freehold borough school district 280 park … · the primary influence on the individual's...

FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Course Title: English Language Arts

Grade: 3

Board of Education Adoption Date: November 10, 2014

Document F #1

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

Nicolina Harker

Amanda Simonelli

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:

Students will become life-long learners and will:

Become fluent readers, writers, speakers, listeners, and viewers with comprehension and

critical thinking skills.

Acquire the mathematical skills, understandings, and attitudes that are needed to be

successful in their careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and

demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,

and interpreting information.

Become technologically literate.

Demonstrate proficiency in all New Jersey Core Curriculum Content Standards

(NJCCCS) and the Common Core State Standards (CCSS).

Develop the ability to understand their world and to have an appreciation for the heritage

of America with a high degree of literacy in civics, history, economics and geography.

Develop a respect for different cultures and demonstrate trustworthiness, responsibility,

fairness, caring, and citizenship.

Become culturally literate by being aware of the historical, societal, and multicultural

aspects and implications of the arts.

Demonstrate skills in decision-making, goal setting, and effective communication, with a

focus on character development.

Understand and practice the skills of family living, health, wellness and safety for their

physical, mental, emotional, and social development.

Develop consumer, family, and life skills necessary to be a functioning member of

society.

Develop the ability to be creative, inventive decision-makers with skills in

communicating ideas, thoughts and feelings.

Develop career awareness and essential technical and workplace readiness skills, which

are significant to many aspects of life and work.

Unit of Study: Dollars and Sense Genre: Historical/Realistic Fiction,

Nonfiction, Fables

Suggested Timeline: MP1: 5-6 weeks

Big Ideas:

When is money important, and when does it affect our lives? Explain how people use money to get what they need and to get what

they want. Ask students to give examples of needs and wants and explain the difference.

Goals (Skills):

Reading:

• Realism/Fantasy

• Sequence of Events

• Character recognition/Setting

• Context Clues/Word Structure

• Short Vowels/Digraphs/Diphthongs

• Summarize to Retell

• Activate Prior Knowledge

• Practice Fluency(choral reading, paired, repeated)

• Decoding Words/Blending Syllables

Writing:

Personal Narrative/Descriptive Writing

Launching the Writer’s Workshop

Introduction to writer’s notebooks

Desired Outcomes Assessments/Projects Materials

L.3.1 - Demonstrate command of the

conventions of standard English grammar

and usage when writing or speaking.


conventions of standard English

capitalization, punctuation, and spelling

when writing.

L.3.2 f - Use spelling patterns and

generalizations (e.g., word families,

position-based spellings, syllable patterns,

• Guided Reading

• Weekly Selection Tests

• Benchmark Assessments

• Graphic Organizers

• Classroom/Home Projects

• Rubric/Open Ended Questions

• Teacher Selected Novels

• Scott Foresman Anthology

• Leveled Readers

• Suggested Websites: Waltke's Web,

Brainpop, Study Island,

Pearsonsuccessnet.com


• Quick Reads

• Classroom Library

• Smartboard Interactive Lessons

ending rules, meaningful word parts) in

writing words.

RL.3.1 - Ask and answer questions to

demonstrate understanding of a text,

referring explicitly to the text as the basis

for the answers.

RI.3.2 - Determine the main idea of a text;

recount the key details and explain how

they support the main idea.

RI.3.3 - Describe the relationship between

a series of historical events, scientific ideas

or concepts, or steps in technical

procedures in a text, using language that

pertains to time, sequence, and

cause/effect.

RI.3.8 - Describe the logical connection

between particular sentences and

paragraphs in a text (e.g., comparison,

cause/effect, first/second/third in a

sequence).

RF.3.3 - Know and apply grade-level

phonics and word analysis skills in

decoding words.

RF.3.4 a-b - Read grade-level text with

purpose and understanding. Read grade-

level prose and poetry orally with

accuracy, appropriate rate, and expression

on successive readings.

W.3.3 - Write narratives to develop real or

imagined experiences or events using

effective technique, descriptive details, and

clear event sequences.

W.3.4 - With guidance and support from

• Reader's Theater

• Scott Foresman practice book

adults, produce writing in which the

development and organization are

appropriate to task and purpose. (Grade-

specific expectations for writing types are

defined in standards 1-3 above.)


peers and adults, develop and strengthen

writing as needed by planning, revising,

and editing. (Editing for conventions

should demonstrate command of Language

standards 1-3 up to and including grade

3 here.)

W.3.10 - Write routinely over extended

time frames (time for research, reflection,

and revision) and shorter time frames (a

single sitting or a day or two) for a range

of discipline-specific tasks, purposes, and

audiences.

Suggested Differentiation:

1. Work toward longer passages as skills in English increase

2. Use visuals

3. Introduce key vocabulary before lesson

4. Teacher reads aloud daily (model)

5. Provide peer tutoring

6. Use a strong student as a ―buddy‖ (does not necessarily have to speak the primary language)

7. Provide options, alternatives and choices to differentiate and broaden the curriculum

8. Organize and offer flexible small group learning activities

9. Provide whole group enrichment explorations

*ELL Differentiation Located in Appendix A

http://www.corestandards.org/ELA-Literacy/L/3/

In this unit plan, the following 21st Century themes and skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

E – encouraged

T – taught

A – assessed

Standard 9.1 21st Century Life Skills

X Global Awareness E Creativity and Innovation

X Financial Literacy Critical Thinking and Problem

Solving

Health Literacy E A Communication (Interpersonal and

Media Fluency)

Civic Literacy ETA Collaboration and Teamwork

X Career Awareness/Exploration A Accountability, Productivity and

Ethics

Interdisciplinary Connections

4.NF.C.6 – Math - Use decimal notation for fractions with denominators 10 or 100. For example,

rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

9.2.4.A.2 - Identify potential sources of income and their limitations.

9.1—All students will demonstrate the creative, critical thinking, collaboration, and problem-

solving skills needed to function successfully as both global citizens and workers in diverse

ethnic and organizational cultures.

Unit of Study: Smart Solutions Genre: Historical/Realistic Fiction,

Expository Nonfiction, Fables/Fantasy

Suggested Timeline: MP1-MP2: 5-6

weeks

Big Ideas:

What are smart ways problems are solved? Explain how problem-solving is an important skill to learn in order to live successfully

and peacefully in our world. Ask students to give examples of effective problem-solving.

