esl pacing guide grade k...unit total* cumulative total** mp1 unit 1 – school is fun! 20 days 20...

ESL Pacing Guide

Grade K

MP Units Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – School is Fun!

20 days 20 days

MP1 Unit 2 – Our Bodies, Our Clothes

20 days 40 days

MP2 Unit 3 – Home, Sweet Home

20 days 60 days

MP2 Unit 4 – Delicious Food

20 days 80 days

MP3 Unit 5 – Animals in Our Lives

20 days 100 days

MP3 Unit 6 – My Community

20 days 120 days

MP4 Unit 7 – Getting Places

20 days 140 days

MP4 Unit 8 – Our World

20 days 160 days

MP1-4 ACCESS for ELLS 2.0 (Assessment) & FLEX Days

20 days 180 days

* Unit Total is inclusive of introduction, instruction, unit assessments, projects, etc. for that particular unit. ** Cumulative Total is a running total, inclusive of prior and current units.

Pemberton Township School District Kindergarten ESL

1 | P a g e

Unit Title: Unit 1: School Is Fun! (Spotlight)

Stage 1: Desired Results Standards & Indicators: WIDA:

• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4- The Language of Science • 5- The Language of Social Studies

NJSLS Grade K English Language Arts

• RL.K.1 • RL.K.2 • RL.K.3 • RL.K.10 • RI.K.2 • RI.K.10 • SL.K.1 • SL.K.2 • SL.K.4 • L.K.1 • L.K.5 • L.K.6

NJSLS Technology

• 8.1.2.A.2 • 8.1.2.D.1 • 8.2.2.E.1 • 8.1.2.A.4

NJSLS 21st Century Life and Careers

• CRP1 • CRP2 • CRP4 • CRP12 • 9.2.4.A.4


2 | P a g e

Standards & Indicators: NJSLS Grade 1 Math

• K.CC.03 • K.CC.04.C

Visual and Performing Arts

• 1.4.2.A.01 • 1.4.2.A.04 • 1.3.2.B.2 • 1.3.2.D.01


3 | P a g e

Central Idea / Enduring Understanding Students will:

• Greet and say good-bye

• Introduce oneself and others

• Identify school objects and locations

• Describe preferences

• Identify actions

• Identify objects

• Identify same and different

• Identify objects and colors

• Exchange information about objects

• Describe objects

• Identify beginning sounds

• Identify numbers

• Describe quantity

• Describe attributes

• Describe shapes and colors

• Ask for specific shapes and colors

• Identify shapes and colors

Essential/Guiding Question:

• How do we share and express our ideas about ourselves?

• What objects do we find in a classroom?

• What activities do I do in school?

• What colors and shapes are all around me?

• How can a student’s skills help them

through the Lesson?

• How do good students communicate in school?

• Why is it important to ask for help?


4 | P a g e

Content:

• Theme: School Is Fun!

• Grammar: Identify actions, recognize upper and lower case letters

• Vocabulary Development: Daily key vocabulary

• Oral Language Development: Retell, recite, share,

describe

• Listening Comprehension: Follow directions, listen attentively to directions

• Reading Comprehension: Main ideas, identify

objects, read words left to right, recognize alphabet letters, recognize numbers

• Writing Strategies: Print legibly and space letters

and words, print upper and lower case letters.

• Literary Response: Role play, act it out

• Phonemic Awareness: Identify beginning sounds

Skills (Objectives):

• Predict

• Participate in conversation

• Compare

• Decode

• Sort

• Track

• Sequence, Classify, Categorize

• Identify and listen to stories

• Identify sounds in a word

• Monitor reading

• Answer questions

• Draw a picture about a theme

• Write and revise


5 | P a g e

Stage 2: Assessment Evidence Performance Task(s):

• Find familiar people, places, or objects named orally (e.g., “Where’s a chair?”)

• Respond with gestures to songs, chants, or stories

modeled by teachers • Compare sizes of familiar phenomena (e.g., bigger

than/ smaller than, longer/ wider) • State reasons for classroom routines or procedures

with a partner (e.g., expected behaviors) • Match familiar pictures, objects, or movements to

oral statements (e.g., “Clap your hands.”) • Recount a story by restating some language

associated with illustrated short stories or informational text (e.g., “I see.” “I hear.”)

• Re-enact various roles when interacting in pairs or

in small groups • With prompting and support, answer questions

about key details in a text.

• With prompting and support, retell stories, including key details.

• With prompting and support, identify the main

topic in an informational text. • Name main characters and setting and actions of a

story. • Point/identify the front, back cover and title page

of a book. • Listen and respond to questions about literature

and informational text.

Other Evidence: • Pre-/Post-Tests

• Teacher Observation

• Students Work

• Partner Work

• Unit Evaluations

• Student Writing and Illustrations

• Comprehension Questions

• Completion of Teacher Created Materials

• Teacher Conversations with Students

• Teacher made evaluations


6 | P a g e

Performance Task(s): • Recognize and produce two rhyming words.

• Count syllables in spoken and one and two syllable

words. • Draw and write by dictating an opinion piece about

a favorite story, using letter-like forms and conventional letters.

• Write words/sentences associated with school

words (classroom objects, places at school, class schedule) from visuals and word/phrase banks.

• Complete a scavenger hunt within the school

building (nurse’s office, gym, library, main office, cafeteria)

• Students introduce oneself and others through

making a poster about ME! • Students will identify school objects through a

bingo or concentration game. • Students will describe personal preferences in

conversations with each other.

• Students identify school locations/people

• Students can identify objects as the same or different

• Students will identify colors. • Students will exchange information about objects

using role playing games. • Students can orally identify beginning sounds B, F,

S and M. • Students will orally identify numbers 1, 2 & 3.


7 | P a g e

Performance Task(s):

• Students can orally describe quantities up to 3.

• Students can identify shapes circle, square and triangle.

• Students can ask/share specific shapes and colors

with each other. • Students can visually identify colors red, yellow and

green • Students can sing the alphabet song.


8 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Lesson 1

• The Name Game – Introduce oneself.

• Introduce the Big Book – Identify front cover, back cover and title page of book.

• Frontload Vocabulary – Display and Introduce key

vocabulary

• Let’s Predict – Students use story pictures to preview the story.

• Picture Read the Book – Identify items in the Big

Book. Lesson 2

• Recall the Characters – Identify and recall the characters.

• Read the Story – Predict, read, and discuss the

story. Lesson 3

• Review the Story – Students identify the main characters and school locations.

• Personal Response – Students identify favorite part

of the story. Lesson 4

• Story Chart – Identify characters, actions, and places in the story.

• Act It Out - Act out favorite part of the story.

