FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue Freehold, NJ 07728 Monmouth County Office of Curriculum & Instruction Course Title: ESL Grade: 1-2 Board of Education Adoption Date: October 27, 2014
FREEHOLD BOROUGH SCHOOL DISTRICT
280 Park Avenue
Freehold, NJ 07728
Monmouth County
Office of Curriculum & Instruction
Course Title: ESL
Grade: 1-2
Board of Education Adoption Date: October 27, 2014
Freehold Borough Board of Education
Mrs. Annette Jordan, President Dr. Michael Lichardi, Vice President
Mr. Paul Ceppi
Mrs. Susan Greitz
Mr. James Keelan
Mrs. Maureen MacCutcheon
Mr. Bruce Patrick
Mrs. Margaret Rogers
Mrs. Michele Tennant
District Administration
Rocco Tomazic, Ed. D., Superintendent
James Strimple, Interim School Business Administrator
Cheryl Young, Director of Curriculum & Instruction
Jennifer O‟Shea, Director of Special Programs
Jennifer Donnelly, Supervisor of Assessment & Technology
Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual, & World Languages
Ronnie Dougherty, Principal – Freehold Intermediate School
John Brovak, Assistant Principal – Freehold Intermediate School
Patrick Mulhern, Principal – Park Avenue Elementary School
Will Smith, Principal – Freehold Learning Center
Curriculum Committee
Veronica Fiori
Freehold Borough School District
District Mission
We will inspire the creativity and imagination of all students and empower them as
knowledgeable, skillful, and confident learners who flourish and contribute willingly in a
changing world.
Core Beliefs
We believe that:
All people have inherent worth.
Life-long learning is basic to the survival and advancement of society.
The primary influence on the individual's development is the family in all its forms.
Valuing diversity is essential to individual growth and the advancement of society.
All individuals have strengths and human potential has no known limits.
Democracy thrives when individuals accept responsibility for their choices.
Being trustworthy builds trust.
Creativity and imagination are essential for society to flourish.
A safe environment is essential for the well-being of the individual and for society to
flourish
Freehold Borough School District
Philosophy
The philosophy for our curriculum is developed with a democratic system of beliefs and values.
Believing that our students deserve the best education, our curriculum is aligned to the most
current New Jersey Core Curriculum Content Standards and current statewide assessments. Our
scope and sequence is vertically and horizontally aligned. The progression of objectives
embraces decades of rigorous research, conducted both independently and at the university level,
and acknowledges that children develop differently and that learning experiences and strategies
for performance are differentiated. Our borough is a diverse community, rich in tradition and
spirit. Knowledge is a fusion balancing authentic experience and content, which language arts
literacy skills are integrated with other content areas. Our curriculum contains common
expectations that are rigorous and student centered, and teachers, who are most proximal to the
children, will use this document as an instrument to ensure student success.
To ensure that our children are successful and receive the best education, this curriculum
document, our staff will continuously collaborate on this living document. We will develop
purposeful and effective formative and summative assessments which measure growth of our
curriculum and inform our instruction. Finally, we will continuously seek to grow professionally
through professional development, which is aligned to statewide regulations, but specifically
geared to benefit our curriculum, school, and children.
General Curriculum & Instruction Objectives
Teachers will employ lessons that are aligned to our curriculum and framed utilizing
current research-based methods and techniques that focus on student achievement
Our lessons will be structured according to statewide and district standards and our
teachers will have flexibility to ensure that lessons meet the needs of all learners
Units and lessons will be differentiated
Curriculum is be student focused on success and balances developmental theory and
psychometric standards
Democratically developed benchmarks and assessments will be utilized to gauge student
and curricular growth. Assessment will be multidimensional and developed according to
student need.
Course Overview:
In order to meet the objectives described in the Grades 1-2 ESL Curriculum, teachers will design
thematic units and daily lesson plans using culturally authentic materials that are appropriate to
the students' age, abilities and interests. Teacher selected materials should explore cultural
diversity and multiple perspectives. Teachers should strive to access rich, cross-content
materials, and provide opportunities for students to research, organize, and communicate in the
target language using technology. Activities in the target language should foster purposeful and
meaningful communication that relates to relevant, real-world situations.
Curriculum Overview: Grades 1 & 2 ELP Levels 1-5
I. All About Me II. Our World III. The Wonderful World of Nature
The School Environment
Classroom routines
School, home chores and
responsibilities classroom objects
(prepositional phrases)
People (community workers in our
building and their roles)
Rules (citizenship, consequences,
following directions)
School building (map skills,
cardinal directions, giving and
getting directions)
Personal information (expressing
age)
The Human Body
Body parts and systems (following
a sequence, cause and effect)
Appearance (adjectives, pronouns,
single and plural nouns)
Feelings (adjectives, simple
subject/verb agreement)
Home, Family & Friends
Home (room furnishing-
prepositions of locations)
Family titles
Occupations
Celebrations
Our Town
Freehold Borough
People and People Roles
Our Nation
States
Regions
Geographical land features.
Immigration
United States Government
Concept of “fairness” “equality,” and
“common good”
Three branches of government
The Constitution of the United States
The Earth
Earth materials
States of matter
Weather and climate.
Space
Space exploration: Astronauts, rockets,
space shuttles.
The solar system and its characteristics.
.
Antonyms
Synonyms
Plants:
Parts of plants
Products derived from plants
Life cycle of a plant
Animals:
Features and characteristics
Classifications
Animals as represented in both
informational and narrative texts.
Insects:
Characteristics
Behaviors
Products
Balance of Nature:
Habitats
Food chains
Life cycle
Conservation and recycling.
Regular and irregular comparatives
Word analysis skills
Common affixes
Question format
Chronological order
Adverbs
Customs/traditions: Foods
Heritage (country report to describe
location, size, climate, cultural
comparisons)
Single and plural nouns
Pronouns
Present tense of regular verbs
Subject verb agreement
Basic Punctuation
Parts of a text
Telling Time
Writing numbers
Writing the date
Question forms
Geographic vocabulary
Environmental vocabulary
Compound words
Phrasal verbs
Making comparisons
Previewing texts
Drawing conclusions
Cause and effect
Question format
Reading informational text
Writing a journal entry or personal narrative
Positive and negative sentences
From sentence to paragraph
Making inferences
Finding the main idea
Reading and creating diagrams for
explaining a process
Grades 1-2 ESL Beginner (ELP 1 –Entering)
The curriculum for Grades 1-2 ESL Beginner ELP 1 - Entering is designed to meet the needs of novice level English
language speakers, new to the United States. Students at Proficiency level 1 communicate both non-verbally and at the word level at
this stage in their language acquisition.
Grades 1-2 ESL Beginner (ELP 1)
Unit 1: All about Me Duration: September-December
Sample Themes Essential Questions
What is the big Idea?
Enduring Understanding
How can it be applied and used
in real life?
Language Needed
All About Me provides a
balanced focus on both social
and instructional language
across the curriculum. The
example topics and genres are
derived from the WIDA
English Language Proficiency
Standards. Key topics include:
The School Environment
Classroom routines
School, home chores and
responsibilities classroom
objects (prepositional
phrases)
People (community workers
in our building and their
roles)
Rules (citizenship,
consequences, following
directions)
Who am I and what is my
place in the world?
What makes me special?
What language will I need to
successfully communicate in my
new home and school in the
United States?
What do I need to know to help
me communicate my needs?
Vocabulary Usage
General content-related words.
Everyday social and instructional
words and expressions.
Language Forms and
Conventions
With instructional support, ELL‟s
will comprehend and produce
simple grammatical constructions
(e.g., commands, WH- questions,
declaratives)
Students will employ phrase level
grammatical structures.
Students will use phrasal patterns
associated with common social
and instructional situations.
Discourse Complexity
School building (map skills,
cardinal directions, giving
and getting directions)
Personal information
(expressing age)
The Human Body
Body parts and systems
(following a sequence,
cause and effect)
Appearance (adjectives,
pronouns, single and plural
nouns)
Feelings (adjectives, simple
subject/verb agreement)
Home, Family & Friends
Home (room furnishing-
prepositions of locations)
Family titles
Occupations
Celebrations
Customs/traditions: Foods
Heritage (country report to
describe location, size,
climate, cultural
comparisons)
At the level one proficiency level,
ELL‟s will begin by producing
communication nonverbally, as
well as through the use of words,
phrases or chunks of language. As
students move toward the next
level of proficiency, they will
begin using short sentences or
phrases as their ability to express
ideas in the target language
emerges.
At the level one proficiency level,
ELL‟s will comprehend single
statements or questions, working
to identify and idea within chunks
of language. As students move
towards higher proficiency, they
will begin to comprehend multiple
related single sentences and ideas
with details.
The Common Core Standards are addressed according to the proficiency level of the individual English Language Learner
within the K-5 grade cluster, moving students progressively toward meeting grade level objectives in congruence with their rate of
language acquisition. This curriculum addresses the needs of the novice level English language learner, referencing and building upon
the Common Core Standards from the foundational skills outlined through the Common Core‟s K-5 continuum.
Grades 1-2 ESL Beginner (ELP 1 –Entering)
Unit 1: All About Me Duration: September-December
Common Core State
Standards
WIDA Standards Student Learning Objectives
SWBAT
Suggested Instructional
Activities and Assessment
Language:
(See Appendix A for
a complete list of
Common Core
Language Arts
Standards)
Conventions of
Standard English
(L.1-5.1-2)
Knowledge of
Language (L.1-5.3)
Vocabulary
Acquisition and Use:
(Comprehension
strategies) (L.1-5.4)
Vocabulary
acquisition and use
(L.1-8.5)
Vocabulary
WIDA Standard 1:
Social and instructional
Language: alphabet,
numbers, days, weeks,
months, colors, shapes,
time telling
Instructional: the school
environment: classroom
objects, routines,
commands, general content
related words
Self: body parts, clothing,
people, family, foods,
seasons, weather
WIDA Standard 2:
Language of Language
arts: parts of speech, word
classification and study,
parts of text, genres, etc.
Respond to greetings/ farewells, participate
in TPR activities
Practice and participate in finger and song
plays that help to illustrate vocabulary
meaning
Identify and write all letters of the alphabet
in both small case and capitals.
Demonstrate knowledge about themselves
and their lives (give personal information,
name body parts, feelings, talents, home
chores, home/school activities)
Identify the letters of the alphabet, identify
the names of vowels and consonants
Fill out a form with personal information
(Name, address, phone number, etc.)
Draw a picture of a family (or family tree)
and label the family members
Listen to identify (and write) names of
classroom objects
Describe the school building, classroom
and important objects in them.
Draw and describe a map of the school
and/or classroom to their peers.
Suggested Instructional
Activities
TPR activities
Draw and label
Retelling a story
Think-Pair-Share
Cooperative learning
activities
Graphic Organizers
Sorting activities
Charting
Maps
Make a list of the main
events.
Make a timeline of
events.
Make a facts chart.
Write a list of any pieces
of information you can
remember.
acquisition and use
(application) (L.1-5.6)
Speaking and
Listening:
Comprehension and
Collaboration:
SL.1-5.1
SL.1-5.2
SL.1-5.3
Presentation of
knowledge and ideas
SL.1-5.4
SL.1-5.5
SL.1-5.6
Reading Foundational
Skills:
Print Concepts:
RF.1-5.1
Phonological
Awareness
RF.1-5.2
Phonics and Word
Recognitions
RF.1-5.3
Fluency
RF.1-5.4
Reading
Informational Text
Key Ideas and Detail
WIDA Standard 3
Language of Math:
numbers used in authentic
contexts (telephone
numbers, address) cardinal
and ordinal numbers,
operational vocabulary,
word problems, money,
info graphics and visual
literacy.
WIDA Standard 4
Language of Science: Body
parts, senses, healthy foods
and habits
WIDA Standard 5
Language of Social
Studies: people and places
in the community,
geographic terms, info
graphics, cross-cultural
comparison
Demonstrate knowledge of new vocabulary
through teacher created discussions
Listen to a dictated number and express it
in numerical form
Listen and demonstrate comprehension of
stories read aloud
Create a labeled poster of classroom
objects
Use a Venn diagram to compare and
contrast people or things.
Compare and contrast two characters from
a story or stories that you have read.
Create a chart that lists classroom chores
and responsibilities
Draw a map from school to your home.
Identify and show community places.
Talk about things that you like to do
Identify the correct classroom supplies
needed for a specific project or activity
Retell a story (beginning, middle end) after
listening to or reading a story
Listen to a video about family members
and complete a Venn diagram using phrase
strips
Collaborate with a partner to give an oral
presentation describing holiday customs
and traditions
Name and identify different types of sports
List all the .... in the
story.
Make a chart showing...
Make an acrostic.
Recite a poem.
Cut out or draw pictures
to show a
particular event.
Illustrate what you think
the main idea was.
Make a cartoon strip
showing the sequence of
events.
Write and perform a play
based on the story.
Retell the story in your
words.
Paint a picture of some
aspect you like.
Write a summary of an
event.
Prepare a flow chart to
illustrate the sequence of
events.
Make a coloring book.
Take a collection of
photographs to
demonstrate a particular
RI.1-5.1
RI.1-5.2
RI.1-5.2
Craft and Structure
RI.1-5.4
RI.1-5.5
RI,1-5.6
Integration of
Knowledge and Ideas
RI.1-5.7
RI.1-5.8
RI.1-5.9
RI.1-5.10
Reading Literature
Key ideas and details
RL.1-5
RL.1-5.1
RL.1-5.2
RL.1-5.3
Craft and Structure
RL.1-5.4
RL.1-5.5
RL.1-5.6
Integration of
Knowledge and
Details
RL.1-5.7
RL.1-5.9
and pastimes
Re-state math problems with visual support
Name body parts and associate them with
senses and physical actions (e.g., eyes-see,
nose-smells, fingers – touch).
Participate in full class group, or pair
discussions.
Identify signs around neighborhood from
oral commands and pictures or field trips
(e.g., traffic lights, schools or railroad
crossings).
Retell a story (beginning, middle end) after
listening to or reading a story
Listen to a video about family members
and complete a Venn diagram using phrase
strips
Collaborate with a partner to give an oral
presentation describing holiday customs
and traditions
Name and identify different types of sports
and pastimes
Re-state math problems with visual support
Design a family tree and use it in an oral
presentation about your family
Describe or draw various geometric shapes
as directed
Name and describe the five senses. Create
an info-graphic on this topic.
point.
Make up a puzzle game
Make a family tree
Put on a play
Create a video
presentation
Four Corners
Formative Assessment
Short Quizzes
Participation in TPR
activities
Class or small group
discussion
One sentence summaries
Teacher observations
Group Work Updates
Idea Webs
Daily Do Now Review
Questions
Brainstorming
Contribution
Exit Questions
Dialog/Reflective
Journals
Erasable Board Messages
Individual Conferences
Range of Reading and
text complexity
RL.1-5.10
Writing
Text types and
purposes
W.1-5.1
W.1-5.2
W.1-5.3
Production and
Distribution
W.1-5.4
W.1-5.5
W.1-5.6
Research to Build and
Present Knowledge
W.1-5.7
W.1-5.8
W.1-5-9
Social Studies
6.1.P.A.1
6.1.P.A.2
6.1.P.A.3
6.1.4.A.1
6.1.4.A.2
6.1.4.A.3
6.1.4.A.4
Orally explain the information relayed in a
bar graph and/or pie chart.
Create a timeline showing several
important events in their lives.
KWL charts/ Graphic
Organizers
CLOZE activities
Anecdotal Records
Do-Nows
Literary Projects
Vocabulary quizzes
Literature circles
Graphic organizers
Multiple choice tests
Timed readings/writings
Literature discussions
Literature responses
Questioning
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Cooperative learning
groups
Open-Ended Questions
Writer‟s Workshop
Writing Assignments
NJ Holistic Scoring
Rubric
Peer editing
Self-evaluation
Teacher Conferences
Portfolios
6.1.4.A.5
6.1.4.A.7
6.1.4.A.8
Technology
1.TT.1.1
1.TT.1.3
Math
1.MD.C.4
1.OAA.1
Running Records
Presentations
Visual Representations
Kinesthetic Assessments
Individual Whiteboards
Pre-Test/ Quizzes
Summative Assessment
State assessments
District benchmark or
interim assessments
End-of-unit or chapter
tests
End-of-term or semester
exams
Resources
Fiction Literature
David Goes To School, by David Shannon
Chrysanthemum, by Kevin Henkes
The Important Book, by Margaret Wise Brown
Another Important Book by Margaret Wise Brown
First Graders from Mars: Horus’s Horrible Day by Shana
Corey
Little Miss Spider at Sunnypatch School by David Kirk
Technology
www.brainpopesl.com
www.discoveryeducation.com
www.pbslearningmedia.org
www.pbskids.org
www.socialstudiesforkids.com
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
First Day, Hooray! by Nancy Poydar
Froggy Goes To School by Jonathan London
My Teacher Sleeps In School, by Leatie Weiss
Hands, Hands, Hands by Marcia Vaughn
The Foot Book by Dr. Seuss
Chicken Soup With Rice: A Book of Months by Maurice
Sendak
The Secret Birthday Message by Eric Carle
Happy Birthday Sam by Pat Hutchins
Happy Birthday to You by Dr. Seuss
Leo The Late Bloomer by Robert Krauss
Clifford’s Manners by Norman Bridwell
Quick As a Cricket by Audrey Woods
Sometimes I feel Like a Mouse by Jeanne Modesitt
I Like Being Me: Poems for Children by Judy Lalli
The Kissing Hand by Audrey Penn
Me Too! by Mercer Mayer
How Big Is a Foot? by Rolf Myller
ABC I Like Me! by Nancy Carlson
I Like Me by Nancy Carlson
When I Get Bigger by Mercer Mayer
Here Are My Hands by John Archambault
Tacky the Penguin by Helen Lester
Something Special by David McPhail
Non-Fiction Literature
A Cool Drink of Water by Barbara Kerly
Blackout by John Rocco
Counting in the City by Tracey Stephora
Faces by Jillian Cutting
Hands, Hands, Hands by Marcia Vaughn
If You Lived Here: Houses of the World by Giles Laroche
http://www.proteacher.com/070037.shtml
http://www.songsforteaching.com/kidzup/vowels.htm
http://www.trcabc.com/resources/curriculum/long-vowel-short-vowel-
lesson-plans/
http://www.math-and-reading-help-for-
kids.org/elementary_reading_games.html
http://www.learningtoday.com/corporate/reading-games.asp
http://www.printablereadinggames.com/
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.eduplace.com
http://www.softschools.com/language_arts/phonics/phonics_games.jsp
http://www.brainpopjr.com
http://www.starfall.com
http://www.tumblebooks.com/library/asp/home_tumblebooks.asp
http://www.abcya.com
http://www.readinga-z.com
http://www.readinglady.com
http://www.rif.org
http://www.fcrr.org
http://www.literacymalden.wikispaces.com/ReciprocalTeaching
Writing
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.suite101.com/content/writing-poems-with-kids-a23148
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
Just Like You and Me by David Miller
Looking After Myself by Sara Levete
Me and My Amazing Body by Joan Sweeney
Muscles by Melvin and Gillian Berger
My Body by Andrea Pinnington
My Eyes by Brian Enslon
My First Day at a New School by Charlotte Gillian
My Five Senses by Aliki
My Senator and Me by Edward Kennedy
One, Some, Many by Marthe Jocelyn
Open Wide: Tooth School Inside by Laurie Keller
Opuestos by Cynthia Weill
Tarra and Bella: The Elephant and Dog Who Became Best
Friends by Carol Buckley
Songs and Poems
“Each of Us is a Flower” by Charlotte Diamond
“ABC‟s of You” by Red Grammer
“I‟m Glad I‟m Me!”
“This Is Me!”
“Month-a-rena”
“Seven Days In a Week”
“Happy MooDay!”
“Everybody Has A Name!”
http://www.writemorestuff.com/pages/activities.html
http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html
http://www.writingfix.com/
http://www.zoodles.com/free-online-kids-games/first-1st-grade
http://www.storylineonline.net/
Teacher Notes Teacher Resources
Teacher Notes:
Infuse various literary genres throughout this unit.
Start a writing portfolio for each student.
WIDA Standards (2012) downloaded from
http://www.standardswww.wida.us/standards
NJ Department of Education
The following foundational skills should be developed
continuously throughout the year:
Reading:
o Make use of schema
o Reread for clarification
o Seeking meaning of unknown vocabulary
o Make and revise predictions
o Draw conclusions
o Make connections: text to text, text to self, text to world
Teachers should use mini-lessons and small groups to teach,
demonstrate and investigate the following strategies: Children will
use a variety of fix-up strategies to read unfamiliar words.
