Course Title: English as a Second Language (ESL)

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FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Course Title: English as a Second Language (ESL)

Grade: Kindergarten

Board of Education Adoption Date: June 21, 2016

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Freehold Borough Board of Education

Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President

Mr. Paul Ceppi

Mr. Paul Jensen

Mrs. Annette Jordan

Mr. James Keelan

Mr. Bruce Patrick

Mrs. Margaret Rogers

Mrs. Michele Tennant

District Administration

Rocco Tomazic, Ed. D., Superintendent

Joseph Howe, School Business Administrator

Cheryl Romano, Director of Curriculum & Instruction

Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Director of Technology & Assessment

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages

Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School

Patrick Mulhern, Principal – Park Avenue Elementary School

William Smith, Principal – Freehold Learning Center

Curriculum Committee

Elizabeth Giron

Jean Schiller

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Freehold Borough School District

District Mission

We will inspire the creativity and imagination of all students and empower them as

knowledgeable, skillful, and confident learners who flourish and contribute willingly in a

changing world.

Core Beliefs

We believe that:

All people have inherent worth.

Life-long learning is basic to the survival and advancement of society.

The primary influence on the individual's development is the family in all its forms.

Valuing diversity is essential to individual growth and the advancement of society.

All individuals have strengths and human potential has no known limits.

Democracy thrives when individuals accept responsibility for their choices.

Being trustworthy builds trust.

Creativity and imagination are essential for society to flourish.

A safe environment is essential for the well-being of the individual and for society to

flourish

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Freehold Borough School District

Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values.

Believing that our students deserve the best education, our curriculum is aligned to the most

current New Jersey Core Curriculum Content Standards and current statewide assessments. Our

scope and sequence is vertically and horizontally aligned. The progression of objectives

embraces decades of rigorous research, conducted both independently and at the university level,

and acknowledges that children develop differently and that learning experiences and strategies

for performance are differentiated. Our borough is a diverse community, rich in tradition and

spirit. Knowledge is a fusion balancing authentic experience and content, which language arts

literacy skills are integrated with other content areas. Our curriculum contains common

expectations that are rigorous and student centered, and teachers, who are most proximal to the

children, will use this document as an instrument to ensure student success.

To ensure that our children are successful and receive the best education, this curriculum

document, our staff will continuously collaborate on this living document. We will develop

purposeful and effective formative and summative assessments which measure growth of our

curriculum and inform our instruction. Finally, we will continuously seek to grow professionally

through professional development, which is aligned to statewide regulations, but specifically

geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives

Teachers will employ lessons that are aligned to our curriculum and framed utilizing

current research-based methods and techniques that focus on student achievement

Our lessons will be structured according to statewide and district standards and our

teachers will have flexibility to ensure that lessons meet the needs of all learners

Units and lessons will be differentiated

Curriculum is be student focused on success and balances developmental theory and

psychometric standards

Democratically developed benchmarks and assessments will be utilized to gauge student

and curricular growth. Assessment will be multidimensional and developed according to

student need.

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Table of Contents

Unit/Section Page

Course Description 1

Introduction 2

Program Goals 3

Philosophy 4

Alignment to WIDA 6

Performance Definitions 8

Methods and Techniques 9

Pacing Guide 11

Unit 1: All About Me: Social Studies 12

Unit 1: Our World: Science 43

Unit 2: Our World: Social Studies 56

Unit 2: Our World: Science 69

Appendix 76

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Course Description

Applicable New Jersey administrative codes provide that all identified students of limited

English proficiency be enrolled in an ESL program. In addition, the codes mandate a district

student population may warrant providing bilingual education. Freehold Borough District falls

within the mandate of those codes and therefore provides ESL instruction for some students and

ESL/bilingual for others as required by law. That ESL bilingual program will consist of the

following component parts:

• Assessment

• Curriculum and instruction

• Proposed parent education component

The Freehold Borough ESL Program is a developmental second-language program that teaches

aural comprehension, speaking, reading, and writing in English using second-language teaching

techniques, and incorporates the cultural aspects of the students’ experiences in their ESL

instruction. ESL instruction will be provided to students whose test scores fall below proficiency

levels. Those identified as Port of Entry non-English speakers will receive ESL instruction two

periods each day. All others ESL students will receive one period of ESL instruction per day.

In grades 3-8, students receive content instruction by a bilingual teacher in addition to ESL

services. Bilingual education for qualified students will be received by way of the bilingual part

time component, which is a program in which students are assigned to mainstream English

program classes, but are scheduled daily for the developmental reading and mathematics

instruction with a certified bilingual teacher. Each student schedule will include up to two

periods of bilingual instruction as determined by assessed need. As students acquire enough

English to meet the multiple exit criteria, they are mainstreamed into the general education

classes.

Student assessment in the ESL/Bilingual program serves three main purposes:

1. To determine initial placement in the program

2. To assess student progress

3. To determine readiness for exiting the program

Curriculum Standards

English Language Arts (CCSS)

New Jersey English Language Proficiency Standards (NJELP)

World-class Instructional Design and Assessment (WIDA)

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Freehold Borough Public Schools

ESL Curriculum

Grades K

Introduction

Contemporary American education requires the preparation of all students including

newcomers to the American education experience. English Language Learners may be

immigrants, those seeking refuge from strife in their native countries, or native born Americans.

They may come to school with extensive formal education, or they may be academically delayed

or illiterate in their first language. Such students arrive at schools with varying degrees of

English proficiency. Some may not speak English at all; others may speak English but need

assistance in other communication skills.

The Freehold Borough School District ESL/Bilingual Program seeks to provide the

assistance needed for English Language Learners to meet National and New Jersey educational

goals. The program provides English Language Learners full access to the learning environment,

the curriculum, special services, and assessment in a meaningful way.

The purpose of the ESL curriculum is to provide a bridge to general education for

students within the program thereby enabling the student to join the educational mainstream.

Bilingual teachers provide the identical core content curriculum as that taught by general

program teachers; the critical difference exists in the delivery of that curriculum by the teachers

through use of the two languages and through significant accommodations in lesson planning,

pacing and presentation. In addition, linguistic-cultural-experiential expansion, adaptation of

assessment instruments and techniques and “sheltered” use of instructional texts and resources in

both languages must be incorporated into daily instruction. Bilingual instruction is generally

provided through a transitional model.

The Freehold Borough School District ESL/Bilingual Program was developed to meet the

NJELP (New Jersey English Language Proficiency Standards) and the WIDA Standards (World-

Class Instructional Design and Assessment), and the CCSS (Common Core State Standards).

Students enrolled in the ESL program (English as a Second Language) will be assessed annually

with the ACCESS for ELLs language proficiency assessment to determine their English

language proficiency.

This curriculum provides a vision of effective education by:

Including native-like levels of proficiency in English

Including the respect for and sharing of ESL students‟ native cultures in the classroom

Assuming the education of ESL students by all educational personnel

Calling for first-rate services and full access to those services by all students

Recognizing that knowledge of more than one language and culture is advantageous for

all students

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Program Goal

ESL

English language learners (ELL) will learn to speak, read, and comprehend written and spoken

English.

Bilingual

Students in the bilingual program will receive native-language support while receiving English

language development.

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Program Philosophy

The Freehold Borough ESL/Bilingual Program accelerates the acquisition of English

through the use of thematic and topic based ESL curriculum. Themes are basic to learning

language. Topic related language and concepts are reinforced over a period of time to ensure

their conceptualization and to provide an opportunity for students to increasingly be able to

communicate their ideas on the topic. In this process, students develop all of the four language

skills: listening, speaking, reading, and writing. Grade level topics from the major curriculum

areas are reviewed and incorporated into the curriculum. The purpose is to develop academic

language skill and provide for explicit instruction and learning strategies for both content and

language acquisition.

The ESL curriculum outlines the format in which teachers are to develop strategies to

enhance language development and grasping of key concepts related to a particular area of the

curriculum. As students gain control over the new material, it is vital that they understand how to

transfer this knowledge and understanding to other areas of the curriculum and to life in general.

Teachers are encouraged to use cooperative learning strategies to give students

opportunities to work in groups to share what they know, learn new information and skills, and

develop healthy social skills. At the same time the multilevel nature of the ESL classroom

strongly suggests that teachers differentiate instruction in a manner that acknowledges students

differences and English language and content attainment.

Program entry and exit

All new students registering in the district his native language is other than English must

be assessed for appropriate placement in either the general or ESL/bilingual program. Freehold

Borough schools will use multiple indicators, as specified in code NJAC 6A: 15–1.3 (c) and

6A:15-1.10 (b) to determine which students need English as a Second Language ESL and/or

bilingual program support and which students can function independently in a monolingual

English classroom. These indicators will be used for both identification of English language

learners and for determining readiness to exit from the ESL/Bilingual services.

As recommended by the New Jersey Department of Education the following procedures will be

followed:

1. Identification of the students‟ first language and the families use of the language from parental

or guardian input on the home language survey that is completed during registration

2. English-language proficiency assessment by means of a New Jersey Department of Education

approved test in English to determine appropriate placement based on NJDOE established norms

for each grade

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3. After the student has been identified as English language learner, the parents or guardians are

notified of the results and requested to sign a form indicating whether they wish they child to

receive services from the Bilingual program or the General program. Based on the above criteria,

initial placement of the student in the ESL/Bilingual program will be determined through the

administration of the Idea Proficiency Test (IPT), Ballard and Tighe publishers. The

ESL/bilingual teacher will use test results as they relate IPT designations to determine program

placement.

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Curriculum Alignment to the WIDA English Language Proficiency Standards

The Freehold Borough curriculum is aligned to the WIDA standards and the philosophy

behind the standards is woven into the new curriculum. The WIDA Standards are aligned to the

state academic content standard as well as to the TESOL Standards

http://www.wida.us/standards/Resource_Guide_web.pdf.

The New Jersey Bilingual Code has adopted the WIDA Standards as the benchmark for

English Language Proficiency (ELP). Therefore, the Freehold Borough teachers should exhibit

knowledge and be familiar with the WIDA standards in order to build the content of their lesson

plans.

The Freehold Borough ESL teachers will refer to the WIDA Standards and grade level

clusters depending on the grade levels they are teaching. The ESL teachers will also connect the

content of their lessons to the five WIDA content standards:

WIDA Standards for English Language Proficiency

Standard 1: English language learners communicate in English for SOCIAL &

INSTRUCTIONAL purposes within the school setting.

Standard 2: English language learners communicate information, ideas, and concepts necessary

for academic success in the content area of LANGUAGE ARTS.


for academic success in the content area of MATHEMATICS.


for academic success in the content area of SCIENCE.


for academic success in the content area of SOCIAL STUDIES.

Domain: LISTENING - process, understand, interpret, and evaluate spoken language in a variety

of situations

Domain: SPEAKING - engage in oral communication in a variety of situations for a variety of

purposes and audiences

Domain: READING - process, interpret, and evaluate written language, symbols, and text with

understanding and fluency

Domain: WRITING - engage in written communication in a variety of forms for a variety of

purposes and audiences

A complete copy of the WIDA standards may be found at www.wida.us and a complete

set of the NJ Core Curriculum Content Standards may be found at:

http://www.state.nj.us/education/cccs/ The WIDA Standards will support the Freehold Borough

ESL teachers in the development of ongoing formal and informal assessments.

