Fourth Grade - Wanaque School District

English as a Second Language Curriculum

Fourth Grade

2020

Office of Curriculum, Instruction, and Professional Development

Wanaque Borough Public School District

Board Approved: October 27, 2020

Administration

Interim Superintendent of Schools Mr. Robert P. Mooney

Business Administrator Mrs. Nancy DiBartolo

Director of Curriculum, Instruction, and Mrs. Samantha Nash

Professional Development

Wanaque Principal Mr. Charles Frick

Wanaque Assistant Principal Mrs. Alyson Puzzo

Haskell Principal Mr. Kenneth Doolittle

Board of Education Members

Angela Demetriou, President

Nicholas Camisa, Vice-President

Robert Barnhardt

Carolyn Brujenes

Barry Hain

Suzanne Henderson

Erika Reid

Richard McFarlane

Jason Velante

ESL Curriculum Committee

Mrs. Vickie Lutz Haskell School

mailto:[email protected]





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English as a Second Language Curriculum

Grade Four

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Contents English as a Second Language Overview ............................................................................................................................................................................................... 5

Assessments ........................................................................................................................................................................................................................................... 7

LINKS TO ESSENTIAL WEBSITES .............................................................................................................................................................................................................. 8

Pacing Guide for ESL Grade Four ........................................................................................................................................................................................................... 9

Unit 1: Living Things ............................................................................................................................................................................................................................. 10

Unit 2: Early People in North America ................................................................................................................................................................................................. 18

Unit 3: Food, Glorious Food! ................................................................................................................................................................................................................ 25

Unit 4: Regions and States ................................................................................................................................................................................................................... 32

Unit 5: Settling America ....................................................................................................................................................................................................................... 40

Unit 6: Winning Independence ............................................................................................................................................................................................................ 47

ESL Newcomer Literacy .................................................................................................................................................................................................................... 55

Modifications & Teaching Strategies ................................................................................................................................................................................................... 68

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English as a Second Language Overview

Registration forms for the Wanaque School District include a Home Language Survey. If English is identified as a second language for a student, the

student is screened using a State-approved tool called the WIDA Model Screener. If the student’s scores in Listening, Speaking, Reading and

Writing indicate that support in English would benefit the student, ESL services are offered. If services are accepted, the student is pulled-out of the

general education class every day for 40 minutes of small group English instruction.

Every Spring, a state assessment called ACCESS is administered to students in ESL. When an ACCESS score reflects that a student’s English

proficiency is developed enough to promote academic success, the student is exited from the ESL program. This program is offered at both schools,

Haskell and Wanaque

The following are instructional practices recommendations by the Institute of Education Sciences publication (Baker, et al., 2014) regarding

vocabulary:

Recommendation 1: Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities.

Recommendation 2: Integrate oral and written English language instruction into content-area teaching.

Recommendation 3: Provide regular, structured opportunities to develop written (and oral) language skills. (emphasis component added)

In order for students to integrate all four domains, a word/picture wall must be developed so students may use it to:

• Recognize new words

• Match words to pictures

• Identify and produce initial sounds for each consonant

• Refer to as support for their writing piece

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High –frequency word walls are also used so students may be accountable for the reading and writing of the most common words.

Support in native language or L1 (when and if possible) is critical for the lowest English proficiency level students. Ask students to tell you their

word in their native language and you or they can write it next to the word in English. Words can be written in phonetic spelling or in correct

spelling. You may use one of the online translation websites –google or bing- to locate the word in your students’ native languages. This strategy

will help students to make connections and transfers from their native language to English. In the case of Spanish, French, Italian, Portuguese and

Romanian-speaking students, they may be able to use cognates, words that are similar in both languages.

Through the use of authentic literature students will be exposed to different kinds of texts. The teacher scaffolds language so students can engage in

discourse and higher order thinking skills. The different lessons and activities throughout the curriculum will expose students to literature,

informational text and technology as required in the New Jersey Student Learning Standards in order for students to use the four domains of

listening, speaking, reading and writing. Students will be guided to have “instructional conversations” based on the speaking prompts and questions

that may arise from the read-alouds. During these conversations, students will be expected to use the vocabulary on the word wall and will be

supported to use the language functions to communicate effectively. A word wall of the key vocabulary should be developed throughout the unit so

students can refer back to it for their speaking, reading and writing tasks.

Before, during and after the read-alouds and during independent practice, students will be asked text dependent and higher order thinking questions

in addition to questions which help students make connections to the text. Throughout the unit, students are supported in their language development

by the use of interactive supports, such as; using native language, think-pair-share, small group and whole group discussions. These important

conversations should include content words, academic language and language forms and conventions taught in the unit.

The above information was taken from the two New Jersey Department of Education Websites:

https://www.state.nj.us/education/bilingual/

https://www.state.nj.us/education/bilingual/curriculum/

https://www.state.nj.us/education/bilingual/

https://www.state.nj.us/education/bilingual/curriculum/

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Assessments

ACCESS for ELLs 2.0, a secure large-scale English language proficiency assessment, is administered annually to every ESL student in the

program. Results are evaluated to monitor students' progress in acquiring academic English. ACCESS for ELLs 2.0 is aligned with the WIDA

English Language Development Standards and assesses each of the four language domains of Listening, Speaking, Reading, and Writing.