Goals (Skills):

Reading:

• Long/Short Vowels

• Decoding Longer Words

• Author's Purpose


• Making Predictions

• Main Idea/Supporting Details

• Cause and Effect

• Visualizing

• Following Directions

Writing:

Personal Narrative/Descriptive Writing

Launching the Writer’s Workshop

Introduction to writer’s notebooks








when writing.




• Guided Reading








• Leveled Readers





• Quick Reads




writing words.




for the answers.









cause/effect.





sequence).



decoding words.
























3 here.)






audiences.



2. Use visuals












21st Century Themes


E – encouraged

T – taught

A – assessed



Financial Literacy ETA Critical Thinking and Problem

Solving


Media Fluency)

Civic Literacy T A Collaboration and Teamwork

Career Awareness/Exploration A Accountability, Productivity and

Ethics





Unit of Study: People and Nature Genre: Fiction, Realistic Fiction,

Expository Fiction, Plays


Big Ideas:

How are people and nature connected? Explain that in order to survive, all living things must interact with and are affected by

everything in their environment. Ask students how humans are affected by the environment?

Goals (Skills):

Reading:

• Decode Vowel Patterns

• Practice Appropriate Phrasing and Fluency

• Monitor Comprehension/Apply Learned Strategies

• Fact/Opinion

• Generalizing

• Generate/Answer Questions

• Summarize Text

• Compare /Contrast

• Draw Conclusions

Writing:

•How‐to (Compare and contrast)

• T-charts

• Venn diagrams


RF.3.3 a-d - Know and apply grade-level


decoding words. Identify and know the

meaning of the most common prefixes and

derivational suffixes. Decode words with

common Latin suffixes. Decode

multisyllable words. Read grade-

appropriate irregularly spelled words.

RF.3.4 a-c - Read grade-level text with


• Guided Reading








• Leveled Readers





• Quick Reads





on successive readings. Use context to

confirm or self-correct word recognition

and understanding, rereading as necessary.








sequence).






cause/effect.




for the answers.

RL.3.6 - Distinguish their own point of

view from that of the narrator or those of

the characters.

RL.3.7 - Explain how specific aspects of a

text's illustrations contribute to what is

conveyed by the words in a story (e.g.,

create mood, emphasize aspects of a

character or setting)

RL.3.9 - Compare and contrast the themes,

settings, and plots of stories written by the



same author about the same or similar

characters (e.g., in books from a series)

W.3.2.B - Develop the topic with facts,

definitions, and details.

















3 here.)






audiences.



2. Use visuals












21st Century Themes


E – encouraged

T – taught

A – assessed



Financial Literacy Critical Thinking and Problem

Solving

Health Literacy E T Communication (Interpersonal and

Media Fluency)

Civic Literacy E A Collaboration and Teamwork

X Career Awareness/Exploration A Accountability, Productivity and

Ethics


5.3.2.C.1 – Science - Describe the ways in which organisms interact with each other and their

habitats in order to meet basic needs.




Unit of Study: One of a Kind (Part 1) Genre: Fantasy, Expository Non-Fiction,

Biography, Fiction

Suggested Timeline: MP2-MP3: 5-6

weeks

Big Ideas:

What does it mean to be unique? Explain how something can be unique, such as being unusually good or special; by being one of its

kind; or by having an interesting trait.

Goals (Skills):

Reading:

• Activate prior knowledge

• Develop decoding and word recognition skills

• Improve fluency with accuracy and appropriate pace

• Implement reading strategies before, during and after reading

• Increase vocabulary and build concept development

• Integrate comprehension and response to nonfictional and fictional text


• Compare and Contrast

• Generalize

• Fact and Opinion

• Plot and Theme

Writing:

•How‐to (Compare and contrast)

• T-charts

• Venn diagrams

• Opinion/Persuasive, Explanatory/Informative writing








when writing.

• Guided Reading


• Class/At home projects



• Rubrics

• Teacher selected novels


• Leveled readers

• Graphic organizers

• Supplemental materials

• Suggested websites:

www.brainpop.com

http://www.brainpop.com/





writing words.




for the answers.




RI.3.3 - Use knowledge of language and its

conventions when writing, speaking,

reading, or listening.





sequence).



decoding words.











www.studyisland.com

www.pearsonsuccessnet.com

www.waltke’sweb.com

www.internet4Classrooms.com

http://www.studyisland.com/

http://www.pearsonsuccessnet.com/

http://www.waltke'sweb.com/

http://www.internet4classrooms.com/














3 here.)






audiences.



2. Use visuals












21st Century Themes


E – encouraged

T – taught

A – assessed


Global Awareness E Creativity and Innovation

Financial Literacy Critical Thinking and Problem

Solving


Media Fluency)

Civic Literacy A E T Collaboration and Teamwork


Ethics





Unit of Study: One of a Kind (Part 2) Genre: Realistic Fiction and Narrative

Nonfiction

Suggested Timeline: MP3: 5 to 6 weeks

Big Ideas:

What happens when two ways of life come together? Explain what a way of life, or culture of a group of people, is. (the food,

clothing, customs, language, and beliefs of a group of people)

Goals (Skills):

Reading:







• Compare and Contrast

• Draw Conclusions

• Fact and Opinion

• Sequence of Events

• Author’s Purpose

Writing:

• Opinion/Persuasive, Explanatory/Informative writing

• Friendly Letter











• Guided Reading





• Rubrics



• Leveled readers

• Graphic organizers



www.brainpop.com

www.studyisland.com


















sequence).




for the answers.

RL.3.2 - Recount stories, including fables,

folktales, and myths from diverse cultures;

determine the central message, lesson, or

moral and explain how it is conveyed

through key details in the text.

RL.3.3 - Describe characters in a story

(e.g., their traits, motivations, or feelings)

and explain how their actions contribute to

the sequence of events



the characters.
































3 here.)






audiences.




