Revised K PPB ESL Curriculum - Point Pleasant Beach … · tomorrow. Students at all ... understand and evaluate written language , symbols and text with ... in all subject areas

POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM

Content Area: English as a Second Language

Course Title: ESL Grade Level: K

Unit Plan 1 Social and Instructional language

September-‐October

Unit Plan 2 The language of Language Arts

November-‐December

Unit Plan 3 The language of Mathematics

January-‐February

Unit Plan 4-‐ The language of Social Studies

March-‐April

Unit Plan 5 The language of Science

May-‐ June

Date Created: June-‐October, 2015

Board Approved on: 10-‐27-‐15

POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM Unit Overview

Content Area: ESL Unit Title: Social and Instructional Language Target Course/Grade Level: Kindergarten Unit Summary – All students are beginning their journey of learning the language of school. ELLs in particular rely on modeling from teachers and peers as they produce social and instructional oral English. Students will communicate socially and instructionally in the kindergarten classroom. Topics will include classrooms, colors, feelings, games, hygiene & safety, music and movement, recreational objects & activities, routines, school, self & family, social behavior, and spatial relations. Primary interdisciplinary connections: English language arts, math, music, social sturdies, technology, art, health, and science. 21st century themes: Career Ready Practices 4 (CRP4)- Career-ready individuals communicate clearly and effectively and with reason.

Learning Targets Content Standards- WIDA Standards: 1, 2, 3, 4, 5 Common Core State Standards: L.K.1, L.K.6, SLK.1 Technology Standard 8.1- Educational Technology- All students will use digital tools to access, evaluate, manage, and synthesize information in order to solve problems digitally and collaboratively Example Topic: Classroom Collaboration – students at all levels of English language proficiency interact with grade-level key academic words and expressions--such as taking turns, cooperation, job, today, tomorrow. Students at all levels of language proficiency remember how to work collaboratively with their peers. CPI # English Language Proficiency Level-

Cumulative Progress Indicator (CPI) Can-do descriptors (from WIDA consortium) Language Domain- Speaking

1- Entering Repeat and respond to chants about working collaboratively in small groups or centers using gestures after viewing a PowerPoint or video presentation on collaboration.

2-Emerging Produce simple statements about working collaboratively in small groups or centers using oral sentence starters and models after viewing a PowerPoint or video presentation on collaboration.

3-Developing

Produce statements about working collaboratively in small groups or centers using models after viewing a PowerPoint or video presentation on collaboration.

4-Expanding

Tell about working collaboratively in small groups or centers using models after viewing a PowerPoint or video presentation on collaboration.

5- Bridging Elaborate on working collaboratively in small groups or centers after viewing a PowerPoint or video presentation on collaboration.

Unit Essential Questions • What language do students need to

engage in and understand the social and instructional language used in the kindergarten classroom?

• How does active listening affect academic success?

• When you engage in oral communication how does your use of language change depending upon the situation, purpose, and audience?

Unit Enduring Understandings Students will understand that… • Listening, speaking, reading, and writing in collaboration

with peers require specific academic language. • Collaboration is essential not only in the classroom , but in

our communities and beyond. • Effective communication incorporates the four language

domains: speaking, listening, reading, and writing. • Social and instructional language is the first step towards

acquiring academic proficiency in all subject areas.

Unit Objectives Students will know… • How to identify recreational objects

from pictures as directed orally • Polite words or expressions when

modeled (e.g. “Please” and “Thank you”) in short dialogues

• Two-step oral directions pertaining to use of recreational objects in activities

• Initial sounds or letters of illustrated classroom objects with words in print

• How to share “oral reading” of illustrated books with a partner

Unit Objectives Students will be able to… • Tell how to play familiar games from home or school

based on class models • Follow one-step oral directions from pictures of

recreational activities and oral statements • Adapt polite language to social situations appropriate to

audience • Trace, copy, or depict daily routines in drawings • Distinguish letters, words, and sentences in illustrated

classroom scene • Compose notes about daily routines using phrases or short

sentences with invented spellings • Create “All About Me” posters which illustrate their self-

portraits, family, friends, favorite places, favorite activities, and wishes

POINT PLEASANT BEACH SCHOOL DISTRICT

CURRICULUM Evidence of Learning

Formative Assessments • Participating/observations • Peer/self-assessments • Questioning

• Discussions • Graphic Organizers • Kinesthetic Assessments

Summative Assessments • Participation and Observation • District benchmark or interim assessments • Pre-test, test, and daily work Modifications (ELLs, Special Education, Gifted and Talented) • Introduce key vocabulary before lesson • Use visuals • Provide peer tutoring • Preferential seating • Chants, songs • Choral reading • Assign a picture or movement to vocabulary words • Ask open-ended questions • Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

• District-approved series- Reading Street-Kindergarten Scott Foresman • Phonics, Level K- Pearson • ESL Grades K-1, Building English Proficiency workbooks, Steck-Vaughn • ESL websites- www.abcya.com and www.starfall.com • PowerPoint presentations from various educational websites on the Internet • Google images on computer • Realia/manipulatives – flashcards, puzzles, games, toys, dolls, stuffed animals, props • Multiple ESL and educational websites • Computer, television, laptop, whiteboard • YouTube educational and musical videos to teach the alphabet, numbers, holiday vocabulary, days

of the week, months of the year, farm songs, school songs, nursery rhymes, foods, curriculum vocabulary: positions, same and different, time order vocabulary, school directions, weather, clothes, colors, body parts, rooms in school and in the house, animals, shapes, transportation, signs, etc.