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LINKS TO ESSENTIAL WEBSITES

● WIDA Can Do Descriptors www.wida.us/standards/CAN_DOs/

● WIDA’s ELD Standards www.wida.us/standards/eld.aspx

● WIDA’s ACCESS for ELLs 2.0 www.wida.us/assessment/ACCESS20.aspx

● NJ Student Learning Standards https://www.nj.gov/education/cccs/

● NJDOE Office of Bilingual/ESL http://www.state.nj.us/education/bilingual/

● Colorin Colorado http://www.colorincolorado.org/

● Activities for ESL Students http://a4esl.org/

● Everyday Edits www.educationworld.com/a_lesson/archives/edit.shtml

http://www.wida.us/standards/CAN_DOs/

http://www.wida.us/standards/CAN_DOs/

http://www.wida.us/standards/eld.aspx

http://www.wida.us/standards/eld.aspx

http://www.wida.us/assessment/ACCESS20.aspx

http://www.wida.us/assessment/ACCESS20.aspx

https://www.nj.gov/education/cccs/

http://www.state.nj.us/education/bilingual/

http://www.state.nj.us/education/bilingual/

http://www.colorincolorado.org/



http://a4esl.org/

http://a4esl.org/

http://www.educationworld.com/a_lesson/archives/edit.shtml

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Pacing Guide for ESL Grade Four

Depending on needs, phonemic awareness, phonics, fluency, comprehension, and mathematics instruction will take place throughout units to

reinforce concepts taught in class or concepts needed to master. There is also a Newcomers Literacy section in the appendix to support

where students with language acquisition.

Full-Year Course Grade Level: Grade Four

Unit Name Timeline

40 minutes, 5X Per Week

Unit 1: Living Things

6 Weeks

Unit 2: Early People in North America 6 Weeks

Unit 3: Food, Glorious Food! 6 Weeks

Unit 4: Regions and States

6 Weeks

Unit 5: Settling America

6 Weeks

Unit 6: Winning Independece

6 Weeks

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Unit 1: Living Things Subject Area: ESL Grade Level: 4

Unit Duration: 6 weeks (40 minutes per day)

Unit Overview

Unit 1 is called Living Things. In this unit, students will learn that living things are made of cells that need energy and grow. People are the only

living things that use words. An ecosystem is made up of living and non-living things. They can be as small as a flower pot or larger than a city

block. Plants and animals depend on the living and non-living things in their ecosystems. Earthworms build their own ecosystems in the soil.

This unit connects with the science classroom unit:

Unit 1: Energy

This unit connects with the language arts classroom unit:

Unit 2: Deep Dive into Nonfiction

Enduring Understandings

(Students will understand that…)

Essential Questions

Living things are made of cells. They grow.

People are the only living things that use words.

An ecosystem is made of living and non-living things.

An ecosystem can be any size.

What are “living things”?

Why are people unique living things?

What is an ecosystem made of?

What size is an ecosystem?

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Critical Knowledge/Learning Goals/Skills, New Jersey Student Learning Standards,

Sample Application

Critical Content:

SWBAT explain that all living things are made of cells.

SWBAT describe how cells grow.

SWBAT tell why living things need energy.

SWBAT demonstrate that yeast is a living thing.

SWBAT tell how people communicate.

SWBAT define an ecosystem.

SWBAT explain how an ecosystem works.

SWBAT make an ecosystem.

SWBAT use bat facts to solve math problems.

WIDA Standard 4: The Language of Science

Sample Application: (Speaking Domain)

Level 1: Entering Level 2: Beginning Level 3: Developing Level 4: Expanding Level 5: Bridging

ELL 3-5.4.S..1.1 Identify ecosystems from real world examples.

ELL 3-5.4.S.2.1 Describe how cells grow.

ELL 3-5.4.S.3.1 Categorize types of living things.

ELL 3-5.4.S.4.1 Compare different types of ecosystems.

ELL 3-5.4.S.5.1 Discuss and explain relationships between living things in an ecosystem.

WIDA Supporting Standards:

Standard 1: English Language Learners communicate for Social and Instructional purposes within the school setting.

Standard 2: English Language Learners communicate information, ideas and concepts necessary for academic success in the content area of

Language Arts.


Math.

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Social Studies.

Resources:

Scott Foresman ESL Sunshine Edition 4th Grade, Language Development Activity Book 4th

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Unit 1: Living Things

Formative Assessments

Summative Assessments

observations

discussions

whiteboard work

Language Development Activity pages

Chapter 3 “Talk About It” – What living things do you see in school?

Chapter 3 “Try About It” – Write a story about your family. Draw

pictures to go with your story. Share your story with your family.

Chapter 4 “Think About It” – Look at the ecosystems in the pictures.

What are the living things? What are the non-living things?

Chapter 4 “Write It Out” – Draw your classroom ecosystem. Label the

things in it. Write about how it works.

Chapter End Questions

Summative: Make your own ecosystem for worms based on the

science experiment (page 61 of Resource).

Benchmarks:

● WIDA placement (for new arrivals)

● WIDA Model assessment

● Spring WIDA assessment (for all ELLs)

Alternative:

● Word banks, sentence frames, oral responses and graphic organizers

pertaining to the Unit.

Interdisciplinary Connections

(EX: Visual & Performing Arts; 21st Century Skills)

Technology Integration

Science: Life Science

Matter, Energy and Organization in Living Systems

English Language Arts:

RL.4.1 Refer to details and examples in a text when explaining what the

text says explicitly and when drawing inferences from the text.

RL.4.2 Determine a theme of a story, drama, or poem from details in the

text; summarize the text.

8.1.5.A.1 Select and use the appropriate digital tools and resources to

accomplish a variety of tasks including solving problems.

8.1.5.A.2 Format a document using a word processing application to

enhance text and include graphics, symbols and/ or pictures.

Discovery Education Videos:

Ecosystems

What do Living Things Need?

