newark public schools · 3/5/2008 · the newark public schools district’s mission is to develop...

NEWARK PUBLIC SCHOOLS

English as a Second Language Grades 3-5

CURRICULUM GUIDE 2008 (Revised)

The Newark Public Schools Office of Bilingual Education/ESL

Office of Academic Services ©2009 2

NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS

2009-2010

Mr. Samuel Gonzalez, Chairperson

Ms. Shanique L. Davis-Speight, Vice Chairperson

Mr. Tharien Arnold

Ms. Barbara King

*Mr. Marques-Aquil Lewis

Ms. Eliana Pintor

*Mr. Juan Rivera

Ms. Arelis Romero

*Ms. Nakia J. White

*Newly elected



NEWARK PUBLIC SCHOOLS

A D M I N I S T R A T I O N 2009

State District Superintendent………………………………………………………………………………………..Dr. Clifford B. Janey Chief Academic Officer, Superintendent Office……………………………………………….……………………..…Ms. Sadia White Deputy Chief Academic Officer, Office of Academic Services…….……….…….…………………….….…….…......Mr. Roger Leon Regional Superintendent, East/Central Region………………………………………………………………..….Ms. Joanne Bergamotto Regional Superintendent South Region…………………………………………………………………….……..….Dr. Dale A. Talbert Regional Superintendent West Region……………………………………………..…………………………………..Dr. Ronald Taylor Interim Regional Superintendent North Region…………………………………………………………….……..….Mr. Robert Negron



TABLE OF CONTENTS Title Page .........................................................................................................................................................................................................................................1

Board Members ................................................................................................................................................................................................................................2

Administration .................................................................................................................................................................................................................................3

Table of Contents .............................................................................................................................................................................................................................4

District Mission Statement ...............................................................................................................................................................................................................5

District Goals and Guiding Principles .............................................................................................................................................................................................6

Curriculum Committee ....................................................................................................................................................................................................................8

Course Philosophy ...........................................................................................................................................................................................................................9

Course Description .........................................................................................................................................................................................................................10

Recommended Textbooks ..............................................................................................................................................................................................................11

Scope and Sequence Strands ..........................................................................................................................................................................................................14

Curriculum Units ...........................................................................................................................................................................................................................15

Course Pacing ................................................................................................................................................................................................................................16

ESL Portfolio Records ...................................................................................................................................................................................................................17

Notes to the Teacher.. ....................................................................................................................................................................................................................20

Standards, Goals, and Objectives.. .................................................................................................................................................................................................21

Appendix - Activities .....................................................................................................................................................................................................................41



Mission Statement

The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects of academic

endeavors and willing to challenge the status quo in our society. We are committed to ensuring that our policies and practices will

prepare our students for a world that is increasingly diverse and knowledge driven. We expect our schools and classroom

environments to be emotionally safe and intellectually challenging. We pledge to partner with parents, groups, and organizations

that add support to the mission by changing hearts and minds to value education.

Dr. Clifford B. Janey Superintendent



GOALS AND GUIDING PRINCIPLES

Changing Hearts and Minds to Value Education

GOALS • Goal 1 IMPROVE STUDENT ACHIEVEMENT

Provide all students with equal access to opportunities that demonstrate high academic standards, high expectations, instructional rigor and alignment with the NJCCCS, and which embody a philosophy of critical and creative thinking.

• Goal 2 DEVELOP STUDENT MORAL AND SOCIAL RESPONSIBILITY Equip students to be productive citizens by addressing needs, enhancing intellect, developing character, and instilling pride and hope.

• Goal 3 STRUCTURE THE ORGANIZATION TO BE EFFICIENT, EFFECTIVE AND ALIGNED WITH THE DISTRICT MISSION Allocate and align resources on the basis of student needs with high achievement as the ultimate goal. --Schools and district offices will have effective and efficient programs, processes, operations and services to assure that all students and other customers will have access to certificated, highly trained professionals. --Budget and fiscal systems will support the focus on student achievement through timely and accurate processing of documents.

• Goal 4 ENFRANCHISE COMMUNITY / EMPOWER PARENTS Engage community and family in meaningful decision-making and planning for Newark children.



GOALS AND GUIDING PRINCIPLES Changing Hearts and Minds to Value Education

GUIDING PRINCIPLES

• FOCUS ON STUDENTS

Every Newark Public Schools employee must be committed to high achievement for all students and assume responsibility for that success. Everyone clearly communicates the vision, focus, and goals of the district. All district policies, procedures and activities are aligned in support of student achievement.

• HIGH EXPECTATIONS / STANDARDS DRIVEN All district personnel are constantly analyzing data and feedback to ensure high standards and support to enable all students to be successful. All school communities are constantly monitoring data and feedback to ensure that each student has the necessary personalized support and quality-learning environment to meet high standards and expectations for learning.

• CARING AND SAFE ENVIRONMENT The district is committed to safe, clean, aesthetically pleasing educational work environments. Students’ and employees’ diverse backgrounds, abilities, interests, and needs are respected. Structures and practices that promote personalization and equity of access are provided.

• SHARED DECISION MAKING The district participates openly and honestly in productive, collaborative and reflective communication and systemically solicits feedback from multiple stakeholders. Systemic feedback loops are established to ensure that all stakeholders (including district offices, administrators, teachers, parents and students) are engaged in dialogue for the purpose of shared decision-making.



Office of Academic Services Ms. Sadia White

Chief Academic Officer, Superintendent’s Office

Office of Bilingual Education Daniel Dantas

Director

Curriculum Writers:

Danuta Kurowski ESL Teacher, Ann Street School Muriel Rogers ESL Teacher, Mt. Vernon School

Judith Torres, Ed. D. Resource Teacher Coordinator, Editor

Judith Wyatt ESL Teacher, Dr. Horton School



Newark Public Schools English as a Second Language

Course Philosophy

Educational programs in the Newark Public Schools are founded upon an understanding of children from diverse linguistic and cultural backgrounds, and the need to ensure that all English language learners have access to high quality instruction, and to provide better access for ELLs to the general education curriculum. In addition to the language proficiency needed for interpersonal, intercultural and instructional purposes, English language learners need to develop academic language in order to succeed in American society. This focus on academic language is supported by research on effective language instruction as well as the provisions of No Child Left Behind Act of 2001. Native language literacy promotes second language acquisition Native language literacy facilitates second language development. The academic achievement of English language learners is significantly enhanced when students are able to use their native language to learn in school. Therefore, retaining native language and culture serves as a foundation for English language acquisition and academic development. While students make the transition from their native language literacy to English literacy, the emphasis of second language instruction is on developing academic skills that meet New Jersey Core Curriculum Content Standards, as well as state, and national requirements for ELL.

Language acquisition is long-term process Language acquisition is a long-term process involving progression through developmental stages of increasing language proficiency. Individual learners move through these stages at variable rates. Language learners vary in their productive and receptive skills. Receptive language skills generally develop prior to and often to a higher level than the productive language skills. Therefore, English language learners may not be at a uniform level of English language proficiency across the four language domains. The differential language acquisition of these students in the language domains must be taken into consideration for instructional planning and assessment. Attainment of academic standards for ELL is possible if there is shared responsibility and collaboration based on common understanding and mutual goals among all teachers who serve English language learners.



Newark Public Schools English as a Second Language

Program Description

According to the principles of language acquisition, the provision of instructional services to English language learners by ESL and bilingual teachers must take into consideration the students’ English and academic proficiencies. At any level English proficiency, the Core Curriculum Content Standards must remain consistent with the academic objectives of each grade level. The thrust of the program must be two-fold; to provide the students with the opportunity to learn English, and to practice the skills necessary to succeed academically once students are mainstreamed. The goals for the students at the Entering level are the same as for the students at the Bridging level. It is in the delivery of instruction that modifications must be made. A five-level program of expected language acquisition progression addresses these objectives. Each of the five English language proficiency levels encompasses four language domains: listening, speaking, reading, and writing. These language domains reflect the modality of the communication and can be defined as follows:

Listening - process, understand, interpret, and evaluate spoken language in a variety of situations Speaking - engage in oral communication in a variety of situations for an array of purposes and audiences Reading - process, interpret and evaluate written language, symbols, and text with understanding and fluency Writing - engage in written communication in a variety of forms for various purposes and audiences

The Language Proficiency Levels and Performance Definitions The five language proficiency levels outline the progression of language development inherent in the acquisition of English as an additional language, from level 1 Entering the process, to level 5 Bridging the language gap, to the attainment of state academic content standards. The language proficiency levels delineate what ELL know and are able to do with language at that proficiency level within each language domain. At the given level of English language proficiency, English language learners will: Level 1 Entering - use pictorial, graphic, or non-verbal representations of language, phrases and simple sentences to communicate in content areas Level 2 Beginning - understand and produce key language terminology related to content areas using longer phrases and sentences Level 3 Developing - process specific language of the content areas, and use more complex sentence structures to present ideas Level 4 Expanding - process and produce essential language of the content areas using variety of sentence structures of higher linguistic complexity to convey meaning Level 5 Bridging - process, interpret and evaluate the technical language of the content areas through linguistically elaborate and acceptable oral and written discourse, approaching that of English proficient peers.



