View
0
Download
0
Category
Preview:
Citation preview
1 | P a g e
Social Studies Curriculum
Grade 1: Unit 3
2 | P a g e
Course Description
The New Jersey Student Learning Standards serves the basis for the first grade Social Studies curriculum. As students’ progress through
the five units of study, they will focus and examine: the family structure from a global perspective that reinforces understanding of cultural
practices, the emphasis on geography will identify where students live and the world beyond. Students will use literature to identify the
role of a citizen and reflect upon the characteristics of good citizenship and its impact on the community.
We will explore the different types of jobs that account for their community’s function. We will also research possible career endeavors.
Lastly, they will examine Native American culture, and historical figures such as Sacajewea, Harriet Tubman, Susan B. Anthony, Dr.
Martin Luther King, Cesar Chavez, etc.
Through the use of critical thinking, creative thinking, problem solving, metacognitive strategies, and meaningful discussions students will
gather and reinforce the essential knowledge being presented throughout the school year.
3 | P a g e
Pacing Chart
Unit Topic Suggested Timing
Unit 1 Families Around the World 7 Weeks
Unit 2 Citizenship 7 Weeks
Unit 3 Economics 7 Weeks
Unit 4 Where We Live 6 Weeks
Unit 5 American’s Long Ago 6 Weeks
Unit 6 Paterson History 3
4 | P a g e
Effective Pedagogical Routines/Instructional Strategies
Collaborative problem solving
Writing to learn
Making thinking visible
Note-taking
Rereading & rewriting
Establishing text-based norms for discussions & writing
Establishing metacognitive reflection & articulation as a regular
pattern in learning
Quick writes
Pair/trio Sharing
Turn and Talk
Charting
Gallery Walks
Whole class discussions
Modeling
Word Study Drills
Flash Cards
Interviews
Role Playing
Diagrams, charts and graphs
Storytelling
Coaching
Reading partners
Visuals
Reading Aloud
Model (I Do), Prompt (We Do), Check (You Do)
Mind Mapping
Trackers
Multiple Response Strategies
Choral reading
Reader’s/Writer’s Notebooks
Conferencing
5 | P a g e
Computer Science and Design Thinking
Standards
8.1.2.A.1,8.1.2.A.2, 8.1.2.A.3, 8.1.2.A.5, 8.1.2.B.1, 8.1.2.E.1, 8.1.2.F.1
➢ Technology Operations and Concepts
□ Identify the basic features of a digital device and explain its purpose.
□ Create a document using a word processing application.
□ Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.
□ Enter information into a spreadsheet and sort the information.
Example of Use: Listen to “The Little Red Hen.” Write whether the barn animals were being fair. Support your position using information
from the text.
➢ Creativity and Innovation
□ Illustrate and communicate original ideas and stories using multiple digital tools and resources.
Example of Use: Create a poster with a list of solutions for bullying in the school and/or classroom.
➢ Research and Information Literacy
□ Use digital tools and online resources to explore a problem or issue.
Example of Use: Use digital tools and online resources to research historical figures in our country. Ask the students to write 1-2 sentences
telling why this person was a good citizen and how they can also be a good citizen.
➢ Critical Thinking, Problem Solving, and Decision-Making
□ Use geographic mapping tools to plan and solve problems.
Example of Use: Write a narrative using one of the major figures as the main character. Tell about one of the events you have heard about
and how the main character felt and reacted.
6 | P a g e
Career Readiness, Life Literacies and Key Skills
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They
are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in
all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances
through a program of study.
CRP1. Act as a responsible and contributing citizen and employee
Career-ready individuals understand the obligations and responsibilities of being a member of a community,
and they demonstrate this understanding every day through their interactions with others. They are
conscientious of the impacts of their decisions on others and the environment around them. They think about
the near-term and long-term consequences of their actions and seek to act in ways that contribute to the
betterment of their teams, families, community and workplace. They are reliable and consistent in going
beyond the minimum expectation and in participating in activities that serve the greater good.
Example of Use: Interview: Interview a family member to gather information about his/her life in 1st grade. Compare and contrast current
students’ experiences in first grade with those of individuals from “long ago.”
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,
verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make
maximum use of their own and others’ time. They are excellent writers; they master conventions, word
choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at
interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals
think about the audience for their communication and prepare accordingly to ensure the desired outcome.