ESL Games Plus on Interactive Whiteboard

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RL.4.3 Describe in depth a character, setting, or event in a story or

drama, drawing on specific details in the text (e.g., a character's

thoughts, words, or actions).

RL.4.5 Explain major differences between poems, drama, and prose, and

refer to the structural elements of poems (e.g., verse, rhythm, meter) and

drama (e.g., casts of characters, settings, descriptions, dialogue, stage

directions) when writing or speaking about a text.

RL.4.6 Compare and contrast the point of view from which different

stories are narrated, including the difference between first- and third-

person narrations.

RL.4.7 Make connections between the text of a story or drama and a

visual or oral presentation of the text, identifying where each version

reflects specific descriptions and directions in the text.

RL.4.9 Compare and contrast the treatment of similar themes and topics

(e.g., opposition of good and evil) and patterns of events (e.g., the quest)

in stories, myths, and traditional literature from different cultures.

RI.4.1 Refer to details and examples in a text when explaining what the


RI.4.2 Determine the main idea of a text and explain how it is supported

by key details; summarize the text.

RI.4.3 Explain events, procedures, ideas, or concepts in a historical,

scientific, or technical text, including what happened and why, based on

specific information in the text.

RI.4.4 Determine the meaning of general academic and domain-specific

words or phrases in a text relevant to a grade 4 topic or subject area.

RI.4.6 Compare and contrast a firsthand and secondhand account of the

same event or topic; describe the differences in focus and the information

provided.

RI.4.7 Interpret information presented visually, orally, or quantitatively

(e.g., in charts, graphs, diagrams, time lines, animations, or interactive

Sentence Monkey:

Present Progressive

Prepositions

Memory Games:

Natural World

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elements on Web pages) and explain how the information contributes to

an understanding of the text in which it appears.

Writing:

W.4.2 a Introduce a topic clearly and group related information in

paragraphs and sections; include formatting (e.g., headings),

illustrations, and multimedia when useful to aiding comprehension.

W.4.2 b Develop the topic with facts, definitions, concrete details,

quotations, or other information and examples related to the topic.

W.4.2 e Provide a concluding statement or section related to the

information or explanation presented.

W.4.3 Write narratives to develop real or imagined experiences or events

using effective technique, descriptive details, and clear event sequences.

W.4.4 Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience.

Speaking & Listening:

SL.4.1.Engage effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher-led) with diverse partners on grade 4

topics and texts, building on others’ ideas and expressing their own

clearly.

SL.4.2. Paraphrase portions of a text read aloud or information

presented in diverse media and formats (e.g.,visually, quantitatively, and

orally)

SL.4.4. Report on a topic or text, tell a story, or recount an experience in

an organized manner, using appropriate facts and relevant, descriptive

details to support main ideas or themes; speak clearly at an

understandable pace.

SL.4.6. Differentiate between contexts that call for formal English (e.g.,

presenting ideas) and situations where informal discourse is appropriate

(e.g., small-group discussion); use formal English when appropriate to

task and situation.

Language:

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L.4.1. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.


capitalization, punctuation, and spelling when writing.

L.4.3. Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

L.4.4. Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 4 reading and content,

choosing flexibly from a range of strategies.

Career & Ready Practices:

CRP2. Apply appropriate academic and technical skills.

CRP4 Communicate clearly and effectively and with reason.

CRP6 Demonstrate creativity and innovation.

Accommodations and Modifications for Learners:

English language Learns, Special Education, Students at Risk, 504

Plan, and Gifted Learners

Additional/Supplemental/Open Education Resources

All students are ELLs. Modifications are made based on English

Language Proficiency level. Examples are below:

Ask prompting questions which require single word responses.

Use word wall and pictures, prompt student to produce extended

sentences.

Allow for gestures as responses.

Use a variety of visuals (photographs or online images)

Provide sentence frames.

Have student circle instead of writing the words.

Have students orally share answers.

Native language support orally whenever necessary

Standard Usage Grammar by Random House Level 4 (Red)

The Big Book of Phonics Fun by Carson Dellosa

Cells Are Us by Patricia Balkwill

Super Duper Grammar Games

Fun on the Farm (Present Tense)

Chipper Chat Games

Prepositions

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Special Education/Students with 504s/Students at Risk:

Review student’s IEP or 504 for instructional, assessment, and

environmental supports.

Allow for Student Choice: Students should be permitted to demonstrate

understanding of the fiction stories through drawings, oral response, etc.

This unit’s vocabulary and literary terms should be pre-taught before

each fiction story. Multisensory methods will be utilized such as google

images, gesturing, and meaningful movement. Differentiation through

content, process, product, environment.

Think-Pair-Share or Turn and Talk

Gifted & Talented:

Draw a diagram of how the ecosystem works.

Progressive Verbs

Third Person Singular

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Unit 2: Early People in North America Subject Area: ESL Grade Level: 4


Unit Overview

Unit 2 is called Early People in North America. In this unit, students will learn the language related to the culture of the first Americans, including

their dwellings and crafts. They will learn about the lifestyle, culture, and achievements of Aztec Indians.

This unit connects with the social studies classroom unit:

Unit 1: New Jersey’s Land & Early People


Unit 4: Bringing History to Life



Essential Questions

Native Americans used resources in their environment to build

shelters.

The Plains Indians moved from place to place to hunt buffalo.

The Aztecs were farmers and traders.

The Aztecs created an accurate calendar and a form of writing.

How did the Native Americans build shelters?

How did the Plains Indians survive?

How did the Aztec survive?

What were the achievements of the Aztecs?

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Sample Application

Critical Content:

SWBAT name some American Indian shelters and the resources used to build them.

SWBAT identify the parts of a buffalo and how they were used.

