ESL Grade 6-8 Low Intermediate

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EAST WINDSOR REGIONAL

SCHOOL DISTRICT

Lower Intermediate ESL (Level 3) Grades 6-8

CURRICULUM

Awaiting Board Approval: December 12, 2011

East Windsor Regional School District ESL Curriculum – Grades 6- 8

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ACKNOWLEDGEMENTS

East Windsor Regional School District Board of Education 2011-2012

Robert Laverty – President Kennedy Paul – Vice President

Lisa Abel Paul Connolly Bruce Ettman Suzann Fallon

Bonnie E. Fayer Christine Harrington

Susan M. Lloyd

Superintendent of Schools

Dr. Edward Forsthoffer, III

Assistant Superintendent of Curriculum, Technology & Grants

Michael Dzwonar

Supervisor of World Language & Bilingual/ESL

Kathleen Natalizio

Revitalization Personnel

Allison Carrozzi


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DISTRICT MISSION STATEMENT

• Increase student achievement by challenging each student to reach their

highest potential.

• Provide the professional staff with the knowledge, skills, resources and freedom to actualize the vision.

• Measure student progress by determining the academic distance traveled by each child.


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Introduction and Philosophy

I. Definition of the Course The 6th Grade ESL Curriculum focuses on student understanding of Cognitive Academic

Language Proficiency, Basic Interpersonal Communication Skills and how students are able to

utilize and manipulate language. This curriculum will first identify the expected student

performance assessments. These assessments reflect meaningful, purposeful tasks that are

tied to real-life language use in the 6th Grade Core Curriculum. Students know from the outset

the requirements for authentic performances and what they must do to demonstrate

understanding. By their very design, performance-based assessment tasks might involve

multiple skills and a variety of subtasks. Since they are more comprehensive both in design

and execution, they require more global forms of scoring (i.e., the use of rubrics) to measure

student performance. While traditional pencil-and-paper testing reduces a student‘s classroom

life to a collection of scores or grades, performance-based testing allows for students to see an

immediate connection between that which they have been practicing in class and tasks that

they may be asked to perform in a real world where the target language is used exclusively for

communication which accounts for increased motivation in students, who often fail to see

connections between traditional —classroom “language” and the real world (Duncan, 2000).

Additionally, this curriculum focuses on various content- driven themes and related topics that

use essential and topic targets as the organizing principles of the lessons. This course is also

organized to enable students to understand the basic structure of English grammar and

employ common expressions necessary for conversation. Audiovisual aids and technology will

be employed to re-enforce learning. Emphasis is on all four language skills development

simultaneously: listening, speaking, reading, and writing. Skills in each modality are measured

within the Language Arts classroom and across the content areas, by assessing English

Language Learners’ abilities to effectively understand and integrate content- relevant language

within each respective subject. The Topics of Communication may include: personal

identification, house and home, family life, community, physical environment, meal taking,

health and welfare, education, earning a living, leisure, public and private services, shopping,

travel and current events.


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COURSE CONTENT OUTLINE:

Reinforce and develop vocabulary

Reinforce and develop listening comprehension skills

Reinforce and develop speaking comprehension skills

Reinforce and develop writing skills

Reinforce and develop strong basis of grammatical topics

II. Background Information Learning English will prepare our students for careers in education, international law and

business, the arts, international health organizations, anthropology, diplomacy, and more.

English will also open up our student’s world; enrich their spirit through its compelling literature

and culture. The study of English will train our students to think critically, to develop writing and

research skills, and to understand the power of language.

III. Purpose of this Course Through English language study, students develop sensitivity to the cultural and linguistic

heritage of other groups and their influence on their own, and are prepared to participate in a

society characterized by linguistic and cultural diversity. The goal of the English as a Second

Language program at EWRSD is to expose students to English in order to make them

knowledgeable and active members of a global society. Students will learn to use English for

meaningful communication in both spoken and written form. The English as a Second

Language program emphasizes language as it is used in the mainstream classroom, as well

as various real-life situations that students are most likely to encounter. The teachers in the

English as a Second Language Department recognize the importance of providing language

instruction which is both specific and relevant to the various content areas, and increase

student achievement by challenging each student to reach his/her highest potential. We

believe it is our responsibility to provide and teach courses that will improve English language

development, literacy and academic achievement. We believe in the importance of being

sensitive to the needs of each individual student in our ESL classes and to support and provide

assistance in ESL sheltered and ICS classes. We believe it is our responsibility to broaden our

knowledge of ESL instruction through professional staff workshops, graduate programs and

membership in professional organizations.


