tense verbs |Questions with How much |Conditional (If I ____, I will|Past progressive questions and|Reflexive pronouns |

|Forms |Adverbs without –ly | |Questions with Didn’t you/the…|____) |statements |Prepositions of time during, |

| |Adverbs of frequency | |Idioms | |Conditional statements and |while, at, until, since, for, |

| | | | | |questions with if+will |from-to |

| | | | | | |Present perfect tense |

|Avenues |Lev. Book – Building a House | |E: Text Unit 6 A Quarter’s | |F: Unit 4 George Washington | |

|Resources |(B) | |Worth of Fame | |(sequence words) | |

| | | |E: Text Unit 7 | | | |

| | | | | | | |

| | | |F: Unit 4 Joining the Boston| | | |

| | | |Tea Party (questions, | | | |

| | | |conditional, cause & effect, | | | |

| | | |predict + infer, action and | | | |

| | | |time relationships, possessive| | | |

| | | |nouns) | | | |

| | | |A Tax On Tea (p. 212-214) | | | |

|Carousel Resources |L1 Vocabulary Review of |L5 Irregular past tense verbs |L1 Vocabulary with possessive |L3 Conditional statements and |L1 Vocabulary with past |L2 History of Telling Time |

| |present perfect | |nouns and pronouns review |questions with auxiliary |progressive review |L3 Reflexive Pronouns |

| |L2 Adverbs with –ly, | |L2 Questions with Didn’t |verbs. |L2 Daily schedule p. 445 |L5 Prepositions of Time |

| |Adverbs without –ly | |you/the…. | |L4 Time Zones p. 453 | |

| |L2 Adverbs of frequency | |L5 Idioms related with money | | | |

|Additional Resources |IE: Level B Unit 4 Lesson 2, 5| |English at Your Command p. | |English at Your Command p. | |

| | | |58-61 | |88-89 | |

| |IE: Level C Unit 2 | | | | | |

| |Tools | | | | | |

| |An Auto Mechanic | | | | | |

| |The Pottery Place | | | | | |

|Suggestions to review or |L1 Option: Use active voice |L5 Review negative form of |L5 Include idioms in sentences|L3 EXTEND: Conditional |L1 EXTEND: change past |L3 Use reflexive pronouns to |

|extend language patterns |People use ___ to/for____ |past tense verbs |such as Didn’t you buy a new |statements with could, would, |progressive to progressive |extend the function of |

| | | |computer? It must have cost a|might, must, should |perfect + since questions and|relating a past action |

| | | |fortune! |L3 Sentence pattern changes |statements (How long have you |occurring with another event. |

| | | | |with auxiliary verbs would, |been studying math? I have | |

| | | | |could. (If I had money, I |been studying math since | |

| | | | |would buy….) |8:00.) | |

|Notes and Pacing suggestions | | | | | | |

|Topics |Tools |Tools |Money |Money |Time |Time |

|Vocabulary |Vocabulary for other tools | | | | | |

| |Unit 7, Ch 3 |Unit 7, Ch 3 |Unit 7, Ch 4 |Unit 7, Ch 4 |Unit 7, Ch 5 |Unit 7, Ch 5 |

| |Counting Up |Counting Up |Splendid Swimmers |Splendid Swimmers |In My Neighborhood |In My Neighborhood |

| | | | | | | |

|Language Function(s) |Describe physical |Discuss feelings, opinions, |Describe and explain the |Give and follow multi-step |Explain classification of |Relate a past action occurring |

| |characteristics 7.8 |and preferences 7.4 |actions of people, animals, |directions 7.24 |objects, animals, ideas 7.13 |with some other action 7.21 |

| | | |and things 7.10 | |Compare & Contrast physical | |

| | | |Classify and make a | |characteristics 7.14 | |

| | | |generalization 7.16 | | | |

|Target |Greater than, less than |Good vs. well |Compound & complex sentences |Auxiliary verbs (might, must,|Noun to adjective: -ish, -y |Adjective to noun -ness |

|Forms |Adjectives of quantity (many,|Gerunds |Conjunctions to |would, should, could) |Conjunctions to compare/contrast,|Past perfect tense |