SWBAT describe American Indian crafts.

SWBAT tell what an archaeologist does.

SWBAT name some crops that Aztec farmers grew.

SWBAT name foods that come from the Aztecs.

SWBAT explain how the Aztec calendar worked.

WIDA Standard 5: The Language of Social Studies

Sample Application: (Reading Domain)


ELL 3-5.5.L.1.1 Trace the migration pattern of the buffalo on a map.

ELL 3-5.5.L.2.1 Match names of shelters to their locations on a map.

ELL 3-5.5.L.3.1 Organize information on building materials based on locations on a map.

ELL 3-5.5.L.4.1 Compare information about our calendar and the Aztec calendar.

ELL 3-5.5.L.5.1 Investigate other information about the Aztecs from multicultural texts.




Language Arts.

Standard 3: English Language Learners communicate information, ideas and concepts necessary for academic success in the content area of Math.

Resources:


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Unit 3: Early People in North America



observations

discussions

whiteboard work


Chapter 5 “Talk About It” – What is your shelter made of?

Chapter 5 “Write About It” – Pretend it is 2097. What will

archaeologists find when they dig up your neighborhood?

Chapter 6 “Think About It” – Pretend you are an Aztec farmer at a

market? What will you trade?

Chapter 6 “Try It Out” – Act out a scene from Doctor Coyote.


Summative: Create a “Painted Book” with a paper bag and Aztec

symbols.

Benchmarks:




Alternative:






Social Studies: World History – The Age of Global Encounters (1400-1750)

6.1.4.B.4

Describe how landforms, climate and weather, and availability of

resources have impacted where and how people live and work in

different regions of New Jersey and the United States

6.1.4.B.5

8.1.5.A.1 Select and use the appropriate digital tools and resources

to accomplish a variety of tasks including solving problems.




History Kids: Native Americans of the Northeast

American Indians of the Plains

Exploring the World: The Conquistadors and the Aztecs


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Describe how human interaction impacts the environment in New Jersey

and the United States.















person narrations.














Sentence Monkey:

Actions Present Simple

Past Simple

Memory Games:

Fruits

Vegetables

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provided.





Writing:
















clearly.



orally)



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task and situation.

Language:























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sentences.

















Gifted & Talented:

Label a map of the United States showing where different tribes lived

and showing what where their specific crafts.

13 Moons on Turtle’s Back: A Native American Year of Moons by

Joseph Bruchac


Circus Tense (regular past tense)

Construction Junction (irregular past tense)

Chipper Chat Games

Regular Past Tense Verbs

Irregular Past Tense Verbs

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Unit 3: Food, Glorious Food! Subject Area: ESL Grade Level: 4


Unit Overview

Unit 3 is called Food, Glorious Food! In this unit, students will learn about why we need food and where those foods come from. They will learn

what a balanced diet is. They will learn about how digestion works to bring vitamins and other nutrients to our cells.

This unit connects with the health unit:

Unit 1: Health & Wellness



Essential Questions

We need food for energy and growth.

Our food is shipped to us from all over the world.

A balanced diet has food from all the food groups.

Digestion breaks down food so our bodies can use the nutrients.

Why do we need food?

Where does our food come from?

What is a balanced diet?

Why is digestion important?

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Sample Application

Critical Content:

SWBAT explain that people need food for energy.

SWBAT describe a balanced diet.

SWBAT describe the government “food plate”.

SWBAT tell where food grows.

SWBAT use a diagram to explain digestion.

SWBAT tell what saliva does.

SWBAT explain why people feel hungry.

SWBAT describe how people learned about vitamins.

WIDA Standard4: The Language of Science

Sample Application: (Writing Domain)


ELL 3-5.L.1.1Reproduce highlights of the digestion process.

ELL 3-5.L.2.1Create a suggestion for a daily balanced diet.

ELL 3-5.L.3.1 Make a chart showing where our foods come from.

ELL 3-5.L.4.1Produce a report of what a balanced diet looks like.

ELL 3-5.L.5.1 Compose a report explaining how and why the food pyramid changed to the food plate.




Language Arts.

Resources:


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Unit 3: Food, Glorious Food!

Formative Assessments Summative Assessments

observations

discussions

whiteboard work


Chapter 7 “Talk About It” – Why do you eat? Are some foods better for

you than others?

Chapter 7 “Write About It” – Make a list of your favorite foods. Then put

each food in the right place on a food web.

Chapter 8 “Think About It” – What happens when you put a cracker in

your mouth? What does the saliva do?


Summative: Create a chart of the fruits and vegetables in the story The

Mystery of the Message on the Refrigerator Door. Write the Italian

words from the book, the English, and your native language.

Benchmarks:




Alternative:






Health and Physical Education:

Wellness: Nutrition

2.1.4.A.2

Determine the relationship of personal health practices and behaviors on

an individual’s body systems.

2.1.4.B.1

Explain how healthy eating provides energy, helps to maintain healthy

weight, lowers risk of disease, and keeps body systems functioning

effectively.







Your Diet

MyPlate: Guidelines for Healthy Living

Food and Digestion


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person narrations.
















Sentence Monkey:

Prepositions

Comparatives

Memory Games:

Body

Fruits

Vegetables

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provided.





Writing:
















clearly.



orally)





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task and situation.

Language:






















sentences.





Food and Recipes of the Westward Expansion by George Erdosh


City Scene (comparatives and superlatives)

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Gifted & Talented:

Make a diagram of our digestive system labeling all parts.