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We believe it is our responsibility to measure student progress by determining the academic

distance traveled by each student and to promote and encourage individuals to become life-

long learners in order to assure that they become productive members of our society.

IV. Summary The new WIDA standards outline a student- centered and content- driven approach to English language

teaching. Learning requires a student-centered, success-oriented, interactive program that utilizes both

the latest instructional and assessment strategies students are expected to master during the school year.

The English as a Second Language curriculum addresses curricular changes and is designed

to prepare students to function linguistically and culturally as speakers of English. The

objectives and the benchmark skills of this curriculum will assist teachers to ensure that all

students are prepared for the New Jersey High School Proficiency. This course places

particular emphasis on oral-aural competence (strives to produce a listener/performer who can

perceive sound in meaningful patterns--developing a hearing mind and a thinking ear. This is

achieved by the tandem development of two types of activities: listening and performance).

Communication skills in the target language are emphasized to develop everyday functional

language skills. Major emphasis will be placed on the appropriate use of the target language in

culturally authentic situations and in the mainstream academic setting. The grading system

(using rubrics) emphasizes content over form. Other forms of assessments may include;

students produce a portfolio highlighting the variety of their work in terms of presentation and

themes, quizzes and mid and final exams. In this varied and interesting course, students are

encouraged to be creative as they perfect their skills in listening, speaking, reading and writing.


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WIDA Consortium’s English Language Proficiency Standards


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East Windsor Regional School District ESL Low Intermediate Grades 6 - 8

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The ESL 6-8curriculum follows the district Language Arts and Mathematics curricula in addition to the WIDA standards. ESL Can Do Indicators:

Domain Level 1

Entering Level 2

Beginning Level 3

Developing

Level 4 Expanding

Level 5 Bridging

Lis

ten

ing

Point to stated pictures, words, phrases

Follow one-step oral directions

Match oral statements to objects, figures or illustrations

Sort pictures, objects according to oral instructions

Follow two-step oral instructions

Match information from oral descriptions to objects, illustrations

Locate, select, order information from oral descriptions

Follow multi-step oral directions

Categorize or sequence oral information using pictures, objects

Compare and contrast functions, relationships from oral information

Analyze and apply oral information

Identify cause and effect from oral discourse

Draw conclusions from oral information

Construct models based on oral discourse

Make connections from oral discourse

Sp

eaki

ng

Name objects, people, pictures

Answer WH- (who, what, when, where, which) questions

Ask WH – questions Describe pictures,

events, objects, people

Restate facts

Formulate hypotheses, make predictions

Describe processes, procedures

Retell stories or events

Discuss stories, issues, concepts

Give speeches, oral reports

Offer creative solutions to issues, problems

Engage in debates Explain phenomena,

give examples and justify responses

Express and defend points of view

R

ead

ing

Match icons and symbols to words, phrases or environmental print

Identify concepts about print and text features

Locate and classify information

Identify facts and explicit messages

Select language patterns associated with facts

Sequence pictures, events, processes

Identify main ideas Use context clues to

determine meaning of words

Interpret information or data

Find details that support main ideas

Identify word families, figures of speech

Conduct research to glean information from multiple sources

Draw conclusions from explicit and implicit text

W

riti

ng

Label objects, pictures, diagrams

Draw in response to a prompt

Produce icons, symbols, words, phrases to convey messages

Make lists Produce drawings,

phrases, short sentences, notes

Give information requested from oral or written directions

Produce bare-bones expository or narrative texts

Compare/ contract information

Describe events, people, processes, procedures

Summarize information from graphics or notes

Edit and revise writing

Create original ideas or detailed responses

Apply information to new contexts

React to multiple genres and discourses

Author multiple forms/ genres or writing


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Curriculum Overview - Thematic Units: First Marking Period

School Life School Etiquette School Resources (library, computers) Word Origins (suffixes/prefixes) Synonyms and Antonyms Editing Idioms Editing

Second Marking Period

Comparatives and Superlatives Conditional Statements Phrasal Verbs Poetry Literary Devices Metaphors and Similes Author’s Purpose

Third Marking Period

Point of View Time Expressions Effect and Quality Adjectives Daily Routines (have to and must) Understanding a Newspaper Headline Editorial Human Interest

Fourth Marking Period

Modals Passive Voice Climate Change Natural Disasters Cultural Perspectives and Frames of Reference


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Marking Period # 1: September - November I. Communication and Comprehension