Resources:

• Ball

• Big Book 1 Neeta Goes to Kindergarten

• Big Book 1, pages 2 and 3

• Big Book 1

• Big Book 1 Neeta Goes to Kindergarten and TE pg. 26-32

• Character Puppets



• Big Book 1 Neeta Goes to Kindergarten and

TE pg. 3



TE pg. 37


9 | P a g e

Learning Opportunities/Strategies: Lesson 5

• Good Morning Chant – Sing a chant about the characters in the story.

• Let’s Connect – Act out characters in story

Lesson 6

• Review the Characters – Describe classmates. • Guess the Name! - Identify and describe the

puppet Lesson 7

• Scaffold Language – Describe feelings.

• Let’s Connect – Describe classroom objects. Lesson 8

• Frontload Vocabulary – Identify and name objects.

• Let’s Apply – Identify objects that are the same. Lesson 9

• Frontload Vocabulary – Display and introduce key vocabulary.

• Let’s Connect – Identify and name colors

• TPR - Identify colors and follow commands.

Lesson 10

• Reviewing Vocabulary – Discuss key vocabulary.

• Let’s Apply – Identify characters.

Resources:

• Character Puppets • Audio CD Track 3


TE pg. 26-32

• Big Book 1 Neeta Goes to Kindergarten and TE pg. 40

• Student Puppets

• Door Poster Cutout

• Student Book pg. 12 and TE pg. 42-43

• Crayon, scissors, glue stick, paper and book


• Color Circles • School Objects Poster


• Construction paper and scissors

• School Supplies



10 | P a g e


• Frontload Vocabulary – Identify letters.

• Letters S and M – Identify objects and letters.

• Identify Beginning Sounds – Identify objects and beginning sounds.

Lesson 12

• Frontload Vocabulary – Identify letters.

• Letters B and F– Identify objects and letters.

Lesson 13

• Letter Chant – Identify letters by chanting.

• Beginning Sounds – Identify beginning sounds and letters.

Lesson 14

• Build Background – Display and introduce new vocabulary.

• Numbers 1,2, and 3 – Identify numbers.

Resources:

• Letter Card S • Letter Card M


• Classroom objects that begin with the letter

S and M

• Letter Card B • Letter Card F • Book Poster Cut Out


• Poster Board.


• Paper



11 | P a g e



• World Flags – Identify and describe world flags.

• Personal Response – Identify and present flags. Lesson 16

• Total Physical Response – Display and introduce new vocabulary.

• Shapes and Objects – Identify and describe shapes.

Lesson 17 • Build Background – Display and introduce

vocabulary.

• The Alphabet Song– Students track and listen to the Alphabet Song.

• Total Physical Response – Arrange objects in alphabetical order.

Lesson 18

• Review School Activities– Display and review vocabulary.

• School Is Fun – Identify school objects and places.

Resources:

• Flag of the United States of America • Audio CD Track 7


• World Atlas • Yarn


• Big Book 1 page 11

• Student Book pg. 22 and TE pg. 62-63 • Audio CD Track 8

• Alphabet Cards

• Big Book 1 Neeta Goes to Kindergarten

• Student Book pg. 23 and TE pg.64-65

• Student Book pg. 23 and TE. Pg. 64-65


12 | P a g e

Differentiation

Advanced Intermediate Beginner Newcomer

• Individual presentations

• Lead group

discussions

• Independent reading and research

• Graphic

Organizers

• Open-ended questioning

• Write multiple

paragraphs with consistent spelling, grammar, and punctuation

• Develop

confidence with the writing process

• Group

presentations

• Group discussions

• Guided and independent reading and research

• Graphic Organizers

• Multiple choice and

open-ended questioning

• Repeated practice

with key vocabulary

• Write one paragraph with consistent spelling, grammar, and punctuation

• Guided and

independent practice with the writing process

• Rhymes, songs,

games, and dramatizations

• Questions with a

one or two word oral response

• Opportunities to

speak with key vocabulary

• Print-rich

environment

• Portable word wall

• Small group instruction and partner work with key and abstract vocabulary

• Teacher support with directions

• Visual aids, realia,

and manipulatives

• Draw and talk aloud to develop writing ideas

• Use of sentence

frames to jumpstart writing

• Rhymes, songs,

games, and pantomime using gestures and facial expressions


yes or no oral response


listen to and repeat key vocabulary

• Print-rich

environment with visual cues

• Portable word wall with visual cues

• Small group

instruction with letter/sound acquisition

• Visual aids, realia, and manipulatives

• Small group reading instruction using repetitive text with picture support

• Draw to develop

writing ideas


13 | P a g e


1 | P a g e

Unit Title: Unit 2 : Our Bodies, Our Clothes! (Spotlight)



NJSLS Grade K English Language Arts • RL.K.1 • RL.K.7 • RF.K.1 • SL.K.1 • SL.K.2 • SL.K.4 • SL.K.5 • L.K.5 • L.K.6 • W.K.2 • W.K.3

NJSLS Technology

• 8.1.2.A.4 • 8.1.2.D.1 • 8.1.2.A.4


• CRP1 • CRP2 • CRP4 • CRP12 • 9.2.4.A.4

NJSLS Grade 1 Math • K.CC.04.A


2 | P a g e

Standards & Indicators: Visual and Performing Arts

• 1.4.2.A.01 • 1.4.2.A.04 • 1.3.2.D.01


3 | P a g e


• Identify people

• Identify places


• Identify gender


• Compare people

• Identify oneself and others

• Ask and answer questions about age

• Describe oneself and others

• Identify parts of the body

• Identify and describe clothing

• Identify and describe what people are wearing

• Identify letters and sounds


• Describe physical characteristics

• Use statements and numbers

• Express feelings

• Describe senses

• Follow commands

• Express commands


• How does the weather affect what kinds of clothes we wear?

• How do my body parts affect my five senses?

• What are similarities and differences among all people?

• What can I do with my body parts?

• How do I move my body?

• How are bodies the same and different?


4 | P a g e

Content:

• Theme: Our Bodies, Our Clothes!

• Grammar: Basic rules of punctuation and capitalization


• Oral Language Development: Retell, recite,

share, describe


• Reading Comprehension: Main ideas, read

words left to right, recognize alphabet letters

• Writing Strategies: Print legibly and space letters and words, print upper and lower case words

• Literary Response: Role play, act it out, retell

• Phonemic Awareness: Identify beginning

sounds


• Predict


• Compare

• Decode

• Sort

• Track



• Identify beginning sounds in a word

• Monitor reading





5 | P a g e


• State personal preference or opinion

• Name choices from models (ex. Rain or snow?)