Recommended Textbooks/Resources This curriculum is primarily based on the Avenues! E.S.L.Series (Level D, E, and F) by J. Villamil Tinajero, A. Schifini, Deborah Short, Erminda Garcia, Eugene E. Garcia, Else Hamayan and Lady Kratky published in 2004 by Hapmton-Brown Books, and on various supplementary resources. The required student texts for this course are: Avenues Level D Student Book. ISBN # 07362-16731 Avenues Level D Practice Book. ISBN # 07362-16782 Avenues Level E Student Book. ISBN# 07362-17096 Avenues Level E Practice Book. ISBN # 07362-17142 Avenues Level F Student Book. ISBN# 07362-17452 Avenues Level F Practice Book. ISBN #07362-17509 Teacher Texts Avenues Level D Teacher’s Guide. ISBN# 07362-21921 Avenues Level E Teacher’s Guide. ISBN# 07362-2193X Avenues Level F Teacher’s Guide. ISBN# 07362-21948 English At Your Command! Intermediate Student Handbook Teacher's Edition. Hampton-Brown Books. ISBN# 07362-01947 Further Resources Recommended Into English! Community Exploration CD-ROM. ISBN# 15633-47172 Avenues Level D ESL Themed Library. ISBN# 07362-16847 Avenues Level E ESL Themed Library. ISBN# 07362-17207 Avenues Level F ESL Themed Library. ISBN# 07362-17568 English At Your Command! Intermediate Student Handbook Hardcover. Hampton-Brown Books. ISBN# 07362-08941 English At Your Command! Intermediate Student Handbook Practice Book. Hampton-Brown Books. ISBN# 07362-01939 Margo Gottlieb. (2006). Assessing English Language Learners. Thousand Oaks: Corwin Press. ISBN # 0-7619-8889-0



Multimedia ESL Resources

Organizations/Standards: National Association for Bilingual Education (NABE) Web Site: http://www.nabe.org/ NJ TESOL-NJBE Web site: http://www.njtesol-njbe.org/ New Jersey Department of Education website with access to New Jersey Core Curriculum Standards: http://www.nj.gov/njded/aps/cccs NJPEP (New Jersey Professional Education Port): http://www.nj.gov/education/njpep/ Teachers of English to Speakers of Other Languages (TESOL) Organization web site with links to the TESOL revised (2006) PreK-12 English Language Proficiency Standards: http://www.tesol.org/s_tesol/

World-class Instructional Design and Assessment (WIDA) Consortium web site links to the Consortium's English Language Proficiency Standards for English language learners in Kindergarten through Grade 12 ("the WIDA Standards") http://www.wida.us/

Links to ESL lesson plans and activities: Hampton-Brown Books e-tools and online resource: http://new.ngsp.com/Products/ESLELD/nbspnbspAvenues/tabid/81/Default.aspx A bilingual site for families and educators of English language learners: http://www.colorincolorado.org/ ESL Label Me! Printouts: http://www.enchantedlearning.com/label/simple.shtml Selected links for ESL and EFL students maintained by the Internet TESL Journal: http://iteslj.org/ESL.html Free ESL lesson materials and lesson plans maintained by Online College for Teachers of English: http://www.esl-lounge.com/index.html Everything ESL resources – lesson plans and support materials maintained by Judie Hayes: http://everythingesl.net/index.php ESL resources for students: http://www.esl-kids.com

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A Web site with interactive ESL activities for children: http://station05.qc.ca/css/CyberSite/eslkids/esl_kids.htm

Local Resources Newark Public Schools Web Site: http://www.nps.k12.nj.us/ The City of Newark Web Site: http://www.ci.newark.nj.us/ The Newark Museum: http://www.newarkmuseum.org/ Newark Public Library: http://www.npl.org/ New Jersey Historical Society: http://www.jerseyhistory.org/

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Scope and Sequence Strands

LEVELS D, E, and F: Grades 3-5 The students will develop English language proficiency as they acquire second language and cognitive academic skills in the four language domains, listening, speaking, reading and writing. The themes, units, and instructional activities in each of the three levels in this grade cluster will focus on the development of:

• Language Development and Communication: functions, fluency, patterns, structures

• Literacy: concepts of print, phonemic awareness, phonics, decoding and word recognition, reading strategies, comprehension

• Literary Analysis and Appreciation

• Cognitive Academic Skills: learning strategies, critical thinking, research skills, strategies for taking tests

• Writing: handwriting, writing purposes, modes, and forms, writing process, writer’s craft

• Grammar, Usage, Mechanics, Spelling

• Concepts and Vocabulary

• Technology and Media

• Multi-cultural Perspectives



Curriculum Units Grades 3-5

LEVEL D:

Unit 1 Local Government, Community Change Unit 2 Plant Life Cycles, Simple Systems Unit 3 The Moon, Solar System Unit 4 The Seasons

Unit 5 Regions, Ecosystems Unit 6 Citizenship, Immigration Unit 7 Nutrition, Personal Health Unit 8 Culture

LEVEL E:

Unit 1 Communication, Technology Unit 2 Native American History, Geography

Unit 3 Weather, Climate Unit 4 Animal Adaptations, Ocean Ecosystems Unit 5 Culture, immigration Unit 6 State History, Geography Unit 7 Free Enterprise System, History of Trade Unit 8 Rocks, Soil, Minerals, Earth Systems

LEVEL F:

Unit 1 Cultural, Ancestors Unit 2 Earth’s History, Earth Systems

Unit 3 Body Systems Unit 4 American Revolution Unit 5 U.S. Geography, Earth Systems Unit 6 Electricity, Inventions, Technology Unit 7 Civil Rights Era Unit 8 U.S. Immigration



SUGGESTED COURSE PACING Grades 3-5

This pacing guide provides a suggested time schedule for an effective presentation of the course content and allows for teachers to choose additional reading selections to enhance and compliment each unit/theme. The pacing is based on a full year traditional class period. The pacing guide takes into account that this course should be heavily weighted toward performance based assessments, ESL Portfolio Assessments and the annual NJ State mandated English Language Proficiency Assessment, ACCESS for ELLs.

CONTENT GRADES 3-5 CLUSTER FULL YEAR

Level D, Units 1 through 8 Each of the two reading selections Developing Language and Literacy Days 1-5 Connecting Across the Curriculum Days 6-10 Level E, Units 1 through 8 Each of the two reading selections Developing Language and Literacy Days 1-5 Connecting Across the Curriculum Days 6-10 Level F, Units 1 through 8 Each of the two reading selections Developing Language and Literacy Days 1-5 Connecting Across the Curriculum Days 6-10



ESL PORTFOLIO RECORD LEVEL D

Student: _______________________ ELP: ____ Grade:____ SY: ________ School: _______________Teacher:_________________________ LISTENING AND SPEAKING: Program Guide & Assessment Handbook, Unit Language Assessment

Standard 1

Standard 2

Standard 3

Standard 4

Standard 5

Task: Ask questions and express ideas in response to an oral prompt. Date: Score:

Task: Summarize issues or conflicts from oral reading of literature selection. Date: Score:

Task: Identify by naming example of mathematical terms based on their oral descriptions. Date: Score:

Task: Verbalize predictions or hypotheses about science experiments from an oral description. Date: Score:

Task: Follow oral directions to sequence information on a timeline and summarize task orally. Date: Score:

READING AND WRITING: Reading: Program Guide & Assessment Handbook, Appropriate Unit Progress Tests, Writing: Complete Standard 3 and 4 writing task and select 3 out of the 5 following writing tasks: Newsletter (TE p 421c), Expository Writing (TE pp 63a-l, TRB Masters78-84), Folk Tale (TE pp177a- l, Masters 85-91) Personal Narrative (TE pp295a-l, TRB Masters 92-102). Use Writing Checklists included in Program Guide & Assessment Handbook

Standard 1

Standard 2

Standard 3

Standard 4

Standard 5

Task: Identify the main idea from a visually supported, explicit text about a school event or announcement Date: Rubric Score:

Task: Compare and contrast personal experiences with those of characters in a fiction selection using descriptive language; and edit first draft based on teacher feedback. Date: Rubric Score:

Task: Read and solve a given word problem; then use math terms to describe the step by step process on how to solve the problem. (Use one of math activities included in Teacher’s Guide, pp: T64g, T124g, T178g) Date: Rubric Score:

Task: Read a visually supported scientific text about the moon /solar system then create a fact book (TE p173c) Date: Rubric Score

Task: Summarize information presented on timelines, graphs, maps, or other visual aids. Date: Rubric Score:



ESL PORTFOLIO RECORD

LEVEL E


Standard 1

Standard 2

Standard 3

Standard 4

Standard 5






READING AND WRITING: Reading: Program Guide & Assessment Handbook, Appropriate Unit Progress Tests Writing: Complete Standard 3 and 4 writing task and select 3 out of the 5 following writing tasks: biography (T65c), message (T123c), personal narrative (T335c-d), letter to an advice column (T427c-d), story (T431a) Use Writing Checklists included in Program Guide & Assessment Handbook

Standard 1

Standard 2

Standard 3

Standard 4

Standard 5

Task: Identify the main idea from a visually supported, explicit text about a school event or announcement. Date: Rubric Score:

Task: Compare and contrast personal experiences with those of characters in a fiction selection using descriptive language. Date: Rubric Score

Task: Read and solve a given word problem; then use math terms to describe the step by step process on how to solve the problem. (Use one of math activities included in Teacher’s Guide, pp: T266g, T368a, T432g) Date:

Read a visually supported scientific text about the moon/ solar system then create a fact book.(TE p173c) Date: Rubric Score:




ESL PORTFOLIO RECORD LEVEL F


Standard 1

Standard 2

Standard 3

Standard 4

Standard 5






READING AND WRITING: Reading: Program Guide & Assessment Handbook, Appropriate Unit Progress Tests Writing: Complete Standards 3 and 4 writing tasks and select 3 out of the 5 following writing tasks: Personal Narrative (TE pp61a-l, TRB Masters 83-94, Informative Writing (TE pp 181a-l, TRB Masters 98-103), Persuasive Letter (TE pp 433a-l, TRB Masters 106-110), Research Report (TE113a&b) Biography (TR pp249c &d) Use Writing Rubrics and Checklists included in Program Guide & Assessment Handbook

Standard 1

Standard 2

Standard 3

Standard 4

Standard 5

Task: Identify the main idea from a visually supported, explicit text about a school event or announcement; then write a reminder using punctuation for expression and fluency. Date: Rubric Score:

Task: Compare and contrast personal experiences with those of characters in a fiction selection using descriptive language; and edit first draft based on teacher feedback. Date: Rubric Score:

Task: Read and solve a given word problem; then use math terms to describe the step by step process on how to solve the problem. (Use one of math activities included in Teacher’s Guide, pp: T182g, T312g, T254g) Date: Rubric Score:

Task: Read a visually supported scientific text about organisms and systems, than explain how they work. (Use science activities included in Teacher’s Guide pp.T339c-d, T363 c-d) Date: Rubric Score:




Notes to the Teacher

This document is intended to serve as a reference, but also acts as a practical resource, which will support and inform the work for the E.S.L. teacher. In addition, it emphasizes the alignment between the national TESOL Standards and the ACCESS assessment required by the state as a measure of adequate yearly progress.

The curriculum guide was developed in conjunction with WIDA Frameworks for Formative Assessment and Instruction. The language, content, and

support or strategy that constitute the sample performance indicators are starting points for designing specific lesson plans for English Language Learners to develop language proficiency and content mastery.

Included in this curriculum guide are the E.S.L. Portfolio Record Sheets that are mandated to be used as documentation of each student’s progress.

They were designed to facilitate the integration of instruction and assessment and much care has been taken to ensure ease of use by the E.S.L. teacher. Appropriate sections of the Avenues Teacher’s Guide and Program Guide & Assessment Handbook have been referenced to assist teachers in completing

the Portfolio Record.



Domain: LISTENING—process, understand, interpret, and evaluate spoken language in a variety of situations

English Language Proficiency Standard 1: English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes

within the school setting.

Essential Learning Instructional Objectives / Skills and Benchmarks (CPIs)

Sample Performance Indicators

Types of Research Based Strategies and Activities that

could illustrate Objectives

Suggested Resources

Listen actively in a variety of situations and for various purposes.

Listen attentively and critically to a variety of speakers.

Level 1: Follow one step oral commands, and respond non-verbally to questions and statements.

Level 2: Follow multi-step oral commands, identify topics, and some words or phrases of oral communication.

Level 3: Follow multi-step oral commands, and identify the main idea of multiple-sentence communication.

Level 4: Follow directions from oral discourse; identify the main ideas and literal detail of oral discourse.

Level 5: Follow directions from indirect discourse (such as a recording), identify main ideas and implied details of oral discourse.

Chanting and Singing Listening to and imitating how

others use English

Role-playing

T.P.R. activities Responding to language

variations Following classroom directions

Storytelling Listening actively to a story

Joanne’s page for ESL teachers introducing Carolyn Graham and her Jazz Chants: http://members.tripod.com/jrmeads_515/tips.htm T.P.R. support and product website: http://www.tpr-world.com/ http://www.storyarts.org/classroom Folktales on the web: http://teacher.scholastic.com/fieldtrp/childlit/folk.htm

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Domain: SPEAKING—engage in oral communication in a variety of situations for a variety of purposes and audiences





Types of Research Based Strategies and Activities that

could illustrate Objectives

Suggested Resources

Develop an understanding of how culture influences meaning and language acquisition. Use English to communicate in social settings. Communicate in socially and culturally appropriate ways.

Level 1: Ask for assistance with a task or needed supplies.

Level 2: Ask or provide the meanings of words, phrases, or uses of relevant resources.

Level 3: Exchange personal information; ask questions and express ideas in response.

Level 4: Ask for or provide clarification of information by restating ideas.

Level 5: Summarize personal information, ask and respond to questions with fluency.

Chanting, Singing, and Reciting Using acceptable tone, volume, stress, and intonation, in various

settings

Role-playing Expressing needs, feelings, and

ideas Sharing and Requesting

Information

Oral Presentation Describing a favorite activity

Re-telling stories

Joanne’s page for ESL teachers introducing Carolyn Graham and her Jazz Chants: http://members.tripod.com/jrmeads_515/tips.htm "Karin's ESL Partyland ,Oral Presentations" http://www.eslpartyland.com/teachers/nov/listen.htm - Reading "Storytelling in the Classroom http://www.storyarts.org/classroom



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Domain: READING—process, interpret, and evaluate written language, symbols, and text with understanding and fluency





Types of Research Based Activities and Assessments

that could illustrate Objectives

Suggested Resources

Read orally and silently with comprehension and fluency. Read and understand to communicate in social settings. Respond to a text in socially and culturally appropriate ways.

Level 1: Use cues for sounding out unfamiliar words with accompanying visuals; identify words or phrases around school or the community.

Level 2: Use visually supported context to derive meaning and facilitate fluency; use prior knowledge to make predictions.

Level 3: Identify main ideas from visually supported, explicit texts.

Level 4: Use self-monitoring and self-correcting strategies to increase fluency; compare/contrast personal experiences with text.

Level 5: Make inferences about main ideas and use details as supporting evidence.

Applying basic reading comprehension skills such as

skimming, scanning, previewing and reviewing the text, and using

context clues to construct meaning

Making inferences

Actively connecting new information to information

previously learned Reading rules and procedures

Participate in creative responses

to texts (e.g. role-play, oral presentations)

http://www.edhelper.com/language/Reading_Skills.htm http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/strategies.htm http://www.internet4classrooms.com/skills_4th_lang.htm http://www.scc.losrios.edu/~langlit/reading/contextclues/intro1.htm

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Domain: WRITING—engage in written communication in a variety of forms for a variety of purposes and audiences







Suggested Resources

Use standard English conventions in writing. Write for different purposes in social settings.

Level 1: Label and produce icons for school rules and procedures; compose using pictures, labels, and phrases.

Level 2: Compose using phrases and simple sentences; list class rules and procedures.

Level 3: Compose using expanded sentences with some complexity, give examples of school rules and procedures.

Level 4: Compose using a variety of sentence lengths and levels of complexity, explain the usefulness or importance of school rules.

Level 5: Compose using a variety of sentence lengths and structures; discuss consequences of breaking school rules and procedures.

