ESL (English as a Second Language) GRADES: K-2/3-5

APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS

ESL (English as a Second Language)

GRADES: K-2/3-5

ABSTRACT

The Elmwood Park English As A Second Language Curriculum is designed to provide learning opportunities in the English language and in American Culture for students who are identified as Limited English Proficient (LEP) or English Language Learners (ELLs). Our curriculum is created to meet the needs of our students based on all levels of English Language Proficiency as determined by World-Class Instructional Design and Assessment (WIDA). Learning to speak, read and comprehend spoken and written English, is crucial for newcomers to the American education experience. ESL/ELL instruction enables the student to progress through the different levels of language proficiency by using various teaching methodologies which include a holistic approach to reading and writing, teaching through content and the development of critical skills in all domains of language through an emphasis on authentic meaning and language function.


Curriculum Alignment to the WIDA English Language Proficiency Standards

The Elmwood Park 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 Elmwood Park teachers should exhibit knowledge and be familiar with the WIDA standards in order to build the content of their lesson plans. The Elmwood Park 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. Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of

MATHEMATICS. Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Standard 5: English language learners communicate information, ideas, and concepts necessary 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 Core Curriculum Content Standards may be found at: http://www.state.nj.us/education/cccs/ The WIDA Standards will support the Elmwood Park ESL teachers in the development of ongoing formal and informal assessments. The WIDA CAN DO Descriptors will provide the Elmwood Park 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 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.

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 reflective of the content areas 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 English peers

5 Bridging

● Specialized or technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in extended oral or

written discourse, including stories, essays or reports ● Oral or written language approaching comparability to that of proficient English

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 sentences or 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 sensory, graphic or interactive 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 descriptions with sensory, graphic or


interactive 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 sensory, graphic or interactive 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-, choice or yes/no questions, or statements with with sensory, graphic or interactive support



Recommended Teaching Strategies Checklist for ELLs by English Language Proficiency Levels

ELP Level 1 – Beginner ELP Level 2 – Early-Intermediate ELP Level 3 – Intermediate ELP Level 4 – Early-Advanced ELP Level 5 - Advanced

Teaching Strategy 1 2 3 4 5

□ Display content and language objectives □ Use manipulatives, visuals, realia, props, games, hands-on activities □ Create climate of acceptance/respect that supports acculturation □ Use cooperative learning groups □ Require physical response to check comprehension □ Display print to support oral language □ Model activities for students □ Make connections across curriculum and interdisciplinary □ Use modified speech, gestures, body language, facial expressions □ Ask yes/no questions or questions that require a one-word answer □ Ask students to show/point/draw □ Teach content area vocabulary/terminology and display it (word walls) □ Provide and teach how to use (bilingual) dictionaries □ Provide and show how to use a picture dictionary □ Use other (bilingual) students as peer helpers

x x x x x x x x x x x x x x x


x x x x x x x x x x x x x x

x x x x x x x x x x x x

x x x x x x x x x x x


□ Secure the support of a (bilingual) EA □ Secure a Spanish-language edition of a textbook if available □ Encourage responses in student’s first language □ Simplify language/not content □ Design lessons to motivate students to talk and interact meaningfully □ Ask students questions that require one/two word responses: who?, what?, which one?, how many? □ Focus on expanding students‟ vocabulary (word parts; Greek and Latin) □ Avoid using idiomatic expressions □ List and review instructions step by step, check comprehension □ Build on students prior knowledge and connect to their experiences/ culture □ Incorporate more reading and writing □ Engage students in producing language such as describing, retelling, comparing, contrasting, summarizing, graphs, charts, diagrams, creating rebuses □ Paraphrase, use synonyms, antonyms, cognates □ Provide sentence frames and sentence starters □ Have students brainstorm, list, web, use various graphic organizers □ Ask questions soliciting opinions, judgment, explanation (more “why” and “how” questions) □ Introduce figurative language □ Develop academic language (oral and written)