School Life School Etiquette School Resources (e.g., library,

computers) Word Origins (suffixes/prefixes) Synonyms and Antonyms Editing Idioms Biographies Editing

II. Culture and Comparison

Gestures Schools

III. Vocabulary/Sounds

Linked sounds Rising and falling intonation Third person singular –s endings Voiced and Unvoiced Sounds Inflection Tongue Twisters

Essential Question: How does where I live shape who am I? Why should I learn another language? What information should I include in a biography? How do I produce a finished product? Outcome: Students will: o use current technology to acquire, organize, analyze,

and communicate information o organize ideas and communicate verbal or non-

verbal messages o check, edit, and revise written work for correct

grammar, spelling, punctuation, and appropriate language skills

o demonstrate appropriate social skills Benchmarks: o Imitate appropriate gestures and intonation of the

target culture during greetings, leave-takings, and daily interactions.

o Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.

o Copy/write words, phrases, or simple guided texts on familiar topics.

o Recognize common gestures, intonation, and other visual or auditory cues of the target culture.

o Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings, leave-takings, and daily classroom interactions. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or topics studied in other core content areas

o Reproduce a variety of tangible products typical of the target culture(s).

Standards and Criteria for Success

Students performance will be evaluated based on: Positive attitude Consistent participation Mastery of vocabulary Developmentally appropriate pronunciation

FORMATIVE ASSESSMENT Short Quizzes Participation in TPRS stories One sentence summaries Teacher observations Thumbs up/down Group Work Updates Idea Webs Daily Warm Up Review Questions Brainstorming Exit Questions Review Games Reflective Journals Yes/No/Maybe cards Individual Conferences KWL charts/Cornell Notes and Summaries SUMMATIVE ASSESSMENT Situation 1: Oral Presentation Students will visit InfoPlease: People and search for the given person’s online biography. Students will write a poem about the person. The poem should feature qualities that make the person unique, facts relating to the person's life, and other details. Students will recite poem and others will have to guess the identity. Students will be graded against a rubric. Situation 2: Tangible Product Students will create a biographical timeline of their selected person. Students will have to include pictures and important events in the person’s life. Students will then create Power Point presentation. Students will be graded against a rubric. Situation 3: Biographical Sketch Students will write a biographical sketch of the person from the previous activity. Students will write independently and must incorporate proper grammar. Students will be graded against a rubric.

Strategies and Resources Oral and written responses TPR activities TPRS Oral presentations Role plays and skits Cooperative reading Cooperative pair activities Student-made flashcards Collages, drawings, brochures Research reports Read Aloud Graphic Organizers Guided Reading Jigsaw Reading Instructional Conversations Webbing Peer Review Sequencing Reciprocal Teaching Maps

TECHNOLOGY INTEGRATION Students will use Microsoft publisher

applications to produce their brochures. Students will create a website Students will complete computer lab

activities which accompany topics covered in class.

Tell Me More activities United Streaming On line research

INTERDISCIPLINARY OPPORTUNITIES: World Geography ACCOMODATIONS Adding time Providing alternate versions Reading directions aloud Breaking assignment into parts Repeating, clarifying, or rewording


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Marking Period # 1: September - November Key Criteria A successful result will be the comprehension and use of the target language as evidenced by students responses during class time either during specific command/ question/answer communication or during informal communication used in game playing.

directions Provide visual cues Allow student to orally respond to questions. Frequently check for understanding Re-take or re-do assignments Allow use of dictionaries and translators


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Marking Period #2: December - January I. Communication and Comprehension Comparatives and Superlatives

Conditional Statements Phrasal Verbs Poetry Fables Literary Devices Metaphors and Similes Author’s Purpose


Poems Fables Leisure Activities Food Sports

III. Vocabulary/Sounds

Linked sounds Rising and falling intonation Third person singular –s endings Voiced and Unvoiced Sounds Inflection Tongue Twisters

Essential Questions How does best learn another language? What are different types of figurative language? Why do people write? How can I express my thoughts and feelings in poetry? What are components of fables? Can I recognize literary devices? Outcome: Students will: o use logic to draw conclusions from information given o organize ideas and communicate verbal or non-

verbal messages o check, edit, and revise written work for correct

grammar, spelling, punctuation, and appropriate language skills

o comprehend and interpret various types of written information

Benchmarks: o Imitate appropriate gestures and intonation of the








Students performance will be evaluated based on: Positive attitude Consistent participation