• Agreeing or disagreeing with familiar questions.

• Predict every lesson situations or events from illustrations.

• Point to pictures described orally in context • Find familiar people, objects, places named

orally.

• Respond to gestures to songs, chants or stories modeled by teachers.

• Act out songs, chants, stories and poems with

gestures as a whole group.

• Follow sequential language for oral directions one step at a time (ex, walk to the door, now come to the circle).

• Retell main events in short narrative stories

using pictures to peers

• Describe attributes of familiar objects, people, and places

• Restate some language associated with

illustrated short stories or informational text (e.g., “I see.” “I hear.”)

• Re-enact various roles when interacting in paris

or in small groups.

• Address others according to relationship (ex, student-student, student-teacher)

Other Evidence:

• Pre-/Post-Tests


• Students Work

• Partner Work








6 | P a g e


• Participate in exchanges between peers.

• With prompting and support ask questions about key details in literature and informational text.

• Recognize common types of texts (storybooks,

poems, etc.)

• Illustrate and write the beginning, middle and end of an event using developmental spelling and child’s dictation.

• Name and describe familiar people, places,

things or events and provide additional information when prompted with questions.

• Add drawings to descriptions to provide

additional detail.

• Use words and phrases acquired through reading, including read alouds.

• Write words/sentences associated with body

parts from visuals/word banks.

• Be able to play Simon Says and follow the directions.

• Make a picture to describe the weather and discuss it orally.

• Identify body parts, including hair and eye color.

• Express feelings and how they feel (physically)

• Identify the five senses (with visuals to help) if

needed.

• Identify the upper and lower case “D, C, T & A” and correlate the sound to the symbol.


7 | P a g e


• Use words and phrases acquired through read a-louds.

• Identify and read high frequency words.

• Recognize letters and tell their sound.

• Identify some beginning sounds.


8 | P a g e


• Venn Diagram – Introduce the concept of same and different by using a Venn Diagram.

• Introduce the Big Book – Identify front cover,

back cover and title page of book.

• Frontload Vocabulary – Display and Introduce key vocabulary

• Let’s Predict – Students use story pictures to

preview the story.

• Picture Read the Book – Identify items in the Big Book.

Lesson 2

• Review the Story – Identify the characters.

• Read the Story – Predict, read, and discuss the story.

Lesson 3

• Review the Story – Students identify the main characters and school locations.

• Personal Response – Students identify favorite

part of the story. Lesson 4


• Let’s Retell – Act out favorite part of the story.

Resources:

• Poster Board

• Big Book 2 Best Friends!



• Big Book 2 Best Friends! and TE pg. 73


• Big Book 2 Best Friends! and TE pg. 74-80

• Big Book 2 Best Friends! and TE pg. 74-80

• Big Book 2 Best Friends! and TE pg. 74-80 • Audio CD Track 10

• Big Book 2 Best Friends! and TE pg. 84 • Story Chart



9 | P a g e


• Total Physical Response – Demonstrate commands using TPR

• Let’s Connect – Identify boys and girls.

Lesson 6

• Scaffold Language – Identify the ages of the characters in the story.

Lesson 7

• Simon Says – Identify different parts of the body.

• Let’s Connect – Describe classroom objects.

Lesson 8

• Vocabulary Development – Identify and name parts of the body.

• Let’s Focus – Identify body parts and what one

can do with the body parts. Lesson 9

• Walking the Catwalk – Display and introduce key vocabulary.

• Let’s Connect – Identify and describe clothing.

• Making Comparisons - Identify and describe

clothing. Lesson 10

• Total Physical Response – Identify colors.

• Let’s Focus – Identify colors.

• Character Puppets Resources:

• Photos of children doing commands

• Students Book pg. 28 and TE pg. 86-87

• Big Book 2 Best Friends! page 11 and TE pg. 88

• Body Poster Cutouts


• Key Vocabulary Words

• Student Book pg. 31 and TE pg. 92-93 • Character Puppets

• Different types of clothing


• Student Book pg. 32 and TE pg. 95


10 | P a g e


• The Alphabet Song – Identify letters in the alphabet.

• Letters D, C, T, and A – Identify objects and letters.

• Beginning Sounds – Identify beginning sounds.

Lesson 12

• Total Physical Response – Identify letters c, t, d, and a.

• Big and Little Letters– Identify uppercase and

lowercase letters. Lesson 13

• Listen and Find – Describe physical characteristics.

• Sight Words – Identify sight words. Lesson 14


• Numbers 1 to 6 – Identify numbers.

Lesson 15 • Scaffold Language – Display and introduce new

vocabulary.

• Feelings – Identify and describe feelings.

Resources:

• Crayons (blue, yellow, green, orange, red, and purple)


• Audio CD Track 8 • Student Book pg. 22 and TE. Pg. 98


• Unit Vocabulary: arm, ankle, cake, cap, dad, different, toes, taste,

• Alphabet book


• Poster Board.


• Classroom Objects



11 | P a g e


• The Senses – Display and introduce new vocabulary.

• The Five Senses – Identify and describe senses.

Lesson 17 • Total Physical Response – Display and introduce

vocabulary.

• The Hokey Pokey– Students track and listen to The Hokey Pokey Song.

Lesson 18

• My Feet– Display and review vocabulary.

• Glittering Feet and Toes! – Express preferences by describing what one does with their feet.

Resources:

• Cookie, a scary picture or mask, and a present


• Objects students can taste, smell, touch, and hear


• Body Poster Cutout


• Photos of feet



12 | P a g e

Differentiation



• Lead group

discussions


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,






• Print-rich



• Small group




• Draw to develop

writing ideas


1 | P a g e

Unit Title: Unit 3: Home, Sweet Home (Spotlight)

Stage 1: Desired Results

Standards & Indicators: WIDA:


NJSLS Grade K English Language Arts • RL.K.2 • RL.K.3 • RL.K.4 • RL.K.7 • R.L.K.9 • RL.K.10 • RI.K.4 • RI.K.6, RI.K.7 • RI.K.8, RI.K.9 • RF.K.1 • RF.K.2 • RF.K.3.a • RF.K.4 • SL.K.1 • SL.K.2 • SL.K.3 • SL.K.4 • SL.K.5, • SL.K.6, • L.K.1 • L.K.6 • L.K.5 • W.K.1 • W.K.2 • W.K.6


2 | P a g e

Standards & Indicators: NJSLS Technology

• 8.1.2.A.4 • 8.1.2.D.1 • 8.2.2.A.4


• CRP1 • CRP2 • CRP4 • CRP12 • 9.2.4.A.4

NJSLS Grade 1 Math

• K.G.04 Visual and Performing Arts

• 1.4.2.A.01 • 1.4.2.A.04 • 1.3.2.D.01


3 | P a g e


• Describe a place

• Identify family members

• Identify and describe location

• Describe ongoing activities

• Identify people

• Describe ongoing actions

• Identify and describe furniture

• Identify household objects

• Follow commands

• Identify objects and where they belong


• Review medial /a/

• Identify words that have the medial /e/ sound

• Describe and compare size

• Identify materials

• Describe daily activities

• Describe a room


• Why are families important?