2. Use visuals











21st Century Themes


E – encouraged

T – taught

A – assessed



Financial Literacy ETA Critical Thinking and Problem

Solving

Health Literacy ET Communication (Interpersonal and

Media Fluency)

X Civic Literacy EA Collaboration and Teamwork

Career Awareness/Exploration E Accountability, Productivity and

Ethics


6.1.P.D.3 – Social Studies - Express individuality and cultural diversity (e.g., through dramatic

play).

6.1.P.D.4 – Social Studies - Learn about and respect other cultures within the classroom and

community.




Unit of Study: One of a Kind (Part 3) Genre: Narrative Nonfiction, Realistic

Fiction, Photo Essay, Animal Fantasy,

Fantasy


Big Ideas:

What does it mean to be free? Explain how freedom is a word and an idea that has different meanings to different people (to share

one's ideas, from fear, to practice a religion of choice, etc.).

Goals (Skills):

Reading:







• Main Idea and Details


• Plot and Theme

• Context Clues

• Generalize

• Prefixes and Suffixes

• Phonemes; blends digraphs, and dipthongs

Writing:

• Poetry

• Persuasive writing

• Research reports







• Guided Reading







• Leveled readers

• Classroom Libraries

• Reader’s Theater


















sequence).




for the answers.

RL.3.2 - Recount stories, including fables,

folktales, and myths from diverse cultures;

determine the central message, lesson, or

moral and explain how it is conveyed

through key details in the text.

RL.3.3 - Describe characters in a story

(e.g., their traits, motivations, or feelings)

and explain how their actions contribute to

the sequence of events



• Rubrics • Graphic organizers



www.brainpop.com

www.studyisland.com









the characters.






















3 here.)


adults, use technology to produce and

publish writing (using keyboarding skills)

as well as to interact and collaborate with

others.

W.3.7 - Conduct short research projects

that build knowledge about a topic.

W.3.8 - Recall information from

experiences or gather information from

print and digital sources; take brief notes


on sources and sort evidence into provided

categories.






audiences.



2. Use visuals











21st Century Themes


E – encouraged

T – taught

A – assessed



Financial Literacy T A Critical Thinking and Problem

Solving


Media Fluency)

X Civic Literacy A E T Collaboration and Teamwork


Ethics


6.1.P.D.3 – Social Studies - Express individuality and cultural diversity (e.g., through dramatic

play).

6.1.P.D.4 – Social Studies - Learn about and respect other cultures within the classroom and

community.

8.1 - Educational Technology All students will use digital tools to access, manage, evaluate, and

synthesize information in order to solve problems individually and collaboratively and to create

and communicate knowledge.




Appendix A

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 1 CCSS: RL.2.1 WIDA ELDS: 2-5 Reading Speaking

Describe key details of a read text by asking questions such as who, what, where, when, why, and how.

Ask and answer questions about details of a text using questions words, such as: who, what, where, when, why, and how using a Graphic Organizers and/or Word Wall.

VU: Details, who, what, where, when, why, and how

LFC: Verb, verb phrases

(do/does; is/are),

interrogative and

declarative sentence

structure

LC: Varies by ELP level

Language

Objectives

Ask and answer questions in L1 and/or ask and answer “who, what, when, and where” questions from leveled text using high-frequency, content-related single words that represent key ideas.

Ask and answer questions in L1 and/or ask and answer “WH-“questions from a leveled text using general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas using.

Ask and answer questions from Adapted Text in simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Ask and answer questions from texts within grade 1-2 complexity level with key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.

Ask and answer questions from grade-level text clearly and coherently using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning

Supports

L1 support Pictures Gestures Word/Picture Wall Template Story Map

L1 support Word/Picture Wall Template Partner work Sentence Frame

Word Wall Template Partner work

Graphic Organizers

Graphic Organizers

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/GraphicOrganizers.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/WordWall.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/AdaptedText.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/L1Supports.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Gestures.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/Template.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/StoryMap.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/PartnerWork.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/SentenceFrames.pdf







SLO: 2 CCSS: RL.2.2 WIDA ELDS: 2-5 Reading Speaking Writing

Recall and describe the central message, lesson, or moral of a story including fables and folktales from diverse cultures

Describe and retell the central message, lesson, or moral of a story using illustrations, a Story Map, and Web.

VU: Recall, describe, message, moral, illustrations, Graphic Organizers

LFC: Nouns, pronouns,

adjectives, present

progressive, adverbs,

prepositional phrases; past

tense verbs


ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language

Objectives

Describe and retell main idea and details in L1 and/or by using or copying high-frequency, content-related single words and/or creating visual representations of the main idea.

Describe and retell main idea and details in L1 and/or by matching content-based vocabulary in short, formulaic sentences to illustrations.

Describe and retell main idea and details by writing simple, related sentences with repetitive grammatical structures and key, content-based vocabulary.

Describe and retell main idea and details by writing expanded and some complex sentences with varying grammatical structures and key, content-based vocabulary.

Describe and retell the main idea and details by writing a summary using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

Learning

Supports

L1 support Leveled text Pictures Word/Picture Wall L1 support Story Map (completed) Web

Story Map (completed) Web L1 support Leveled text Pictures Word/Picture Wall L1 support Sentence Frame

Story Map Web Adapted Text Partner work

Story Map


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/Webs.pdf





















Describe how characters respond to major story events and challenges.

Describe actions of characters using a Story Map

and/or a character Web.

VU: Character, event, challenge

LFC: Present and past

progressive



Language

Objectives

Describe how

characters respond to

major events and

challenges in a story

in L1 and/or by

connecting characters

and main events with

key, content-based

single words,

Gestures or answering

yes/no or either/or

questions.

Describe how characters

respond to major events

and challenges in a story

in L1 and/or using

general, content-based

vocabulary in phrases and

short sentences with

formulaic patterns.


respond to major events

and challenges in a story

using key, content-based

vocabulary in simple,

related sentences with

repetitive grammatical

structures.

Describe how

characters respond to

major events and

challenges in a story

using specialized

content-based

vocabulary in expanded

and some complex

sentences.


respond to major events and

challenges in a story using

precise, content-based

language in multiple,

complex sentences.

