esl grade 2 - township of union public schools curriculum guides/esl...esl grade 2 curriculum guide...

TOWNSHIP OF UNION PUBLIC SCHOOLS

ESL Grade 2

Curriculum Guide

Curriculum Guide Approved June 2016

Board Members

Vito Nufrio, President

David Arminio, Vice President

Steven Le

Guy Francis

Ronald McDowell

Jeff Monge

Angel Salcedo

Nancy Zuena

TOWNSHIP OF UNION PUBLIC SCHOOLS

Administration

Superintendent …………………………………..……………………..…………………...……………………..Mr. Gregory Tatum

Assistant Superintendent ………………………………………...………………………………………………….Dr. Noreen Lishak

Assistant Superintendent……………………………………………………………………………………………….Ms. Ann Moses

Director of Student Information/Technology ………………………….……..………………………….………….Ms. Ann M. Hart

Director of Athletics, Health, Physical Education and Nurses…………..……………………..……………………Ms. Linda Ionta

DEPARTMENT SUPERVISORS

All Academic Areas K-2 ………………………………………………….………………………………….. Ms. Maureen Corbett

Language Arts/Social Studies 3-5 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics/Science 3-5 …….………….………………………………………………………………….…Ms. Theresa Matthews

Guidance K-12/SAC …..…………………………………………………………………………………….……….Ms. Nicole Ahern

Language Arts……………………..……...………………………………….…………………………………….…Ms. Randi Moran

Math 8-12……………………………………..…………………………………………………………………..…..Mr. Jeremy Cohen

Science 6-12…….............…………………………………………………….………………………………….Ms. Maureen Guilfoyle

Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante

Gifted & Talented / Computer Technology K-8………………….……………………………………………………..Ms. Ann Hart

World Language/ESL/Career Education……………………………….…...……………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago

ESL Grade 2

Curriculum Committee Members

Amy Elzahaby

Barbara Perska

Table of Contents

Title Page Board Members Administration Department Supervisors Curriculum Committee Table of Content District Mission/Philosophy Statement District Goals Course Description Recommended Texts Course Proficiencies Curriculum Units Appendix: New Jersey Core Curriculum Content Standards

Mission Statement

The mission of the Township of Union Public Schools is to build on the foundations of honesty, excellence,

integrity, strong family, and community partnerships. We promote a supportive learning environment where every

student is challenged, inspired, empowered, and respected as diverse learners. Through cultivation of students'

intellectual curiosity, skills and knowledge, our students can achieve academically and socially, and contribute as

responsible and productive citizens of our global community.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts

through its educational practices. It is the belief of the Board of Education that a primary function of the Township

of Union Public School System is to formulate a learning climate conducive to the needs of all students in general,

providing therein for individual differences. The school operates as a partner with the home and community.

Statement of District Goals

Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and self-

discipline. Acquire and use the skills and habits involved in critical and constructive

thinking. Develop a code of behavior based on moral and ethical principles. Work with others cooperatively. Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues. Acquire a knowledge and understanding of the physical and biological

sciences. Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work. Appreciate and understand literature, art, music, and other cultural

activities. Develop an understanding of the historical and cultural heritage. Develop a concern for the proper use and/or preservation of natural

resources. Develop basic skills in sports and other forms of recreation.

Course Description

This course has been designed to aid the students in learning to use the English language correctly and effectively by participating in a variety of language activities that foster the development of English language skills. In addition, an appreciation of various cultures and critical thinking are emphasized. The ESL (English as a Second Language Program) is a pull-out program. The ELL (English Language Learner) is pulled out of the regular classroom for special instruction in ESL for the minimum of 30 minutes daily.

This guide has been created to assist second grade ELLs in meeting the goals required to master English language proficiencies as outlined by the WIDA and Common Core Standards. The guide consists of daily content and language objectives in the following areas: listening, speaking, reading, and writing. Lessons are based on research-based Treasure Chest by Macmillian/McGraw- Hill, a program specifically designed for ELLs using the ELA program Treasures in the mainstream classroom.

