ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCE

Background: Two-Weeks at a Glance (TWAG) Outlines

● Beginning in the 2016-17 school year the ELA K-5 SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. ESL has opted to develop TWAGs for the entire year, digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. TWAG outlines were developed by SCS teachers and coaches in partnership with Student Achievement Partners and other districts across the country. How to Use the Literacy Curriculum Maps

Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCE

Elements of Lesson Planning with Attention to Language:

Effective lesson planning for ELLs begins with, and includes all 6 of the following components (in no particular order):

● Identify student’s language strengths and other assets using WIDA’s CAN DO philosophy.● Attend to sociocultural contexts of language use.● Create contexts for meaningful use of language.● Recognize language development processes (current proficiency level within a domain and context).● Identify language embedded in content standards (Features of Academic Language).● Use language supports (e.g., word banks, sentence frames, and/or paragraph models).● Incorporate all 4 language domains (listening, reading, speaking, writing).

Using the WIDA MPIs● WIDA English Language Development (ELD) standards and links to Model Performance Indicator (MPI) strands appear

within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.● Used in conjunction with a WIDA Can Do Name Chart and WIDA Can Do Key Uses booklet found within the ESL Teacher

notebook, the ESL teacher can also discuss reasonable expectations for each ELL with classroom teachers for mainstream classroom instruction.

Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the standards. In K-5, fullfilling the standards requires a 50-50 balance between informational and literacy reading.Informational reading primarily includes content rich non-fiction in history/ social studies, sciences and the arts. The K-5 standards strongly recommend that students build coherent general knowledge both within each year and across years.

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCESample MPI for grade 1 Reading for Information Model Performance Indicators (MPIs)

Reading for Information #1Ask and answer questions about key details in a text.Reading Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Identify answers to yes/no or WH- questions about informational text with labeled visual support.

Answer questions about key details from illustrated informational texts written in repetitive sentence patterns with labeled visual support.

Ask and answer questions about key details in illustrated texts written in simple and compound sentence structures while working with a partner.

Ask and answer questions about key details in illustrated/non-illustrated texts written in compound sentence structures while working with a partner.

Ask and answer questions about key details in a text written in compound and complex sentence structures while working with a partner.

Using the Curriculum Maps, Grade K-5 ESL TWAG

1. Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.*Locate the TDOE Standards and related MPIs at the end of each week. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

▪ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

▪ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

2. Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.

3. Plan your weekly and daily objectives, using the Model Performance Indicators (MPIs) as a guide. Be sure to plan your own objectives to meet the needs of your students. As a reminder, while lesson and unit objectives should be aligned to

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEgrade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning).

4. Study the suggested culminating activity at the end of each week, and match them to your objectives. Consider how tasks best target the essential question and content for the week, as well as alignment to standards. Develop a writing rubric, which encompasses weekly skills students are required to display within their writing (vocabulary, grammar, syntax, etc.)

5. When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

6. Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words you choose for your ELLs.

7. Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. Review how the two weeks work together to build knowledge by previewing suggested (linked) resources.

Remember to include differentiated activities for small group instruction and literacy stations- based on MPIs and student English Language Proficiency. Reference “SWAG” documents for resources within literacy work stations.

Please reference the ESL K-5 Lesson Plan template for assistance in arranging Literacy Stations during week 1 and Text Stations during week 2 for each TWAG.

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEThe following cross-reference to SCS ELA curriculum is provided to assist in making decisions about how best to use this ESL curriculum document in conjunction with ELA. Realizing that ESL students benefit from more time to develop knowledge of vocabulary and concept development within a particular topic, ESL teachers are advised to use the TWAG format to assist in doing so.

English Language Arts: Quarter 4 ESL Quarter 4 TWAGS:

Week 1 Leo the Late Bloomer Weeks 1-2 Leo the Late Bloomer

Week 2 Zinna’s Flower Garden

Weeks 3 & 4 Chameleon, Chameleon (TWAG) Weeks 3-4 Chameleon, Chameleon (TWAG)

Weeks 5-6 Pie in the Sky (TWAG) Weeks 5-6 Pie in the Sky (TWAG)

Week 7 One of Three Weeks 7-8 You Can Do it, Curious George

Week 8 You Can Do it, Curious George

Week 9 Miss Bindergarten Celebrates the Last Day of Kindergarten

Week 9 Formative & Summative Assessment- including WIDA ACCESS 2.0 (March 6- April 21, 2017)*

*The WIDA ACCESS 2.0 test window ranges from March 6-April 21, 2017. Students will be tested within the domains of listening, reading, writing, and speaking. Please be certain to expose students to practice test items via https://www. wida-ams.us (scroll down, no need to log in).

Additionally, please begin collecting writing samples so that at the end of this quarter you have 2 samples to place in your ESL file. These samples will be provided to next year’s ESL and General Education teachers to continue monitoring progress. (Please scroll to end of document for more details.)

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCE

2- Week version: Q4 wks 1-2 Unit: 5 #22 Growing Up

Grade K 5 DAYSEssential Question: How do things change when someone is growing up?StandardsList Reading and Writing standards related to the texts, questions and tasks.

RF.K.1b - Recognize that spoken words are represented in written language by specific sequences of letters.RF.K.1d - Recognize and name all upper- and lowercase letters of the alphabet.RF.K.2d - Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/ or /x/.)RF.K.2e - Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.RF.K.3c - Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).RF.K.3d - Distinguish between similarly spelled words by identifying the sounds of the letters that differ.RF.K.4 - Read emergent-reader texts with purpose and understanding.RI.K.1 - With prompting and support, ask and answer questions about key details in a text.RI.K.3 - With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.K.4 - With prompting and support, ask and answer questions about unknown words in a text.RI.K.6 - Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.RL.K.2 - With prompting and support, retell familiar stories, including key details.RL.K.3 - With prompting and support, identify characters, settings, and major events in a story.RL.K.6 - With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.RL.K.9 - With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.SL.K .2 - Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.SL.K.6 - Speak audibly and express thoughts, feelings, and ideas clearly.W.K.2 - Use a combination of drawing, dictating, and writing to compose

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEinformative/explanatory texts in which they name what they are writing about and supply some information about the topic.W.K.3 - Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.L.K.1a - Print many upper- and lowercase letters.L.K.2a - Capitalize the first word in a sentence and the pronoun I.L.K.2b - Recognize and name end punctuation.