| |few, several, much) |Indefinite pronouns |compare/contrast |Phrasal verbs |connect ideas (either, or, | |

| |Statements and questions with| | |Reciprocal pronoun each other|neither, nor) | |

| |There will be/There has/have | | | | | |

| |been | | | | | |

|Avenues |D: Sky Tree | |D: What a Day! | |B6: Mama talks Too Much (also |Big Book – From Here to There |

|Resources | | | | |uses interpersonal communication)| |

| | | |E: Text Unit 4 Hello Fish! | | | |

| | | | | |D: Looking for the Queen | |

| | | | | |D: Text Unit 5 | |

| | | | | | | |

| | | | | |F: Unit 2 Piecing Earth and Sky | |

| | | | | |Together (comparing and | |

| | | | | |contrasting) | |

| | | | | |Planet Earth: Inside Out (Relate | |

| | | | | |a past action occurring with some| |

| | | | | |other event. When the plates | |

| | | | | |pulled apart, _____) | |

| | | | | | | |

| | | | | |Unit 5 Greening From America | |

| | | | | |(describe, compare, contrast) | |

| | | | | | | |

| | | | | |F: Text Unit 5 | |

|Carousel Resources |L1 Vocabulary |L1 good vs. well |L1 Vocabulary with adjective |L2 Phrasal verbs p. 497-498 |L1 Vocabulary with review of |L4 Adjectives to nouns |

| |L2 greater than, less than |L2 Gerunds |synonym review |L3 Phrasal verbs in commands |object pronouns. Nouns to |L5 Past perfect tense |

| |L3 Adjectives of quantity in |L6 Indefinite pronouns | |L5 Reciprocal pronouns |adjectives by adding –y, -ish | |

| |sentences with There will be/| | |L6 Writing a report |L2 Classification of geological | |

| |There has/have been | | | |features | |

| | | | | |L6 Compare and contrast location | |

|Additional Resources |Gerunds lesson on Sharepoint | |Lakeshore Ocean Animal |Lakeshore Sea Life Theme Box |Mama Talks Too Much |English at Your Command p. 267 |

| |Some/any worksheet on | |Collection |Too Many Tamales |What is a Map? | |

| |sharepoint. | | | | | |

| | | | | |IE: Level E Unit 3 | |

|Suggestions to review or |L1 EXTEND: Present, past |L6 Review: Progressive | |The forms for this week |L2 Review: formation of compound |L5 Review: Present perfect tense|

|extend language patterns |perfect positive/negative |perfect statements and | |involve interaction among |and complex sentences to |lesson focuses on past perfect. |

| |statements & questions |questions with indefinite | |people. Suggestion: shift |describe, compare & contrast |Students may need explanation and|

| |Examples: What will we do |pronouns. | |the topic to the people who |using conjunctions. Example |practice of the present perfect |

| |after we have counted to 100?|Examples: Everyone has been | |study marine animals or how |While rivers are part of nature, |first. |

| |After we have counted 100 |writing for an hour. Has | |students should interact when|people build bridges over them. | |

| |jellybeans we will put them |anyone been counting the | |they study marine animals. |L6 EXTEND: Introduce other words| |

| |in a jar. When we had |beans? | |(The marine biologists shared|to connect ideas such as not | |

| |finished counting, we wrote | | |information with each other.)|only, however, as well as, while | |

| |in our journals. | | |L3 Review: use phrasal verbs| | |

| | | | |with the auxiliary verbs, | | |

| | | | |(You should put the starfish | | |

| | | | |down carefully.) | | |

|Notes and Pacing suggestions| | | | | | |

|Topics |Numbers |Numbers |Ocean, marine animals |Ocean, marine animals |Neighborhood/geography |Neighborhood/geography |

|Vocabulary | | | | | | |

| |Unit 8, Ch 1 |Unit 8, Ch 1 |Unit 8, Ch 2 |Unit 8, Ch 2 |Unit 8, Ch 3 |Unit 8, Ch 3 |

| |Vocations & Occupations |Vocations & Occupations |Celebrate |Celebrate |Timely Terms |Timely Terms |