Recommended Textbooks

Macmillian/McGraw-Hill Treasure Chest for English Language Learners Program

Supplemental Book List: Animals

Animals Should Definitely Not Wear Clothing J. Barrett

The Grouchy Ladybug E. Carle

Color Zoo L. Ehlert

The Alphabet in Nature J. Feldman

Once Upon MacDonald’s Farm S. Gammell

Animals Born Alive Well R. Heller

Chickens Aren’t the Only Ones R. Heller

How the Camel Got His Hump R. Kipling

The Tiger Who Lost His Stripes A. Paul

Welcome to the Greenhouse J. Yolen

The Mitten J. Brett

Baths

To Bathe a Boa C. I. Kidrna

Harry the Dirty Dog G. Zion

No More Baths B. Cole

Body The Magic School Bus Inside the Human Body J. Cole

Goodness Gracious! P. Cummings

The Dancing Skeleton C. DeFelice

Cause and Effect The Bee Tree P. Polacco

If You Give a Mouse a Cookie L. Numeroff

If You Give a Pig a Pancake L. Numeroff

If You Give a Moose a Muffin L. Numeroff

If You Take a Mouse to School L. Numeroff

Circus

Circus L. Ehlert

Chester the Worldly Pig B. Peet

Classification/Sorting

Allsorts T. Wells

Hats, Hats, Hats A. Morris

A House Is A House For Me M. Hoberman

People P. Spier

Waldo Series M. Handford

Clothing The Jacket I Wear in the Snow S. Nietzel

Million Dollar Jeans R. Roy

No Roses for Harry G. Zion

Something from Nothing P. Gilman

The Principal’s New Clothes S. Calmenson

Hats, Hats, Hats A. Morris

Colors

Brown Bear, Brown Bear What Do You See? B. Martin

The Mixed-Up Chameleon E. Cale

Thinking About Colors J. Jenkins

Days of the Week Today is Monday E. Carle

Mortimer Mooner Stopped Taking a Bath F. Edwards

Heckedy Peg A. Wood

Family

The Patchwork Quilt V. Flournoy

A Baby Sister for Frances R. Hoban

A Chair for My Mother V. Williams

In for Winter Out for Spring (poems) A. Adoff

Grandfather’s Journey A. Say

Farm

Too Many Chickens P. Bourgeois

Color Farm L. Ehlert

The Day the Goose Got Loose R. Lindbergh

How Now Brown Cow (poetry) A. Schertle

Food

Cloudy with a Chance of Meatbals J. Barrett

Growing Vegetable Soup L. Ehlert

Bread, Bread, Bread A. Morris

Stone Soup M. Brown

Strega Nona T. DePaola

Tony’s Bread T. DePaola

How to Eat a Poem & Other Morsels: Food Poems R. Agree

Course Proficiencies

Students will be able to…

Listening

Follow single and multi-step spoken directions

Demonstrate understanding of key ideas or details from a text read aloud or information presented orally or through other media. (SL.2.2)

Sequence a series of oral statements

Classify objects according to descriptive oral statements

Compare/contrast objects according to physical attributes based on oral information

Speaking

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (SL 2.3)

Participate in collaborative conversation about grade 2 topics and texts (SL 2.1)

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (SL.2.4)

Use academic vocabulary in class discussions

Express and support ideas with examples

Give oral presentations on content-based topics

Sequence stories with transitions

Reading Put words in order to form sentences

Identify basic elements of fictional stories (e.g. title, setting, characters)

Identify key ideas and details in Literature and Informational text. (RL.2.1-RL.2.3, RI.2.1-RI.2.3)

Use learning strategies

Follow sentence-level directions

Integrate knowledge and ideas in literature and informational text. (RL.2.7- RL.2.9)

Read with sufficient accuracy and fluency to support comprehension. (RF.2.4)

Writing

Participate in interactive journal writing

Create a related series of sentences in response to prompts

Create messages for social and academic purposes

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (W.2.3)

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (W.2.2)

With guidance and support from adults, focus on a topic and strengthen writing as needed by revising and editing. (W.2.5)

Language Use correct word order

Compose sentences with subjects and predicates

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.2.2)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.2.1)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. (L.2.4)

Demonstrate understanding of word relationships and nuances in word meanings. (L.2.5)

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (L 2.6)

Culture Develop an understanding and appreciation of different cultures

Learn about a variety of holidays and traditions

Curriculum Units Unit 1: Friends and Family Unit 2: Making a Difference Unit 3: Let’s Create Unit 4: Better Together Unit 5: Growing and Changing Unit 6: The World Around Us

*Holidays and cultural responsiveness will be taught and discussed throughout the year.