L.K.5b - Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).L.K.5c - Identify real-life connections between words and their use (e.g., note places at school that are colorful).GLE 0007.4.1 Observe how plants and animals change as they grow.WIDA 1 SIL, 2 LOLA, 4 LOSMPI Livebinder

Anchor Text (Text Type, Lexile)● Text based

comprehension● Text based discussion

(Whole and Small Group)

Anchor Text: Leo the Late Bloomer (Fantasy, 120L)RL.K.9 Target Strategy: Analyze/Evaluate - Remind ELLs that good readers stop and think about what is happening in the story and why. Readers can also think about what they do or don’t like and how the book makes them feel. During the read-aloud, model the analyze/evaluate strategy then ask ELLs to model the skill as well. After the read-aloud, remind students to stop and think about what they learned. Ask them to share their thoughts and opinions about the book.RL.K.3 Comprehension Skill: Story Structure - Remind ELLs that good readers pay attention to parts of the story as they read to better help them understand. Ask students to listen for the character’s problem and solution.RL.K.3 RL.K.6 RF.K.4 SL.K.6 Ask ELLs to model a think aloud for story elements and for fluency. Remind students that good readers read at a rate that is not too slow or fast. Read the first few pages very quickly, then very slowly, then at a good pace. Ask students which is easier to understand and why. Tell them to listen to the pace of the read aloud.Think Through the Text: #1, 2, 3, 4, 5, 6, 9, 10 (pgs. T131-135)

Building Knowledge● Read Aloud● Leveled readers● Paired Text (Read

Together)● Supplemental Materials

Resources: Retelling Cards : Unit 5 Lesson 22 Language Support Card pg. 23b ELL Vocabulary and Concept Poster: Lesson 9 I Can Do It! ELL Newcomer Audio: You Can Do It Pronoun Poster

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCE(Whole and Small Group) Pronoun Song

Opposite Song VocabularyDrawn from the texts

Tier 2: bloomer, patience, signs, sloppyE-Glossary

Foundational Skills● Phonemic Awareness● Concepts of Print● Fluency● Word Work- Phonics and high

frequency words● Decoding/Encoding

Follow the daily Phonics and Fluency sequence of activitiesRF.K.2d Blend and segment phonemes/substitute phonemes activitiesRF.K.3a Letters Xx and Jj- Letter J Video/ Letter X VideoRF.K.4 SL.K.6 Fluency: Reading rate - Self-evaluation checklistRF.K.3c High Frequency Words: said, good, was, ate, then, could - High Frequency Word Cards

Language/ Syntax● Spelling and Grammar

Follow the daily Grammar and Spelling sequence of activitiesEnglish Language Development:L.K.2a Pronouns: they, it, I

Tell students that words that take the place of nouns are called pronouns. Review the Pronoun Poster. Using pictures in the anchor text, model and help students formulate sentences using pronouns.

L.K.5b Antonyms Remind ELLs that words have opposite meanings and thinking of a word’s antonym can help you

better understand it. Brainstorm and list pairs of antonyms. Have students use one of the words in a sentence, then replace it with its opposite. Ask ELLs discuss how it changes the meaning of the sentence.

Writing● Response to text● Culminating task

Aligned with the EQ and topic

W.K.2 Informative Writing (Focus Trait: organization) Help ELLs make a list of things that Leo can do at the end of the story that he couldn’t do before. Draw an Idea Support Map to brainstorm “As we grow up…” (Refer to Language Support Card pg.

23b) then use sentence frame “We_______ as we grow up.” With a partner, ask ELLs to list 3-5 things they can do now that they couldn’t do as a baby.

W.K.3 Use Projectable 22.2 to model sequencing then have ELLs use this plot worksheet to sequence the order of events from the text.

2- Week version: Q4 wks 1-2 Unit: 5 #22 Growing Up

Grade K 5 DAYS

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEEssential Question: How do things change when someone is growing up?StandardsList Reading and Writing standards related to the texts, questions and tasks.

RF.K.1b RF.K.1d RF.K.2d RF.K.2e RF.K.3a RF.K.3c RF.K.3d RF.K.4 RI.K.1 RI.K.3 RI.K.4 RI.K.6 RL.K.2 RL.K.3 RL.K.6 RL.K.9 SL.K .2 SL.K.6 W.K.2 W.K.3 L.K.1a L.K.2a L.K.2b L.K.5b L.K.5cGLE 0007.4.1 Observe how plants and animals change as they grow.WIDA 1 SIL, 2 LOLA, 4 LOSMPI Livebinder

Anchor Text Rereading for fluency

practice, additional comprehension support or independent reading practice

Writing Support

Students should read a variety of leveled texts on growing up. See resources below.

Building Knowledge● Read Aloud● Leveled readers● Paired Text (Read

Together)● Supplemental Materials

(Whole/Small Group, Independent work)● All students experience

all texts and resources regardless of level

Resources: ELL Leveled Readers: Lesson #21 - Our School (Fiction, BR) Vocabulary Reader : Lesson #21- Family Fun (Non-fiction/Informational, BR) Reading A-Z Books (Non-Fiction, BR-70): Three Baby Birds, How Frogs Grow, Opposites, Hot and Cold,

In and Out, Open and Close, Near and Far Away, Up and Down ELL Building Background Video Hub: Animals and Their Young Antonym song

VocabularyDrawn from the texts

Teacher should choose Tier 2 vocabulary related to the supplemental resources.