• What is family?

• Who is in my family?

• What do families do together?

• How are families the same and different?


4 | P a g e

Content:

• Theme: Home, Sweet Home

• Grammar: Basic rules of punctuation and capitalization, recognize upper and lower case letters



share, describe



words left to right, recognize alphabet letters, recognize numbers.

• Writing Strategies: Print legibly and space

letters and words, print upper and lower case letters

• Literary Response: Act it out, retell, compare,

role play

• Phonemic Awareness: Identify beginning sounds and short-vowel sounds


• Predict


• Compare

• Decode

• Sort

• Track




• Monitor reading





5 | P a g e


• Address others according to relationship (ex, • student, student-teacher)

• Illustrate likes or dislikes from real-life objects

or pictures.

• Drawing or making collages about personal interests or content-related topics in small groups.

• Draw and reproduce words about preferences

(ex, from charts or posters)

• State personal choices from models (ex. Labeling

• photos or drawings of self)

• Participate in group songs, chants, or poems using gestures or physical movement

• Reproduce labeled pictures or photographs to

describe processes or procedures. (ex. Explain by producing a family picture album)

• Retell a familiar story with prompting and

support.

• Identify the major events in a story.

• Name the author, illustrator in a story and define their roles.

• Use question words in meaningful context.

• Draw and write an opinion piece stating the

topic and an opinion on the topic.

• Use appropriate language regarding family members.

Other Evidence:

• Pre-/Post-Tests


• Students Work

• Partner Work








6 | P a g e


• Be able to draw and describe a picture of your family and your home.


7 | P a g e


• Build Background – Identify a house.

• Introduce the Big Book – Identify front cover, back cover and title page of book.

• Frontload Vocabulary – Display and Introduce

key vocabulary

• Let’s Predict – Students use story pictures to preview the story.

• Picture Read the Book – Identify items in the

Big Book. Lesson 2

• Build Background – Describe what one does at a birthLesson party.


story. Lesson 3

• Review the Story – Students identify the main characters and home locations.




• Let’s Retell - Act out favorite part of the story.

Resources:

• Indoor and outdoor photos of your house

• Big Book 3 Where’s My Cake?



• Big Book 3 Where’s My Cake? and TE pg. 121


• Big Book 3 Where’s My Cake? and TE pg. 122-128



• Audio CD Track 14

• Big Book 3 Where’s My Cake? and TE pg. 132 • Three - Column Chart



8 | P a g e


• Identifying House Objects – Identify and describe furniture.

• Let’s Connect – Identify and describe rooms in a

house and what is missing from the room. Lesson 6

• Scaffold Language – Identify a table setting.

• Let’s Focus – Identify household objects. Lesson 7

• Identifying Family Members – Identify family members.

• Let’s Connect – Describe family members and

what activity they are performing. Lesson 8

• Scaffold Language – Identify rooms and activities.

• Let’s Apply – Describe ongoing activities.

Lesson 9

• Rooms of the House – Display and introduce key vocabulary.

• Let’s Connect – Identify and describe objects

and where they belong.

Resources:

• Household Objects Poster Cutouts • Big Book 3 Where’s My Cake? and TE pg. 134


• 2 real or paper place settings (place mat, plate, spoon, knife, fork, glass, napkin)




• Big Book 3 Where’s My Cake? pgs. 4,6,8, and 10


• Big Book 3 Where’s My Cake? pg. 10-11 • Household Objects Poster Cutout



9 | P a g e


• Frontload Vocabulary – Display and Introduce key vocabulary.

• Let’s Apply – Identify objects and where they

belong.

Lesson 11 • The Alphabet Song – Identify letters in the

alphabet.

• Beginning Sounds – Identify beginning sounds.

• Beginning Sounds – Identify beginning sounds. Lesson 12

• Total Physical Response – Identify words with the medial /a/ sound.

• Short –Vowel Sounds– Identify short vowel

sounds. Lesson 13



• Scaffold Language – Display and introduce new vocabulary.

• Comparing Size – Describe and compare size.

Resources:

• Word Strips • Household Objects Poster Cutouts


• Audio CD Track 8 • Alphabet Cards


• Classroom objects that begin with the letters N, I, P or R.

• Aa Alphabet Card • Ee Alphabet Card


• Basket, book and classroom objects


• Big and Small Squares



10 | P a g e

Learning Opportunities/Strategies:

Lesson 15 • Build Background – Display and introduce new

vocabulary.

• Helping at Home – Identify and describe ongoing activities

Lesson 16


• Recycling – Identify colors and material.

Lesson 17 • Name Activities – Display and introduce

vocabulary.

• This Is the Way…– Students track and listen to the song, This Is the Way...

Lesson 18

• Graph of Favorite Room– Display and review vocabulary.

• “My Favorite Room” Collage – Describe a room.

Resources:

• Photos of children helping out


• Recycling Symbol




• Graph



11 | P a g e

Differentiation



• Lead group

discussions


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,






• Print-rich



• Small group




• Draw to develop

writing ideas


1 | P a g e

Unit Title: Unit 4: Delicious Food (Spotlight)



NJSLS Grade K English Language Arts • RL.K.2 • RL.K.3 • RL.K.4 • RL.K.7 • R.L.K.9 • RL.K.10 • RI.K.4 • RI.K.6, RI.K.7 • RI.K.8, RI.K.9 • RF.K.1 • RF.K.2 • RF.K.3.a • RF.K.4 • SL.K.1 • SL.K.2 • SL.K.3 • SL.K.4 • SL.K.5, • SL.K.6, • L.K.1 • L.K.6 • L.K.5 • W.K.1 • W.K.2 • W.K.6


2 | P a g e


• 8.1.2.A.2 • 8.1.2.D.1 • 8.1.2.A.4


• CRP1 • CRP2 • CRP4 • CRP12 • 9.2.4.A.4

NJSLS Grade 1 Math

• K.CC.01 • K.CC.04.A

NJSLS Grade 1 Social Studies

• 6.1.P.D.4 Visual and Performing Arts

• 1.4.2.A.01 • 1.4.2.A.04 • 1.3.2.D.01


3 | P a g e


• Identify location


• Describe a place

• Express preferences

• Express wants

• Narrate the events of a story

• Identify food

• Classify food

• Describe quantity

• Express wants

• Express likes and dislikes

• Describe daily habits

• Identify letters and beginning sounds

• Describe foods and preferences

• Exchange information

• Count and express quantity

• Discuss food from other countries

• Discuss healthy eating

• Identify rhyming words

• Express wants


• How can food bring family and friends together?