x x x x x x x

x x x x x x x x x

x x x x x x x x x x x x x x x x

x x x x x x x x x x x x x x x x x



□ Incorporate note-taking skills □ Develop study and organization skills (ISN, binders, calendars) □ Teach and practice test-taking skills □ Demonstrate how to verify answers (oral and written) □ Expand figurative language (idioms) □ Adjust your formative assessment strategies □ Use accommodations for work samples as appropriate □ Gradually release responsibility – “I Do – We Do – You Do” □ Chunk text with summarization

x x x x

x x x x

x x x

x x x

x x x


UNIT I: (SEPTEMBER/OCTOBER) School Vocabulary & Greetings

GRADES K-2

BEGINNER/LOW INTERMEDIATE

GRADES 3-5

HIGH INTERMEDIATE/ADVANCED

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (WIDA and CCSS)

WIDA Standards (www.wida.us/standards)

● See pages 2-3 Standard 1: ELL communicate for social and instructional purposes within school setting Standard 2: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts Standard 3: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics Standard 4: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies Common Core State Standards (http://www.state.nj.us/education/ccss/) Reading:


● See pages 2-3 Standard 1: ELL communicate for social and instructional purposes within school setting Standard 2: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts Standard 3: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics Standard 4: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies Common Core State Standards (http://www.state.nj.us/education/ccss/)


RL.K-2 RL.K-2.1 RL.K-2.2 RL.K-2.3 RL.K-2.4 RL.K-2.5 RL.K-2.6 RL.K-5.7 RL.K-2.9 RL.K-5.10 Writing: W.K.1 W.K.2 W.K.8 Speaking and Listening: SL.K.1 SL.K.2 SL.K.4 Language: L.K.1 L.K.2 L.K.5

RL.3.1 RL.3.2 RL.3.3 RL.3.4 RL.3.5 RL.3.6 RL.5.7 Writing: W.3.1 W.3.2 W.3.4 W.3.10 Speaking and Listening: SL.3.1 SL.3.3 SL.3.4 SL.3.6 Language: L.3.1 L.3.2 L.3.3

ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

● Words are made of sounds. ● Rules and conventions of language help

● Rules and conventions of language help

readers and facilitate good writers.


readers and facilitate good writers. ● Listening is the process of receiving,

constructing meaning from, and responding to spoken and nonverbal messages.

● Oral discussion helps to build connections to others and creates opportunities for learning and English Language development.

● I can figure out what something means when I look for clues such as tone of voice, gestures, and visuals when listening.

● I have to think about what I want to say before I say it so that my classmates and teacher can understand me.

● Language learning involves taking risks and learning from one’s mistakes.

● Even though I am the same as my classmates in some ways, I am also unique and have special talents and experiences.

● Listening is the process of receiving, constructing meaning from, and responding to spoken and nonverbal messages.

● I can figure out what something means when I look for clues such as tone of voice, gestures, and visuals when listening and captions, pictures, titles, and familiar words when reading.

● I can talk with others about topics I have practiced. I attempt to use knowledge, skills and strategies I have already learned to keep the conversation going.

● I have to think about what I want to say before I say it or write it so that my classmates, teachers, and others can understand me and are interested in what I have to say.


ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

● How are sounds represented by letters? ● How do rules of language affect

communication? ● How can discussion increase our knowledge

and understanding of an idea(s)? ● What language will I need to successfully

communicate in my new home in the United States?

● What do I need to know to help me communicate my needs at school?

● How do I greet others in English?

● How do I make my message understandable

and interesting to my classmates, teachers, and others?

● How can discussion increase our knowledge and understanding of an idea(s)?

● What do I need to know to help me communicate my needs at school?

● How is spoken language different from written language?

● How do good writers express themselves? ● How do rules of language affect

communication?

STAGE 2: ASSESSMENT EVIDENCE What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and

the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.]

