ESL CURRICULUM New Jersey PDF

Mount Laurel Township Schools
Mount Laurel, New Jersey
English as a Second Language Program Curriculum
Summer 2009
The English as a Second Language Program Curriculum is aligned with

the revised New Jersey Core Curriculum Content Standards.
English as a Second Language Program Curriculum Committee
Participants
English as a Second Language Staff

Kimberly Corona
Katherine Plunkett
Alamelu Sundaram-Walters
English as a Second Language Program Coordinator

Alexis Bonavitacola, Supervisor of Instruction
Mt.LaurelBOE 2 Versioncreated7/17/09
Table of Contents
Statement of Purpose 4
Philosophy 5
Why the WIDA Standards 6
About the WIDA English Language Proficiency Standards 7
Performance Definitions for the Levels of English Language Proficiency 9
Kindergarten Curriculum 10
Kindergarten WIDA Example Topics 22
Kindergarten Sample Unit 23
Grade Cluster 1-2 Curriculum 25
Grade Cluster 1-2 WIDA Example Topics 38
Grade Cluster 1-2 Sample Unit 39
Grade Level 3-4 Sample Unit 54
Grade Cluster 5-8 Sample Unit 75
Additional Resource Graphic Organizers across the ELP Standards 77
Refer to District Homepage (www.mountlaurel.org) For E.S.L. Electronic Folder and Scope and Sequence.
Refer to New Jersey Department of Education Website (www.state.nj.us) for New Jersey State Standards.
Refer to New Jersey Department of Education/ Bilingual (www.nj.gov/education/bilingual) for Additional
Information and Resources.
Mount Laurel Township Schools
English as a Second Language
Statement of Purpose
This English as a Second Language (ESL) curriculum is designed to provide learning opportunities in the English
language and the American culture for students in grades K to 8 who are identified as Limited English Proficient (LEP) or
English Language Learners (ELLs). It is created to meet the needs of such students regardless of the English language
proficiency level they demonstrate upon entering the Mount Laurel school system.
Learning to speak, read and comprehend spoken and written English is crucial for newcomers to the American education
experience. Title III of the No Child Left Behind Act (NCLB) requires that children who are limited English proficient attain
English proficiency, develop high levels of academic attainment in English, and meet the same challenging State
academic content and student academic achievement standards as all children are expected to meet.
Students come to classrooms with different interests and varying intelligences and learning styles. Instructional activities
and assessments should reflect these needs. Basing instruction on meaningful communicative tasks motivates students
to learn a second language. The teachers role is to facilitate genuine interaction among students through classroom
activities that are embedded in authentic real-life contexts.
Culture is an integral part of learning a new language. Communication is actually the ability to use language in culturally
sensitive ways. Teaching the everyday culture of native speakers of the language not only makes the language come
alive but also fosters respect and appreciation of cultural diversity. Students learn to recognize that they are products of
their own culture and learn how to assimilate into the American culture without denying their cultural roots.
This curriculum is based on the New Jersey Core Curriculum Content Standards for English Language Proficiency. The
State Standards are derived from the standards developed by the World-Class Instructional Design and Assessment
(WIDA) Consortium. New Jersey standards focus on the use of English to achieve academically in all content areas. The
State Standards also reflect the State Standards for Language Arts Literacy but from the perspective of second language
acquisition.
Students enrolled in the ESL Program will be tested annually with the ACCESS for ELLs language proficiency
assessment to determine their level of English language proficiency. The district goal, as determined by the State, is for
all students to show growth of at least one proficiency level.
Philosophy
The philosophy of the Mount Laurel Township Schools ESL Program is founded upon 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 or CALP (Cognitive Academic Language Proficiency) 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 improved 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 ELLs.
Language acquisition is long-term process:

Language acquisition is a long-term process involving a progression through developmental stages of increasing
language proficiency. English language learners move through these stages at individual rates of acquisition. 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 an equal level of
English language proficiency across the four language domains (reading, writing, speaking and listening). The differential
language acquisition levels of these students in the language domains must be taken into consideration for instructional
planning and assessment. Achieving the academic standards for ELLs is possible if there is shared responsibility and
collaboration based on common understanding and mutual goals among all teachers who serve English language
learners. Throughout this process, BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic
Language Proficiency) must be kept in mind for each ELL. That is to say, based on the current research, social language
(BICS) always precedes the acquisition of academic language or CALP.
Why the WIDA Standards?
Vision of language proficiency has expanded to
encompass both social contexts and academic
contexts.
Standards-based instruction that integrates
language and content reflects the construct of
cognitive academic language proficiency
NCLB mandates that ELP standards be
aligned to academic content standards and the
ELP tests be standards based.
About the WIDA English Language Proficiency development. Overall, the standards center on the language
Standards needed and used by ELLs to succeed in school.
WIDAs English Language Proficiency Standards for English Each standard is organized by grade level cluster (PreK-K,
Language Learners in Pre-Kindergarten through Grade 12: grades 1-2, grade 3-5, grades 6-8, and grades 9-12) and by
Frameworks for Formative and Summative Assessment and language domain (listening, speaking, reading, and writing).
Instruction, 2007 edition, is a key component of the World-Class Within each grade cluster and domain, there are fived model
Instructional Design and Assessment (WIDA) Consortiums performance indicators (MPIs), one for each language
assessment system WIDAs vision of language proficiency proficiency level from 1, Entering, to 5, Bridging. All five MPIs
encompasses both social and academic contexts tied to focus on the same example topic from a content area
schooling, particularly to standards, curriculum, and instruction. reflected in the standard, forming a strand that illustrates the
By developing these English language proficiency (ELP) language development continuum. Each MPI contains three
standards, first published in 2004, the WIDA Consortium has elements: a language function (e.g., describe, justify), an
responded to this emergent vision to link language learning with example topic (e.g., weather, human populations), and a form
academic content. Furthermore, these ELP standards guide the of support through level 4 (e.g., pictures or illustrations,
development of test blueprints, task specifications, and ELP working in small groups). The components of the ELP
measures, primarily WIDAs ACCES for ELLSs test. standards, from frameworks down to the elements of an MPI,
work together to form the standards document, a critical too
Originally developed by consortium members with funding from a for educators of ELLs for curriculum development, instruction
U.S. Department of Education Enhanced Assessment Grant, the and assessment.
standards are designed for the many audiences in the field of
education who are impacted by English language learners The WIDA English Language Proficiency Standards
(ELLs). This second edition reflects an evolving understanding of
the needs of ELLS and their educators in the use of the ELP English Language Proficiency Standard 1: English language
standards as an instructional and assessment tool. learners communicate for Social and Instructional purposes within
the school setting.
Organization of the Standards English Language Proficiency Standard 2: English language
learners communicate information, ideas, and concepts necessary
There are five WIDA ELP Standards, which appear in two for academic success in the content area of Language Arts.
frameworks: Summative (the outcomes of learning) and English Language Proficiency Standard 3: English language
Formative (the processes of learning). The standards, identical learners communicate information, ideas, and concepts necessary
for both frameworks, reflect the social and academic dimensions for academic success in the content area of Mathematics.
of acquiring a second language that are expected of ELLs in English Language Proficiency Standard 4: English language
learners communicate information, ideas, and concepts necessary
grade levels PreK-12 attending schools in the United States. for academic success in the content area of Science.
Each ELP standard addresses a specific context for English English Language Proficiency Standard 5: English language
language learners communicate information, ideas, and concepts necessary
for academic success in the content area of Social Studies.
The ELP standards are often abbreviated as Social and The language function describe for a level 2 student may
Instructional language, the language of Language Arts, the mean producing or comprehending phrases or short
language of Mathematics, the language of Science, and the sentences using common adjectives and modifiers, whereas a
language of Social Studies. level 4 student may be expected to process or use extended
discourse incorporation relative clauses, similes or metaphors.
The Language Proficiency Levels and Performance This example illustrates how the Performance Definitions are
Definitions an essential companion to the strands of MPIs.
The five language proficiency levels outline the progression of