• What are the different types of food?

• What food choices should I make for a healthy body?


4 | P a g e

Central Idea / Enduring Understanding

• Describe pictures


5 | P a g e

Content:

• Theme: Delicious Food

• Grammar: Identifying letters


• Oral Language Development: Retell, recite, share, paraphrase, use descriptive words

• Listening Comprehension: Follow directions,

listen attentively to directions

• Reading Comprehension: Main ideas, read words left to right, identify letters


letters and words

• Literary Response: Act it out, role play

• Phonemic Awareness: Identify beginning sounds and rhyming words


• Predict


• Compare

• Decode

• Rhyme

• Sort

• Track




• Monitor reading





6 | P a g e


• Address others according to relationship (ex, student, student-teacher)


or pictures.










support.






• Use appropriate language regarding food.

Other Evidence:

• Pre-/Post-Tests


• Students Work

• Partner Work








7 | P a g e


• Tell what you enjoy eating for each meal.

• Tell about your favorite foods.

• Identify the upper and lower case letters “N, L, P, R, A and E” and match the sound to the symbol.

• Identify and read high frequency words (in, on)


8 | P a g e


• Talk about Food – Identify different types of food.





preview the story.


Lesson 2

• Build Background – Describe food items.


Lesson 3






Resources:

• Magazines and Scissors

• Big Book 4 The Outdoor Market



• Big Book 4 The Outdoor Market and TE pg. 169

• Food Poster Cutouts

• Big Book 4 The Outdoor Market and TE pg. 170-176

• Big Book 4 The Outdoor Market and TE pg. 170-

176



• Big Book 4 The Outdoor Market and TE pg. 180 • Three - Column Chart



9 | P a g e



• Let’s Connect – Identify and name different

foods and locations. Lesson 6

• Recognizing Stands – Identify food and locations.

• Let’s Apply – Describe quantity.

Lesson 7

• Build Background – Identify the first meal of the Lesson and the foods eaten.

• Let’s Connect – Express wants.

Lesson 8


• Let’s Focus – Express likes and dislikes.

Lesson 9

• Build Background – Identify and name foods eaten for the three meals in a Lesson.

• Let’s Connect – Describe daily habits.

Lesson 10


• Let’s Apply – Describe daily habits

Resources:

• Big Book 4 The Outdoor Market and TE pg. 182 • Food Poster Cutouts

• Student Book pg. 64 and TE pg. 182-183 • Crayons



• Buttered toast and juice


• Big Book 4 The Outdoor Market pg. 12


• Photos of food





10 | P a g e



• Letters I, K, N, V and Z – Identify letters and

beginning sounds. Lesson 12

• Total Physical Response – Identify letters L, K, N, V, and Z.

• Sight Words– Describe food and preferences. Lesson 13

• Build Vocabulary – Display and Introduce key vocabulary.

• Shopping Lists – Exchange information. Lesson 14


• Numbers 1-10 – Count and express quantity.

Lesson 15


• Food Around the World – Identify food from other countries.

Lesson 16

• Presenting Foods – Display and introduce new vocabulary.

• Food Pyramid – Identify and discuss healthy

eating.

Resources:

• Alphabet Cards • Audio CD Track 8


• Alphabet book




• Objects around the classroom • Big Book 4 The Outdoor Market


• World Map





11 | P a g e


• Short Vowel Sounds – Display and introduce vocabulary.

• To Market– Students track and listen to the song, To Market.

Lesson 18

• Build Background– Display and review vocabulary.

• Potato Stamps – Describe pictures.

Resources:

• Vowel Alphabet Cards


• A variety of materials to make art



12 | P a g e

Differentiation Advanced Intermediate Beginner Newcomer

• Individual

presentations

• Lead group discussions

• Independent

reading and research

• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,






• Print-rich



• Small group




• Draw to develop

writing ideas


1 | P a g e

Unit Title: Unit 5: Animals in Our Lives (Spotlight)



NJSLS Grade K English Language Arts

• RL.K.1 • RL.K.2 • RL.K.3 • RL.K.4 • RL.K.5 • RL.K.6 • RL.K.7 • RL.K.9 • RL.K.10 • RI.K.2 • RI.K.3 • RI.K.4 • RI.K.7 • RI.K.8 • RI.K.9 • RI.K.10 • RF.K.1 • RF.K.2 • RF.K.4 • SL.K.2 • SL.K.3 • SL.K.4 • SL.K.5 • SL.K.6, • L.K.1 • L.K.2 • L.K.5


2 | P a g e

Standards & Indicators: NJSLS Grade K English Language Arts

• L.K.6 • W.K.1 • W.K.3

NJSLS Technology

• 8.1.2.A.2 • 8.1.2.D.1 • 8.2.2.E.1 • 8.1.2.A.4


• CRP1 • CRP2 • CRP4 • CRP12 • 9.2.4.A.4


• 1.4.2.A.01 • 1.4.2.A.04 • 1.3.2.D.01


3 | P a g e


• Identify and describe animals

• Make comparisons

• Exchange information about the details of a

story

• Exchange information about pets

• Describe animals

• Identify and describe animal characteristics

• Identify and describe animal habitats

• Exchange information about animal eating

habits


• Describe location

• Describe ability

• Identify objects with similar sounds (rhyme)

• Describe and compare animals

• Identify the medial /a/ and /o/ sound


• Describe items according to size

• Identify opposites

• Identify work animals


• How are animals and humans similar and different?

• How do humans interact with animals?

• How are animal needs the same as ours?

• What types of habitats do animals live in?

• How do animals move?

• What special body parts do different animals have?

• How do animals change?


4 | P a g e


• Describe the work activities

• Identify animal babies

• Identify and reproduce animal sounds

• Describe a pet


5 | P a g e

Content:

• Theme: Animals in Our Lives




share, rhyme



words left to right

• Writing Strategies: Print legibly and space letters and words

• Literary Response: Role, act it out, retell

• Phonemic Awareness: Identify the medial /a/

and /o/ sound


• Predict


• Compare

• Decode

• Rhyme

• Sort

• Track




• Monitor reading





6 | P a g e


• Address others according to relationship (ex, student, student-teacher)


or pictures.










support.






• Use appropriate language regarding food.