Teacher Notes: Each lesson includes details of essential language function, complexity, and control, with specific vocabulary that is critical to content mastery. The language functions utilized are cross- curricular, and students should be able to transfer these functions across subject areas. The content and related learning activities serve as a vehicle to achieve the language proficiency desired. The NJ DOE Model Curriculum contains ELL scaffolding for ELA and Math kindergarten curriculum units. The ELL Scaffolds are an essential resource to be utilized when creating lessons contained within each unit. All of the Common Core State Standards are addressed and incorporated in the NJ DOE Model Curriculum scaffolding. Each unit contains multiple “Student Learning Objectives” with accompanying “Student Language Objectives.” The language objectives also address the WIDA standards. What the students

should be expected to do is outlined according to their level of language proficiency. In addition, the NJ DOE Model Curriculum ELL Scaffolding provides materials and resources teachers can use to meet each standard. At the end of this kindergarten curriculum, Unit 1 of the NJDOE ELL Scaffolded Learning Objectives for Kindergarten English Language Arts is provided . The entire Kindergarten unit can be accessed at: http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/ku1.pdf


Content Area: English as a Second Language

Course Title: ESL Grade Level: K

Unit Plan 1 Social and Instructional language

September-‐October

Unit Plan 2 The language of Language Arts

November-‐December

Unit Plan 3 The language of Mathematics

January-‐February

Unit Plan 4-‐ The language of Social Studies

March-‐April

Unit Plan 5 The language of Science

May-‐June

Date Created: June-‐October, 2015

Board Approved on: pending


Content Area: ESL Unit Title: The Language of Language Arts Target Course/Grade Level: Kindergarten Unit Summary – Students will process, understand, interpret, and evaluate spoken language in a variety of situations. They will engage in oral communication in a variety of situations for a variety of purposes and audiences. They will process, understand and evaluate written language , symbols and text with understanding and fluency. Finally, they will engage in written communication in a variety of forms for a variety of purposes and audiences. Genres will include chants and songs, fairy tales, nursery rhymes, picture books. Topics will include concepts about print; environmental print; same and different; phonemic awareness; story elements; beginning comprehension strategies; concepts or words, letters, sounds; use of illustrations, letters and/or words to write; listen to comprehend, speak to communicate. Primary interdisciplinary connections: Language arts, music, art. science, social studies, health 21st Century Themes- CRP4- Career -ready individuals communicate clearly and effectively and with reason. CRP11- Career-ready individuals use technology to enhance productivity.

Learning Targets Content Standards- WIDA Standards: 2 Common Core State Standards : R.L.K.1, RL.K.3, RL.K.4, RL.K.5, RLK.6, RL.K.7 W.K.3, W.K.5, SL.K.1, SL.K.1-6, LK.1, 4 ,5, & 6, R.L.K.1.2 NJ Technology Standards: 8.1.2.A.1, 8.1.2.A.2, 8.1.2.A.4 Example Topic: Features of print- Students explore features of print in a variety of books with unique topics, formatting, and styles. CPI # English Language Proficiency Level

Cumulative Progress Indicator (CPI) Can-do descriptors (from WIDA consortium) Language Domain: Listening

1- Entering Point to features of big books in a large group (e.g. title, author, covers, illustrator) according to oral commands (e.g. “Show me the title.”)

2-Emerging Show directionality of print in various sources in a large group (e.g. left to right, beginning/ending of pages, top/bottom) according to oral commands (e.g. Is this the top or the bottom?”)

3- Identify features of text in context with a partner (e.g. spaces between words, sentences)

Developing according to oral directions.

4-Expanding

Sort features of text with a partner (e.g. lower/upper case letters, periods, question marks)

5- Bridging Match illustrations to oral reading of related sentences or short stories Unit Essential Questions

• How does active listening affect academic success?

• When you engage in oral communication how does your language change depending upon the situation, purpose, and audience?

• How do we use our knowledge of letters and sounds to read words ?

• How can we communicate our ideas and show a purpose through writing?

Unit Enduring Understandings Students will understand that… • Effective communication incorporates the four language

domains: listening, speaking, reading, and writing. • Active listening, speaking, reading, writing, and viewing

are important steps toward acquiring academic proficiency in all subject areas and help us better understand each other.

• Reading is an active process; it is the key to knowledge and to understanding our world and each other.

• Language is the way we communicate with each other and share ideas.

• By knowing the structure of words and sentences we find meaning.

• Asking questions helps us to become better thinkers. Unit Objectives Students will know… • How to sequence a story using pictures • Point out features of words that are the

same and different with a partner • How to participate in shared literature

discussions • How we can use comprehension

strategies to understand what we read • How to attend and respond to classmates

and adults • How to identify, produce, and write

beginnings, endings and medial sounds of words

Unit Objectives Students will be able to… • Match illustrations to oral reading of related sentences or

short stories • Paraphrase nursery rhymes from illustrations • Produce letters of beginning sounds from pictures in

context • Create “stories” about feelings from illustrated text • Develop oral vocabulary • Talk about words and word meanings every day • Begin to recognize a few high frequency words • Make connections to their lives and other stories • Use visual supports to understand the meaning of an

unknown word



Formative Assessments • Retelling assessments • Participation/Observations • Graphic Organizers • Questioning/Discussions

• Visual Representations • Computer assisted instruction • Role play with peers • Kinesthetic Assessments

Summative Assessments • End of unit chapter tests • District benchmark or interim assessments • Pre-test, test, and daily work Modifications (ELLs, Special Education, Gifted and Talented) • Introduce key vocabulary before lesson • Provide visual support • Provide peer tutoring • Follow all IEP modifications/504 plan • Chants, songs • Choral reading • Ask open-ended questions • Teacher reads aloud daily Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

• District approved series • ESL websites • PowerPoint presentations that accompany reading series • Google images/videos on computer • Television to display computer images • CD player and CDs • Guided reading leveled books – fiction and nonfiction topics • Manipulatives

Teacher Notes: Each lesson includes details of essential language function, complexity, and control, with vocabulary that is critical to content mastery. The language functions utilized are cross- curricular and students should be able to transfer these functions across subject areas. The content and related learning activities serve as a vehicle to achieve the language proficiency desired. The NJ DOE Model Curriculum contains ELL scaffolding for all curriculum units and is an essential resource to be utilized when creating lessons contained within each unit.