language development implied in the acquisition of English as an
additional language, from 1, Entering the process, to 6, Reaching
the attainment of English language proficiency. The language
proficiency levels delineate expected performance and describe
what ELLs can do within each domain of the standards. The
Performance Definitions define the expectations of students at
each proficiency level. The definitions encompass three criteria:
linguistic complexity the amount and quality of speech or writing
for a given situation; vocabulary usagethe specificity of words r
phrases for a given context; and language controlthe
comprehensibility of the communication based on the amount
and types of errors.
The Performance Definitions (see page 3) are a key component

of the standards documents, and the use of the standards and
corresponding MPIs must be in conjunction with the Performance
Definitions. The MPIs, delineated by language proficiency level,
give expectations for what students should be able to process
and produce at a given proficiency level. The Performance
Definitions describe how well the student can or should be
expected to do so. For example, the language function
describe appears in MPIs at levels 1-4. What language does a
student at language proficiency level 2 need to produce in order
to describe? What can he or she reasonably be expected to
process to understand a description? How does this compare
with a student at language proficiency level 4?
Performance Definitions for the Levels of English Language Proficiency
At the given level of English language proficiency, English language learners will process, understand, produce,
or use:
Specialized or technical language reflective of the content area at grade level

6 A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as
Reaching required by the specified grade level
Oral or written communication in English comparable to proficient English peers
The technical language of the content areas;
A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse,
5
including stories, essays, or reports;
Bridging Oral or written language approaching comparability to that of English proficient peers when presented with
grade level material
Specific and some technical language of the content areas;
A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related
4 paragraphs;
Expanding Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the
overall meaning of the communication when presented with oral or written connected discourse with
occasional visual and graphic support
General and some specific language of the content areas;
Expanded sentences in oral interaction or written paragraphs;
3
Oral or written language with phonological, syntactic, or semantic errors that may impede the
Developing communication but retain much of its meaning when presented with oral or written, narrative or expository
description with occasional visual and graphic support
General language related to the content areas;
Phrases or short sentences;
2
Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of
Beginning the communication when presented with one to multiple-step commands, directions, questions, or a series
of statements with visual and graphic support
Pictorial or graphic representation of the language of the content areas;
1
Words, phrases, or chunks of language when presented with one-step commands, directions, WH-
Entering questions, or statements with visual and graphic support
ESL Curriculum
Aligned to
Language Arts WIDA English Language Proficiency Standards and NJCCCS
Elementary Program
Kindergarten
Reading
Standards Essential Enduring Learning Activities Materials Assessment
(WIDA and Questions Understanding Outcomes Can-Do-Descriptors and and
NJCCCS) (What is the big (How do you ELP Levels Resources Evaluation
idea?) apply and use in Language Domains
real-life
situations?)
Standard 3.1 Big Idea: The Understanding a Concepts About *See WIDA Can Do Leveled Teacher
Reading ability to read a texts features, Print Descriptors/ Literature Observation
All students will variety of texts structures, and ELP Levels p.12
understand and requires characteristics Phonological Graphic Oral
apply the independence, facilitate the Awareness All About Me Unit: Organizers Questioning/
knowledge of comprehension, readers ability to Focus on student Response
sounds, letters, and fluency. make meaning of Decoding and individuality and Professional
and words in the text. Word Recognition forming a cohesive Books Response to
written English to How does group. Stories
become understanding a Words are made Fluency Oral
independent and texts structure of sounds. Seasons: Written
fluent readers and help me better Reading Holidays
will read a variety understand its Good readers Strategies (before, Calendar Portfolios
of materials and meaning? employ strategies during, and after Colors
texts with fluency to help them reading) Clothing Anecdotal
and How are sounds understand text. Weather Records
comprehension. represented by Strategic readers Vocabulary and Environment
letters? can develop, Concept
ELP Standard: select, and apply Development Promote awareness of
Reading How do I figure strategies to cultural differences/
Students will be out a word I do not enhance their Comprehension traditions
able to read know? comprehension. Skills and
(decode and Responses to
comprehend) text How does fluency Good readers Text
for recreational affect compare, infer,
and academic comprehension? synthesize, and Inquiry and
purposes. make connections Research
How do readers (text to text, text to
construct meaning word, text to self)
from text? to make text
personally
relevant and
useful.
ESL Curriculum
Aligned to
Language Arts WIDA English Language Proficiency Standards
Elementary Program
Kindergarten
Writing
(WIDA and Questions Understanding Outcomes Can-Do- and and
NJCCCS) (What is the big (How do you Descriptors Resources Evaluation
idea?) apply and use in ELP Levels
real-life Language
situations?) Domains
Standard 3.2 Big Idea: Writing Good writers Writing as a *See WIDA Can Professional Teacher
Writing is the process of develop and refine Process Do Descriptors/ Materials Kid Observation
All students will communicating their ideas for (prewriting, ELP Levels p. 15 Writing Shared
write in clear, in print for a thinking, learning, drafting, revising, Interactive
concise, variety of communicating, editing, post All About Me Unit: Selected
organized audiences and and aesthetic writing) Focus on student Literature Independent
language that purposes. expression. individuality and Writing
varies in content Writing as a forming a
and form for How do good Good writers use Product (resulting cohesive group. Kid Writing
different writers express a repertoire of in a formal product Pictures
audiences and themselves? strategies that or publication) Seasons:
purposes. enables them to Holidays Readers
How does process vary form and Mechanics, Calendar Response
ELP Standard: shape the writers style, in order to Spelling, and Colors
Writing product? write for different Handwriting Clothing Portfolios
Students will be purposes, Weather