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

● Create and use a picture dictionary ● Oral repetition and practice of survival

language ● Draw and color a flag of native country ● Count out loud numbers 1-20 ● Respond to greetings and farewells through

TPR activities

● Respond to greetings and farewells through TPR activities

● Oral repetition and practice of survival language with a peer ( classroom presentation)

● Count out loud numbers 1-100 ● Listen, identify and spell classroom objects. ● Identify first 50 sight words


● Draw and label a picture of the classroom ● Listen and identify classroom objects ● Identify letters of the alphabet and their

corresponding sounds ● Use technology and websites to practice and

reinforce language acquisition.

● Draw and label a picture of the classroom and describe to your peers using sentences

● Use technology and websites to practice , reinforce and acquire advanced vocabulary

● Create a chart using phrases/images listing classroom chores and responsibilities

● Share personal experiences with their classmates through “getting to know your classmates” activities

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?)

● Quizzes ● Tests ● Oral Practice and presentations ● Show and tell ● Matching pictures to words ● Projects ● Homework ● Discussions ● KWL charts ● Individual conferences ● Brainstorm group idea webs on white board ● Rubrics ● Completed picture dictionary

● Exit slips ● Daily do nows ● Quizzes ● Tests ● Oral Practice and presentations ● Projects ● Homework ● Discussions ● KWL charts ● Individual conferences ● Brainstorm group idea webs ● Journals/Portfolios ● Rubrics ● Venn Diagram


RESOURCES:

● ESL textbook/workbook(Scott Foresman) ● Supplemental books ● Level readers (Journeys) ● Realia ● Manipulatives ● Bilingual dictionaries/Picture dictionary ● Picture cards/Flash cards ● Videos ● Games ● Audio books ● Whiteboards ● Various ESL websites:

○ www.english-4kids.com ○ www.a4esl.org ○ www.everythingforesl.com ○ www.wida.us/standards ○ www.starfall.com ○ www.learningchocolate.com ○ www.corestandards.com ○ www.youtube.com ○ www.abcya.com ○ www.pbskids.org

● ESL textbook/workbook(Scott Foresman) ● Supplemental books ● Manipulatives ● Realia for demonstrations ● Graphic Organizers ● Bilingual dictionaries ● Picture cards/Flash cards ● Video/Power Point Presentations ● Audio books ● Games ● Various ESL websites: ● www.english-4kids.com ● www.a4esl.org ● www.everythingforesl.com ● www.wida.us/standards ● www.corestandards.com ● www.youtube.com ● www.youtube.com ● www.abcya.com ● www.pbskids.org


STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider

key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

● All about me and my country-activity ● Letter of the week activities/projects ● Color-coded school map ● School building tour/discussion ● Counting colored cubes and various objects ● Peer greetings and discussions ● Create a word wall with target vocabulary and

illustrations ● Participate in role-plays and simulations ● School scavenger hunt using picture flashcards ● Make storybooks using simple vocabulary and

illustrations.

● All about me and my country-activity ● Letter of the week activities/projects ● Color-coded school map ● Peer greetings and discussions ● Students take a tour of the school and write

language experience story ● Create a word wall with target vocabulary

and illustrations ● Participate in role-plays and simulations ● School scavenger hunt using vocabulary

flashcards ● Make storybooks using content related

vocabulary ● Use Venn Diagram to compare/contrast new

country with their native country

CROSS-CURRICULAR / DIFFERENTIATION:

● Social Studies: Using a map to identify native

● Social Studies: Using a map to identify


(What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

countries ● Technology: Virtual tours of other schools;

websites and videos for practicing listening and proper pronunciation of English

● Math: Counting and sorting various objects;graphing the class’s native languages

● Writing: write a recipe for a favorite dish from their native country

● Flexible Grouping: based on language ability

levels and strengths and weaknesses; pairs, teams, individual, whole group

● Peer Buddy: pair student with a student with the same native language

● Writing: Emergent writers display simple sentence structure

● Assessment: matching assessment to students' learning profiles and language proficiency to ensure that every student has an opportunity to demonstrate what he/she knows

● One-on-one coaching with a student, designed around his/her specific challenges.