Content Area: ESL Unit Title: The Language of Mathematics Target Course/Grade Level: Kindergarten Unit Summary: Students will learn to communicate information, ideas and concepts for academic success in the content area of mathematics. Technology and curriculum lessons will include Internet, PowerPoint, and other computer assisted instruction. Topic areas include attributes, equivalency, geometric shapes, measurement of time (calendar, clocks), measurement tools, number sense, numbers & operations, patterns, quantity, size, spatial relations, weight, and temperature. Primary interdisciplinary connections: English language arts, science, technology 21st century themes: CRP4- Career -ready individuals communicate clearly and effectively and with reason. CRP11- Career-ready individuals use technology to enhance productivity.

Learning Targets Content Standards WIDA Standards- 3 CCSS: K.CC.A.1, K.OA.A.1, K.G.A.2, K.NBT.A.1, K.MD.B.3 NJCCCS :Technology Standard : 8.1.2.A.4 CPI # Cumulative Progress Indicator (CPI) English Language Proficiency Level

Can-do descriptors (WIDA Consortium) Language Domain: Reading

1- Entering Identify icons representative of real life objects of a single attribute as modeled (e.g. “This is a toy. Find the picture of a toy.” )

2- Emerging

Classify icons representative of real-life objects of a single attribute that belong and don’t belong to a group as modeled. Classify pictures of real-life objects according to geometric shapes (e.g. Circles or Squares)

3- Developing

Identify icons representative of real-life objects of two attributes that belong to a group as modeled (e.g. “Find the big, yellow ones.”) Sort diagrams of geometric shapes according to their first letter (e.g. “c” or “r”)

4- Expanding

Sort labeled icons representative of real-life objects of two attributes into groups as modeled. Find pairs of matching words and diagrams of geometric shapes.

5- Bridging Arrange labeled icons representative of real-life objects of two attributes by group membership as modeled (e.g. small animals with four legs) Identify words for geometric shapes from labeled diagrams

Unit Essential Questions • Can you put the family members in

order based on size according to an oral description given by the teacher?


domains: listening, speaking, reading, writing

• How do you pose comparative questions or statements about size from pictures or illustrated scenes?

• Can you identify words for geometric shapes from labeled diagrams?

• Can you supply numerals and number words that correspond to matched sets of pictures from word walls or banks?

•

• The acquisition of the language of mathematics is an important step toward achieving academic proficiency in Mathematics

Unit Objectives Students will know… • How to form patterns from pictures from

detailed oral directions (e.g. “The tall girl, the short girl; the tall boy, the short boy)

• How to make up related sentences or stories” about differences in size using comparative language from illustrated scenes

Unit Objectives Students will be able to… • Arrange labeled icons representative of real-life objects of

two attributes by group membership as modeled (e.g. small animals with four legs

• Produce thoughts or “stories” about times of day related to events or actions using phrases or short sentences with inventive spellings



Formative Assessments • Developmental checklists • Anecdotal Records • Retelling Assessments • Graphic organizers

• Teacher observation notes • Written completion of practice tasks • Peer discussions of targeted mathematical themes • Math about me posters

Summative Assessments • Teacher designed assessment materials • Portfolio assessments • Observation Checklists • Unit tests Modifications (ELLs, Special Education, Gifted and Talented) • Follow all ELL modifications as per students’ levels of English language proficiency (entering,

beginning, developing, expanding, or bridging – determined by WIDA APT and Access for ELLs scores • Adjust instruction as needed to be linguistic level appropriate • Introduce key content and academic vocabulary before lesson • Use visual supports to foster students making connections • Follow all IEP modifications/504 plan • Propose interest based extension activities Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

• ESL and math websites • Laptop • Television to display computer images • PowerPoint presentations • District-approved math series • Manipulatives • Teacher-created and/or selected materials • Realia and art supplies • Various non-fiction articles • http://www.state.nj.us/education/modelcurriculum/ela

Teacher Notes: Lessons build upon previously learned vocabulary and basic math facts and skills. Teachers must reactivate the needed math vocabulary and structures prior to teaching lessons or must pre-teach concepts. Lessons include details of essential language function, complexity, and control, with specific vocabulary that is critical to content mastery. The language functions utilized are cross-curricular and students should be able to transfer these functions across subject areas. The content and related learning activities serve as a vehicle to achieve the language proficiency desired.