The WIDA CAN DO Descriptors will provide the Freehold Borough ESL teachers with a

starting point and a baseline to work with ELLs, as well as to help guide content area teachers in

their expectations for student performance. Content area teachers should participate in

professional development to gain familiarity with the framework of the standards. The CAN DO

Descriptors are designed for the entire preK-12 spectrum. They are generalized across grade

http://www.wida.us/standards/Resource_Guide_web.pdf

http://www.state.nj.us/education/cccs/

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spans so teachers should be aware of the variability and differences between these spans and

adjust their expectations accordingly.

http://www.wida.us/standards/RG_CAN%20DO%20Descriptors.pdf.

http://www.wida.us/standards/RG_CAN%20DO%20Descriptors.pdf

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Performance Definitions for the Levels of English Language Proficiency

At the given level of English language proficiency, English language learners will process,

understand, produce, or use:

6 Reaching

Specialized or technical language relative of the content are at grade level

A variety of sentence lengths of varying linguistic complexity in extended oral or written

discourse as required by the specified grade level

Oral or written communication in English comparable to proficient peers

5 Bridging

The technical language of the content areas;

A variety of sentence lengths of varying linguistics complexity in extended oral or

written discourse including stories, essays, or reports;

Oral or written language approaching comparability to that of English proficient peers

when presented with grade level material

4 Expanding

Specific and some technical language of the content areas;

A variety of sentence lengths of varying linguistic complexity in oral discourse or

multiple, related paragraphs;

Oral or written language with minimal phonological, syntactic, or semantic errors that do

not impede the overall meaning of the communication when presented with oral or

written connected discourse with occasional visual and graphic support

3 Developing

General and some specific language of the content areas;

Expanded sentences in oral interaction or written paragraphs;

Oral or written language with phonological, syntactic, or semantic errors that may impede

the communication but retain much of its meaning when presented with oral or written,

narrative or expository description with occasional visual and graphic support

2 Beginning

General language related to the content areas;

Phrases or short sentences;

Oral or written language with phonological, syntactic, or semantic errors that often

impede the meaning of the communication when presented with one to multiple-step

commands, directions, questions, or a series of statements with visual and graphic

support

1 Entering

Pictorial or graphic representation of the language of the content areas;

Words, phrases, or chunks of language when presented with one-step commands,

directions, WH questions, or statements with visual and graphic support

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ESL Methods and Techniques

Using this curriculum guide as a base, the ESL teacher in the role of decision maker,

selects the specific method or technique best suited to reach a particular objective. The teacher

uses an eclectic approach, drawing upon his or her experience and knowledge of teaching and

learning while responding to the English language level of the students and their immediate

social and academic needs. ESL teachers are sensitive to the differences between what the

students are taught and what the students bring to class, so that lessons and teaching methods are

student-centered, based on each student’s individual English language needs.

Sheltered Instruction Observation Protocol (SIOP):

The Freehold Borough ESL teachers are using the teaching methods inspired by the SIOP

Model. SIOP is an instructional framework under which the teacher utilizes effective

instructional approaches, such as cooperative learning and differentiated instruction, to support

content area instruction and English language learning. SIOP is derived from Sheltered

Instruction (SI), which is an approach for teaching grade-level content to English learners in

ways that make the subject matter understandable by providing comprehensible input. Teachers

scaffold instruction to aid student understanding of content topics and objectives by adjusting

their speech and instructional tasks. The SIOP approach enables students to access the necessary

academic vocabulary and build background knowledge to meet the objectives of the mainstream

class according to their language ability.

The SIOP Model is an effective tool to assist mainstream teachers with teaching ELLs.

The key concepts of the SIOP model begin with determining what content area key concepts and

vocabulary the ELLs need. Then teachers can begin building background and making the content

comprehensible. The SIOP model gives teachers a lesson-planning framework, so that

mainstream and ESL teachers are working collaboratively to support ELLs.

Cooperative Learning:

Throughout the school year, cooperative learning activities give students opportunities to

work in groups and share their knowledge. These learning activities are characterized by three

components: positive interdependence, individual accountability, and face-to-face interaction.

Cooperative learning helps ELLs develop social and oral language skills. It motivates ELLs to

learn English, which helps them become an integral part of the class community.

Differentiated Instruction The Freehold Borough ESL Curriculum strives to implement

differentiated instruction in order to meet the WIDA standards. Students must have access to a

variety of scaffolded and leveled materials that enable them to learn the same topics being taught

in the mainstream classroom. Texts, computer resources and assessments are modified as

needed.

Thematic Approach:

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The Freehold Borough ESL teachers should include topics or themes into their lesson planning

that incorporate the WIDA Standards. Topic or theme-related language and concepts may be

spiraled over a period of time, ensuring their conceptualization. Students are continually

expected to communicate in all four language domains: listening, speaking, reading and writing.

Total Physical Response (TPR)

ESL teachers in the lower grades are encouraged to scaffold or support language through the use

of TPR. In order to provide comprehensible input to K-1 students, the ESL teacher gives a

command for single action word or phrase such as "jump" or "point to your eye" and then

demonstrates the action. This method is effective with entry-level students as it provides direct

and visual instruction

Technology:

The use of technology can play an integral part in providing ELLs with valuable language

experiences as they learn a new language. ESL teachers should offer English language learners a

language-rich environment in which students are constantly engaged in language activities.

Technology can act as a tool to increase verbal exchanges, develop content area vocabulary and

improve reading and writing skills.

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Pacing Guide

Unit Anticipated Timeframe

Unit 1: All About Me: Social Studies Part 1, 2 & 3: 9-10 weeks each

Unit 1: Our World: Science Part 1 & 2: 9-10 weeks each

Unit 2: Our World: Social Studies Part 1 & 2: 9-10 weeks each

Unit 2: Our World: Science 9-10 weeks

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Unit 1: All About Me

The School Environment

My School

School Building (Identification and Location of Areas in the Building)

Classroom Rules

Classroom Procedures/Routines

People who work in your school

Classroom Objects (prepositions)

Me, My Family, History and Culture

Describe themselves (appearance)

Personal Information

Expressing Age

Feelings

Personalities (Likes, Dislikes, Talents, Sports, & Pastimes)

Family Titles

Describe their family and discuss roles in their family (Occupations, home chores, & responsibility)

Describe some family traditions (food, customs, & culture)

Understand some traditions and celebrations of their classmates

Identify some common holidays and celebrations we observe

L1 heritage (location, size, flag, climate, cultural comparisons)

Me and My community

Explore Freehold Borough and my neighborhood (explore maps)

Understand the duties of community workers (crossing guards, mailman, policeman, teachers, doctors, firefighters,

librarian, dentists, etc.)

Citizens have a responsibility to follow rules and laws in their community.

We need rules and laws to protect us and keep us safe.

We need to be kind, fair and respectful to others.

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Kindergarten: Unit 1 – All About Me – The School Environment Time Frame: 9-10 weeks

Standards: Standards: Essential

Questions:

(What is the big

idea?)

Prior Knowledge: Enduring Understanding:

(How do you apply and

use in real-life

situations?)

NJCCCS:

Reading (Foundational Skills)

Print Concepts44ew2q: CCSS.ELA-LITERACY.RF.K.1

Phonological Awareness: CCSS.ELA-LITERACY.RF.K.2

Phonics and Word Recognitions: CCSS.ELA-LITERACY.RF.K.3

Fluency: CCSS.ELA-LITERACY.RF.K.4

Reading Informational Text:

Key Ideas and Details: CCSS.ELA-LITERACY.RI.K.1

CCSS.ELA-LITERACY.RI.K.2


Craft and Structure: CCSS.ELA-LITERACY.RI.K.4



Integration of Knowledge and

Ideas: CCSS.ELA-LITERACY.RI.K.7



Range of Reading and Level of

Text Complexity:

Language:

Conventions of Standard

English: CCSS.ELA-

LITERACY.L.K.1 (A-F)

CCSS.ELA-

LITERACY.L.K.2 (A-D)

Knowledge of Language: CCSS.ELA-

LITERACY.L.K.3

Vocabulary Acquisition and

Use (Comprehension

Strategies): CCSS.ELA-

LITERACY.L.K.4

Vocabulary Acquisition and

Use (Application) CCSS.ELA-

LITERACY.L.K.6

Speaking and Language:

Comprehension and

Collaboration: CCSS.ELA-

LITERACY.SL.K.1

CCSS.ELA-

LITERACY.SL.K.1.A

• What language

will I need to

successfully

communicate in

my new home

and school in the

United States?

• What do I need

to know to help

me communicate

my needs?

• When do

mistakes

interfere with

communication?

• What are

examples of

rules?

• What are some

school rules you

have already

• The members

of the school.

• The

importance of

rules and

responsibilities

in the school.

• Language is a

multifaceted, multi-layered

system of communication.

• Language learning

involves taking risks and

learning from one’s

mistakes.

• The importance of

classroom and school rules

and the consequences of

failing to obey them (e.g.,

raising hand before

speaking to eliminate noise

and allow every person to

be heard; follow

school/classroom rules to

prevent accidents).

http://www.corestandards.org/ELA-Literacy/RI/K/7/






















http://www.corestandards.org/ELA-Literacy/SL/K/1/


http://www.corestandards.org/ELA-Literacy/SL/K/1/a/


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Reading Literature:

Key ideas and details: CCSS.ELA-LITERACY.RL.K-5

CCSS.ELA-LITERACY.RL.K-5.1



Craft and Structure: CCSS.ELA-LITERACY.RL. K-

5.4




Details: CCSS.ELA-LITERACY.RL.K-5.7


Range of Reading and text

complexity: CCSS.ELA-LITERACY.RL.K-

5.10

Writing:

Text Types and Purposes: CCSS.ELA-LITERACY.W.K-5.1

CCSS.ELA-LITERACY.W.K.2

CCSS.ELA-LITERACY.W.K-5.3

Production and Distribution: CCSS.ELA-LITERACY.W.K-5.4



CCSS.ELA-

LITERACY.SL.K.2

CCSS.ELA-

LITERACY.SL.K.3

Presentation of Knowledge

and Ideas: CCSS.ELA-

LITERACY.SL.K.4

CCSS.ELA-

LITERACY.SL.K.5

CCSS.ELA-

LITERACY.SL.K.6

Social Studies:

Civics, Government, and

Human Rights 6.1.P.A.1

6.1.P.A.2

6.1.P.A.3

6.3.4.A.1

WIDA:

The WIDA English

Language Development

(ELD) Standards

1. Social and Instructional

Language

5. The Language of Social

learned?

• What are the

consequences of

breaking rules?

• In what ways

are good citizens

involved in their

schools?

• What actions

show examples

of being a good

citizen?

• What are ways

to be good

citizens when

working in

groups with

classmates?

• Why is it

important to

follow classroom

and school rules,

and what are the

consequences of

failing to obey

them?

• What are the

important places




















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Research to Build and Present

Knowledge: CCSS.ELA-LITERACY.W.K-5.7



Studies within the

school?


Learning Outcomes and Instructional Strategies: Language Objective: Target Skills:

• Use frequently occurring nouns and verbs, form

regular and irregular plural forms of nouns.

• Understand and use interrogatives and frequently

occurring prepositions.

• Communicate in words, phrases and complete

sentences using the target language.

• Capitalize the first word of a sentence and the

pronoun I.

• Use memorization, phonetics and knowledge of

sound/letter relationships to spell words correctly.

Read high frequency words by sight.

• With guidance and support from adults, explore

word relationships and nuances in word meanings.

• Use words and phrases acquired through

conversations, reading and being read to, and

responding to texts.

• Follow oral directions according to simple

commands using manipulative or real-life objects

(e.g., point to your head).

• Follow along in role play activities described

orally.

• Recognize and reproduce the complete

alphabet using both upper and lower case

letters.

• Recognize, name and correctly employ end

punctuation marks.

• Match voice to print by pointing to icons,

letters, or illustrated words.

• Repeat new language related to story

pictures modeled by teachers.

• Match illustrations (icons and pictures) to

target vocabulary items.

• Categorize vocabulary with classifications

such as parts of speech, synonyms,

antonyms, etc. Distinguish shades and

nuances of meaning between words with

similar meanings.

• Compare and contrast story plots,

characters, settings and themes.

• Demonstrate an understanding of the

purpose of punctuation marks while reading

aloud.

• Identify and explain the

rules in their school and

classroom

• Identify the members of

their school community and

their responsibilities

• Recall and state important

locations within the school.

• Recall what to do in case of

an emergency.

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• Follow increasingly difficult oral directions.

• Ask and answer questions for clarification or to

resolve problems.

• Participate in full class, group, or pair discussions.

• Express needs.

• Use language acquired through classroom

instruction for real life communication.

• Associate letter sounds (at beginning, middle, or

end of words) with familiar pictures in context.




• With prompting and support, ask and answer

questions about key details in a text.

• With prompting and support, students will read

informational text, name the title, author, give

setting, identify major events, and ask/answer

about key details in a text.

• With appropriate prompting and support, students

will describe the relationship between text and

images (illustrations, charts, etc.) the information

that is conveyed.