Example of Use: Classroom Museum:
Collect artifacts from long ago from teachers and/or family and create your own long ago museum. Number items and allow students to keep
a log of
what they think each item is and how it is used.
7 | P a g e
Career Readiness, Life Literacies and Key Skills
CRP5. Consider the environmental, social and economic impacts of decisions.
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that
positively impact and/or mitigate negative impact on other people, organization, and the environment. They
are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting
the nature of their work as it relates to the impact on the social condition, the environment and the
profitability of the organization.
Example of Use: Family Artifacts: Students can share an artifact from the past that belonged to someone in their family (photographs, clothes,
household items, etc.).
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,
and devise effective plans to solve the problem. They are aware of problems when they occur and take action
quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to
introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed
upon, they follow through to ensure the problem is solved, whether through their own actions or the actions
of others.
Example of Use: Discussion/Venn Diagram: Share your heritage with a partner. Fill in a venn diagram comparing and contrasting the two.
8 | P a g e
9 | P a g e
10 | P a g e
11 | P a g e
Culturally Relevant Pedagogy Examples
Relationships:
• Learn about your students’ individual
cultures.
• Adapt your teaching to the way your
students learn
• Develop a connection with challenging
students
• Communicate and work with
parents/guardians on a regular basis (email
distribution, newsletter, phone calls, notes,
meetings, etc.)
Curriculum:
• Incorporate student- centered stories,
vocabulary and examples.
• Incorporate relatable aspects of students’
lives.
• Create lessons that connect the content to
your students’ culture and daily lives.
• Incorporate instructional materials that
relate to a variety of cultural experiences.
• Incorporate lessons that challenge
dominant viewpoints.
• Provide student with opportunity to engage
with text that highlights authors, speakers,
characters or content that reflect students
lived experiences (mirror) or provide a
window into the lived experience of people
whose identities differ from students.
• Bring in guest speakers.
• Use learning stations that utilize a range of
materials.
• Use Media that positively depicts a range
of cultures.
Instructional Delivery:
• Establish an interactive dialogue to engage
all students.
• Continuously interact with students and
provide frequent feedback.
• Use frequent questioning as a means to
keep students involved.
• Intentionally address visual, tactile, and
auditory learners.
• Present relatable real world problems from
various viewpoint.
12 | P a g e
13 | P a g e
Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
• Extra time for assigned tasks
• Adjust length of assignment
• Timeline with due dates for
reports and projects
• Communication system
between home and school
• Provide lecture notes/outline
Processing
• Extra Response time
• Have students verbalize steps
• Repeat, clarify or reword
directions
• Mini-breaks between tasks
• Provide a warning for
transitions
• Reading partners
Comprehension
• Precise step-by-step
directions
• Short manageable tasks
• Brief and concrete directions
• Provide immediate feedback
• Small group instruction
• Emphasize multi-sensory
learning
Recall
• Teacher-made checklist
• Use visual graphic
organizers
• Reference resources to
promote independence
• Visual and verbal reminders
• Graphic organizers
Assistive Technology
• Computer/whiteboard
• Tape recorder
• Spell-checker
• Audio-taped books
Tests/Quizzes/Grading
• Extended time
• Study guides
• Focused/chunked tests
• Read directions aloud
Behavior/Attention
• Consistent daily structured
routine
• Simple and clear classroom
rules
• Frequent feedback
Organization
• Individual daily planner
• Display a written agenda
• Note-taking assistance
• Color code materials
14 | P a g e
Differentiated Instruction
Accommodate Based on Students’ Individual Needs:
• Leveled Text
• Chunking text
• Choice Board/Menu
• Tiered Instruction
• Small group instruction
• Sentence starters/frames
• Writing scaffolds
• Tangible items/pictures (i.e., to facilitate vocabulary acquisition)
• Use of oral assessment
• Tiered learning centers
• Tiered questioning
• Data-driven student partnerships
15 | P a g e
Enrichment
Accommodate Based on Students Individual Needs: Strategies
• Adaption of Material and Requirements
• Evaluate Vocabulary
• Elevated Text Complexity
• Additional Projects
• Independent Student Options
• Projects completed individual or with Partners
• Self Selection of Research
• Tiered/Multilevel Activities
• Learning Centers
• Individual Response Board
• Independent Book Studies
• Open-ended activities
• Community/Subject expert mentorships
16 | P a g e
Assessments
Suggested Formative/Summative Classroom Assessments
• Timelines, Maps, Charts, Graphic Organizers
• Unit Assessments, Chapter Assessments, Quizzes
• DBQ, Essays, Short Answer
• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
• Projects, Portfolio, Presentations, Prezi, Gallery Walks
• Homework
• Concept Mapping
• Primary and Secondary Source analysis
• Photo, Video, Political Cartoon, Radio, Song Analysis
• Create an Original Song, Film, or Poem
• Glogster to make Electronic Posters
• Tumblr to create a Blog
17 | P a g e
Unit 3 Economics
Social Studies Grades K-4 New Jersey Student Learning Standards
6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present
interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global
communities.