Other Evidence:

• Pre-/Post-Tests


• Students Work

• Partner Work








7 | P a g e


• Tell what you enjoy eating for each meal.

• Tell about your favorite foods.

• Identify the upper and lower case letters “N, L, P, R, A and E” and match the sound to the symbol.

• Identify and read high frequency words (in, on)


8 | P a g e


• Talk about Food – Identify different types of food.





preview the story.


Lesson 2

• Build Background – Describe food items.


Lesson 3 • Review the Story – Students identify the main

characters and home locations.

• Personal Response – Students identify favorite part of the story.

Lesson 4



Resources:

• Magazines and Scissors








• Big Book 4 The Outdoor Market and TE pg. 170-

176 • Audio CD Track 20

• Big Book 4 The Outdoor Market and TE pg. 180 • Three - Column Chart



9 | P a g e



• Let’s Connect – Identify and name different

foods and locations. Lesson 6

• Recognizing Stands – Identify food and locations.

• Let’s Apply – Describe quantity.

Lesson 7

• Build Background – Identify the first meal of the Lesson and the foods eaten.

• Let’s Connect – Express wants.

Lesson 8


• Let’s Focus – Express likes and dislikes.

Lesson 9

• Build Background – Identify and name foods eaten for the three meals in a Lesson.

• Let’s Connect – Describe daily habits.

Lesson 10


• Let’s Apply – Describe daily habits

Resources:

• Big Book 4 The Outdoor Market and TE pg. 182 • Food Poster Cutouts

• Student Book pg. 64 and TE pg. 182-183 • Crayons



• Buttered toast and juice


• Big Book 4 The Outdoor Market pg. 12


• Photos of food





10 | P a g e



• Letters I, K, N, V and Z – Identify letters and

beginning sounds. Lesson 12

• Total Physical Response – Identify letters L, K, N, V, and Z.

• Sight Words– Describe food and preferences. Lesson 13

• Build Vocabulary – Display and Introduce key vocabulary.

• Shopping Lists – Exchange information. Lesson 14


• Numbers 1-10 – Count and express quantity.


vocabulary.

• Food Around the World – Identify food from other countries.

Lesson 16

• Presenting Foods – Display and introduce new vocabulary.

• Food Pyramid – Identify and discuss healthy

eating.

Resources:

• Alphabet Cards • Audio CD Track 8


• Alphabet book




• Objects around the classroom • Big Book 4 The Outdoor Market


• World Map





11 | P a g e


• Short Vowel Sounds – Display and introduce vocabulary.

• To Market– Students track and listen to the song, To Market.

Lesson 18


• Potato Stamps – Describe pictures.

Resources:

• Vowel Alphabet Cards


• A variety of materials to make art



12 | P a g e

Differentiation



• Lead group

discussions


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,






• Print-rich



• Small group




• Draw to develop

writing ideas


13 | P a g e


1 | P a g e

Unit Title: Unit 6: My Community (Spotlight)



NJSLS Grade K English Language Arts • RL.K.1 • W.K.1 • SL.K.1 • RL.K.1 • RL.K.2 • RL.K.3 • RL.K.4, • RL.K.5 • R.L.K.6 • RL.K.7 • R.L.K.9 • R.F.K.2 • SL.K.6 • W.K.5 • W.K.6 • W.K.7 • RI.K.1 • RI.K.2 • RI.K.3 • RI.K.4 • RI.K.5 • RI.K.6 • RI.K.7 • RI.K.8 • RI.K.9 • RI.K.10


2 | P a g e


• 8.1.2.A.2 • 8.1.2.D.1 • 8.2.2.E.1 • 8.1.2.A.4


• CRP1 • CRP2 • CRP4 • CRP12 • 9.2.4.A.4

NJSLS Grade 1 Math

• K.CC.01 NJSLS Grade 1 Science

• K-ESS3-3 Visual and Performing Arts

• 1.4.2.A.01 • 1.4.2.A.04 • 1.3.2.D.01


3 | P a g e


• Identify and describe location

• Identify people

• Describe past events

• Identify places of work and work activities

• Describe a series of events

• Exchange information about past situations

• Describe past situations

• Identify community workers

• Exchange information about people’s work

• Exchange information about past activities



• Identify letters and sounds

• Count and describe quantity

• Identify signs and their purpose

• Identify and describe environments

• Describe a town


• What is a community?

• Who are the most important people in a community?

• Who lives in my community?

• What places are in my community?

• How do community members work together?

• What tools do community workers need?


4 | P a g e

Content:

• Theme: My Community




share, describe


• Reading Comprehension: Identify signs, read

words left to right, recognize alphabet letters


• Literary Response: Act it out, role play, retell


sounds


• Predict


• Compare

• Decode

• Rhyme

• Sort

• Track




• Monitor reading





5 | P a g e

Stage 2: Assessment Evidence


• Pointing out causes or motives in illustrated stories or read a-louds.

• Show relationships depicted in informational

text with real life objects.

• Demonstrate the relationship between objects, people or animals from detailed descriptions read aloud using gestures

• Matching familiar descriptive phrases to objects

or illustrations with partners.

• Compare how to do something in different ways.

• Answer questions posed about key details in a

text.

• Use illustrations and key details in a story to describe characters and settings.

• Read emergent reader texts with purpose and

understanding.

• Produce and expand complete sentences in shared language activities.

• With guidance and support, identify the

meaning of frequently occurring verbs and adjectives.

• Blend and segment onsets and rhymes of single

syllable spoken words.

• Identify letters U, X & Y


Other Evidence:

• Pre-/Post-Tests


• Students Work

• Partner Work








6 | P a g e


• Describe a town and locations in a town or city

• Identify community workers and the places they work.


7 | P a g e


• Town and City Chart – Identify the differences between a town and city.





preview the story.


Lesson 2



story. Lesson 3






Resources:

• Pictures of cities and towns

• Big Book 6 A Week Away


• Big Book 6 A Week Away pgs. 2-3

• Big Book 6 A Week Away and TE pg. 265

• Locations Pictures

• Big Book 6 A Week Away and TE pg. 266-272

• Big Book 6 A Week Away and TE pg. 266-272

• Big Book 6 A Week Away and TE pg. 266-272 • Audio CD Track 33

• Big Book 6 A Week Away and TE pg. 276 • Three - Column Chart


Resources:


8 | P a g e


• School Walk – Display and Introduce key vocabulary.

• Let’s Connect – Identify locations.

Lesson 6

• Venn Diagram – Compare and contrast playgrounds.

• Let’s Focus – Describe past situations.

Lesson 7


• Let’s Connect – Describe community workers

and what they do. Lesson 8

• My Parents – Display and introduce new vocabulary.