Students will learn to pronounce words, determine meanings in
context, and figure out words using knowledge of root words,
prefixes and suffixes, among other strategies. They will learn to
figure out the meaning of an unfamiliar word. Sometimes that
results from figuring out how to pronounce the word. Sometimes
that is by inferring from context. Of the two skills, students need
to know that figuring out the meaning is more important.
Children will deepen their comprehension by accessing their prior
knowledge before reading a selection. While reading, they will
learn to make connections from the text to themselves, the text to
other texts and movies, and the text to world. By recognizing what
is unknown in the text and thinking about what is known from
personal experience, other texts and the world, the reader will
build confidence in using personal connections to get meaning
from what was originally unknown. By explaining how these
http://state.nj.us/education
http://www.nj.gov/education/bilingual/
http://www.nj.gov/education/bilingual/resources/newcomer.htm
WIDA Consortium
http://www.wida.us
Center for Applied Linguistics
http://www.cal.org
Teachers of English to Speakers of Other Languages (TESOL)
www.tesol.org
Echevarria, J., Vogt, M., and Short, D. J., Making Content
Comprehensible for English Learners: The SIOP Model.
(Second Edition 2010) Allyn & Bacon, Boston, MA.
Vogt, M.E., Echevarria,J (2008) 99 Ideas and Activities for
Teaching English Learners with the SIOP Model. Boston, MA:
Pearson Education, Inc.
Comprehension Connections by Stephanie Harvey -Bridges to
Strategic Reading
Guided Comprehension by Maureen McLaughlin & Mary Beth
Allen -A Teaching Model for grades 3-8
Strategies that Work by Stephanie Harvey & Anne Goudvis -
Comprehension for Understanding and Engagement
Reciprocal Teaching at Work by Lori D. Oczkus -Strategies for
Improving Reading Comprehension
connections help them understand the text, their comprehension
will improve.
Students will build on their knowledge of retelling to recall
important details. Students will learn to discern what is most
important to use in the retelling.
Students will learn to summarize a small selection in as few words
as possible. Students will break longer selections into smaller
parts and summarize as they read. By summarizing in this
headline-writing fashion, students will begin to sort out main
ideas from details of the text.
Students will learn to ask questions before, during and after
reading and to seek answers to deepen their understanding of the
text. By bringing their own questions to small groups, students
will examine what they don't know and get help in
comprehending.
Students will learn to visualize the details of a text. They will use
other sensory images like dramatizing and drawing to help them
better understand what they are reading.
Children will learn to infer (and predict) information before,
during, and after reading. Children will learn to distinguish
between inferences, assumptions, and opinions by backing up
their conclusions with evidence.
Children will be able to discriminate what is important from what
is not. Children will be able to use this information to determine
main ideas and themes of texts.
Students will stop often while reading to synthesize the
information gained from texts to form opinions, change
perspectives, develop new ideas, find evidence, and, in general,
enhance a personal understanding of the concepts presented in a
Mosaic of Thought by Ellin Oliver Keene & Susan
Zimmermann - Power of Comprehension Strategy
Instruction
Month by Month Phonics by Patricia Cunningham
Making Words First Grade: 100 Hands-On Lessons for
Phonemic Awareness and Spelling by Patricia Cunningham
Daily Word Ladders by Timothy V. Rasinski
text.
Writing:
Use written and oral English appropriate for various
purposes and audiences.
Create and develop texts that include the following text
features:
Development: the topic, theme, stand/perspective, argument
or character is fully developed
Organization: the test exhibits a discernible progressions of
ideas
Style: the writer demonstrates a quality of imagination,
individuality, and a distinctive voice
Word choice: the words are precise and vivid
Create and develop texts that include the following language
conventions:
Sentence formation: sentences are complete and varied in
length and structure
Conventions: appropriate grammar, mechanics, spelling and
usage enhance the meaning and readability of the text.
The curriculum for Grades 1-2 ESL Intermediate (ELP 2-3) is designed to meet the needs of intermediate level students (i.e.
ELLs at the second and third proficiency levels). Students at this level of proficiency are moving from word level communication to
communicating in simple and expanded sentences that will increase in complexity as language acquisition continues. This course will
enable ELLs to communicate information, ideas, and concepts necessary for success across the content areas.
Grades 1-2 ESL Intermediate (ELP 2-3)
Unit 1: All About Me Duration: September-December
Sample Themes Esssential Questions
What is the big idea?
Enduring Understanding
How can it be applied and used
in real life?
Language Needed
All About Me provides a
balanced focus on both social
and instructional language
across the curriculum. The
example topics and genres are
derived from the WIDA
English Language Proficiency
Standards. Key topics include:
The School Environment
Classroom routines
School, home chores and
responsibilities classroom
objects (prepositional
phrases)
People (community workers
in our building and their
roles)
Rules (citizenship,
consequences, following
directions)
School building (map skills,
Who am I and what is my
place in the world?
What makes me special?
What language will I need to
successfully communicate in my
new home and school in the
United States?
What do I need to know to help
me communicate my needs?
Vocabulary Usage
At levels 2-3 proficiency, students
will move from communicating
with single words and set phrases,
to using phrases and short
sentences. As proficiency
increases these simple sentences
will expand to show emerging
complexity and a greater use of
detail.
At levels 2-3, students will move
beyond the use of high frequency
vocabulary, to employ general
language related to the content
area. Vocabulary usage will
display great specificity as
proficiency increases.
Language Forms and
Conventions
At levels 2-3 proficiency, students
cardinal directions, giving
and getting directions)
Personal information
(expressing age)
The Human Body
Body parts and systems
(following a sequence,
cause and effect)
Appearance (adjectives,
pronouns, single and plural
nouns)
Feelings (adjectives, simple
subject/verb agreement)
Home, Family & Friends
Home (room furnishing-
prepositions of locations)
Family titles
Occupations
Celebrations
Customs/traditions: Foods
Heritage (country report to
describe location, size,
climate, cultural
comparisons)
will move beyond the most
common instructional words and
patterns, to communication at the
sentence level that employs:
Compound grammatical
constructions
Repetitive phrasal and
sentence patterns across
content areas
As proficiency increases,
formulaic grammatical patterns
will begin to show occasional
variation.
Discourse Complexity
At the levels 2-3 proficiency,
ELL‟s will move from use of short
oral phrases to simple and
expanded sentences. Oral
responses should show emerging
complexity used to add detail. This
will be reflected in both oral and
written communication.
Grades 1-2 ESL Intermediate (ELP 2-3)
Unit 1: All About Me Duration: September-December
Common Core State
Standards
WIDA Standards Student Learning Objectives
SWBAT
Assessment
Language:
(See Appendix A for
a complete list of
Common Core
Language Arts
Standards)
Conventions of
Standard English
(L.1-5.1-2)
Knowledge of
Language (L.1-5.3)
Vocabulary
Acquisition and Use:
(Comprehension
strategies) (L.1-5.4)
Vocabulary
acquisition and use
(L.1-8.5)
Vocabulary
acquisition and use
(application) (L.1-5.6)
Speaking and
Listening:
Comprehension and
WIDA Standard 1:
Social and instructional
Language: alphabet,
numbers, days, weeks,
months, colors, shapes,
time telling
Instructional: the school
environment: classroom
objects, routines,
commands, general content
related words
Self: body parts, clothing,
people, family, foods,
seasons, weather
WIDA Standard 2:
Language of Language
arts: parts of speech, word
classification and study,
parts of text, genres, etc.
WIDA Standard 3
Language of Math:
numbers used in authentic
contexts (telephone
numbers, address) cardinal
and ordinal numbers,
Respond to greetings/ farewells through
oral and writing activities
Practice and participate in finger and song
plays that help to illustrate vocabulary
meaning
Identify the letters of the alphabet, identify
the names of vowels and consonants
Identify and name colors
Learn the date using a calendar
Fill out increasingly complex forms with
your personal information (Name, address,
phone number, etc.)
Convey personal or familial information.
Apply map skills to read, analyze, and
provide directions of the school, classroom,
and/or home.
Listen and demonstrate comprehension of
stories read through various activities.
Keep an illustrated log or journal of
examples of everyday math (e.g., “For
breakfast I eat one bowl of cereal, one
waffle, and two peaches.”)
Describe scientific change through the
graphic or written depiction of processes or
cycles (e.g., how baby changes into an
Suggested Instructional
Activities
TPR activities
Draw and label
Retelling a story
Think-Pair-Share
Cooperative learning
activities
Graphic Organizers
Sorting activities
Charting
Maps
Make a list of the main
events.
Make a timeline of
events.
Make a facts chart.
Write a list of any pieces
of information you can
remember.
List all the .... in the
story.
Make a chart showing...
Make an acrostic.
Collaboration:
SL.1-5.1
SL.1-5.2
SL.1-5.3
Presentation of
knowledge and ideas
SL.1-5.4
SL.1-5.5
SL.1-5.6
Reading Foundational
Skills:
Print Concepts:
RF.1-5.1
Phonological
Awareness
RF.1-5.2
Phonics and Word
Recognitions
RF.1-5.3
Fluency
RF.1-5.4
Reading
Informational Text
Key Ideas and Detail
RI.1-5.1
RI.1-5.2
RI.1-5.2
Craft and Structure
RI.1-5.4
operational vocabulary,
word problems, money,
info graphics and visual
literacy.
WIDA Standard 4
Language of Science: Body
parts, senses, healthy foods
and habits
WIDA Standard 5
Language of Social
Studies: people and places
in the community,
geographic terms, info
graphics, cross-cultural
comparisons
adult, or how home animals grow such as
puppies into dogs.)
Use a Venn diagram to compare and
contrast people or things using increasingly
complex language
Develop a chart using phrases and images
that lists classroom chores and
responsibilities
Identify and show community places.
Talk about things that you like to do in
sentences and the reasons why they like
them
Identify the correct classroom supplies
needed for a specific project or activity
Retell a story (beginning, middle end) after
listening to or reading a story
View a video about family members and
retell the story using phrase strips
Collaborate with a partner to give an oral
presentation describing holiday customs
and traditions
Name and identify different types of sports
and pastimes in sentences
Re-state math problems with visual support
Create a family tree and use it in an oral
presentation about your family
Describe or draw various geometric shapes
as directed
Recite a poem.
Cut out or draw pictures
to show a
particular event.
Illustrate what you think
the main idea was.
Make a cartoon strip
showing the sequence of
events.
Write and perform a play
based on the story.
Retell the story in your
words.
Paint a picture of some
aspect you like.
Write a summary of an
event.
Prepare a flow chart to
illustrate the sequence of
events.
Make a coloring book.
Take a collection of
photographs to
demonstrate a particular
point.
Make up a puzzle game
Make a family tree
Put on a play
RI.1-5.5
RI,1-5.6
Integration of
Knowledge and Ideas
RI.1-5.7
RI.1-5.8
RI.1-5.9
RI.1-5.10
Reading Literature
Key ideas and details
RL.1-5
RL.1-5.1
RL.1-5.2
RL.1-5.3
Craft and Structure
RL.1-5.4
RL.1-5.5
RL.1-5.6
Integration of
Knowledge and
Details
RL.1-5.7
RL.1-5.9
Range of Reading and
text complexity
RL.1-5.10
Writing
Name and describe the five senses. Create
an info graphic on this topic in full
sentences.
Explain in sentences the information
relayed in a bar graph and/or pie chart.
Create a timeline showing several
important events in a historical person‟s
life.
Visually explain change (e.g., growth in
plants and animals, in seasons, in self, or
characters and in literature)
Identify and convey character traits based
on textual information.
Collaborate with a partner to give an oral
presentation describing holiday customs
and traditions
Name and identify different types of sports
and pastimes
Re-state math problems with visual support
Design a family tree and use it in an oral
presentation about your family
Describe the five senses. Create an info-
graphic on this topic.
Orally explain the information relayed in a
bar graph and/or pie chart.
Create a timeline showing several
important events in their lives or the life of
a historical figure.
Create a video
presentation
Four Corners
Formative Assessment
Short Quizzes
Participation in TPR
activities
Class or small group
discussion
One sentence summaries
Teacher observations
Group Work Updates
Idea Webs
Daily Do Now Review
Questions
Brainstorming
Contribution
Exit Questions
Dialog/Reflective
Journals
Erasable Board Messages
Individual Conferences
KWL charts/ Graphic
Organizers
CLOZE activities
Anecdotal Records
Do-Nows
Text types and
purposes
W.1-5.1
W.1-5.2
W.1-5.3
Production and
Distribution
W.1-5.4
W.1-5.5
W.1-5.6
Research to Build and
Present Knowledge
W.1-5.7
W.1-5.8
W.1-5-9
Social Studies
6.1.P.A.1
6.1.P.A.2
6.1.P.A.3
6.1.4.A.1
6.1.4.A.2
6.1.4.A.3
6.1.4.A.4
6.1.4.A.5
6.1.4.A.7
6.1.4.A.8
Technology
1.TT.1.1
Literary Projects
Vocabulary quizzes
Literature circles
Graphic organizers
Multiple choice tests
Timed readings/writings
Literature discussions
Literature responses
Questioning
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Cooperative learning
groups
Open-Ended Questions
Writer‟s Workshop
Writing Assignments
NJ Holistic Scoring
Rubric
Peer editing
Self-evaluation
Teacher Conferences
Portfolios
Running Records
Presentations
Visual Representations
Kinesthetic Assessments
Individual Whiteboards
1.TT.1.3
Math
1.MD.C.4
1.OAA.1
Pre-Test/ Quizzes
Summative Assessment
State assessments
District benchmark or
interim assessments
End-of-unit or chapter
tests
End-of-term or semester
exams
Resources
Fiction Literature
David Goes To School, by David Shannon
Chrysanthemum, by Kevin Henkes
The Important Book, by Margaret Wise Brown
Another Important Book by Margaret Wise Brown
First Graders from Mars: Horus’s Horrible Day by Shana
Corey
Little Miss Spider at Sunnypatch School by David Kirk
First Day, Hooray! by Nancy Poydar
Froggy Goes To School by Jonathan London
My Teacher Sleeps In School, by Leatie Weiss
Hands, Hands, Hands by Marcia Vaughn
The Foot Book by Dr. Seuss
Chicken Soup With Rice: A Book of Months by Maurice
Sendak
The Secret Birthday Message by Eric Carle
Happy Birthday Sam by Pat Hutchins
Technology
www.brainpopesl.com
www.discoveryeducation.com
www.pbslearningmedia.org
www.pbskids.org
www.socialstudiesforkids.com
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.songsforteaching.com/kidzup/vowels.htm
http://www.trcabc.com/resources/curriculum/long-vowel-short-vowel-
lesson-plans/
http://www.math-and-reading-help-for-
kids.org/elementary_reading_games.html
http://www.learningtoday.com/corporate/reading-games.asp
http://www.printablereadinggames.com/
Happy Birthday to You by Dr. Seuss
Leo The Late Bloomer by Robert Krauss
Clifford’s Manners by Norman Bridwell
Quick As a Cricket by Audrey Woods
Sometimes I feel Like a Mouse by Jeanne Modesitt
I Like Being Me: Poems for Children by Judy Lalli
The Kissing Hand by Audrey Penn
Me Too! by Mercer Mayer
How Big Is a Foot? by Rolf Myller
ABC I Like Me! by Nancy Carlson
I Like Me by Nancy Carlson
When I Get Bigger by Mercer Mayer
Here Are My Hands by John Archambault
Tacky the Penguin by Helen Lester
Something Special by David McPhail
Non-Fiction Literature
A Cool Drink of Water by Barbara Kerly
Blackout by John Rocco
Counting in the City by Tracey Stephora
Faces by Jillian Cutting
Hands, Hands, Hands by Marcia Vaughn
If You Lived Here: Houses of the World by Giles Laroche
Just Like You and Me by David Miller
Looking After Myself by Sara Levete
Me and My Amazing Body by Joan Sweeney
Muscles by Melvin and Gillian Berger
My Body by Andrea Pinnington
My Eyes by Brian Enslon
My First Day at a New School by Charlotte Gillian
My Five Senses by Aliki
My Senator and Me by Edward Kennedy
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.eduplace.com
http://www.softschools.com/language_arts/phonics/phonics_games.jsp
http://www.brainpopjr.com
http://www.starfall.com
http://www.tumblebooks.com/library/asp/home_tumblebooks.asp
http://www.abcya.com
http://www.readinga-z.com
http://www.readinglady.com
http://www.rif.org
http://www.fcrr.org
http://www.literacymalden.wikispaces.com/ReciprocalTeaching
Writing
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.suite101.com/content/writing-poems-with-kids-a23148
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.writemorestuff.com/pages/activities.html
http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html
http://www.writingfix.com/
http://www.zoodles.com/free-online-kids-games/first-1st-grade
http://www.storylineonline.net/
One, Some, Many by Marthe Jocelyn
Open Wide: Tooth School Inside by Laurie Keller
Opuestos by Cynthia Weill
Tarra and Bella: The Elephant and Dog Who Became Best
Friends by Carol Buckley
Songs and Poems
“Each of Us is a Flower” by Charlotte Diamond
“ABC‟s of You” by Red Grammer
“I‟m Glad I‟m Me!”
“This Is Me!”
“Month-a-rena”
“Seven Days In a Week”
“Happy MooDay!”
“Everybody Has A Name!”
Teacher Notes Teacher Resources
Teacher Notes:
Infuse various literary genres throughout this unit.
Start a writing portfolio for each student.
The following foundational skills should be developed
continuously throughout the year:
Reading:
o Make use of schema
o Reread for clarification
o Seeking meaning of unknown vocabulary
o Make and revise predictions
o Draw conclusions
o Make connections: text to text, text to self, text to
world
WIDA Standards (2012) downloaded from
http://www.standardswww.wida.us/standards
NJ Department of Education
http://state.nj.us/education
http://www.nj.gov/education/bilingual/
http://www.nj.gov/education/bilingual/resources/newcomer.htm
WIDA Consortium
http://www.wida.us
Center for Applied Linguistics
http://www.cal.org
Teachers of English to Speakers of Other Languages (TESOL)
www.tesol.org
Teachers should use mini-lessons and small groups to teach,
demonstrate and investigate the following strategies:
Children will use a variety of fix-up strategies to read
unfamiliar words. Students will learn to pronounce words,
determine meanings in context, and figure out words using
knowledge of root words, prefixes and suffixes, among
other strategies. They will learn to figure out the meaning of
an unfamiliar word. Sometimes that results from figuring
out how to pronounce the word. Sometimes that is by
inferring from context. Of the two skills, students need to
know that figuring out the meaning is more important.
Children will deepen their comprehension by accessing
their prior knowledge before reading a selection. While
reading, they will learn to make connections from the text to
themselves, the text to other texts and movies, and the text
to world. By recognizing what is unknown in the text and
thinking about what is known from personal experience,
other texts and the world, the reader will build confidence in
using personal connections to get meaning from what was
originally unknown. By explaining how these connections
help them understand the text, their comprehension will
improve.
Students will build on their knowledge of retelling to recall
important details. Students will learn to discern what is most
important to use in the retelling.
Students will learn to summarize a small selection in as few
words as possible. Students will break longer selections into
smaller parts and summarize as they read. By summarizing
Echevarria, J., Vogt, M., and Short, D. J., Making Content
Comprehensible for English Learners: The SIOP Model. (Second
Edition 2010) Allyn & Bacon, Boston, MA.
Vogt, M.E., Echevarria,J (2008) 99 Ideas and Activities for Teaching
English Learners with the SIOP Model. Boston, MA: Pearson
Education, Inc.
Comprehension Connections by Stephanie Harvey -Bridges to
Strategic Reading
Guided Comprehension by Maureen McLaughlin & Mary Beth Allen
-A Teaching Model for grades 3-8
Strategies that Work by Stephanie Harvey & Anne Goudvis -
Comprehension for Understanding and Engagement
Reciprocal Teaching at Work by Lori D. Oczkus -Strategies for
Improving Reading Comprehension
Mosaic of Thought by Ellin Oliver Keene & Susan Zimmermann -
Power of Comprehension Strategy Instruction
Month by Month Phonics by Patricia Cunningham
Making Words First Grade: 100 Hands-On Lessons for Phonemic
Awareness and Spelling by Patricia Cunningham
Daily Word Ladders by Timothy V. Rasinski
in this headline-writing fashion, students will begin to sort
out main ideas from details of the text.
Students will learn to ask questions before, during and after
reading and to seek answers to deepen their understanding
of the text. By bringing their own questions to small groups,
students will examine what they don't know and get help in
comprehending.
Students will learn to visualize the details of a text. They
will use other sensory images like dramatizing and drawing
to help them better understand what they are reading.
Children will learn to infer (and predict) information before,
during, and after reading. Children will learn to distinguish
between inferences, assumptions, and opinions by backing
up their conclusions with evidence.