able to write for How do writers audiences, and Writing Forms, Environment Editing
personal and develop a well- contexts. Audiences, and
academic written product? Purposes Promote Anecdotal Notes
purposes. Rules, (exploring a awareness of
How do rules of conventions of variety of writing) cultural
language affect language, help differences/
communication? readers traditions
understand what
Why does a writer is being
choose a communicated.
particular form of
writing? A writer selects a
form based on
audience and
purpose.
ESL Curriculum
Aligned to
Elementary Program
Kindergarten
Speaking
real-life Language
Standard 3.3 Big Idea: Oral Oral discussion Discussion *See WIDA Can Oxford Picture Teacher
Speaking language is a helps to build Do Descriptors/ Dictionary Series Observation
All students will tool for connections to Questioning ELP Levels p. 18
speak in clear, communicating, others and creates (Inquiry) and Student
concise, thinking, and opportunities for Contributing All About Me Unit: Participation
organized learning. learning and Focus on student
language that English Language Word Choice individuality and Student
varies in content How can Development. forming a Response
and form for discussion Oral Presentation cohesive group.
different increase our Questioning and Questioning
audiences and knowledge and contributing help Seasons:
purposes. understanding of speakers convey Holidays Oral response
an idea(s)? their message, Calendar
ELP Standard: explore issues Colors Anecdotal Notes
Speaking When is it and clarify their Clothing
Students will be appropriate to ask thinking. Weather
able to speak questions? Environment
English in both a A speakers
social and school How do speakers choice of words Promote
setting. express their and style set a awareness of
thoughts and tone and define cultural
feelings? the message. differences/
traditions
How does the A speaker selects
choice of words a form and
affect the organizational
message? pattern based on
the audience and
How does a purpose.
speaker
communicate so
others will listen
and understand
the message?
ESL Curriculum
Aligned to
Elementary Program
Kindergarten
Listening
(WIDA and Questions Understanding Outcomes and Can-Do- and and
NJCCCS) (What is the big (How do you Instructional Descriptors Resources Evaluation
Strategies Language
real-life
Standard 3.4 Big Idea: Listening is the Active Listening *See WIDA Can Selected Teacher
Listening Listening is an process of Do Descriptors/ Literature with Observation
All students will active process to receiving, Listening ELP Levels p. 20 Tapes/CDs
listen actively to gain constructing Comprehension Teacher
information from a understanding. meaning from, All About Me Unit: Professional Developed
variety of sources and responding to Focus on student Materials: Questions
in a variety of Can one hear but spoken individuality and Oxford Picture
situations. not listen? and/nonverbal forming a Dictionary Student
messages. cohesive group. Series, (i.e., Participation
ELP Standard: How does a Teacher Scripts)
Listening listener Effective listeners Seasons: Oral Questions/
Students will be understand a are able to Holidays Response
able to aurally message? interpret and Calendar
comprehend evaluate Colors Student
spoken English in increasingly Clothing Participation
both a social and complex Weather
school setting. messages. Environment Response to
Promote Stories
awareness of Oral
cultural Written
differences/
traditions Anecdotal Notes
ESL Curriculum
Aligned to
Elementary Program
Kindergarten
Viewing and Media Literacy
real-life Language
Standard 3.5 Big Idea: People experience Constructing Illustrations of Films Verbal, auditory
Viewing A media literate the same media Meaning characters and and kinesthetic
All students will person can message sequence of story. Taped T.V. interpretation
access, view, evaluate how differently. Visual and Verbal (e.g. Commercials
evaluate, and words, images, messages Kindersite.org) Teacher
respond to print, and sounds Leveled Books observation of
nonprint, and influence a Discussion of participation and
electronic texts message. Video, CDs. (e.g. Leveled Videos performance
and resources Elmosize.com)
Whats the media Class or small
ELP Standard: message? Use Body group discussion
Viewing and Language in a
Media Literacy What values, pantomime.
Students will be lifestyles, and Verbal production.
able to view for points of view
personal and are represented
academic in, or omitted
purpose. from, media
messages?
ESL
Grade Cluster K
Unit: Big Idea: Spring
Established Goals:
Write in clear, concise, organized language 3.2.
Speak in clear concise, organized language 3.3
Active listening 3.4
Respond to print and resources 3.5.
ELP Standards: Reading, Writing, Speaking, Listening, Viewing & Media Literacy
Enduring Understanding: The Student will understand:
Life cycle of a butterfly
Days of the week-butterfly poem
Counting
Recycling
Parts of a plant
Earth Day
Essential Questions:
How do the various seasons impact our lifestyle choices?
How do our life choices affect our environment?
Skills: TSWBAT:
Handwriting
Sequencing
Punctuation
Navigating the computer
Decoding/fluency
Performance Task:
Discussion-web spring
Spring Packet
Activity Sheets-
A Butterfly Came out
Growing Plants
Parts of Plants
How Seeds Travel
Cut & Paste activity:
Make a seed
Pond life
Choral Reading-Spring Poems
Plant a garden
Phonics/Fluency games (Starfall)
Listening Activities-Spring Poems on tape
Learning Activities:
Discussion Oxford Dictionary-Activity Sheets: Spring is Here, flashcards, Beats, We Planted a Garden
Read Aloud(s)
When Will Spring Be Here?
The Very Hungry Caterpillar
Flower Garden
Video-Magic Schoolhouse-A Seed Goes to Plant
Computer Activities-
www.kindersite.org
Grow Your Own Tomatoes
www.Starfall.com
Earth Day
Flower
Pond recycling
http://earthday.net/lessonplans
Jeopardy game-vocabulary builder
Assessment:
Teacher observation of student participation and performance
Completed writing assignments
Completed activity sheets
Resources:
http://www.epa.gov/region5/publications/happy/happy.htm (coloring book)
http://www.first-school.ws/activities/occasions/earth1.htm
www.edhelper.com (reading material)
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 1-2
Reading
real-life Language
Standard 3.1 Big Idea: The Understanding of Concepts About *See WIDA Can- Leveled Literature Teacher
Reading ability to read a a texts features, Print/Text Do-Descriptors p. Observation
All students will variety of texts structures, and 27 Graphic
understand and requires characteristics Phonological Organizers Oral
apply the independence, facilitate the Awareness All About Me Unit: Questioning/
knowledge of comprehension, readers ability to (includes Focus on Professional Response
sounds, letters, and fluency. make meaning of phonemic individuality and Books
and words written the text. awareness) forming a Anecdotal
in English to How does cohesive group. Oxford Picture Records
become understanding a Words are made Decoding and Dictionary Series
Independent and texts structure of sounds. Word Recognition Family Unit Portfolios
fluent readers, help me better