FORMATIVE ASSESSMENT Short Quizzes Participation in TPRS stories One sentence summaries Teacher observations Thumbs up/down Group Work Updates Idea Webs Daily Warm Up Review Questions Brainstorming Exit Questions Review Games Reflective Journals Yes/No/Maybe cards Individual Conferences KWL charts/Cornell Notes and Summaries SUMMATIVE ASSESSMENT Situation 1: Role play Students will perform a dialogue from memory expressing their interests and disinterests in regards to sports and hobbies. Students will work collaboratively to create original scripts. Students will be assessed on pronunciation, proper use of grammar and adequate vocabulary. Students will be graded against a rubric. Situation 2: Tangible Product Students will work collaboratively to create brochures for a teenage summer camp. Students will have to include pictures, lists of activities, itineraries and sports. Students will then create a brochure using all vocabulary and expressions of interest, indifference and aversion. Students will then create a web page promoting their camp. Students will be graded against a rubric. Situation 3: Writing Students will receive a brochure created in the last project. Based in this brochure students will write a letter in the target language. Students will describe in the letter their experiences during their trip to a

Strategies and Resources Oral and written responses TPR activities TPRS Oral presentations Role plays and skits Cooperative reading Cooperative pair activities Student-made flashcards Collages, drawings, brochures Research reports Read Aloud Graphic Organizers Guided Reading Jigsaw Reading Instructional Conversations Webbing Peer Review Sequencing Reciprocal Teaching Maps



activities which accompany topics covered in class.

Tell Me More activities United Streaming On line research INTERDISCIPLINARY OPPORTUNITIES: Perimeters Area ACCOMODATIONS Adding time Providing alternate versions Reading directions aloud


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Marking Period #2: December - January Mastery of vocabulary Developmentally appropriate pronunciation

Key Criteria A successful result will be the comprehension and use of the target language as evidenced by students responses during class time either during specific command/question/answer communication or during informal communication used in game playing.

summer camp. Students will write independently and must incorporate proper grammar. Students will be graded against a rubric

Breaking assignment into parts Repeating, clarifying, or rewording directions Provide visual cues Allow student to orally respond to questions. Frequently check for understanding Re-take or re-do assignments Allow use of dictionaries and translators


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Marking Period #3: January - March I. Communication and Comprehension Point of View

Time Expressions Effect and Quality Adjectives Daily Routines (have to and must) Understanding a Newspaper

Headline Human Interest


Current Events Daily Routine Hardships

III. Vocabulary/ Sounds

Sentence Stress Sentence intonation Chores Adjectives Reduction of have to Linked sounds Voiced and Unvoiced Sounds Inflection Tongue Twisters

Essential Questions How do I develop an opinion? What is a headline? How can I use a variety of writing styles? What is the impact of human interest stories on me? How do I best learn a second language? Outcome: Students will: o use logic to draw conclusions from information

given o differentiate between facts, influences,

assumptions, and conclusion o synthesize, evaluate, and communicate results o understand different cultural beliefs and behaviors Benchmarks: o Imitate appropriate gestures and intonation of the









FORMATIVE ASSESSMENT Short Quizzes Participation in TPRS stories One sentence summaries Teacher observations Thumbs up/down Group Work Updates Idea Webs Daily Warm Up Review Questions Brainstorming Exit Questions Review Games Reflective Journals Yes/No/Maybe cards Individual Conferences KWL charts/Cornell Notes and Summaries

SUMMATIVE ASSESSMENT Situation 1: Evaluate Structure Students analyze the difference between the headline, leading sentence and article content in terms of tense usage and vocabulary in small groups (3-4 students). As a class, check that the differences between headline, leading sentence and article content are clear. Students share their findings. Situation 2: Tangible Product Once the differences have been understood, Students split up into pairs or small groups (3-4 students) to brainstorm new headlines. Students will be graded against a rubric. Situation 3: Writing Students will work collaboratively to write their own newspaper articles using one of the headlines from the brainstorming exercise. Students will have the option to come up with their own stories. Students will be graded against a rubric

STRATEGIES AND RESOURCES Oral and written responses TPR activities TPRS Oral presentations Role plays and skits Cooperative reading Cooperative pair activities Student-made flashcards Collages, drawings, brochures Research reports Read Aloud Graphic Organizers Guided Reading Jigsaw Reading Instructional Conversations Webbing Peer Review Sequencing Reciprocal Teaching Maps



covered in class. Tell Me More activities United Streaming On line research

INTERDISCIPLINARY OPPORTUNITIES: Social Studies ACCOMODATIONS Adding time Providing alternate versions Reading directions aloud Breaking assignment into parts Repeating, clarifying, or rewording


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Marking Period #3: January - March Key Criteria A successful result will be the comprehension and use of the target language as evidenced by students responses during class time either during specific command/question/answer communication or during informal communication used in game playing.