● Provide differentiated homework assignments ● Shorten or lengthen assignments while still

maintaining the objective of the lesson

native countries ● Technology: Virtual tours of other schools;

websites and videos for practicing listening and proper pronunciation of English

● Math: Counting and sorting various objects;graphing the class’s native languages and any given data

● Writing: write a recipe for a favorite dish from their native country and presented to classmates, Pen Pals

● Flexible Grouping: based on language

ability levels and strengths and weaknesses; pairs, teams, individual, whole group


● Writing: Advanced students are held responsible for more complex sentences or paragraphs




● Provide a personalized course packet with individualized remediation or enrichment materials.

● Shorten or lengthen assignments while still maintaining the objective of the lesson

● Rewrite problems using less/more complex language

● Flexible time to complete projects according to student levels and needs

*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications.


UNIT 2: (November/December/January) Family/Home/Food

GRADES K-2


GRADES 3-5


STAGE 1: DESIRED RESULTS What will students understand as a result of the unit? What are the BIG ideas?

ESTABLISHED GOALS: (WIDA and CCSS)


● See pages 2-3 Standard 1: ELL communicate for social and instructional purposes within school setting Standard 2: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts Standard 3: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics Standard 4: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies Common Core State Standards (http://www.state.nj.us/education/ccss/) Reading:


● See pages 2-3 Standard 1: ELL communicate for social and instructional purposes within school setting Standard 2: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts Standard 3: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics Standard 4: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies Common Core State Standards (http://www.state.nj.us/education/ccss/)


RL.K.2 RL.K.3 RI.K.3 RI.K.4 RI.K.10 RF.K.1 RF.K.3 RF.L.4 Writing: W.K.1 W.K.5 W.K.8 Speaking and Listening: SL.K.1 SL.K.4 SL.K.5 SL.K.6 Language: L.K.1 L.K.2 L.K.5

RL.3.1 RL.3.3 R.I.3.8 RF.3.4 Writing: W.3.2 W.3.3 W.3.4 W.3.5 W.3.10 Speaking and Listening: SL.3.1 SL.3.3 SL.3.4 SL.3.6 Language: L.3.1 L.3.2 L.3.5


● Words are made of sounds. ● Rules and conventions of language help

readers and facilitate good writers. ● Listening is the process of receiving,

● Rules and conventions of language help readers and facilitate good writers.

● Listening is the process of receiving, constructing meaning from, and responding to spoken and nonverbal


constructing meaning from, and responding to spoken and nonverbal messages.

● Students will be able to identify and describe family member, home, and activities that take place in the home

● Oral discussion helps to build connections to others and creates opportunities for learning and English Language development.

● I can figure out what something means when I look for clues such as tone of voice, gestures, and visuals when listening.

● I have to think about what I want to say before I say it so that my classmates and teacher can understand me.

● Language learning involves taking risks and learning from one’s mistakes.

● Students will be able to understand language related to food and that food items are a cultural and differ in different countries.

● Healthy habits must be developed at early age.

messages. ● I can figure out what something means

when I look for clues such as tone of voice, gestures, and visuals when listening and captions, pictures, titles, and familiar words when reading.

● I can talk with others about topics I have practiced. I attempt to use knowledge, skills and strategies I have already learned to keep the conversation going.

● I have to think about what I want to say before I say it or write it so that my classmates, teachers, and others can understand me and are interested in what I have to say.

● Students will be able to identify and describe family member, home, and activities that take place in the home

● Students will be able to understand language related to food and that food items are a cultural and differ in different countries.

● Healthy habits must be developed at early age.



● How are sounds represented by letters? ● How do rules of language affect

communication? ● How can discussion increase our

knowledge and understanding of an idea(s)?

● Who am I and who are the members of my family?

● What words can I use to describe my family, my home, and things we do at home?

● What are the names of foods that are common in the United States?

● Where does food come from and how can I get it?

● Why is it important to eat from each of the food groups?

● Can you identify foods that assist growth and good health?

● Where do fruits and vegetables grow?

● How do I make my message understandable and interesting to my classmates, teachers, and others?