Chipper Chat Games

Comparatives/Superlatives

Prepositions

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Unit 4: Regions and States Subject Area: ESL Grade Level: 4


Unit Overview

Unit 4 is called Regions and States. In this unit, students will learn about the four regions of the United States. They will learn about state capitals,

state flags and other symbols. They will study state maps showing cities, bodies of water, and places of interest. They will learn the language of

historical events and how to interpret population graphs.

This unit connects with the social studies classroom unit:

Unit 2: Exploration & Statehood

Unit 4: New Jersey Today

*Students memorize their states and capitals during social studies this year & do a report on New Jersey



Essential Questions

The USA’s four regions are Northeast, Midwest, South and West.

A state capital is where the state laws are made.

Examples of state symbols are flags, birds, tress, flowers and songs.

New Jersey in in the Northeast.

What are the four regions of the United States?

What is a state capital?

What are some examples of state symbols?

What region is New Jersey in?

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Sample Application

Critical Content:

SWBAT identify directions on a map.

SWBAT name regions of the United States.

SWBAT read a map.

SWBAT make a map.

SWBAT recognize state symbols.

SWBAT tell events in the history of California.

SWBAT read a time line.

SWBAT read a population bar graph.

SWBAT read a population line graph.

WIDA Standard 5: The Language of Social Studies

Sample Application: (Speaking Domain)


ELL 3-5.5.L.1.1 Locate and show regions on a map.

ELL 3-5.5.L.2.1 Define locations of state capitals on a map.

ELL 3-5.5.L.3.1 Detail locations on a map using locational vocabulary (New Jersey is east of Pennsylvania.)

ELL 3-5.5.L.4.1 Give directions telling how to get from one location to another using a map.

ELL 3-5.5.L.5.1 Explain the symbols on a map’s key.




Language Arts.

Resources:


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Unit 4: Regions and States

Formative Assessments Summative Assessments

observations

discussions

whiteboard work


Chapter 11 “Talk About It” – What is the name of your state?

Chapter 11 “Write About It” – List places in your state that you would

like to visit.

Chapter 12 “Think About It” – Why did people move to your state?

Chapter 12 “Try It Out” – Find out about the population of your state in

different years. Use the information to make a graph.


Summative: Make a poster about your state’s symbols and present it

to the class.

Benchmarks:




Alternative:






Social Studies: United States – State and Nation

6.1.4.B.1

Compare and contrast information that can be found on different types of

maps and determine how the information may be useful

6.1.4.B.4

Describe how landforms, climate and weather, and availability of

resources have impacted where and how people live and work in

different regions of New Jersey and the United States.

6.1.4.B.6






History Kids: State Government

Growth of a Nation: Expansion and Reform


Sentence Monkey:

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Compare and contrast characteristics of regions in the United States

based on culture, economics, and physical environment to understand the

concept of regionalism.















person narrations.











Public Signs

Food Quantities

Memory Games:

Countries

Jobs

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provided.





Writing:
















clearly.

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orally)








task and situation.

Language:














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sentences.



















Our 50 States by Mark H. Bockenhauer


Irregular Island (irregular plurals)

Construction Junction (irregular past)

Chipper Chat Games

Comparatives/Superlatives

Irregular Plurals

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Gifted & Talented:

Chart all the states of the North East labeling the state capitols, state bird,

state flag. Are any of these similar? What is the commonality among the

states in this region?

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Unit 5: Settling America Subject Area: ESL Grade Level: 4

Unit Duration: 6 weeks (40 minutes per day, 5 days a week)

Unit Overview

Unit 5 is called Settling America. In this unit, students will learn that people from Europe sailed to America for different reasons. They made the

difficult ocean crossing and settled in America. England was one of those countries. England eventually had thirteen colonies. Jamestown was the first

one.

This unit connects with the social Studies classroom unit:

Unit 2: Exploration to Early Statehood


Unit 4: Bringing History to Life: American Revolution



Essential Questions

People came to America for land for farming, religious freedom,

jobs, money, and trapping for furs.

Spain, England, France, Holland and Sweden had settlements in

America.

England had 13 colonies in America.

Why did people from Europe leave to settle in America?

Which countries from Europe had settlements in America?

How many colonies did England have in America?

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Sample Application

Critical Content:

SWBAT name countries from which settlers came.

SWBAT tell why settlers came to America.

SWBAT tell about a journey to America.

SWBAT describe a beaver.

SWBAT tell something about Jamestown.

SWBAT become familiar with the names of the thirteen colonies.

SWBAT tell something about the New England, Middle, and Southern colonies.

SWBAT read a graph on tobacco exports.

WIDA Standard 5- The Language of Social Studies

Sample Application (Writing Domain):


ELL 3-5.5.W.1.1 Reproduce historical highlights from labeled timelines or visually supported headlines.

ELL 3-5.5.W.2.1 Create phrases of short sentences from timelines or visually supported headlines.

ELL 3-5.5.W.3.1 Make entries of related sentences (e.g., in journals or logs) based on timelines or visually supported text.

ELL 3-5.5.W.4.1 Produce reports by summarizing information (e.g., using first person).

ELL 3-5.5.W.5.1 Compose historical documentaries from multiple sources (e.g., using third person).




Language Arts.

Resources:

Scott Foresman Sunshine Edition 5th Grade, Language Activity Development Book 5th

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Unit 5: Settling America



observations

discussions

whiteboard work

Language Development Activity book pages

(Sample Specific Chapter Work)

Chapter 7 “Talk About It” – How did your family come to America?

Chapter 7 “Try It Out” – Show on a map or globe where you came from.

Show and tell about the route you or your family took to come to

America.

Chapter 8 “Think About It” – Why do you think the thirteen colonies

were built along the coast?