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Marking Period #4: April - June I. Communication and Comprehension Modals

Passive Voice Climate Change Natural Disasters Editorials Cultural Perspectives and Frames of

Reference

II. Culture and Comparison Humanitarian Aid Resources Government Programs Climate

III. Vocabulary/Sounds Sentence stress Can/Can’t pronunciation Sentence intonation Reduction of want to and have to Linked sounds Rising and falling intonation Third person singular –s endings Voiced and Unvoiced Sounds Inflection Tongue Twisters

Essential Questions Why is it important for me to develop an appreciation of other cultures? What causes a natural disaster? Why should I learn another language? What causes climate change? How can I use a variety of writing styles?

Outcome: Students will: o use logic to draw conclusions from information

given o differentiate between facts, influences,

assumptions, and conclusion o synthesize, evaluate, and communicate results o communicate thoughts, ideas, and information in

writing o organize ideas and communicate verbal or non-

verbal messages Benchmarks:

o Imitate appropriate gestures and intonation of the target culture during greetings, leave-takings, and daily interactions.




o Exchange information using words, phrases, and short sentences practiced in class on familiar topics or topics studied in other core content areas




FORMATIVE ASSESSMENT Short Quizzes Participation in TPRS stories One sentence summaries Teacher observations Thumbs up/down Group Work Updates Idea Webs Daily Warm Up Review Questions Brainstorming Exit Questions Review Games Reflective Journals Yes/No/Maybe cards Individual Conferences KWL charts/Cornell Notes and

Summaries SUMMATIVE ASSESSMENT Situation 1: Recognize Cause and Effect The class is divided into teams/groups of 3-4. Each team is assigned one of the natural disasters from the list on the board/overhead. In their teams/groups, they are to discuss and write down as many causes and consequences to their disaster as they can think of. Each group shares their ideas about the causes and consequences of natural disasters. Situation 2: Tangible Product Students will create a Power Point presentation detailing safety tips for their natural disaster that can be shared with younger students. Students will be graded against a rubric. Situation 3: Writing an Editorial Students will write an editorial detailing what they think the governments of their country should do during a natural disaster. Students will write independently and must incorporate proper grammar. Students will be graded against a rubric

STRATEGIES AND RESOURCES Oral and written responses TPR activities TPRS Oral presentations Role plays and skits Cooperative reading Cooperative pair activities Student-made flashcards Collages, drawings, brochures Research reports Read Aloud Graphic Organizers Guided Reading Jigsaw Reading Instructional Conversations Webbing Peer Review Sequencing Reciprocal Teaching Maps



covered in class. Tell Me More activities United Streaming On line research

INTERDISCIPLINARY OPPORTUNITIES: Social Studies ACCOMODATIONS Adding time Providing alternate versions Reading directions aloud Breaking assignment into parts Repeating, clarifying, or rewording


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Marking Period #4: April - June Key Criteria A successful result will be the comprehension and use of the target language as evidenced by students responses during class time either during specific command/question/answer communication or during informal communication used in game playing.



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BENCHMARKS ESL Low Intermediate Grades 6-8

Demonstrate comprehension of simple, oral directions, commands, and requests through appropriate physical response.

Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.

Identify daily practices of people in the target culture(s).

Recognize common gestures, intonation, and other visual or auditory cues of the target culture.

Copy/write words, phrases, or simple guided texts on familiar topics.

Identify basic geographical features and some common landmarks in countries where the target language is spoken.

Identify familiar people, places, and objects based on oral and/or simple written descriptions.

Present orally or in writing information from age-appropriate, culturally authentic selections.

Identify aspects of the target culture(s) presented in photographs, children’s books, and plays.

Comprehend brief oral exchanges on familiar topics.

Name and label tangible products and imitate practices from the target culture.

Identify distinctive cultural products of the target culture(s).

Connect the learning of the target language to information studied in other core content areas.

Exchange information using words, phrases, and short sentences practiced in class on familiar topics or topics studied in other core content areas.

Reproduce a variety of tangible products typical of the target culture(s).

Listen to simple passages from age-appropriate, culturally authentic selections for enjoyment and information.