Foundational Skills● Phonemic Awareness● Concepts of Print● Fluency● Word Work- Phonics and high

frequency wordsDecoding/Encoding

Follow the daily Phonics and Fluency sequence of activitiesRF.K.2d Blend and segment - Practice the skill with this "Sound Slide" activity.RF.K.3a Letters Xx and Jj- Activities and Mini Vocab Books: Letter J/ Letter XSL.K.6 Fluency: Reading Rate - Fluency PostersRF.K.3c High Frequency Words: he, away, must, no, by, there - Vocabulary in Context Cards (pgs. 47a-52b)

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCELanguage/ Syntax● Spelling and Grammar

L.K.1d Follow the daily Grammar and Spelling sequence of activitiesEnglish Language Development:L.K.2a Pronouns: they, it, I

Model changing nouns to pronouns with this worksheet.L.K.5b Antonyms

Read Open and Close. Identify the opposites and pronouns.Writing● Response to text● Culminating task● Aligned with the EQ and

topic

W.K.2 Informative Writing (Focus Trait: organization) After reading Family Fun (Non-fiction/Informational, BR), use this plot worksheet to sequence the

order of events from the text. Ask ELLs to write a sentence about a time that they learned to do something new and illustrate. Ask ELLs to choose a book about growing up and record their progress in their Reading Log.

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEESL Supplemental Work Station and Gradual Release Template Weeks 1-2

STORY INFORMATION: Topic: Growing up

Essential Question: How do things change when someone is growing up?

Gradual Release:

Routines for whole group instruction

See Gradual Release of Responsibility Behaviors

Culminating Task Complete Stations’ Activities

Stations' Activities Week 1

RF.K.2d 1) Word Work: Count and find 3-4 syllable words in the anchor text. Write in Elkonin Boxes.

RL.K.2 2) Comprehension/Building Background: Teacher-directed group - Use the Reading Log and anchor text to describe your favorite part of the story.

RL.K.2 3) Vocabulary: Use Retelling Cards (Unit 5 Lesson 22 pgs. 85a - 88b) to recall and discuss sequence from the anchor text with a partner.

W.K.2 4) Writing: Then students will make a list using the Common Core Writing Handbook pg. 23/24.

Week 2

RF.K.3c 1) Word Work: Ask ELLs to practice sight words with one of these many games.

RL.K.3 2) Comprehension/Building Background: Teacher-directed group - Use Lesson 22, after reading Our School (Fiction, BR) to practice sequencing from the text.

RF.K.3c 3) Vocabulary: Refer to the Pronoun Poster to sort pronouns on this worksheet.

W.K.3 4) Writing: Ask ELLs to take notes (copy important words/pictures) from a resource book of their choice using a Story Map.

Other notes Recurring standards - These standards are not listed each week, but they should always be addressed: RL.K.1, RL.K.10, RI.K.1, RI.K.10, L.K.6.

For scaffolding: Think Alouds, Total Physical Response (TPR), Activate Prior Knowledge, Explicit Vocabulary Instruction, Sentence Frames, Graphic Organizers, more Graphic Organizers

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCE2- Week version: Q4 wks 3-4 Unit: 5 #24 Animal Colors

Grade K 5 DAYSEssential Questions: How do animals’ colors help them survive?StandardsList Reading and Writing standards related to the texts, questions and tasks.

RF.K.2d - Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/ or /x/.)RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.RF.K.3c - Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).RF.K.4 - Read emergent-reader texts with purpose and understanding.RI.K.1 - With prompting and support, ask and answer questions about key details in a text.RI.K.5 - Identify the front cover, back cover, and title page of a book.RI.K.6 - Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.RI.K.7 - With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).RI.K.8 - With prompting and support, identify the reasons an author gives to support points in a text.RL.K.6 - With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.SL.K .2 - Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.W.K.2 - Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.W.K.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.L.K.1d - Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).L.K.2a - Capitalize the first word in a sentence and the pronoun I.L.K.2b - Recognize and name end punctuation.✔ 0007.5.2 Create a mural of an ecosystem and compare the characteristics of animals and plants within that environment.WIDA 1 SIL, 2 LOLA, 4 LOSMPI Livebinder

Anchor Text (Text Type, Lexile)● Text based

comprehension

Anchor Text: Chameleon, Chameleon (Informational, AD310L)RI.K.8 Comprehension Skill: Conclusions and Author’s Purpose - Remind ELLs that good readers use what they know and clues from the book to draw conclusions. During the read-aloud, ask students to think about how chameleons use their colors to stay safe.

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCE● Text based discussion

(Whole and Small Group)SL.K .2 Target Strategy: Monitor/Clarify - Model the skill during the teacher read-aloud: Ask students to share what they understand or do not understand so far in the reading. Encourage ELLs to ask and answer questions they have about the text.RI.K.5 RI.K.6 SL.K.6 L.K.2b Ask ELLs to model a think aloud for story elements and for fluency. Remind students that good readers stop for punctuation. Model how to read with punctuation during Teacher read-aloud.Think Through the Text: #1, 2, 4, 5, 7, 9, 10 (pgs. T319-T323)

Building Knowledge● Read Aloud● Leveled readers● Paired Text (Read

Together)● Supplemental Materials

(Whole and Small Group)

Resources: Video: "Questions Start with These" Song Retelling Cards : Unit 5 Lesson 24 ELD Content Reader : A Bear Needs a Place to Climb (Non-fiction/Informational, grade K) Language Support Card: Lesson 24 Writing Strategy Video: Whole Brain Teaching for Amazing Kindergarten Writing

VocabularyDrawn from the texts

Tier 2: gecko, harm, welcomes, survive, dangerous, greetsE-Glossary

Foundational Skills● Phonemic Awareness● Concepts of Print● Fluency● Word Work- Phonics and high

frequency words● Decoding/Encoding

Follow the daily Phonics and Fluency sequence of activitiesRF.K.2d Blend and segment phonemes/substitute phonemes- Model and have ELLs practice the skills with CVC/CVCe words by using letter cards and long vowel letter cards and refer to this video.RF.K.3a Letters Hh and Kk (h, e, n, k, i, t, o, p)- Letter H Video/ Letter K VideoSL.K.6 L.K.2b Fluency: Pause for punctuation - Fluency Anchor Chart (scroll to #6)RF.K.3c High Frequency Words: he, away, must, no, by, there - High Frequency Word Cards

Language/ Syntax● Spelling and Grammar

L.K.1d Follow the daily Grammar and Spelling sequence of activities: Question WordsEnglish Language Development:

Review the Question Words Anchor Chart with students. Model and help students formulate questions using the anchor text. Model writing the questions on

the board. Ask ELLs to find capitalization and punctuation for each sentence. Have students practice writing question words and punctuation.