Chapter 8 “Write About It” – Do you use any special sayings? Write a

saying from your family’s country of origin. Draw a picture to go with

the saying.

Summative Make a map of the thirteen colonies. Label them as to what

country settled there and what good come out of that colony.

Chapter End questions

Benchmarks:




Alternative:






Social Studies: United States/New Jersey History: Colonization and Settlement (1585-

1763)











Jamestown (cartoon)

Making the Thirteen Colonies: The Southern Colonies


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person narrations.


















provided.



Sentence Monkey:

Natural World Comparatives

Zoo Animal Comparatives

Past Continuous

Time Words

Memory Games:

Transportation

Countries 1

Countries 2

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Writing:
















clearly.



orally)





Language:





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Career Ready Practices


CRP4. Communicate clearly and effectively and with reason.

CRP6. Demonstrate creativity and innovation.









sentences.










Standard Usage Grammar by Random House Level 5 (Blue)

The Big Book of Phonics Fun by Carson-Dellosa


Construction Junction (irregular plurals)

Chipper Chat Games


Progressive Verbs

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Gifted & Talented:

Draw and labeled map of the thirteen colonies. Analyze the relationship

between the colonist and the British rule. Write a letter as a colonist or

as King George, giving your perspective.

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Unit 6: Winning Independence Subject Area: ESL Grade Level: 4

Unit Duration: 6 weeks (40 minutes per day, 5 days a week)

Unit Overview

Unit 6 is called Winning Independence. In this unit, students will learn that England taxed many items used by the colonists, including tea. Taxes are

based on percentages. The Boston Tea Party showed the anger of the colonies against England. The colonists declared their independence. Washington

and his army survived a hard winter at Valley Forge. The Americans won the battle of Yorktown. The Declaration of Independence expressed beliefs

that were, and still are, important to the American people.

This unit connects with the social Studies classroom unit:

Unit 2: Exploration to Early Statehood


Unit 4: Bringing History to Life: American Revolution



Essential Questions

England taxed many items, including tea.

Taxes are charges from the government based on a percentage of

sales.

Thomas Jefferson wrote the Declaration of Independence to tell

England why the colonists wanted to be free from England.

What problems did the colonies have with England?

What are taxes?

What was the Declaration of Independence?

What did the Declaration of Independence give us?

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The colonists had to fight for freedom from England. This fight is

called the Revolutionary War.

What was the Revolutionary War?

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Sample Application

Critical Content:

SWBAT tell that America’s thirteen colonies belonged to England.

SWBAT explain why some colonists were angry with England.

SWBAT describe what happened at the Boston Tea Party.

SWBAT write and solve a tax problem.

SWBAT identify Thomas Jefferson as the writer of the Declaration of Independence.

SWBAT identify George Washington and describe conditions at Valley Forge.

SWBAT tell what happened at the Battle of Yorktown.

SWBAT name important beliefs in the Declaration of Independence.

WIDA Standard 5- The Language of Social Studies

Sample Application (Speaking Domain):


ELL 3-5.5.S.1.1 locate important Revolutionary War places on a map.

ELL 3-5.5.S.2.1 define Revolutionary War places using relational language (near the Delaware River).

ELL 3-5.5.S.3.1 detail locations of Revolutionary War places using descriptive language (the area now known as Princeton).

ELL 3-5.5.S.4.1 give directions from one place to another on a map showing the battles of the Revolutionary War.

ELL 3-5.5.S.5.1 give explanations for places on a map (The star indicates this city is a capital.).




Language Arts.

Resources:

Scott Foresman Sunshine Edition 5th Grade, Language Activity Development Book 5th

50 | P a g e

Unit 6: Winning Independence



observations

discussions

whiteboard work

Language Development Activity book pages

(Sample Specific Chapter Work)

Chapter 11 “Talk About It”- What would it be like to be a King or

Queen?

Chapter 11 “Write About It”- Write a sales tax problem for a friend to

solve.

Chapter 12 “Try It Out”- Make a timeline of important events that

happened in the 1700s in your family’s country of origin. Ask your

parents to help you with the dates and events. Share your timeline with

the class.

Chapter 12 “Think About It” – How do you think the King felt when he

read the Declaration of Independence?

Summative Using a timeline, chart some family events and other events in the

colonies during the 1700s. Write a diary entry as a colonist.

Chapter End questions.

Benchmarks:




Alternative:






Social Studies: United States/New Jersey History Revolution and the New Nation (1754-

1820)









History Kids: Major Events of the Revolutionary War

History Kids: Benjamin Franklin

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person narrations.


















provided.


Sentence Monkey:

Past Simple Tense and Irregular Verbs

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Writing:
















clearly.



orally)





Language:



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Career Ready Practices


CRP4. Communicate clearly and effectively and with reason.

CRP6. Demonstrate creativity and innovation.









sentences.










Standard Usage Grammar by Random House Level 5 (Blue)

The Big Book of Phonics Fun by Carson-Dellosa


Construction Junction (irregular past)

Sports Talk! (Noun-Verb agreement with “has/have”)

Chipper Chat Games


Pronoun Party Game Boards

Personal Pronoun

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Gifted & Talented:

Students will analyze the impact European settlers had on Native

American Culture. Students will use chosen texts to read and prepare to

discuss the question: What impact did European Explorers have on the

native American culture?

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ESL Newcomer Literacy

Overview

The Wanaque School District must provide the requisite language, social, behavioral, and critical thinking skills that newly arrived students need to succeed

in school and society.

After students are screened, if s/he has a minimal English background and depending on the grade level entering, this appendix will be used with the student,

beginning where appropriate based on data. (This document can be used to “fill in” the language gaps to help the student succeed in school and society.)