• Use diagrams to guide use of standard, non-

standard measures (e.g., a ruler can show inches).

• Begin to connect new information to information

previously learned.

• Actively engage in group reading activities with

purpose and understanding.

• Read simple texts, both fiction and nonfiction, with

fluency that is appropriate with proficiency level.



• Demonstrate understanding of spoken

words, syllables, and sounds (phonemes).

Recognize and produce

rhyming words.

Count, pronounce, blend,

and segment syllables in

spoken words.

• Students will retell and summarize

informational texts they have read.

• Students will retell and summarize stories

they have read.

• Students will compare similar texts and

make connections with their own

experiences.

• Students will compare stories and make

connections with their own experiences.

• Identify all kind of foods from photographs,

graphs, or charts with labels and select them

to makes posters from magazine pictures.

• Identify the front cover, back cover, and

title page of a book.

• Identify signs around neighborhood from

oral commands and pictures or field trips

(e.g., traffic lights, schools or railroad

crossings).

• Interpret graphs, charts, and diagrams.

• Illustrate and label whole numbers from

graphs or visuals and word banks (such as

from 1-100).

• Write a descriptive piece, such as a

description of a person, place or object.

• Develop a collection of writing (e.g.

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that is conveyed.



• Students will use a combination of drawing,

dictating, and writing to narrate a single event or

several loosely linked events, tell about the events

in the order in which they occurred, and provide a

reaction to what happened.

• Use a combination of drawing, dictating, and

writing to compose opinion pieces in which they

tell a reader the topic or the name of the book they

are writing about and state an opinion or preference

about the topic or book (e.g., My favorite book

is...).

portfolio or literacy folder).

• Trace, copy or produce words about target

thematic vocabulary using models and

pictures.

• Reproduce illustrated word pairs by

families (e.g., cat, hat).



• Listen to recognize types of language by

context and tone.

• Describe the purpose of each part of the

daily routine.

• Demonstrate awareness of good health and

safety practices.


Activities: Modifications: Language Vocabulary: Domain

Vocabulary:

Assessment and

Evaluation:

• Respond to

greetings/ farewells,

participate in TPR

activities

• Practice and

participate in finger and

song plays that help to

illustrate vocabulary

meaning

• Identify the letters

of the alphabet, identify

• Independent

reading

• Conferences

• Think-pair-share

• Alternative

responses

• Extended Time

• Teacher Modeling

• Simplified written

and verbal

instructions

Tier 1: teacher, principal, nurse,

secretary, custodian,

lunch ladies, lunchroom,

bathroom, classroom,

library, hallway, gym,

music, art, computers,

book, sit, talk, turn, desk,

pencil, folder, notebook,

backpack, markers, glue,

carpet, scissors, tape,

Instructional and

Social Language: alphabet, numbers,

days, weeks, months,

colors, shapes, time

telling, classroom

objects, routines,

commands, general

content related

words, body parts,

clothing, people,

• Short Quizzes

• Participation in TPR

activities

• One sentence

summaries

• Teacher observations

• Group Work

Updates

• Idea Webs

• Daily Do Now

Review Questions

18

the names of vowels and

consonants

• Identify and name

colors

• Learn the date

using a calendar

• Listen to identify

(and write) names of

classroom objects

• Draw and describe

the map of the school

and/or classroom and

describe it to their peers

• Create a labeled

poster of classroom

objects

• Create a chart that

lists classroom chores

and responsibilities

• Identify the correct

classroom supplies

needed for a specific

project or activity

• Listen to a dictated

number and express it in

numerical form

• Listen and

demonstrate

comprehension of stories

read aloud

• Use a Venn

diagram to compare and

contrast people or things.

• Frequent breaks

• Use lots of visuals,

like graphic

organizers and

pictures

• Use physical

activity: model,

role-play, act out

• Check often for

understanding/revie

w

• Use positive

reinforcement

• Teach to varied

learning styles

• Encourage students

to participate in

class

• Have high

expectations of your

students

• Make/use

vocabulary

visuals

• Repeat and rephrase

often

• Emphasize the 5-8

most important

vocabulary words of

a lesson

• Focus on the 2-3

key concepts of a

lesson

stapler, ruler, chair, table,

whiteboard, projector,

paper, caddy, post its

Tier 2: explain, compare,

contrast, rules, routine,

common, unique,

responsible, duties

Tier 3: consequences,

procedures, share,

behavior, My school

name, My grade (K), My

classroom, Main Office,

Nurse’s Office, Gym,

Cafeteria

family, foods,

seasons, weather

Language of

Language Arts: parts of speech, word

classification and

study, parts of text,

genres, etc

Language of Math: numbers used in

authentic contexts

(telephone numbers,

address) cardinal and

ordinal numbers,

operational

vocabulary, word

problems, money,

info graphics and

visual literacy..

Language of

Science: Body parts, senses,

healthy foods and

habits

Language of Social

Studies: people and places in

• Brainstorming

Contribution

• Exit Questions

• Dialog/Reflective

Journals

• Erasable Board

Messages

• Individual

Conferences

• KWL charts

19

• Compare and

contrast two characters

from a story or stories

that you have read.

• Retell a story

(beginning, middle end)

after listening to or

reading a story

• Re-state math

problems with visual

support

Describe or draw various

geometric shapes as

directed

• Draw a map from

school to your home.

Identify and show

community places.

• Orally explain the

information relayed in a

bar graph and/or pie

chart.

the community,

geographic terms,

info graphics, cross-

cultural comparisons

20

Materials and Resources:

To Be a Kid

Come with Me to School

At School

David Goes to School by David Shannon

David Goes To School, by David Shannon

Chrysanthemum, by Kevin HenkesMargaret Wise Brown

Another Important Book by Margaret Wise Brown

First Graders from Mars: Horus’s Horrible Day by Shana Corey

Little Miss Spider at Sunnypatch School by David Kirk

First Day, Hooray! by Nancy Poydar

Froggy Goes To School by Jonathan London

My Teacher Sleeps In School, by Leatie Weiss

The Important Book, by Margaret Wise Brown

David Goes to School by David Shannon

Clark The Shark by Jonathan London

http://eslcafe.com

www.eslkidstuff.com

www.Esl-kids.com

www.esltreasure.com

http://www.brainpop.com

www.brainpopjr.com

http://www.studyisland.com

www.funenglishgames.com

www.literactive.com

www.starfall.com

www.esl4kids.com

www.eslkid.com

www.eslgalaxy.com

http://www.uni.edu/becker/TESOL

http://www.csun.edu/~hcedu013/eslplans.html

http://iteslj.org

http://www.pdictionary.com

http://www.englishclub.com/index.htm

http://eslcafe.com/

http://www.eslkidstuff.com/

http://www.esl-kids.com/

http://www.esltreasure.com/

http://www.brainpop.com/

http://www.brainpopjr.com/

http://www.studyisland.com/

http://www.funenglishgames.com/

http://www.literactive.com/

http://www.starfall.com/

http://www.esl4kids.com/

http://www.eslkid.com/

http://www.eslgalaxy.com/



http://iteslj.org/

http://www.pdictionary.com/


21

Kindergarten: Unit 1 – All About Me – Me, My Family, History and Culture Time Frame: 9-10 weeks

Standards: Standards: Essential

Questions:

(What is the big

idea?)


(How do you apply and use in

real-life situations?)

NJCCCS:

Reading (Foundational

Skills)

Print Concepts: CCSS.ELA-

LITERACY.RF.K.1

Phonological Awareness: CCSS.ELA-

LITERACY.RF.K.2

Phonics and Word

Recognitions: CCSS.ELA-

LITERACY.RF.K.3

Fluency: CCSS.ELA-

LITERACY.RF.K.4

Reading Informational

Text:

Key Ideas and Details: CCSS.ELA-

LITERACY.RI.K.1

CCSS.ELA-

LITERACY.RI.K.2

CCSS.ELA-

LITERACY.RI.K.3

Language:

Conventions of

Standard English: CCSS.ELA-

LITERACY.L.K.1 (A-

F)

CCSS.ELA-

LITERACY.L.K.2 (A-

D)

Knowledge of

Language: CCSS.ELA-

LITERACY.L.K.3

Vocabulary

Acquisition and Use

(Comprehension


LITERACY.L.K.4

Vocabulary

Acquisition and Use

(Application) CCSS.ELA-

LITERACY.L.K.6

Speaking and

Language:

Comprehension and

• What academic

language do I

need to know in

order to learn

about myself, my

family?

• What makes me

unique?

• Why are rules

important at

home?

• What is a

family?

• Who is in your

family?

• What makes your

family unique?

• What academic

language do I

need to know in

order to learn

• The members

of their family.

• The importance

of rules and

responsibilities

in their family.

• Some family

celebrations

• One or two

traditions unique

to their families

• Their home

language and

home country

• Each person is a unique

individual with unique qualities.

• How rules and responsibilities

affect them at home.

• Family is made up of nuclear

and extended members.

Different families may have

different traditions.

• Our family culture and traditions

make us unique.

• We need to respect our

differences

• Cultures include traditions, popular

beliefs, and commonly held values,

ideas, and assumptions that are

generally accepted by a particular

group of people.

























22

Craft and Structure: CCSS.ELA-

LITERACY.RI.K.4

CCSS.ELA-

LITERACY.RI.K.5

CCSS.ELA-

LITERACY.RI.K.6

Integration of Knowledge


LITERACY.RI.K.7

CCSS.ELA-

LITERACY.RI.K.8

CCSS.ELA-

LITERACY.RI.K.9

Range of Reading and

Level of Text Complexity: CCSS.ELA-

LITERACY.RI.K.10

Reading Literature:

Key ideas and details: CCSS.ELA-

LITERACY.RL.K-5

CCSS.ELA-

LITERACY.RL.K-5.1

CCSS.ELA-

LITERACY.RL.K-5.2

CCSS.ELA-

LITERACY.RL.K-5.3



LITERACY.SL.K.1

CCSS.ELA-

LITERACY.SL.K.1.A

CCSS.ELA-

LITERACY.SL.K.2

CCSS.ELA-

LITERACY.SL.K.3

Presentation of

Knowledge and Ideas: CCSS.ELA-

LITERACY.SL.K.4

CCSS.ELA-

LITERACY.SL.K.5

CCSS.ELA-

LITERACY.SL.K.6

Social Studies:

Civics, Government,

and Human Rights 6.1.P.A.1

6.1.P.A.2

6.1.P.A.3

6.3.4.A.1

WIDA

The WIDA English

Language

Development (ELD)

Standards

about my

community?

• What makes a

great community?

• How can we

make our

community

better?

• Why do we

celebrate these

holidays?

• What

country/countries do

your customs and

traditions come

from?


































23

LITERACY.RL. K-5.4

CCSS.ELA-

LITERACY.RL.K-5.5

CCSS.ELA-

LITERACY.RL.K-5.6


and Details: CCSS.ELA-

LITERACY.RL.K-5.7

CCSS.ELA-

LITERACY.RL.K-5.9


complexity: CCSS.ELA-

LITERACY.RL.K-5.10

Writing:

Text Types and Purposes: CCSS.ELA-

LITERACY.W.K-5.1

CCSS.ELA-

LITERACY.W.K.2

CCSS.ELA-

LITERACY.W.K-5.3

Production and

Distribution: CCSS.ELA-

LITERACY.W.K-5.4

CCSS.ELA-

LITERACY.W.K-5.5

CCSS.ELA-

LITERACY.W.K-5.6

1. Social and

Instructional Language

5. The Language of

Social Studies












24

Research to Build and

Present Knowledge: CCSS.ELA-

LITERACY.W.K-5.7

CCSS.ELA-

LITERACY.W.K-5.8

CCSS.ELA-

LITERACY.W.K-5.9

Kindergarten: Unit 1 – All About Me –Me, My Family, History and Culture Time Frame: 9-10 weeks









pronoun I.











letters.


punctuation marks.




context and tone




rhyming words.



spoken words.

• Explore who they are and

explain what makes them

unique

• Identify members of a

family

• Explain the

responsibilities that

members of a family have at

home

• Compare / contrast

families

• Recall the important people

25

• Listen to recognize types of language by context

and tone.


commands using manipulatives or real-life objects



orally.