Display Projectable 24.3 to practice capitalizing and punctuating asking sentences.

Writing● Response to text● Culminating task

W.K.2 Informative Writing (Focus Trait: Ideas) Help ELLs use a web organizer to brainstorm facts about chameleons from the anchor text on the

board, in order to write a report.

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCE Aligned with the EQ and topic Display the Common Core Writing Handbook pg. 26 and model proper handwriting using sentence

frames and the organizer for the report. Print and have students use the Common Core Writing Handbook pg. 26 to write, copy, or trace

(scaffolding) the sentence frames from the board. Students may share their report with the teacher, partner, or class.

2- Week version: Q4 wks 3-4 Unit: 5 #24 Animal Colors

Grade K 5 DAYSEssential Questions: How do animals’ colors help them survive?StandardsList Reading and Writing standards related to the texts, questions and tasks.

RF.K.2d, RF.K.3a , RF.K.3c, RF.K.4, RI.K.1, RI.K.5 , RI.K.6, RI.K.7, RI.K.8, RL.K.6, SL.K .2 , W.K.2, W.K.8, L.K.1d, L.K.2a, L.K.2b✔ 0007.5.2 Create a mural of an ecosystem and compare the characteristics of animals and plants within that environment.WIDA 1 SIL, 2 LOLA, 4 LOSMPI Livebinder

Anchor Text Rereading for fluency

practice, additional comprehension support or independent reading practice

Writing Support

Students should read a variety of leveled texts on animal colors. See resources below.

Building Knowledge● Read Aloud● Leveled readers● Paired Text (Read

Together)● Supplemental Materials

(Whole/Small Group, Independent work)● All students experience

all texts and resources regardless of level

Resources: Journey’s Read Aloud Book : Red Eyes or Blue Feathers (Informational, AD700L) ELL Leveled Readers: Lesson #24- Pets at School (Non-fiction/Informational, grade K) Vocabulary Reader : Lesson #24- The Lion (Non-fiction/Informational, grade K) Reading A-Z Books (Non-Fiction, BR-70): Animal Coverings, What Has These Spots?, What Has These

Stripes? Language Support Posters: Outdoors and Nature and Animal Park Picture Card Bank : Animals/Wild ELL Building Background Video Hub: Colorful Fish

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEVocabularyDrawn from the texts

Teacher should choose Tier 2 vocabulary related to the supplemental resources.

Foundational Skills● Phonemic Awareness● Concepts of Print● Fluency● Word Work- Phonics and high

frequency wordsDecoding/Encoding

Follow the daily Phonics and Fluency sequence of activitiesRF.K.2d Blend and segment - Practice the skill with this phoneme substitution review and activities.RF.K.3a Activities and Mini Vocab Books: Letter K/ Letter HSL.K.6 L.K.2b Fluency: Pause for punctuation Strategy- Whole Brain Teaching VideoRF.K.3c High Frequency Words: he, away, must, no, by, there - Vocabulary in Context Cards (pgs. 59a-64b)

Language/ Syntax● Spelling and Grammar

L.K.1d Follow the daily Grammar and Spelling sequence of activities: Question WordsEnglish Language Development:

Review the Question Words Anchor Chart with students. Ask ELLs to model and help each other to formulate questions using Red Eyes or Blue Feathers (or

other animal resource book) Model writing the questions on the board. Ask ELLs to find capitalization and punctuation for each sentence. Have students practice writing question words and punctuation.

Writing● Response to text● Culminating task● Aligned with the EQ and

topic

W.K.2 Informative Writing (Focus Trait: Ideas) Have ELLs draw a picture of an animal from the book Red Eyes or Blue Feathers (Informational,

AD700L) and write about how the animal’s colors help it survive.

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEESL Supplemental Work Station and Gradual Release Template Weeks 3-4

STORY INFORMATION: Topic: Animal Colors

Essential Questions: How do animals’ colors help them survive?

Gradual Release:

Routines for whole group instruction

See Gradual Release of Responsibility Behaviors

Culminating Task Complete Stations’ Activities

Stations' Activities Week 1

RF.K.2d 1) Word Work: Blend phonemes with decodable books (Fiction, Level K): Hot at the Dam and Kit and Kim are Kin and Decoding Strategies Chart (scroll to #8).

RI.K.7 2) Comprehension/Building Background: Teacher-directed group - Use the Reading Log (Journey's Additional Resources pg. 4) and anchor text to describe your favorite part of the story.

RI.K.7 3) Vocabulary: Use Retelling Cards (Unit 5 Lesson 24) to recall and discuss vocabulary from the anchor text with a partner.

W.K.2 4) Writing: Use leveled reader What Has These Spots? and the Grammar and Mechanics worksheet (scroll down) to answer questions from the text.

Week 2

RF.K.3c 1) Word Work: Ask ELLs to practice sight words with one of these many games.

SL.K .2 2) Comprehension/Building Background: Teacher-directed group - Make an inference map (Weekly Lesson Booklets, Lesson 24, pg. 9) using Pets at School (Non-fiction/Informational, grade K) to practice drawing conclusions from the text.

RI.K.7 3) Vocabulary: Use the Reading Log (Journey's Additional Resources pg. 4) and additional animal resource of student choice to describe a favorite part of the text.