C.Economics, Innovation, and Technology
6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals,
communities, and nations.
6.1.4.C.3 Explain why incentives vary between and among producers and consumers.
6.1.4.C.10 Explain the role of money, savings, debt, and investment in individuals’ lives.
6.1.4.C.12 Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey.
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity
and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected
world.
C.Economics, Innovation, and Technology
6.3.4.C.1 Develop and implement a group initiative that addresses an economic issue impacting children.
18 | P a g e
Grade: 1 Unit: III Topic: Economics
Community helpers and workers provide goods and services
to the rest of the community. In order to receive these and
fulfill needs, people need money.
NJSLS: 6.1.4.C.2, 6.1.4.C.3, 6.1.4.C.10, 6.1.4.C.12, 6.3.4.C.1
ELA NJSLS: RI.1.10, W.1.2, W.1.7, SL.1.4
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
Analyze what life would be
like without inventions.
Standards:
6.1.4.C.12
What did Thomas Edison
invent?
How have his inventions
changed our lives?
Encourage students to think
about life without a specific
Thomas Edison’s
inventions. Have them
write about what life would
be like without it.
People and Places
textbook:
Unit 4
Lesson 6
The Life of Thomas
Edison:
www.Mhschool.com
Writing: Life without
inventions (see Sample
Activities)
Standard: NJSLSA.W1.
Distinguish between needs What is a need/want? Make of list of needs and Economics videos: Writing: Making a list
and wants and describe Give examples of each. wants. http://www.brainpopjr.co (see Sample Activities &
how scarcity and choice m/socialstudies/economic Unit Project)
Standard: NJSLSA.W1. influence decisions about How do people get what For homework, make a s/
each. they need/want? list of items your family
Standards: spends money on within a People and Places
6.1.4.C.2 week. In class, textbook:
6.1.4.C.10 discuss/determine which Unit 4
ones are needs and wants. Lesson 1
19 | P a g e
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
Identify the basic goods What is money and why Acknowledge that people People and Places Writing: Make a list,
and services needed do we need it? have different jobs which textbook: writing an informational
within a home, they get paid for. Host a Unit 4 piece (see Sample
community, and/or nation. What is a good? What is a Career Day to involve Lesson 2-4 Activities)
Standard: NJSLSA.W1. Standards: service? How do the parents and community
6.1.4.C.3 relate to one another? members. What Can I Buy?
6.3.4.C.1 reading passage:
Make a list of ways that http://www.readworks.or
the class can provide g/passages/what-can-i-
goods and/or services for buy
the school. Vote on one
that the class will attempt. All About Money
reading passage:
Write about what you http://www.readworks.or
would like to be when you g/passages/all-about-
grow up. Tell what goods money
and/or services you will
provide for your Community Helpers
community in this video:
position. http://www.brainpopjr.co
m/socialstudies/communit
ies/communityhelpers/pre
view.weml
Online activity about
community helpers:
http://www.hud.gov/kids/
whatsjob.html
20 | P a g e
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
Explain what it means to
“save” money.
Standards:
6.1.4.C.10
What is the purpose of
saving money?
What does it mean to save
wisely?
Assign classroom jobs and a
salary for each. Pay each
student for their services and
require them to save a part
of it each “payday” in order
to buy something they want
at the end of the unit.
Economics videos:
http://www.brainpopjr.co m/socialstudies/economic
s/
Math: Earning and
spending Money (see
Sample Activities)
Standard: K.CC.A.1
21 | P a g e
Amistad Curriculum
The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African
slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson
Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the
challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of
additional instructional activities and resources that will engage the learners within your classroom.