Exchange basic information about the main characters, main idea, and setting from age-appropriate, culturally authentic selections.

Identify and reproduce expressive products typical of the target culture(s).

Give and follow simple oral directions, commands, and requests for participating in age-appropriate classroom and cultural activities.

Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings, leave-takings, and daily classroom interactions.

Participate in age-appropriate activities related to special events celebrated in the target culture(s).

Imitate appropriate gestures and intonation of the target culture during greetings, leave-takings, and daily interactions.

Participate in a variety of oral and/or written activities after listening to age-appropriate, culturally authentic selections.

Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.


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Sample of Lesson Plan

Lesson for: Hurricanes Unit Theme: Natural Disasters Target Benchmark:

Identify and reproduce expressive products typical of the target culture(s). Exchange information using words, phrases, and short sentences

practiced in class on familiar topics or topics studied in other core content areas.

Students will use the English language to describe hurricanes; students will request and contribute information about hurricanes in a conversational exchange with a partner.

Students will demonstrate the ability to define key words and verbally recall conditions that must be present for a hurricane to form.

Demonstrate comprehension of simple, oral directions, commands, and requests through appropriate physical response.

Objective/Concept: Students will use the English language to describe hurricanes; students will request and contribute information about hurricanes in a conversational exchange with a partner. Setting the Stage/Hook/Anticipatory Set: Show a video clip of a hurricane. Then assign student partners to draw or write what they know about hurricanes on a single piece of paper or sentence strips. One partner will be the recorder who will draw or write for the partnership, and the other partner will present the pair’s ideas by speaking. Guided Practice/Focusing Event: Read aloud a short book about hurricanes or download a reading from WeatherWizkids or Weather Watch. Students follow along in their own text. Students highlight key ideas and vocabulary. Prior to reading, students look and listen for three things that must be present for hurricanes to form. Use stress, intonation, and brief pausing to alert students to key facts and key words for the lesson. Stop during reading to elicit definitions to key words, write the key words on 4 x 6 index cards, and post them on the word wall (to the right of the chalkboard). Ask students what important facts about hurricanes were learned in the lesson. Students should orally respond to questions and state at least two things learned about hurricanes from their reading selection.


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Assessment: Students will identify characteristics of a hurricane and infer properties that drive the formation of a hurricane based on the text and pictures. Closure: Students will compare hurricanes to storms studied in previously and share what they know about hurricanes from prior knowledge, pictures, and the video with their group partners.

Materials:

Sentence strips, markers, tape, internet access, video clip of a hurricane, geography resource book.


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Project-based Learning Rubric

Score Level

Content Conventions Organization Presentation

4

Is well thought out and supports the solution to the challenge or question

Reflects application of critical thinking

Has clear goal that is related to the topic

Is pulled from a variety of sources

Is accurate

High-level use of vocabulary and word choice

Information is clearly focused in an organized and thoughtful manner.

Information is constructed in a logical pattern to support the solution.

Multimedia is used to clarify and illustrate the main points.

Format enhances the content.

Presentation captures audience attention.

Presentation is organized and well laid out.

3

Is well thought out and supports the solution

Has application of critical thinking that is apparent

Has clear goal that is related to the topic

Is pulled from several sources

Is accurate

Good use of vocabulary and word choice

Information supports the solution to the challenge or question.

Multimedia is used to illustrate the main points.

Format is appropriate for the content.

Presentation captures audience attention.

Presentation is well organized.

2

Supports the solution

Has application of critical thinking that is apparent

Has no clear goal

Is pulled from a limited number of sources

Has some factual errors or inconsistencies

Low-level use of vocabulary and word choice

Project has a focus but might stray from it at times.

Information appears to have a pattern, but the pattern is not consistently carried out in the project.

Information loosely supports the solution.

Multimedia loosely illustrates the main points.

Format does not suit the content.

Presentation does not capture audience attention.

Presentation is loosely organized.

1

Provides inconsistent information for solution

Has no apparent application of critical thinking

Has no clear goal

Is pulled from few sources

Has significant factual errors, misconceptions, or misinterpretations

Poor use of vocabulary and word choice

Content is unfocused and haphazard.

Information does not support the solution to the challenge or question.

Information has no apparent pattern.

Presentation appears sloppy and/or unfinished.

Multimedia is overused or underused.

Format does not enhance content.

Presentation has no clear organization.