• Explore movement of real-life objects by following

oral commands and modeling (e.g., “Push the ball.

Watch it move. Make it stop.”)



resolve problems.


• Answer yes/no or choice questions about likes or

dislikes (e.g., Do you like to swim?)

• Express needs.









graphs, or charts with labels and select them to

makes posters from magazine pictures.








letters.







standard measures (e.g., a ruler can show

inches).



aloud.



• Match labeled pictures with illustrated

celebrations or customs in U.S. or

internationally





from 1-100).

• Develop a collection of writing (e.g.

portfolio or literacy folder).

• Trace, copy or produce words about target

thematic vocabulary using models and

pictures.




in their family.

• Recall and describe one

activity their family enjoys

doing together.

Describe how their

(students') families

celebrate birthdays.

• Explain why and how

holidays are observed.

• Compare and contrast

different cultures and

holidays.


different and family

traditions.

26





that is conveyed.


previously learned.




literature and demonstrate the ability to name the

title, author, give setting, name characters, identify

major events, and ask/answer about key details in a

text.

• Read simple texts, both fiction and nonfiction, with

fluency that is appropriate with proficiency level.




that is conveyed.











is...).





• Reproduce or label symbols or logos for

food in a supermarket.



antonyms, etc.

• Distinguish shades and nuances of meaning

between words with similar meanings.


they have read.



• With prompting and support, identify the

main topic and retell key details of a text.



experiences.



• Compare and contrast holiday traditions

(e.g., Christmas, Hanukkah, Kwanzaa,

Ramadan, Martin Luther King Jr. Day)



letters.


punctuation marks.


context and tone.


27







pronoun I.










commands using manipulative or real-life objects



orally.

• Explore movement of real-life objects by following

oral commands and modeling (e.g., “Push the ball.

Watch it move. Make it stop.”)



resolve problems.










letters.




rhyming words.



spoken words.




graphs, or charts with labels and select them

to makes posters from magazine pictures.



antonyms, etc. Distinguish shades and

nuances of meaning between words with

similar meanings.


target vocabulary items



• With prompting and support, identify the

main topic and retell key details of a text.



experiences.



28










previously learned.






literature and demonstrate the ability to name the

title, author, give setting, name characters, identify

major events, and ask/answer about key details in a

text.

• Read simple texts, both fiction and non-fiction,

with fluency that is appropriate with proficiency

level.



• Survey the holiday practices of class members..

• Depict personal holiday traditions in visual form.

• Initiate a discussion of American holidays (e.g.,

Thanksgiving)




• Match labeled pictures with illustrated

celebrations or customs in U.S. or

internationally

• With appropriate prompting and support,

students will describe the relationship

between text and images (illustrations,

charts, etc.) the information that is

conveyed.



standard measures (e.g., a ruler can show

inches).



aloud.


they have read.






dictating, and writing to narrate a single

event or several loosely linked events, tell

about the events in the order in which they

occurred, and provide a reaction to what

happened.

• With appropriate prompting and support,

students will describe the relationship

between text and images (illustrations,

charts, etc.) the information that is

conveyed.

29



is...).

• Trace, copy or produce words about target thematic

vocabulary using models and pictures.

• Develop a collection of writing (e.g. portfolio or

literacy folder).



from 1-100).





• Reproduce or label symbols or logos for

food in a supermarket.

• Describe ways people celebrate their

diverse cultural heritages (e.g., literature,

language, games, songs, dances, holidays,

etc.).



Vocabulary:

Assessment and

Evaluation:

• Respond to greetings/

farewells, participate in TPR

activities

• Practice and participate

in finger and song plays that

help to illustrate vocabulary

meaning

• Identify the letters of the

alphabet, identify the names of

vowels and consonants

• Identify and name colors

• Learn the date using a

calendar

• Fill out a form with your

• Independent

reading

• Conferences

• Think-pair-

share

• Alternative

responses

• Extended

Time

• Teacher

Modeling

• Simplified

written and

verbal

Tier 1:

me, happy, sad, mad, sick,

tired, tall, short, brown,

black, curly, straight, boy,

girl, blue, green, mom, dad,

sister, brother, aunt, uncle,

grandma, grandpa, cousin,

five, six, soccer, ballet,

dance, sing, play:food, tree,

lights, hot , cold, warm,

cool, red, white, blue, green,

yellow

Tier 2:

Instructional and

Social Language:

alphabet, numbers,

days, weeks,

months, colors,

shapes, time telling,

classroom objects,

routines, commands,

general content

related words, body

parts, clothing,

people, family,

foods, seasons,

weather

• Short Quizzes

• Participation in

TPR activities

• One sentence

summaries

• Teacher

observations

• Group Work

Updates

• Idea Webs

• Daily Do Now

Review Questions

• Brainstorming

Contribution

30

personal information (Name,

address, phone number, etc.)

• Draw a picture of a

family (or family tree) and

label the family members



numerical form

• Listen and demonstrate

comprehension of stories read

aloud

• Use a Venn diagram to

compare and contrast people or

things.


two characters from a story or

stories that you have read.

• Retell a story

(beginning, middle end) after

listening to or reading a story

• Re-state math problems

with visual support

Describe or draw various

geometric shapes as directed

• Name and identify

different types of sports and

pastimes

• Listen to a video about

family members and complete

a Venn diagram using phrase

strips

• Talk about things that

instructions

• Frequent

breaks

• Use lots of

visuals, like

graphic

organizers and

pictures

• Use physical

activity:

model, role-

play, act out

• Check often

for

understanding/

review

• Use positive

reinforcement

• Teach to varied

learning styles

• Encourage

students to

participate in

class

• Have high

expectations of

your students

• Make/use

vocabulary

visuals

• Repeat and

rephrase often

• Emphasize the

Explain, compare, contrast,

rules, routine, common,

unique, responsible, chores,

years, i like…, I don’t like...

describe, affect, unique,

culture, tradition,

celebration, respect,

holidays, size, flag

Tier 3:

live, Freehold, New Jersey,

street, family occupations,

family chores (list on

classroom anchor chart)

Thanksgiving, Pilgrims,

Native Americans,

Hanukkah, Diwali,

Kwanzaa, Christmas,

Valentine’s Day

Sentence Frames:

*My address

is____________________.

* My name is

_______________. I am in

__________________.

*I am unique because I have

______________.

Language of

Language Arts:

parts of speech,

word classification

and study, parts of

text, genres, etc

Language of Math:

numbers used in

authentic contexts

(telephone numbers,

address) cardinal

and ordinal

numbers,

operational

vocabulary, word

problems, money,

infographics and

visual literacy..

Language of

Science:

Body parts, senses,

healthy foods and

habits

Language of Social

Studies:

people and places in

the community,

geographic terms,

• Exit Questions


Journals

• Erasable Board

Messages

• Individual

Conferences

• KWL charts

31

you like to do


information relayed in a bar

graph and/or pie chart.

• Create a timeline

showing several important

events in a historical person’s

life.

• Visually explain change

(e.g., growth in plants and

animals, in seasons, in self, or

characters and in literature)

Respond to greetings/

farewells, participate in TPR

activities


in finger and song plays that

help to illustrate vocabulary

meaning

• Identify the letters of the

alphabet, identify the names of

vowels and consonants

• Identify and name colors

• Learn the date using a

calendar



numerical form


comprehension of stories read

aloud


compare and contrast people or

5-8 most

important

vocabulary

words of a

lesson

• Focus on the 2-

3 key concepts

of a lesson

infographics, cross-

cultural

comparisons

32

things.


Materials and Resources:

Tortillas and Lullabies

Dim Sum for Everyone

Families

Feast for Ten

The Big Surprise by Melissa Leighton

To Be a Kid

Me and My Family Tree

The Secret Birthday Message by Eric Carle

Happy Birthday Sam by Pat Hutchins

Happy Birthday to You by Dr. Seuss

Leo The Late Bloomer by Robert Krauss

Clifford’s Manners by Norman Bridwell

Quick As a Cricket by Audrey Woods

Sometimes I feel Like a Mouse by Jeanne Modesitt

I Like Being Me: Poems for Children by Judy Lalli

The Kissing Hand by Audrey Penn

Me Too! by Mercer Mayer

How Big Is a Foot? by Rolf Myller

ABC I Like Me! by Nancy Carlson

I Like Me by Nancy Carlson

When I Get Bigger by Mercer Mayer

Here Are My Hands by John Archambault

Tacky the Penguin by Helen Lester

Something Special by David McPhail

http://eslcafe.com

www.eslkidstuff.com

www.Esl-kids.com

www.esltreasure.com


www.brainpopjr.com



www.literactive.com

www.starfall.com

www.esl4kids.com

www.eslkid.com

www.eslgalaxy.com



http://iteslj.org



http://www.socialstudiesforkids.com/

http://bensguide.gpo.gov/

This website has links to many sites that can provide information about

cultures, religions, and holidays


This website has GREAT information about the daily life of pilgrims, as

http://eslcafe.com/















http://iteslj.org/




http://bensguide.gpo.gov/


33

A Chair for my Mother Big Book by Vera B. Williams

The Big Surprise by Melissa Leighton

well as the first Thanksgiving

http://www.scholastic.com/scholastic_thanksgiving/daily_life/index.htm

This website has slideshows that explain the various winter holidays

http://teacher.scholastic.com/activities/holidays/

Kindergarten: Unit 1 – All About Me – Me and My Community Time Frame: 9-10 weeks

Standards: Standards: Essential Questions:

(What is the big

idea?)

Prior

Knowledge:

Enduring Understanding:

(How do you apply and use

in real-life situations?)

NJCCCS:


Skills)

Print Concepts: CCSS.ELA-

LITERACY.RF.K.1


LITERACY.RF.K.2

Phonics and Word


LITERACY.RF.K.3

Fluency: CCSS.ELA-

LITERACY.RF.K.4


Text:

Key Ideas and Details:

Language:


English: CCSS.ELA-


CCSS.ELA-



LITERACY.L.K.3

Vocabulary Acquisition

and Use (Comprehension


LITERACY.L.K.4


and Use (Application) CCSS.ELA-

LITERACY.L.K.6

• What academic

language do I need

to know in order to

learn about my

community?

• What makes a

great community?

• How can we make

our community

better?

• How can we

identify a problem

and offer a solution?

• What would happen

if the rules had not

• People that

live around us

are our

neighbors.

• A community should have

some essential services.

• A variety of community

workers help us everyday.

• People living in the same

community can be diverse.

• We have a responsibility to

take care of our

neighborhood and

community.

• Rules and laws are created

to protect us.

• We need to follow

established rules.

• We should be kind and

http://www.scholastic.com/scholastic_thanksgiving/daily_life/index.htm

http://teacher.scholastic.com/activities/holidays/



















34

CCSS.ELA-

LITERACY.RI.K.1

CCSS.ELA-

LITERACY.RI.K.2

CCSS.ELA-

LITERACY.RI.K.3


LITERACY.RI.K.4

CCSS.ELA-

LITERACY.RI.K.5

CCSS.ELA-

LITERACY.RI.K.6



LITERACY.RI.K.7

CCSS.ELA-

LITERACY.RI.K.8

CCSS.ELA-

LITERACY.RI.K.9

Range of Reading and Level

of Text Complexity: CCSS.ELA-

LITERACY.RI.K.10

Reading Literature:


LITERACY.RL.K-5

CCSS.ELA-

LITERACY.RL.K-5.1

CCSS.ELA-


Comprehension and


LITERACY.SL.K.1

CCSS.ELA-

LITERACY.SL.K.1.A

CCSS.ELA-

LITERACY.SL.K.2

CCSS.ELA-

LITERACY.SL.K.3

Presentation of


LITERACY.SL.K.4

CCSS.ELA-

LITERACY.SL.K.5

CCSS.ELA-

LITERACY.SL.K.6

Social Studies:



6.1.P.A.2

6.1.P.A.3

6.3.4.A.1

WIDA

The WIDA English


(ELD) Standards 1. Social and Instructional

been made?

caring to others.

• Recall and draw at least one

community helper.




































35

LITERACY.RL.K-5.2

CCSS.ELA-

LITERACY.RL.K-5.3

Craft and Structure: CCSS.ELA-LITERACY.RL.