Learning

Supports

Story Map

Word/Picture Wall

Pictures

L1 support

Webs

Gestures

Choice questions

Story Map

Word/Picture Wall

Pictures

L1 support

Webs

Sentence Frame

Story Map

Pictures

Word Wall

Story Map

Story Map














http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/PicturesPhotographs.pdf










http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/ChoiceQuestions.pdf
















Describe the feeling and tone words and phrases (e.g., regular beats, alliterations, rhymes, repeated lines) that supply rhythm and meaning in a story, poem, or song.

Describe the feeling and tone words and phrases that supply rhythm and meaning in a story, poem, or song using a Web, Word Wall and pictures.

VU: Rhythm, poem

LFC: Poetic “sentences”



Language

Objectives

Describe the feeling and tone words and phrases in L1 and/or using high-frequency, content-related single words that represent key ideas.

Describe the feeling and tone words and phrases in L1 and/or using general, content-based vocabulary in phrases and short sentences with formulaic grammatical structures.

Describe the feeling and tone words and phrases using key, content-based vocabulary in simple, related sentences with repetitive grammatical structures.

Describe the feeling and tone words and phrases using key, content-based vocabulary in expanded and some complex sentences with varying grammatical structures.

Describe the feeling and tone words and phrases using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

Learning

Supports

Web (completed)

Word/Picture Wall

Pictures and

Photographs

L1 support

Web (completed)

Word/Picture Wall

Pictures and Photographs

L1 support

Sentence Frame

Web

Word Wall

Web


















Describe the structure of a story including a description of the introduction and closing action.

Describe the structure of a story using a Story Map and Word Wall.

VU: Introduction, closing

LFC: Sentences with

sequential phrases.



Language

Objectives

Describe the structure of a story in L1 and/or using pictures, Gestures and/or high-frequency, content-related single words that represent key ideas.

Describe the structure of a story inL1 and/or using general, content-based vocabulary in phrases and short sentences with formulaic grammatical structures.

Describe the structure of a story using key, content-based vocabulary in simple, related sentences with repetitive grammatical structures.

Describe the structure of a story using key, content-based vocabulary in expanded and some complex sentences with varying grammatical structures.

Describe the structure of a story using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

Learning

Supports

Story Map

Word/Picture Wall

L1 support

Cloze sentences

Story Map

Word/Picture Wall

L1 support

Sentence Frame

Story Map

Word Wall

Story Map















SLO: 6 CCSS: RL.2.6 WIDA ELDS: 2 Reading Speaking

Read with expression, a change in voice tone and demeanor to acknowledge differences in characters’ points of view.

Describe differences about specific characters based on what the character says (dialogue) and does (action) using props and Partner work.

VU: Point of view

LFC: Present tense



Language

Objectives

Identify differences in

story characters’

points of view by

speaking in a different

voice in L1 and/or in

a leveled text by

repeating words and

using proper voice

inflection.

Describe differences in

story characters’ points of

view by speaking in a

different voice in L1

and/or in leveled text by

restating phrases with

proper voice inflection.



view in Adapted Text by


voice and matching simple

sentences/quotes and voice

inflection with characters in

the story.


story characters’ points

of view in texts within

grade 1-2 complexity

level by speaking in a

different voice and

using voice inflection

using expanded and

some complex

sentences with key,

content-based

vocabulary.



view in grade-level texts by


voice and using voice

inflection using complex,

detailed sentences with

content-based vocabulary.

Learning

Supports

Manipulatives

Pictures and

Photographs

Word Wall

L1 support

Partner work

Manipulatives


Word Wall

L1 support

Sentence Frame

Partner work

Manipulatives


Partner work

Manipulatives

Partner work

Manipulatives



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Manipulatives.pdf



















SLO: 7

CCSS:

RL.2.7

WIDA

ELDS: 2-5 Reading Speaking

Use print or digital text and illustrations to

develop understanding of characters, setting, or

plot.

Describe characters, setting, or plot using a Story Map

and illustrations.

VU: Characters, setting, plot

LFC: Narrative elements



Language

Objectives

Describe characters,

setting, and plot in L1

and/or using pictures,

Gestures and/or high-

frequency, content-

related single words

that represent key

ideas.


setting, and plot in L1

and/or in short phrases

with formulaic patterns

with key content-based

vocabulary.


setting, and plot by in

simple, related sentences

with key, content-based

vocabulary.


setting, and plot in

expanded and some

complex sentences with

key, content-based

vocabulary.

Describe characters, setting,

and plot in complex,

detailed sentences with

grade-level, content-based

vocabulary.

Learning

Supports

Story Map

Word/Picture Wall

Teacher

Modeling/Template

L1 support

Pictures and

Photographs

Story Map

Word/Picture Wall

Teacher

Modeling/Template

L1 support


Sentence Frame

Story Map

Word Wall

Teacher

Modeling/Template

Story Map





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherModeling.pdf





















SLO: 8

CCSS:

RL.2.9

WIDA

ELDS: 2-5 Reading Speaking

Outline the similarities and differences between two versions of the same story (e.g., Cinderella stories) written from the perspective of two different cultures or authors.

Compare and contrast two versions of the same story

using a Graphic Organizers, Word Wall and pictures.

VU: Compare, contrast, perspective

LFC: Transitional phrases



Language

Objectives

Compare and contrast

two versions of the

same story in L1

and/or using high-

frequency, content-

related single words

or phrases that

represent key ideas.


two versions of the same

story in L1 and/or using

general, content-based



formulaic structures.

Compare and contrast two

versions of the same story




repetitive, grammatical

structures.


two versions of the

same story using key,

content-based

vocabulary in

expanding and some


varying grammatical

structures.

Compare and contrast two

versions of the same story

using precise, content-

based vocabulary in

multiple, complex

sentences with varying

grammatical structures.

Learning

Supports

Graphic Organizers

(semi-completed)

Word/Picture Wall

Pictures

L1 support

Cloze sentences

Graphic Organizers

(semi-completed)

Word/Picture Wall

Pictures

L1 support

Sentence Frame

Graphic Organizers

Word Wall

Sentence Starter

Graphic Organizers












http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/SentenceStarters.pdf



SLO: 9

CCSS:

RI.2.4 WIDA ELDS: 2-5 Reading Speaking

Determine the meaning of words and phrases in a

text using text features and context clues.

Define words and phrases according to usage in text

and text features using pictures, dictionaries and a

Partner work.