● How can discussion increase our knowledge and understanding of an idea(s)?

● Who am I and who are the members of my family?

● Who are the members of my immediate and extended family?

● What words can I use to describe my family, my home, and things we do at home?

● What are the names of foods that are common in the United States?

● Where does food come from and how can I get it?

● Why is it important to eat from each of the food groups?

● Can you identify foods that assist growth and good health?

● Where do fruits and vegetables grow?


STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed

by prompted work, quizzes, observations, etc.] PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

● Create and use a picture dictionary of

foods and home items ● Oral repetition and practice of survival

language as a whole group. ● Draw various fruits and vegetables ● Identify objects around the home ● Identify letters of the alphabet and their

corresponding sounds ● Use technology and websites to practice

and reinforce language acquisition. ● Draw a picture of your current home,

label and describe what you like about it ● Draw and discuss a family portrait

● Oral repetition and practice of survival language with a peer

● Listen, identify and spell objects around the home

● Draw and label a picture of the home and describe to your peers using sentences

● Use technology and websites to practice , reinforce and acquire advanced vocabulary

● Create a chart listing various fruits and vegetables and discuss the difference between them.

● Compare and contrast your home in U.S to your home back in your country

● Draw, discuss, and label a family portrait

● Create a list of family members and their roles in the household.

● Immediate vs. extended ● Create and use a picture dictionary of


foods and home items


● Quizzes ● Tests ● Oral Practice and presentations ● Show and tell ● Matching pictures to words ● Projects ● Homework ● Discussions ● KWL charts ● Individual conferences ● Brainstorm group idea webs on white

board ● Rubrics ● Completed picture dictionary


RESOURCES:

● ESL textbook/workbook(Scott Foresman)



● Supplemental books ● Level readers (Journeys) ● Realia ● Manipulatives ● Bilingual dictionaries/Picture dictionary ● Picture cards/Flash cards ● Videos ● Games ● Audio books ● Whiteboards ● Various ESL websites:


● Supplemental books ● Manipulatives ● Realia for demonstrations ● Graphic Organizers ● Bilingual dictionaries ● Picture cards/Flash cards ● Video/Power Point Presentations ● Audio books ● Games ● Various ESL websites: ● www.english-4kids.com ● www.a4esl.org ● www.everythingforesl.com ● www.wida.us/standards ● www.corestandards.com ● www.youtube.com ● www.youtube.com ● www.abcya.com ● www.pbskids.org

STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.


SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

● Letter of the week activities/projects ● Peer greetings and discussions ● Create a word wall with target

vocabulary and illustrations ● Participate in role-plays and simulations ● Food scavenger hunt using picture

flashcards ● Make storybooks using simple

vocabulary and illustrations.


vocabulary and illustrations ● Participate in role-plays and

simulations ● Food scavenger hunt using vocabulary

flashcards ● Make storybooks using content related

vocabulary ● Use Venn Diagram to compare/contrast

new country with their native country

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

● Social Studies: Identify/discuss where

foods are grown. ● Technology: Virtual tours of other farms

and homes; websites and videos for practicing listening and proper pronunciation of English

● Math: Counting and sorting various objects;graphing the class’s favorite fruits and vegetables; graph of number of family members

● Writing: write/draw a list of favorite foods

● Social Studies: Identify where foods are grown. Locate/discuss places on the map where they are grown.

● Technology: Virtual tours of farms and homes; websites and videos for practicing listening and proper pronunciation of English

● Math: Counting and sorting various objects;graphing the class’s favorite fruits and vegetables; graph of number of family members

● Follow a recipe, use measuring tools, and create /graph


● Flexible Grouping: based on language ability levels and strengths and weaknesses; pairs, teams, individual, whole group





● Provide differentiated homework assignments


● Writing: write a menu for breakfast, lunch or dinner and present to classmates; write about favorite family dish to a Pen Pal







● Shorten or lengthen assignments while still maintaining the objective of the


lesson ● Rewrite problems using less/more

complex language ● Flexible time to complete projects

according to student levels and needs

*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.