Newcomers will develop basic skill such as phonological awareness and the formation of letters to the tasks of writing and reading both stories and

informational texts. Although the initial focus is on the development of key listening and speaking skills, basic reading and writing is included from the

beginning.

Critical vocabulary is emphasized along with the introduction of key academic language. The ESL Newcomer Literacy prepares students for the demands of

a more rigorous focus on the development of advanced literacy skills required in schooling. Instruction in grammar and mechanics is a part of all formal

written work augmented with teacher developed lessons.

Objectives

● Read and write alphabet letters and numbers

● Differentiate vowel and consonant sounds

● Describe one’s family

● Identify and recognize the days of the week, months of the year, and colors

● Write and read personal information

● Describe physical characteristics

● Describe classroom and household items

● Read and write about one’s neighborhood

● Describe articles of clothing

● Identify American coins and bills

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● Identify & describe food items

● Identify & describe physical ailments

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ESL Newcomer UNIT ONE

SLS WIDA Instructional

Objectives

Assess Vocabulary Tech Activities

RL: 1, 2, 4

RI: 1, 2, 4

SLS: 1-6

LS: 1-4

WS: 3-6, 10

WIDA:

1, 2

Introductions Say and write the alphabet Phonemic Awareness Spell names Identify classroom objects/people Follow classroom directions Read/write classroom directions Recognize, say, and write numbers 0-10

Discussion Oral reading Homework Tests Quizzes Projects

address, alphabet, backpack, board, book, chair, check, circle, classroom, close, complete, computer, desk, door, email, fill in, first, go to, homework, I am, It is, last, name, meet, match, nice, notebook, write, numbers, open, paper, pen phone number, point to, put away, read, spell student, take out, teacher, (#s 1- 10)

Google Docs

Google Slides

Class discussions

Partner activities

Cooperative learning

Oral reading

Writing assignments Role Play Grammar lessons

Essential Question What critical vocabulary is necessary to introduce oneself, follow classroom directions and identify key

classroom objects?

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ESL Newcomer UNIT TWO

SLS WIDA Objectives Assess Vocabulary Tech Activities

RL: 1, 2, 4

RI: 1, 2, 4

SLS: 1-6

LS: 1-4

WS: 3-6, 10

WIDA:

1, 2

Differentiate between consonants (initial & final sounds) Differentiate between vowel sounds (short) Introduce country of origin and language

Describe an individual’s physical appearance

Say/ write address

Recognize, say, and

write numbers 11-19

Use the “to be” verb

Discussion Oral reading Homework Test Quizzes Projects

address, am, are, average height,

countries, colors, divorced, eyes, from,

glasses, gray, green, hair, has, have, is,

language, middle initial, red, short, speak,

tall, white, zip code, #s 11-19

Google Docs

Google Slides

Class discussions

Partner activities


Oral reading

Writing assignments Role Play Grammar lessons

Essential Question What critical vocabulary is necessary to solicit and provide key personal info?

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ESL Newcomer UNIT THREE

SLS WIDA

Objectives

Assess

Vocabulary

Tech

Activities

RL: 1, 2, 4

RI: 1, 2, 4

SLS: 1-6

LS: 1-4

WS: 3-6, 10

WIDA:

1, 2

Differentiate between diagraphs Identify colors Ask/answer questions about family members Say personal titles Recognize, say, and write numbers 20-100 Use possessive adjectives


Red, brown, black, white, green, blue, green, yellow, purple, aunt, brother, children, cousin, daughter, do/don’t, family, father, granddaughter, grandfather, grandmother, have, her, his, husband, Miss, mother, Mr., Mrs., Ms., my, old, relative, sister, son, their, uncle, wife, your,

(numbers 20-100)

Google Docs

Google Slides

Class discussions Partner activities Cooperative learning Oral reading

Role Play Grammar lessons

Essential Question What critical vocabulary is necessary to talk about families?

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ESL Newcomer UNIT FOUR

SLS WIDA

Objectives

Assess

Vocabulary

Tech

Activities

RL: 1, 2, 4

RI: 1, 2, 4

SLS: 1-6

LS: 1-4

WS: 3-6, 10

WIDA:

1, 2

Differentiate between blends Differentiate between long vowel patterns Identify rooms in a house, furniture and appliances Talk about activities and places

Distinguish numbers Compare and contrast

singular and plural nouns


air conditioner, apartment, backyard, balcony, bathroom, beach, bed, bedroom, bike, building, city,

closet, cook, dining

room, dresser, eat,

fan, fireplace, floor,

furniture, garage,

house, kitchen, lamp,

living room,

microwave, need,

pan, window,

refrigerator, shower,

sink, sleep, small,

sofa, stove, study,

table, toaster, tub

Google Docs

Google Slides


Role Play Grammar lessons

Essential Question What critical vocabulary is necessary to describe the household and activities around the house?

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ESL Newcomer UNIT FIVE

SLS WIDA

Objectives

Assess

Vocabulary

Tech

Activities

RL: 1, 2, 4

RI: 1, 2, 4

SLS: 1-6

LS: 1-4

WS: 3-6, 10

WIDA:

1, 2

Distinguish between inflected endings Talk about everyday activities Days of the week, months, times and dates Simple present tense Birthdays

Discussion Oral Reading Homework Test Quizzes Projects

birthday, breakfast, brush, call, checkup, cleaning, clock, comb, date of birth, dinner, eat, every day, give, haircut, home, listen, lunch, movie, newspaper, o’clock, often, once a month, once a week, party, people, phone, play, shop, start, study, teeth, time, TV, watch, week, work, days, January, February, March, April, May, June, July, August, September, October, November, December, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

Google Docs

Class discussions

Partner activities

Cooperative learning Oral reading

Role Play

Grammar lessons

Essential Questions What critical vocabulary is necessary to discuss daily activities?