Pacing Guide- Course

Content Number of Days Unit 1: Friends and Family 30 days October-Early November Unit 2: Making a Difference 30 days Mid November- December Unit 3: Let’s Create 30 days Late December-January Unit 4: Better Together 30 days February-Mid March Unit 5: Growing and Changing 30 days Mid March-April Unit 6: The World Around Us 30 days May-June

Unit 1: Friends and Family

Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)

Activities Assessments

Week 1: Friends at School

What are some things you do with friends?

Week 2: Sharing With Friends

What makes a good friend?

Week 3: Family and Friends

What can we learn about our family’s past?

Week 4: Special Friends

How do you help your friends?

Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Character and Setting, Plot, Main Idea and Details, Make and Confirm Predictions Writing Personal Narrative, Descriptive Writing, Report, Friendly Letter, Journal Entry Grammar Statements and Questions; Commands and Exclamations; Subjects; Predicates; Combining Sentences

Vocabulary Visual Resources

Vocabulary Practice

Thematic Slideshow and discussion

Thematic word web

Oral Vocabulary story cards

Reader’s response writing

Practice Book

Leveled Readers

Grammar smart board and iPad games

Holiday and cultural activities

Teacher observations/ anecdotal notes

Journals

Portfolio

Practice books

Oral presentations

Comprehension questions



Week 5: Friends from Faraway

How do you make new friends?

Holidays:

What is Columbus Day?

How do we celebrate Halloween?

Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Character and Setting, Plot, Main Idea and Details, Make and Confirm Predictions Writing Personal Narrative, Descriptive Writing, Report, Friendly Letter, Journal Entry Grammar Statements and Questions; Commands and Exclamations; Subjects; Predicates; Combining Sentences


Vocabulary Practice


Thematic word web



Practice Book

Leveled Readers




Journals

Portfolio

Practice books

Oral presentations


Unit 2: Community Heroes



Week 1: Family Heroes

How does your family help you learn new things?

Week 2: Local Heroes

Who are our local heroes?

How are cowboys heroes?

Week 3: Remember Community Heroes

What are forest fires?

How can forest fires be harmful and helpful?

Week 4: What Makes a Hero?

How do we show strength and courage?

Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Character, Setting, and Plot; Cause and Effect; Main Idea and Details; Make Inferences; Compare and Contrast Writing Story, Directions, Report, Friendly Letter, Biography Grammar Nouns, Plural Nouns, Proper Nouns, Possessive Nouns


Vocabulary Practice


Thematic word web



Practice Book

Leveled Readers




Journals

Portfolio

Practice books

Oral presentations




Week 5: Heroes From Long Ago

How has technology changed our lives?

What are some different kinds of technology?

Holidays:

What are some Thanksgiving traditions?

What was the first Thanksgiving?

How do people celebrate Hanukah?

How do people celebrate Kwanzaa?

Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Character, Setting, and Plot; Cause and Effect; Main Idea and Details; Make Inferences; Compare and Contrast Writing Story, Directions, Report, Friendly Letter, Biography Grammar Nouns, Plural Nouns, Proper Nouns, Possessive Nouns


Vocabulary Practice


Thematic word web



Practice Book

Leveled Readers




Journals

Portfolio

Practice books

Oral presentations


Unit 3: Let’s Create



Week 1: Create

What do you know about the Statue of Liberty?

How do people express their ideas and emotions in different ways?

Week 2: Folktales

What is a folktale?

How do you treat a friend?

Week 3: Music and Art

What sounds do we hear around us?

How are sounds different?

Week 4: Writing

What is a fantasy story?

What animal stories do you know?

Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Summarize, Author’s Purpose, Cause and Effect, Draw Conclusions Writing Advertisement, Story, Expository Nonfiction Article, Friendly Letter, Descriptive Poem Grammar Action Verbs; Present-Tense Verbs; Past-Tense Verbs; Using have; Sentence Combining


Vocabulary Practice


Thematic word web



Practice Book

Leveled Readers




Journals

Portfolio

Practice books

Oral presentations




Week 5: Nature’s Artwork

What is a cave like?

What natural art do we see around us?

Holidays:

How do people celebrate Christmas?

What are New Year’s traditions?

Who is Martin Luther King Jr.?

Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Summarize, Author’s Purpose, Cause and Effect, Draw Conclusions Writing Advertisement, Story, Expository Nonfiction Article, Friendly Letter, Descriptive Poem Grammar Action Verbs; Present-Tense Verbs; Past-Tense Verbs; Using have; Sentence Combining


Vocabulary Practice


Thematic word web



Practice Book

Leveled Readers




Journals

Portfolio

Practice books

Oral presentations


Unit 4: Better Together



Week 1: Getting the Job Done

What are some jobs you have to do?

What things would you wish for?

Week 2: Safety Rules

How do we stay safe?

What safety rules do we follow?

Week 3: Worker Teams

What are some jobs that people have?

Week 4: Community

What is a community?

How do people and animals work together in a community?

Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Cause and Effect, Use Illustrations, Sequence, Distinguish between Fantasy and Reality Writing Personal Narrative, Persuasive Essay, Nonfiction Article, Friendly Letter, Descriptive Flyer Grammar Linking Verbs; Helping Verbs; Irregular Verbs; Contractions


Vocabulary Practice


Thematic word web



Practice Book

Leveled Readers




Journals

Portfolio

Practice books

Oral presentations




Week 5: Surprising Teamwork

What are some ways you earn money?

How can you work to save money?

Holidays:

How do we show love on Valentine’s Day?

What are some Chinese New Year traditions?

Who are some famous black historical figures?

How does a president help us?

Who are Abraham Lincoln and George Washington?

Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Cause and Effect, Use Illustrations, Sequence, Distinguish between Fantasy and Reality Writing Personal Narrative, Persuasive Essay, Nonfiction Article, Friendly Letter, Descriptive Flyer Grammar Linking Verbs; Helping Verbs; Irregular Verbs; Contractions


Vocabulary Practice


Thematic word web



Practice Book

Leveled Readers




Journals

Portfolio

Practice books

Oral presentations


Unit 5: Growing and Changing



Week 1: A Plant’s Life

What plants are in our environment?

Where can we see plants?

Week 2: Garden Plants

How do plants change?

What do plants need to grow?

Week 3: Animals Long Ago

What animals lived long ago?

How do we learn about animals that lived long ago?

Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Draw Conclusions, Sequence, Summarize, Make Inferences Writing Personal Narrative, Persuasive Essay, Nonfiction Article, Friendly Letter, Descriptive Flyer Grammar Linking Verbs; Helping Verbs; Irregular Verbs; Contractions


Vocabulary Practice


Thematic word web



Practice Book

Leveled Readers




Journals

Portfolio

Practice books

Oral presentations




Week 4: Special Animals

What do you know about bats?

Week 5: Wild Animals

What wild animals do you know?

Where can we find wild animals?

Holidays:

What is St. Patrick’s Day?

How do people celebrate Easter?

Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Draw Conclusions, Sequence, Summarize, Make Inferences Writing Personal Narrative, Persuasive Essay, Nonfiction Article, Friendly Letter, Descriptive Flyer Grammar Linking Verbs; Helping Verbs; Irregular Verbs; Contractions


Vocabulary Practice


Thematic word web



Practice Book

Leveled Readers




Journals

Portfolio

Practice books

Oral presentations


Unit 6: The World Around Us



Week 1: Plant and Animal Habits

What do you know about the desert?

Week 2: Animal Survival/Needs

How do animals survive?

Week 3: Saving the World Around Us

How can we keep our planet clean?

Week 4: Wild Weather

What are some things we do in the snow?

Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Author’s Purpose; Compare and Contrast; Problem and Solution; Cause and Effect Writing Friendly Letter; Summary; Expository Composition; Expository Compare and Contrast; Play Narrative Grammar Adjectives; Using articles a and an; Synonyms and Antonyms; Adjectives that Compare; Adverbs


Vocabulary Practice


Thematic word web



Practice Book

Leveled Readers




Journals

Portfolio

Practice books

Oral presentations




Week 5: Explaining Nature

What do we see in nature?

Holidays:

Why are mothers special?

What are Memorial Day traditions?

What do you like to do during summer vacation?

Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Author’s Purpose; Compare and Contrast; Problem and Solution; Cause and Effect Writing Friendly Letter; Summary; Expository Composition; Expository Compare and Contrast; Play Narrative Grammar Adjectives; Using articles a and an; Synonyms and Antonyms; Adjectives that Compare; Adverbs


Vocabulary Practice


Thematic word web



Practice Book

Leveled Readers




Journals

Portfolio

Practice books

Oral presentations


WIDA: English Language Proficiency Standards

Speaking Rubric of the WIDA Consortium

Task Level Linguistic Complexity Vocabulary Usage Language Control

1 Entering

Single words, set phrases or chunks of

memorized oral language

Highest frequency vocabulary from school

setting and content areas

When using memorized language, is generally

comprehensible; communication may be significantly

impeded when going beyond the highly familiar

2 Emerging

Phrases, short oral sentences General language related to the content area;

groping for vocabulary when going beyond

the highly familiar is evident

When using simple discourse, is generally comprehensible

and fluent; communication may be impeded by groping for

language structures or by phonological, syntactic or

semantic errors when going beyond phrases and short,

simple sentences

3 Developing

Simple and expanded oral sentences;

responses show emerging complexity

used to add detail

General and some specific language related to

the content area; may grope for needed

vocabulary at times

When communicating in sentences, is generally

comprehensible and fluent; communication may from time

to time be impeded by groping for language structures or by

phonological, syntactic or semantic errors, especially when

attempting more complex oral discourse

4 Expanding

A variety of oral sentence lengths of

varying linguistic complexity; responses

show emerging cohesion used to provide

detail and clarity

Specific and some technical language related

to the content area; groping for needed

vocabulary may be occasionally evident

At all times generally comprehensible and fluent, though

phonological, syntactic or semantic errors that don’t impede

the overall meaning of the communication may appear at

times; such errors may reflect first language interference

5 Bridging

A variety of sentence lengths of varying

linguistic complexity in extended oral

discourse; responses show cohesion and

organization used to support main ideas

Technical language related to the content

area; facility with needed vocabulary is

evident

Approaching comparability to that of English proficient

peers in terms of comprehensibility and fluency; errors

don’t impede communication and may be typical of those

an English proficient peer might make

Adapted from ACCESS for ELLs® Training Toolkit and Test Administration Manuals, Series 103 (2007-08)

*English proficiency level 6 is not included in the Speaking Rubric as it is reserved for students whose oral English

is comparable to that of their English-proficient peers.

Writing Rubric of the WIDA Consortium (Grades 1-12)

Task Level Linguistic Complexity Vocabulary Usage Language Control

1 Entering

Single words, set phrases or chunks of simple

language; varying amounts of text may be

copied or adapted; adapted text contains

original language.

Usage of highest frequency

vocabulary from school setting and

content areas.

Generally comprehensible when text is copied or adapted

from model or source text; comprehensibility may be

significantly impeded in original text.

2 Emerging

Phrases and short sentences; varying amount

of text may be copied or adapted; some

attempt at organization may be evidenced.

Usage of general language related to

the content area; lack of vocabulary

may be evident.

Generally comprehensible when text is adapted from model

or source text, or when original text is limited to simple text;

comprehensibility may be often impeded by errors.

3 Developing

Simple and expanded sentences that show

emerging complexity used to provide detail.

Usage of general and some specific

language related to the content area;

lack of needed vocabulary may be

evident.

Generally comprehensible when writing in sentences;

comprehensibility may from time to time be impeded by

errors when attempting to produce more complex text.

4 Expanding


linguistic complexity; emerging cohesion

used to provide detail and clarity.

Usage of specific and some technical

language related to the content area;

lack of needed vocabulary may be

occasionally evident.

Generally comprehensible at all times, errors don’t impede

the overall meaning; such errors may reflect first language

interference.

5 Bridging


linguistic complexity in a single organized

paragraph or in extended text; cohesion and

organization

Usage of technical language related

to the content area; evident facility

with needed vocabulary.

Approaching comparability to that of English proficient

peers; errors don’t impede comprehensibility.

6 Reaching*


linguistic complexity in a single tightly

organized paragraph or in well-organized

extended text; tight cohesion and organization

Consistent use of just the right word

in just the right place; precise

Vocabulary Usage in general,

specific or technical language.

Has reached comparability to that of English proficient peers

functioning at the “proficient” level in state-wide

assessments.

Adapted from ACCESS for ELLs® Training Toolkit and Test Administration Manuals, Series 103 (2007-08) *Level 6 is reserved for students whose written English is comparable to that of their English-proficient peers.

esl grade 2 - township of union public schools curriculum guides/esl...esl grade 2 curriculum guide...

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