Organizing information graphically

Representing information visually by making lists and labeling

Journal Writing Responding to literature

Retelling information in writing Describing and summarizing

Writing a Personal Narrative Connecting to one’s personal

experiences Using a variety of writing styles

for different audiences

http://www.graphic.org/ http://www.enchantedlearning.com/graphicorganizers/ http://www.eduplace.com/graphicorganizer/ Journal Writing: http://www.nea.org/classmanagement/ifc031118.html http://www.iss.k12.nc.us/writing/default.htm

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English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area

of LANGUAGE ARTS.





Suggested Resources

Listen actively in a variety of situations and for various purposes.

Listen attentively and critically to a variety of speakers.

Level 1: Identify elements of stories from oral directions supported by illustrations.

Level 2: Respond to teachers’ reading of illustrated stories or trade books by following directions.

Level 3: Identify the main idea(s) or make predictions from oral discourse.

Level 4: Identify cause/effect in oral discourse.

Level 5: Respond to or interact with teachers and/or peers regarding stories and chapter books.

Listening and responding to Big Books, Songs, Chants, Read Alouds, and Poetry.

Listening to Realistic Fiction

Story Structure Identifying Characters and

Settings

Carolyn Graham’s Jazz Chants: http://members.tripod.com/jrmeads_515/tips.htm http://www.42explore.com/poetry.htm http://www.literatureplace.com/bookfolios/info/core_realistic_fiction.asp Teachers.Net Lesson Bank Story Stew lesson plan http://www.teachers.net/lessons/posts/1353.html Using story map: http://www.education-world.com/a_tsl/archives/01-1/lesson0019.shtml Developing listening skills: http://www.learningthroughlistening.org/Classroom-Teaching-Tools/Lesson-Plans/Grades-3-5/218/gradeId__2/subjectId__6/



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English Language Proficiency Standard 2:

English language learners communicate information, ideas, and concepts necessary for academic success in the content area





Suggested Resources

Engage in oral discourse to convey ideas.

Effectively use of a variety of questions and responses.

Use developmentally appropriate vocabulary to support and/or clarify a message.

Speak for a variety of audiences and purposes.

Level 1: Name story elements of various genres depicted visually.

Level 2: Describe explicit story elements of various genres supported by illustrations.

Level 3: Summarize issues or conflicts in various genres, supported by illustrations.

Level 4: Discuss relationships among ideas and offer opinions on issues in various genres.

Level 5: Make connections and propose options or solutions to issues or conflicts in various genres and support with details.

Responding orally to Fairy Tales, Legends, Tall Tales, and Non-

Fiction works

Naming Story Elements Making predictions about conflict

resolution

Responding orally to an Open-ended Question

Dictating entries for a

KWL Chart

http://www.timsheppard.co.uk/story/storylinks.html Using story map: http://www.everythingesl.net/inservices/graphic_organizers.php http://www2.scholastic.com/browse/unitplan.jsp?id=243 KWL chart http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2kwl.htm

http://www.timsheppard.co.uk/story/storylinks.html�


http://www.everythingesl.net/inservices/graphic_organizers.php�

http://www.everythingesl.net/inservices/graphic_organizers.php�

http://www2.scholastic.com/browse/unitplan.jsp?id=243�

http://www2.scholastic.com/browse/unitplan.jsp?id=243�

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2kwl.htm�

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2kwl.htm�





of LANGUAGE ARTS.





Suggested Resources

Acquire phonological awareness and sound-symbol relationship.

Decode and recognize words through letter-sound correspondence, structural analysis, and word study skills.

Read orally and silently with comprehension and fluency.

Acquire and apply reading strategies.

Apply reading comprehension skills to construct meaning.

Level 1: Use cues for sounding out unfamiliar words with accompanying visuals to aid in comprehension. Level 2: Use visually supported context clues to derive meaning and facilitate fluency as well as comprehension, using a variety of genres. Level 3: Use punctuation cues to facilitate comprehension and fluency with visually supported text. Level 4: Use self-monitoring and self- correcting strategies to increase comprehension with visually supported text. Level 5: Use reading strategies to analyze and respond critically to the text.


skimming, scanning, previewing, and reviewing the text

Using context clues to construct

meaning

Reading repetitive phrases, Fairy Tales, Legends and Tall Tales

http://www.edhelper.com/language/Reading_Skills.htm http://www.scc.losrios.edu/~langlit/reading/contextclues/intro1.htm http://www.timsheppard.co.uk/story/storylinks.html Punctuation marks http://grammar.ccc.commnet.edu/grammar/marks.html Teacher Vision. Language mechanics and Grammar Worksheets http://www.teachervision.fen.com/grammar/activity/1487.html







http://grammar.ccc.commnet.edu/grammar/marks.html�

http://grammar.ccc.commnet.edu/grammar/marks.html�

http://www.teachervision.fen.com/grammar/activity/1487.html�

http://www.teachervision.fen.com/grammar/activity/1487.html�





of LANGUAGE ARTS.





Suggested Resources

Use the writing process.

Create a formal product in a variety of genres.

Use standard English conventions in writing.

Write for different purposes.

Level 1: Describe personal experiences using pictures, words, or phrases.

Level 2: Relate personal information or experiences using limited descriptive language.

Level 3: Compare/contrast personal information or experiences with those of others use descriptive language.

Level 4: Compose personal narratives or autobiographical sketches.

Level 5: Produce pieces that make personal connections, or integrate personal experiences with literature.

Relating a story to personal experience

Evaluating a character’s role in a

selection

Responding to literature through journal writing

Organizing information graphically

Comparing and Contrasting using descriptive language

http://www.iss.k12.nc.us/writing/default.htm Journal Writing: http://www.nea.org/classmanagement/ifc031118.html Teaching descriptive writing: http://school.discovery.com/lessonplans/programs/writingStrat/ http://www.graphic.org/ http://www.eduplace.com/graphicorganizer/





http://school.discovery.com/lessonplans/programs/writingStrat/�

http://school.discovery.com/lessonplans/programs/writingStrat/�








of MATHEMATICS

Essential Learning Instructional Objectives / Skills and Benchmarks (CPI s)




Suggested Resources

Use numbers and mathematical operations to solve real life problems.

Read, interpret, construct, and analyze visual displays of data.

Employ basic units of measurements.

Identify, classify, and describe shapes.

Apply Mathematics in practical situations and in other disciplines.

Level 1: Identify quantities, mathematical symbols, operations, or geometric attributes from oral statements and illustrations.

Level 2: Compare quantities or attributes based on oral directions, illustrations, or statements using contrastive language.

Level 3: Identify examples of mathematical terms based on oral descriptions of their properties or attributes.

Level 4: Apply language of formulas required for problem solving or data analysis as directed orally.

Level 5: Construct mathematical models based on patterns, relations, or functions described in oral discourse.

T.P.R. math activities:

Estimating shapes and sizes from descriptions

Comparing and ordering numbers

Identifying Units of Measure using Math Word Wall

Matching mathematical operation

to its oral description

Solving Open-ended math problems presented orally

Using oral data to construct graphs

Listening to and interpreting mathematical vocabulary

Online graphing activities provided by National Center for Education Statistics http://nces.ed.gov/nceskids/graphing T.P.R. support and product website: http://www.tpr-world.com/ http://abcteach.com/directory/teaching_extras/word_walls/ Math word problems: http://www.mathstories.com/

http://nces.ed.gov/nceskids/graphing�



http://abcteach.com/directory/teaching_extras/word_walls/�


http://www.mathstories.com/�





of MATHEMATICS





Suggested Resources






Level 1: Repeat new information about math processes involving computation with use of realia or manipulatives.

Level 2: Rephrase new information about math processes involving computation to previous experiences.

Level 3: Relate new information about math processes involving computation to previous experiences.

Level 4: Explain or discuss uses of information about math processes involving computation.

Level 5: Explain the reasoning in selecting problem-solving strategies.

Reading and interpreting orally graphs and charts

Interpreting numerical data orally

Naming units of measure solving problems involving computation and measuring

Identifying properties of geometric figures and shapes

Using the language of mathematics to explain various

processes.

Online graphing activities provided by National Center for Education Statistics http://nces.ed.gov/nceskids/graphing Metric units of measure: http://library.thinkquest.org/3804/index.html http://www.42explore.com/geomet.htm King Middle School Math Activities page: http://www.k111.k12.il.us/king/math.htm http://www.dtc.dla.mil/qa/Calcaverages.htm



http://library.thinkquest.org/3804/index.html�

http://library.thinkquest.org/3804/index.html�

http://www.42explore.com/geomet.htm�


http://www.k111.k12.il.us/king/math.htm�


http://www.dtc.dla.mil/qa/Calcaverages.htm�






of MATHEMATICS





Suggested Resources






Level 1: Recreate drawings from models and written directions.

Level 2: Match words/phrases with math-related terms and operations presented visually.

Level 3: Construct scale drawings from everyday experiences based on written sets of directions.