POINT PLEASANT BEACH SCHOOL DISTRICT Kindergarten ESL CURRICULUM

Unit Overview Content Area: ESL Unit Title: The Language of Social Studies Target Course/Grade Level: Kindergarten Unit Summary: Students of all levels of English language proficiency interact with grade-level words and expressions, such as family, family tree, and family members. In this unit students will learn to communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. Technology infused curriculum lessons will include Internet, PowerPoint, word processing and other computer assisted programs. Topics include classroom/school, clothing, community workers, families, food, friends, holidays & symbols, homes in a community/habitats, location of objects & places, neighborhood, seasons, shelter and transportation. Primary interdisciplinary connections: Language Arts, Science, Art, Health, Music, Math 21st century themes: CRP4- Career -ready individuals communicate clearly and effectively and with reason. CRP11- Career-ready individuals use technology to enhance productivity. Example Topic: Self and Family- Culturally knowledgeable students are well grounded in the cultural heritage and tradition of their community. Students will recount their own genealogy and family history

Learning Targets Content Standards: WIDA Standard 5 NJCCCS : 6.1.4.A.1, 6.1.4.A.10, 6.1.4.D.13, 6.1.4.D.17, 6.1.4.D.18 NJ Technology Standard: 8.1.2.A.5s CPI # Cumulative Progress Indicator (CPI) English language proficiency level

Can Do Descriptors (from WIDA consortium) Language Domain: Writing

1- Entering Draw and label family members using models and illustrated word cards (e.g. “grandma”) in L1 or L2.

2-Emerging Draw and label family members using models and illustrated word cards (e.g. “This is _______.” In L1 or L2.

3- Developing

Draw and describe family members using sentence frames and illustrated word cards (e.g. “This is _____. He is _______.”

4-Expanding

Produce illustrated stories about family members using multiple related sentence frames and illustrated word cards (e.g. “This is ____. She is _____. She _______ with me.”

5 -Bridging Produce illustrated stories about family members.

Unit Essential Questions • How does active listening affect

academic success? • When you engage in oral

communication, how does the use of language change depending upon the situation, purpose and audience?

• What makes a good reader? • How does your use of language change

when writing as opposed to speaking?


domains: listening, speaking, reading, and writing • The acquisition of the language of social studies is an

important step toward achieving academic proficiency in social studies.

Unit Objectives Students will know… • How to differentiate modes of

transportation from the past or present based on pictures and oral descriptions.

• How to provide detailed information about homes or habitats (e.g. personal address or “A bird lives in a nest in a tree.”)

Unit Objectives Students will be able to… • Identify food words in illustrated phrases or short

sentences. • Create stories about people, places, or objects in school

from pictures using phrases or short sentences with invented spellings.



Formative Assessments • Rubrics, discussions, teacher observations • Labeling • Kinesthetic assessments

• Written classwork • Role-playing • Reading fluency and response to comprehension

questions in literature/informational/non-fiction reading circles

Summative Assessments • Unit tests • Essays • Projects • Performance Tasks Modifications (ELLs, Special Education, Gifted and Talented) • Follow all ELL modifications as per students’ levels of English language proficiency (entering,

emerging, developing, expanding, or bridging) determined by WIDA APT and Access for ELLs scores. • Adjust instruction as needed to be linguistic level appropriate. • Introduce key content and academic vocabulary before lesson. • Follow all IEP modifications/504 plan. • Propose interest based extension activities. • Ask open-ended questions. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

• District approved social studies series • Oxford Picture Dictionary • Teacher-created and/or selected materials • PowerPoint presentations • Various non-fiction articles paired with required reading material

Teacher Notes: Lessons build upon previously learned vocabulary and grammatical structures. Teachers must reactivate the needed academic vocabulary of social studies and grammatical structures. Teachers must reactivate the needed vocabulary and structures prior to teaching lessons. Lessons include details of essential language function, complexity, and control, with specific academic vocabulary that is critical to content mastery. The language functions utilized are cross-curricular and students should be able to transfer these functions across subject areas. The content and related learning activities serve as the vehicle to achieve the language proficiency desired.


Unit Overview

Content Area: ESL Unit Title: The Language of Science Target Course/Grade Level: Kindergarten Unit Summary :In this unit students will learn to communicate information, ideas, and concepts necessary for academic success in the content area of Science. Technology infused curriculum lessons will include internet, PowerPoint, word processing and other computer assisted instruction. Topics include zoo, farm, and pet animals, body parts, change in self & environment, colors, forces in nature, living and non-living things, night/day, safety practices, scientific process, life cycles, seasons, senses, water, land, air, and weather. Primary interdisciplinary connections: Language arts, math, art, music, technology 21st century themes: CRP4- Career -ready individuals communicate clearly and effectively and with reason. CRP11- Career-ready individuals use technology to enhance productivity.

Learning Targets Content Standards: WIDA Standard 4 NJCCCS: From NGSS—K-PS2, K-PS3,K-LS1,K-ESS2 CPI # Cumulative Progress Indicator (CPI) English Language Proficiency Level

Can Do Descriptors (from WIDA Consortium) Language Domain: Writing

1- Entering Create messages in L1 or L2 by experimenting with or mixing colors (e.g. paints). Produce drawings or identify pictures on internet of materials needed for scientific inquiry from labeled pictures.

2-Beginning

Practice making letters or scribble writings from models in L1 and L2 using a variety of colors and media. Copy names of materials needed for scientific inquiry (e.g. seed, water, soil, pot ) from labeled pictures or Google images using words with invented spellings.

3-Developing

Produce letters and words with inventive spellings in L1 or L2 based on model picture books or experiments with colors,. Reproduce a list of materials needed for scientific inquiry (e.g. see, water, soil, pot) from labeled pictures or Google images using words with invented spellings.

4- Expanding

Reproduce words or phrases with invented spellings in L1 or L2 found in picture books or Google images or experiments about colors. Describe materials used in scientific inquiry using words or phrases or short sentences.