Children will be able to discriminate what is important from
what is not. Children will be able to use this information to
determine main ideas and themes of texts.
Students will stop often while reading to synthesize the
information gained from texts to form opinions, change
perspectives, develop new ideas, find evidence, and, in
general, enhance a personal understanding of the concepts
presented in a text.
Writing:
Use written and oral English appropriate for various
purposes and audiences.
Create and develop texts that include the following
text features:
Development: the topic, theme, stand/perspective,
argument or character is fully developed
Organization: the text exhibits a discernible
progressions of ideas
Style: the writer demonstrates a quality of
imagination, individuality, and a distinctive voice
Word choice: the words are precise and vivid
Create and develop texts that include the following
language conventions:
Sentence formation: sentences are complete and varied
in length and structure
Conventions: appropriate grammar, mechanics,
spelling and usage enhance the meaning and
readability of the text.
The curriculum for Grades 1-2 ESL Advanced (ELP 4-5) is designed to meet the needs of English language learners who are
approaching English proficiency. Students at Proficiency levels 4-5 are at all times generally comprehensible, with some errors that
may reflect first language interference, or as proficiency increase, errors will be similar to those made by their fluent English peers. At
this level, students will need increasingly less visual supports in order to comprehend grade level academic language. This course will
help students to comprehend increasing complex academic language (listening and reading) as well as to develop academic writing
and speech that is well formed and employs technical/content area language, using a variety of sentence lengths, evolving towards
greater complexity and cohesion.
Grades 1-2 ESL Advanced (ELP 4-5)
Unit 1: All about Me Duration: September-December
Sample Themes Essential Questions
What is the big Idea?
Enduring Understanding
How can it be applied and used
in real life?
Language Needed
All About Me provides a
balanced focus on both social
Who am I and what is my
place in the world?
What language will I need to
successfully communicate in my Vocabulary Usage
As ELLS move from proficiency
and instructional language
across the curriculum. The
example topics and genres are
derived from the WIDA
English Language Proficiency
Standards. Key topics include:
The School Environment
Classroom routines
School, home chores and
responsibilities classroom
objects (prepositional
phrases)
People (community workers
in our building and their
roles)
Rules (citizenship,
consequences, following
directions)
School building (map skills,
cardinal directions, giving
and getting directions)
Personal information
(expressing age)
The Human Body
Body parts and systems
(following a sequence,
cause and effect)
Appearance (adjectives,
pronouns, single and plural
What makes me special?
new home and school in the
United States?
What do I need to know to help
me communicate my needs?
level 3 towards 5, they will begin
using specific and some technical
language related to content areas.
As proficiency increases, Ells‟
speech/writing will employ a
greater amount of technical
vocabulary. When students reach
proficiency level 5, speech and
writing will show a marked
increase of facility with needed
language and a increase in
specificity.
Language Forms and
Conventions
As ELLs move from proficiency
level 3 towards 5, both written and
oral speech will display a variety
of sentence lengths and employ a
variety of linguistic complexity.
Oral and written responses should
show an emerging cohesion with
language used to convey messages
with detail and clarity. Level 5
proficiency is marked by the ELLs
ability to show cohesion and
organization in support of a main
idea.
Discourse Complexity
As ELLs move from Level 3
proficiency towards Level 5,
students may still make errors that
nouns)
Feelings (adjectives, simple
subject/verb agreement)
Home, Family & Friends
Home (room furnishing-
prepositions of locations)
Family titles
Occupations
Celebrations
Customs/traditions: Foods
Heritage (country report to
describe location, size,
climate, cultural
comparisons)
reflect their first language but do
not impede overall
comprehensibility. By level 5
proficiency, the student is
approaching comparability with
English speaking peers in terms of
comprehensibility and fluency.
Errors may be similar to those
made by English proficient peers.
Grades 1-2 ESL Advanced (ELP 4-5)
Unit 1: All About Me Duration: September-December
Common Core State
Standards
WIDA Standards Student Learning Objectives
SWBAT
Assessment
Language:
(See Appendix A for
a complete list of
Common Core
Language Arts
Standards)
Conventions of
Standard English
(L.1-5.1-2)
Knowledge of
WIDA Standard 1:
Social and instructional
Language: alphabet,
numbers, days, weeks,
months, colors, shapes,
time telling
Instructional: the school
environment: classroom
objects, routines,
commands, general content
related words
Participate in debate on a topic related to
unit themes (example: school rules). Give
reasons to support your opinions.
Compare and contrast two versions of a
similar story or folktale (I.e., Cinderella)
across cultures
Write an opinion piece related to a book
you have read or a movie you have seen.
Supply a reason (or reasons) to support
your opinion
Suggested Instructional
Activities
TPR activities
Draw and label
Retelling a story
Think-Pair-Share
Cooperative learning
activities
Graphic Organizers
Sorting activities
Language (L.1-5.3)
Vocabulary
Acquisition and Use:
(Comprehension
strategies) (L.1-5.4)
Vocabulary
acquisition and use
(L.1-8.5)
Vocabulary
acquisition and use
(application) (L.1-5.6)
Speaking and
Listening:
Comprehension and
Collaboration:
SL.1-5.1
SL.1-5.2
SL.1-5.3
Presentation of
knowledge and ideas
SL.1-5.4
SL.1-5.5
SL.1-5.6
Reading Foundational
Skills:
Print Concepts:
RF.1-5.1
Phonological
Self: body parts, clothing,
people, family, foods,
seasons, weather
WIDA Standard 2:
Language of Language
arts: parts of speech, word
classification and study,
parts of text, genres, etc.
WIDA Standard 3
Language of Math:
numbers used in authentic
contexts (telephone
numbers, address) cardinal
and ordinal numbers,
operational vocabulary,
word problems, money,
info graphics and visual
literacy.
WIDA Standard 4
Language of Science: Body
parts, senses, healthy foods
and habits
WIDA Standard 5
Language of Social
Studies: people and places
in the community,
geographic terms, info
graphics, cross-cultural
Demonstrate the ability to use text features
(i.e., glossaries, indexes, headings) to
independently aid comprehension
Make a shopping list for a specific holiday
celebration. Include quantities,
measurements and prices
Collect data and create a graph. Share and
explain the results. (example: class
preferences)
Convey personal or familial information
through illustrations
Listen to identify (and write) names of
classroom objects
Draw and describe the map of the school
and/or classroom and describe it to their
peers
Listen and demonstrate comprehension of
stories read aloud: write an illustrated
retelling of a read aloud story. Include
details and temporal words to signal event
order, and provide a sense of closure.
Analyze character traits from textual
information
Describe scientific change through the
graphic or written depiction of processes
or cycles (e.g., how baby changes into an
adult, or how home animals grow such as
puppies into dogs.)
Charting
Maps
Make a list of the main
events.
Make a timeline of
events.
Make a facts chart.
Write a list of any pieces
of information you can
remember.
List all the .... in the
story.
Make a chart showing...
Make an acrostic.
Recite a poem.
Cut out or draw pictures
to show a
particular event.
Illustrate what you think
the main idea was.
Make a cartoon strip
showing the sequence of
events.
Write and perform a play
based on the story.
Retell the story in your
words.
Paint a picture of some
Awareness
RF.1-5.2
Phonics and Word
Recognitions
RF.1-5.3
Fluency
RF.1-5.4
Reading
Informational Text
Key Ideas and Detail
RI.1-5.1
RI.1-5.2
RI.1-5.2
Craft and Structure
RI.1-5.4
RI.1-5.5
RI,1-5.6
Integration of
Knowledge and Ideas
RI.1-5.7
RI.1-5.8
RI.1-5.9
RI.1-5.10
Reading Literature
Key ideas and details
RL.1-5
RL.1-5.1
RL.1-5.2
RL.1-5.3
comparisons
Retell a story (beginning, middle end)
after listening to or reading a story
Collaborate with a partner to give an oral
presentation describing holiday customs
and traditions
Design a family tree and use it in an oral
presentation about your family
Name and describe the five senses. Create
an info-graphic on this topic
Ask and answer questions about the text
Review/restate and explain what the text is
mainly about
Make predictions or ask questions about
the text by examining the title, cover
illustrations/photographs text, and familiar
author or topic
Review/restate and explain what the text is
mainly about
Display information on various types of
graphic organizers, maps, and charts
Identify prior knowledge about the
problem/situation
Discuss words and word meanings as they
are encountered in texts, instruction, and
conversation
Pose/Ask questions about the
problem/situation
aspect you like.
Write a summary of an
event.
Prepare a flow chart to
illustrate the sequence of
events.
Make a coloring book.
Take a collection of
photographs to
demonstrate a particular
point.
Make up a puzzle game
Make a family tree
Put on a play
Create a video
presentation
Four Corners
Formative Assessment
Short Quizzes
Participation in TPR
activities
Class or small group
discussion
One sentence summaries
Teacher observations
Group Work Updates
Idea Webs
Daily Do Now Review
Craft and Structure
RL.1-5.4
RL.1-5.5
RL.1-5.6
Integration of
Knowledge and
Details
RL.1-5.7
RL.1-5.9
Range of Reading and
text complexity
RL.1-5.10
Writing
Text types and
purposes
W.1-5.1
W.1-5.2
W.1-5.3
Production and
Distribution
W.1-5.4
W.1-5.5
W.1-5.6
Research to Build and
Present Knowledge
W.1-5.7
Questions
Brainstorming
Contribution
Exit Questions
Dialog/Reflective
Journals
Erasable Board Messages
Individual Conferences
KWL charts/ Graphic
Organizers
CLOZE activities
Anecdotal Records
Do-Nows
Literary Projects
Vocabulary quizzes
Literature circles
Graphic organizers
Multiple choice tests
Timed readings/writings
Literature discussions
Literature responses
Questioning
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Cooperative learning
groups
Open-Ended Questions
W.1-5.8
W.1-5-9
Social Studies
6.1.P.A.1
6.1.P.A.2
6.1.P.A.3
6.1.4.A.1
6.1.4.A.2
6.1.4.A.3
6.1.4.A.4
6.1.4.A.5
6.1.4.A.7
6.1.4.A.8
Technology
1.TT.1.1
1.TT.1.3
Math
1.MD.C.4
1.OAA.1
Writer‟s Workshop
Writing Assignments
NJ Holistic Scoring
Rubric
Peer editing
Self-evaluation
Teacher Conferences
Portfolios
Running Records
Presentations
Visual Representations
Kinesthetic Assessments
Individual Whiteboards
Pre-Test/ Quizzes
Summative Assessment
State assessments
District benchmark or
interim assessments
End-of-unit or chapter
tests
End-of-term or semester
exams
Resources
Fiction Literature
David Goes To School, by David Shannon Technology
www.brainpopesl.com
Chrysanthemum, by Kevin Henkes
The Important Book, by Margaret Wise Brown
Another Important Book by Margaret Wise Brown
First Graders from Mars: Horus’s Horrible Day by Shana
Corey
Little Miss Spider at Sunnypatch School by David Kirk
First Day, Hooray! by Nancy Poydar
Froggy Goes To School by Jonathan London
My Teacher Sleeps In School, by Leatie Weiss
Hands, Hands, Hands by Marcia Vaughn
The Foot Book by Dr. Seuss
Chicken Soup With Rice: A Book of Months by Maurice
Sendak
The Secret Birthday Message by Eric Carle
Happy Birthday Sam by Pat Hutchins
Happy Birthday to You by Dr. Seuss
Leo The Late Bloomer by Robert Krauss
Clifford’s Manners by Norman Bridwell
Quick As a Cricket by Audrey Woods
Sometimes I feel Like a Mouse by Jeanne Modesitt
I Like Being Me: Poems for Children by Judy Lalli
The Kissing Hand by Audrey Penn
Me Too! by Mercer Mayer
How Big Is a Foot? by Rolf Myller
ABC I Like Me! by Nancy Carlson
I Like Me by Nancy Carlson
When I Get Bigger by Mercer Mayer
Here Are My Hands by John Archambault
Tacky the Penguin by Helen Lester
Something Special by David McPhail
Non-Fiction Literature
A Cool Drink of Water by Barbara Kerly
www.discoveryeducation.com
www.pbslearningmedia.org
www.pbskids.org
www.socialstudiesforkids.com
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.songsforteaching.com/kidzup/vowels.htm
http://www.trcabc.com/resources/curriculum/long-vowel-short-vowel-
lesson-plans/
http://www.math-and-reading-help-for-
kids.org/elementary_reading_games.html
http://www.learningtoday.com/corporate/reading-games.asp
http://www.printablereadinggames.com/
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.eduplace.com
http://www.softschools.com/language_arts/phonics/phonics_games.jsp
http://www.brainpopjr.com
http://www.starfall.com
http://www.tumblebooks.com/library/asp/home_tumblebooks.asp
http://www.abcya.com
http://www.readinga-z.com
http://www.readinglady.com
http://www.rif.org
http://www.fcrr.org
http://www.literacymalden.wikispaces.com/ReciprocalTeaching
Writing
Blackout by John Rocco
Counting in the City by Tracey Stephora
Faces by Jillian Cutting
Hands, Hands, Hands by Marcia Vaughn
If You Lived Here: Houses of the World by Giles Laroche
Just Like You and Me by David Miller
Looking After Myself by Sara Levete
Me and My Amazing Body by Joan Sweeney
Muscles by Melvin and Gillian Berger
My Body by Andrea Pinnington
My Eyes by Brian Enslon
My First Day at a New School by Charlotte Gillian
My Five Senses by Aliki
My Senator and Me by Edward Kennedy
One, Some, Many by Marthe Jocelyn
Open Wide: Tooth School Inside by Laurie Keller
Opuestos by Cynthia Weill
Tarra and Bella: The Elephant and Dog Who Became Best
Friends by Carol Buckley
Songs and Poems
“Each of Us is a Flower” by Charlotte Diamond
“ABC‟s of You” by Red Grammer
“I‟m Glad I‟m Me!”
“This Is Me!”
“Month-a-rena”
“Seven Days In a Week”
“Happy MooDay!”
“Everybody Has A Name!”
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.suite101.com/content/writing-poems-with-kids-a23148
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.writemorestuff.com/pages/activities.html
http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html
http://www.writingfix.com/
http://www.zoodles.com/free-online-kids-games/first-1st-grade
http://www.storylineonline.net/
Teacher Notes Teacher Resources
Teacher Notes:
Infuse various literary genres throughout this unit.
Start a writing portfolio for each student.
The following foundational skills should be developed
continuously throughout the year:
Reading:
o Make use of schema
o Reread for clarification
o Seeking meaning of unknown vocabulary
o Make and revise predictions
o Draw conclusions
o Make connections: text to text, text to self, text to world
Teachers should use mini-lessons and small groups to teach,
demonstrate and investigate the following strategies: Children will
use a variety of fix-up strategies to read unfamiliar words.
Students will learn to pronounce words, determine meanings in
context, and figure out words using knowledge of root words,
prefixes and suffixes, among other strategies. They will learn to
figure out the meaning of an unfamiliar word. Sometimes that
results from figuring out how to pronounce the word. Sometimes
that is by inferring from context. Of the two skills, students need
to know that figuring out the meaning is more important.
Children will deepen their comprehension by accessing their prior
knowledge before reading a selection. While reading, they will
learn to make connections from the text to themselves, the text to
other texts and movies, and the text to world. By recognizing what
WIDA Standards (2012) downloaded from
http://www.standardswww.wida.us/standards
NJ Department of Education
http://state.nj.us/education
http://www.nj.gov/education/bilingual/
http://www.nj.gov/education/bilingual/resources/newcomer.htm
WIDA Consortium
http://www.wida.us
Center for Applied Linguistics
http://www.cal.org
Teachers of English to Speakers of Other Languages (TESOL)
www.tesol.org
Echevarria, J., Vogt, M., and Short, D. J., Making Content
Comprehensible for English Learners: The SIOP Model.
(Second Edition 2010) Allyn & Bacon, Boston, MA.
Vogt, M.E., Echevarria,J (2008) 99 Ideas and Activities for
Teaching English Learners with the SIOP Model. Boston, MA:
Pearson Education, Inc.
Comprehension Connections by Stephanie Harvey -Bridges to
Strategic Reading
Guided Comprehension by Maureen McLaughlin & Mary Beth
Allen -A Teaching Model for grades 3-8
Strategies that Work by Stephanie Harvey & Anne Goudvis -
is unknown in the text and thinking about what is known from
personal experience, other texts and the world, the reader will
build confidence in using personal connections to get meaning
from what was originally unknown. By explaining how these
connections help them understand the text, their comprehension
will improve.
Students will build on their knowledge of retelling to recall
important details. Students will learn to discern what is most
important to use in the retelling.
Students will learn to summarize a small selection in as few words
as possible. Students will break longer selections into smaller
parts and summarize as they read. By summarizing in this
headline-writing fashion, students will begin to sort out main
ideas from details of the text.
Students will learn to ask questions before, during and after
reading and to seek answers to deepen their understanding of the
text. By bringing their own questions to small groups, students
will examine what they don't know and get help in
comprehending.
Students will learn to visualize the details of a text. They will use
other sensory images like dramatizing and drawing to help them
better understand what they are reading.
Children will learn to infer (and predict) information before,
during, and after reading. Children will learn to distinguish
between inferences, assumptions, and opinions by backing up
their conclusions with evidence.
Children will be able to discriminate what is important from what
is not. Children will be able to use this information to determine
main ideas and themes of texts.
Comprehension for Understanding and Engagement
Reciprocal Teaching at Work by Lori D. Oczkus -Strategies for
Improving Reading Comprehension
Mosaic of Thought by Ellin Oliver Keene & Susan
Zimmermann - Power of Comprehension Strategy
Instruction
Month by Month Phonics by Patricia Cunningham
Making Words First Grade: 100 Hands-On Lessons for
Phonemic Awareness and Spelling by Patricia Cunningham
Daily Word Ladders by Timothy V. Rasinski
Students will stop often while reading to synthesize the
information gained from texts to form opinions, change
perspectives, develop new ideas, find evidence, and, in general,
enhance a personal understanding of the concepts presented in a
text.
Writing:
Use written and oral English appropriate for various
purposes and audiences.
Create and develop texts that include the following text
features:
Development: the topic, theme, stand/perspective, argument
or character is fully developed
Organization: the test exhibits a discernible progressions of
ideas
Style: the writer demonstrates a quality of imagination,
individuality, and a distinctive voice
Word choice: the words are precise and vivid
Create and develop texts that include the following language
conventions:
Sentence formation: sentences are complete and varied in
length and structure
Conventions: appropriate grammar, mechanics, spelling and
usage enhance the meaning and readability of the text.
In order to meet the objectives described in the Grades 1-2 ESL Curriculum, teachers will design thematic units and daily
lesson plans using culturally authentic materials that are appropriate to the students' age, abilities and interests. Teacher selected
materials should explore cultural diversity and multiple perspectives. Teachers should strive to access rich, cross-content materials,
and provide opportunities for students to research, organize, and communicate in the target language using technology. Activities in
the target language should foster purposeful and meaningful communication that relates to relevant, real-world situations.
Grades 1-2 ESL Beginner (ELP 1)
Unit 1: Our World Duration: January-March
Sample Themes Essential Questions
What is the big Idea?
Enduring Understanding
How can it be applied and used
in real life?
Language Needed
Our Town
Freehold Borough
People and People Roles
Our Nation
States
Regions
Geographical land features.
Immigration
United States Government
Concept of “fairness”
“equality,” and “common
good”
Three branches of
government
The Constitution of the
United States
Who am I and what is my
place in the world?
What is the difference
between a need and a
want?
What is a natural
resource?
What does it mean to
recycle?
What is the purpose of a
map and how does it help
me?
How do citizens use rules
and laws to make
decisions, solve problems
and resolve conflicts?
Why are rules necessary?
What are the rights and
responsibilities of citizens in
our community?
Who is the current mayor,
governor and president?
What is the purpose of a
tradition and how do they
develop?
Vocabulary Usage
General content-related words.
Everyday social and instructional
words and expressions.
Language Forms and
Conventions
With instructional support, ELL‟s
will comprehend and produce
simple grammatical constructions
(e.g., commands, WH- questions,
declaratives)
Students will employ phrase level
grammatical structures.
Students will use phrasal patterns
associated with common social
and instructional situations.
The Earth
Earth materials
States of matter
Weather and climate.
Space
Space exploration:
Astronauts, rockets, space
shuttles.
The solar system and its
characteristics
Discourse Complexity
At the level one proficiency level,
ELL‟s will begin by producing
communication nonverbally, as
well as through the use of words,
phrases or chunks of language. As
students move toward the next
level of proficiency, they will
begin using short sentences or
phrases as their ability to express
ideas in the target language
emerges.
At the level one proficiency level,
ELL‟s will comprehend single
statements or questions, working
to identify and idea within chunks
of language. As students move
towards higher proficiency, they
will begin to comprehend multiple
related single sentences and ideas
with details.