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EDUCATIONAL STRATEGIES

Listening and Speaking

Jigsaw Students are assigned to groups to discuss and become experts on a topic; then the groups are "jig sawed" so that each newly configured group has one expert from each of the base groups. Individual / Partner/Small Group Seminars These seminars are more formal and focused than large group seminars. A text or portion of a text is chosen and the student(s) analyze the text based on the models and guided practice from class. The students then create a thesis that needs to be supported by evidence from the text and sets the seminar up in an outline form. Partners and group members discuss the texts, but each of the individuals is responsible for submitting and presenting their poem or section of a novel. Exhibitions Exhibitions are presentations that can be done by individuals, partners, and/or small groups. They are generally presentations that are broader in scope; a student demonstrates his/her overall understanding of the unit. Reciprocal Teaching Students use four comprehension strategies—predicting, question generating, clarifying, and summarizing to help their peers construct meaning from the text. Inquiry Board Create a space somewhere in your classroom where students can post unanswered questions that come up. They may be in response to a variety of topics, texts, writers, etc. A student can grab a question and research and answer it to stimulate a piece of writing or discussion. Reciprocal Teaching Students use four comprehension strategies—predicting, question generating, clarifying, and summarizing to help their peers construct meaning from the text. Literature/Discussion Circles Small, peer-led discussion groups that read the same material. They promote dialogic interaction among students and empower to take an active and self-directed role in their reading.


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EDUCATIONAL STRATEGIES (cont’d)

Writing Learning Log As a daily metacognitive tool, learning logs can take many forms; but generally students recount what they have learned in the areas of both content and process; a daily log of what was learned. Interactive Notebook A notebook where each pair of facing pages is set up so that one page is the class notes on content, process, activities, etc, and the facing page is to be used for the student’s individual interaction with the learning experience (e.g., drawings, words, mind maps, responses, reactions. etc.). Readers' Bookmarks These are small slips of blank paper that can be tucked into a book and used for writing responses to literature. Information on the bookmarks can include what is important, favorite part, personal connections, questions posed, predictions made, etc. Transactional Reading Journal A powerful way to engage students in a reading experience and get them to construct their own meaning. A set number of required entries are to be completed that respond to the beginning, middle, and end of the text. The teacher and/or students can generate options such as: any element of writer’s craft, personal connections, a letter to the author, character, another literary character, a piece of art the work inspires, etc. Socratic Seminars These whole class dialogues explore ideas, values, and issues drawn from readings or works of are chosen for their richness. Leaders help participants to make sense of a text and of their own thinking by asking questions about reasoning, evidence, connections, examples and other aspects of sound thinking. A good seminar is more devoted to making meaning that to mastering information. Participants are actively engaged in rigorous critical thought. They must involve a relatively short text, piece of art, etc. and after the seminar are often followed by periods of reflection that may be written or spoken.


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EDUCATIONAL STRATEGIES (cont’d)

Reading Anticipation Guide A pre-reading activity that provides students with a series of statements with which they can choose to agree or disagree; they focus on the big ideas or themes of a text. Sociograms Students create a visual representation of the relationships among character. The central character in a work is placed at the center of a page and all the other characters are placed around him/her; all used to represent their relationship to one another. Collaborative Annotation After students complete their own annotation of a text, in groups of 3-5, students pass their annotated copy to the person on the right. Each person then focuses, and makes additions to the original reader’s commentary. The next time the paper passes the new reader adds commentary to both of the previous work. Thus, each person in the group has 2-4 people build and expand on his/her work. The Most Important Word (Padak, 1992)Readers select what they believe to be the most important word in the text they have read. Readers must be able to explain the reasons why they think this particular word is the most important. Students then meet in groups to share their answers. After each member has shared, some students may want to change their choice. Poetry as an Entry Point Instead of jumping into a major text, using thematically-linked poems to introduce the themes or essential questions is a powerful and compact start. To promote the synthesis of ideas, students can then make connections between the poem and other thematically related texts. Reciprocal Reading Students take turns reading aloud to each other, stopping at several points to ask questions, clarify, make predictions, discuss writer’s craft, etc. 5 Star Quote While reading a text of any length, students choose a “5 star quote:” one that jumped off the page for personal reasons, one that epitomizes the book, one that captures the essence of the writer’s voice, etc. This is used to begin a small or large group discussion, free write, etc.