5- Bridging Compose “stories” about colors using drawings and words, Google images, phrases and short sentences with invented spellings in L1 or L2 .(e.g. rainbows) Relate experiences from use in materials in scientific inquiry using phrases or short sentences with inventive spellings.

Unit Essential Questions • How does listening affect academic

success? • When you engage in oral

communication, how does the use of


domains: listening , speaking, reading, and writing • The acquisition of the language of Science is an important

language change depending upon the situation, purpose, and audience?

• What makes a good reader? • How does your use of language change

when writing as opposed to speaking?

step toward achieving academic proficiency in Science.

Unit Objectives Students will know… • How to organize pictures with labels

or other graphic representations of features of living or non-living things described orally.

• How to compare and contrast weather conditions in illustrated scenes.

Unit Objectives Students will be able to… • Find labeled pictures of body parts with the same initial

consonant (e.g. fingers-feet) . • Compose stories about colors using drawings and / or

Google images using words, phrases or short sentences with invented spellings in L1 or L2.



Formative Assessments • Discussions, teacher observations • Graphic organizers • Labeling

• Kinesthetic assessments • Written classwork • Visual representations

Summative Assessments • Unit tests • Projects • Performance Tasks Modifications (ELLs, Special Education, Gifted and Talented) • Follow all ELL modifications as per students’ levels of English language proficiency (entering,

beginning, developing, expanding, or bridging) determined by WIDA APT or Access for ELLs scores. • Adjust instruction as needed to the appropriate linguistic level. • Introduce key content and academic vocabulary before lessons. • Follow all IEP modifications/504 plan. • Use visual supports to foster students making connections. • Propose interest based extension activities. • Ask open-ended questions. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: District approved Science series Oxford Picture Dictionary Teacher-created materials Realia PowerPoint presentations Internet videos Google images Laptop Television (to display computer images and videos) http://education.nationalgeographic.com http://larryferlazzo.com/eslscience.html http://www.brainpop.com http://www.starfall.com http://www.state.nj.us./education/modelcurriculum/ela Teacher Notes: Lessons build upon previously learned academic vocabulary of science and grammatical structures. Teachers must reactivate the needed vocabulary and structures prior to teaching lessons. Lessons include details of essential language function, complexity, and control, with specific academic vocabulary that is critical to content mastery. The language functions utilized are cross- curricular and students should be able to transfer these functions across subject areas. The content and related learning activities serve as a vehicle to achieve the language proficiency desired.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 1 CCSS: RL.1.1 WIDA: 2 Reading Speaking

Answer questions posed about key details in a text read aloud.

Orally answer questions using key details through reading and listening

VU: LFC: LC:

Question words: who, when, where, what Verbs, past tense Varies by ELP levels

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 Language Objectives

Orally answer yes/no or either/or questions with single words about details in an appropriately leveled story.

Orally answer who, when, where questions in phrases or short sentences from an appropriately leveled text.

Orally answer “Wh” questions in simple sentences using an appropriately leveled text.

Orally answer questions in complete sentences using details from an adapted grade level text.

Orally answer questions in complete sentences using grade level vocabulary about key details in a grade level story.

Learning Supports

Word Wall Visuals Gestures L1 support

Word Wall Visuals Sentence Frames L1 support

Word Wall Visuals

Word Wall

Student Learning Objective (SLO) Language Objective Language Needed SLO: 2 CCSS: L.1.3; RL.1.7 WIDA: 2 Reading Speaking

Use illustrations and key details in a story to describe characters and settings.

Orally describe the characters and settings.

VU: LFC: LC:

Nouns and adjectives for people and places, character traits related to a story Adjective/noun word order Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 Language Objectiv

Orally describe characters and setting in a story



Orally describe characters and settings with clear

Orally describe characters and settings with vivid

es with single words in appropriately leveled or adapted text.

with phrases in appropriately leveled or adapted text.

using simple sentences in appropriately leveled or adapted text.

details using complete sentences in appropriately leveled or adapted text.

images by using complex sentences in grade level text.

Learning Supports

Illustrations/Diagrams/Drawings Pictures/Photographs Visuals Word Wall Partner work L1 support

Illustrations/Diagrams/Drawings Word Wall Partner work Visuals

Illustrations/Diagrams/Drawings Word Wall Partner work

Illustrations/Diagrams/Drawings Word Wall

Illustrations/Diagrams/Drawings

Student Learning Objective (SLO) Language Objective Language Needed SLO: 3 CCSS: RI.1.7 WIDA: 2 Reading Speaking

Use resources (e.g., charts, photographs) in a text for describing key ideas.

Read and identify text that describes the key details in a chart or picture

VU: LFC: LC:

Transitional words Present progressive tense, adverbs Varies by ELP level


Read single words and identify the pictures.

Read an outline and identify the picture or chart it describes with key details.

Read an adapted or appropriately leveled text and identify the picture or chart it describes with key details.

Read near grade level text and identify the picture or chart it describes with key details.

Read a grade level reading selection and identify the picture or chart it describes with key details.

Learning Supports

Illustrations/Diagrams/Drawings Word Wall Partner work Visuals L1 support Adapted Text

Illustrations/Diagrams/Drawings Word Wall Partner work Visuals L1 support Adapted Text

Illustrations/Diagrams/Drawings Partner work Word Wall Adapted Text

Illustrations/Diagrams/Drawings Partner work Word Wall

Illustrations/Diagrams/Drawings

Student Learning Objective (SLO) Language Objective Language Needed

Student Learning Objective (SLO) Language Objective Language Needed SLO: 5 RF 1.2.a WIDA 2 Reading Listening

Distinguish long and short vowel sounds in a spoken single-syllable word (e.g., cat, play).