UNIT 3:February/March (Community/Community Helpers/Parts of the Body )

GRADES K-2


GRADES 3-5





● See pages 2-3 Standard 1: ELL communicate for social and instructional purposes within school setting Standard 2: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts Standard 3: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics Standard 4: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies


● See pages 2-3 Standard 1: ELL communicate for social and instructional purposes within school setting Standard 2: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts Standard 3: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics Standard 4: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies


Common Core State Standards (http://www.state.nj.us/education/ccss/) Reading: RL.K.2 RL.K.4 RL.K.4 RI.K.1 RF.K.1 RF.K.3 RF.K.4 Writing: W.K.1 W.K.2 Speaking & Listening: SL.K.1 SL.K.3 SL.K.4 SL.K.5 Language: L.K.1 L.K.2

Common Core State Standards (http://www.state.nj.us/education/ccss/) Reading: RL.3.3 RL.3.6 RL.3.7 RI.3.8 RF.3.4 Writing: W.3.2 W.3.3 W.3.4 Speaking & Listening: SL.3.1 SL.3.3 SL.3.6 Language: L.3.1 L.3.2 L.3.4 L.3.6


● Working together in different ways to accomplish goals can be helpful and fun

● Maps are very helpful when going to

● Working together in different ways to accomplish goals can be helpful and fun


new places ● Community workers can help us in many

ways ● Every part of our body has a name ● It is important to take care of your body ● Being and staying healthy is important

for yourself & community

● Maps are very helpful when going to new places

● Community workers can help us in many ways

● Every part of our body has a name ● Exercise is crucial to maintain a

healthy mind and body


● What makes a community? ● How can you help others? ● How does it feel to work together

towards a goal? ● What types of community helpers are in

your community? ● What tools do different community

helpers need in order to be helpful to others?

● What goods and services can you identify in your community?

● What people and places are there to visit in your community?

● Can you name people who help keep others safe?

● What can people in different groups do? ● Why is it important to take care of your

body? ● What body parts are used for different

● What is a community and why is it important to be part of one?

● How can you help others? ● Who lives, works, and plays in my

community? ● How do people solve problems by

working together and how can you help others?

● How do people in your community help each other?

● What can you do to improve your community?

● What tools do different community helpers need in order to be helpful to others?

● Can you name people who help keep others safe?

● What can people in different groups do?


senses?

● Why is it important to take care of your body?

● What body parts are used for different senses?


● Identify places on a community map ● Identify community helpers on a chart

and discuss their roles in the community. ● Draw about a favorite community helper

that they would like to be. ● Display a human body diagram and say

and repeat the name of each body part. ● Students can draw their own body and

point to and identify the names of the body parts.

● List and discuss the five senses of the body.

● Role play community helpers ● Saymon says (Body)

● Draw, label and identify places on a map of the community

● Create a chart of different community helpers and list their role in the community.

● Using magazines, create a collage of pictures of community helpers and discuss each of collage in front of the class.

● Use a combination of drawing and writing to choose which community helper they feel they would like to be.

● Students can draw and label their own body and point to and identify the


● Community Field trip names of the body parts. ● Discuss and define each of the five

senses of the body. Draw a picture of each body part associated with each of the senses.

● Create and label a skeleton ● Write short descriptions of actions &

activities using the parts of the body ● Role play community helpers ● Community Field trip


● Quizzes ● Tests ● Oral Practice and presentations ● Show and tell ● Matching pictures to words ● Projects ● Homework ● Discussions ● KWL charts ● Individual conferences ● Brainstorm group idea webs on white




RESOURCES:


● Supplemental books ● Level readers (Journeys) ● Realia ● Manipulatives ● Bilingual dictionaries/Picture dictionary ● Picture cards/Flash cards ● Videos ● Games ● Audio books ● Whiteboards ● Various ESL websites:



● Supplemental books ● Manipulatives ● Realia for demonstrations ● Graphic Organizers ● Bilingual dictionaries ● Picture cards/Flash cards ● Video/Power Point Presentations ● Audio books ● Games ● Various ESL websites: ● www.english-4kids.com ● www.a4esl.org ● www.everythingforesl.com ● www.wida.us/standards ● www.corestandards.com ● www.youtube.com ● www.youtube.com ● www.abcya.com ● www.pbskids.org




vocabulary and illustrations ● Participate in role-plays and simulations ● Community scavenger hunt using

picture flashcards ● Make storybooks using simple

vocabulary and illustrations. ● Make a poster of good healthy habits ● Visiting nurse’s office for review of

proper health & hygiene



simulations ● Community scavenger hunt using

vocabulary flashcards ● Make storybooks using content related

vocabulary ● Use Venn Diagram to compare

community helpers. ● Use library or internet to research

other body systems for a report ● Use gym teachers as a resource for

strategies to play safe games

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning

● Social Studies: Identify where different

community helpers work using a given map

● Technology: Virtual tours of other schools; websites and videos for practicing listening and proper

● Social Studies: Draw, label a map of your community, and identify where community helpers go to work

● Technology: Virtual tours of other schools; websites and videos for practicing listening and proper pronunciation of English


activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

pronunciation of English ● Math: Counting and sorting various

objects; graph body part attributes of the class (hair color, eye color, etc.)

● Science: Discuss the five senses and identify the body part used for those senses.

● Social Studies: Use a map to identify places in our community.

● Writing: write about a favorite community helper



● Writing: Emergent writers display basic words and simple sentence structure


● One-on-one coaching with a student, designed around his/her

● Math: Counting and sorting various objects;graph body part attributes of the class (hair color, eye color, etc.)

● Science: Discuss and define the five senses and identify the body part used for those senses. Use the senses to play a guessing game of identifying objects using your senses.

● Social Studies: Create and label a map of the community.

● Writing: write about a favorite community helper and list his/her duties in the community and present to classmates




● Assessment: matching assessment to students' learning profiles and language proficiency to ensure that every student has an opportunity to


specific challenges. ● Provide differentiated homework

assignments ● Shorten or lengthen assignments while

still maintaining the objective of the lesson

demonstrate what he/she knows ● One-on-one coaching with a

student, designed around his/her specific challenges.





*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners.


O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.

UNIT 4: March/April/May (Weather/Seasons/Clothing)

GRADES K-2


GRADES 3-5





● See pages 2-3 Standard 1: ELL communicate for social and instructional purposes within school setting Standard 2: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts Standard 3: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics


● See pages 2-3 Standard 1: ELL communicate for social and instructional purposes within school setting Standard 2: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts Standard 3: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics


Standard 4: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies Common Core State Standards (http://www.state.nj.us/education/ccss/) Reading: RI.K.1 RI.K.5 RI.K.10 RF.K.1 RF.K.3 Writing: W.K.1 W.K.2 Speaking & Listening: SL.K.1 SL.K.2 SL.K.3 SL.K.5 Language: L.K.1 L.K.2

Standard 4: ELL communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies Common Core State Standards (http://www.state.nj.us/education/ccss/) Reading: RL.3.1 RI.3.1 RI.3.8 RF.3.4 Writing W.3.1 W.3.2 W.3.3 W.3.4 W.3.5 Speaking & Listening: SL.3.1 SL.3.3 SL.3.4 SL.3.6 Language: L.3.1 L.3.2 L.3.3


L.3.4 ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

● Weather impacts students’ daily lives. ● People need to dress according to

weather and season. ● The four seasons here are winter, spring,

summer, fall.

● The world around us is constantly changing and so are we.

● Seasonal transformations vary by time of the year and surroundings.

● Listening, speaking, reading & writing about the four seasons, weather, and clothing require specific academic language.


● How does weather change from season to season?

● How does weather affect the way people live?

● What seasonal activities are people involved in in different seasons?

● What different articles of clothing and accessories are necessary for each season?

● What is the difference between day/night?

● How does weather change from season to season?