and will read a understand its Readers use Fluency Seasons: Journals
variety of meaning? language structure Poems
materials and and context clues Reading Rhyming
texts with fluency How are sounds to identify the Strategies (before, Fairytales
and represented by intended meaning during and after Fables
comprehension. letters? of words and reading) Informational
phrases as they Text
ELP Standard: How do I figure are used in text. Vocabulary and
Reading out a word I do not Concept Living with
Students will be know? Fluent readers Development everyday print
able to read group words (signs, posters,
(decode and How does fluency quickly to help Comprehension etc.)
comprehend) text affect them gain Skills and
for recreational comprehension? meaning from Response to Text Environment
and academic what they read.
purposes. What do readers Inquiry and Community
do when they do Good readers Research
not understand compare, infer,
everything in the synthesize and
text? make connections
(text to text, text to
How do readers world, text to self)
construct meaning to make text
from text? personally
relevant and
Why conduct useful.
research?
Researchers
gather and critique
information from
different sources
for specific
purposes.
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 1-2
Writing
real-life Language
Standard 3.2 Big Idea: Writing Good writers Writing as a *See WIDA Can- Professional Journal Entries
Writing is the process of develop and refine Process Do Descriptors p. Materials:
All students will communicating their ideas for (prewriting, 30 Lucy Calkins Teacher
write in clear, in print for a thinking, learning, drafting, revising, Units of Study Observation
concise, variety of communicating, editing, post Sequencing Checklist
organized audiences and and aesthetic writing) Selected Pieces of
language that purposes. expression. Super Sentences Literature Shared Writing
varies in content Writing as a
and form for How do good Good writers use Product (resulting Descriptive Stationery Studio Interactive Writing
different writers express a repertoire of in a formal product Writing
audiences and themselves? strategies that or publication) Portfolios
purposes. enables them to Letter Format
How does process vary form and Mechanics, Anecdotal Notes
ELP Standard: shape the writers style, in order to Spelling, and
Writing product? write for different Handwriting
Students will be purposes,
able to write for How do rules of audiences, and Writing Forms,
personal and language affect contexts. Audiences, and
academic communication? Purposes
purposes. Rules, (exploring a
Why does a writer conventions of variety of forms)
choose a language, help
particular form of readers
writing? understand what
is being
communicated.
A writer selects a
form based on
audience and
purpose.
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 1-2
Speaking
real-life Language
Standard 3.3 Big Idea: Oral How can Discussion (small *See WIDA Can- Oxford Picture Teacher
Speaking language is a discussion group and whole Do-Descriptors p. Dictionary Series Observation
All students will tool for increase our class) 33
speak in clear, communicating, knowledge and Oral Response
concise, thinking, and understanding of Questioning All About Me Unit:
organized learning. an idea (s)? (Inquiry) and Focus on Oral Presentation
language that Contributing individuality and
varies in content How can How can I clearly forming a Class or Small
and form for discussion express myself? Word Choice cohesive group. Group Discussion
different increase our
audiences and knowledge and When is it Oral Presentation Family Unit
purposes. understanding of appropriate to ask
an idea (s)? questions? Seasons:
ELP Standard: Poems
Speaking How can I clearly How do speakers Rhyming
Students will be express myself? express their Fairytales
able to speak thoughts and Fables
English in both a When is it feelings? Informational
social and school appropriate to ask Text
setting. questions? How can I clearly
express myself? Living with
How do speakers everyday print
express their How does the (signs, posters,
thoughts and choice of words etc.)
feelings? affect the
message? Environment
How does the
choice of words How does a Community
affect the speaker
message? communicate so
others will listen
How does a and understand
speaker the message?
communicate so
others will listen
and understand
the message?
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 1-2
Listening
real-life Language
Standard 3.4 Big Idea: Listening is the Active Listening *See WIDA Can- Literature with Teacher
Listening Listening is an process of Do Descriptors p. Tapes and CDs Observation
All students will active process to receiving, Listening 36
listen actively to gain constructing Comprehension Oxford Picture Written Response
information from a understanding. meaning from, All About Me Unit: Dictionary Series
variety of sources and responding to Focus on Oral Response
in a variety of Can one hear but spoken and individuality and Teacher Scripts
situations. not listen? nonverbal forming a Class or Small
messages. cohesive group. Group Discussion
ELP Standard: How does a
Listening listener Effective listeners Family Unit
Students will be understand a are able to
able to aurally message? interpret and Seasons:
comprehend evaluate Poems
spoken English in increasingly Rhyming
both social and complex Fairytales
school setting. messages. Fables
Informational
Text
Living with
everyday print
(signs, posters,
etc.)
Environment
Community
ESL Curriculum
Aligned to
Elementary Program
1-2
real-life Language
Standard 3.5 Big Idea: People experience Constructing Illustrations of Films Rubric
Viewing A media literate the same media Meaning characters and
All students will person can message sequence of story. Taped T.V. Oral Presentations
access, view, evaluate how differently. Visual and Verbal Commercials based on
evaluate, and words, images, messages Discussion of illustrations.
respond to print, and sounds films. Leveled Books
nonprint, and influence a Verbal
electronic texts message. Use body Leveled Videos Interpretation
and resources language in a
Whats the media pantomime. Teacher
ELP Standard: message? Observation
Viewing and Watch childrens
Media Literacy What values, news for English Conferences
Students will be lifestyles, and verbal production.
able to view for points of view are Written Response
personal and represented in, or
academic omitted from, Class or Small
purpose. media messages? Group Discussion
Anecdotal Notes
ESL Grade Cluster 1-2
NJCCCS: 3.1, 3.2, 3.3, 3.4 WIDA The Language of Language Arts; The Language of Science; The Language of
S.S.; The Language of Math
Big Idea: Environment(Rainforest)
Essential Question(s):
How can we have a positive impact on our environment? What is the rainforest and why do we need to appreciate the value of this worldwide
resource? How does nature and man coexist?
Enduring Understanding:
Social awareness and responsibility
We can all do our part to reduce, reuse, and recycle in order to save the environment and our earth for future generations
Stimulate interest in the sciences
Knowledge and skills:

The student will:
Identify the animals of the rainforest
Identify the plants of the rainforest
Identify the people of the rainforest
Identify layers of the rainforest
Sustainable harvest
Research on the internet
Read for comprehension
Build vocabulary
Read and discuss books
Listen attentively
Answer simple questions
Follow simple directions
Match oral words to printed words
Write brief descriptions
Performance Task for the End of this Unit:

Compose a scrapbook on the things they see in their travels through a rainforest, research, and write facts about animals, plants and the
people.
Compose a poem about the rainforest
Diorama
Make a Save the Rainforest magnet
Make a Rain forest in a bottle. Place about 2 of potting soil into a two liter clear plastic pop bottle. Add a variety of seeds. Add about cup
of water and place cap on the bottle. The bottle will act as a terrarium and the moisture will recycle from the soil into the air and back to the
soil.
Oral Presentation-discuss and set goals for collecting money for Save an Acre: program.
Generate a KKWL Chart utilizing students responses to the topic of the rainforest
Preview and Predict, book walks
Read Aloud: The Great Kapok Tree
Shared Reading: About the Rainforest (NF), In The Rain Forest (NF & F)
Write and design pages for scrapbook and what they saw in their travels today.
Research websites- (animals, plants, medicine, people, endangerment)
Design a rainforest on the wall
Magic School Bus Video
Garbage Bag Lunch
Sell Rainforest treats. (Estimate, calculate cost and profit). Proceeds will go to Save an Acre program.
Assessments:
Teacher observation of participation and performance
Completed activities
Rubric for scrapbook
Books, Materials:
The Great Kapok Tree by
About the Rainforest by Heather Johanasen
In the Rain Forest (Ricter)
Websites:
www.enchantedlearning.com/subjects/rainforest/
Rainforest animal book and crafts
http://www.earthsbirthday.org/explore/teachers/howto/diorama.htm
Diorama
http://rainforestheroes.com/
teacher resources, Kids Take Action activities, About the Rain Forest-slide show, Jungle Gym-crafts & recipes
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 3-4
Reading
real-life Language
Standard 3.1 Big Idea: Understanding of Concepts About See WIDA Can Leveled Literature Teacher
Reading The ability to read a texts features, Print Do Descriptors Observation
All students will a variety of texts structures, and p.43 Graphic
understand and requires characteristics Phonological Organizers Anecdotal
apply the independence, facilitate the Awareness All About Me Unit: Records
knowledge of comprehension readers ability to (includes Focus on Professional
sounds, letters, and fluency. make meaning of phonemic individuality and Books Conferring
and words in the text. awareness) forming a
written English to How does cohesive group. Oxford Picture Listen to the
become understanding a Readers use Decoding and Dictionary Series student read
independent and texts structure language structure Word Recognition Readers
fluent readers and help me better and content clues Workshop: Rubrics
will read a variety understand its to identify the Fluency
of materials and meaning? intended meaning Guided Reading Graphic
texts with fluency of words and Reading Organizers
and How are sounds phrases as they Strategies (before, Independent
comprehension. represented by are used in text. during and after Reading Effective
letters? reading) Questioning
ELP Standard: Fluent readers Literature Circles
Reading Students How do I figure group words Vocabulary and Oral Response
will be able to out a word I do not quickly to help Concept
read (decode and know? them gain Development Read and respond Portfolios
comprehend) text meaning from Comprehension to literature
for recreational How does fluency what they read. Skills and Journals
and academic affect Response to Text
purposes. comprehension? Good readers
employ strategies Inquiry and
What do readers to help them Research
do when they do understand text.
not understand Strategic readers
everything in a can develop,
text? select, and apply
strategies to
Why do readers enhance their
need to pay comprehension.
attention to a
writers choice of Words powerfully
words? affect meaning.
How do readers Good readers

construct meaning compare, infer,
from text? synthesize, and
make connections
Why conduct (text to text, text to
research? world, text to self)
to make text
personally
relevant and
useful.
Researchers
gather and critique
information on a
topic from a
variety of sources
for specific
purposes.
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 3-4
Writing
real-life Language
Standard 3.2 Big Idea: Good writers Writing as a *See WIDA Can Professional Teacher
Writing Writing is the develop and refine Process Do Descriptors p. Materials: Observation
All students will process of their ideas for (prewriting, 46 Guiding Readers
write in clear, communicating thinking, learning, drafting, revising, and Writers, Rubrics
concise, in print for a communicating, editing, Writing Process Grades 3-6,
organized variety of and aesthetic postwriting) Fountas and Graphic
language that audiences and expression. Graphic Pinnell Organizers
varies in content purposes. Writing as a Organizers
and form for Good writers use Product (resulting Selected Pieces of Anecdotal Notes
different How do good a repertoire of in a formal product Editing Literature
audiences and writers express strategies that or publication) Journals
purposes. themselves? enables them to Creative Writing Stationery Studio
vary form and Mechanics, Conferring
ELP Standard: How does process style, in order to Spelling, and Figurative Writing
Writing shape the writers write for different Handwriting Portfolios
Students will be product? purposes, Forms of Writing
able to write for audiences, and Writing Forms, Effective
personal and How do writers contexts. Rules, Audiences, and Poetry Questioning
academic develop a well- conventions of Purposes
purposes. written product? language, help (exploring a Interactive
readers variety of forms) Notebooks
How do rules of understand what
language affect is being Writing Activities
communication? communicated.
Why does a writer A writer selects a