Topics/People to Study Topics/People to Study Topics/People to Study
Black Family Pledge by Dr. Maya
Angelou
Black Family Pledge by Dr. Maya
Angelou
Black Family Pledge by Dr. Maya Angelou
Gaining Political Power Gaining Political Power Gaining Political Power
Writing the American Story Writing the American Story Writing the American Story
Cory Booker Cory Booker Cory Booker
22 | P a g e
Amistad Additional Resources
The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12. http://www.njamistadcurriculum.net/
All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found on the homepage of
the NJ Amistad Curriculum. All Paterson Public School Social Studies teachers should create a login and password.
The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive Curriculum units
contain the following topics:
1. Social Studies Skills 8. The Civil War and Reconstruction (1861-1877)
2. Indigenous Civilization (1000-1600) 9. Post Reconstruction and the origins of the Progressive Era
3. Ancient Africa (3000-1492) 10. America Confronts the 20th Century and the emergent of Modern
America (1901-1920)
4. The emerging Atlantic World (1200-1700) 11. America in the 1920s and 1930s, Cultural, Political, and
Intellectual, Development, and The New Deal, Industrialization
and Global Conflict (1921-1945)
5. Establishment of a New Nation and Independence to Republic
(1600-1800)
12. America in the Aftermath of Global Conflict, Domestic and
Foreign Challenges, Implications and Consequences in an ERA of
reform. (1946-1970)
6. The Constitution and Continental Congress (1775-1800) 13. National and Global Debates, Conflicts, and Developments & America
Faces in the 21st Century (1970-Present)
7. The Evolution of a New Nation State (1801-1860)
The Amistad Commission Interactive Curriculum contains the following resources for a teacher’s use that aligns with the topics covered:
1. Intro
2. Activities
3. Assessments
4. Essentials
5. Gallery
6. Griot
7. Library
8. Links
9. Rubrics
10. Tools
All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.
23 | P a g e
Holocaust Curriculum
In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education
and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the
teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in
standards would not impact the requirement of education on this topic in all New Jersey public schools.
Topics/People to Study Suggested Activity Resource
Different Religions Students will explore different religions
and choose one on which to make an
informational poster
https://www.tolerance.org/classroom-
resources/tolerance-lessons/taking-a-closer-look-at-
religions-around-the-world
Celebrating Judaism Students will examine the customs,
holidays, and beliefs of the Jewish
people. Students will put on a brief play
about the Jewish people.
https://study.com/academy/lesson/judaism-lesson-
plan-for-elementary-school.html
Loving Differences Students will create a list of all the ways
people can be different. Students will
create a graphic organizer for the reasons
that differences help enrich our
community.
http://www.momentsaday.com/activities-to-teach-
children-about-love/
Ending Hate Students will talk about ways that they
can show people who are different that
they’re appreciated. Students will create
short essays on the importance of ending
hatred of people who are different.
http://www.erasemeanness.org/the-lesson.html
24 | P a g e
DBQs Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create
an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich
in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice
with complex text and engage in high level critical thinking.
A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School
District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.
25 | P a g e
Unit Vocabulary:
• goods
• services
• needs
• wants
• money
• invention
26 | P a g e
Unit Project (Choose 1)
Project 1 (Suggested) Project 2 (Suggested)
Have students make a list of 10 items in their refrigerators and create
a list to calculate the total cost of those items. Students can apply
their understanding of a need vs. a want to this list.
Oral presentation about what you want to be when you grow up:
Students should present (in character) and describe their professional
responsibilities, salary, and educational background.