K-5.4

CCSS.ELA-

LITERACY.RL.K-5.5

CCSS.ELA-

LITERACY.RL.K-5.6



LITERACY.RL.K-5.7

CCSS.ELA-

LITERACY.RL.K-5.9



LITERACY.RL.K-5.10

Writing:


LITERACY.W.K-5.1

CCSS.ELA-

LITERACY.W.K.2

CCSS.ELA-

LITERACY.W.K-5.3

Production and


LITERACY.W.K-5.4

Language


Studies















36

CCSS.ELA-

LITERACY.W.K-5.5

CCSS.ELA-

LITERACY.W.K-5.6



LITERACY.W.K-5.7

CCSS.ELA-

LITERACY.W.K-5.8

CCSS.ELA-

LITERACY.W.K-5.9





• Understand and use interrogatives and

frequently occurring prepositions.




pronoun I.


sound/letter relationships to spell words

correctly. Read high frequency words by sight.


• Recognize and reproduce the complete alphabet

using both upper and lower case letters.


punctuation marks.

• Identify signs around neighborhood from oral

commands and pictures or field trips (e.g., traffic

lights, schools or railroad crossings).

• Demonstrate understanding of spoken words,

syllables, and sounds (phonemes).

Recognize and produce rhyming

words.

Count, pronounce, blend, and

• Describe the jobs of

various community

workers.

• List rules/laws that our

community has


the job of two community

workers.

• Examine ways to help

the community.

• Evaluate some

rules/laws to see if they

37

word relationships and nuances in word

meanings.



responding to texts


commands using manipulative or real-life

objects (e.g., point to your head).


orally.

• Explore movement of real-life objects by

following oral commands and modeling (e.g.,

“Push the ball. Watch it move. Make it stop.”)



resolve problems.

• Participate in full class, group, or pair

discussions.



• Associate letter sounds (at beginning, middle,

or end of words) with familiar pictures in

context.


sound/letter relationships to spell words

correctly. Read high frequency words by sight.







segment syllables in spoken words.

• Match voice to print by pointing to icons, letters, or

illustrated words.


graphs, or charts with labels and select them to

makes posters from magazine pictures.

• Match illustrations (icons and pictures) to target

vocabulary items.

• Reproduce illustrated word pairs by families (e.g.,

cat, hat).

• Write a descriptive piece, such as a description of a

person, place or object.

• Listen to recognize types of language by context

and tone.

• Reproduce or label symbols or logos for food in a

supermarket.

• Develop a collection of writing (e.g. portfolio or

literacy folder).

• Trace, copy or produce words about target thematic

vocabulary using models and pictures.

• Illustrate and label whole numbers from graphs or

visuals and word banks (such as from 1-100).

• Identify the front cover, back cover, and title page

of a book.

• Recognize and reproduce the complete alphabet

using both upper and lower case letters.

• Students will retell and summarize informational

texts they have read.

• Students will compare similar texts and make




are good and fair.

38

• Begin to connect new information to

information previously learned.






literature and demonstrate the ability to name

the title, author, give setting, name characters,

identify major events, and ask/answer about key

details in a text.

• Read simple texts, both fiction and nonfiction,

with fluency that is appropriate with proficiency

level.



standard measures (e.g., a ruler can show inches).

• Compare and contrast story plots, characters,

settings and themes.

• Demonstrate an understanding of the purpose of

punctuation marks while reading aloud.

• Students will retell and summarize stories they

have read. Students will compare stories and make





that is conveyed.

• Match illustrations (icons and pictures) to target

vocabulary items.

• With prompting and support, identify the main

topic and retell key details of a text.

• Repeat new language related to story pictures

modeled by teachers.











is...).

• Categorize vocabulary with classifications such as

parts of speech, synonyms, antonyms, etc.

Distinguish shades and nuances of meaning

39

between words with similar meanings.




that is conveyed.

• Distinguish between rights and responsibilities of

individuals in relation to the community.


Activities: Modifications: Language

Vocabulary:

Domain Vocabulary: Assessment and

Evaluation:


in finger and song plays

that help to illustrate

vocabulary meaning

• Identify the letters of

the alphabet, identify

the names of vowels

and consonants

• Identify and name

colors


number and express it

in numerical form


comprehension of

stories read aloud


• Independent

reading

• Conferences


• Alternative

responses

• Extended Time


• Simplified written

and verbal

instructions

• Frequent breaks


like graphic

organizers and

pictures

• Use physical activity:

Tier 1:

map, globe,

crossing guards,

mailman,

policeman,

teachers, doctors,

firefighters,

librarian, dentists,

vet, kind, fair

Tier 2: neighborhood,

community, safe,

emergency, laws,

rules, names of

various community

workers, respectful,

Instructional and Social

Language:

alphabet, numbers, days,

weeks, months, colors,

shapes, time telling,

classroom objects,

routines, commands,

general content related

words, body parts,

clothing, people, family,

foods, seasons, weather

Language of Language

Arts:

parts of speech, word

classification and study,

parts of text, genres, etc

• Short Quizzes

• Participation in

TPR activities

• One sentence

summaries

• Teacher

observations

• Group Work

Updates

• Idea Webs

• Daily Do Now

Review Questions

• Brainstorming

Contribution

• Exit Questions


Journals

40

compare and contrast

people or things.


two characters from a

story or stories that you

have read.

• Retell a story

(beginning, middle

end) after listening to

or reading a story

• Re-state math problems

with visual support

• Describe or draw

various geometric

shapes as directed

• Draw a map from

school to your home.

Identify and show

community places.


information relayed in

a bar graph and/or pie

chart.

model, role-play, act

out

• Check often for

understanding/review

• Use positive

reinforcement

• Teach to varied

learning styles

• Encourage students to

participate in class

• Have high


students

• Make/use

vocabulary visuals


often


most important

vocabulary words of

a lesson

• Focus on the 2-3 key

concepts of a lesson

honest

Tier 3:

citizen, law

Juicy/Exemplar

sentence:

"They patrol

neighborhoods and

watch for people

who are breaking

the law."

(Community

Helpers from A-Z)

Language of Math:

numbers used in

authentic contexts

(telephone numbers,

address) cardinal and

ordinal numbers,

operational vocabulary,

word problems, money,

infographics and visual

literacy..

Language of Science:

Body parts, senses,

healthy foods and habits

Language of Social

Studies:

people and places in the

community, geographic

terms, infographics,

cross-cultural

comparisons

• Erasable Board

Messages

• Individual

Conferences

• KWL charts

41


Materials and Resources

I Read Signs by Tana Hoban

Fire! Fire! by Gail Gibbons

Tomas and the Library Lady by Pat Mora

Community Workers A-Z by Bobbie Kalman Books

Emergency by Gail Gibbons

Officer Buckle & Gloria by Peggy Rathmann

Being a Leader

Being a Leader by Cassie Mayer

Fiction Toot and Puddle by Holly Hobbie

Toot and Puddle: Top of the World by Holly Hobbie

Flat Stanley by Jeff Brown

Non-Fiction Celebrate the USA by Lynn Kuntz

One For All by Trinda Kakes Noble

Our Fifty States: A Family Adventure Across America by Lynne

Cheney

The Origin of Presidents' Day: Who Are We Celebrating?

The Life of George Washington: America's First President

The Purpose of Patriot Day and National Day of Service and

Remembrance

Where Does Mail Go? by Melvin Berger

The Post Office Book by Gail Gibbons

Here Comes the Mail by Gloria Skurzynski

A Day with a Mail Carrier by Jan Kottke

Mapping Penny's World by Loreen Leedy

http://eslcafe.com

www.eslkidstuff.com

www.Esl-kids.com

www.esltreasure.com


www.brainpopjr.com



www.literactive.com

www.starfall.com

www.esl4kids.com

www.eslkid.com

www.eslgalaxy.com



http://iteslj.org



www.pearsonschool.com (My Country and My World)

www.enchantedlearning.com (This website has printable items,

booklets, and games.)

www.earlyamericanimages.com(This website has information on the

constitution, the pledge allegiance, classroom responsibility chart,

family responsibility chart, etc.)

http://teacher.scholastic.com/commclub/index.htm (see link)


http://www.brighthubeducation.com/social-studies-help/128392-the-origin-of-presidents-day-who-are-we-celebrating/?cid=parsely_rec

http://www.brighthubeducation.com/history-homework-help/128109-the-life-of-george-washington/?cid=parsely_rec

http://www.brighthubeducation.com/history-homework-help/123208-the-history-and-significance-of-patriot-day-in-the-us/?cid=parsely_rec

http://www.brighthubeducation.com/history-homework-help/123208-the-history-and-significance-of-patriot-day-in-the-us/?cid=parsely_rec

http://eslcafe.com/















http://iteslj.org/



http://www.earlyamericanimages.com/

http://teacher.scholastic.com/commclub/index.htm


42

Me On the Map by Joan Sweeney

Where Do I Live? by Neil Chesanow

My Global Address by Tamara Nunn

Maps and Globes by Harriet Barton

How We Learned the Earth is Round by Patricia Lauber

Our World: A Child's First Picture Atlas by the National Geographic

Society

Rookie Read About Geography by Judith Jensen Hyde (There is a

book for each state in this series!)

The Seven Continents (Rookie Read About Geography) by Allan

Fowler

The Four Oceans (Rookie Read About Geography) by Wil Mara

North America (Rookie Read About Geography) by Allan Fowler

South America (Rookie Read About Geography) by Allan Fowler

Europe (Rookie Read About Geography) by Allan Fowler

Asia (Rookie Read About Geography) by Allan Fowler

Africa (Rookie Read About Geography) by Allan Fowler

Australia (Rookie Read About Geography) by Allan Fowler

Antarctica (Rookie Read About Geography) by Allan Fowler

Where Is My Continent? by Robin Nelson

Where Is My Country by Robin Nelson

Where Is My State? by Robin Nelson

Where Is My Town? by Robin Nelson

Where Is My Home? by Robin Nelson

Be My Neighbor by Maya Ajmera and John Ivanko

Living in a City by Lisa Trumbauer

Living in a Rural Area by Lisa Trumbauer

Living in a Small Town by Lisa Trumbauer

Living in a Suburb by Lisa Trumbauer

Children Just Like Me by Barnabas and Anabel Kindersley

Bensguide K-2 on Neighborhood Communities

Learning About My Town: Lesson Plan for K-3

Learning About My World Unit: My State

Learning About My World: My Country, America

Learning About My World Unit: The Continents

Learning About My World Unit: The Planet Earth

http://www.hubbardscupboard.org/mail__maps__and_where_i_live.html

http://www.kidsparkz.com/space.html

http://bensguide.gpo.gov/k-2/neighborhood/index.html

http://www.brighthubeducation.com/lesson-plans-grades-1-2/13762-learning-about-my-town-my-world-unit/

http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/13941-about-my-world-unit-the-state-we-live-in/

http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/14381-kindergarten-lesson-on-our-country-united-states/

http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/15607-continents-lesson-plan-and-activities/

http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/15913-planet-earth-lesson-plan-kindergarten/

http://www.hubbardscupboard.org/mail__maps__and_where_i_live.html

http://www.kidsparkz.com/space.html

43

Unit 1: Our World

Forces and Interactions

Forces and Motion

Types of Interactions

Relationship Between Energy and Forces

The Earth

Plant and animal needs

How Plants and Animals change their environment

Natural Resources

How humans impact their world

44

Kindergarten: Unit 1 – Our World - Forces and Interactions Time Frame: 9-10 weeks


(What is the big idea?)




NJCCCS:


Print Concepts: CCSS.ELA-LITERACY.RF.K.1


Phonics and Word

Recognitions: CCSS.ELA-LITERACY.RF.K.3









Language:

Conventions of



CCSS.ELA-

LITERACY.L.K.2 (A-

D)

Knowledge of

Language: CCSS.ELA-

LITERACY.L.K.3

Vocabulary

Acquisition and Use

(Comprehension


LITERACY.L.K.4

Vocabulary

Acquisition and Use

(Application)

• What language

do I need to

know in order to

learn about

forces and how

things move?

• What makes

things move?

• How do

properties affect

the movement of

an object?