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ESL Newcomer UNIT SIX

SLS WIDA

Objectives

Assess

Vocabulary

Tech

Activities

RL: 1, 2, 4

RI: 1, 2, 4

SLS: 1-6

LS: 1-4

WS: 3-6, 10

WIDA:

1, 2

Talk about clothing sizes, colors Recognize American money

Use nouns and

adjectives


bathing suit, belt, big, black, blue, brown,

cap, cent, clothes, coat, color, dime,

dollar, dress, favorite, green, jacket,

large, long, medium, money, nickel,

orange, pants, penny, pink, price, purple,

quarter, red, scarf, shirt, shoes, shopping

list, short, size, skirt, small, socks, suit,

sweater, watch, wear, white, yellow

Google Docs

Class discussions

Partner activities


Oral reading

Role Play

Grammar lessons

Essential Question What critical vocabulary is necessary to compare and contrast clothing and American currency?

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ESL Newcomer UNIT SEVEN

SLS WIDA Objectives

Assess

Vocabulary

Tech

Activities

RL: 1, 2, 4

RI: 1, 2, 4

SLS: 1-6

LS: 1-4

WS: 3-6, 10

WIDA

1, 2

Identify and ask for food items in a supermarket Order food in a restaurant Compare/contrast meals Read & write a shopping list


aisle, always, apple, bag, bakery, banana, beans, beef,

bottle, box, bread, breakfast, butter, cake, can, carrot,

carton, cereal, cheese, chicken, coffee, container,

dessert, dinner, egg fish, hamburger, hungry, ice cream,

jar, lettuce, lunch, meal, meat, milk, oil, orange, pasta,

peanut butter, pizza, potato, potluck, produce, rice,

sandwich, soda, sometimes, sugar, taco, tea, tuna,

vegetable

Google Docs


Role Play

Grammar lessons

Essential Question What critical vocabulary is necessary to compare and contrast food items in supermarkets, restaurants and at home?

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ESL Newcomer UNIT EIGHT

SLS WIDA Objectives

Assess

Vocabulary

Tech

Activities

RL: 1, 2, 4

RI: 1, 2, 4

SLS: 1-6

LS: 1-4

WS: 3-6, 10

WIDA

1, 2

Talk about the weather, seasons & temperatures Talk about leisure activities in different seasons Differentiate between past and present tense Action Verbs


cloudy, cold, cook, cool, dance, degrees, drink, dry, fall, Fahrenheit, hot, listen, map,

music, play, raining, read, season, snowing,

soccer, spring, summer, sunny, swim,

temperature, walk, warm, watch, weather,

weather map, windy, winter

Google Docs

Role Play


Role Play

Grammar lessons

Essential Question What critical vocabulary is necessary to describe the weather?

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ESL Newcomer UNIT NINE

SLS WIDA Objectives

Assess

Vocabulary

Tech

Activities

RL: 1, 2, 4

RI: 1, 2, 4

SLS: 1-6

LS: 1-4

WS: 3-6, 10

WIDA 1, 2

Identify and talk about places in the community Ask for and give locations Use prepositions of place.

Use “wh” questions with “to be” and “do/does”


bank, between, bus stop, corner, excuse me, fire station,

gas station, hospital, laundromat, library, deposit, movie

theater, near, next to, neighborhood, on, park, police

station, post office, restaurant, savings account, see a

movie, supermarket, thanks, wash clothes, withdrawal

Google Docs


Role Play

Grammar lessons

Essential Question What critical vocabulary is necessary to solicit and provide directions?

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ESL NEWCOMER UNIT TEN

SLS WIDA

Objectives

Assess

Vocabulary

Tech

Activities

RL: 1, 2, 4

RI: 1, 2, 4

SLS: 1-6

LS: 1-4

WS: 3-6, 10

WIDA

1, 2

Identify health issues, symptoms, remedies and parts of the body Use negative forms Use contractions


backache, bandage, broken arm, chest, cold, cough, cut, drink, earache, enough, exercise, fever, headache, healthy, hurt, infection, medicine, once, orange juice, pill, raise, rest, run, sick, sleep, sore throat, stomach

ache, stretch, teaspoon, three times, toothache, touch,

twice, water, parts of the body

Google Docs

Role Play


Writing Assignments Grammar lessons Role Play

Essential Question What critical vocabulary is necessary to describe health?

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ESL NEWCOMER

UNIT ELEVEN

SLS WIDA Objectives

Assess

Vocabulary

Tech

Activities

RL: 1, 2, 4

RI: 1, 2, 4

SLS: 1-6

LS: 1-4

WS: 3-6, 10

WIDA

1, 2

Identify and talk about jobs in the community.

Ask and answer questions about modes of transportation. Ask for and give directions.

Ask and answer questions about people, places and things. Describe daily routines Use the simple past of “to be”

Use “can” and “can’t”


application, cash register, cashier, caution, computer, construction worker, cook, deliver, delivery person, drive, emergency, employer, exit, fire extinguisher, fix, indoors, keep out, machines,

office worker, outdoors, paycheck people, pots and

pans, safety signs, sales clerk, sell, taxi cab, taxi driver,

tools, use, waiter, was, were, work

Google Docs

Role Play


Writing Assignments Grammar lessons Role Play

Essential Question What critical vocabulary is necessary to discuss occupations and job related skills?

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Modifications & Teaching Strategies

Documents

Fourth Grade - Wanaque School District