W.K.2 4) Writing: Ask ELLs to take notes (copy important words) from an animal resource book of their choice using a Graphic Organizer. Then students will write a report and illustrate it using the Common Core Writing Handbook pg. 26.

Other notes Recurring standards - These standards are not listed each week, but they should always be

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEaddressed: RL.K.1, RL.K.10, RI.K.1, RI.K.10, L.K.6.

For scaffolding: Think Alouds, Total Physical Response (TPR), Activate Prior Knowledge, Explicit Vocabulary Instruction, Sentence Frames, Graphic Organizers, more Graphic Organizers

2- Week version: Q4 wks 5-6 Unit: 5 #25 Growing Food

Grade K 5 DAYSEssential Questions: How do people get food from plants? How can plants provide for all living things?StandardsList Reading and Writing standards related to the texts, questions and tasks.

RL.K.1 - With prompting and support, ask and answer questions about key details in a text.RL.K.3 - With prompting and support, identify characters, settings, and major events in a story.RL.K.6 - With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.RL.K.7- With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).RI.K.7 - With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).RF.K.2d - Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/ or /x/.)RF.K.2e - Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.RF.K.3b - Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.RF.K.3c - Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).RF.K.4 - Read emergent-reader texts with purpose and understanding.W.K.1 - Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite season is…).W.K.2 - Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.SL.K .2 - Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.L.K.2b - Recognize and name end punctuation.L.K.5a - Sort common objects into categories to gain a sense of concepts the categories represent.

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCE✔ 0007.3.1 Recognize that living things require, water, food, and air. WIDA 1 SIL, 2 LOLA, 4 LOSMPI Livebinder

Anchor Text (Text Type, Lexile)● Text based

comprehension● Text based discussion

(Whole and Small Group)

Anchor Text: Pie in the Sky (Realistic Fiction, AD590L)RL.K.7 Comprehension Skill: Text and graphic features - Remind ELLs that good readers get information from the text and illustrations to help them think about the book. During the read-aloud, ask students to think about why some of the text is small.SL.K .2 RL.K.1 Target Strategy: Summarize - Model the skill during/after the teacher read-aloud: Tell students that thinking about the important parts of a story can help them retell it. Ask students to only tell what is important from the beginning, middle, and end of the story. Use sentence starters: first, then, and last.RL.K.3 RL.K.6 L.K.2b Ask ELLs to model a think aloud for story elements and for fluency. Remind ELLs that good readers read with expression. They use the words and punctuation marks and try to understand how the characters are feeling.Think Through the Text: #1, 2, 8, 11, 13, 16 (pgs. T413-T419)

Building Knowledge● Read Aloud● Leveled readers● Paired Text (Read

Together)● Supplemental Materials

(Whole and Small Group)

Resources: Retelling Cards : Unit 5 Lesson 25 Picture Card Bank : Food from Plants ELD Content Reader : Jenny's Garden (Non-fiction/Informational, grade K) Language Support Card: Lesson 25 Video: Ms. Exclamation Exclamations Anchor Chart

VocabularyDrawn from the texts

Tier 2: buds, damp, feast, finally, false eye, beakE-Glossary

Foundational Skills● Phonemic Awareness● Concepts of Print● Fluency● Word Work- Phonics and high

frequency words● Decoding/Encoding

Follow the daily Phonics and Fluency sequence of activitiesRF.K.2d RF.K.2e Blend and segment phonemes/substitute phonemes- Model and have ELLs practice the skills with the I Like to Eat Apples and Bananas Song and other activities.RF.K.3a RF.K.3b ABC Mouse Videos: Letters Ee, Xx, Jj, Oo, Hh, KkRF.K.4 Fluency: Read with expression Anchor chart (scroll to #6)RF.K.3c High Frequency Words: over, by, them, ate, her, there, give, could, when, make, say, she, some, play, new, all, away, said, was, he, must, good, then, no - High Frequency Word Cards

Language/ Syntax● Spelling and Grammar

L.K.2b Follow the daily Grammar and Spelling sequence of activities: Exclamations (Capitalization and Punctuation)/ L.K.5a Vocabulary Strategy: Classify and categorize SeasonsEnglish Language Development:

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCE Intro Exclamations Anchor Chart with students. Display pg. 20 of Pie in the Sky and ask, “Why do birds like July?” Read aloud “It’s a cherry feast!”

Discuss the meaning, capitalization, and punctuation of the text. Ask students what season July is in and what activities you can do in the season. Have students tell

what they like best using exclamations. Model writing exclamation sentences on the board. T1 students can write their own exclamations sentences, while T2s can copy the sentences, and T3s may trace exclamation words with punctuation and a capital letter.

Recall how the seasons changed in the anchor text. Put the words summer, leaves, flowers, and fall on the board or Projectable pg. 25.4 and model how to sort into groups. Help students brainstorm words for the categories: “Seasons” and “Things We See in Each Season.” Ask students to explain their reasons for sorting the objects as they did.

Writing● Response to text● Culminating task

Aligned with the EQ and topic

W.K.2 Informative Writing Help ELLs use the anchor text and story map 3 to remember and illustrate what happened first, then,

and last in the anchor text. (Ex: First, they grow cherries. Then, they make a cherry pie. Last, they eat the pie.) Ask students to write and illustrate their sentences.

2- Week version: Q4 wks 5-6 Unit: 5 #25 Growing Food

Grade K 5 DAYSEssential Questions: How do people get food from plants? How can plants provide for all living things?StandardsList Reading and Writing standards related to the texts, questions and tasks.

RL.K.1, RL.K.3, RL.K.6, RL.K.7, RI.K.7, RF.K.2d , RF.K.2e , RF.K.3a, RF.K.3b , RF.K.3c , RF.K.4, W.K.1, W.K.2, SL.K .2 , L.K.2b, L.K.5a✔ 0007.3.1 Recognize that living things require, water, food, and air. WIDA 1 SIL, 2 LOLA, 4 LOSMPI Livebinder

Anchor Text Rereading for fluency

practice, additional comprehension support or independent reading practice

Writing Support

Students should read a variety of leveled texts on growing food. See resources below.