| | | | | | | |

|Language Function(s) |Describe actions of people |Describe actions of people |Describe actions of people |Clarify whether something has|Discuss prior experiences |Discuss prior experiences |

| |7.10 |7.10 |7.10 |or hasn’t happened 7.19 |7.20 |7.20 |

| | | |Make requests, express need, | | | |

| | | |preferences 7.3 | | | |

|Target |Relative pronouns (who, whom,|Passive voice |Auxiliary verbs (ought, would|Progressive and future |Comparison of past and past |Tag questions |

|Forms |whose, which) |Idioms |like to, would rather) |perfect |progressive tenses | |

| |Conjunctions therefore, | | |Adverb s (already, yet, |Quoted vs. reported speech | |

| |however | | |still, anymore) | | |

|Avenues |D: A Scare in the City | |C: Chinese New Year | | | |

|Resources |D: I Want to Be An Astronaut | |C: Text Unit 4 | | | |

| | | |D: Text Unit 4 | | | |

| | | | | | | |

| | | |F: How Many Days to America:| | | |

| | | |A Thanksgiving Story (DRA 30)| | | |

|Carousel Resources |L1 Vocabulary, Relative |L3 Passive voice |L1 Vocabulary |L3 Progressive and future |L1 Vocabulary with past |L3 Tag questions |

| |pronouns |L4 Idioms |L2 Auxiliary verbs (ought, |perfect |progressive review | |

| |L2 Vocabulary: Conjunctions |L5 Essay on what students |would like to, would rather) |L5 Adverbs already, yet, | | |

| | |want to be after high school | |still, anymore) | | |

| | |or college graduation | | | | |

|Additional Resources | | |IE: Level C Unit 3 |English at Your Command p. | | |

| | | |Weddings |340-379 | | |

| | | |A Birthday Basket for Tia | | | |

| | | |Let’s Celebrate | | | |

| | | |Lion Dancer | | | |

| | | |September to September | | | |

| | | |Wow, What a Week! | | | |

| | | |Ayu and the Perfect Moon | | | |

|Suggestions to review or |L1 The pronouns introduced |L5 Teach/review conditional | | | |Possible extension: Practice |

|extend language patterns |are a mixture of subject and |statements If and might, | | | |another interpersonal |

| |object pronouns. Review the |could, would, before | | | |communication language form |

| |role of subject, verb, object|assigning essay | | | |such as Contribute Ideas and |

| | | | | | |Opinions to a Discussion |

|Notes and Pacing suggestions | | | | | | |

|Topics |Vocations/occupations |Vocations/occupations |Holidays, seasons |Holidays |Time |Time |

|Vocabulary | | | | | | |

| |Unit 8, Ch 4 |Unit 8, Ch 4 | | | | |

| |Animals: Big and Small |Animals: Big and Small | | | | |

| | | | | | | |

|Language Function(s) |Compare and contrast actions |Cause & Effect: feelings, | | | | |

| |7.15 |actions of physical conditions| | | | |

| | |7.28 | | | | |

|Target |Adjective clause w/that |Conjunctions (whenever, as | | | | |

|Forms | |soon as) | | | | |

| | |Adverb clause w/ whenever | | | | |

| | |Conditional perfect | | | | |

|Avenues | | | | | | |

|Resources | | | | | | |

|Carousel Resources |L1 Vocabulary with review of |L3 Adverb clauses with | | | | |

| |conjunctions to compare and |whenever, as soon as | | | | |

| |contrast; Adjective clauses |L5 Conditional perfect tense | | | | |

| |with that | | | | | |

|Additional Resources |Here Come Poppy and Max |Here Come Poppy and Max | | | | |

| |Say Hello? |Say Hello? | | | | |

| |I See Tails |I See Tails | | | | |

| |Hide and Seek |Hide and Seek | | | | |

|Suggestions to review or | | | | | | |

|extend language patterns | | | | | | |

|Notes and Pacing suggestions | | | | | | |

|Topics |Animals |Animals | | | | |

|Vocabulary | | | | | | |

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