Level 4: Build models based on pictures and written sets of directions.

Level 5: Interpret or evaluate language of math-related terms and information in written directions or word problems.

Reading and interpreting mathematical charts, graphs and

tables

Recognizing and extending patterns from models and written descriptions; creating language

patterns

Classifying 2-D and 3-D figures according to labeled attributes

Following written directions for

performing mathematical operations or constructing a

mathematical model

Online graphing activities http://nces.ed.gov/nceskids/graphing http://www.learner.org/teacherslab/math/patterns/index.html http://www.42explore.com/geomet.htm King Middle School Math Activities page: http://www.k111.k12.il.us/king/math.htm



http://www.learner.org/teacherslab/math/patterns/index.html�

http://www.learner.org/teacherslab/math/patterns/index.html�







Domain: WRITNG—engage in written communication in a variety of forms for a variety of purposes and audiences


of MATHEMATICS





Suggested Resources






Level 1: Show what is needed to problem solve through drawings and labels.

Level 2: Show process of problem solving through drawings and sequential language.

Level 3: Give step-by-step description of how to problem solve and check work.

Level 4: Describe strategies to use in the process of math problem solving.

Level 5: Analyze and evaluate strategies to use in the process of math problem solving.

Drawing and labeling, or relating steps involved in solving mathematical problems

Writing out and solving Open-ended mathematical problems

Calculating Averages

Constructing grids, graphs, and charts to represent mathematical

data Gathering and interpreting

information through writing

Formulating questions, hypotheses and conclusions in

writing

Math word problems: http://www.mathstories.com/ http://www.dtc.dla.mil/qa/Calcaverages.htm Online graphing activities provided by National Center for Education Statistics http://nces.ed.gov/nceskids/graphing

http://www.mathstories.com/�









of SCIENCE





Suggested Resources

Explore the world using observations and experimentations.

Describe the development of plants and animals and differentiate between their needs.

Study how human actions affect the environment.

Use the design process to identify a problem, develop and share solutions.

Recognize the forms, sources, and uses of water.

Describe the relative motions and positions of the moon and the Earth within the Solar System.

Level 1: Identify examples of physical states of matter, living and non-living things, forces in nature, or weather patterns from oral statements with visual support.

Level 2: Distinguish among examples of physical states of matter, living and non-living things, forces in nature, or weather patterns from oral statements and visual support.

Level 3: Make predictions or hypotheses about science experiments from oral descriptions.

Level 4: Compare/contrast relationships that verify or contradict hypotheses as described orally in science experiments.

Level 5: Show proof or disproof of hypotheses based on science experiments presented orally.

T.P.R. Activities Following oral directions for

conducting science experiment

Understanding science vocabulary and locating it on

Word Walls

Analyzing, synthesizing, and inferring from information using

Scientific Method Actively relating new information to information previously learned


others use English

T.P.R. support and product website: http://www.tpr-world.com/ http://abcteach.com/directory/teaching_extras/word_walls/ Introduction to scientific method: http://teacher.nsrl.rochester.edu/phy_labs/AppendixE/AppendixE.html Joanne’s page for ESL teachers introducing Carolyn Graham and her Jazz Chants: http://members.tripod.com/jrmeads_515/tips.htm




http://teacher.nsrl.rochester.edu/phy_labs/AppendixE/AppendixE.html�









of SCIENCE





Suggested Resources







Level 1: Name organisms or parts of systems depicted visually.

Level 2: Describe natural phenomena from real-life examples.

Level 3: Describe how organisms or systems work from short text with visual support.

Level 4: Compare features or functions of organisms and systems.

Level 5: Hypothesize or describe the causes or effects of changes in organisms or systems.

Discussing the role(s) of organisms in food chains or webs

Naming parts of systems or

organisms and identifying their functions

Describing orally stages of life cycles

Evaluating relations between various organisms and systems

Chanting, Singing and Reciting Using acceptable tone, volume, stress, and intonation, in various

settings

http://www.vtaide.com/png/foodchains.htm Pond Food Web: http://www.harcourtschool.com/activity/food/pond_activity.html http://sln.fi.edu/tfi/units/life/living/living.html Animal life cycle printouts: http://www.enchantedlearning.com/coloring/lifecycles.html http://www.biopoint.com/gvsu/projectlifecycles.html Joanne’s page for ESL teachers introducing Carolyn Graham and her Jazz Chants: http://members.tripod.com/jrmeads_515/tips.htm

http://www.vtaide.com/png/foodchains.htm�

http://www.vtaide.com/png/foodchains.htm�

http://www.harcourtschool.com/activity/food/pond_activity.html�

http://www.harcourtschool.com/activity/food/pond_activity.html�

http://sln.fi.edu/tfi/units/life/living/living.html�

http://sln.fi.edu/tfi/units/life/living/living.html�

http://www.enchantedlearning.com/coloring/lifecycles.html�

http://www.enchantedlearning.com/coloring/lifecycles.html�

http://www.biopoint.com/gvsu/projectlifecycles.html�

http://www.biopoint.com/gvsu/projectlifecycles.html�







of SCIENCE





Suggested Resources







Level 1: Match pictures representing scientific objects or terms with vocabulary.

Level 2: Associate descriptive phrases with visually supported scientific objects or terms.

Level 3: Sequence descriptive sentences and pictures to illustrate characteristics or properties of scientific objects.

Level 4: Interpret information on scientific objects, terms, or disciplines from charts, tables, or written text.

Level 5: Apply information on scientific objects, terms, or disciplines to new context using text.


skimming, scanning, previewing, and reviewing the scientific text

Using context clues to construct

meaning

Applying scientific method Predicting results of the science experiments based on written

description Actively connecting new

experiences to the previously learned ones

Comparing and classifying objects based on their written

description

http://www.edhelper.com/language/Reading_Skills.htm http://www.scc.losrios.edu/~langlit/reading/contextclues/intro1.htm Introduction to scientific method: http://teacher.nsrl.rochester.edu/phy_labs/AppendixE/AppendixE.html Scientific method Web Quest: http://thayer.k12.mo.us/emints/clark/Scientific Method WebQuest/Homepage.html








http://thayer.k12.mo.us/emints/clark/Scientific%20Method%20WebQuest/Homepage.html�







of SCIENCE





Suggested Resources







Level 1: Draw pictures and label selected ecosystem based on observations.

Level 2: Draw pictures and note observations of selected ecosystem.

Level 3: Describe observations, with visuals, of selected ecosystem..

Level 4: Compare and contrast relationships between ecosystems.

Level 5: Evaluate the importance of the selected ecosystem to explain real world issues.

Studying and illustrating life cycles and webs

Journal Writing Maintaining science journal

Applying scientific method Using science logs to write down observations about experiments Comparing/Contracting features

of scientific objects through writing

Describing the Water Cycle

Writing a persuasive letter about an environmental issue

Ecosystems http://library.thinkquest.org/11353/ecosystems.htm Journal Writing: http://www.nea.org/classmanagement/ifc031118.html Introduction to scientific method: http://teacher.nsrl.rochester.edu/phy_labs/AppendixE/AppendixE.html Persuasive writing, rubric, etc: http://content.scholastic.com/browse/unitplan.jsp?id=65 http://oregonstate.edu/dept/eli/buswrite/persuasive_letters.html

http://library.thinkquest.org/11353/ecosystems.htm�

http://library.thinkquest.org/11353/ecosystems.htm�






http://content.scholastic.com/browse/unitplan.jsp?id=65�

http://content.scholastic.com/browse/unitplan.jsp?id=65�

http://oregonstate.edu/dept/eli/buswrite/persuasive_letters.html�

http://oregonstate.edu/dept/eli/buswrite/persuasive_letters.html�





of SOCIAL STUDIES.





Suggested Resources

Appreciate the basic values and principles of American democracy.

Explain changes in families, communities, and societies.

Understand how maps and globes used to represent locations and spatial relationships.

Explore history, resources, and people of New Jersey.

Explain why it is important to understand diverse people, ideas, and cultures.

Level 1: Identify information from oral statements supported visually.

Level 2: Arrange information on timelines, graphs, charts, maps or other visual aids according to oral directions.

Level 3: Sequence information visually from oral directions.

Level 4: Summarize information presented visually and orally.

Level 5: Draw conclusions using information from timelines, graphs, charts, maps or other visual aids read aloud.


others use English

Storytelling Listening actively to a story

Taking notes

Creating timelines based on oral statements

Applying map skills Following oral directions on a

map

Using oral data to construct graphs

Carolyn Graham Jazz Chants: http://members.tripod.com/jrmeads_515/tips.htm http://www.storyarts.org/classroom http://teach-nology.com/web_tools/materials/timelines/ http://teacher.scholastic.com/fieldtrp/socstu/maps.htm Online graphing activities provided by National Center for Education Statistics http://nces.ed.gov/nceskids/graphing





http://teach-nology.com/web_tools/materials/timelines/�



http://teacher.scholastic.com/fieldtrp/socstu/maps.htm�








of SOCIAL STUDIES.