Building Knowledge Resources:

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCE● Read Aloud● Leveled readers● Paired Text (Read

Together)● Supplemental Materials

(Whole/Small Group, Independent work)● All students experience

all texts and resources regardless of level

ELL Leveled Readers: Lesson #25- We Like Apples (Non-fiction/Informational, grade K) Vocabulary Reader : Lesson #25- Snack Time (Non-fiction/Informational, grade K) Reading A-Z Books (Non-Fiction, BR-70): The Garden, My Garden, Apple Tree Language Support Posters: At the Table ELL Building Background Video Hub: Growing Vegetables Video: Exclamation Mark read aloud Punctuation Anchor Chart

VocabularyDrawn from the texts

Teacher should choose Tier 2 vocabulary related to the supplemental resources.

Foundational Skills● Phonemic Awareness● Concepts of Print● Fluency● Word Work- Phonics and high

frequency wordsDecoding/Encoding

Follow the daily Phonics and Fluency sequence of activitiesRF.K.2d RF.K.2e Blend and segment/substitute phonemes - Use Elkonin boxes to practice the skills.RF.K.3a RF.K.3b Letter books and activities: Ee, Xx, Jj, Oo, Kk, HhRF.K.4 Fluency: Read with expression - Use "scooping phrases" to practice the skill.RF.K.3c High Frequency Words: over, by, them, ate, her, there, give, could, when, make, say, she, some, play, new, all, away, said, was, he, must, good, then, no - Vocabulary in Context Cards (pgs. 41a-64b)

Language/ Syntax● Spelling and Grammar

L.K.2b Follow the daily Grammar and Spelling sequence of activities: Exclamations (Capitalization and Punctuation)English Language Development:

Review the Punctuation Anchor Chart with students. Use any of the resources from building knowledge to model forming the three types of sentences

with language stems. Ask ELLs to brainstorm and write a sentence on a post-it and sort on the Punctuation Anchor Chart.

Read aloud and ask ELLs to repeat sentences then sort with Punctuation Sort: Spring Edition.

Writing● Response to text● Culminating task● Aligned with the EQ and

topic

W.K.2 Informative Writing (Focus Trait: Ideas) Use the resources above to help ELLs brainstorm food that you can grow and write it on the board. Model writing sentence stems to describe a food you can grow. Ex: The (vegetable/fruit) is

(adjective). It grows (on a tree/vine/bush, etc.). I love (vegetable/fruit)! Ask students to write and illustrate a report about a food you can grow using a text of their choice.

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEESL Supplemental Work Station and Gradual Release Template Weeks 5-6

STORY INFORMATION: Topic: Growing Food

Essential Questions: How do people get food from plants? How can plants provide for all living things?

Gradual Release:Routines for whole group instruction

See Gradual Release of Responsibility Behaviors

Culminating Task Complete Stations’ Activities

Stations' Activities Week 1

RF.K.2d 1) Word Work: Blend and segment phonemes then write the letter with these activities.

RL.K.7 2) Comprehension/Building Background: Teacher-directed group - Use the Story Elements Flip Book (scroll to Jan. 20) and anchor text to retell the story and discuss story elements.

RI.K.7 3) Vocabulary: Use Retelling Cards (Unit 5 Lesson 25) to summarize the text and discuss vocabulary from the anchor text with a partner.

W.K.1 4) Writing: Use the Picture Card Bank: Food from Plants and sentence stem “I love ____!” or “I love to eat _____!” to write about a food you love. Practice reading the sentence with expression to a partner.

Week 2

RF.K.3c 1) Word Work: Ask ELLs to practice sight words with the Sight Word Egg Flip Game.

RL.K.1 2) Comprehension/Building Background: Teacher-directed group - Identify the main idea and details of The Garden (Non-Fiction, BR-70) with the comprehension worksheet.

RI.K.3 3) Vocabulary: Use leveled reader Apple Tree (Non-Fiction, BR-70) and the comprehension worksheet (scroll down) to sequence pictures and write text.

W.K.2 4) Writing: Use magazines to find and cut out a picture to write about. Ask ELLs to use this worksheet and punctuation anchor charts to describe the picture.

Other notes Recurring standards - These standards are not listed each week, but they should always be addressed: RL.K.1, RL.K.10, RI.K.1, RI.K.10, L.K.6.

For scaffolding: Think Alouds, Total Physical Response (TPR), Activate Prior Knowledge, Explicit Vocabulary Instruction, Sentence Frames, Graphic Organizers, more Graphic Organizers

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCE2- Week version: Q4 wks 7-8 Unit: 6 #28 Getting Help

Grade K 5 DAYSEssential Question: Why is it important to help your friends?StandardsList Reading and Writing standards related to the texts, questions and tasks.

RF.K.1d - Recognize and name all upper- and lowercase letters of the alphabet.RF.K.2d - Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/ or /x/.)RF.K.2e - Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.RF.K.3b - Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.RF.K.3c - Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).RF.K.4 - Read emergent-reader texts with purpose and understanding.RI.K.4 - With prompting and support, ask and answer questions about unknown words in a text.RL.K.2 - With prompting and support, retell familiar stories, including key details.RL.K.3 - With prompting and support, identify characters, settings, and major events in a story.RL.K.4 - Ask and answer questions about unknown words in a text.RL.K.6 - With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.RL.K.7- With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).SL.K.1a - Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).SL.K.6 - Speak audibly and express thoughts, feelings, and ideas clearly.W.K.1 - Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite season is…).W.K.7 - Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).L.K.1b - Use frequently occurring nouns and verbs.L.K.4a - Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).L.K.5c - Identify real-life connections between words and their use (e.g., note places at school that are colorful).Governance and Civics Learning Expectations: K.4.3b - Define cooperation.