27 | P a g e
Speaking Rubric of the WIDA Consortium
Task Level Linguistic Complexity Vocabulary Usage Language Control
1 - Entering Single words, set phrases or
chunks of memorized oral
language
Highest frequency vocabulary from school
setting and content areas
When using memorized language, is generally
comprehensible; communication may be significantly
impeded when going beyond the highly familiar
2 - Emerging
Phrases, short oral sentences General language related to the content area;
groping for vocabulary when going beyond
the highly familiar is evident
When using simple discourse, is generally
comprehensible and fluent; communication may be
impeded by groping for language structures or by
phonological, syntactic or semantic errors when going
beyond phrases and short, simple sentences
3 - Developing
Simple and expanded oral
sentences; responses show
emerging complexity used to
add detail
General and some specific language related to
the content area; may grope for needed
vocabulary at times
When communicating in sentences, is generally
comprehensible and fluent; communication may from
time to time be impeded by groping for language
structures or by phonological, syntactic or semantic
errors, especially when attempting more complex oral
discourse
4 - Expanding
A variety of oral sentence
lengths of varying linguistic
complexity; responses show
emerging cohesion used to
provide detail and clarity
Specific and some technical language related
to the content area; groping for needed
vocabulary may be occasionally evident
At all times generally comprehensible and fluent,
though phonological, syntactic or semantic errors that
don’t impede the overall meaning of the
communication may appear at times; such errors may
reflect first language interference
5 - Bridging
A variety of sentence lengths of
varying linguistic complexity
in extended oral discourse;
responses show cohesion and
organization used to support
main ideas
Technical language related to the content
area; facility with needed vocabulary is
evident
Approaching comparability to that of English
proficient peers in terms of comprehensibility and
fluency; errors don’t impede communication and may
be typical of those an English proficient peer might
make
28 | P a g e
*English proficiency level 6 is not included in the Speaking Rubric as it is reserved for students whose oral English is comparable to that of their
English-proficient peers.
Writing Rubric of the WIDA Consortium (Grades 1-12)
Task Level Linguistic Complexity Vocabulary Usage Language Control
1 - Entering
Single words, set phrases or chunks of simple
language; varying amounts of text may be
copied or adapted; adapted text contains
original language.
Usage of highest frequency vocabulary
from school setting and content areas.
Generally comprehensible when text is copied or
adapted from model or source text;
comprehensibility may be significantly impeded
in original text.
2 - Emerging
Phrases and short sentences; varying amount
of text may be copied or adapted; some
attempt at organization may be evidenced.
Usage of general language related to the
content area; lack of vocabulary may be
evident.
Generally comprehensible when text is adapted
from model or source text, or when original text
is limited to simple text; comprehensibility may
be often impeded by errors.
3 - Developing
Simple and expanded sentences that show
emerging complexity used to provide detail.
Usage of general and some specific
language related to the content area; lack
of needed vocabulary may be evident.
Generally comprehensible when writing in
sentences; comprehensibility may from time to
time be impeded by errors when attempting to
produce more complex text.
4 - Expanding
A variety of sentence lengths of varying
linguistic complexity; emerging cohesion
used to provide detail and clarity.
Usage of specific and some technical
language related to the content area; lack
of needed vocabulary may be occasionally
evident.
Generally comprehensible at all times, errors
don’t impede the overall meaning; such errors
may reflect first language interference.
5 - Bridging
A variety of sentence lengths of varying
linguistic complexity in a single organized
paragraph or in extended text; cohesion and
organization
Usage of technical language related to the
content area; evident facility with needed
vocabulary.
Approaching comparability to that of English
proficient peers; errors don’t impede
comprehensibility.
6 - Reaching*
A variety of sentence lengths of varying
linguistic complexity in a single tightly
organized paragraph or in well-organized
extended text; tight cohesion and organization
Consistent use of just the right word in
just the right place; precise Vocabulary
Usage in general, specific or technical
language.
Has reached comparability to that of English
proficient peers functioning at the “proficient”
level in state-wide assessments.
29 | P a g e
GRADE 6-12 – RUBRIC (Revised July 29, 2014)* Narrative Task (NT)
Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0
Writing Written Expression The student response:
is effectively developed
with narrative elements
and is consistently
appropriate to the task;
demonstrates purposeful
coherence, clarity, and
cohesion, making it easy
to follow the writer’s
progression of ideas;
establishes and maintains
an effective style,
attending to the norms
and conventions of the
discipline.
The student response:
is mostly effectively
developed with narrative
elements and is mostly
appropriate to the task,
demonstrates coherence,
clarity and cohesion,
making it fairly easy to
follow the writer’s
progression ideas,
establishes and maintains
a mostly effective style,
while attending to the
norms and conventions
of the discipline.
The student response:
is developed with some
narrative elements and is
somewhat appropriate
to the task; demonstrates
some coherence, clarity,
and/or cohesion, making
the writer’s progression
of ideas usually
discernible but not
obvious; has a style that
is somewhat effective,
generally attending to
the norms and
conventions of the
discipline.
The student response:
is minimally developed
with few narrative
elements and is limited
in its appropriateness to
the task; demonstrates
limited coherence,
clarity, and/or cohesion,
making the writer’s
progression of ideas
somewhat unclear; has a
style that has limited
effectiveness, with
limited awareness of the
norms of the discipline.