Distinguish long vowel words and short vowel words (a) using a graphic organizer, Total Physical Response , pictures and other manipulatives.

VU: LFC: LC:

Short and long vowel words Simple present tense Varies by ELP level


Distinguish between long and short vowel “a” sounds with common known words (cat, rain).

Distinguish between long and short vowel “a” sounds with familiar words.

Distinguish between long and short vowel “a” using general words chosen from appropriate text.

Distinguish between long and short “a” using technical vocabulary chosen from the text

Distinguish between long and short “a” using nonsense words, sight words and technical vocabulary chosen from the text

SLO: 4 RF 1.1.a WIDA 2 Reading Listening

Recognize a sentence begins with a capital letter and ends with a punctuation mark.

Identify sentences written correctly which begin with capital letters and end with a punctuation mark using familiar text.

VU: LFC: LC:

Capital letters, period, question mark Punctuation Varies by ELP level


Identify punctuation marks and capital letters at the beginning of sentences.

Identify simple sentences written with correct capitalization and punctuation.

Identify simple sentences written with correct capitalization and punctuation working with a partner.

Identify near grade level sentences written with correct capitalization and punctuation working with a partner.

Identify complex sentences written with correct capitalization and punctuation.

Learning Supports

Partner work Word Wall Visuals L1 support Adapted Text

Partner work Word Wall Visuals L1 support Adapted Text

Partner work Word Wall Adapted Text

Partner work Word Wall

Learning Supports

Partner work Word Wall Vowel Chart Visuals L1 support Total Physical Response Manipulatives Adapted Text

Partner work Word Wall Vowel Chart Visuals L1 support Total Physical Response Manipulatives Adapted Text

Partner work Word Wall Adapted Text

Partner work Word Wall

Student Learning Objective (SLO) Language Objective Language Needed SLO: 6 RF 1.2.b WIDA 2 Reading Speaking

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Orally produce consonant blends using a consonant chart.

VU: LFC: LC:

Consonant blends Simple present tense Varies by ELP level


Orally repeat single

syllable words by

blending sounds, including consonant blends. Orally produce

single syllable familiar words by blending sounds, including consonant blends.

Orally produce single syllable general words by blending sounds and consonant blends.

Orally produce single syllable content based grade level words by blending sounds and consonant blends.

Orally produce single syllable nonsense and content-based grade level words by blending sounds and consonant blends

Learning Supports

Consonant chart Partner work Word Wall Manipulatives Pictures/Photographs L1 support Adapted Text

Consonant chart Partner work Word Wall Manipulatives Pictures/Photographs L1 support Adapted Text

Consonant chart Pictures/Photographs Word Wall Manipulatives Adapted Text

Consonant chart Partner work Word Wall

Consonant chart

Student Learning Objective (SLO) Language Objective Language Needed SLO: 7 RF 1.3.d WIDA 2 Reading Listenin

Count the syllables in printed multisyllabic words.

Count syllables in printed multisyllabic words by clapping, snapping.

VU: LFC: LC

Syllables Simple present tense Varies by ELP level

Student Learning Objective (SLO) Language Objective Language Needed SLO: 8 RF 1.2.c WIDA 2 Reading Speaking

Orally segment and identify phonemes in a single-syllable word, identifying initial, medial vowel and final sounds (e.g., top: /t/-/o/-/p/).

Orally segment and identify phonemes in a single-syllable word, identifying initial, medial vowel and final sounds (e.g., top: /t/-/o/-/p/) by tapping out sounds and using words such as beginning, middle and end and using pictures.

VU: LFC: LC:

Beginning ,middle and end Simple present tense Varies by ELP level


Orally segment and identify phonemes of known single –syllable words.

Orally segment and identify phonemes of familiar single –syllable words.

Orally segment and identify phonemes of familiar single-syllable words.

Orally segment and identify familiar single –syllable content based words. .

Orally segment and identify unfamiliar and nonsense single –syllable content based words. .

Learning Supports

Alphabet picture cards Word Wall Pictures/Photographs L1 support Adapted Text

Alphabet picture cards Word Wall Pictures/Photographs L1 support Adapted Text

Alphabet picture cards Word Wall Pictures/Photographs Adapted Text

Alphabet picture cards Word Wall

Alphabet picture cards

g

:


Clap, snap, known printed and pictured multisyllabic words.

Clap, snap, familiar printed and pictured multisyllabic words and gesture how many syllables.

Clap, snap, familiar printed and pictured multisyllabic words.

Clap, snap, unfamiliar printed and pictured multisyllabic words.

Clap, snap, unfamiliar and nonsense multisyllabic words.

Learning Supports

Word Wall Pictures/Photographs L1 support Adapted Text


Word Wall Pictures/Photographs Adapted Text

Word Wall

Student Learning Objective (SLO) Language Objective Language Needed SLO: 9 RF 1.3.b,d WIDA 2 Reading Speaking

Decode basic CVC (e.g., pin) and CVCC (e.g., back) and VC (e.g., it) words.

Decode one syllable words using vowel chart and/or letter tiles.

VU: LFC: LC:

Consonant, word Simple present tense Varies by ELP level


Decode CVC and CVCC and VC known words with pictures by repeating them and rebuilding the words with letter tiles.

Decode CVC and CVCC and VC familiar words by saying them, repeating them and rebuilding the words with letter tiles.

Decode CVC, CVCC, VC words from an appropriately leveled text.

Decode CVC, CVCC, VC words in appropriately leveled text.