• How does a

surface affect the

movement of an

object?

Some things move and

some don't.

• It takes a push or pull to

cause motion.

• A push or pull may

require contact

• Throwing a ball is a push

that requires contact

• Propelling a boat forward

through the water is a

push that requires contact

• Picking up an object is a

pull that requires contact.

Tightening a belt is a pull

that requires contact. A

push or pull does not

always require contact. o

Repulsion of two

magnets demonstrates a

push that does not require

contact

• Gravity acting on an

object demonstrates a


















45






Text Complexity: CCSS.ELA-LITERACY.RI.K.10

Reading Literature:


CCSS.ELA-LITERACY.RL.K-

5.1


5.2


5.3


5.4


5.5


5.6


Details: CCSS.ELA-LITERACY.RL.K-

5.7


5.9


complexity:

CCSS.ELA-

LITERACY.L.K.6

Speaking and

Language:

Comprehension and


LITERACY.SL.K.1

CCSS.ELA-

LITERACY.SL.K.1.A

CCSS.ELA-

LITERACY.SL.K.2

CCSS.ELA-

LITERACY.SL.K.3

Presentation of


LITERACY.SL.K.4

CCSS.ELA-

LITERACY.SL.K.5

CCSS.ELA-

LITERACY.SL.K.6

Next Gen Science

Standards:

Motion and Stability:

Forces and

Interactions: K-PS2-1.

K-PS2-2.

Energy K-PS3-1.

pull that does not require

contact

• Blowing air through a

straw demonstrates a

push of an object without

touching it

• Sucking air through a

straw demonstrates a pull

on an object without

touching it.

• Include the exploration of

magnetism when

instructing motion. Like

poles of two magnets will

repel (push).

• Opposite poles of two

magnets will attract

(pull).

• Continue exploration of

magnetism when

instructing pushes/pulls

and changes in motion.

• When an object moves it

always changes position

and sometimes changes

direction.

• Additional words that can

describe the position of

an object may include,

but are not limited to, the

following: over, beneath,

to the right/left of, and

behind.




























46


5.10

Writing:

Text Types and Purposes: CCSS.ELA-LITERACY.W.K-5.1



Production and Distribution: CCSS.ELA-LITERACY.W.K-5.4




Knowledge: CCSS.ELA-LITERACY.W.K-5.7



K-PS3-2.

WIDA

The WIDA English

Language

Development (ELD)

Standards 1. Social and


5. The Language of

Science

• Force is required to make

an object move.

• Young children know

that it requires a push or

pull to move things.

• They also realize that

they do not always have

enough force in their own

strength to move some

objects.

• Force is energy that

makes things move.

• Objects can be moved

by being pushed or

pulled.

• An object's movement

can be affected by its

properties and the

surface on which it

moves.



• Lexical arrays

• Deconstruct/reconstruct

complex sentences

• Anchor charts

• Read-alouds

• Main idea/supporting

details

• Reading for information

• Demonstrate and describe the different ways their bodies and

other objects move (e.g., roll, fly, crawl, swim, bounce, hop,

run, waddle, wiggle, sway, tumble, pounce, walk, jump,

skip).

• Describe the speed at which things move (fast and slow).

• Investigate different directions of motion (e.g., forward,

backward, upward, downward, sideways, back-and-forth, up

and down, in a circle, zigzag, straight).

• Describe motion of objects

orally.

• Compare and contrast push

and pull.

• Draw conclusions of

movements using

comparative adjectives.

• Make predictions about the


47

• Shared reading

• TPR

• Sentence Frames

• Class Discussion

• Brainstorming

• Role Playing

• Modeling

• Whole Class Lesson

• Interactive Activities

• Record predictions, observations and results of movement

investigations in pictorial or written form in a science

notebook.

• Describe what has been learned after carefully observing the

movement of objects and hearing the observations of others.

speed of two objects.



Vocabulary:

Domain

Vocabulary:

Assessment and

Evaluation:

• Move various objects around

the room and have students

orally describe the

movements.

• Model push and pull by

opening and closing door,

drawers, etc.

• Have students pull and pull

different objects and

describe the experience.

• Compare the movements of

objects with different

shapes and weight (a sphere

and a cube, a heavier and

lighter ball, etc).

• Move objects (e.g. toy car)

on different surfaces and

have draw conclusions why

• Independent reading

• Conferences


• Alternative responses

• Extended Time


• Simplified written and

verbal instructions

• Frequent breaks

• Use lots of visuals, like

graphic organizers and

pictures


model, role-play, act out

• Check often for


• Use positive

reinforcement

Tier 1:

fast, slow, above

after, before, below

beside, between,

in, on, under

Tier 2:

back-and-forth,

backward,

direction,

downward, forward

,upward ,pull, push

speed, force,

energy, attract,

friction, magnet

Tier 3:

motion, movement,

Instructional and

Social Language

The language of

health and safety,

rules and procedures

at school and in the

community.

Language of

Language Arts

Describing textual

features and their

meanings,

punctuation and

meaning, literary

devices, text genres

Language of Math

· Short Quizzes

· Participation in TPR

activities

· Class or small group

discussion

· One sentence

summaries

· Teacher observations

· Group Work Updates

· Idea Webs

· Daily Do Now

Review Questions

· Brainstorming

Contribution

· Exit Questions

· Dialog/Reflective

Journals

· Erasable Board

48

the motions are different.

• Group discussions

- Role Play

- Oral and written

comprehension

activities

- Matching activities

- Teacher Modeling

- Rhymes, Songs,

Chants

- Picture Support

- Student Book

activities

- Anchor Charts-

Creation and

Reference

- Word Walls-

Creation, Reference,

Games

- Guided

Reading/Reading

Workshop,

- Turn and Talk

• Move various objects

around the room and have

students orally describe the

movements.

• Model push and pull by

opening and closing door,

drawers, etc.

• Have students pull and pull

different objects and

describe the experience.

• Teach to varied learning

styles



• Have high expectations

of your students

• Make/use vocabulary

visuals


often

• Emphasize the 5-8 most

important vocabulary

words of a lesson



• Flexible groups

• Sentence frames

• Pictures &

photographs

• word banks

• Pre-teaching of tier 3

vocabulary and

related concepts using

photo illustrations

from text or internet

to convey meaning.

• TPR: Use of hand

motions to

accompany oral

descriptions of

processes.

• Choral repetition of

zigzag

Language forms:

Compare and

contrast

ex: Both push and

pull are forces.

When you push an

object it moves

away from you, but

when you pull an

object, it comes

towards you.

comparative

adjectives - fast,

faster

ex: The car moves

faster on a smooth

surface.

future tense - will

be, going to be

ex: I think the red

car will be faster.

Describing shapes,

mathematical

procedures, place

value, digits

Language of

Science

Weather, geologic

forms, Earth

materials, the solar

system,

constellations, stars,

galaxies

Language of Social

Studies

Native Americans,

European

explorations, the

Colonial Period,

U.S. states, regions,

geographical land

features.

Immigration.

Messages

· Individual

Conferences

· KWL charts/ Graphic

Organizers

· CLOZE activities

· Anecdotal Records

49

• Compare the movements of

objects with different

shapes and weight (a sphere

and a cube, a heavier and

lighter ball, etc).

• Move objects (e.g. toy car)

on different surfaces and

have draw conclusions why

the motions are different.

• Experiment with objects

that attract to a magnet and

those that do not.

academic phrases

describing processes

and concepts under

study.

• Interactive Game play



First Science Motion by Kay Manolis

Forces Make Things Move by Kimberly Brubaker Bradley

Push and Pull by Claire Llewellyn

What is Matter? – Don L. Curry

The Button Box – Margaret S. Reid Matter:

See It, Touch It, Taste It, Smell It – Mark Stille

Move It! (Motion, Forces and You) - Adrienne Mason and

Claudia Davila

Forces and Motion - Tom DeRosa and Carolyn Reeves

Forces Make Things Move - Kimberly Brubaker Bradley

Push and Pull - Robin Nelson

Push and Pull - Patricia Murphy

http://eslcafe.com

www.eslkidstuff.com

www.Esl-kids.com

www.esltreasure.com


www.brainpopjr.com



www.literactive.com

www.starfall.com

www.esl4kids.com

www.eslkid.com

www.eslgalaxy.com

http://eslcafe.com/













50

Everyone Shouted, "Pull!" - Claire Llewellyn



http://iteslj.org



Cute forces Animation

http://www.abcya.com/states_of_matter.htm

Kindergarten: Unit 1 – Our World - The Earth Time Frame: 9-10 weeks


(What is the big

idea?)

Prior

Knowledge:




NJCCCS:


Print Concepts: CCSS.ELA-LITERACY.RF.K.1


Phonics and Word

Recognitions: CCSS.ELA-LITERACY.RF.K.3







Language:


English: CCSS.ELA-


CCSS.ELA-



LITERACY.L.K.3




LITERACY.L.K.4



LITERACY.L.K.6

• What academic

language do I need

to know in order to

learn about living

things?

• How do animals

grow and change?

• How do plants

grow and change?

• The names

of some

common

animals.

• The names

of some

common

plants.

• The world is

comprised of living

and nonliving things.

• Living and nonliving

things have distinct

characteristics.

• Living things need

certain things in order

to survive.

• Living things grow

and change in

predictable cycles.



http://iteslj.org/



http://www.iboard.co.uk/iwb/Force-Labeller-54

http://www.abcya.com/states_of_matter.htm


















51








Text Complexity: CCSS.ELA-LITERACY.RI.K.10

Reading Literature:



5.1


5.2


5.3


5.4


5.5


5.6



5.7


5.9


Comprehension and


LITERACY.SL.K.1

CCSS.ELA-

LITERACY.SL.K.1.A

CCSS.ELA-

LITERACY.SL.K.2

CCSS.ELA-

LITERACY.SL.K.3

Presentation of Knowledge


LITERACY.SL.K.4

CCSS.ELA-

LITERACY.SL.K.5

CCSS.ELA-

LITERACY.SL.K.6

Next Gen Science

Standards:

Earth’s Systems: K-ESS2-1.

K-ESS2-2.

Earth and Human Activity: K-ESS3-1.

K-ESS3-2.

K-ESS3-3.

WIDA

The WIDA English




























52


complexity: CCSS.ELA-LITERACY.RL.K-

5.10

Writing:

Text Types and Purposes: CCSS.ELA-LITERACY.W.K-

5.1


CCSS.ELA-LITERACY.W.K-

5.3

Production and Distribution: CCSS.ELA-LITERACY.W.K-

5.4


5.5


5.6


Knowledge: CCSS.ELA-LITERACY.W.K-

5.7


5.8


5.9


(ELD) Standards


Language

5. The Language of Science




53

• Shared reading

• Modeling


• Read-alouds

• Anchor charts

• TPR

• Role Playing


• Lexical arrays

• Deconstruct/reconstruct complex sentences

• Hands on activities

• Observe and describe how natural

habitats provide for the basic needs of

plants and animals with respect to

shelter, food, water, air, and light.

• Describe the ways in which organisms

interact with each other and their

habitats in order to meet basic needs.


similarities and differences of

living and nonliving things.

• Identify parts of a plant and

explain their uses.

• Identify what plants need in

order to grow.

• Identify what an animal needs to

grow.

• Describe the life cycle of an

animal and a plant life cycle.

• Compare/contrast the life cycles

of animal and plant.



Vocabulary:


Evaluation:

• Sort living and nonliving

things using pictures.

• Plant a seed and observe

different stages of how it

grows.

• Document observation in

plant journal.

• Sequence of the plant life

cycle using drawings and

labels.

• Sequence of an animal life

cycle using drawings and

labels.

• Discuss different parts of a

• Independent

reading

• Conferences


• Alternative

responses

• Extended Time


• Simplified written and

verbal instructions

• Frequent breaks


like graphic

organizers and

Tier 1:

in the beginning,

first, next, then,

last, finally,

soon, after a

while

Tier 2:

Earth, living,

nonliving

Tier 3:

cycle

Instructional and

Social Language

The language of health

and safety, rules and

procedures at school

and in the community.