VU: Text features, context clues

LFC: Sentences with

context clues, punctuation,

restatement



Language

Objectives

Define words and

phrases according to

usage in text and text

features in L1 and/or

using high-frequency,

content-related single

words and phrases

that represent key

ideas.

Define words and phrases

according to usage in text

and text features in L1

and/or using general,

content-based vocabulary

in phrases and short

sentences.



and text features using key,


in simple, related sentences

with repetitive grammatical

structures.

Define words and

phrases according to

usage in text and text

features using key,

content-based

vocabulary in

expanding and some


varying grammatical

structures.



and text features using


vocabulary in multiple,


varying grammatical

structures.

Learning

Supports

Picture Dictionary

Pictures

Partner work

L1 support

Cloze sentences

Picture Dictionary

Pictures

Partner work

L1 supportSentence

Frame

Picture Dictionary

Pictures

Partner work

Picture Dictionary


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/PictureDictionaries.pdf












SLO: 10

CCSS:

RF.2.3.b WIDA ELDS: 2 Reading

• Associate symbols (graphemes) with sounds

(phonemes), and sounds with symbols, for vowel

diphthongs (e.g. au, ou/ow, oi/oy).

• Associate symbols (graphemes) with sounds

(phonemes), and sounds with symbols, for (e.g. ar,

er, ir, or, ur

• Apply vowel pattern pronunciation

generalizations to read words with these vowel

diphthongs and r-controlled vowels.

Apply vowel pattern rules, when reading, using

pictures and vowel chart.

Note: ELLs at lower ELP levels need to know

vocabulary of targeted phonics words. Also some of

the English vowel sounds may not exist in the first

language so ELLs may have difficulty hearing and

producing some sounds.

VU: Digraph, diphthongs

LFC: Follow directions



Language

Objectives

Apply vowel pattern

rules, when reading

high-frequency,

known, single words.

Apply vowel pattern

rules, when reading

known words and phrases

from leveled texts.

Apply vowel pattern rules,

when reading from leveled

texts.

Apply vowel pattern

rules, when reading

from texts with grade 1-

2 complexity levels.

Apply vowel pattern rules,

when reading from grade-

level texts.

Learning

Supports

Partner work

Word/Picture Wall

Vowel chart

Visuals

L1 support

Manipulatives

Partner work

Word/Picture Wall

Vowel chart

Visuals

L1 support

Manipulatives

Partner work

Word Wall

Partner work


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/PartnerWork.pdfhttp:/www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/PartnerWork.pdf












http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations.pdf

















http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Visuals.pdf















SLO: 11

CCSS:

RF.2.3.d WIDA ELDS: 2 Reading

Decode words with common prefixes (e.g., un-,

dis-, re-, pre-, mis) and common suffixes (e.g., -

ful, -less, er)

Decode words with prefixes and suffixes using Word

Walls and charts.

VU: Prefixes, suffixes

LFC: Sentences with

words with affixes



Language

Objectives

Decode high-

frequency words with

common prefixes and

suffixes.

Decode known words

with common prefixes

and suffixes used in

phrases.

Decode familiar, content-

based words with common

prefixes and suffixes from

leveled texts.

Decode key, content-

based words with

common prefixes and

suffixes from texts

within grade 1-2

complexity levels.

Decode content-based

words with common

prefixes and suffixes in

grade-level texts.

Learning

Supports

Partner work

Word/Picture Wall

Visuals

L1 support

Gestures

Prefix chart

Suffix chart

Partner work

Word/Picture Wall

Visuals

L1 support

Prefix chart

Suffix chart

Partner work

Word Wall

Prefix chart

Suffix chart

Partner work





























































SLO: 12

CCSS:

RF.2.3.e

WIDA

ELDS:

2

Reading

Listening

Identify common irregularly spelled words (e.g.,

bread, love, would, could, their, there, none,

both).

Identify irregularly spelled words using pictures,

Word Walls and Vocabulary Flash Cards.

Please Note. ELLs at lower ELP levels need to

comprehend the meaning of targeted words.

VU: Irregularly spelled words

LFC: Sentences with

targeted vocabulary



Language

Objectives

Identify irregularly-

spelled, high-

frequency, single

words.

Identify irregularly-

spelled, general, content-

based words and phrases.

Identify irregularly-spelled,

key, content-based words

in Adapted Texts.

Identify irregularly –

spelled, content-based

words in texts with

grade 1-2 text

complexity levels.

Identify irregularly-spelled,

content-based words in

grade-level texts.

Learning

Supports

Vocabulary Flash

Cards

Word/Picture Wall

L1 support

Gestures

Vocabulary Flash Cards

Word/Picture Wall

L1 support


Word Wall



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/VocabularyFlashCards.pdf














SLO: 14

CCSS:

RF.2.4.a

WIDA

ELDS: 2

Reading

Speaking

Read grade-level text with purpose and

understanding.

Read text and orally explain the purpose and

demonstrate comprehension by using Graphic

Organizers.

VU: Key, content-based vocabulary

LFC: Sentence structure

appropriate to ELP level



Language

Objectives

Read grade-level texts

and orally explain the

purpose and

demonstrate

comprehension in L1

and/or read or listen

to a leveled text and

demonstrate

comprehension in

single-word answers

to choice questions.



purpose and demonstrate

comprehension in L1

and/or read leveled texts,

explain the purpose, and

demonstrate

comprehension in short

phrases.

Read adapted grade-level

texts and orally explain the

purpose and demonstrate

comprehension using key,


in simple, related

sentences.



purpose and

demonstrate

comprehension using

key, content-based

vocabulary in

expanding and some

complex sentences.

Read grade-level texts and

orally explain the purpose

and demonstrate

comprehension using

detailed sentences of

varying lengths and precise,

content-based vocabulary.

Learning

Supports

L1 support

Choice questions

Graphic Organizers

Outline

Word/Picture Wall

L1 support

Choice questions

Graphic Organizers

Outline

Word/Picture Wall

Sentence Frame

Graphic Organizers

Outline

Word Wall

Graphic Organizers

Outline






http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/Outlines.pdf














SLO: 15

CCSS:

RF.2.4.b

WIDA

ELDS:

2

Reading

Speaking

Read grade-level text orally with accuracy,

appropriate rate, and expression on successive

readings.