Decode CVC, CVCC, and VC words independently in a grade level text.

Learning Supports

Alphabet picture cards Vowel Chart Partner work Word Wall Pictures/Photographs Letter tiles L1 support Adapted Text

Alphabet picture cards Vowel Chart Partner work Word Wall Pictures/Photographs Letter tiles L1 support Adapted Text

Alphabet picture cards Vowel Chart Partner work Word Wall Pictures/Photographs Adapted Text

Alphabet picture cards Partner work Word Wall

Alphabet picture cards

Student Learning Objective (SLO) Language Objective Language Needed SLO: 10 RF 1.3.g WIDA 2 Reading Speaking

Identify and read grade-level high-frequency/irregular words in and out of context.

Identify and read grade-level high-frequency/irregular words in and out of context by identifying and reading them in text using a word wall.

VU: LFC: LC:

High frequency words Simple sentences Varies by ELP level


Identify and repeat high frequency/ irregular words by highlighting

Identify and orally read aloud high frequency/irregular words by searching in appropriately

Identify and orally read aloud high frequency/ irregular words in appropriately leveled

Identify and orally read aloud high frequency/ irregular words in and out of context

Identify and read high-frequency /irregular words in and out of context by identifying and

them in adapted text and repeating them aloud.

leveled text; then highlight, read or repeat them.

text. by reading them in appropriately leveled texts.

reading them in grade level text.

Learning Supports



Word Wall Pictures/Photographs Adapted Text

Word Wall

Student Learning Objective (SLO) Language Objective Language Needed SLO: 11 RF 1.4.a,b WIDA 2 Listening Speaking

Establish a purpose for reading and adjust reading rate to support accuracy, appropriate rate, and expression in grade-level text (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection).

Make predictions using illustrations, headings and prior knowledge

VU: LFC: LC:

Guess, predict Future tense, conditional Varies by ELP level


Make predictions about story by referring to pictures and prior knowledge using single words, high frequency vocabulary.

Make predictions about an appropriately leveled story by referring to pictures and prior knowledge using phrases or short sentences and common vocabulary.

Make predictions about an appropriately leveled story by referring to pictures and prior knowledge using simple sentences and general vocabulary.

Make predictions about near grade level story by referring to pictures and prior knowledge using complete sentences and content based vocabulary.

Make predictions about a grade level story by referring to pictures and prior knowledge using complex, detailed sentences and content based vocabulary.

Learning Supports

Word Wall Pictures/Photographs L1 support Adapted Text Partner work Cloze sentences

Word Wall Pictures/Photographs L1 support Adapted Text Partner work Sentence Frames

Word Wall Pictures/Photographs Adapted Text Partner work

Word Wall Pictures/Photographs

Student Learning Objective (SLO) Language Objective Language Needed SLO: 12 RF1.4.c WIDA 2 Reading Speaking

Monitor reading using context clues (e.g., word patterns, story structure, illustrations) to support accuracy, rate and comprehension.

Read with accuracy, fluency and comprehension by using pictures and word patterns.

VU: LFC: LC:

Repeat, word patterns Simple sentences Varies by ELP level


Read single words with accuracy, fluency and comprehension.

Read phrases and short sentences with accuracy, fluency and comprehension.

Read appropriately leveled texts with accuracy, fluency and comprehension.

Read near grade level texts with accuracy, fluency and comprehension.

Read grade level texts with accuracy, fluency and comprehension.

Learning Supports

Word Wall Pictures/Photographs L1 support Adapted Text Partner work

Word Wall Pictures/Photographs L1 support Adapted Text Partner work

Word Wall Pictures/Photographs Adapted Text Partner work

Word Wall

Student Learning Objective (SLO) Language Objective Language Needed SLO: 13 W 1.3; L.1.2.d WIDA 2 Writing Listening

Organize ideas and information for writing showing a progressing and chronological narrative recounting two events using temporal words and a closing sentence

Compose a sequential narrative about two events using transitional phrases, pictures and graphic organizers

VU: LFC: LC:

Transitional temporal words Verb tense, third person Varies by ELP level


Write single sequence words under illustrations about two events.

Write simple phrases about two events.

Write simple sentences about two events with general vocabulary and transitional words..

Compose narrative about two events with complete sentences, common and grade level vocabulary, and transitional words.

Compose narrative about two events using complex sentences, grade level vocabulary and transitional words and a closing sentence.

Learning Supports

Graphic organizer Word Wall Pictures/Photographs L1 support Partner work

Graphic organizer Word Wall Pictures/Photographs L1 support Partner work

Graphic organizer Word Wall Pictures/Photographs Partner work

Graphic organizer Word Wall

Student Learning Objective (SLO) Language Objective Language Needed SLO: 14 L.1.1.e WIDA 2 Speaking

Use verbs that depict past, present, and future (e.g. walk, walked, will walk) appropriately.

Orally produce correct tense in sentences using pictures and key time words.

VU: LFC: LC:

Past, present and future Sentences with appropriate varied tense forms Varies by ELP level


Repeat key time words and hand gestures after teacher. Repeat regular verb with appropriate time word.

Produce simple phrases using key time words.

Produce simple sentences using key time words, pictures, common, irregular and regular verbs.

Produce complete sentences using key time words and appropriate regular and irregular verb tenses.

Produce complex sentences using past, present and future regular and irregular verbs with appropriate time phrases.