The student response:
is undeveloped and/or
inappropriate to the
task; lacks coherence,
clarity, and cohesion, has
an inappropriate style,
with little to no
awareness of the norms
of the discipline.
Writing Knowledge of
Language and Conventions The student response to
the prompt demonstrates
full command of the
conventions of standard
English at an appropriate
level of complexity.
There may be a few
minor errors in
mechanics, grammar and
usage, but meaning is
clear.
The student response to
the prompt demonstrates
some command of the
conventions of standard
English at an appropriate
level of complexity.
There may be errors in
mechanics, grammar and
usage, that occasionally
impede understanding,
but the meaning is
generally clear.
The student response to
the prompt demonstrates
limited command of the
conventions of standard
English at an appropriate
level of complexity.
There may be errors in
mechanics; grammar and
usage that often impede
understanding.
The student response to
the prompt demonstrates
no command of the
conventions of standard
English at an appropriate
level of complexity.
Frequent and varied
errors in mechanics,
grammar, and usage
impede understanding.
30 | P a g e
ELL Resources
▪ Learning style quiz for students- http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
▪ “Word clouds” from text that you provide-http://www.wordle.net/
▪ Bilingual website for students, parents and educators: http://www.colorincolorado.org/
▪ Learn a language for FREE-www.Duolingo.com
▪ Time on task for students-http://www.online-stopwatch.com/
▪ Differentiation activities for students based on their lexile- www.Mobymax.com
▪ WIDA- http://www.wida.us/
▪ Everything ESL - http://www.everythingESL.net
Judy Haynes' s ESL website with a discussion forum, lesson plans, teaching tips, & resources for teachers
▪ ELL Tool Box Suggestion Site http://www.wallwisher.com/wall/elltoolbox
best practices for various aspects of an English language classroom
▪ Hope4Education - http://www.hope4education.com
Books, online workshops, on-site training and presentations, help meeting the NCLB and state curriculum standards, discussion
forums, and tele-chats hosted by Hope Blecher-Sass
▪ Learning the Language http://blogs.edweek.org/edweek/learning-the-language/
Mary Ann Zehr's blog for Education Week - news, controversies, initiatives, research, legislative updates about teaching English
language learners
▪ FLENJ (Foreign Language Educators of NJ) 'E-Verse' wiki: http://www.flenj.org/Publications/?page=135
▪ OELA - http://www.ed.gov/offices/OBEMLA
The Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient
Students
▪ New Jersey Department of Education- Bilingual Education information http://www.state.nj.us/education/bilingual/
31 | P a g e
ELL Resources
▪ Learning Resource Centers (LRC Network) http://www.state.nj.us/education/lrc
supported through the NJDOE, Office of Special Education Programs.
Click on "Services" and scroll down to the library in your region.
▪ 1-Language.com - http://www.1-language.com
Activities, exercises, worksheets, forums, chats, articles, and more
▪ Repeat After Us - http://repeatafterus.com/
The best collection of copyright-free English texts and scripted recordings
▪ Learning Vocabulary Can Be Fun - http://www.vocabulary.co.il
Games and quizzes for practicing vocabulary
Students K-12
▪ Teaching Reading and Language Arts - http://teachingreadingandla.pbworks.com
Sites and resources for classroom instruction compiled by Keith Schoch
▪ Mrs. Hurley's ESL Pagehttp://www.mrshurleysesl.com
Tips, activities, information & links for students and teachers
▪ Children's Literature Web Guide - http://www.ucalgary.ca/~dkbrown/index.html
Many Internet resources related to books for children and young adults including lists, reviews, and lesson plans & more
▪ 21st Century Centers http://www.21stcenturycenters.com/21cc/Home.html
Implement "Centers" in a high school classroom using the i-pod touch
▪ Windows to the Universe - English: http://www.windows.ucar.edu Spanish: http://www.windows.ucar.edu/spanish
A comprehensive science education and reference site spanning a broad range of Earth and Space Science topics and related topics in
the humanities
32 | P a g e
ELL Resources
▪ ESL Summer Programs at Colleges in New York State for Kids & Teens 8-18
http://www.summeroncampus.com/main/ActivityProgramsList.asp?CategoryID=25
Search by college or location. Updated annually
Recommended