Read text orally with sufficient fluency and accuracy

using phonics chart and illustrations.

VU: Pace, fluency

LFC: Sentence structure

related to ELP level and

demonstrate understanding

of punctuation when

reading aloud (expression,

pauses)



Language

Objectives

Read grade-level text

orally with accuracy,

appropriate rate, and

expression on

successive readings in

L1 and/or read high-

frequency, single

words from leveled

text orally with

accuracy and

expression.

Read grade-level text

orally with accuracy,

appropriate rate, and

expression on successive

readings in L1 and/or

read short phrases from

leveled text orally with

accuracy, appropriate

rate, and expression.

Read Adapted Text orally

with accuracy, appropriate

rate, and expression on

successive readings.

Read texts within

grade- level 1-2

complexity band with

accuracy, appropriate



Read grade-level text orally

with accuracy, appropriate



Learning

Supports

Phonics chart

Illustrations/diagrams/

drawings

L1 support

Word Wall

Phonics chart

Illustrations/diagrams/dra

wings

L1 support

Word Wall

Phonics chart

Illustrations/diagrams/draw

ings


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/IllustrationsDiagramsDrawings.pdf











SLO: 16

CCSS:

RF.2.4.c

WIDA

ELDS:

2

Reading

Use decoding skills in conjunction with context to

confirm or self-correct word recognition and

understanding, rereading as necessary.

Use context to confirm and demonstrate oral reading skills by self-correcting and rereading, when necessary, using a checklist and Think Alouds.

VU: Context clues, confirm, reread, self-correct

LFC: Sentences with context clues



Language

Objectives

Use context to

confirm the meaning

of unknown words in

a grade-level text in

L1 and/or unknown

general words in a

controlled text by

listening to the

Teacher Modeling

how to use sentence

level context clues,

cognates and

schemata.

Use context to confirm

the meaning of unknown

words in a grade-level

text in L1 and/or use

context to confirm the

meaning of unknown

words in selected phrases

from a leveled text by

using sentence level

context clues, cognates

and schemata.

Use context to confirm the

meaning of unknown

content-based words in an

Adapted Text by using

sentence level and extended

context clues, cognates and

schemata with support.

Use context to confirm

the meaning of

unknown content-based

words in a text within

the grade 1-2

complexity band by

using sentence level and

extended context clues,

cognates, schemata.

Use context to confirm the

meaning of unknown words

in a grade-level text by

using sentence level and

extended context clues,

cognates and schemata.

Learning

Supports

Think Alouds

Checklist for guiding

questions

Guided group with

teacher

L1 support

Pictures and

Photographs

Think Alouds


questions

Guided group with

teacher

L1 support


Think Alouds


questions

Small group/ triads/ triads


questions

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/ThinkAlouds.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/ChecklistofGuidingQuestions.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/InAWholeGroup.pdf















http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/InTriadsOrSmallGroups.pdf








SLO: 17 CCSS: W.2.1

WIDA

ELDS:

2

Writing

Reading

Write text focused on a clearly stated opinion on a

topic or book including reasons supporting the

opinion, linking words to connect ideas, and a

concluding statement.

Express an opinion in writing with supporting

reasons, linking words and a conclusion using a

Graphic Organizers, Word Wall and Shared Writing

VU: Opinion, reasons

LFC: Sentences with

linking phrases



Language

Objectives

Express an opinion in

writing with

supporting reasons,

linking words and a

conclusion in L1

and/or using pictures,

Gestures and key

words or memorized

phrases.


writing with supporting

reasons, linking words

and a conclusion in L1

and/or using key






reasons, linking words and

a conclusion using key




structures.



reasons, linking words

and a conclusion using

key vocabulary in

expanded and some

complex sentences.



reasons, linking words and

a conclusion using precise

vocabulary in multiple,

complex sentences.

Learning

Supports

Graphic Organizers

Shared Writing

Word Wall

L1 support

Gestures

Graphic Organizers

Shared Writing

Word Wall

L1 support

Sentence Frame

Graphic Organizers

Shared Writing

Word Wall

Graphic Organizers

Shared Writing

Graphic Organizers



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/SharedWriting.pdf



















SLO: 18

CCSS:

W.2.3;

L.2.1.b, d

WIDA

ELDS:

2

Writing

Apply the writing process to develop a narrative

paragraph that includes an event or series of

events, including details describing actions,

thoughts and feelings and a concluding statement.

Use time order words, irregular plural nouns, and

past tense irregular verbs.

Write a narrative text applying the steps of the writing

process (planning, revising, and editing) to develop

and strengthen writing skills using a Graphic

Organizers or Template.

VU: Narrative, planning, prewriting, revising, editing, draft, rewrite

LFC: Sentence structure,

verb forms, subject-verb

agreement



Language

Objectives

Write a narrative text in L1 and/or use pictures and general, content-related single words in phrase patterns that represent key ideas.

Write a narrative text in L1 and/or use general, content-based vocabulary in phrases and short sentences using formulaic sentence patterns that represent key ideas.

Write a narrative text producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Write a narrative text using key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures that represent organized ideas.

Write a narrative text producing clear and coherent writing using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning

Supports

L1 support

Graphic Organizers

Word/Picture Wall

Template

Pictures

L1 support

Graphic Organizers

Word/picture wall

Template

Sentence Frame

Graphic Organizers

Template

Graphic Organizers

Graphic Organizers



















SLO: 19

CCSS:

W.2.5;

L.2.1.f

WIDA

ELDS:

2

Writing

With guidance and support from adults and peers,

focus on a topic and strengthen writing as needed

by revising and editing simple and compound

sentences.

Revise writing by using proofreading markings,

checking spell and editing sentence structure using

picture and digital dictionaries, Technology and

Technological Resources and a Partner work.

VU: Revise, edit, proofread

LFC: Simple and

compound sentences



Language

Objectives

Revise writing of

complex sentences in

L1 and/or drawings

with single words,

and phrases using

proofreading

markings,

dictionaries, and peer

review.

Revise writing of

complex sentences in L1

and/or phrases and simple

sentences using

proofreading markings,

dictionaries, and peer

review.