● How does weather affect the way people live?

● What seasonal activities are people involved in in different seasons?

● What different articles of clothing and accessories are necessary for each season?

● What is the difference between day/night?

● What are some of the seasonal changes you see in the world around you?

● What language do students need in order to demonstrate comprehension and engage in the topic of the four seasons, weather, and clothing?



● Observe/record daily weather. ● Compare & contrast daily weather from

one day to the next. ● Students create their own

calendar/weather map. ● Students will dress class mascot with the

appropriate clothing for the weather each day.

● Students will match pictures of articles of clothing to weather/season photo flashcards.

● Observe/record daily weather. ● Compare & contrast daily weather

from one day to the next and complete a monthly weather graph.

● Students will create an illustrated class book about the seasons and weather.

● Digital composition of “My favorite season”.

● Discuss appropriate articles of clothing and accessories for each season and create a clothing collage for each season.

● Students will choose a favorite season and draw, write, and create a presentation for the class about their favorite season.

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate

● Quizzes ● Tests ● Oral Practice and presentations ● Show and tell ● Matching pictures to words

● Exit slips ● Daily do nows ● Quizzes ● Tests ● Oral Practice and presentations


achievement of the desired results?)

● Projects ● Homework ● Discussions ● KWL charts ● Individual conferences ● Brainstorm group idea webs on white


● Projects ● Homework ● Discussions ● KWL charts ● Individual conferences ● Brainstorm group idea webs ● Journals/Portfolios ● Rubrics ● Venn Diagram

RESOURCES:


● Supplemental books ● Level Readers ● Weather Realia ● Manipulatives ● Bilingual dictionaries/Picture dictionary ● Picture cards/Flash cards ● Videos ● Games ● Audio books ● Whiteboards ● Various ESL websites:

○ www.english-4kids.com ○ www.a4esl.org ○ www.everythingforesl.com ○ www.wida.us/standards


● Supplemental books ● Leveled Readers ● Manipulatives ● Weather realia for demonstrations ● Graphic Organizers ● Bilingual dictionaries ● Picture cards/Flash cards ● Video/Power Point Presentations ● Audio books ● Games ● Various ESL websites: ● www.english-4kids.com ● www.a4esl.org ● www.everythingforesl.com ● www.wida.us/standards


○ www.starfall.com ○ www.learningchocolate.com ○ www.corestandards.com ○ www.youtube.com ○ www.abcya.com ○ www.pbskids.org

● www.corestandards.com ● www.youtube.com ● www.youtube.com ● www.abcya.com ● www.pbskids.org



vocabulary and illustrations ● Participate in role-plays and simulations ● Weather/Clothing hunt using picture

flashcards ● Make storybooks using simple

vocabulary and illustrations.



simulations ● Weather/clothing scavenger hunt using

vocabulary flashcards ● Make storybooks using content related

vocabulary ● Use Venn Diagram to compare/contrast

seasons and weather

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science,

● Social Studies: Identify/discuss seasons and weather patterns.

● Technology: View actual weather forecasts and seasonal storm footage; websites and videos for practicing

● Social Studies: Identify/discuss seasons and weather patterns.

● Technology: View actual weather forecasts and seasonal storm footage; websites and videos for practicing


history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

listening and proper pronunciation of English

● Math: Counting and sorting various objects;graphing the class’s favorite season; complete/color a monthly weather calendar.

● Writing: write/draw a list of articles of clothing used for each season.






● Provide differentiated homework assignments

● Shorten or lengthen assignments while

listening and proper pronunciation of English

● Math: Counting and sorting various objects;graphing the class’s favorite season; chart daily weather patterns and graph # of rainy, sunny, snowy, cloudy days.

● Writing: write a list of articles of clothing used for each season; write and present a weather report using content specific vocabulary; write about a favorite season to a Pen Pal





● One-on-one coaching with a


still maintaining the objective of the lesson

student, designed around his/her specific challenges.





*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.


Documents

ESL (English as a Second Language) GRADES: K-2/3-5