• Let’s Apply – Identify community workers and

the work they do. Lesson 9


• Let’s Connect – Discuss activities done in the

past. Lesson 10

• Scaffold Language – Display and Introduce key vocabulary.

• Let’s Apply – Describe activities done in the

past.

• School Photo Cards


• Big Book 6 A Week Away, pg. 12




• Photos of different kinds of parents and the work they may do


• Police Officer Poster Cutout


• Photos of activities done during the weekend

• Student Book pg. 105 and TE pg. 288-289 Resources:


9 | P a g e


• Build Background – Discuss how to take care of a pet.

• Little Boy Blue – Identify rhyming words.

Lesson 12

• Build Background – Identify letters and sounds.

• Letters U, X, and Y– Identify letters and sounds U, X, and Y.

Lesson 13

• Frontload Vocabulary – Describe present and past events.


• Total Physical Response – Display and introduce new vocabulary.

• Counting and Graphing – Count and describe

quantity.


vocabulary.

• Signs and Rules – Identify signs. Lesson 16


• Keep It Clean – Identify and describe animal

characteristics.

• Photos of pets


• Uu Alphabet Card


• Simple Present Verb Cards • Simple Past Verb Cards


• Examples of groups…books, balls, dots, etc…


• Photo of signs


• Photos of trash

• Student Book pg. 11 and TE pg. 300-301 Resources:


10 | P a g e


• Fire Drills– Identify a fire extinguisher and what

it is used for.

• Old Mother Leary – Identify important events by tracking and singing a song.

Lesson 18


• My Town – Describe a town.

• Fire extinguisher





11 | P a g e

Differentiation



• Lead group

discussions


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,






• Print-rich



• Small group




• Draw to develop

writing ideas


12 | P a g e


1 | P a g e

Unit Title: Unit 7: Getting Places (Spotlight)



NJSLS Grade K English Language Arts • RL.K.1 • W.K.1 • SL.K.1 • RL.K.1 • RL.K.2 • RL.K.3 • RL.K.4, • RL.K.5 • R.L.K.6 • RL.K.7 • R.L.K.9 • R.F.K.2 • SL.K.6 • W.K.5 • W.K.6 • W.K.7 • RI.K.1 • RI.K.2 • RI.K.3 • RI.K.4 • RI.K.5 • RI.K.6 • RI.K.7 • RI.K.8 • RI.K.9 • RI.K.10


2 | P a g e

NJSLS Technology • 8.1.2.A.2 • 8.1.2.D.1 • 8.2.2.E.1 • 8.1.2.A.4


• CRP1 • CRP2 • CRP4 • CRP12 • 9.2.4.A.4

NJSLS Grade 1 Math

• 01.MD.03 Visual and Performing Arts

• 1.4.2.A.01 • 1.4.2.A.04 • 1.3.2.D.01


3 | P a g e

Central Idea / Enduring Understanding Students will…



• Exchange information about past events

• Narrate past events

• Describe objects

• Make comparisons

• Identify the parts of a postcard


• Tell time to the half hour


• Describe clothes

• Describe the uses of safety devices

• State rules

• Describe actions

• Follow instructions

• Compare and describe locations


• How are modern modes of transportation more efficient than modes of transportation in the past

• What are the different forms of transportation?

• What are the reasons people use

transportation?


4 | P a g e

Content:

• Theme: Getting Places

• Grammar: Recognize upper and lower case letters



share, describe


• Reading Comprehension: Read words left to

right, main ideas




sounds

Skills(Objectives):

• Predict


• Compare

• Decode

• Rhyme

• Sort

• Track




• Monitor reading




5 | P a g e


• Pointing out causes or motives in illustrated stories or read a-louds.

• Show relationships depicted in informational

text with real life objects.

• Demonstrate the relationship between objects, people or animals from detailed descriptions read aloud using gestures.

• Matching familiar descriptive phrases to objects

or illustrations with partners.

• Compare how to do something in different ways.

• Answer questions posed about key details in a

text.

• Use illustrations and key details in a story to describe characters and settings.

• Read emergent reader texts with purpose and

understanding.

• Produce and expand complete sentences in shared language activities.

• With guidance and support, identify the

meaning of frequently occurring verbs and adjectives.

• Blend and segment onsets and rhymes of single

syllable spoken words.


• Describe a town and locations in a town or city.

Other Evidence:

• Pre-/Post-Tests


• Students Work

• Partner Work








6 | P a g e







preview the story.


Lesson 2 • Build Background – Display and Introduce key

vocabulary


Lesson 3






Resources:

• Transportation Poster Cutouts

• Big Book 7 A Trip to Mexico


• Big Book 7 A Trip to Mexico pgs. 2-3

• Big Book 7 A Trip to Mexico and TE pg. 313


• Big Book 7 A Trip to Mexico and TE pg. 314-320

• Big Book 7 A Trip to Mexico and TE pg. 314-320

• Big Book 7 A Trip to Mexico and TE pg. 314-320 • Audio CD Track 40

• Big Book 7 A Trip to Mexico and TE pg. 324 • Three - Column Chart



7 | P a g e



• Let’s Connect – Describe past events.

Lesson 6

• Recalling Details – Compare and contrast playgrounds.

• Let’s Focus – Describe past situations.

Lesson 7

• Build Background – Display and Introduce key vocabulary.

• Let’s Connect – Describe past situations.

Lesson 8


• Let’s Focus – Describe actions that took place in

the past. Lesson 9


• Let’s Connect – Identify forms of transportation.

Lesson 10


• Let’s Apply – Identify forms of transportation.

Resources:

• Big Book 7 A Trip to Mexico pgs. 2 and 3


• Paper and Crayons • Big Book 7 A Trip to Mexico


• Chart




• Airplane, boat, and bicycle Poster Cutouts


• Transportation Poster Cutout



8 | P a g e



• Postcards – Identify the parts of a postcard.

Lesson 12

• Build Background – Describe transportation, food and location.

• Writing Postcards– Describe past events. Lesson 13

• Build Background – Identify words that rhyme.

• Rhyming Words – Identify rhyming words. Lesson 14


• Telling Time – Tell time to the half hour.


vocabulary.

• Clothes from Different Places – Describe clothes.

Lesson 16


• Safety – Identify safety devices.

Resources:

• Postcards


• Paper and Crayons




• Paper Plate Clock


• Big Book 7 A Trip to Mexico, pgs. 10 and 11


• List of Rules followed at school and home



9 | P a g e


• Build Background– Identify different forms of transportation and their location: air, water, or land.

• Row, Row, Row Your Boat – Identify different

forms of transportation by tracking and singing a song.