Grades 1-2 ESL Beginner (ELP 1 –Entering)
Unit 1: Our World Duration: September-December
Common Core State
Standards
WIDA Standards Student Learning Objectives
SWBAT
Assessment
Language:
(See Appendix A for
a complete list of
Common Core
Language Arts
Standards)
WIDA Standard 1:
Social and instructional
Language: alphabet,
numbers, days, weeks,
months, colors, shapes,
time telling
Analyze folktale heroes-John Henry,
Johnny Appleseed, Davy Crockett, Paul
Bunyan, Annie Oakley nad explain how
they represent our Nation.
Explore meaning of America (My Country
„Tis of Thee), America the Beautiful,
Suggested Instructional
Activities
TPR activities
Draw and label
Retelling a story
Conventions of
Standard English
(L.1-5.1-2)
Knowledge of
Language (L.1-5.3)
Vocabulary
Acquisition and Use:
(Comprehension
strategies) (L.1-5.4)
Vocabulary
acquisition and use
(L.1-8.5)
Vocabulary
acquisition and use
(application) (L.1-5.6)
Speaking and
Listening:
Comprehension and
Collaboration:
SL.1-5.1
SL.1-5.2
SL.1-5.3
Presentation of
knowledge and ideas
SL.1-5.4
SL.1-5.5
SL.1-5.6
Instructional: the school
environment: classroom
objects, routines,
commands, general content
related words
Self: body parts, clothing,
people, family, foods,
seasons, weather
WIDA Standard 2:
Language of Language
arts: parts of speech, word
classification and study,
parts of text, genres, etc.
WIDA Standard 3
Language of Math:
numbers used in authentic
contexts (telephone
numbers, address) cardinal
and ordinal numbers,
operational vocabulary,
word problems, money,
info graphics and visual
literacy.
WIDA Standard 4
Language of Science: Body
parts, senses, healthy foods
and habits
Pledge of Allegiance in a variety of oral
forms though one sentence summaries
Identify students‟ city, county, state, nation,
continent by using maps, graphic
Identify goods/services
Describe how people are producers and
consumers through pictures and diagrams
organizers, and visual means.
Listen and demonstrate comprehension of
stories read aloud diagrams in varied forms
Identify major topographical features of the
earth and work on a visual representation of
it.
Compare everyday life of historical figures
to the present by using timelines and
graphic organizers
Compare everyday life of historical figures
to the present
Respond to teacher-supplied, peer-written,
published, or digitally posed questions by
providing short answers or in a close
format
Compare and contrast two characters from
a story or stories that you have read.
Retell a story (beginning, middle end) after
listening to or reading a story
Collaborate with a partner to give an oral
presentation describing fictional characters
Name and identify different branches of
government
Re-state math problems with visual support
Think-Pair-Share
Cooperative learning
activities
Graphic Organizers
Sorting activities
Charting
Maps
Make a list of the main
events.
Make a timeline of
events.
Make a facts chart.
Write a list of any pieces
of information you can
remember.
List all the .... in the
story.
Make a chart showing...
Make an acrostic.
Recite a poem.
Cut out or draw pictures
to show a
particular event.
Illustrate what you think
the main idea was.
Make a cartoon strip
showing the sequence of
events.
Reading Foundational
Skills:
Print Concepts:
RF.1-5.1
Phonological
Awareness
RF.1-5.2
Phonics and Word
Recognitions
RF.1-5.3
Fluency
RF.1-5.4
Reading
Informational Text
Key Ideas and Detail
RI.1-5.1
RI.1-5.2
RI.1-5.2
Craft and Structure
RI.1-5.4
RI.1-5.5
RI,1-5.6
Integration of
Knowledge and Ideas
RI.1-5.7
RI.1-5.8
RI.1-5.9
RI.1-5.10
WIDA Standard 5
Language of Social
Studies: people and places
in the community,
geographic terms, info
graphics, cross-cultural
comparison
Create a timeline showing several
important events in the lives of historical
figure
Differentiate between needs and wants.
Identify how families and communities
provide for their needs and wants.
Students will be able to identify natural
resources and understand the need to
protect them.
Students will participate in activities to
understand recycling and conserving our
natural resources.
Identify physical aspects of a map using a
legend and representing the information in
a variety of forms.
Analyze the characteristics of a map to
identify what it represents.
Compare and contrast a map and a globe
Determine how each type of community
uses their rules and laws to make decisions,
solve problems and resolve conflicts.
Make a poster showing community
members (eg. teachers, firemen).
Show the different types of homes people
live such as apartment buildings and
houses.
Describe the different types of dwellings in
which people live.
Take a field trip on the school grounds and
discuss community workers such as the
Write and perform a play
based on the story.
Retell the story in your
words.
Paint a picture of some
aspect you like.
Write a summary of an
event.
Prepare a flow chart to
illustrate the sequence of
events.
Make a coloring book.
Take a collection of
photographs to
demonstrate a particular
point.
Make up a puzzle game
Make a family tree
Put on a play
Create a video
presentation
Four Corners
Formative Assessments
Short Quizzes
Participation in TPR
activities
Class or small group
Reading Literature
Key ideas and details
RL.1-5
RL.1-5.1
RL.1-5.2
RL.1-5.3
Craft and Structure
RL.1-5.4
RL.1-5.5
RL.1-5.6
Integration of
Knowledge and
Details
RL.1-5.7
RL.1-5.9
Range of Reading and
text complexity
RL.1-5.10
Writing
Text types and
purposes
W.1-5.1
W.1-5.2
W.1-5.3
Production and
Distribution
W.1-5.4
school nurse.
Create a word wall or bulletin board
representing related topics regarding Our
World; Plants, Insects and Animals; All
About Me.
Take a field trip to visit a community
worker such as a fireman at the Fire station,
etc.
Use technology and websites to learn about
the seven continents, and landforms, bodies
of water, planets, etc.
Recognize the months of the year through
holiday celebrations and birthdays.
discussion
One sentence summaries
Teacher observations
Group Work Updates
Idea Webs
Daily Do Now Review
Questions
Brainstorming
Contribution
Exit Questions
Dialog/Reflective
Journals
Erasable Board Messages
Individual Conferences
KWL charts/ Graphic
Organizers
CLOZE activities
Anecdotal Records
Do-Nows
Literary Projects
Vocabulary quizzes
Literature circles
Graphic organizers
Multiple choice tests
Timed readings/writings
Literature discussions
Literature responses
Questioning
W.1-5.5
W.1-5.6
Research to Build and
Present Knowledge
W.1-5.7
W.1-5.8
W.1-5-9
Social Studies
6.1.P.A.1
6.1.P.A.2
6.1.P.A.3
6.1.4.A.1
6.1.4.A.2
6.1.4.A.3
6.1.4.A.4
6.1.4.A.5
6.1.4.A.7
6.1.4.A.8
Technology
1.TT.1.1
1.TT.1.3
Math
1.MD.C.4
1.OAA.1
Geography
1.G.1.1
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Cooperative learning
groups
Open-Ended Questions
Writer‟s Workshop
Writing Assignments
NJ Holistic Scoring
Rubric
Peer editing
Self-evaluation
Teacher Conferences
Portfolios
Running Records
Presentations
Visual Representations
Kinesthetic Assessments
Individual Whiteboards
Pre-Test/ Quizzes
Summative Assessment
State assessments
District benchmark or
interim assessments
End-of-unit or chapter
tests
End-of-term or semester
1.G.1.2
1.G.1.3
1.G.2.1
1.G.2.2
1.G.2.3
Technology
1.TT.1.1
1.TT.1.3
exams
Resources
Fiction Literatue
Just a Dream by Chris Van Allsburg
The Giving Tree by Shel Silverstein
The Lorax by Dr. Suess
The Great Kapok Tree by Lynne Cherry
The Berenstain Bear Scouts and the Coughing Catfish by
Stan & Jan Berenstain
Biscuit’s Earth Day Celebration by Alyssa Satin Capucilli
It’s Earth Day! (Little Critter) by Mercer Mayer
Non-Fiction Literature
The Three R’s: Reuse, Reduce, Recycle by Nuria Roca,
Illustrated by Rosa M. Curato
Making a Difference Respecting Our World by Sue
Barraclough
Making a Difference Recycling Materials by Sue
Barraclough
Making a Difference Reducing Garbage by Sue
Barraclough
Making a Difference Reusing Things by Sue Barraclough
What’s Looking at You Kid by J. Patrick Lewis
Heroes of the Environment: True Stories of People Who
Technology
www.brainpopesl.com
www.congressforkids.net
www.discoveryeducation.com
www.pbslearningmedia.org
www.pbskids.org
www.socialstudiesforkids.com
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.songsforteaching.com/kidzup/vowels.htm
http://www.trcabc.com/resources/curriculum/long-vowel-short-vowel-
lesson-plans/
http://www.math-and-reading-help-for-
kids.org/elementary_reading_games.html
http://www.learningtoday.com/corporate/reading-games.asp
http://www.printablereadinggames.com/
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.eduplace.com
Are Helping Protect Our Planet by Charles Siebert and
Harriet Rohmer
We Planted a Tree by Diane Muldrow
Why I Care About Nature? By M. J. Knight
Why Should I Recycle? By Jen Green and Mike Gordon
Recycle by Gail Gibbons
Songs and Poems
Michael Recycle by Ellie Bethel, Illustrated by Alexandra
Colombo
Where the Sidewalk Ends, Sarah Cynthia Silvia Stout
Would Not Take The Garbage Out by Shel Silverstein
The Three Bears Holiday Rhyme Book, Earth Day by Jane
Yolen
http://www.softschools.com/language_arts/phonics/phonics_games.jsp
http://www.brainpopjr.com
http://www.starfall.com
http://www.tumblebooks.com/library/asp/home_tumblebooks.asp
http://www.abcya.com
http://www.readinga-z.com
http://www.readinglady.com
http://www.rif.org
http://www.fcrr.org
http://www.literacymalden.wikispaces.com/ReciprocalTeaching
Writing
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.suite101.com/content/writing-poems-with-kids-a23148
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.writemorestuff.com/pages/activities.html
http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html
http://www.writingfix.com/
http://www.zoodles.com/free-online-kids-games/first-1st-grade
http://www.storylineonline.net/
Teacher Notes Teacher Resources
Teacher Notes:
Infuse various literary genres throughout this unit.
Start a writing portfolio for each student.
The following foundational skills should be developed
WIDA Standards (2012) downloaded from
http://www.standardswww.wida.us/standards
NJ Department of Education
continuously throughout the year:
Reading:
o Make use of schema
o Reread for clarification
o Seeking meaning of unknown vocabulary
o Make and revise predictions
o Draw conclusions
o Make connections: text to text, text to self, text to world
Teachers should use mini-lessons and small groups to teach,
demonstrate and investigate the following strategies: Children will
use a variety of fix-up strategies to read unfamiliar words.
Students will learn to pronounce words, determine meanings in
context, and figure out words using knowledge of root words,
prefixes and suffixes, among other strategies. They will learn to
figure out the meaning of an unfamiliar word. Sometimes that
results from figuring out how to pronounce the word. Sometimes
that is by inferring from context. Of the two skills, students need
to know that figuring out the meaning is more important.
Children will deepen their comprehension by accessing their prior
knowledge before reading a selection. While reading, they will
learn to make connections from the text to themselves, the text to
other texts and movies, and the text to world. By recognizing what
is unknown in the text and thinking about what is known from
personal experience, other texts and the world, the reader will
build confidence in using personal connections to get meaning
from what was originally unknown. By explaining how these
http://state.nj.us/education
http://www.nj.gov/education/bilingual/
http://www.nj.gov/education/bilingual/resources/newcomer.htm
WIDA Consortium
http://www.wida.us
Center for Applied Linguistics
http://www.cal.org
Teachers of English to Speakers of Other Languages (TESOL)
www.tesol.org
Echevarria, J., Vogt, M., and Short, D. J., Making Content
Comprehensible for English Learners: The SIOP Model.
(Second Edition 2010) Allyn & Bacon, Boston, MA.
Vogt, M.E., Echevarria,J (2008) 99 Ideas and Activities for
Teaching English Learners with the SIOP Model. Boston, MA:
Pearson Education, Inc.
Comprehension Connections by Stephanie Harvey -Bridges to
Strategic Reading
Guided Comprehension by Maureen McLaughlin & Mary Beth
Allen -A Teaching Model for grades 3-8
Strategies that Work by Stephanie Harvey & Anne Goudvis -
Comprehension for Understanding and Engagement
Reciprocal Teaching at Work by Lori D. Oczkus -Strategies for
Improving Reading Comprehension
connections help them understand the text, their comprehension
will improve.
Students will build on their knowledge of retelling to recall
important details. Students will learn to discern what is most
important to use in the retelling.
Students will learn to summarize a small selection in as few words
as possible. Students will break longer selections into smaller
parts and summarize as they read. By summarizing in this
headline-writing fashion, students will begin to sort out main
ideas from details of the text.
Students will learn to ask questions before, during and after
reading and to seek answers to deepen their understanding of the
text. By bringing their own questions to small groups, students
will examine what they don't know and get help in
comprehending.
Students will learn to visualize the details of a text. They will use
other sensory images like dramatizing and drawing to help them
better understand what they are reading.
Children will learn to infer (and predict) information before,
during, and after reading. Children will learn to distinguish
between inferences, assumptions, and opinions by backing up
their conclusions with evidence.
Children will be able to discriminate what is important from what
is not. Children will be able to use this information to determine
main ideas and themes of texts.
Students will stop often while reading to synthesize the
information gained from texts to form opinions, change
perspectives, develop new ideas, find evidence, and, in general,
enhance a personal understanding of the concepts presented in a
Mosaic of Thought by Ellin Oliver Keene & Susan
Zimmermann - Power of Comprehension Strategy
Instruction
Month by Month Phonics by Patricia Cunningham
Making Words First Grade: 100 Hands-On Lessons for
Phonemic Awareness and Spelling by Patricia Cunningham
Daily Word Ladders by Timothy V. Rasinski
text.
Writing:
Use written and oral English appropriate for various
purposes and audiences.
Create and develop texts that include the following text
features:
Development: the topic, theme, stand/perspective, argument
or character is fully developed
Organization: the test exhibits a discernible progressions of
ideas
Style: the writer demonstrates a quality of imagination,
individuality, and a distinctive voice
Word choice: the words are precise and vivid
Create and develop texts that include the following language
conventions:
Sentence formation: sentences are complete and varied in
length and structure
Conventions: appropriate grammar, mechanics, spelling and
usage enhance the meaning and readability of the text.
The curriculum for Grades 1-2 ESL Intermediate (ELP 2-3) is designed to meet the needs of intermediate level students (i.e.
ELLs at the second and third proficiency levels). Students at this level of proficiency are moving from word level communication to
communicating in simple and expanded sentences that will increase in complexity as language acquisition continues. This course will
enable ELLs to communicate information, ideas, and concepts necessary for success across the content areas.
Grades 1-2 ESL Intermediate (ELP 2-3)
Unit 1: Our World Duration: January-March
Sample Themes Essential Questions
What is the big Idea?
Enduring Understanding
How can it be applied and used
in real life?
Language Needed
Our Town
Freehold Borough
People and People Roles
Our Nation
States
Regions
Geographical land features.
Immigration
United States Government
Concept of “fairness”
“equality,” and “common
good”
Three branches of
government
The Constitution of the
United States
The Earth
Who am I and what is my
place in the world?
What is the difference
between a need and a
want?
What is a natural
resource?
What does it mean to
recycle?
What is the purpose of a
map and how does it help
me?
How do citizens use rules
and laws to make
decisions, solve problems
and resolve conflicts?
Why are rules necessary?
What are the rights and
responsibilities of citizens in
our community?
Who is the current mayor,
governor and president?
What is the purpose of a
tradition and how do
they develop?
Vocabulary Usage
At levels 2-3 proficiency, students
will move from communicating
with single words and set phrases,
to using phrases and short
sentences. As proficiency
increases these simple sentences
will expand to show emerging
complexity and a greater use of
detail.
At levels 2-3, students will move
beyond the use of high frequency
vocabulary, to employ general
language related to the content
area. Vocabulary usage will
display great specificity as
proficiency increases.
Language Forms and
Conventions
At levels 2-3 proficiency, students
will move beyond the most
Earth materials
States of matter
Weather and climate.
Space
Space exploration:
Astronauts, rockets, space
shuttles.
The solar system and its
characteristics
common instructional words and
patterns, to communication at the
sentence level that employs:
Compound grammatical
constructions
Repetitive phrasal and
sentence patterns across
content areas
As proficiency increases,
formulaic grammatical patterns
will begin to show occasional
variation.
Discourse Complexity
At the levels 2-3 proficiency,
ELL‟s will move from use of short
oral phrases to simple and
expanded sentences. Oral
responses should show emerging
complexity used to add detail. This
will be reflected in both oral and
written communication.
Grades 1-2 ESL Intermediate (ELP 2 –3)
Unit 1: All About Me Duration: September-December
Common Core State
Standards
WIDA Standards Student Learning Objectives
SWBAT
Assessment
Language:
(See Appendix A for
a complete list of
Common Core
Language Arts
Standards)
WIDA Standard 1:
Social and instructional
Language: alphabet,
numbers, days, weeks,
months, colors, shapes,
time telling
Analyze folktale heroes-John Henry,
Johnny Appleseed, Davy Crockett, Paul
Bunyan, Annie Oakley and represent how
they symbolize our Nation.
Explore meaning of America (My Country
„Tis of Thee), America the Beautiful,
Suggested Instructional
Activities
TPR activities
Draw and label
Conventions of
Standard English
(L.1-5.1-2)
Knowledge of
Language (L.1-5.3)
Vocabulary
Acquisition and Use:
(Comprehension
strategies) (L.1-5.4)
Vocabulary
acquisition and use
(L.1-8.5)
Vocabulary
acquisition and use
(application) (L.1-5.6)
Speaking and
Listening:
Comprehension and
Collaboration:
SL.1-5.1
SL.1-5.2
SL.1-5.3
Presentation of
knowledge and ideas
SL.1-5.4
SL.1-5.5
SL.1-5.6
Instructional: the school
environment: classroom
objects, routines,
commands, general content
related words
Self: body parts, clothing,
people, family, foods,
seasons, weather
WIDA Standard 2:
Language of Language
arts: parts of speech, word
classification and study,
parts of text, genres, etc.
WIDA Standard 3
Language of Math:
numbers used in authentic
contexts (telephone
numbers, address) cardinal
and ordinal numbers,
operational vocabulary,
word problems, money,
info graphics and visual
literacy.
WIDA Standard 4
Language of Science: Body
parts, senses, healthy foods
and habits
Pledge of Allegiance and represent their
meaning through a variety of forms.
Identify students‟ city, county, state, nation,
continent by using maps, graphic
Understand difference between
goods/services
Describe how people are producers and
consumers through graphic organizers.
Listen and demonstrate comprehension of
stories
Identify major topographical features of the
earth and work on a visual representation of
it.
Compare everyday life of historical figures
to the present by using timelines and
graphic organizers
Compare everyday life of historical figures
to the present
Respond to teacher-supplied, peer-written,
published, or digitally posed questions
Compare and contrast two characters from
a story or stories that you have read.
Retell a story (beginning, middle end) after
listening to or reading a story
Collaborate with a partner to give an oral
presentation describing fictional characters
Name and identify different branches of
government
Re-state math problems with visual support
Create a timeline showing several
Retelling a story
Think-Pair-Share
Cooperative learning
activities
Graphic Organizers
Sorting activities
Charting
Maps
Make a list of the main
events.
Make a timeline of
events.
Make a facts chart.
Write a list of any pieces
of information you can
remember.
List all the .... in the
story.
Make a chart showing...
Make an acrostic.
Recite a poem.
Cut out or draw pictures
to show a
particular event.
Illustrate what you think
the main idea was.
Make a cartoon strip
showing the sequence of
Reading Foundational
Skills:
Print Concepts:
RF.1-5.1
Phonological
Awareness
RF.1-5.2
Phonics and Word
Recognitions
RF.1-5.3
Fluency
RF.1-5.4
Reading
Informational Text
Key Ideas and Detail
RI.1-5.1
RI.1-5.2
RI.1-5.2
Craft and Structure
RI.1-5.4
RI.1-5.5
RI,1-5.6
Integration of
Knowledge and Ideas
RI.1-5.7
RI.1-5.8
RI.1-5.9
RI.1-5.10
WIDA Standard 5
Language of Social
Studies: people and places
in the community,
geographic terms, info
graphics, cross-cultural
comparison
important events in the lives of historical
figure
Differentiate between needs and wants.
Evaluate how families and communities
provide for their needs and wants.