Language of

Language Arts

Describing textual

features and their

meanings, punctuation

and meaning, literary

devices, text genres

· Short Quizzes

· Participation in TPR

activities

· Class or small group

discussion

· One sentence

summaries

· Teacher observations

· Group Work Updates

· Idea Webs

· Daily Do Now Review

Questions

· Brainstorming

Contribution

54

plant and their functions.

• Group discussions

- Role Play

- Oral and written

comprehension

activities


- Teacher Modeling

- Rhymes, Songs,

Chants

- Picture Support

- Student Book

activities

- Anchor Charts-

Creation and

Reference

- Word Walls-


Games

- Guided

Reading/Reading

Workshop,

• Turn and Talk

pictures


model, role-play, act

out

• Check often for


• Use positive

reinforcement

• Teach to varied

learning styles



• Have high


students

• Make/use

vocabulary visuals


often


most important

vocabulary words of a

lesson



Language of Math

Describing shapes,

mathematical

procedures, place

value, digits

Language of Science

Weather, geologic

forms, Earth materials,

the solar system,

constellations, stars,

galaxies

Language of Social

Studies

Native Americans,

European explorations,

the Colonial Period,

U.S. states, regions,

geographical land

features. Immigration.

· Exit Questions

· Dialog/Reflective

Journals

· Erasable Board

Messages

· Individual Conferences

· KWL charts/ Graphic

Organizers

· CLOZE activities

· Anecdotal Records



Weather Words and What they Mean by Gail Gibbons

Sunshine Makes the Seasons by Franklyn M. Brantley

http://eslcafe.com

www.eslkidstuff.com

http://eslcafe.com/


55

Once There Was a Raindrop by J.Anderson & M. Gordon

The Very Hungry Caterpillar by Eric Carle

What is a Living Thing? by Bobbie Kalman

Is it a Living or Nonliving? by Rebecca

Rissman

A Tree is a Plant by Clyde Robert Bulla

The Rainforest Grew All Around by Susan

K. Mitchell

From Seed To Plant by Gail Gibbons

From Seed to Pumpkin by Wendy Pfeffer

www.Esl-kids.com

www.esltreasure.com


www.brainpopjr.com



www.literactive.com

www.starfall.com

www.esl4kids.com

www.eslkid.com

www.eslgalaxy.com



http://iteslj.org



http://web.compton.k12.ca.us/pages/departments/curriculum/pdf/kgradeunitcl1_5.pdf

http://www.ecofriendlykids.co.uk/naturalresourcesearth.html














http://iteslj.org/



http://web.compton.k12.ca.us/pages/departments/curriculum/pdf/kgradeunitcl1_5.pdf

http://www.ecofriendlykids.co.uk/naturalresourcesearth.html

56

Unit 2: Our World

My needs and wants

My needs and wants

Understand that everything we need is in our environment

Want vs. Need

Identify goods and services

Historical Figures

Identify historical figures

Describe why they are important

57

Kindergarten: Unit 2– My Needs and Want Time Frame: 9-10 weeks


(What is the big

idea?)


(How do you apply and use in real-

life situations?)

NJCCCS:


Skills)

Print Concepts44ew2q: CCSS.ELA-

LITERACY.RF.K.1


LITERACY.RF.K.2

Phonics and Word


LITERACY.RF.K.3

Fluency: CCSS.ELA-

LITERACY.RF.K.4


Text:


LITERACY.RI.K.1

CCSS.ELA-

LITERACY.RI.K.2

CCSS.ELA-

LITERACY.RI.K.3

Craft and Structure:

Language:

Conventions of



CCSS.ELA-


Knowledge of

Language: CCSS.ELA-

LITERACY.L.K.3


and Use

(Comprehension


LITERACY.L.K.4



LITERACY.L.K.6


Comprehension and


LITERACY.SL.K.1

• What language

do I need to

know in order

to learn about

needs and

wants?

• How do people

meet their

needs and

wants?

• What is work?

• What is a job?

• How can you

help others?

• How can we

meet our basic

needs and

wants?

• There are

things they

want

• There are

things they

need

• People have basic needs

and wants.

• People make decisions

based on their needs, wants

and the availability of

resources.

• People have jobs in order

to earn money to meet their

needs and wants.

• People produce goods to

sell for money.



























58

CCSS.ELA-

LITERACY.RI.K.4

CCSS.ELA-

LITERACY.RI.K.5

CCSS.ELA-

LITERACY.RI.K.6



LITERACY.RI.K.7

CCSS.ELA-

LITERACY.RI.K.8

CCSS.ELA-

LITERACY.RI.K.9



LITERACY.RI.K.10

Reading Literature:


LITERACY.RL.K-5

CCSS.ELA-

LITERACY.RL.K-5.1

CCSS.ELA-

LITERACY.RL.K-5.2

CCSS.ELA-

LITERACY.RL.K-5.3


K-5.4

CCSS.ELA-

CCSS.ELA-

LITERACY.SL.K.1.A

CCSS.ELA-

LITERACY.SL.K.2

CCSS.ELA-

LITERACY.SL.K.3

Presentation of


LITERACY.SL.K.4

CCSS.ELA-

LITERACY.SL.K.5

CCSS.ELA-

LITERACY.SL.K.6

Social Studies:



6.1.P.A.2

6.1.P.A.3

6.3.4.A.1

WIDA:

The WIDA English


(ELD) Standards


Language


































59

LITERACY.RL.K-5.5

CCSS.ELA-

LITERACY.RL.K-5.6



LITERACY.RL.K-5.7

CCSS.ELA-

LITERACY.RL.K-5.9



LITERACY.RL.K-5.10

Writing:


LITERACY.W.K-5.1

CCSS.ELA-

LITERACY.W.K.2

CCSS.ELA-

LITERACY.W.K-5.3

Production and


LITERACY.W.K-5.4

CCSS.ELA-

LITERACY.W.K-5.5

CCSS.ELA-

LITERACY.W.K-5.6



Studies










60

LITERACY.W.K-5.7

CCSS.ELA-

LITERACY.W.K-5.8

CCSS.ELA-

LITERACY.W.K-5.9

Kindergarten: Unit 2 My Needs and Wants Time Frame: 9-10 weeks

Learning Outcomes and Instructional

Strategies:

Language Objective: Target Skills:

• Lexical arrays

• Deconstruct/reconstruct complex

sentences

• Anchor charts

• Read-alouds

• Main idea/supporting details


• Shared reading

• TPR

• Sentence Frames


• Brainstorming

• Role Playing

• Modeling


• Differentiate between a

want and a need.

• Identify goods and

services.

• Explain how our basic needs can be met.

• Compare and contrast a need and a want.

• Describe how goods and services can be our

needs.

• Describe needs and wants of all people.

• Describe jobs people do for a living (career).

Kindergarten: Unit 2 My Needs and Wants Time Frame: 9-10 weeks


Vocabulary:


Evaluation:

• Sort pictures of objects

into needs and wants

after read aloud.

• flexible groups

• sentence stems

• pictures &

Tier 1:

toy, money,

food, clothes,

Instructional and Social

Language:

alphabet, numbers, days, weeks,

• Short Quizzes


activities

61

• Have students

brainstorm ways they

can meet their needs

and wants.

• Introduce the concepts

of goods and services

by reviewing

community workers

and places in the

community.

• . Students play sorting

game with goods and

services.

photographs

• word banks

• Pre-teaching of tier

3 vocabulary and

related concepts

using photo

illustrations from

text or internet to

convey meaning.

• TPR: Use of hand

motions to

accompany oral

descriptions of

processes.

• Choral repetition of

academic phrases

describing

processes and

concepts under

study.

work, jobs

Tier 2:

need, want,

sell, save,

shelter

Tier 3:

goods,

services

months, colors, shapes, time

telling, classroom objects,

routines, commands, general

content related words, body parts,

clothing, people, family, foods,

seasons, weather

Language of Language Arts:

parts of speech, word

classification and study, parts of

text, genres, etc

Language of Math:

numbers used in authentic

contexts (telephone numbers,

address) cardinal and ordinal

numbers, operational vocabulary,

word problems, money,

infographics and visual literacy..


Body parts, senses, healthy foods

and habits

Language of Social Studies:

people and places in the

community, geographic terms,

infographics, cross-cultural

comparisons

• One sentence

summaries


• Group Work Updates

• Idea Webs

• Daily Do Now

Review Questions

• Brainstorming

Contribution

• Exit Questions


Journals

• Erasable Board

Messages

• Individual

Conferences

• KWL charts

• Write and/or draw a

picture of what they

want to be when they

grow up (career).


62

Needs and Wants by Gillia M. Olson

The Bag I'm Taking to Grandma's by Shirley Neitse

Career Day, Rockwell and Rockwell, Harper Collins Publishers,

2000

Bunny Money, Wells, Dial Books for Young Readers, 1997

http://eslcafe.com

www.eslkidstuff.com

www.Esl-kids.com

www.esltreasure.com


www.brainpopjr.com



www.literactive.com

www.starfall.com

www.esl4kids.com

www.eslkid.com

www.eslgalaxy.com



http://iteslj.org



Ben's Guide to U.S. Government for Kids: Your Neighborhood

Community Workers are at your Service

Trip_to_Grandma_s_Pictures-1.pdf

http://www.econedlink.org/lessons/index.php?lid=454&type=student

Kindergarten: Unit 2–Historical Figures Time Frame: 9-10 weeks



Prior

Knowledge:




NJCCCS:


Print Concepts44ew2q:

Language:


English:

• September

• Who was Johnny

AppleSeed?

We celebrate at

different times

of the year.

• Key historical events,

documents, and

individuals led to the

http://eslcafe.com/















http://iteslj.org/



https://franklinboe.rubiconatlas.org/Atlas/View/File?AttachmentID=21493&


63

CCSS.ELA-

LITERACY.RF.K.1


LITERACY.RF.K.2

Phonics and Word


LITERACY.RF.K.3

Fluency: CCSS.ELA-

LITERACY.RF.K.4



LITERACY.RI.K.1

CCSS.ELA-

LITERACY.RI.K.2

CCSS.ELA-

LITERACY.RI.K.3


LITERACY.RI.K.4

CCSS.ELA-

LITERACY.RI.K.5

CCSS.ELA-

LITERACY.RI.K.6


Ideas: CCSS.ELA-

LITERACY.RI.K.7

CCSS.ELA-

CCSS.ELA-


CCSS.ELA-



LITERACY.L.K.3


and Use

(Comprehension


LITERACY.L.K.4



LITERACY.L.K.6


Comprehension and


LITERACY.SL.K.1

CCSS.ELA-

LITERACY.SL.K.1.A

CCSS.ELA-

LITERACY.SL.K.2

CCSS.ELA-

LITERACY.SL.K.3

Presentation of


LITERACY.SL.K.4

• Why is Johnny

Appleseed important?

• October

• Who was Christopher

Columbus?

• Why is Christopher

Columbus important?

• November

• Who are the Native

Americans?

• Who were the

Pilgrims?

• What is Election?

• What is Veteran’s

Day?

• January

• Who was Dr. Martin

Luther King. Jr. ?

• Why was Dr. Martin

Luther King Jr.

important?

• February

• What is Black History

Month?

• What is President’s

Day?

• Why is the President’s

job is important?

• June

• Who is our president?

• How does a president

get elected?

• What is Flag Day?

development of our

nation.

• The study of American

folklore and popular

historical figures enables

Americans with diverse

cultural backgrounds to

feel connected to a

national heritage.










































64

LITERACY.RI.K.8

CCSS.ELA-

LITERACY.RI.K.9



LITERACY.RI.K.10

Reading Literature:

Key ideas and details: CCSS.ELA-LITERACY.RL.K-

5


5.1


5.2


5.3


K-5.4


5.5


5.6



5.7


5.9


complexity:

CCSS.ELA-

LITERACY.SL.K.5

CCSS.ELA-

LITERACY.SL.K.6

Social Studies:



6.1.P.A.2

6.1.P.A.3

6.3.4.A.1

WIDA:

The WIDA English


(ELD) Standards 1. Social and Instructional

Language


Studies

• Why does our flag

have stars and stripes?

