choose a form based on
particular form of audience and
writing? purpose.
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 3-4
Speaking
real-life Language
Standard 3.3 Big Idea: Oral discussion Discussion (small *See WIDA Can Oxford Picture Teacher
Speaking Oral language is helps to build group and whole Do Descriptors p. Dictionary Series Observation
All students will a tool for connections to class) 49
speak in clear, communicating, others and create Professional Rubrics
concise, thinking and opportunities for Questioning All About Me Unit: Materials:
organized learning. learning. (Inquiry) and Focus on Guiding Readers Oral Response
language that Contributing individuality and and Writers,
varies in content How can Questioning and forming a Grades 3-6, Oral Presentation
and form for discussion contributing help Word Choice cohesive group. Fountas and
different increase our speakers convey Pinnell Anecdotal Notes
audiences and knowledge and their message, Oral Presentation Writing Process
purposes. understanding of explore issues Selected Pieces of Discussion
an idea(s)? and clarify their Literature Circles Literature
ELP Standard: thinking. Effective
Speaking When is it Group Graphic Questioning
Students will be appropriate to ask A speakers Discussions Organizers
able to speak questions? choice of words
English in both a and style set a Role Play
social and school How do speakers tone and define
setting. express their the message. A Oral Presentations
thoughts and speaker selects a
feelings? form
and organizational
How does the pattern based on
choice of words the audience and
affect the purpose.
message?
How does a
speaker
communicate so
others will listen
and understand
the message?
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 3-4
Listening
real-life Language
Standard 3.4 Big Idea: Listening is the Active Listening *See WIDA Can Literature with Teacher
Listening Listening is an process of Do Descriptors p. Tapes and CDs Observation
All students will active process to receiving, Listening 51
listen actively to gain constructing Comprehension Professional Written Story
information from a understanding. meaning form, All About Me Unit: Materials: Retellings
variety of sources and responding to Focus on Guiding Readers
in a variety of Can one hear but spoken individuality and and Writers, Written
situations. not listen? and/nonverbal forming a Grades 3-6, Responses
messages. cohesive group. Fountas and
ELP Standard: How does a Pinnell Teacher
Listening listener Effective listeners Writing Process Conferences
Students will be understand a are able to Oxford Picture
able to aurally message? interpret and Literature Circles Dictionary Series Anecdotal Notes
comprehend evaluate
spoken English in increasingly Group Teacher Scripts Effective
both a social and complex Discussions Questioning
school setting. messages.
Audience for Oral Rubrics
Presentations
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 3-4

real-life Language
Standard 3.5 Big Idea: People experience Constructing All About Me Unit: Computers Teacher
Viewing A media literate the same media Meaning Focus on Observation
All students will person can message individuality and Internet sites
access, view, evaluate how differently. Visual and Verbal forming a Discussion
evaluate, and words, images, Messages cohesive group. DVDs
respond to print, and sounds Media have Oral Response
nonprint, and influence a embedded values Writing Process CDs
electronic texts message. and points of view. Written Response
and resources. Literature Circles Visual Aides
What is the media Conferring
ELP Standard: message? Group
Viewing and Discussions Effective
Media Literacy What values, Questioning
Students will be lifestyles, and Oral Presentations
able to view for points of view are Rubrics
personal and represented in, or Role Play
academic omitted from, Graphic
purpose. media messages? Organizers
Anecdotal Notes
ESL
Grade Cluster 3-4
Big Idea: Thanksgiving
Desired Results
Established Goals:
3.1 The student will understand written English to become fluent readers
3.2 The student will write in organized language
3.3 The student will speak in clear English
3.4 The student will listen to information
ELP Standards: WIDA The Standard of Language Arts, The Language of Social Studies
Thanksgiving and everyday is a time to help others and be grateful for what you have.
Traditional holiday celebrated in the USA
Thanksgiving is an important part of US history
Why is Thanksgiving celebrated in the USA?
Are we as a society any different from our ancestors (the Pilgrims) in regards to basic values and needs?
How do different cultures and countries celebrate holidays?
What is my (student) part in accepting diversity and getting along with others?
Skills: (Students will be able to):
Practice reading fluently
Make a graphic organizer
Computer skills
Writing process
Knowledge: (Students will know)

Preview and Predict
Customs of a traditional US holiday
Assessment Evidence
Performance Task:
Give their perspective by writing a Thanksgiving themed paragraph (K-sentence)
Make a Thanksgiving craft (K-4)
Explain personal connections to holiday
Explain the main ideas from chapter book-Literature Pocket
Other Evidence:
Learning Plan
Picture book-
o The First Thanksgiving Day
o The Very First Thanksgiving Day
o Thanksgiving is Here
o One Tough Turkey
Short Stories
o Happy Turkey Day
o Friendship and Thanksgiving
o Thanks-Living
o An East Coast Thanksgiving
o Thanksgiving for Dogs
o Its Not About the Turkey
o Special Thanksgiving
o We Love Thanksgiving-a read and color
Chapter Book(s)-
o The First Thanksgiving by Linda Hayward
o Magic Tree House Series Thanksgiving on Thursday by Mary Pope
Read aloud/Guided Reading
Complete comprehension questions-oral/written
Make graphic organizer
Discuss traditional celebrations
Research history of Thanksgiving-webquest
Write paragraph/sentence
Color and write activity
Character diary writing activity
Character poem
Cloze activity
Letter writing
Mini book retell and sequencing
Web sites:
http://www.scholastic.com/scholastic_thanksgiving/
http://powayusd.sdcoe.k12.ca.us/pusdches/pilgrim%20Quest/plimouth.htm
ESL Curriculum
Aligned to
Language Arts WIDA English Language Proficiency Standards & NJCCCS
Reading -Grade Cluster 5-8