Suggested Resources






Level 1: Locate and name places on maps.

Level 2: Describe locations of places on maps.

Level 3: Share orally map locations of places prominent in NJ.

Level 4: Give directions to places in NJ using sequential language and local maps.

Level 5: Identify and explain the use of map tools.

Map Skills Using map tools to give oral

directions (e.g., Compass Rose, map legends, Cardinal and

Secondary Directions)

Applying specific map vocabulary to describe location

(e.g., latitude and longitude)

Chanting and Singing Engaging in discussion and

sharing information

Role-playing Reenacting historical events Addressing listeners with the

proper degree of formality

http://teacher.scholastic.com/fieldtrp/socstu/maps.htm Carolyn Graham and her Jazz Chants: http://members.tripod.com/jrmeads_515/tips.htm









of SOCIAL STUDIES.





Suggested Resources






Level 1: Trace immigration or migration routes on globes or maps.

Level 2: Match immigration/migration routes on globes or maps to text.

Level 3: Compare information about students’ home cultures with that of the US through investigation (on thee internet or in newspaper, libraries, etc.)

Level 4: Compare information about students’ home cultures and the U.S. through investigation (on the Internet or in newspapers, libraries).

Level 5: Identify reasons and explanations for immigration or migration based on grade level multicultural stories.

Map skills Using a globe to locate places

Reading maps to track movement


skimming, scanning, previewing and reviewing the text, and using

context clues to construct meaning

Interpreting graphs and charts

Using references for comparison

http://teacher.scholastic.com/fieldtrp/socstu/maps.htm http://www.edhelper.com/language/Reading_Skills.htm http://www.graphic.org/ http://www.edhelper.com/teachers/graphic_organizers.htm






http://www.edhelper.com/teachers/graphic_organizers.htm�






of SOCIAL STUDIES.





Suggested Resources






Level 1: Draw and label features of a community or region (such as location, people, places, or resources).

Level 2: Describe communities or regions depicted in pictures or maps.

Level 3: Compare/contrast a community or region with another one in relation to location, people, places, resources, history, or government.

Level 4: Discuss relationships between communities and states or regions depicted in pictures or maps..

Level 5: Analyze resources of communities of regions and discuss accomplishments or needs.

Comparing and contrasting regions using graphic organizers

Listing Natural Resources

Descriptive Writing Describing U.S.A Regions

Evaluating through writing the changes in communities

(e.g., population)

http://www.edhelper.com/teachers/graphic_organizers.htm http://www.montanalife.com/writing/descriptive_writing_techniques.html http://www.booknutsreadingclub.com/descriptivewriting.html



http://www.montanalife.com/writing/descriptive_writing_techniques.html�



http://www.booknutsreadingclub.com/descriptivewriting.html�

http://www.booknutsreadingclub.com/descriptivewriting.html�



Appendix -Standard Based Activities Chanting and Singing ………………………………………………………………………………………………..……….…………42

Total Physical Response………………………………………………………………………………………….…………………..…42

Role-Playing ……………………………………………………………………………………………………….……..……………..43

Storytelling……………………………………………………………………………………………………….…………..………….43

Oral Presentation………………………………………………………………………………………………….…..…………………44

Graphic Organizers (Venn Diagram, KWL Charts, timelines).……………………………………………………….…………..……………45

Graphs and Charts (Pie Charts, Circle Graphs, Bar Graphs)...……………………………………………………………………………….....46

Journal Writing…………………………………………………………………………………………………………………………..46

Personal Narrative………………………………………………………………………………………………………………………..47

Persuasive Writing……………………………………………………………………………………………………………………….47

Descriptive Writing………………………………………………………………………………………………………………………48

Reading Comprehension Strategies (Skimming and Scanning, Context Clues)……………………...…………………………………………49

Word Walls……………………………………………………………………………………...……………………………………….49

Realistic Fiction…………………………………………………………………………………...……………………………………..50

Story Structure………………………………………………………………………………...…………………………………………50

Patterns in Poetry…..…………………………………………………………………………………………………………………….51

Geometric Shapes and Figures…………………………………………………………………………………………………………..51

Measures of Central Tendency……………………………………….………………………………………………………………….52

Recognizing Patterns…………………………………………………………………………………………………………………….52

Food Chains……………………………………………………………………………………………………………………………..53

Life Cycles………………………………………………………………………………………………………………………………54

The Scientific Method……………………………………………………………………………………………….………………….55

Maps, Globes, and Map Skills……………………………………………………………………………………….…………………55



Standard Based Activities

Chanting and Singing Applies to Standards: WIDA English Language Proficiency Standards 1 through 5, Listening, Speaking, and Reading domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 1 through 5, Listening, Speaking, and Reading domains. Brief Description:

Before English learners can be expected to produce language patterns and structures, they must have ample opportunity to hear and internalize them. Poems, chants, songs, and raps are especially effective in involving students with language in a low-risk environment. The simple rhythmic, rhyming text- often accompanied by gestures and movements- helps make language memorable, facilitating the internalization of vocabulary as well as language patterns and structures. When songs and poems are presented on posters, the illustrations create context visually, providing access to meaning at all levels.

How to Teach It:

1. Display the poster/drawing accompanying the chant or poem. 2. Play a recording when possible, or recite the chant or poem. 3. Invite students to join in chanting and singing. 4. Conduct choral reciting with appropriate gestures. 5. Build phonemic awareness and/or vocabulary by focusing on selected parts of the chant. 6. Expand the chant or poem by replacing various sections.

Example:

See: Avenues Levels D, E, and F Language Songs Big Books

Total Physical Response Applies to Standards: WIDA English Language Proficiency Standards 1 through 5, Listening and Speaking domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 1 through 5, Listening and Speaking Domains Brief Description:

Dr. James A. Asher, the originator of the TPR, claims that during language acquisition, comprehension develops before speaking. His assumptions led to the creation of TPR activities for language learning to allow the learners to internalize the patterns and sounds of the target language through non-verbal responses. TPR activities provide the learners with the opportunity to understand the target language almost instantly regardless of their academic background and to learn it in a stress-free environment.

How to Teach It:

1. Introduce the target vocabulary or language chunks using realia, illustrations, or pictures. 2. Explain the rules of the TPR activity, model correct and incorrect TPR responses. 3. Conduct the TPR activity by giving commands, or asking questions, and observing students’ responses.

Example: See: Avenues Levels D, E, and F Language Songs Big Books



Role-Playing Applies to Standards: WIDA English Language Proficiency Standards 1 through 5, All Domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 1 through 5, all domains Brief Description: The American Heritage Dictionary defines Role-Playing as a technique in which participants act out particular roles in order to expand their awareness of differing

points of view, or to reduce conflict and stress in social situations. For English language learners Role–Playing is a tool to promote language learning by providing a context for interaction in stress-free environments.

How to Teach It:

1. Select a situation to be acted-out. 2. Practice language skills and vocabulary targeted in the Role-Play. 3. Assign roles. 4. Create props for the role-play. 5. Rehearse and reenact the situation.

Example: See: Avenues Levels D, E, and F, Oral Language Sections and Theme Theaters

Storytelling

Applies to Standards: WIDA English Language Proficiency Standards 1 through 5, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 1 through 5, all domains Brief Description: Storytelling as a learning tool encourages students to expand their expressive skills and to communicate in an articulate manner. As they listen to and tell their stories, students learn that spoken words are powerful, that listening is important, and that clear communication between people is an art. How to Teach It:

Listening to a story 1. Develop background knowledge and vocabulary for the story. 2. Listen to a story told, or listen to a story on tape. 3. Check for evidence of active listening during storytelling. 4. Initiate discussion about the story after storytelling to assess the understanding, and encourage students to retell the story.

Telling a story

1. Select a subject for storytelling. 2. Develop background knowledge and vocabulary for the story. 3. Practice language skills and vocabulary targeted in storytelling. 4. Tell the story. 5. Discuss the story with the audience, answer questions about it.

Example: Folk tales, fables, myths, tall tales, pourquoi stories (stories that explain certain phenomena, e.g. Why mosquitoes buzz? / Why the sky is blue? etc)



Oral Presentation

Applies to Standards: WIDA English Language Proficiency Standards 1 through 5, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 1 through 5, all domains Brief Description:

Oral presentation makes students practice their oral language skills by presenting a subject of their study to an audience. Students learn to speak clearly, and to use vocabulary and register appropriate for the audience. As a final step in the process of learning about a subject, the oral presentation often serves as an assessment tool to evaluate how students used critical thinking skills to develop, organize and present their ideas.