65


5.10

Writing:

Text Types and Purposes: CCSS.ELA-LITERACY.W.K-

5.1

CCSS.ELA-

LITERACY.W.K.2


5.3

Production and Distribution: CCSS.ELA-LITERACY.W.K-

5.4


5.5


5.6


Present Knowledge: CCSS.ELA-LITERACY.W.K-

5.7


5.8


5.9



Strategies:


• Lexical arrays • Describe historical • Identify historical figures and/or important historical


66

• Deconstruct/reconstruct complex

sentences

• Anchor charts

• Read-alouds

• Main idea/supporting details


• Shared reading

• TPR

• Sentence Frames


• Brainstorming

• Role Playing

• Modeling


figures.


different historical

figures.

events.



Vocabulary:


Evaluation:

• Match illustrations (icons

and pictures) to target

vocabulary items.

• With prompting and

support, ask and answer

questions about key

details in a text.

• With appropriate

prompting and support,

students will describe the

relationship between text

and images (illustrations,

• flexible groups

• sentence stems

• pictures &

photographs

• word banks

• Pre-teaching

of tier 3

vocabulary

and related

concepts using

photo

illustrations

Tier 1:

toy, money,

food,

clothes,

work, jobs

Tier 2:

need, want,

sell, save,

shelter

Instructional and Social Language:

alphabet, numbers, days, weeks,

months, colors, shapes, time telling,

classroom objects, routines,

commands, general content related

words, body parts, clothing, people,

family, foods, seasons, weather

Language of Language Arts:

parts of speech, word classification

• Short Quizzes


activities

• One sentence

summaries



• Idea Webs

• Daily Do Now

Review Questions

• Brainstorming

Contribution

67

charts, etc.) the

information that is

conveyed. Match labeled

pictures with illustrated

celebrations or customs

in U.S. or internationally


in finger and song plays

that help to illustrate

vocabulary meaning.


compare and contrast

people or things

from text or

internet to

convey

meaning.

• TPR: Use of

hand motions

to accompany

oral

descriptions of

processes.

• Choral

repetition of

academic

phrases

describing

processes and

concepts under

study.

Tier 3:

goods,

services

and study, parts of text, genres, etc

Language of Math:

numbers used in authentic contexts

(telephone numbers, address) cardinal

and ordinal numbers, operational

vocabulary, word problems, money,

infographics and visual literacy..


Body parts, senses, healthy foods and

habits

Language of Social Studies:

people and places in the community,

geographic terms, infographics, cross-

cultural comparisons

• Exit Questions


Journals

• Erasable Board

Messages

• Individual

Conferences

• KWL charts

• Students will

discuss, write facts,

or create pictures in

journals about each

event and/or popular

historical figure.


Johnny Appleseed:A Poem, Lindbergh and Jakobsen, Joy Street Books, 1990

Johnny Appleseed:The Legend and the Truth, Yolen and Burke, Harper Collins

Publishers, 2008

A Picture Book of Christopher Columbus Adler and Wallner Holiday House,

1991.

Christopher Columbus, Bauer and Dubois, Scholastic, 2010

Corn Is Maize: The Gift of the Indians, Aliki Crowell, 1976

P Is for Pilgrim: A Thanksgiving Alphabet, Crane and Urban, Sleeping Bear

Press, 2003.

http://eslcafe.com

www.eslkidstuff.com

www.Esl-kids.com

www.esltreasure.com


www.brainpopjr.com



www.literactive.com

http://eslcafe.com/









68

A Turkey for Thanksgiving, Bunting and Groat, Clarion Books, 1991.

Thanksgiving Day, Rockwell and Rockwell, Harper Collins Publishers, 1999.

The Littlest Program, Dougherty and Richards, Scholastic, 2008.

Duck for President, Cronin and Lewin, Simon & Schuster Books for Young

Readers, 2004.

Today on Election Day, Stier and Leonard, A. Whitman & Co, 2012

Amelia Bedelia’s First Vote, Parish and Avril, Greenwillow Books, 2012

Veterans Day, Cotton, Children’s Press, 2002

H is for Honor: A Millitary Family Alphabet, Scillian and Juhasz, Sleeping

Bear Press, 2006.

My People, Hughes, Chaghatzbanian, and Smith, Ginee Seo books, 2009.

Of Thee I Sing: A Letter to My Daughters, Obama and Long, Alfred A. Knopf,

2010.

I Have a Dream, King, Schwartz & Wade Books, 2012.

Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. Rappaport and

Collier, Hyperion Books for Children , 2001

Arthur Meets the President, Brown, Joy Street Books, 1991.

Bad Kitty for President, Bruel, Roaring Brook Press, 2012.

My Teacher for President, Brunkus and Winters, Dutton Children’s Books,

2004.

www.starfall.com

www.esl4kids.com

www.eslkid.com

www.eslgalaxy.com



http://iteslj.org



Ben's Guide to U.S. Government for Kids: Your Neighborhood

Community Workers are at your Service

Trip_to_Grandma_s_Pictures-1.pdf








http://iteslj.org/



https://franklinboe.rubiconatlas.org/Atlas/View/File?AttachmentID=21493&


69

Unit 2: Our World

Weather and Climate

The effect of sunlight on the Earth’s surface

What is weather?

Natural Hazards

70

Kindergarten: Unit 2 – Our World - Weather and Climate Time Frame: 9-10 weeks






NJCCCS:


Print Concepts:

CCSS.ELA-LITERACY.RF.K.1

Phonological Awareness:


Phonics and Word Recognitions:


Fluency:



Key Ideas and Details:









Ideas:





Text Complexity:


English:

CCSS.ELA-


CCSS.ELA-


Knowledge of Language:

CCSS.ELA-

LITERACY.L.K.3



Strategies):

CCSS.ELA-

LITERACY.L.K.4


and Use (Application)

CCSS.ELA-

LITERACY.L.K.6


Comprehension and

Collaboration:

CCSS.ELA-

LITERACY.SL.K.1

CCSS.ELA-

LITERACY.SL.K.1.A

CCSS.ELA-

• What academic

language do I

need to know in

order to learn

about the

weather?

• What is

weather?

• How does the

weather affect

our lives?

• How do the

four seasons

differ?

• The names of

the four

seasons

• There are

different

kinds of

weather

• Weather affects our

lives and the living

things around us.

• Weather affects what

we wear and what we

do.

• There are four seasons

and they go in a cycle.

• Weather changes with

the seasons.




























71


Reading Literature:

Key ideas and details:

CCSS.ELA-LITERACY.RL.K-5


5.1


5.2


5.3


CCSS.ELA-LITERACY.RL. K-

5.4


5.5


5.6


Details:


5.7


5.9


complexity:


5.10

Writing:

Text Types and Purposes:


5.1

LITERACY.SL.K.2

CCSS.ELA-

LITERACY.SL.K.3

Presentation of

Knowledge and Ideas:

CCSS.ELA-

LITERACY.SL.K.4

CCSS.ELA-

LITERACY.SL.K.5

CCSS.ELA-

LITERACY.SL.K.6

Next Gen Science

Standards:

From Molecules to

Organisms: Structures

and Processes:

K-LS1-1.

WIDA

The WIDA English


(ELD) Standards

1. Social and


4. The Language of

Science



















72



5.3

Production and Distribution:


5.4


5.5


5.6


Knowledge:


5.7


5.8


5.9



Strategies:


Lexical arrays

Deconstruct/reconstruct complex

sentences

Anchor charts

Read-alouds

Reading for information

Shared reading

TPR

Describe weather using weather

words.

Identify the four seasons and the

weather patterns associated with

each season.

Identify the characteristics of the

winter season and adaptations (e.g.,

appropriate clothes, common

Discuss different types of weather

using weather words.

Explore seasonal changes in our

environment.

Examine the effects of temperature in

our daily lives.

Describe what weather is and explain

how we prepare for different types of

73

Sentence Frames

Class Discussion

Brainstorming

Role Playing

Singing

Dramatizing/Pantomime

Modeling

Whole Class Lesson

Turn and Talk

activities, changes in the

environment, animal behavior)

Use academic language to discuss the

topic of weather.

Understand what weather is and

how weather impacts daily life.

.compare and contrast the

characteristics of winter with those

of fall in terms of weather and

sunlight

Understand how living things

adapt to different weather

condition/season

Explore the effects of sunlight on

living and nonliving things.

weather (what we wear).

Identify the four seasons and the

weather associated with each season.

Explore changes in temperature

resulting in frozen precipitation (e.g.,

rain to snow and sleet)



Vocabulary:

Assessment and

Evaluation:

Make academic word cards

with vocabulary word on one

side and picture on the other.

Observe and explain how

weather impacts our daily life.

Have students share how they

prepare for the weather each

day (sunny, rainy, snowy, etc.)

Match a picture showing what

they wear for sunny, rainy,

and/or snowy weather and

write/dictate a story about the

Independent

reading

Conferences

Think-pair-share

Alternative

responses

Extended Time

Teacher Modeling

Simplified written

and verbal

instructions

Frequent breaks

Tier 1:

weather, season, wind,

hot, cold

Tier 2:

observe, cycle, pattern,

freeze,

drizzle,temperature,

thermometer ,Weather,

Rain, Snow, Hail Fog

Season, Spring Summer

,Fall ,Winter

Instructional and

social Language:

Expressing

preferences, wishes,

and opinions

Language of

Language Arts: folktales and myths,

adjectives & adverbs,

research, making

predictions, fact vs.

• Short Quizzes


activities

• Class or small group

discussion

• One sentence

summaries



• Idea Webs

• Daily Do Now

Review Questions

74

picture.

Identify and name the four

seasons and the weather

associated with each season.

Create a class book or

individual books where

students write an activity they

do for certain type of weather (

i.e. snowy- 'It is _______

(snowy). I can ________

(shovel snow).'

Draw a picture showing

different types of precipitation.

Sing weather songs and

dramatize weather.

Observe and graph daily

temperature.

Make weather wheel by

drawing or pasting pictures to

appropriate weather.

Group discussions

- Role Play

- Oral and written

comprehension

activities


- Teacher Modeling

- Rhymes, Songs,

Chants

- Picture Support

- Student Book

activities

- Anchor Charts-

Use lots of visuals,

like graphic

organizers and

pictures

Use physical

activity: model,

role-play, act out

Check often for

understanding/revie

w

Use positive

reinforcement

Teach to varied

learning styles

Encourage students

to participate in

class

Have high


students

Make/use

vocabulary

visuals

Repeat and rephrase

often

Emphasize the 5-8

most important

vocabulary words of

a lesson

Focus on the 2-3

key concepts of a

lesson

Tier 3:

evaporation,

condensation,

precipitation,

Language form: simple

present tense

ex: It is sunny. I see the

sun in the sky.

ex: It is hot. I can swim

in the pool.

Juicy/Exemplary

sentence: "If the air is

really cold, the droplets

freeze and fall as

snowflakes." (Once

There Was a Raindrop)

opinion,

proofreading and

revision

Language of Math:

patterns, functions of

common math

symbols, describing a

step by step

mathematical

procedure

Language of

Science:

The features of

plants. Plant and

animal products,

Animals and Insects

(features and

characteristics),

recycling

Language of Social

Studies:

Farm life, Rural &

Urban, Conservation

of natural resources,

recycling

• Brainstorming

Contribution

• Exit Questions


Journals

• Erasable Board

Messages

• Individual

Conferences

• KWL charts/ Graphic

Organizers

• CLOZE activities

• Anecdotal Records

75

Creation and

Reference

- Word Walls-


Games

- Guided

Reading/Reading

Workshop,

- Turn and Talk



Weather Words and What they Mean by Gail Gibbons

Sunshine Makes the Seasons by Franklyn M. Brantley

Once There Was a Raindrop by J.Anderson & M. Gordon

Rain by Manya Stojic

Water Dance by Thomas Locker

Snow by Uri Shulevitz

Rain by Robert Kalan

http://eslcafe.com

www.eslkidstuff.com

www.Esl-kids.com

www.esltreasure.com


www.brainpopjr.com



www.literactive.com

www.starfall.com

www.esl4kids.com

www.eslkid.com

www.eslgalaxy.com



http://iteslj.org


http://eslcafe.com/















http://iteslj.org/


76



77

78

79

80

81

82

83

84

85

86

87

88

Documents

Course Title: English as a Second Language (ESL)