real-life Language
Standard 3.1 Big Idea: Concepts About See WIDA Can Professional Teacher
Reading: The ability to Understanding of Print Do Descriptors Material: Observation
All students will read a variety of a texts features, page 58-59 Guiding Readers -Oral Response
understand and texts requires structures, and Decoding and and Writers, -Written Response
apply the independence, characteristics Word Recognition Language and Fountas and -Effective
knowledge of comprehension facilitate the Word Study: Pinnell Questioning
sounds, letters and fluency readers s ability Fluency embedded in
and words in to make meaning workshops. Teacher/ Student Portfolio
written English to How does of the text. Reading Selected
become understanding a Strategies (before, Readers Literature Readers
independent and texts structure Readers use during and after Workshop (daily) Notebook
fluent help me better language structure reading) Mini Lessons Oxford Picture
understand its and context clues Independent Dictionary Series Writers Notebook
ELP Standard meaning? to identify the Vocabulary and Reading and
Reading: intended meaning Concept Assignments. Everyday Use of
Reading How do I figure of words and Development Resources
Students will be out a word I do not phrases as they Guided Reading (dictionary,
able to read know? are used in text Comprehension thesaurus)
(decode and Skills and Cooperative
comprehend) text How does fluency Fluent readers Response to Text Grouping Performance Task
for recreational affect group words (e.g. edits, idioms,
and academic comprehension? quickly to help Comprehension Literature Circles final projects)
purposes. them gain Skills and
What do readers meaning from Response to Text Readers Rubrics
do when they do what they read. Notebook (e.g.,
not understand Inquiry and logs, response Anecdotal
everything in a Good readers Research letters, rubrics and Records
text? employ strategies assignments
to help them Mini Lesson
Why do readers understand text. Writers Workshop Accountability
need to pay Strategic readers (daily) (e.g. post it
attention to a can develop, Writers response)
writers choice of select, and apply Notebook
words? strategies to Shared Student Self
enhance their Reading Assessment
How do readers comprehension.
construct meaning Interactive Discussions
from text? Words powerfully Notebook (whole class/
affect meaning. (e.g. theme based Small group)
Why conduct vocabulary
research? building, notes Literature Circle
Good readers taking and Sheets
compare, infer, assignments)
synthesize, and Graphic
make connections Organizers
(text to text, text to
world, text to self)
to make text
personally
relevant and
useful.
Researchers
gather and critique
information from
different sources
for specific
purposes.
ESL Curriculum
Language Arts Aligned to
WIDA English Language Proficiency Standards & NJCCCS
Writing - Grade Cluster 5-8

Standard (What is the big (How do you Descriptors Resources Evaluation
NJCCCS) idea?) apply and use in ELP Levels
real-life Language
Standard 3.2 Big Idea: Writing Good writers Writing as a See WIDA Can Professional Portfolios
Writing is the process of develop and refine Process Do Descriptors Material: Language and
All students will communicating their ideas for (prewriting, page 62-63 Guiding Readers Word Study:
write in clear, in print for a thinking, learning, drafting, revising, and Writers, embedded in
concise, variety of communicating, editing, post- Portfolios, Fountas and workshops.
organized audiences and and aesthetic writing) Language and Pinnell
language that purposes. expression. Word Study:
varies in content Writing as a embedded in Teacher/ Student Readers
and form for How do good Good writers use Product (resulting workshops. (e.g. Selected Workshop (daily)
different writers express a repertoire of in a formal product edits, idioms, Literature (e.g.- response
audiences and themselves? strategies that or publication) usage of letters, -logs,
purposes. enables them to dictionary, and Oxford Picture literature circle
How does process vary form and Mechanics, thesaurus) Dictionary Series sheets)
ELP Standard shape the writers style, in order to Spelling, and
Writing: product? write for different Handwriting Readers Word Processing
Students will be purposes, Workshop (daily) Writers Workshop
able to write for How do writers audiences, and Writing Forms, (daily)
personal and develop a well- contexts. Audiences, and Writers Workshop -Writers Notebook
academic written product? Purposes (daily) -Draft/Published
purposes. Rules, (e.g. mini lessons, Piece
How do rules of conventions of Writers Notebook, -Teacher
language affect language, help Draft/Published Conferences
communication? readers Piece, Peer -Peer
understand what Conference, Conferences
Why does a writer is being Teacher -Graphic
choose a communicated Conferences, Organizers
particular form of Graphic Rubrics
writing? A writer selects a organizers,
form based on Rubrics) Interactive
audience and Notebook
purpose. Interactive (e.g. theme based
Notebook vocabulary
(e.g. theme based building and
vocabulary assignments.)
building, notes
taking and Anecdotal
assignments) Records
Varying writing
forms:
-Memoir
-Persuasive
-Compare &
Contrast
-Explanatory
-Descriptive
- Letters
-Informational
Computer Skills
ESL Curriculum
Speaking- Grade Cluster 5-8
real-life Language
Standard 3.3 Big Idea: Oral Oral discussion Discussion (small See WIDA Can Professional Independent/
Speaking language is a helps to build group and whole Do-Descriptors Material: Group Projects
All students will tool for connections to class) page 66-67 Guiding Readers
speak in clear, communicating, others and create and Writers, Formal and
concise, thinking, and opportunities for Questioning Language and Fountas and Informal
organized learning. learning. (Inquiry) and Word Study: Pinnell Presentations:
language that Contributing embedded in -Maintain Eye
varies in content How can Questioning and workshops. Teacher/ Student Contact
and form for discussion contributing help Word Choice Selected -Body Language
different increase our speakers convey Readers Literature: -Volume
audiences and knowledge and their message, Oral Presentation Workshop (daily) Oxford Picture -Expression
purposes. understanding of explore issues mini lessons Dictionary Series -Pace
an idea(s)? and clarify their independent -Visual Aids
ELP Standard thinking. reading and Student :
Speaking: When is it assignments. Readers Rubrics
appropriate to ask A Speakers Guided Notebook
Students will be questions? choice of words Reading Writers Teacher
able to speak and style set a Cooperative Notebook Observation
English in both a How do speakers tone and define grouping
social and school express their the message. Literature Effective:
setting. thoughts and Circles- Questioning
feelings? A speaker selects Readers Responses
a form and Notebook Discussions
How does the organizational (e.g., logs,
choice of words pattern based on response
affect the the audience and letters, rubrics
message? purpose. and
assignments)
How does a
speaker Writers Workshop
communicate so (daily)
others will listen Writers
and understand Notebook
the message? Shared
Reading
Interactive
Notebook (theme
based vocabulary
building, notes
taking and
assignments)
ESL Curriculum
Listening - Grade Cluster 5-8
real-life Language
Standard 3.4 Big Idea: Listening is the Active Listening See WIDA Can Professional Teacher
Listening Listening is an process of Do Descriptors Material: Observation
All students will active process to receiving, Listening page 70-71 Guiding Readers
listen actively to gain constructing Comprehension and Writers, Oral Response
information from a understanding meaning from, Language and Fountas and
variety of sources and responding to Word Study: Pinnell Written Response
in a variety of Can one hear but spoken and/ embedded in
situations. not listen? nonverbal workshops. Teacher/ Student Rubric
messages. Selected
ELP Standard How does a Readers Literature: Conference/
Listening listener Effective listeners Workshop (daily) -Leveled Books Discussion
Students will be understand a are able to Mini Lessons -Literature on Teacher/
able to aurally message? interpret and Independent Tape/ CD Students
comprehend evaluate Reading and Peer
spoken English in increasingly Assignments. Oxford Picture
both a social complex Guided Dictionary Series Effective
school setting. messages. Reading Questioning
Cooperative
Grouping Whole Class/
Literature Group Discussion
Circles-
Readers Writers Workshop
Notebook
(e.g. logs, Readers
response Workshop
letters, rubrics
and Interactive
assignments) Notebooks
Writers Workshop
(daily)
Writers
Notebook
Shared
Reading
Interactive
Notebook
(theme based
vocabulary
building, notes
taking and
assignments)
ESL Curriculum
Viewing and Media Literacy Grade Cluster 5-8