Students will be able to understand natural
resources and the need to protect them.
Students will participate in activities to
understand recycling and conserving our
natural resources.
Label physical aspects of a map using a
legend and representing the information in
a variety of forms.
Analyze the characteristics of a map to
identify what it represents.
Compare and contrast a map and a globe
Determine how each type of community
uses their rules and laws to make decisions,
solve problems and resolve conflicts.
Make a poster showing community
members (eg. teachers, firemen).
Show the different types of homes people
live such as apartment buildings and houses.
Describe the different types of dwellings in
which people live.
Take a field trip on the school grounds and
discuss community workers such as the
school nurse.
Create a word wall or bulletin board
events.
Write and perform a play
based on the story.
Retell the story in your
words.
Paint a picture of some
aspect you like.
Write a summary of an
event.
Prepare a flow chart to
illustrate the sequence of
events.
Make a coloring book.
Take a collection of
photographs to
demonstrate a particular
point.
Make up a puzzle game
Make a family tree
Put on a play
Create a video
presentation
Four Corners
Formative Assessments
Short Quizzes
Participation in TPR
activities
Reading Literature
Key ideas and details
RL.1-5
RL.1-5.1
RL.1-5.2
RL.1-5.3
Craft and Structure
RL.1-5.4
RL.1-5.5
RL.1-5.6
Integration of
Knowledge and
Details
RL.1-5.7
RL.1-5.9
Range of Reading and
text complexity
RL.1-5.10
Writing
Text types and
purposes
W.1-5.1
W.1-5.2
W.1-5.3
Production and
Distribution
W.1-5.4
W.1-5.5
representing related topics regarding Our
World; Plants, Insects and Animals; All
About Me.
Take a field trip to visit a community
worker such as a fireman at the Fire station,
etc.
Use technology and websites to learn about
the seven continents, and landforms, bodies
of water, planets, etc.
Recognize the months of the year through
holiday celebrations and birthdays.
Class or small group
discussion
One sentence summaries
Teacher observations
Group Work Updates
Idea Webs
Daily Do Now Review
Questions
Brainstorming
Contribution
Exit Questions
Dialog/Reflective
Journals
Erasable Board Messages
Individual Conferences
KWL charts/ Graphic
Organizers
CLOZE activities
Anecdotal Records
Do-Nows
Literary Projects
Vocabulary quizzes
Literature circles
Graphic organizers
Multiple choice tests
Timed readings/writings
Literature discussions
Literature responses
W.1-5.6
Research to Build and
Present Knowledge
W.1-5.7
W.1-5.8
W.1-5-9
Social Studies
6.1.P.A.1
6.1.P.A.2
6.1.P.A.3
6.1.4.A.1
6.1.4.A.2
6.1.4.A.3
6.1.4.A.4
6.1.4.A.5
6.1.4.A.7
6.1.4.A.8
Technology
1.TT.1.1
1.TT.1.3
Math
1.MD.C.4
1.OAA.1
Geography
1.G.1.1
1.G.1.2
1.G.1.3
1.G.2.1
Questioning
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Cooperative learning
groups
Open-Ended Questions
Writer‟s Workshop
Writing Assignments
NJ Holistic Scoring
Rubric
Peer editing
Self-evaluation
Teacher Conferences
Portfolios
Running Records
Presentations
Visual Representations
Kinesthetic Assessments
Individual Whiteboards
Pre-Test/ Quizzes
Summative Assessment
State assessments
District benchmark or
interim assessments
End-of-unit or chapter
1.G.2.2
1.G.2.3
Technology
1.TT.1.1
1.TT.1.3
tests
End-of-term or semester
exams
Resources
Fiction Literatue
Just a Dream by Chris Van Allsburg
The Giving Tree by Shel Silverstein
The Lorax by Dr. Suess
The Great Kapok Tree by Lynne Cherry
The Berenstain Bear Scouts and the Coughing Catfish by
Stan & Jan Berenstain
Biscuit’s Earth Day Celebration by Alyssa Satin Capucilli
It’s Earth Day! (Little Critter) by Mercer Mayer
Non-Fiction Literature
The Three R’s: Reuse, Reduce, Recycle by Nuria Roca,
Illustrated by Rosa M. Curato
Making a Difference Respecting Our World by Sue
Barraclough
Making a Difference Recycling Materials by Sue
Barraclough
Making a Difference Reducing Garbage by Sue
Barraclough
Making a Difference Reusing Things by Sue Barraclough
What’s Looking at You Kid by J. Patrick Lewis
Heroes of the Environment: True Stories of People Who
Are Helping Protect Our Planet by Charles Siebert and
Harriet Rohmer
Technology
www.brainpopesl.com
www.congressforkids.net
www.discoveryeducation.com
www.pbslearningmedia.org
www.pbskids.org
www.socialstudiesforkids.com
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.songsforteaching.com/kidzup/vowels.htm
http://www.trcabc.com/resources/curriculum/long-vowel-short-vowel-
lesson-plans/
http://www.math-and-reading-help-for-
kids.org/elementary_reading_games.html
http://www.learningtoday.com/corporate/reading-games.asp
http://www.printablereadinggames.com/
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.eduplace.com
http://www.softschools.com/language_arts/phonics/phonics_games.jsp
http://www.brainpopjr.com
We Planted a Tree by Diane Muldrow
Why I Care About Nature? By M. J. Knight
Why Should I Recycle? By Jen Green and Mike Gordon
Recycle by Gail Gibbons
Songs and Poems
Michael Recycle by Ellie Bethel, Illustrated by Alexandra
Colombo
Where the Sidewalk Ends, Sarah Cynthia Silvia Stout
Would Not Take The Garbage Out by Shel Silverstein
The Three Bears Holiday Rhyme Book, Earth Day by Jane
Yolen
http://www.starfall.com
http://www.tumblebooks.com/library/asp/home_tumblebooks.asp
http://www.abcya.com
http://www.readinga-z.com
http://www.readinglady.com
http://www.rif.org
http://www.fcrr.org
http://www.literacymalden.wikispaces.com/ReciprocalTeaching
Writing
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.suite101.com/content/writing-poems-with-kids-a23148
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.writemorestuff.com/pages/activities.html
http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html
http://www.writingfix.com/
http://www.zoodles.com/free-online-kids-games/first-1st-grade
http://www.storylineonline.net/
Teacher Notes Teacher Resources
Teacher Notes:
Infuse various literary genres throughout this unit.
Start a writing portfolio for each student.
The following foundational skills should be developed
continuously throughout the year:
WIDA Standards (2012) downloaded from
http://www.standardswww.wida.us/standards
NJ Department of Education
http://state.nj.us/education
http://www.nj.gov/education/bilingual/
Reading:
o Make use of schema
o Reread for clarification
o Seeking meaning of unknown vocabulary
o Make and revise predictions
o Draw conclusions
o Make connections: text to text, text to self, text to world
Teachers should use mini-lessons and small groups to teach,
demonstrate and investigate the following strategies: Children will
use a variety of fix-up strategies to read unfamiliar words.
Students will learn to pronounce words, determine meanings in
context, and figure out words using knowledge of root words,
prefixes and suffixes, among other strategies. They will learn to
figure out the meaning of an unfamiliar word. Sometimes that
results from figuring out how to pronounce the word. Sometimes
that is by inferring from context. Of the two skills, students need
to know that figuring out the meaning is more important.
Children will deepen their comprehension by accessing their prior
knowledge before reading a selection. While reading, they will
learn to make connections from the text to themselves, the text to
other texts and movies, and the text to world. By recognizing what
is unknown in the text and thinking about what is known from
personal experience, other texts and the world, the reader will
build confidence in using personal connections to get meaning
from what was originally unknown. By explaining how these
connections help them understand the text, their comprehension
will improve.
http://www.nj.gov/education/bilingual/resources/newcomer.htm
WIDA Consortium
http://www.wida.us
Center for Applied Linguistics
http://www.cal.org
Teachers of English to Speakers of Other Languages (TESOL)
www.tesol.org
Echevarria, J., Vogt, M., and Short, D. J., Making Content
Comprehensible for English Learners: The SIOP Model.
(Second Edition 2010) Allyn & Bacon, Boston, MA.
Vogt, M.E., Echevarria,J (2008) 99 Ideas and Activities for
Teaching English Learners with the SIOP Model. Boston, MA:
Pearson Education, Inc.
Comprehension Connections by Stephanie Harvey -Bridges to
Strategic Reading
Guided Comprehension by Maureen McLaughlin & Mary Beth
Allen -A Teaching Model for grades 3-8
Strategies that Work by Stephanie Harvey & Anne Goudvis -
Comprehension for Understanding and Engagement
Reciprocal Teaching at Work by Lori D. Oczkus -Strategies for
Improving Reading Comprehension
Mosaic of Thought by Ellin Oliver Keene & Susan
Zimmermann - Power of Comprehension Strategy
Students will build on their knowledge of retelling to recall
important details. Students will learn to discern what is most
important to use in the retelling.
Students will learn to summarize a small selection in as few words
as possible. Students will break longer selections into smaller
parts and summarize as they read. By summarizing in this
headline-writing fashion, students will begin to sort out main
ideas from details of the text.
Students will learn to ask questions before, during and after
reading and to seek answers to deepen their understanding of the
text. By bringing their own questions to small groups, students
will examine what they don't know and get help in
comprehending.
Students will learn to visualize the details of a text. They will use
other sensory images like dramatizing and drawing to help them
better understand what they are reading.
Children will learn to infer (and predict) information before,
during, and after reading. Children will learn to distinguish
between inferences, assumptions, and opinions by backing up
their conclusions with evidence.
Children will be able to discriminate what is important from what
is not. Children will be able to use this information to determine
main ideas and themes of texts.
Students will stop often while reading to synthesize the
information gained from texts to form opinions, change
perspectives, develop new ideas, find evidence, and, in general,
enhance a personal understanding of the concepts presented in a
text.
Instruction
Month by Month Phonics by Patricia Cunningham
Making Words First Grade: 100 Hands-On Lessons for
Phonemic Awareness and Spelling by Patricia Cunningham
Daily Word Ladders by Timothy V. Rasinski
Writing:
Use written and oral English appropriate for various
purposes and audiences.
Create and develop texts that include the following text
features:
Development: the topic, theme, stand/perspective, argument
or character is fully developed
Organization: the text exhibits a discernible progressions of
ideas
Style: the writer demonstrates a quality of imagination,
individuality, and a distinctive voice
Word choice: the words are precise and vivid
Create and develop texts that include the following language
conventions:
Sentence formation: sentences are complete and varied in
length and structure
Conventions: appropriate grammar, mechanics, spelling and
usage enhance the meaning and readability of the text.
The curriculum for Grades 1-2 ESL Advanced (ELP 4-5) is designed to meet the needs of English language learners who are
approaching English proficiency. Students at Proficiency levels 4-5 are at all times generally comprehensible, with some errors that
may reflect first language interference, or as proficiency increase, errors will be similar to those made by their fluent English peers. At
this level, students will need increasingly less visual supports in order to comprehend grade level academic language. This course will
help students to comprehend increasing complex academic language (listening and reading) as well as to develop academic writing
and speech that is well formed and employs technical/content area language, using a variety of sentence lengths, evolving towards
greater complexity and cohesion.
Grades 1-2 ESL Advanced (ELP 4-5)
Unit 1: Our World Duration: January-March
Sample Themes Essential Questions
What is the big Idea?
Enduring Understanding
How can it be applied and used
in real life?
Language Needed
Our Town
Freehold Borough
People and People Roles
Our Nation
States
Regions
Geographical land features.
Immigration
United States Government
Concept of “fairness”
“equality,” and “common
good”
Three branches of
government
Who am I and what is my
place in the world?
What is the difference
between a need and a
want?
What is a natural
resource?
What does it mean to
recycle?
What is the purpose of a
map and how does it help
me?
How do citizens use rules
and laws to make
decisions, solve problems
Why are rules necessary?
What are the rights and
responsibilities of citizens in
our community?
Who is the current mayor,
governor and president?
What is the purpose of a
tradition and how do
they develop?
Vocabulary Usage
As ELLS move from proficiency
level 3 towards 5, they will begin
using specific and some technical
language related to content areas.
As proficiency increases, Ells‟
speech/writing will employ a
greater amount of technical
vocabulary. When students reach
proficiency level 5, speech and
writing will show a marked
increase of facility with needed
language and a increase in
specificity.
Language Forms and
Conventions
As ELLs move from proficiency
level 3 towards 5, both written and
The Constitution of the
United States
The Earth
Earth materials
States of matter
Weather and climate.
Space
Space exploration:
Astronauts, rockets, space
shuttles.
The solar system and its
characteristics.
and resolve conflicts?
oral speech will display a variety
of sentence lengths and employ a
variety of linguistic complexity.
Oral and written responses should
show an emerging cohesion with
language used to convey messages
with detail and clarity. Level 5
proficiency is marked by the ELLs
ability to show cohesion and
organization in support of a main
idea.
Discourse Complexity
As ELLs move from Level 3
proficiency towards Level 5,
students may still make errors that
reflect their first language but do
not impede overall
comprehensibility. By level 5
proficiency, the student is
approaching comparability with
English speaking peers in terms of
comprehensibility and fluency.
Errors may be similar to those
made by English proficient peers.
Grades 1-2 ESL Advanced (ELP 4 –5)
Unit 1: All About Me Duration: September-December
Common Core State
Standards
WIDA Standards Student Learning Objectives
SWBAT
Assessment
Language:
(See Appendix A for
a complete list of
WIDA Standard 1:
Social and instructional
Language: alphabet,
Analyze folktale heroes-John Henry,
Johnny Appleseed, Davy Crockett, Paul
Bunyan, Annie Oakley and represent how
Suggested Instructional
Activities
TPR activities
Common Core
Language Arts
Standards)
Conventions of
Standard English
(L.1-5.1-2)
Knowledge of
Language (L.1-5.3)
Vocabulary
Acquisition and Use:
(Comprehension
strategies) (L.1-5.4)
Vocabulary
acquisition and use
(L.1-8.5)
Vocabulary
acquisition and use
(application) (L.1-5.6)
Speaking and
Listening:
Comprehension and
Collaboration:
SL.1-5.1
SL.1-5.2
SL.1-5.3
Presentation of
knowledge and ideas
numbers, days, weeks,
months, colors, shapes,
time telling
Instructional: the school
environment: classroom
objects, routines,
commands, general content
related words
Self: body parts, clothing,
people, family, foods,
seasons, weather
WIDA Standard 2:
Language of Language
arts: parts of speech, word
classification and study,
parts of text, genres, etc.
WIDA Standard 3
Language of Math:
numbers used in authentic
contexts (telephone
numbers, address) cardinal
and ordinal numbers,
operational vocabulary,
word problems, money,
info graphics and visual
literacy.
WIDA Standard 4
Language of Science: Body
they symbolize our Nation by
understanding their character traits.
Critique America (My Country „Tis of
Thee), America the Beautiful, Pledge of
Allegiance and other folktale songs.
Identify and elaborate on students‟ city,
county, state, nation, continent by using
maps, graphic
Compare and contrast goods/services
Classify people as producers and
consumers in response to non-fictional text.
Demonstrate comprehension of stories by
completing graphic organizers
Identify major topographical features of the
earth and work on a visual representation of
it.
Compare everyday life of historical figures
to the present by using timelines and
graphic organizers
Compare everyday life of historical figures
to the present
Respond to teacher-supplied, peer-written,
published, or digitally posed questions
Compare and contrast two characters from
a story or stories that you have read.
Retell a story (beginning, middle end) after
listening to or reading a story including the
main idea and most important supporting
details
Collaborate with a partner to give an oral
presentation describing fictional characters
Draw and label
Retelling a story
Think-Pair-Share
Cooperative learning
activities
Graphic Organizers
Sorting activities
Charting
Maps
Make a list of the main
events.
Make a timeline of
events.
Make a facts chart.
Write a list of any pieces
of information you can
remember.
List all the .... in the
story.
Make a chart showing...
Make an acrostic.
Recite a poem.
Cut out or draw pictures
to show a particular
event.
Illustrate what you think
the main idea was.
Make a cartoon strip
SL.1-5.4
SL.1-5.5
SL.1-5.6
Reading Foundational
Skills:
Print Concepts:
RF.1-5.1
Phonological
Awareness
RF.1-5.2
Phonics and Word
Recognitions
RF.1-5.3
Fluency
RF.1-5.4
Reading
Informational Text
Key Ideas and Detail
RI.1-5.1
RI.1-5.2
RI.1-5.2
Craft and Structure
RI.1-5.4
RI.1-5.5
RI,1-5.6
Integration of
Knowledge and Ideas
RI.1-5.7
RI.1-5.8
parts, senses, healthy foods
and habits
WIDA Standard 5
Language of Social
Studies: people and places
in the community,
geographic terms, info
graphics, cross-cultural
comparison
Compare and contrast different branches of
government
Re-state math problems with visual support
Create a timeline showing several
important events in the lives of historical
figure
Differentiate between needs and wants.
Identify how families and communities
provide for their needs and wants.
Students will be able to classify natural
resources and evaluate the need to protect
them.
Students will participate in activities to
understand recycling and conserving our
natural resources.
Identify physical aspects of a map using a
legend and representing the information in
a variety of forms.
Analyze the characteristics of a map to
identify what it represents.
Compare and contrast a map and a globe
Determine how each type of community
uses their rules and laws to make decisions,
solve problems and resolve conflicts.
Make a poster showing community
members (eg. teachers, firemen).
Show the different types of homes people
live such as apartment buildings and
houses.
showing the sequence of
events.
Write and perform a play
based on the story.
Retell the story in your
words.
Paint a picture of some
aspect you like.
Write a summary of an
event.
Prepare a flow chart to
illustrate the sequence of
events.
Make a coloring book.
Take a collection of
photographs to
demonstrate a particular
point.
Make up a puzzle game
Make a family tree
Put on a play
Create a video
presentation
Four Corners
Formative Assessments
Short Quizzes
Participation in TPR
RI.1-5.9
RI.1-5.10
Reading Literature
Key ideas and details
RL.1-5
RL.1-5.1
RL.1-5.2
RL.1-5.3
Craft and Structure
RL.1-5.4
RL.1-5.5
RL.1-5.6
Integration of
Knowledge and
Details
RL.1-5.7
RL.1-5.9
Range of Reading and
text complexity
RL.1-5.10
Writing
Text types and
purposes
W.1-5.1
W.1-5.2
W.1-5.3
Describe the different types of dwellings in
which people live.
Take a field trip on the school grounds and
discuss community workers such as the
school nurse.
Create a word wall or bulletin board
representing related topics regarding Our
World; Plants, Insects and Animals; All
About Me.
Take a field trip to visit a community
worker such as a fireman at the Fire station,
etc.
Use technology and websites to learn about
the seven continents, and landforms, bodies
of water, planets, etc.