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEWIDA 1 SIL, 2 LOLA, 5 LOSSMPI Livebinder

Anchor Text (Text Type, Lexile)● Text based

comprehension● Text based discussion

(Whole and Small Group)

Anchor Text: You Can Do It, Curious George! (Fantasy, AD470L)RL.K.4 Target Strategy: Infer/Predict - Remind ELLs that they can use hints from the text and pictures to guess what will happen in the story. Model the skill before and during the read-aloud.RL.K.3 Comprehension Skill: Story Structure - Remind ELLs that good readers pay attention to parts of the story as they read to better help them understand. Ask students to pay attention to the characters, events, and where the story takes place.RL.K.3 RL.K.6 RF.K.4 SL.K.6 Ask ELLs to model a think aloud for story elements and for fluency. Remind students that good readers pause for punctuation when they read. Also revisit the essential question.Think Through the Text: #1, 2, 3, 4, 5, 6, 7, 8, 9, 10 (pgs. T225-229)

Building Knowledge● Read Aloud● Leveled readers● Paired Text (Read

Together)● Supplemental Materials

(Whole and Small Group)

Resources: Retelling Cards : Unit 6 Lesson 28 Language Support Card Lesson 28 ELL Vocabulary and Concept Poster: Lesson 3 Be Careful! ELL Newcomer Audio: Help! Context Clues Interactive Anchor Chart Example Subject Verb Agreement Video Opinion Writing Anchor Chart

VocabularyDrawn from the texts

Tier 2: chef, different, prize, slopeE-Glossary

Foundational Skills● Phonemic Awareness● Concepts of Print● Fluency● Word Work- Phonics and high

frequency words● Decoding/Encoding

Follow the daily Phonics and Fluency sequence of activitiesRF.K.2d Blend and segment phonemes with a bead slide.RF.K.2e Substitute phonemes with this cup activity.RF.K.3a Letters Vv and Zz- Letter V Video/ Letter Z VideoRF.K.3b Short and Long Vowel (focus: Uu) - Short and Long Vowel U VideoRF.K.4 SL.K.6 Fluency: Pause for punctuation - Self-evaluation checklistRF.K.3c High Frequency Words: look, saw, very, put, their, out - High Frequency Word Cards

Language/ Syntax● Spelling and Grammar

Follow the daily Grammar and Spelling sequence of activitiesEnglish Language Development:L.K.1b Grammar: Subject-verb agreement

Review with students that they have learned different forms of verbs. Remind children that you put an -s on the end of a present tense verb when it tells about one noun. Explain that for past tense and future tense verbs, the verb doesn’t change when it tells about one or more than one person, animal, or thing. Model the skill on the white board. Ex. “Do we say ‘the girl help’ or ‘the girl helps’? Do we

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEsay ‘my friend run’ or my friend runs?’”

Write the following sentences about the anchor text on the board: George cooks spaghetti. The cook yells. Read sentences aloud. Ask students who the sentence is about and if it is more than one person. Tell ELLs, “If the sentence is about one person, then the verb should end with -s. What is the verb? Does it end in -s?” Have students model the skill with other characters from the anchor text.

RL.K.4 Vocabulary Strategy: Context Clues Review the term clues with ELLs. Tell students “If I didn’t know what spaghetti is, I would use

context clues.” Display pages 8-9 of the anchor text and model using the text and pictures to identify the meaning.

Make an interactive chart (see example) and context clues to find the meaning of unknown words from the anchor text.

Writing● Response to text● Culminating task

Aligned with the EQ and topic

W.K.1 Opinion Writing Model opinion writing by using a sentence frame. “I think George ______ (does/does not) try his best.

One reason is because ________. “ Model responses for students with examples from the text and write their responses on the board. Have ELLs tell if they agree or disagree with each opinion and give reason.

Ask students to give their opinion on their favorite event, character, or setting from the text, write and illustrate it.

2- Week version: Q4 wks 7-8 Unit: 6 #28 Getting Help

Grade K 5 DAYSEssential Question: Why is it important to help your friends?StandardsList Reading and Writing standards related to the texts, questions and tasks.

RF.K.1d RF.K.2d RF.K.2e RF.K.3a RF.K.3b RF.K.3c RF.K.4 RI.K.4 RL.K.2 RL.K.3 RL.K.4 RL.K.6 RL.K.7 SL.K.1a SL.K.6 W.K.1 W.K.7 L.K.1b L.K.4a L.K.5cK.4.3bWIDA 1 SIL, 2 LOLA, 5 LOSSMPI Livebinder

Anchor Text Rereading for fluency

practice, additional comprehension support or independent reading

Students should read a variety of leveled texts on helping people and friendship. See resources below.

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEpractice

Writing SupportBuilding Knowledge● Read Aloud● Leveled readers● Paired Text (Read

Together)● Supplemental Materials

(Whole/Small Group, Independent work)● All students experience

all texts and resources regardless of level

Resources: ELL Leveled Readers: Lesson #28 - Curious George Likes to Ride (Fiction, BR) Vocabulary Reader : Lesson #28- Curious About Playing Ball (Non-fiction/Informational, BR) Reading A-Z Books (Non-Fiction, BR-70): I Can Help / (Fiction, 80-450): Are You Ok?, Caretakers, Stone

Soup ELL Building Background Video Hub: A New Child in Class Context Clues Song Subject-verb agreement poster

VocabularyDrawn from the texts

Teacher should choose Tier 2 vocabulary related to the supplemental resources.

Foundational Skills● Phonemic Awareness● Concepts of Print● Fluency● Word Work- Phonics and high

frequency wordsDecoding/Encoding

Follow the daily Phonics and Fluency sequence of activitiesRF.K.2d Blend and segment phonemes/substitute phonemes with this activity.RF.K.2e Practice substituting phonemes with the “Soap Dish Shake” gameRF.K.3a Letters Vv and Zz- Activities and Mini Vocab Books: Letter V/ Letter ZRF.K.4 SL.K.6 Fluency: Pause for punctuation - Punctuation Fluency Dance (total physical response activity)RF.K.3c High Frequency Words: look, saw, very, put, their, out - Vocabulary in Context Cards (pgs. 77a-82b)

Language/ Syntax● Spelling and Grammar

Follow the daily Grammar and Spelling sequence of activitiesEnglish Language Development:L.K.1b Grammar: Subject-verb agreement

Display Projectable 28.3 and model the skill. Have ELLs work in partners to find subject-verb agreement matches with this resource.