Revise writing of simple

sentences using


digital checks, dictionaries,

and peer review.

Revise expanded and

some complex

sentences using


digital checks,

dictionaries and peer

review.

Revise complex, detailed

writing of multiple,

complex sentences using


digital checks, dictionaries

and peer review.

Learning

Supports

Word/Picture Wall Partner work Bilingual dictionary Technology and Technological Resources (computer or iPad) Pictures L1 support

Word/Picture Wall Partner work Bilingual dictionary Technology and Technological Resources (computer or iPad) Pictures L1 support

Word Wall Partner work Bilingual dictionary Technology and Technological Resources (computer or iPad)

Partner work Partner work

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Technology.pdf





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/NativeLanguageSupports/BilingualDictionary.pdf





















SLO: 20

CCSS:

W.2.6

WIDA

ELDS:

2

Writing

With guidance and support, work with a group to

produce and publish a writing piece using digital

tools (e.g., laptops).

Produce and digitally publish a writing piece with a

Small group/ triads using modeled writing and Small

group/ triads.

VU: Digital, produce, publish, specific to text

LFC: Sentence structure,

verb forms, subject-verb

agreement



Language

Objectives

Produce and publish

text in L1 and/or use

pictures or drawings

and high-frequency,


words in phrases and

short sentences.

Produce and publish text

in L1 and/or use general,



sentences with formulaic

patterns.

Produce and publish a

piece of writing applying

the steps of the writing

process using key, content-

based vocabulary in simple,



structures.

Produce and publish a

piece of writing

applying the steps of

the writing process

using key, content-

based vocabulary in

expanded and some


varying grammatical

structures.

Produce and publish a piece

of writing applying the

steps of the writing process


based vocabulary in

multiple, complex



Learning

Supports

Teacher Modeling Teacher Support L1 support Word/Picture Wall Pictures Small group/ triads

Teacher Modeling Teacher Support L1 support Word/Picture Wall Sentence Frame Small group/ triads

Teacher Modeling Teacher Support Small group/ triads

Small group/ triads Teacher Modeling

Small group/ triads





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherSupport.pdf


















SLO: 21 CCSS: SL.2.1.a, b

WIDA

ELDS:

2 – 5

Speaking

Listening

Take turns responding to grade two topics and

texts in small (or larger) group discussions, and,

when appropriate, respond to comments provided

by peers and build on comments provided.

Ask and answer questions in small and large group

discussions using Cue Cards, Word Wall and L1

support.

Note: Culturally appropriate verbal and non-verbal

cues would need to be deliberately discussed and

taught for ELLs.

VU: Words and phrases that build on or respond to comments

LFC: Register of language

and form to ask questions

for clarification (student vs.

teacher)



Language

Objectives

Ask and answer

questions in L1 and/or

with single words and

memorized routines in

English, using

specific, culturally

appropriate verbal and

nonverbal cues.

Ask and answer questions

in L1 and/or use general,


in short phrases with

formulaic patterns, using

specific, culturally


nonverbal cues.





repetitive structures, using

culturally appropriate

verbal and nonverbal cues.

Ask and answer

questions using key,

content-based


and some complex


grammatical structures,

using culturally


nonverbal cues.



based vocabulary in

multiple, complex

sentences with a variety of


using culturally appropriate

verbal and nonverbal cues.

Learning

Supports

Partner work

Word/Picture Wall

Visuals

L1 support

Partner work

Word/Picture Wall

Visuals

L1 support


Word Wall

Posters

Small group/ triads/

triads

Posters


Posters

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/Cuecards.pdf
















http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Posters.pdf











SLO: 22 CCSS: SL.2.1.c

WIDA

ELDS:

2

Reading

Speaking

Listening

Ask for additional information as needed from peers when discussing a read text.

Ask questions to clarify understanding of information

using Cue Cards and a Word Wall.

VU: Clarify

LFC: Questions with

increasing specificity



Language

Objectives

Ask questions to clarify understanding of information in L1 and/or use Gestures, pictures and high-frequency, content-related single words or memorized phrases.

Ask questions to clarify understanding of information in L1 and/or use general, content-based vocabulary in phrases and short sentences with formulaic structures.

Ask questions to clarify understanding of information using key, content-based vocabulary in simple, related sentences with repetitive structures.

Ask questions to clarify understanding of information using key, content-based vocabulary in expanded and some complex sentences with varying grammatical structures.

Ask questions to clarify understanding of information using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning

Supports

Word/Picture Wall

Partner work

Cue Cards

Gestures

Pictures

Word/Picture Wall

Partner work

Cue Cards

L1 support

Sentence Frame

Pictures

Word Wall

Partner work

Cue Cards

Word Wall
































SLO: 23

CCSS:

SL.2.2

WIDA

ELDS:

2

Speaking

Listening

Recount or describe key story details or facts of a text shared orally or through other media.

Describe and retell about key ideas and details from a

text using illustrations and Story Map.

VU: Describe, flow charts,

LFC: Nouns, pronouns,

adjectives, present

progressive, adverbs,

prepositional phrases; past

tense verbs



Language

Objectives

Describe and retell

main idea and details

using L1 and/or by

using Gestures,

pictures and key,


words or memorized

phrases.

Describe and retell main

idea and details using L1

and/or by using general,




structures.


idea and details using key,


in simple, related sentences

with repetitive grammatical

structures.

Describe and retell

main idea and details

using key, content-

based vocabulary in

expanded and some


varying grammatical

structures.


idea and details using


vocabulary in multiple and


varying grammatical

structures.

Learning

Supports

L1 support Story Map Partner work Word/Picture Wall Pictures Gestures

L1 support Story Map Partner work Word/Picture Wall Pictures

Story Map Partner work Word Wall

Story Map



















SLO: 24 CCSS: SL.2.3

WIDA

ELDS:

2

Speaking

Listening

Ask and answer questions about information presented to clarify comprehension, gain more information, or deepen understanding.