Recognize the months of the year through
holiday celebrations and birthdays.
activities
Class or small group
discussion
One sentence summaries
Teacher observations
Group Work Updates
Idea Webs
Daily Do Now Review
Questions
Brainstorming
Contribution
Exit Questions
Dialog/Reflective
Journals
Erasable Board Messages
Individual Conferences
KWL charts/ Graphic
Organizers
CLOZE activities
Anecdotal Records
Do-Nows
Literary Projects
Vocabulary quizzes
Literature circles
Graphic organizers
Multiple choice tests
Timed readings/writings
Literature discussions
Production and
Distribution
W.1-5.4
W.1-5.5
W.1-5.6
Research to Build and
Present Knowledge
W.1-5.7
W.1-5.8
W.1-5-9
Social Studies
6.1.P.A.1
6.1.P.A.2
6.1.P.A.3
6.1.4.A.1
6.1.4.A.2
6.1.4.A.3
6.1.4.A.4
6.1.4.A.5
6.1.4.A.7
6.1.4.A.8
Technology
1.TT.1.1
1.TT.1.3
Math
1.MD.C.4
1.OAA.1
Literature responses
Questioning
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Cooperative learning
groups
Open-Ended Questions
Writer‟s Workshop
Writing Assignments
NJ Holistic Scoring
Rubric
Peer editing
Self-evaluation
Teacher Conferences
Portfolios
Running Records
Presentations
Visual Representations
Kinesthetic Assessments
Individual Whiteboards
Pre-Test/ Quizzes
Summative Assessment
State assessments
District benchmark or
interim assessments
Geography
1.G.1.1
1.G.1.2
1.G.1.3
1.G.2.1
1.G.2.2
1.G.2.3
Technology
1.TT.1.1
1.TT.1.3
End-of-unit or chapter
tests
End-of-term or semester
exams
Resources
Fiction Literatue
Just a Dream by Chris Van Allsburg
The Giving Tree by Shel Silverstein
The Lorax by Dr. Suess
The Great Kapok Tree by Lynne Cherry
The Berenstain Bear Scouts and the Coughing Catfish by
Stan & Jan Berenstain
Biscuit’s Earth Day Celebration by Alyssa Satin Capucilli
It’s Earth Day! (Little Critter) by Mercer Mayer
Non-Fiction Literature
The Three R’s: Reuse, Reduce, Recycle by Nuria Roca,
Illustrated by Rosa M. Curato
Making a Difference Respecting Our World by Sue
Barraclough
Making a Difference Recycling Materials by Sue
Barraclough
Making a Difference Reducing Garbage by Sue
Technology
www.brainpopesl.com
www.congressforkids.net
www.discoveryeducation.com
www.pbslearningmedia.org
www.pbskids.org
www.socialstudiesforkids.com
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.songsforteaching.com/kidzup/vowels.htm
http://www.trcabc.com/resources/curriculum/long-vowel-short-vowel-
lesson-plans/
http://www.math-and-reading-help-for-
kids.org/elementary_reading_games.html
http://www.learningtoday.com/corporate/reading-games.asp
http://www.printablereadinggames.com/
Barraclough
Making a Difference Reusing Things by Sue Barraclough
What’s Looking at You Kid by J. Patrick Lewis
Heroes of the Environment: True Stories of People Who
Are Helping Protect Our Planet by Charles Siebert and
Harriet Rohmer
We Planted a Tree by Diane Muldrow
Why I Care About Nature? By M. J. Knight
Why Should I Recycle? By Jen Green and Mike Gordon
Recycle by Gail Gibbons
Songs and Poems
Michael Recycle by Ellie Bethel, Illustrated by Alexandra
Colombo
Where the Sidewalk Ends, Sarah Cynthia Silvia Stout
Would Not Take The Garbage Out by Shel Silverstein
The Three Bears Holiday Rhyme Book, Earth Day by Jane
Yolen
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.eduplace.com
http://www.softschools.com/language_arts/phonics/phonics_games.jsp
http://www.brainpopjr.com
http://www.starfall.com
http://www.tumblebooks.com/library/asp/home_tumblebooks.asp
http://www.abcya.com
http://www.readinga-z.com
http://www.readinglady.com
http://www.rif.org
http://www.fcrr.org
http://www.literacymalden.wikispaces.com/ReciprocalTeaching
Writing
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.suite101.com/content/writing-poems-with-kids-a23148
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.writemorestuff.com/pages/activities.html
http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html
http://www.writingfix.com/
http://www.zoodles.com/free-online-kids-games/first-1st-grade
http://www.storylineonline.net/
Teacher Notes Teacher Resources
Teacher Notes:
Infuse various literary genres throughout this unit.
Start a writing portfolio for each student.
The following foundational skills should be developed
continuously throughout the year:
Reading:
o Make use of schema
o Reread for clarification
o Seeking meaning of unknown vocabulary
o Make and revise predictions
o Draw conclusions
o Make connections: text to text, text to self, text to world
Teachers should use mini-lessons and small groups to teach,
demonstrate and investigate the following strategies: Children will
use a variety of fix-up strategies to read unfamiliar words.
Students will learn to pronounce words, determine meanings in
context, and figure out words using knowledge of root words,
prefixes and suffixes, among other strategies. They will learn to
figure out the meaning of an unfamiliar word. Sometimes that
results from figuring out how to pronounce the word. Sometimes
that is by inferring from context. Of the two skills, students need
to know that figuring out the meaning is more important.
Children will deepen their comprehension by accessing their prior
knowledge before reading a selection. While reading, they will
learn to make connections from the text to themselves, the text to
WIDA Standards (2012) downloaded from
http://www.standardswww.wida.us/standards
NJ Department of Education
http://state.nj.us/education
http://www.nj.gov/education/bilingual/
http://www.nj.gov/education/bilingual/resources/newcomer.htm
WIDA Consortium
http://www.wida.us
Center for Applied Linguistics
http://www.cal.org
Teachers of English to Speakers of Other Languages (TESOL)
www.tesol.org
Echevarria, J., Vogt, M., and Short, D. J., Making Content
Comprehensible for English Learners: The SIOP Model.
(Second Edition 2010) Allyn & Bacon, Boston, MA.
Vogt, M.E., Echevarria,J (2008) 99 Ideas and Activities for
Teaching English Learners with the SIOP Model. Boston, MA:
Pearson Education, Inc.
Comprehension Connections by Stephanie Harvey -Bridges to
Strategic Reading
Guided Comprehension by Maureen McLaughlin & Mary Beth
Allen -A Teaching Model for grades 3-8
Strategies that Work by Stephanie Harvey & Anne Goudvis -
other texts and movies, and the text to world. By recognizing what
is unknown in the text and thinking about what is known from
personal experience, other texts and the world, the reader will
build confidence in using personal connections to get meaning
from what was originally unknown. By explaining how these
connections help them understand the text, their comprehension
will improve.
Students will build on their knowledge of retelling to recall
important details. Students will learn to discern what is most
important to use in the retelling.
Students will learn to summarize a small selection in as few words
as possible. Students will break longer selections into smaller
parts and summarize as they read. By summarizing in this
headline-writing fashion, students will begin to sort out main
ideas from details of the text.
Students will learn to ask questions before, during and after
reading and to seek answers to deepen their understanding of the
text. By bringing their own questions to small groups, students
will examine what they don't know and get help in
comprehending.
Students will learn to visualize the details of a text. They will use
other sensory images like dramatizing and drawing to help them
better understand what they are reading.
Children will learn to infer (and predict) information before,
during, and after reading. Children will learn to distinguish
between inferences, assumptions, and opinions by backing up
their conclusions with evidence.
Children will be able to discriminate what is important from what
is not. Children will be able to use this information to determine
Comprehension for Understanding and Engagement
Reciprocal Teaching at Work by Lori D. Oczkus -Strategies for
Improving Reading Comprehension
Mosaic of Thought by Ellin Oliver Keene & Susan
Zimmermann - Power of Comprehension Strategy
Instruction
Month by Month Phonics by Patricia Cunningham
Making Words First Grade: 100 Hands-On Lessons for
Phonemic Awareness and Spelling by Patricia Cunningham
Daily Word Ladders by Timothy V. Rasinski
main ideas and themes of texts.
Students will stop often while reading to synthesize the
information gained from texts to form opinions, change
perspectives, develop new ideas, find evidence, and, in general,
enhance a personal understanding of the concepts presented in a
text.
Writing:
Use written and oral English appropriate for various
purposes and audiences.
Create and develop texts that include the following text
features:
Development: the topic, theme, stand/perspective, argument
or character is fully developed
Organization: the text exhibits a discernible progressions of
ideas
Style: the writer demonstrates a quality of imagination,
individuality, and a distinctive voice
Word choice: the words are precise and vivid
Create and develop texts that include the following language
conventions:
Sentence formation: sentences are complete and varied in
length and structure
Conventions: appropriate grammar, mechanics, spelling and
usage enhance the meaning and readability of the text.
The curriculum for Grades 1-2 ESL Beginner ELP 1 - Entering is designed to meet the needs of novice level English
language speakers, new to the United States. Students at Proficiency level 1 communicate both non-verbally and at the word level at
this stage in their language acquisition.
Grades 1-2 ESL Beginner (ELP 1)
Unit 3: The Wonderful World of Nature Duration: April-June
Sample Themes Essential Questions
What is the big Idea?
Enduring Understanding
How can it be applied and used
in real life?
Language Needed
Plants:
Parts of plants
Products derived from plants
Life cycle of a plant
Animals:
Features and characteristics
Classifications
Animals as represented in
both informational and
narrative texts.
Insects:
Characteristics
Behaviors
Products
Balance of Nature:
Habitats
Food chains
Life cycle
How do we know if
something is living or not?
What do living things
need?
Where do living things
live?
What are some examples
of non-living things?
How do living things
adapt to their
environment?
Why are rules necessary?
What are the rights and
responsibilities of citizens in
our community?
Who is the current mayor,
governor and president?
What is the purpose of a
tradition and how do they
develop?
Vocabulary Usage
General content-related words.
Everyday social and instructional
words and expressions.
Language Forms and
Conventions
With instructional support, ELL‟s
will comprehend and produce
simple grammatical constructions
(e.g., commands, WH- questions,
declaratives)
Students will employ phrase level
grammatical structures.
Students will use phrasal patterns
associated with common social
and instructional situations.
Discourse Complexity
At the level one proficiency level,
ELL‟s will begin by producing
Conservation and recycling.
Regular and irregular
comparatives
Word analysis skills
Common affixes
Question format
Chronological order
Adverbs
Positive and negative sentences
From sentence to paragraph
Making inferences
Finding the main idea
Reading and creating diagrams
for explaining a process
communication nonverbally, as
well as through the use of words,
phrases or chunks of language. As
students move toward the next
level of proficiency, they will
begin using short sentences or
phrases as their ability to express
ideas in the target language
emerges.
At the level one proficiency level,
ELL‟s will comprehend single
statements or questions, working
to identify and idea within chunks
of language. As students move
towards higher proficiency, they
will begin to comprehend multiple
related single sentences and ideas
with details.
Grades 1-2 ESL Beginner (ELP 1 –Entering)
Unit 3: The Wonderful World of Nature Duration: April-June
Common Core State
Standards
WIDA Standards Student Learning Objectives
SWBAT
Assessment
Language:
(See Appendix A for
a complete list of
Common Core
Language Arts
Standards)
Conventions of
Standard English
(L.1-5.1-2)
WIDA Standard 1:
Social and instructional
Language: alphabet,
numbers, days, weeks,
months, colors, shapes,
time telling
Instructional: the school
environment: classroom
objects, routines,
Group living and non-living things
according to the characteristics that they
share using pictures
Identify plants as living things that can
grow, change and die
Analyze the life cycle of a plant and label
each part of the cycle.
Analyze the life cycle of a plant by
responding to teacher created cloze
sentences
Suggested Instructional
Activities
TPR activities
Draw and label
Retelling a story
Think-Pair-Share
Cooperative learning
activities
Knowledge of
Language (L.1-5.3)
Vocabulary
Acquisition and Use:
(Comprehension
strategies) (L.1-5.4)
Vocabulary
acquisition and use
(L.1-8.5)
Vocabulary
acquisition and use
(application) (L.1-5.6)
Speaking and
Listening:
Comprehension and
Collaboration:
SL.1-5.1
SL.1-5.2
SL.1-5.3
Presentation of
knowledge and ideas
SL.1-5.4
SL.1-5.5
SL.1-5.6
Reading Foundational
Skills:
Print Concepts:
commands, general content
related words
Self: body parts, clothing,
people, family, foods,
seasons, weather
WIDA Standard 2:
Language of Language
arts: parts of speech, word
classification and study,
parts of text, genres, etc.
WIDA Standard 3
Language of Math:
numbers used in authentic
contexts (telephone
numbers, address) cardinal
and ordinal numbers,
operational vocabulary,
word problems, money,
info graphics and visual
literacy.
WIDA Standard 4
Language of Science: Body
parts, senses, healthy foods
and habits
WIDA Standard 5
Language of Social
Studies: people and places
in the community,
Identify, name and explain the functions of
the parts of a plant
Evaluate a plant‟s adaptation to its
environment using a graphic organizer
Explain how water moves through a plant
and the effect of water on plant survival by
creating diagrams and visuals with a
partner
Determine the effect of the sun on plants‟
food manufacturing by conducting an
experiment and journaling students‟
observations
Identify and explain that there are different
habitats for different types of plants
Explain how people use plants
Understand that animals have different
structures that serve different functions in
growth, survival, and reproduction
Identify different types of animals
(mammals, reptiles, fish, insects, etc) by
sorting pictures according to the
characteristics of each group
Identify and recognize growth in animals
Identify and understand different means of
adaptation ( hibernation, migration,
camouflage, etc)
Understand that animals have life cycles
Describe how animals might respond to
changes in their environment
Explain animals need air, water, and light
to live and thrive
Understand animals have offspring that
Graphic Organizers
Sorting activities
Charting
Maps
Make a list of the main
events.
Make a timeline of
events.
Make a facts chart.
Write a list of any pieces
of information you can
remember.
List all the .... in the
story.
Make a chart showing...
Make an acrostic.
Recite a poem.
Cut out or draw pictures
to show a
particular event.
Illustrate what you think
the main idea was.
Make a cartoon strip
showing the sequence of
events.
Write and perform a play
based on the story.
Retell the story in your
RF.1-5.1
Phonological
Awareness
RF.1-5.2
Phonics and Word
Recognitions
RF.1-5.3
Fluency
RF.1-5.4
Reading
Informational Text
Key Ideas and Detail
RI.1-5.1
RI.1-5.2
RI.1-5.2
Craft and Structure
RI.1-5.4
RI.1-5.5
RI,1-5.6
Integration of
Knowledge and Ideas
RI.1-5.7
RI.1-5.8
RI.1-5.9
RI.1-5.10
Reading Literature
Key ideas and details
RL.1-5
RL.1-5.1
geographic terms, info
graphics, cross-cultural
comparison
resemble their parents
Compare and contrast observable traits
between parents and offspring
Identify and categorize the basic needs of
living organisms as they relate to their
environment
Identify and describe different habitats of
different animals
Create a word wall or bulletin board
representing related topics regarding Our
World; Plants, Insects and Animals; All
About Me.
List uses of whole numbers from graphs or
visuals using phrases or short sentences
Learn the names of animals and the
products they produce (e.g., bees/honey)
Take a walk around the school and write a
Language Experience story (students
dictate as teacher writes) on the
observations of nature.
Determine how different structures (mouth,
beak, eyes, tails, etc) aid in the survival of
animals in different environments
Create a diorama showing plants, insects
and animals in their natural habitat.
words.
Paint a picture of some
aspect you like.
Write a summary of an
event.
Prepare a flow chart to
illustrate the sequence of
events.
Make a coloring book.
Take a collection of
photographs to
demonstrate a particular
point.
Make up a puzzle game
Make a family tree
Put on a play
Create a video
presentation
Four Corners
Formative Assessments
Short Quizzes
Participation in TPR
activities
Class or small group
discussion
One sentence summaries
Teacher observations
RL.1-5.2
RL.1-5.3
Craft and Structure
RL.1-5.4
RL.1-5.5
RL.1-5.6
Integration of
Knowledge and
Details
RL.1-5.7
RL.1-5.9
Range of Reading and
text complexity
RL.1-5.10
Writing
Text types and
purposes
W.1-5.1
W.1-5.2
W.1-5.3
Production and
Distribution
W.1-5.4
W.1-5.5
W.1-5.6
Group Work Updates
Idea Webs
Daily Do Now Review
Questions
Brainstorming
Contribution
Exit Questions
Dialog/Reflective
Journals
Erasable Board Messages
Individual Conferences
KWL charts/ Graphic
Organizers
CLOZE activities
Anecdotal Records
Do-Nows
Literary Projects
Vocabulary quizzes
Literature circles
Graphic organizers
Multiple choice tests
Timed readings/writings
Literature discussions
Literature responses
Questioning
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Research to Build and
Present Knowledge
W.1-5.7
W.1-5.8
W.1-5-9
Math
1.MD.C.4
1.OAA.1
Technology
1.TT.1.1
1.TT.1.3
Science
5.1.P.A.1
5.1.4.A.1
5.1.4.A.2
5.1.4.A.3
5.3.P.A.1
5.3.P.A.2
5.3.2.A.1
5.3.P.B.1
5.3.2.B.1
5.3.2.B.2
5.3.2.B.3
5.3.P.C.1
5.3.2.C.1
5.3.2.C.2
5.3.2.C.3
5.3.P.D.1
5.3.2.D.1
5.3.2.D.2
Cooperative learning
groups
Open-Ended Questions
Writer‟s Workshop
Writing Assignments
NJ Holistic Scoring
Rubric
Peer editing
Self-evaluation
Teacher Conferences
Portfolios
Running Records
Presentations
Visual Representations
Kinesthetic Assessments
Individual Whiteboards
Pre-Test/ Quizzes
Summative Assessment
State assessments
District benchmark or
interim assessments
End-of-unit or chapter
tests
End-of-term or semester
exams
Resources
Fiction Literatue
The Salamander Room by A. Mazer
The Tiny Seed by E. Carle
The Big Seed by E. Howard
I am a Seed by J. Marzollo
Love You Forever by R. Munsch
Building Beavers by K. Martin-James
Non-Fiction Flip, Float, Flop: Seeds on the Move by Joan Early Macken
From Seed to Plant by G. Gibbons
How do Plants Grow by Louise and Richard Spilsbury
Is it a Living Thing? by Bobbie Kalman
It’s a Fruit, It’s a Vegetable, It’s a Pumpkin by Allan
Fowler
Living and Non-Living by Carol Lindeen
Nature Spy by S. Rotner
Our Planet by Charles Siebert and Harriet Rohmer
What’s Alive? by Zoehfeld Weidner
We Planted a Tree by Diane Muldrow
Why I Care About Nature? By M. J. Knight
Songs and Poems
Where the Sidewalk Ends, Sarah Cynthia Silvia Stout
Would Not Take The Garbage Out by Shel Silverstein
The Three Bears Holiday Rhyme Book, Earth Day by Jane
Yolen
Technology
www.brainpopesl.com
www.congressforkids.net
www.discoveryeducation.com
www.pbslearningmedia.org
www.pbskids.org
www.socialstudiesforkids.com
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.songsforteaching.com/kidzup/vowels.htm
http://www.trcabc.com/resources/curriculum/long-vowel-short-vowel-
lesson-plans/
http://www.math-and-reading-help-for-
kids.org/elementary_reading_games.html
http://www.learningtoday.com/corporate/reading-games.asp
http://www.printablereadinggames.com/
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.eduplace.com
http://www.softschools.com/language_arts/phonics/phonics_games.jsp
http://www.brainpopjr.com
http://www.starfall.com
http://www.tumblebooks.com/library/asp/home_tumblebooks.asp
http://www.abcya.com
http://www.readinga-z.com
http://www.readinglady.com
http://www.rif.org
http://www.fcrr.org
http://www.literacymalden.wikispaces.com/ReciprocalTeaching
Writing
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.suite101.com/content/writing-poems-with-kids-a23148
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.writemorestuff.com/pages/activities.html
http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html
http://www.writingfix.com/
http://www.zoodles.com/free-online-kids-games/first-1st-grade
http://www.storylineonline.net/
Teacher Notes Teacher Resources
Teacher Notes:
Infuse various literary genres throughout this unit.
Start a writing portfolio for each student.
The following foundational skills should be developed
continuously throughout the year:
Reading:
o Make use of schema
o Reread for clarification
o Seeking meaning of unknown vocabulary
WIDA Standards (2012) downloaded from
http://www.standardswww.wida.us/standards
NJ Department of Education
http://state.nj.us/education
http://www.nj.gov/education/bilingual/
http://www.nj.gov/education/bilingual/resources/newcomer.htm
WIDA Consortium
http://www.wida.us
o Make and revise predictions
o Draw conclusions
o Make connections: text to text, text to self, text to world
Teachers should use mini-lessons and small groups to teach,
demonstrate and investigate the following strategies: Children will
use a variety of fix-up strategies to read unfamiliar words.
Students will learn to pronounce words, determine meanings in
context, and figure out words using knowledge of root words,
prefixes and suffixes, among other strategies. They will learn to
figure out the meaning of an unfamiliar word. Sometimes that
results from figuring out how to pronounce the word. Sometimes
that is by inferring from context. Of the two skills, students need
to know that figuring out the meaning is more important.
Children will deepen their comprehension by accessing their prior
knowledge before reading a selection. While reading, they will
learn to make connections from the text to themselves, the text to
other texts and movies, and the text to world. By recognizing what
is unknown in the text and thinking about what is known from
personal experience, other texts and the world, the reader will
build confidence in using personal connections to get meaning
from what was originally unknown. By explaining how these
connections help them understand the text, their comprehension
will improve.
Students will build on their knowledge of retelling to recall
important details. Students will learn to discern what is most
important to use in the retelling.
Students will learn to summarize a small selection in as few words
Center for Applied Linguistics
http://www.cal.org
Teachers of English to Speakers of Other Languages (TESOL)
www.tesol.org
Echevarria, J., Vogt, M., and Short, D. J., Making Content
Comprehensible for English Learners: The SIOP Model.
(Second Edition 2010) Allyn & Bacon, Boston, MA.
Vogt, M.E., Echevarria,J (2008) 99 Ideas and Activities for
Teaching English Learners with the SIOP Model. Boston, MA:
Pearson Education, Inc.