How to Teach It:

1. Select a subject for an oral presentation. 2. Build background knowledge and vocabulary about the subject. 3. Practice language skills and structures targeted in the activity. 4. Prepare a presentation yourself to give as a model, then elicit the structure of an oral presentation from the class and create a class handout. 5. Allow students time to prepare and practice delivering their presentations. 6. Discuss each presentation after it has been delivered.

Example: See: Avenues Levels D, E, and F, Oral Language Sections

Graphic Organizers

Applies to Standards: WIDA English Language Proficiency Standards 1 through 5, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 1 through 5, all domains Brief Description:

Graphic Organizers provide learners with opportunities to visually organize information and thoughts for understanding, remembering, or writing. How to Teach It:

1. Determine what information needs to be organized. 2. Choose the appropriate graphic organizer to represent the ideas (e. g. story map for creating or analyzing a story, Venn diagram for comparing, etc). 3. Fill out the graphic organizer; use it as a resource for writing, oral reporting, or learning.

Example: Avenues Levels D, E, and F, Practice Books contain a graphic organizer for each story from the series English At Your Command Student Handbook



Venn Diagram

Brief Description: This graphic organizer can be used to compare/contrast ideas, objects, characters, or other items of the same category. The area shared by the circles is used ton represent the similarities between the compared objects, while the other areas within the circles represent the differences.

How to Teach It: 1. Discuss the objects to be compared. 2. Model entering the characteristics of the objects into the correct areas of the diagram. 3. Complete the diagram.

Example: English At Your Command Student Handbook

K.W.L. Chart Brief Description: K.W.L. Chart is an example of a graphic organizer that can be used to activate students’ prior knowledge, and help students set goals specifying what they want to

learn, and subsequently they apply higher order thinking strategies to construct meaning from what they read/heard, and help them monitor their progress toward their goals.

How to Teach It:

1. Tap into students' prior knowledge about the subject of study by asking questions 2. Allow students to collaborate as a class or within groups to decide what they want to learn 3. After listening or reading for information help students organize new information representing what they have learned

Example:

K What I Know

W What I Want to know

L What I Learned

Timelines Applies to Standards: WIDA English Language Proficiency Standards 2, 4 and 5, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 2, 4 and 5, all domains Brief Description: Timelines sequence events in the order of past, present, and future. All events are unique and do not repeat themselves in exact ways, therefore they are portrayed in a

line. The direction of the timeline says that time and events proceed sequentially in a line not a circle How to Teach It:

1. Decide the topic of your timeline. 2. Make a list of events that you wish to put on the timeline. 3. Research and note the specific dates and/or time you will include on your timeline. 4. List events chronologically, earliest to latest. 5. Choose the specific units of time to divide your timeline and plot your information.




Graphs and Charts Applies to Standards: WIDA English Language Proficiency Standards 3, 4 and 5, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 3, 4 and 5, all domains Brief Description:

Graphs and charts are used in the content areas to represent data. Very often complicated information can be more easily understood with illustration. Some examples of graphs are bar graphs, line graphs, area graphs, pie charts, and XY graphs. Each kind of graph has a specific use: for example pie charts can be used to show percentages of a whole, and represent percentages at a set point in time while bar graphs can be used to show how something changes over time or to compare items.

How to Teach It:

1 Select data to be presented graphically, and the type of graph to be used. 2 Model creating a graph using by identifying parts of the graph, and describing steps involved 3 Check for understanding by asking the students to identify parts of the graph and to interpret data it represents 4 Provide students with materials and data necessary to make their own graph. 5 Monitor students’ progress and evaluate their learning by asking questions about their completed graphs.

Example: Avenues Levels D, E, and F Teacher’s Resource Books English at Your Command Students Handbook, Language Through Content sections and Activity Sheets contain examples of different graphs

Journal Writing Applies to Standards: WIDA English Language Proficiency Standards 1 through 5, Writing domain Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 1 through 5, Writing domain Brief Description:

Journal writing provides students with the opportunity to write freely about any topic, and/or write about a given writing prompt with free expression. Teachers can use journal writing to assess comprehension and the use of technical vocabulary in all content areas. However, emphasis should not be on evaluating writing skills.

How to Teach It:

1. Create a comfortable writing environment. 2. Provide a topic for writing or allow students to select their own topic. 3. Allocate time for writing. 4. Model journal writing and share it with class, if necessary. 5. Encourage students to share their journal entries with peers, or teacher.

Example: See: Avenues Levels D, E, and F- Daily Writing



Personal Narrative Applies to Standards: WIDA English Language Proficiency Standards 1, 2, 4, and 5, Writing domain Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 1, 2, 4, and 5, Writing domain Brief Description: A narrative tells a story. All the important events and details are organized in a clear, descriptive way. A fully developed narrative story involves a main idea, which

is introduced in the beginning, becomes more detailed and eventful in the middle, and wraps up in the end. In a personal narrative, writers draw on their own experiences or feelings to develop a story. In some contexts, personal narratives provide insight into students’ prior knowledge.

How to Teach It:

1. Create a comfortable writing environment. 2. Select a topic for writing. 3. Follow the steps of a writing process to:

• pre-write, using brainstorming, graphic organizers, or other appropriate techniques; • write a first draft of a narrative; • continue story revising and editing, using writers’ checklists, dictionaries, and other writing tools; • publish the final draft of a narrative.

Example: Avenues Levels D, E, and F – Writing Project: Personal Narrative English At Your Command Student Handbook

Persuasive Writing

Applies to Standards: WIDA English Language Proficiency Standards 2, 4 and 5, Writing domain Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 2, 4 and 5, Writing domain Brief Description:

A writer uses persuasive writing techniques to convince someone to do something. The purpose of a persuasive letter is to make readers act, therefore it needs to include arguments that will overcome readers’ possible objections, and enough information so that the readers know what to do once they decide to act.

How to Teach It:

1. Determine the purpose for writing, and the audience. 2. Decide what information to include supporting your position. 3. Review parts of a letter, and persuasive vocabulary. 4. Model writing a persuasive letter, if necessary. 5. Write a persuasive letter.




Descriptive Writing

Applies to Standards: WIDA English Language Proficiency Standards 1 through 5, Reading and Writing domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 1 through 5, Reading and Writing domains Brief Description:

Descriptive writing is one that describes a particular person, place or event in great detail. It “…depends heavily on observing and recollecting vivid memories…” (Virginia Hamilton, 2001). The writer needs to focus on specific and sensory details to make the reader actually visualize the things being described. He has, however, the “poetic license” to shape the images he presents by using his knowledge of the world, memories, and imagination. Since descriptive writing is relied upon in other writing modes (narrative, or even persuasive) it is important for a writer to master.

How to Teach It:

1. Select a person, object, or event to be described. 2. Create a list or web of adjectives, adverbs, and sensory words that best describe the subjects of writing. 3. List all the details to be used in the description. 4. Write a description, organizing details chronologically, if possible. 5. Select an emotion (if necessary), to make the description more vivid and subjective. 6. Follow the stages of the writing process to complete the description.


Reading Comprehension Strategies Applies to Standards: WIDA English Language Proficiency Standards 1 through 5, Reading domain Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 1 through 5, Reading domain Brief Description:

Reading comprehension strategies are tools that students can use to help them determine the meaning of what they read. Teaching comprehension as a strategic process enables readers to make connections and move beyond literal recall. Examples of reading comprehension strategies are skimming and scanning, using context clues, identifying main idea and causal relationships, sequencing, summarizing, using idiomatic expressions, making inferences, and distinguishing between fact and opinion.



Skimming and Scanning Brief Description:

These pre-reading strategies are used by the learners to activate prior knowledge and make predictions about the text. When skimming, the reader reads the titles, subtitles, and captions, and study all illustrations and pictures accompanying the text. Scanning does not involve actual reading of the continuous text. Instead, the reader scans the text to locate unfamiliar words, symbols, or numbers.

How to Teach It:

1. Provide students with the text. 2. Specify the task to be completed (e. g. identifying the main character). 3. Model for students (e. g. We will be scanning the text for capital letters to find all the proper nouns). 4. Check for successful completion of the task (e. g. by making the list of all names from the text).

Example: Avenues Levels D, E, and F - Literacy

Context Clues Brief Description:

Context clues are words or phrases that can help the reader with the understanding of the new words. They are built into sentences around the new or difficult word.