Lesson 18


• Punched – Paper Banners – Follow instructions.

Resources:



• Big Book 7 A Trip to Mexico, pg. 10



10 | P a g e

Differentiation



• Lead group

discussions


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,






• Print-rich



• Small group




• Draw to develop

writing ideas


1 | P a g e

Unit Title: Unit 8: Our World (Spotlight)

Stage 1: Desired Results

Standards & Indicators: WIDA:


NJSLS Grade K English Language Arts • R.L.K2 • R.L.K3 • RL.K.4 • R.L.K.5 • RL.K.6 • RL.K.10 • RI.K.1 • RI.K.2 • RI.K.3 • RI.K.4 • RI.K.5 • RI.K.6 • RI.K.7 • RI.K.8 • RI.K.10 • RL.K.9 • RF.K.1 • R.F.K.2 • RF.K.3 • RF.K.4 • W.K.2 • W.K.3 • W.K.7 • SL.K.1 • SL.K.2 • SL.K.3


2 | P a g e

Standards & Indicators: NJSLS Grade K English Language Arts

• SL.K.6 • W.K.8 • RF.4 • K.4 • L.K.1 • SL.K.4 • SL.K.5

NJSLS Technology

• 8.1.2.A.2 • 8.1.2.D.1 • 8.2.2.E.1 • 8.1.2.A.4


• CRP1 • CRP2 • CRP4 • CRP12 • 9.2.4.A.4


• 1.4.2.A.01 • 1.4.2.A.04 • 1.3.2.D.01


3 | P a g e

Central Idea / Enduring Understanding Students will…

• Identify pictures

• Describe activities

• Describe natural occurrences

• Describe the weather

• Exchange information about the weather

• Describe clothing related to weather

• Describe activities related to weather

• Identify the seasons of the year

• Suggest activities


• Identify seasons with the month of the year

• Describe temperature and activities with relation to seasons

• Exchange information about ongoing activities

• Describe habitual activities

• Describe future plans

• Express possibility





• How do people adapt to changes in weather?

• Is being able to make predictions an important life skill?

• How to humans influence the environment?

• What types of weather do we have in our

community?

• How does weather change through the seasons?


4 | P a g e


• Simple past, present, future

• Compare weather conditions

• Describe weather conditions

• Identify and describe

• Describe preferences


• Describe trees

• Describe a process


5 | P a g e

Content:

• Theme: Our World

• Grammar: Simple past, present and future


• Oral Language Development: Retell, recite, share, describe

• Listening Comprehension: Follow directions,

listen attentively to directions

• Reading Comprehension: Main ideas, predict, read from left to right


letters and words


• Phonemic Awareness: Identify vowels and consonants.

Skills(Objectives):

• Predict


• Compare

• Decode

• Rhyme

• Sort

• Track




• Monitor reading




6 | P a g e


• Retell familiar stories through a series of pictures.

• Share personal stories or experiences with each

other.

• Retell school based content and personal experiences with peers and adults in a role playing.

• Draw individual phases or steps to “how”

questions. Point out illustrated details that match oral descriptions of cycles or procedures.

• Identify illustrations related to cause and effect

from oral information.

• Recognize language related to scientific or mathematical processes.

• Identify patterns in procedures or natural

phenomena in illustrated stories read aloud.

• Produce statements about choices using different models as examples: (I want to______).

• Make requests to indicate preferences.

• Propose ideas, make claims and ask question to

sustain a conversation using content related language.

• Describe activities related to the seasons

• Exchange information about the weather

• Describe clothing as it relates to weather and

seasons

Other Evidence:

• Pre-/Post-Tests


• Students Work

• Partner Work








7 | P a g e


• Describe activities related to weather • Identify the seasons of the year

• Identify seasons with the months of the year

• Describe temperature and activities with

relation to the seasons

• Describe habitual activities


• Compare weather conditions in various climates around the world.


8 | P a g e


• K – W – L Chart – Display and Introduce key vocabulary.





preview the story.


Lesson 2

• Brainstorming – Display and Introduce key vocabulary


story. Lesson 3




• K – W – L Chart – Identify characters, actions, and places in the story.


Resources:

• Earth and Sun Poster Cutouts

• Big Book 8 The Seasons

• Big Book 8 The Seasons, pgs. 2 and 3

• Big Book 8 The Seasons, pgs. 2 and 3

• Big Book 8 The Seasons and TE pg. 360

• Sun Poster Cutouts

• Big Book 8 The Seasons and TE pgs. 362-368

• Big Book 8 The Seasons and TE pgs. 362-368

• Big Book 8 The Seasons and TE pgs. 362-368 • Audio CD Track 47

• K –W-L Chart from Lesson 1



9 | P a g e



• Let’s Connect – Describe the weather.

Lesson 6

• Scaffold Language – Exchange information about the weather.

• Let’s Apply – Describe clothes and activities

related to weather. Lesson 7

• Seasons Mind Map – Display and Introduce key vocabulary.

• Let’s Connect – Identify the seasons of the year.

Lesson 8

• Seasons Chant – Display and introduce new vocabulary.

• Let’s Apply – Identify seasons with the month of

the year. Lesson 9


• Let’s Connect – Describe activities.

Lesson 10


• Let’s Apply – Predict the weather based on

pictures.

Resources:

• Photos of different seasons


• Hot and Cold Poster Cutouts


• Paper and Crayons




• Photos of the seasons


• Photos of weather



10 | P a g e



• Writing Journal – Describe past events.

Lesson 12

• Poems and Rhyme – Identify rhymes in a song.

• Rhyming Words– Identify rhyming words. Lesson 13


• Rhyming Words – Identify rhyming words. Lesson 14


• Interpreting Graphs – Compare weather

conditions.

Lesson 15 • Scaffold Language – Display and introduce new

vocabulary.

• U.S. Weather ToLesson – Describe and compare weather conditions.

Lesson 16


• Apple Trees – Identify and describe.

Resources:

• Calendar






• Calendar


• Map of the United States


• Photos of plants in different seasons

• An apple • Student Book pg. 147 and TE pg. 396-397


11 | P a g e


• Frontload Vocabulary– Identify weather conditions.

• It’s Raining, It’s Pouring – Identify different

types of weather by tracking and singing a song. Lesson 18


• An Autumn Tree – Identify and describe a process.

Resources:

• Weather Poster Cutouts


• Nature Books



12 | P a g e

Differentiation



• Lead group

discussions


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,






• Print-rich



• Small group




• Draw to develop

writing ideas

esl pacing guide grade k...unit total* cumulative total** mp1 unit 1 – school is fun! 20 days 20...

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