Comprehension Connections by Stephanie Harvey -Bridges to
Strategic Reading
Guided Comprehension by Maureen McLaughlin & Mary Beth
Allen -A Teaching Model for grades 3-8
Strategies that Work by Stephanie Harvey & Anne Goudvis -
Comprehension for Understanding and Engagement
Reciprocal Teaching at Work by Lori D. Oczkus -Strategies for
Improving Reading Comprehension
Mosaic of Thought by Ellin Oliver Keene & Susan
Zimmermann - Power of Comprehension Strategy
Instruction
Month by Month Phonics by Patricia Cunningham
Making Words First Grade: 100 Hands-On Lessons for
as possible. Students will break longer selections into smaller
parts and summarize as they read. By summarizing in this
headline-writing fashion, students will begin to sort out main
ideas from details of the text.
Students will learn to ask questions before, during and after
reading and to seek answers to deepen their understanding of the
text. By bringing their own questions to small groups, students
will examine what they don't know and get help in
comprehending.
Students will learn to visualize the details of a text. They will use
other sensory images like dramatizing and drawing to help them
better understand what they are reading.
Children will learn to infer (and predict) information before,
during, and after reading. Children will learn to distinguish
between inferences, assumptions, and opinions by backing up
their conclusions with evidence.
Children will be able to discriminate what is important from what
is not. Children will be able to use this information to determine
main ideas and themes of texts.
Students will stop often while reading to synthesize the
information gained from texts to form opinions, change
perspectives, develop new ideas, find evidence, and, in general,
enhance a personal understanding of the concepts presented in a
text.
Writing:
Use written and oral English appropriate for various
purposes and audiences.
Phonemic Awareness and Spelling by Patricia Cunningham
Daily Word Ladders by Timothy V. Rasinski
Create and develop texts that include the following text
features:
Development: the topic, theme, stand/perspective, argument
or character is fully developed
Organization: the text exhibits a discernible progressions of
ideas
Style: the writer demonstrates a quality of imagination,
individuality, and a distinctive voice
Word choice: the words are precise and vivid
Create and develop texts that include the following language
conventions:
Sentence formation: sentences are complete and varied in
length and structure
Conventions: appropriate grammar, mechanics, spelling and
usage enhance the meaning and readability of the text.
The curriculum for Grades 1-2 ESL Intermediate (ELP 2-3) is designed to meet the needs of intermediate level students (i.e.
ELLs at the second and third proficiency levels). Students at this level of proficiency are moving from word level communication to
communicating in simple and expanded sentences that will increase in complexity as language acquisition continues. This course will
enable ELLs to communicate information, ideas, and concepts necessary for success across the content areas.
Grades 1-2 ESL Intermediate (ELP 2-3)
Unit 3: The Wonderful World of Nature Duration: April-June
Sample Themes Essential Questions
What is the big Idea?
Enduring Understanding
How can it be applied and used
in real life?
Language Needed
Plants:
Parts of plants
Products derived from plants
Life cycle of a plant
Animals:
Features and characteristics
Classifications
Animals as represented in
both informational and
narrative texts.
Insects:
Characteristics
Behaviors
Products
Balance of Nature:
Habitats
Food chains
How do we know if
something is living or not?
What do living things
need?
Where do living things
live?
What are some examples
of non-living things?
How do living things
adapt to their
environment?
Why are rules necessary?
What are the rights and
responsibilities of citizens in
our community?
Who is the current mayor,
governor and president?
What is the purpose of a
tradition and how do they
develop?
Vocabulary Usage
At levels 2-3 proficiency, students
will move from communicating
with single words and set phrases,
to using phrases and short
sentences. As proficiency
increases these simple sentences
will expand to show emerging
complexity and a greater use of
detail.
At levels 2-3, students will move
beyond the use of high frequency
vocabulary, to employ general
language related to the content
area. Vocabulary usage will
display great specificity as
proficiency increases.
Language Forms and
Conventions
At levels 2-3 proficiency, students
Life cycle
Conservation and recycling.
Regular and irregular
comparatives
Word analysis skills
Question format
Chronological order
Adverbs
Positive and negative sentences
From sentence to paragraph
Making inferences
Finding the main idea
Reading and creating diagrams
for explaining a process
will move beyond the most
common instructional words and
patterns, to communication at the
sentence level that employs:
Compound grammatical
constructions
Repetitive phrasal and
sentence patterns across
content areas
As proficiency increases,
formulaic grammatical patterns
will begin to show occasional
variation.
Discourse Complexity
At the levels 2-3 proficiency,
ELL‟s will move from use of short
oral phrases to simple and
expanded sentences. Oral
responses should show emerging
complexity used to add detail. This
will be reflected in both oral and
written communication.
Grades 1-2 ESL Intermediate (ELP 2-3)
Unit 3: The Wonderful World of Nature Duration: April-June
Common Core State
Standards
WIDA Standards Student Learning Objectives
SWBAT
Assessment
Language:
(See Appendix A for
a complete list of
Common Core
Language Arts
WIDA Standard 1:
Social and instructional
Language: alphabet,
numbers, days, weeks,
months, colors, shapes,
Group living and non-living things
according to the characteristics that they
share using short sentences
Identify plants as living things that can
grow, change and die
Suggested Instructional
Activities
TPR activities
Draw and label
Standards)
Conventions of
Standard English
(L.1-5.1-2)
Knowledge of
Language (L.1-5.3)
Vocabulary
Acquisition and Use:
(Comprehension
strategies) (L.1-5.4)
Vocabulary
acquisition and use
(L.1-8.5)
Vocabulary
acquisition and use
(application) (L.1-5.6)
Speaking and
Listening:
Comprehension and
Collaboration:
SL.1-5.1
SL.1-5.2
SL.1-5.3
Presentation of
knowledge and ideas
SL.1-5.4
SL.1-5.5
time telling
Instructional: the school
environment: classroom
objects, routines,
commands, general content
related words
Self: body parts, clothing,
people, family, foods,
seasons, weather
WIDA Standard 2:
Language of Language
arts: parts of speech, word
classification and study,
parts of text, genres, etc.
WIDA Standard 3
Language of Math:
numbers used in authentic
contexts (telephone
numbers, address) cardinal
and ordinal numbers,
operational vocabulary,
word problems, money,
info graphics and visual
literacy.
WIDA Standard 4
Language of Science: Body
parts, senses, healthy foods
and habits
Analyze the life cycle of a plant by creating
a representation of them.
Analyze the life cycle of a plant by
responding to teacher created cloze
sentences
Identify, name and explain the functions of
the parts of a plant
Evaluate a plant‟s adaptation to its
environment using a graphic organizer and
summarizing their ideas after they have
been organized.
Explain how water moves through a plant
and the effect of water on plant survival by
creating diagrams and presenting to the
class with a partner
Determine the effect of the sun on plants‟
food manufacturing by conducting an
experiment and journaling students‟
observations with the help of a word bank
for this unit created by the teacher
Identify and explain that there are different
habitats for different types of plants
Explain how people use plants
Understand that animals have different
structures that serve different functions in
growth, survival, and reproduction
Identify different types of animals
(mammals, reptiles, fish, insects, etc)
Identify and recognize growth in animals
by charting the growth using different
types of charts for their observations
Identify and understand different means of
adaptation ( hibernation, migration,
Retelling a story
Think-Pair-Share
Cooperative learning
activities
Graphic Organizers
Sorting activities
Charting
Maps
Make a list of the main
events.
Make a timeline of
events.
Make a facts chart.
Write a list of any pieces
of information you can
remember.
List all the .... in the
story.
Make a chart showing...
Make an acrostic.
Recite a poem.
Cut out or draw pictures
to show a
particular event.
Illustrate what you think
the main idea was.
Make a cartoon strip
showing the sequence of
SL.1-5.6
Reading Foundational
Skills:
Print Concepts:
RF.1-5.1
Phonological
Awareness
RF.1-5.2
Phonics and Word
Recognitions
RF.1-5.3
Fluency
RF.1-5.4
Reading
Informational Text
Key Ideas and Detail
RI.1-5.1
RI.1-5.2
RI.1-5.2
Craft and Structure
RI.1-5.4
RI.1-5.5
RI,1-5.6
Integration of
Knowledge and Ideas
RI.1-5.7
RI.1-5.8
RI.1-5.9
RI.1-5.10
WIDA Standard 5
Language of Social
Studies: people and places
in the community,
geographic terms, info
graphics, cross-cultural
comparison
camouflage, etc)
Understand that animals have life cycles
and represent it by using various means
Hypothesize how animals might respond
to changes in their environment
Explain animals need air, water, and light
to live and thrive
Understand animals have offspring that
resemble their parents
Compare and contrast observable traits
between parents and offspring
Identify and categorize the basic needs of
living organisms as they relate to their
environment
Identify and describe different habitats of
different animals
Create a word wall or bulletin board
representing related topics regarding Our
World; Plants, Insects and Animals; All
About Me.
List uses of whole numbers from graphs or
visuals using phrases or short sentences
Learn the names of animals and the
products they produce (e.g., bees/honey)
Take a walk around the school and write a
Language Experience story (students
dictate as teacher writes) on the
observations of nature.
Determine how different structures (mouth,
beak, eyes, tails, etc) aid in the survival of
animals in different environments
Create a diorama showing plants, insects
and animals in their natural habitat.
events.
Write and perform a play
based on the story.
Retell the story in your
words.
Paint a picture of some
aspect you like.
Write a summary of an
event.
Prepare a flow chart to
illustrate the sequence of
events.
Make a coloring book.
Take a collection of
photographs to
demonstrate a particular
point.
Make up a puzzle game
Make a family tree
Put on a play
Create a video
presentation
Four Corners
Formative Assessments
Short Quizzes
Participation in TPR
activities
Reading Literature
Key ideas and details
RL.1-5
RL.1-5.1
RL.1-5.2
RL.1-5.3
Craft and Structure
RL.1-5.4
RL.1-5.5
RL.1-5.6
Integration of
Knowledge and
Details
RL.1-5.7
RL.1-5.9
Range of Reading and
text complexity
RL.1-5.10
Writing
Text types and
purposes
W.1-5.1
W.1-5.2
W.1-5.3
Production and
Distribution
W.1-5.4
Class or small group
discussion
One sentence summaries
Teacher observations
Group Work Updates
Idea Webs
Daily Do Now Review
Questions
Brainstorming
Contribution
Exit Questions
Dialog/Reflective
Journals
Erasable Board Messages
Individual Conferences
KWL charts/ Graphic
Organizers
CLOZE activities
Anecdotal Records
Do-Nows
Literary Projects
Vocabulary quizzes
Literature circles
Graphic organizers
Multiple choice tests
Timed readings/writings
Literature discussions
Literature responses
W.1-5.5
W.1-5.6
Research to Build and
Present Knowledge
W.1-5.7
W.1-5.8
W.1-5-9
Math
1.MD.C.4
1.OAA.1
Technology
1.TT.1.1
1.TT.1.3
Science
5.1.P.A.1
5.1.4.A.1
5.1.4.A.2
5.1.4.A.3
5.3.P.A.1
5.3.P.A.2
5.3.2.A.1
5.3.P.B.1
5.3.2.B.1
5.3.2.B.2
5.3.2.B.3
5.3.P.C.1
5.3.2.C.1
5.3.2.C.2
5.3.2.C.3
Questioning
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Cooperative learning
groups
Open-Ended Questions
Writer‟s Workshop
Writing Assignments
NJ Holistic Scoring
Rubric
Peer editing
Self-evaluation
Teacher Conferences
Portfolios
Running Records
Presentations
Visual Representations
Kinesthetic Assessments
Individual Whiteboards
Pre-Test/ Quizzes
Summative Assessment
State assessments
District benchmark or
interim assessments
End-of-unit or chapter
tests
5.3.P.D.1
5.3.2.D.1
5.3.2.D.2
End-of-term or semester
exams
Resources
Fiction Literatue
The Salamander Room by A. Mazer
The Tiny Seed by E. Carle
The Big Seed by E. Howard
I am a Seed by J. Marzollo
Love You Forever by R. Munsch
Building Beavers by K. Martin-James
Non-Fiction Flip, Float, Flop: Seeds on the Move by Joan Early Macken
From Seed to Plant by G. Gibbons
How do Plants Grow by Louise and Richard Spilsbury
Is it a Living Thing? by Bobbie Kalman
It’s a Fruit, It’s a Vegetable, It’s a Pumpkin by Allan
Fowler
Living and Non-Living by Carol Lindeen
Nature Spy by S. Rotner
Our Planet by Charles Siebert and Harriet Rohmer
What’s Alive? by Zoehfeld Weidner
We Planted a Tree by Diane Muldrow
Why I Care About Nature? By M. J. Knight
Songs and Poems
Where the Sidewalk Ends, Sarah Cynthia Silvia Stout
Would Not Take The Garbage Out by Shel Silverstein
The Three Bears Holiday Rhyme Book, Earth Day by Jane
Yolen
Technology
www.brainpopesl.com
www.congressforkids.net
www.discoveryeducation.com
www.pbslearningmedia.org
www.pbskids.org
www.socialstudiesforkids.com
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.songsforteaching.com/kidzup/vowels.htm
http://www.trcabc.com/resources/curriculum/long-vowel-short-vowel-
lesson-plans/
http://www.math-and-reading-help-for-
kids.org/elementary_reading_games.html
http://www.learningtoday.com/corporate/reading-games.asp
http://www.printablereadinggames.com/
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.eduplace.com
http://www.softschools.com/language_arts/phonics/phonics_games.jsp
http://www.brainpopjr.com
http://www.starfall.com
http://www.tumblebooks.com/library/asp/home_tumblebooks.asp
http://www.abcya.com
http://www.readinga-z.com
http://www.readinglady.com
http://www.rif.org
http://www.fcrr.org
http://www.literacymalden.wikispaces.com/ReciprocalTeaching
Writing
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.suite101.com/content/writing-poems-with-kids-a23148
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.writemorestuff.com/pages/activities.html
http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html
http://www.writingfix.com/
http://www.zoodles.com/free-online-kids-games/first-1st-grade
http://www.storylineonline.net/
Teacher Notes Teacher Resources
Teacher Notes:
Infuse various literary genres throughout this unit.
Start a writing portfolio for each student.
The following foundational skills should be developed
continuously throughout the year:
Reading:
o Make use of schema
WIDA Standards (2012) downloaded from
http://www.standardswww.wida.us/standards
NJ Department of Education
http://state.nj.us/education
http://www.nj.gov/education/bilingual/
http://www.nj.gov/education/bilingual/resources/newcomer.htm
WIDA Consortium
o Reread for clarification
o Seeking meaning of unknown vocabulary
o Make and revise predictions
o Draw conclusions
o Make connections: text to text, text to self, text to world
Teachers should use mini-lessons and small groups to teach,
demonstrate and investigate the following strategies: Children will
use a variety of fix-up strategies to read unfamiliar words.
Students will learn to pronounce words, determine meanings in
context, and figure out words using knowledge of root words,
prefixes and suffixes, among other strategies. They will learn to
figure out the meaning of an unfamiliar word. Sometimes that
results from figuring out how to pronounce the word. Sometimes
that is by inferring from context. Of the two skills, students need
to know that figuring out the meaning is more important.
Children will deepen their comprehension by accessing their prior
knowledge before reading a selection. While reading, they will
learn to make connections from the text to themselves, the text to
other texts and movies, and the text to world. By recognizing what
is unknown in the text and thinking about what is known from
personal experience, other texts and the world, the reader will
build confidence in using personal connections to get meaning
from what was originally unknown. By explaining how these
connections help them understand the text, their comprehension
will improve.
Students will build on their knowledge of retelling to recall
important details. Students will learn to discern what is most
important to use in the retelling.
http://www.wida.us
Center for Applied Linguistics
http://www.cal.org
Teachers of English to Speakers of Other Languages (TESOL)
www.tesol.org
Echevarria, J., Vogt, M., and Short, D. J., Making Content
Comprehensible for English Learners: The SIOP Model.
(Second Edition 2010) Allyn & Bacon, Boston, MA.
Vogt, M.E., Echevarria,J (2008) 99 Ideas and Activities for
Teaching English Learners with the SIOP Model. Boston, MA:
Pearson Education, Inc.
Comprehension Connections by Stephanie Harvey -Bridges to
Strategic Reading
Guided Comprehension by Maureen McLaughlin & Mary Beth
Allen -A Teaching Model for grades 3-8
Strategies that Work by Stephanie Harvey & Anne Goudvis -
Comprehension for Understanding and Engagement
Reciprocal Teaching at Work by Lori D. Oczkus -Strategies for
Improving Reading Comprehension
Mosaic of Thought by Ellin Oliver Keene & Susan
Zimmermann - Power of Comprehension Strategy
Instruction
Month by Month Phonics by Patricia Cunningham
Students will learn to summarize a small selection in as few words
as possible. Students will break longer selections into smaller
parts and summarize as they read. By summarizing in this
headline-writing fashion, students will begin to sort out main
ideas from details of the text.
Students will learn to ask questions before, during and after
reading and to seek answers to deepen their understanding of the
text. By bringing their own questions to small groups, students
will examine what they don't know and get help in
comprehending.
Students will learn to visualize the details of a text. They will use
other sensory images like dramatizing and drawing to help them
better understand what they are reading.
Children will learn to infer (and predict) information before,
during, and after reading. Children will learn to distinguish
between inferences, assumptions, and opinions by backing up
their conclusions with evidence.
Children will be able to discriminate what is important from what
is not. Children will be able to use this information to determine
main ideas and themes of texts.
Students will stop often while reading to synthesize the
information gained from texts to form opinions, change
perspectives, develop new ideas, find evidence, and, in general,
enhance a personal understanding of the concepts presented in a
text.
Writing:
Use written and oral English appropriate for various
Making Words First Grade: 100 Hands-On Lessons for
Phonemic Awareness and Spelling by Patricia Cunningham
Daily Word Ladders by Timothy V. Rasinski
purposes and audiences.
Create and develop texts that include the following text
features:
Development: the topic, theme, stand/perspective, argument
or character is fully developed
Organization: the text exhibits a discernible progressions of
ideas
Style: the writer demonstrates a quality of imagination,
individuality, and a distinctive voice
Word choice: the words are precise and vivid
Create and develop texts that include the following language
conventions:
Sentence formation: sentences are complete and varied in
length and structure
Conventions: appropriate grammar, mechanics, spelling and
usage enhance the meaning and readability of the text.
The curriculum for Grades 1-2 ESL Advanced (ELP 4-5) is designed to meet the needs of English language learners who are
approaching English proficiency. Students at Proficiency levels 4-5 are at all times generally comprehensible, with some errors that
may reflect first language interference, or as proficiency increase, errors will be similar to those made by their fluent English peers. At
this level, students will need increasingly less visual supports in order to comprehend grade level academic language. This course will
help students to comprehend increasing complex academic language (listening and reading) as well as to develop academic writing
and speech that is well formed and employs technical/content area language, using a variety of sentence lengths, evolving towards
greater complexity and cohesion.
Grades 1-2 ESL Advanced (ELP 4-5)
Unit 3: The Wonderful World of Nature Duration: April-June
Sample Themes Essential Questions
What is the big Idea?
Enduring Understanding
How can it be applied and used
in real life?
Language Needed
Plants:
Parts of plants
Products derived from plants
Life cycle of a plant
Animals:
Features and characteristics
Classifications
Animals as represented in
both informational and
narrative texts.
Insects:
Characteristics
Behaviors
Products
How do we know if
something is living or not?
What do living things
need?
Where do living things
live?
What are some examples
of non-living things?
How do living things
adapt to their
environment?
Why are rules necessary?
What are the rights and
responsibilities of citizens in
our community?
Who is the current mayor,
governor and president?
What is the purpose of a
tradition and how do they
develop?
Vocabulary Usage
As ELLS move from proficiency
level 3 towards 5, they will begin
using specific and some technical
language related to content areas.
As proficiency increases, Ells‟
speech/writing will employ a
greater amount of technical
vocabulary. When students reach
proficiency level 5, speech and
writing will show a marked
increase of facility with needed
language and a increase in
specificity.
Language Forms and
Conventions
As ELLs move from proficiency
level 3 towards 5, both written and
Balance of Nature:
Habitats
Food chains
Life cycle
Conservation and recycling.
Regular and irregular
comparatives
Word analysis skills
Question format
Chronological order
Positive and negative sentences
Making inferences
Finding the main idea
Reading and creating diagrams
for explaining a process
oral speech will display a variety
of sentence lengths and employ a
variety of linguistic complexity.
Oral and written responses should
show an emerging cohesion with
language used to convey messages
with detail and clarity. Level 5
proficiency is marked by the ELLs
ability to show cohesion and
organization in support of a main
idea.
Discourse Complexity
As ELLs move from Level 3
proficiency towards Level 5,
students may still make errors that
reflect their first language but do
not impede overall
comprehensibility. By level 5
proficiency, the student is
approaching comparability with
English speaking peers in terms of
comprehensibility and fluency.