(WIDA and Questions Understanding Outcomes and Can-Do- and and
NJCCCS) (What is the big (How do you Instructional Descriptors Resources Evaluation
Strategies Language
Big Idea (s): real-life
Standard 3.5 Big Idea: People experience Constructing Language and Computers: Teacher
Viewing and All students will the same media Meaning Word Study: Internet sites, Observation
Media Literacy access, view, message (e.g. online word word processing
All students will evaluate, and differently. Visual and Verbal study games) Rubrics
access, view, respond to print, Messages DVD/CD
evaluate, and non-print, and Media have Readers Graphic
respond to print, electronic texts embedded values Living with Media Workshop (daily) Visual Aids Organizers
non-print, and and resources. and points of view. (e.g. analyze and
electronic texts evaluate central Independent/
and resources. A media literate Media choice is themes in movies, Group Projects
person can affected by illustrations,
ELP Standard evaluate how personal research factual Verbal & Written
Viewing and words, images, experience and information online) Responses
Media Literacy: and sounds sense of need
Students will be influence a Writers Workshop Presentations
able to view for message. (daily)
personal and (e.g. inspiration,
academic Whats the Media word processing)
purpose. message?
Interactive
What values, Notebook:
lifestyles, and (e.g.-theme based
points of view are vocabulary
represented in, or building
omitted from, -research
media messages? - movie
interpretation
What affects -advertisement)
media choice?
ESL
Grade Cluster 5-8
Big Idea: Writing- Writing is the process of communicating in print for a variety of audiences and purposes.
Desired Results
Established Goals:
3.2 Students will write in organized language.
ELP Standard- The Language of Language Arts (Writing)

The student will know how to write an organized paper.
Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and
contexts.
How does one use elements of the English language in writing to engage the reader?
How does one write in an organized structure so that a story flows well for the reader?
How do writers develop a well-written product?
Skills: (students will be able to)

Write independently to express their experiences and feelings.
Write in organized language
Knowledge: (Students will know)

Identify various strategies authors use to engage their audience.
Experiment creating leads that entice the reader to want to continue reading.
Experiment creating an ending that leaves a lasting impression on the reader.
Assessment Evidence
Performance Task:
The student will apply the concept of incorporating a strong lead and ending in their daily writing sample and in a published piece.
Other Evidence
Learning Plan
Writers Workshop -mini lessons Crafting Leads
Read Aloud(s) e.g.
o Crafting Appendix N
o A Chair for My Mother (setting the mood)
o Big Mamas (Spoken words)
o Earrings (Give away lead)
o Polar Express (Time)
WWS -mini lesson crafting (endings)
Read Aloud(s) e.g.
o Grandpa (appendix in Craft Lessons circular ending)
o When the Relatives Came (circular ending)
o My Pet Dog (appendix in Craft Lessons-emotional ending)
o My Big Brother- (emotional)
o Charlie Anderson (surprised ending)
o June 29, 1999 (questioning ending)


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Mount Laurel Township Schools

Mount Laurel, New Jersey

English as a Second Language Program Curriculum

The English as a Second Language Program Curriculum is aligned with

English as a Second Language Staff

English as a Second Language Program Coordinator

Native language literacy promotes second language acquisition:

Language acquisition is long-term process:

The five language proficiency levels outline the progression of

The Performance Definitions (see page 3) are a key component

Specialized or technical language reflective of the content area at grade level

Video-Magic Schoolhouse-A Seed Goes to Plant

Knowledge and skills:

Performance Task for the End of this Unit:

How do readers Good readers

Why does a writer A writer selects a

Standards Essential Enduring Learning Activities Materials Assessment

Knowledge: (Students will know)

Reading -Grade Cluster 5-8

Standards Essential Enduring Learning Activities Materials Assessment

Writing - Grade Cluster 5-8

Viewing and Media Literacy Grade Cluster 5-8

Enduring Understanding: The Student will understand:

Skills: (students will be able to)

Knowledge: (Students will know)

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