How to Teach It:

1 Ask the reader to identify an unfamiliar word/phrase in the text. 2 Help the reader to find in the text words and phrases that seem to relate to the new word. 3 Discuss the reader’s response, and provide feedback.

Example:

Avenues Levels D, E, and F - Literacy

Word Walls Applies to Standards: WIDA English Language Proficiency Standards 1 through 5, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 1 through 5, all domains Brief Description:

A word wall is a list of words that are related to each other in some way. Word walls can be used as a tool to teach a language or academic concept. They are displayed for easy reference in large print on a wall in the classroom.

How to Teach It: 1. Choose a category or theme to develop a word wall. (e.g. action words, adjectives, math terms, immigration ,etc) 2. Build word lists and arrange them in such a way that students can identify their function. 3. Model using word walls as a resource (e.g. for classifying, alphabetizing, summarizing, vocabulary skills, etc.)

Example: Avenues Levels D, E, and F Vocabulary- Keywords



Realistic Fiction

Applies to Standards: WIDA English Language Proficiency Standard 2, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standard 2, all domains Brief Description:

Stories of contemporary times and characters with normal human powers that are set in the real world are considered realistic fiction. Readers can accept characters and events in a story as real people and situations. How to Teach It:

1. Consider students’ reading levels when selecting a book for oral reading. 2. Model how to select an appropriate book for independent reading. 3. Work with school librarian and/or reading coordinator to identify challenging books. 4. Provide time for Sustained Silent Reading (SSR) and Read Alouds.

Example: Avenues Levels D, E, and F Literacy-Read Alouds

Story Structure

Applies to Standards: WIDA English Language Proficiency Standard 2, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standard 2, all domains Brief Description:

All narratives contain similar structural elements. They are: setting- when and where the story occurs, character(s)- the most important players in the story, problem/conflict- the focal point in which the story is centered, events- attempts by the main character(s) to resolve the problem, resolution/solution/conclusion- the outcome to the attempts to the resolve the problem, theme- main idea or moral of the story. Teaching students about story structure leads to improved comprehension because it helps students organize details and anticipate what happens next in a story.

How to Teach It:

1. Read/listen to a story. 2. Discuss story elements by explaining and providing examples. 3. Introduce a story map (graphic organizer) and model how to fill it out using the information from the story. 4. Complete a story map for the story.

Example: Avenues Levels D, E, and F Literacy



Patterns in Poetry Applies to Standards: WIDA English Language Proficiency Standard 2, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standard 2, all domains Brief Description: Poetry is a kind of writing, usually in verse. Poetry verse is set out in short lines with words put together in rhythm or rhyme or both. Poetry is about a writer sharing

with the reader an experience or strong feelings. Poems are written with words chosen for their sounds and beauty as well as their meaning. There are instances when you may substitute certain parts of a poem to change its pattern while focusing on vocabulary building, sentence patterns, and construction.

How to Teach It:

1. Select a simple short poem appropriate for your students. 2. Read the poem aloud, and then have everyone read it aloud with you once or twice. 3. Ask the students for words that mean the same thing as the significant words in the poem. 4. Make a list of all the substitute words that will maintain the pattern of the poem. 5. Transform the poem into a new one, and recite it as a whole class. 6. Pair and share; students may also do this with a partner.

Example: Into English! Levels D, E, and F, Language Builders sections of each unit Poems from any Children’s Poetry Anthology

Geometric shapes and figures

Applies to Standards: WIDA English Language Proficiency Standards 3 and 4, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 3 and 4, all domains Brief Description:

A shape is the outer form of an object or figure such as a circle, triangle, square, rectangle, parallelogram, trapezoid, rhombus, octagon, pentagon, hexagon, or other polygon. A solid is a three-dimensional figure such as a cube, cylinder, cone, prism, or pyramid. All shapes can be described by listing and comparing their sides, angles, and measurements. To describe the geometric figures, one must list the bases, faces and vertices of each figure.

How to Teach It: 1. Select a geometric shape/figure to be studied 2. Use a model to identify all parts (sides, angles, faces, corners, and sizes, if necessary) 3. Describe the shape/figure, using the academic terms. 4. Challenge students to find real life objects that are shaped like the model shape/figure. 5. Compare/contrast two geometric shapes/figures, using academic terms.

Example: Avenues Levels E, and F, Content Connection Sections



Calculating Averages Applies to Standards: WIDA English Language Proficiency Standard 3, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standard 3, all domains Brief Description:

The average is the mean value of the set of numbers. To calculate an average, one should follow the following steps: How to Teach It:

1. Add (total) all of the numbers in the set one wants to average. 2. Count how many numbers are in the set. 3. Divide the total (sum) from step 1 by the amount of numbers counted in step 2.


Recognizing Patterns Applies to Standards: WIDA English Language Proficiency Standards 3, 4 and 5, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standards 3, 4 and 5, all domains Brief Description:

We are surrounded by sequential, spatial, temporal and linguistic patterns. Recognizing them in visual and written forms helps students develop skills for thinking clearly, strategically and creatively by making them answer the question: “what’s next?” Recognizing patterns is an important problem-solving skill- one can use a familiar pattern to generalize about a broader solution to a problem.

How to Teach It:

1. Present students with a selection of shapes or numbers. 2. Create a model pattern from the given elements. 3. Discuss the relation between the elements of the pattern. 4. Use the pattern to predict what the following elements will be. 5. Encourage students to create and discuss their own patterns.




Food Chains Applies to Standards: WIDA English Language Proficiency Standard 4, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standard 4, all domains Brief Description: A food chain or food web shows how each living thing gets its food. Some animals eat plants and some animals eat other animals. For example, a simple food chain

links the grasses of the savannahs, the antelopes (that eat grass & shrubs), and lions (that eat the antelopes). Each link in this chain is food for the next link. A food chain always starts with plant life and ends with an animal. Most animals are part of more than one food chain and eat more than one kind of food in order to meet their food and energy requirements. These interconnected food chains form a food web.

How to Teach It: 1. Discuss the concept of a food chain. 2. Create a model food chain. 3. Replace elements of the model food chain with other organisms that will fulfill the same function. 4. Create own examples of food chain based on the subject of study.


The interrelated food chains create a food web.



Life Cycles Applies to Standards: WIDA English Language Proficiency Standard 4, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standard 4, all domains Brief Description:

Each family of living things has its own life cycle. Some organisms are born, mature, and die rapidly, while others have life cycles lasting for thousands of years. Once an organism begins its life cycle, it immediately faces survival needs. In order for it to achieve its full, natural lifespan, the organism must overcome many obstacles. Most living things require food, water, sunlight, and oxygen to survive and grow.

How to Teach It: 1. Choose a specific organism to study and identify their life cycle stages. 2. Use realia and pictures to recreate a living organism life cycle. 3. Assess understanding and comprehension by engaging in a question and answer session.

Example:

The life cycle of an ant



The Scientific Method Applies to Standards: WIDA English Language Proficiency Standard 4, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standard 4, all domains Brief Description: The scientific method is the process by which scientists attempt to construct an accurate, reliable, consistent and non-arbitrary) representation of the world. The

scientific method has four steps: • Observation and description of a phenomenon or group of phenomena. • Formulation of a hypothesis to explain the phenomena. • Use of the hypothesis to predict the existence of other phenomena, or to predict quantitatively the results of new observations. The prediction is a formal

way to put a hypothesis to a test. • Performance of experimental tests of the predictions by independent, properly conducted experiments. If the experiments confirm the hypothesis it may

come to be regarded as a theory or law of nature. If the experiments do not support the hypothesis, it must be rejected or modified. While the scientific method is necessary in developing scientific knowledge, it is also useful in everyday problem solving.

How to Teach It:

1. Observe and describe a phenomenon, or event. 2. Formulate of a hypothesis (an educated guess) to explain the phenomenon or event. 3. Make predictions about what should happen if the hypothesis is true. 4. Conduct an experiment to validate the hypothesis. 5. Analyze the observations resulting from the experiment, to prove or deny the original hypothesis.


Maps, globes, and map skills Applies to Standards: WIDA English Language Proficiency Standard 5, all domains Revised (2006) National TESOL PreK-12 English Language Proficiency Standard 5, all domains Brief Description: A map is a picture of a place. Different maps show different information, as everything cannot be displayed on just one map. Maps can be read and understood by

looking at the legend. The legend is the key to finding specific details on a map. How to Teach It:

1. Choose a map to look at and study. 2. Model how and when to use the legends key to identify specific details on a map. 3. Identify and practice using map vocabulary such as latitude, longitude, Compass Rose, Cardinal and Secondary Directions. 4. Give directions, track movement, and/or describe location by looking at a map.


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