Errors may be similar to those
made by English proficient peers.
Grades 1-2 ESL Advanced (ELP 4-5)
Unit 3: The Wonderful World of Nature Duration: April-June
Common Core State
Standards
WIDA Standards Student Learning Objectives
SWBAT
Assessment
Language:
(See Appendix A for
a complete list of
Common Core
WIDA Standard 1:
Social and instructional
Language: alphabet,
numbers, days, weeks,
Group living and non-living things
according to the characteristics that they
share
Identify plants as living things that can
Suggested Instructional
Activities
TPR activities
Draw and label
Language Arts
Standards)
Conventions of
Standard English
(L.1-5.1-2)
Knowledge of
Language (L.1-5.3)
Vocabulary
Acquisition and Use:
(Comprehension
strategies) (L.1-5.4)
Vocabulary
acquisition and use
(L.1-8.5)
Vocabulary
acquisition and use
(application) (L.1-5.6)
Speaking and
Listening:
Comprehension and
Collaboration:
SL.1-5.1
SL.1-5.2
SL.1-5.3
Presentation of
knowledge and ideas
SL.1-5.4
months, colors, shapes,
time telling
Instructional: the school
environment: classroom
objects, routines,
commands, general content
related words
Self: body parts, clothing,
people, family, foods,
seasons, weather
WIDA Standard 2:
Language of Language
arts: parts of speech, word
classification and study,
parts of text, genres, etc.
WIDA Standard 3
Language of Math:
numbers used in authentic
contexts (telephone
numbers, address) cardinal
and ordinal numbers,
operational vocabulary,
word problems, money,
info graphics and visual
literacy.
WIDA Standard 4
Language of Science: Body
parts, senses, healthy foods
grow, change and die
Analyze the life cycle of a plant
Analyze the life cycle of a plant
Identify, name and explain the functions of
the parts of a plant
Evaluate a plant‟s adaptation to its
environment
Explain how water moves through a plant
and the effect of water on plant survival
Determine the effect of the sun on plants‟
food manufacturing by conducting an
experiment and journaling students‟
observations
Identify and explain that there are different
habitats for different types of plants
Explain how people use plants
Understand that animals have different
structures that serve different functions in
growth, survival, and reproduction
Identify different types of animals
(mammals, reptiles, fish, insects, etc)
Identify and recognize growth in animals
by charting the growth using different
types of charts for their observations
Identify and understand different means of
adaptation ( hibernation, migration,
camouflage, etc)
Understand that animals have life cycles
and represent it by using various means
Hypothesize how animals might respond
to changes in their environment
Explain animals need air, water, and light
Retelling a story
Think-Pair-Share
Cooperative learning
activities
Graphic Organizers
Sorting activities
Charting
Maps
Make a list of the main
events.
Make a timeline of
events.
Make a facts chart.
Write a list of any pieces
of information you can
remember.
List all the .... in the
story.
Make a chart showing...
Make an acrostic.
Recite a poem.
Cut out or draw pictures
to show a
particular event.
Illustrate what you think
the main idea was.
Make a cartoon strip
showing the sequence of
SL.1-5.5
SL.1-5.6
Reading Foundational
Skills:
Print Concepts:
RF.1-5.1
Phonological
Awareness
RF.1-5.2
Phonics and Word
Recognitions
RF.1-5.3
Fluency
RF.1-5.4
Reading
Informational Text
Key Ideas and Detail
RI.1-5.1
RI.1-5.2
RI.1-5.2
Craft and Structure
RI.1-5.4
RI.1-5.5
RI,1-5.6
Integration of
Knowledge and Ideas
RI.1-5.7
RI.1-5.8
RI.1-5.9
and habits
WIDA Standard 5
Language of Social
Studies: people and places
in the community,
geographic terms, info
graphics, cross-cultural
comparison
to live and thrive
Understand animals have offspring that
resemble their parents
Compare and contrast observable traits
between parents and offspring
Identify and categorize the basic needs of
living organisms as they relate to their
environment
Identify and describe different habitats of
different animals
Create a word wall or bulletin board
representing related topics regarding Our
World; Plants, Insects and Animals; All
About Me.
List uses of whole numbers from graphs or
visuals using phrases or short sentences
Learn the names of animals and the
products they produce (e.g., bees/honey)
Take a walk around the school and write a
Language Experience story (students
dictate as teacher writes) on the
observations of nature.
Determine how different structures (mouth,
beak, eyes, tails, etc) aid in the survival of
animals in different environments
Create a diorama showing plants, insects
and animals in their natural habitat.
events.
Write and perform a play
based on the story.
Retell the story in your
words.
Paint a picture of some
aspect you like.
Write a summary of an
event.
Prepare a flow chart to
illustrate the sequence of
events.
Make a coloring book.
Take a collection of
photographs to
demonstrate a particular
point.
Make up a puzzle game
Make a family tree
Put on a play
Create a video
presentation
Four Corners
Formative Assessments
Short Quizzes
Participation in TPR
activities
RI.1-5.10
Reading Literature
Key ideas and details
RL.1-5
RL.1-5.1
RL.1-5.2
RL.1-5.3
Craft and Structure
RL.1-5.4
RL.1-5.5
RL.1-5.6
Integration of
Knowledge and
Details
RL.1-5.7
RL.1-5.9
Range of Reading and
text complexity
RL.1-5.10
Writing
Text types and
purposes
W.1-5.1
W.1-5.2
W.1-5.3
Production and
Distribution
Class or small group
discussion
One sentence summaries
Teacher observations
Group Work Updates
Idea Webs
Daily Do Now Review
Questions
Brainstorming
Contribution
Exit Questions
Dialog/Reflective
Journals
Erasable Board Messages
Individual Conferences
KWL charts/ Graphic
Organizers
CLOZE activities
Anecdotal Records
Do-Nows
Literary Projects
Vocabulary quizzes
Literature circles
Graphic organizers
Multiple choice tests
Timed readings/writings
Literature discussions
Literature responses
W.1-5.4
W.1-5.5
W.1-5.6
Research to Build and
Present Knowledge
W.1-5.7
W.1-5.8
W.1-5-9
Math
1.MD.C.4
1.OAA.1
Technology
1.TT.1.1
1.TT.1.3
Science
5.1.P.A.1
5.1.4.A.1
5.1.4.A.2
5.1.4.A.3
5.3.P.A.1
5.3.P.A.2
5.3.2.A.1
5.3.P.B.1
5.3.2.B.1
5.3.2.B.2
5.3.2.B.3
5.3.P.C.1
5.3.2.C.1
5.3.2.C.2
Questioning
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Cooperative learning
groups
Open-Ended Questions
Writer‟s Workshop
Writing Assignments
NJ Holistic Scoring
Rubric
Peer editing
Self-evaluation
Teacher Conferences
Portfolios
Running Records
Presentations
Visual Representations
Kinesthetic Assessments
Individual Whiteboards
Pre-Test/ Quizzes
Summative Assessment
State assessments
District benchmark or
interim assessments
End-of-unit or chapter
tests
5.3.2.C.3
5.3.P.D.1
5.3.2.D.1
5.3.2.D.2
End-of-term or semester
exams
Resources
Fiction Literatue
The Salamander Room by A. Mazer
The Tiny Seed by E. Carle
The Big Seed by E. Howard
I am a Seed by J. Marzollo
Love You Forever by R. Munsch
Building Beavers by K. Martin-James
Non-Fiction Flip, Float, Flop: Seeds on the Move by Joan Early Macken
From Seed to Plant by G. Gibbons
How do Plants Grow by Louise and Richard Spilsbury
Is it a Living Thing? by Bobbie Kalman
It’s a Fruit, It’s a Vegetable, It’s a Pumpkin by Allan
Fowler
Living and Non-Living by Carol Lindeen
Nature Spy by S. Rotner
Our Planet by Charles Siebert and Harriet Rohmer
What’s Alive? by Zoehfeld Weidner
We Planted a Tree by Diane Muldrow
Why I Care About Nature? By M. J. Knight
Technology
www.brainpopesl.com
www.congressforkids.net
www.discoveryeducation.com
www.pbslearningmedia.org
www.pbskids.org
www.socialstudiesforkids.com
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.songsforteaching.com/kidzup/vowels.htm
http://www.trcabc.com/resources/curriculum/long-vowel-short-vowel-
lesson-plans/
http://www.math-and-reading-help-for-
kids.org/elementary_reading_games.html
http://www.learningtoday.com/corporate/reading-games.asp
http://www.printablereadinggames.com/
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
Songs and Poems
Where the Sidewalk Ends, Sarah Cynthia Silvia Stout
Would Not Take The Garbage Out by Shel Silverstein
The Three Bears Holiday Rhyme Book, Earth Day by Jane
Yolen
http://www.eduplace.com
http://www.softschools.com/language_arts/phonics/phonics_games.jsp
http://www.brainpopjr.com
http://www.starfall.com
http://www.tumblebooks.com/library/asp/home_tumblebooks.asp
http://www.abcya.com
http://www.readinga-z.com
http://www.readinglady.com
http://www.rif.org
http://www.fcrr.org
http://www.literacymalden.wikispaces.com/ReciprocalTeaching
Writing
http://www.canteach.ca/elementary/songspoems.html
http://www.teachersclubhouse.com/grammarskills.htm
http://www.proteacher.com/070037.shtml
http://www.suite101.com/content/writing-poems-with-kids-a23148
http://www.commoncore.org/maps/index.php/maps/grades/grade_1/
http://www.teachers.net/lessonplans/subjects/literature/
http://www.poetryteachers.com/
http://www.writemorestuff.com/pages/activities.html
http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html
http://www.writingfix.com/
http://www.zoodles.com/free-online-kids-games/first-1st-grade
http://www.storylineonline.net/
Teacher Notes Teacher Resources
Teacher Notes:
Infuse various literary genres throughout this unit.
Start a writing portfolio for each student.
The following foundational skills should be developed
continuously throughout the year:
Reading:
o Make use of schema
o Reread for clarification
o Seeking meaning of unknown vocabulary
o Make and revise predictions
o Draw conclusions
o Make connections: text to text, text to self, text to world
Teachers should use mini-lessons and small groups to teach,
demonstrate and investigate the following strategies: Children will
use a variety of fix-up strategies to read unfamiliar words.
Students will learn to pronounce words, determine meanings in
context, and figure out words using knowledge of root words,
prefixes and suffixes, among other strategies. They will learn to
figure out the meaning of an unfamiliar word. Sometimes that
results from figuring out how to pronounce the word. Sometimes
that is by inferring from context. Of the two skills, students need
to know that figuring out the meaning is more important.
WIDA Standards (2012) downloaded from
http://www.standardswww.wida.us/standards
NJ Department of Education
http://state.nj.us/education
http://www.nj.gov/education/bilingual/
http://www.nj.gov/education/bilingual/resources/newcomer.htm
WIDA Consortium
http://www.wida.us
Center for Applied Linguistics
http://www.cal.org
Teachers of English to Speakers of Other Languages (TESOL)
www.tesol.org
Echevarria, J., Vogt, M., and Short, D. J., Making Content
Comprehensible for English Learners: The SIOP Model.
(Second Edition 2010) Allyn & Bacon, Boston, MA.
Vogt, M.E., Echevarria,J (2008) 99 Ideas and Activities for
Teaching English Learners with the SIOP Model. Boston, MA:
Pearson Education, Inc.
Comprehension Connections by Stephanie Harvey -Bridges to
Strategic Reading
Guided Comprehension by Maureen McLaughlin & Mary Beth
Children will deepen their comprehension by accessing their prior
knowledge before reading a selection. While reading, they will
learn to make connections from the text to themselves, the text to
other texts and movies, and the text to world. By recognizing what
is unknown in the text and thinking about what is known from
personal experience, other texts and the world, the reader will
build confidence in using personal connections to get meaning
from what was originally unknown. By explaining how these
connections help them understand the text, their comprehension
will improve.
Students will build on their knowledge of retelling to recall
important details. Students will learn to discern what is most
important to use in the retelling.
Students will learn to summarize a small selection in as few words
as possible. Students will break longer selections into smaller
parts and summarize as they read. By summarizing in this
headline-writing fashion, students will begin to sort out main
ideas from details of the text.
Students will learn to ask questions before, during and after
reading and to seek answers to deepen their understanding of the
text. By bringing their own questions to small groups, students
will examine what they don't know and get help in
comprehending.
Students will learn to visualize the details of a text. They will use
other sensory images like dramatizing and drawing to help them
better understand what they are reading.
Children will learn to infer (and predict) information before,
during, and after reading. Children will learn to distinguish
between inferences, assumptions, and opinions by backing up
Allen -A Teaching Model for grades 3-8
Strategies that Work by Stephanie Harvey & Anne Goudvis -
Comprehension for Understanding and Engagement
Reciprocal Teaching at Work by Lori D. Oczkus -Strategies for
Improving Reading Comprehension
Mosaic of Thought by Ellin Oliver Keene & Susan
Zimmermann - Power of Comprehension Strategy
Instruction
Month by Month Phonics by Patricia Cunningham
Making Words First Grade: 100 Hands-On Lessons for
Phonemic Awareness and Spelling by Patricia Cunningham
Daily Word Ladders by Timothy V. Rasinski
their conclusions with evidence.
Children will be able to discriminate what is important from what
is not. Children will be able to use this information to determine
main ideas and themes of texts.
Students will stop often while reading to synthesize the
information gained from texts to form opinions, change
perspectives, develop new ideas, find evidence, and, in general,
enhance a personal understanding of the concepts presented in a
text.
Writing:
Use written and oral English appropriate for various
purposes and audiences.
Create and develop texts that include the following text
features:
Development: the topic, theme, stand/perspective, argument
or character is fully developed
Organization: the text exhibits a discernible progressions of
ideas
Style: the writer demonstrates a quality of imagination,
individuality, and a distinctive voice
Word choice: the words are precise and vivid
Create and develop texts that include the following language
conventions:
Sentence formation: sentences are complete and varied in
length and structure
Conventions: appropriate grammar, mechanics, spelling and
usage enhance the meaning and readability of the text.
Appendix A
Common Core Language Arts Standards
Grades 1-2 ESL Beginner (ELP 1 –Entering)
Common Core State Standards Student Learning Objectives
Language: Conventions of Standard English (L.K-5.1-2)
Knowledge of Language (L.K-5.3)
Vocabulary Acquisition and Use:
(Comprehension strategies) (L.K-5.4)
Vocabulary acquisition and use (L.K-8.5)
Vocabulary acquisition and use (application) (L.K-5.6)
Recognize and reproduce the complete alphabet using both upper
and lower case letters.
Use frequently occurring nouns and verbs, form regular and
irregular plural forms of nouns.
Understand and use interrogatives and frequently occurring
prepositions.
Communicate in words, phrases and complete sentences using the
target language.
Recognize, name and correctly employ end punctuation marks.
Capitalize the first word of a sentence and the pronoun I.
Use memorization, phonetics and knowledge of sound/letter
relationships to spell words correctly.
Read high frequency words by sight.
With guidance and support from adults, explore word relationships
and nuances in word meanings.
Use words and phrases acquired through conversations, reading
and being read to, and responding to texts.
Speaking and Listening: Follow oral directions according to simple commands using
Comprehension and collaboration
SL.K-5.1
SL.K-5.2
SL.K-5.3
Presentation of knowledge and ideas
SL.K-5.4
SL.K-5.5
SL.K-5.6
manipulatives or real-life objects (e.g., point to your head).
Follow along in role play activities described orally.
Explore movement of real-life objects by following oral commands
and modeling (e.g., “Push the ball. Watch it move. Make it stop.”).
Listen to recognize types of language by context and tone.
Follow increasingly difficult oral directions.
Repeat new language related to story pictures modeled by teachers.
Name body parts and associate them with senses and physical
actions (e.g., eyes-see, nose-smells, fingers – touch).
Identify signs around neighborhood from oral commands and
pictures or field trips (e.g., traffic lights, schools or railroad
crossings).
Confirm understanding of a text read aloud or information
presented orally or through other media by asking and answering
questions about key details and requesting clarification if
something is not understood.
Ask and answer questions for clarification or to resolve problems.
Participate in full class, group, or pair discussions.
Answer yes/no or choice questions about likes or dislikes (e.g., Do
you like to swim?)
Express needs.
Use language acquired through classroom instruction for real life
communication.
Reading (Foundational Skills):
Print concepts
RF.K-5.1
Phonological Awareness
RF.K-5.2
Phonics and Word Recognitions
RF.K-5.3
Fluency
RF.K-5.4
Recognize and reproduce the complete alphabet using both upper
and lower case letters.
Associate letter sounds (at beginning, middle, or end of words)
with familiar pictures in context.
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken
words.
Match voice to print by pointing to icons, letters, or illustrated
words.
Use memorization, phonetics and knowledge of sound/letter
relationships to spell words correctly.
Read high frequency words by sight.
Identify all kind of foods from photographs, graphs, or charts with
labels and select them to makes posters from magazine pictures.
Categorize vocabulary with classifications such as parts of speech,
synonyms, antonyms, etc.
Distinguish shades and nuances of meaning between words with
similar meanings.
Reading Informational Text Match illustrations (icons and pictures) to target vocabulary items.
Key Ideas and Details
RI.K-5.1
RI.K-5.2
RI.K-5.3
Craft and structure
RI.K-5.4
RI.K-5.5
RI.K-5.6
Integration of Knowledge and Ideas
RI.K-5.7
RI.K-5.8
RI.K-5.9
RI.K-5.10
With prompting and support, ask and answer questions about key
details in a text.
With prompting and support, identify the main topic and retell key
details of a text.
With prompting and support, students will read informational text,
name the title, author, give setting, identify major events, and
ask/answer about key details in a text.
Students will retell and summarize informational texts they have
read.
Students will compare similar texts and make connections with
their own experiences.
Identify the front cover, back cover, and title page of a book.
With appropriate prompting and support, students will describe the
relationship between text and images (illustrations, charts, etc.) the
information that is conveyed.
Interpret graphs, charts, and diagrams.
Use diagrams to guide use of standard, non-standard measures
(e.g., a ruler can show inches).
Match labeled pictures with illustrated celebrations or customs in
U.S. or internationally.
Begin to connectnew information to information previously
learned.
Compare and contrast story plots, characters, settings and themes.
Actively engage in group reading activities with purpose and
understanding.
Reading Literature
Key ideas and details
RL.K-5
RL.K-5.1
RL.K-5.2
RL.K-5.3
Craft and Structure
RL. K-5.4
RL.K-5.5
RL.K-5.6
Integration of Knowledge and Details
RL.K-5.7
RL.K-5.9
Range of Reading and text complexity
RL.K-5.10
Match illustrations (icons and pictures) to target vocabulary items
With prompting and support, ask and answer questions about key
details in a text.
With prompting and support, students will read literature and
demonstrate the ability to name the title, author, give setting, name
characters, identify major events, and ask/answer about key details
in a text.
Read simple texts, both fiction and non-fiction, with fluency that is
appropriate with proficiency level.
Demonstrate an understanding of the purpose of punctuation marks
while reading aloud.
Students will retell and summarize stories they have read.
Students will compare stories and make connections with their own
experiences.
With appropriate prompting and support, students will describe the
relationship between text and images (illustrations, charts, etc.) the
information that is conveyed.
Actively engage in group reading activities with purpose and
understanding.
Writing
Text types and purposes
W.K-5.1
W.K-5.2
W.K-5.3
Production and Distribution
W.K-5.4
W.K-5.5
W.K-5.6
Research to Build and Present Knowledge
W.K-5.7
W.K-5.8
W.K-5.9
Trace, copy or produce words about target thematic vocabulary
using models and pictures
Illustrate and label whole numbers from graphs or visuals and
word banks (such as from 1-100)
Use a combination of drawing, dictating, and writing to compose
opinion pieces in which they tell a reader the topic or the name of
the book they are writing about and state an opinion or preference
about the topic or book (e.g., My favorite book is...).
Reproduce illustrated word pairs by families (e.g., cat, hat)
Write a descriptive piece, such as a description of a person, place
or object.
Reproduce or label symbols or logos for food in a supermarket.
Students will use a combination of drawing, dictating, and writing
to narrate a single event or several loosely linked events, tell about
the events in the order in which they occurred, and provide a
reaction to what happened.
Develop a collection of writing (e.g. portfolio or literacy folder)
Appendix B
A Blank Template for Drafting Strands of MPIs
CONNECTION:
EXAMPLE CONTEXT FOR LANGUAGE USE:
COGNITIVE FUNCTION:
DO
MA
IN:
__________
__
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging Lev
el 6 - R
each
ing
TOPIC-RELATED LANGUAGE:
GRADE: _______
ELD STANDARD: ____________________________________ EXAMPLE TOPIC: ____________________________________