RL.K.4 Vocabulary Strategy: Context Clues To review the skill, display Projectable 28.4 and model using context clues to find the meaning of

unknown words. Practice making inferences and using context clues by using one of these “Finish the Poem” texts.

Writing● Response to text● Culminating task● Aligned with the EQ and

W.K.7 Opinion Writing (Focus Trait: Research) Have ELLs choose a book(s) that explores the essential question and interests them. Tell students to

research the essential question by reading their book(s) and/or researching the topic further online. Ask the students to write their opinion of the topic.

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEtopic Ask ELLs to choose a book about the topic and record their progress in their Reading Log.

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEESL Supplemental Work Station and Gradual Release Template Weeks 7-8

STORY INFORMATION: Topic: Getting Help

Essential Question: Why is it important to help your friends?

Gradual Release:

Routines for whole group instruction

See Gradual Release of Responsibility Behaviors

Culminating Task Complete Stations’ Activities

Stations' Activities Week 1

RF.K.3b 1) Word Work: Short and Long Vowel Word Hunt - Find and record short and long vowel words from the anchor text or word wall and sort on a T-chart with a partner.

L.K.1b 2) Comprehension/Building Background: Teacher-directed group - Use the anchor text to find nouns from the text. Use prior knowledge of the plot and the subject-verb agreement poster to come up with and use the correct form of a verb to match.

RL.K.2 RL.K.3 3) Vocabulary: Use Retelling Cards (Unit 6 Lesson 28 pgs. 109a-112b) to recall details and discuss the sequence of events from the anchor text with a partner.

W.K.1 4) Writing: Ask students write opinions independently using one of these resources.

Week 2

RF.K.3c 1) Word Work: Ask ELLs to practice sight words with one of these many games.

RL.K.3 2) Comprehension/Building Background: Teacher-directed group - Have student choose a text from the additional resources to read and identify story elements. Students may use a Story Map to find characters, setting, and events.

RL.K.4 3) Vocabulary: Use these differentiated activities to guide students to find context clues.

W.K.1 4) Writing: Have student choose a text or texts from the additional resources to read and write an opinion about it using one of these opinion starters.

Other notes Recurring standards - These standards are not listed each week, but they should always be addressed: RL.K.1, RL.K.10, RI.K.1, RI.K.10, L.K.6.

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCE For scaffolding: Think Alouds, Total Physical Response (TPR), Activate Prior Knowledge, Explicit

Vocabulary Instruction, Sentence Frames, Graphic Organizers, more Graphic Organizers

The WIDA ACCESS 2.0 test window ranges from March 6-April 21, 2017. Students will be tested within the domains of listening, reading, writing, and speaking. Please be certain to expose students to practice test items via https://www. wida-ams.us (scroll down, no need to log in).

Gradual Release of Responsibility Example Behaviors

Teacher Student

I do it

Modeled Instruction

• Provides direct instruction• Establishes goals and

purpose• Models the expectation• Think aloud

• Actively listens• Takes notes

Asks for clarification

We do it

Guided Instruction /

Guided Practice

• Interactive instruction• Works with students• Checks, prompts, clues• Provides additional

modeling• Meets with needs-based

groups

• Asks and responds to questions• Works with teacher and classmates• Completes process alongside others

They do it

together

Collaborative Practice

• Provides feedback• Moves among groups• Clarifies confusion• Provides support

• Works with classmates, shares outcome• Collaborates on authentic task• Consolidates learning• Completes process in small group• Looks to peers for clarification

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCE

You do it

Independently

Independent Practice

• Provides feedback• Evaluates progress

toward the learning expectation

• Works alone• Relies on notes, activities, classroom learning to complete

assignment• Takes full responsibility for outcome

End of Year/ Week 9 of quarter 4:

The WIDA ACCESS 2.0 test window ranges from March 6-April 21, 2017. Students will be tested within the domains of listening, reading, writing, and speaking. Please be certain to expose students to practice test items via https://www. wida-ams.us (scroll down, no need to log in). Please make sure your school composite is updated as well and that the latest version is submitted to the ESL office (purnellmc@scsk12.org).

To prepare for next year, during week 9, please compile the following items and place in your ESL file or ESL student files so that data may be passed on to next year’s ESL teacher and/or General Education teacher:

Two writing samples taken from this last quarter. The writing should come from any two of the culminating writing tasks outlined in this curriculum guide. If accommodations were made during this writing task, please attach a brief note stating what those accommodations were. For example, did a partner assist or was a sentence or paragraph frame provided?

▪ Reading A-Z fluency passages begin at level F for ages 6-7. For kindergarten end of year fluency check, teachers should include this level passage, along with any other fluency check they feel may be more indicative of what a student “can do” (WIDA). Fluency: Reading A-Z fluency passages (Reading A-Z Grade level correlation chart )

WIDA Student Profile. Ask students to help you create a set of information specific to them. This information will be passed on to next year’s teacher (at beginning of next school year). Place these completed student profiles in your ESL files for future use. Ask students to draw a picture of self in the middle (of bubble map, for example, with interest items all around) or have students bring in a picture.

o Topics may include:

favorite sports teams /sports the student participates in counry of origin/ how long in the U.S. favorite school subject how many in my family my summer plans favorite books who helps me study

ESL Grade Kindergarten Quarter 4 TWO WEEKS AT A GLANCEo After students have filled in their portion of their profile, take a moment to write in the following information within a “teacher”

bubble portion of this map. Topics you may wish to address are:

accommodations made on a regular basis are: this student works best when: student has grown the most in the area of: student is still struggling with: any other information you want to inform next year’s teacher(s) about which is relevant to this child’s education