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ESL Websites

http://www.uni.edu/becker/TESOL_ESL2.html (Links) http://www.csun.edu/~hcedu013/eslplans.html (ESL Lesson Plans and Resources) http://iteslj.org/ (Internet TESL Journal) http://www.pdictionary.com/?lang=&letter=d (Internet Picture Dictionary) http://www.englishclub.com/index.htm http://owl.english.purdue.edu/handouts/esl/index.html#exercises http://www.manythings.org/ (Interesting Things for ESL Students) http://www.gigglepoetry.com/poetryfun/poetryfun.html http://www.enchantedlearning.com/Rhymes.html http://www.lovetolearnplace.com/Curriculum/Literary/Onomatopoeia.html

Mrs. Hurley’s ESL website: www.mrshurleysesl.com Children's Literature Web Guide - www.ucalgary.ca/~dkbrown/index.html Breaking News English - www.BreakingNewsEnglish.com/ Dave's ESL Cafe - www.eslcafe.com English Language Resource Center - www.bergen.edu/library/learning/english/index.asp ESL Gold - www.eslgold.com ESL Home Page - www.lang.uiuc.edu/r-li5/esl Learn English Feel Good - www.learnenglishfeelgood.com/ ESL Teachers Board - www.eslteachersboard.com/ Everything ESL - www.everythingESL.net 1-Language.com - www.1-language.com


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Repeat After Us - repeatafterus.com/ Learning Vocabulary Can Be Fun - www.vocabulary.co.il SpellingCity.com - www.SpellingCity.com Activities for ESL – a4esl.org English as a Second Language - www.rong-chang.com/ English Gold - www.eslgold.com/ Professor Meloni’s ESL Page - home.gwu.edu/~meloni/eslstudyhall/ ESL Wonderland - www.eslwonderland.com/

Karen's ESL Partyland - www.eslpartyland.com/students/inter.htm

ESL Activities Online - www.clta.on.ca/EAOnline/index.html

Englishclub.com -www.englishclub.com

1-language.com's ESL Center -www.1-language.com

English Corner -www.angelfire.com/wi3/englishcorner

ENGLISH online - eleaston.com

English Language Centre Study Zone -web2.uvcs.uvic.ca/elc/studyzone/index.htm

Free English -www.free-english.com

EnglishLearner.com -www.englishlearner.com/tests/test.html

English Exercises Online wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/welcome.html

Interesting Things for ESL Students -www.manythings.org

Learn English Feel Good - www.learnenglishfeelgood.com

The following topics can be accessed by this link: www.bergen.edu/pages/2183.asp


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Sites by Topic:

Grammar & Writing Our Grammar & Writing Page

Listening

Randall's ESL Cyber Listening Lab English Language Listening Lab Online English Listening Exercises Repeat After Us The English Listening Lounge English Online - Listening History and Politics Out Loud Voice of America Special English TOEFL Practice Breaking News English - Podcasts ESL: Listening: Podcasts The Bob and Rob Show

Pronunciation

English Online - Pronunciation Train Your Accent EZ Slang EnglishClub.com - Pronunciation Phonetics - The Sounds of Spanish and English Pronunciation Web Resources Sounds of English Arlyn Freed's ESL Speaking Resources

Reading

CDLP News Stories Learning Resources English Corner Reading English Works! The ESL Reading Index Penguin Dossiers Merit: Reading Comprehension Connection TOEFL Practice

Vocabulary

ELRC Vocabulary & Word Forms Practice EAP: Academic Word List Vocabulary Exercises Learn English Today Common American Slang English Corner Idioms English Gateway The Idiom Connection ESL Idiom Page Learning Vocabulary Can Be Fun English Corner Vocabulary English Vocabulary Quizzes Using JavaScript English Vocabulary Quizzes Vocabulary for English Language Learners


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Self-Study English Vocabulary QuizzesThe Longman Vocabulary Website English as 2nd Language: Vocabulary quizzes Vocaboly

Sites by Level:

Beginning LanguageGuide.org Picture Dictionary Easy Vocabulary Quizzes with Pictures ELC Study Zone: Vocabulary Exercises Beginning English

Intermediate

California Distance Learning Project English, Baby! Discovery Online

Advanced

Linguarama - Language Training for Business The New York Times Learning Network TOEFL 4 Me TOEFL Practice

Dictionaries & More:

Longman Web Dictionary Dictionary.com The Free Dictionary Merriam-Webster Online Dictionary Hyperdictionary Newbury House Dictionary Word Central Rodget's Thesaurus The Sidney Silverman Library The Internet Public Library Jersey Clicks

Newspapers & Magazines:

The Internet Public Library Online Newspapers Newsweek Scientific American Smithsonian Magazine ESPN.com Time

Documents

ESL Grade 6-8 Low Intermediate