Ask and answer questions to clarify meaning, gain

information or deepen understanding using Cue

Cards, Word Wall and a Partner work

VU: Question words, clarify

LFC: Verbs, verb phrases

in questions



Language

Objectives

Ask and answer

questions in L1 and/or

ask and answer

Choice questions

using Gestures,

pictures and content-

related words and

memorized phrases.


in L1 and/or ask and

answer “WH” questions

using general, content-

based vocabulary in

phrases and short


structures.


using key content-based

vocabulary in simple

sentences with repetitive


Ask and answer

questions using key,

content-based


and some complex

sentences with a variety

of grammatical

structures.



based vocabulary in

multiple, complex

sentences with a variety of


Learning

Supports

L1 support Partner work Cue Cards Word/Picture Wall Gestures

L1 support Partner work Cue Cards Word/Picture Wall Sentence Frame

Cue Cards Word Wall Partner work

Cue Cards Partner work























SLO: 25 CCSS: SL.2.6

WIDA

ELDS:

2-5

Speaking

Speak in complete sentences when appropriate to task and situation in order to provide information to others.

Speak using complete sentences when appropriate to

task and situation using Cue Cards, Word Walls and

pictures.

VU: Content-related vocabulary

LFC: Complete sentences



Language

Objectives

Speak using pictures,

Gestures and key

single words in

memorized phrases,

appropriate to task

and situation.

Speak using pictures,

phrases and short


structures, appropriate to

task and situation.

Speak using simple, related



appropriate to task and

situation.

Speak using expanded

and some complex



appropriate to task and

situation.

Speak using multiple,


varying grammatical

structures, appropriate to

task and situation.

Learning

Supports

Word/Picture Wall

Cue Cards

L1 support

Pictures

Cloze sentences

Word/Picture Wall

Cue Cards

Sentence Frame

L1 support

Pictures

Word Wall

Cue Cards

Word Wall

















SLO: 26

CCSS:

L.2.1.a, c, e

WIDA

ELDS:

2

Speaking

Writing

Use collective nouns (e.g., family), reflexive pronouns (e.g., yourself), adjectives, and adverbs appropriately when speaking and writing.

Write and/or speak appropriately using collective

nouns, reflexive pronouns, adjectives and adverbs

using Sentence Frame and a model.

VU: Specific to text

LFC: Collective nouns,

reflexive nouns, adjectives,

adverbs



Language

Objectives

Write and speak

appropriately using

pictures and high

frequency, collective

nouns, common

reflexive pronouns,

adjectives and

adverbs in single

words and memorized

phrases.

Write and speak

appropriately using

pictures and general,

collective nouns,

common reflexive

pronouns, adjectives and

adverbs in phrases and



Write and speak

appropriately using

collective nouns, reflexive


adverbs in simple, related



Write and speak

appropriately using

collective nouns,

reflexive pronouns,

adjectives and adverbs

in expanded and some


a variety of


Write and speak

appropriately using

collective nouns, reflexive


adverbs in multiple,

complex sentences with a

variety of grammatical

structures.

Learning

Supports

Teacher Modeling

Word/Picture Wall

L1 support

Pictures

Teacher Modeling

Word/Picture Wall

L1 support

Sentence Frame

Teacher Modeling

Word Wall

Teacher Modeling













SLO: 27 CCSS: L.2.2.a

WIDA

ELDS:

2

Speaking

Writing

Capitalize holidays, product names, and geographic names.

Identify proper common nouns and apply rules of

capitalization using a capitalization poster and Word

Wall.

Please note. Capitalization rules differ across

languages (i.e. days of the week).

VU: Holidays, product names, geographic places

LFC: Noun/verb agreement



Language

Objectives

Identify and apply

capitalization rules on

holidays, product

names, and

geographic places by

producing or

constructing sentences

in L1 and/or with

familiar,

known proper and

common nouns.

Identify and apply


holidays, product names,

and geographic places by

producing and

constructing sentences in

L1 and/or key, content-

based vocabulary in

phrases and short


structures.

Identify and apply




producing and constructing

simple, related sentences

with key content-based

vocabulary.

Identify and apply


holidays, product

names, and geographic

places by producing and

constructing expanded

and some complex

sentences with key,

content-based, grade-

level vocabulary.

Identify and apply




producing and constructing

multiple, complex

sentences of varying

lengths with content-based,

grade-level text.

Learning

Supports

Capitalization poster Sentence Frame Word/Picture Wall Pictures L1 support

Capitalization poster Sentence Frame Word/Picture Wall Pictures L1 support Sentence Frame

Capitalization poster Template Word Wall

Capitalization poster















SLO: 28 CCSS: L.2.2.c

WIDA

ELDS:

2

Writing

Use an apostrophe to form contractions and common possessives.

Construct contractions and possessives using models

and charts.

VU: Content words to make contractions and possessives

LFC: Sentences with

contractions and

possessives



Language

Objectives

Use an apostrophe to

form contractions and

possessives in

isolation.



possessives in isolation

and in phrases.

Use an apostrophe to form

contractions and

possessives in isolation and

in controlled writing tasks.



possessives in writing

expanded and some

complex sentences.

Use an apostrophe to form

contractions and

possessives in extended

writing on grade-level

topics.

Learning

Supports

Teacher Modeling Word Wall Chart L1 support Pictures

Teacher Modeling Word Wall Chart L1 support Pictures

Teacher Modeling Word Wall Chart












SLO: 29 CCSS: L.2.4.c

WIDA

ELDS:

Reading

Writing

Apply the knowledge of common root words to understand the meaning of unknown words with the same root.

Determine the meaning of an unknown word that has

a known root word using a teacher created word

generation chart and word games.

VU: Root/base words

LFC: Sentences with

increasing specificity



Language

Objectives

Determine the

meaning of a selected

common unknown

word that has a

known high-

frequency root word.

Determine the meaning of an unknown word that has a known high-frequency root word within selected short phrases.

Determine the meaning of an unknown general and/or content-based word that has a known root word within Adapted Text.

Determine the meaning of an unknown content-based word that has a known root word in a text within grade 1-2 complexity level.

Determine the meaning of

an unknown content-based

word that has a known root

word within a grade-level

text.

Learning

Supports

Teacher created word

generation chart

Word games

L1 support

Pictures and

Photographs

Gestures

Word/picture Wall


generation chart

Word games

L1 support


Word/Picture Wall


generation chart

Word games


generation chart

Word games


generation chart










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