Learning Supports

Graphic organizer Word Wall Pictures/Photographs L1 support Triads or Small Groups

Graphic organizer Word Wall Pictures/Photographs L1 support Triads or Small Groups

Graphic organizer Word Wall Pictures/Photographs Triads or Small Groups

Graphic organizer Word Wall Triads or Small Groups

Student Learning Objective (SLO) Language Objective Language Needed SLO: 16 SL.1.1.a,b,c WIDA 1-5 Speaking Listening

Share and extend accountable talk with others using proper rules when speaking (e.g., listening to others with care, speaking one at a time about grade one topics and text under discussion) and asking questions for clarification.

Listen to and share ideas and thoughts through conversation by listening attentively to others and taking turns speaking about the topic of discussion in small groups using cue cards.

VU: LFC: LC:

Rules, take turns Complete sentences Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Student Learning Objective (SLO) Language Objective Language Needed SLO: 15 W 1.8 WIDA 2 Writing Speaking

With guidance and support, listen to, discuss and compare published stories/texts written by various authors to answer a question.

Compare and contrast different texts by using a graphic organizer

VU: LFC: LC:

Compare and contrast Sentences with conjunctions, adverbs, superlatives, pronouns Varies by ELP level


Compare and contrast different versions of a story or topic and answer questions about similarities and differences using single words, and answering yes/no or either/or questions.

Compare and contrast different versions of an appropriately leveled story or topic and answer questions about similarities and differences using phrases to complete sentence frames.

Compare and contrast different versions of an appropriately leveled story or topic and answer questions about similarities and differences using simple sentences.

Compare and contrast different versions of an appropriately leveled story or topic and answer questions about similarities and differences using complete sentences.

Compare and contrast different versions of a grade level story or topic and answer questions about similarities and differences using complex sentences, conjunctions and transitions.

Learning Supports

Graphic organizer Adapted Text Word Wall Pictures/Photographs L1 support Choice questions

Graphic organizer Adapted Text Word Wall Pictures/Photographs L1 support Partner work Sentence Frames

Graphic organizer Adapted Text Word Wall Template Partner work

Graphic organizer Adapted Text

Language Objectives

Listen to and share ideas and thoughts through conversation by listening attentively to others and taking turns speaking about the grade level topics of discussion with a partner in L1 and/or using single words.

Listen to and share ideas and thoughts through conversation by listening attentively to others and taking turns speaking about the grade level topics of discussion with a partner using phrases.

Listen to and share ideas and thoughts through conversation by listening attentively to others and taking turns speaking about the grade level topics of discussion with a partner using simple sentences.

Listen to and share ideas and thoughts through conversation by listening attentively to others and taking turns speaking about the grade level topics of discussion in small groups using complete sentences.

Listen to and share ideas and thoughts through conversation by listening attentively to others and taking turns speaking about the grade level topics of discussion in small groups using complex sentences in extended discourse and using realia.

Learning Supports

Graphic organizer Cue Cards Manipulatives Word Wall Pictures/Photographs L1 support Choice questions Partner work

Graphic organizer Cue Cards Manipulatives Word Wall Pictures/Photographs L1 support Partner work Sentence Frames

Graphic organizer Cue Cards Manipulatives Word Wall Template Partner work

Graphic organizer

Student Learning Objective (SLO) Language Objective Language Needed SLO: 17 SL.1.5 WIDA 2 Listening

Add illustrations that represent descriptions of characters, places, or events for clarification.

Listen to oral descriptions of people, places and things and point to corresponding illustrations

VU: LFC: LC:

People, places and things, Adjective/ noun agreement Varies by ELP level


Listen to simple oral descriptions of people, places or things and point to drawings or pictures mentioned using familiar pictures.

Listen to simple oral descriptions of people, places or things and point to drawings or pictures depicted in oral description using familiar pictures or drawings.

Listen to simple oral descriptions of people, places and things and add drawings or pictures depicted in oral description.

Listen to near grade level oral descriptions of people, places and things and add drawings or pictures depicted in oral description.

Listen to complex grade level oral descriptions of people, places and things and add drawings or pictures depicted in oral description.

Learning Supports

Word Wall Pictures/Photographs L1 support Partner work

Word Wall Pictures/Photographs L1 support Partner work

Word Wall Template Partner work

Student Learning Objective (SLO) Language Objective Language Needed SLO: 18 L1.1.a WIDA 2 Writing

Use upper-and-lower case letters correctly in writing.

Apply correct usage of all upper and lower case letters using charts.

VU: LFC LC:

Upper and lower-case letters, top, middle and bottom Capitalization common and proper nouns Varies by ELP level


Apply correct usage of upper and lower case letters in writing single words.

Apply correct usage of upper and lower case letters in writing phrases.

Apply correct usage of upper and lower case letters in writing simple sentences. .

Apply correct usage of upper and lower case letters in writing on complete sentences on near grade level tasks.

Apply correct usage of upper and lower case letters in writing on grade level tasks.

Learning Supports

Word Wall Pictures/Photographs L1 support Alphabet Chart

Word Wall Pictures/Photographs L1 support Alphabet Chart

Word Wall Template Alphabet Chart

Word Wall

Student Learning Objective (SLO) Language Objective Language Needed SLO: 20 L 1.2.a WIDA 2 Writing

Capitalize names, people and dates.

Apply correct usage of uppercase letters in names, people and dates using a list of proper nouns.

VU: LFC LC:

Capitalize Correct usage of capitalization of words Varies by ELP level


Capitalize familiar, known words.

Apply correct usage of upper case letters in names, people and dates from lists of words/phrases.

Apply correct usage of upper case letters in names, people and dates when forming simple sentences. .

Apply correct usage of upper case letters in names, people and dates when forming complete sentences.

Apply correct usage of upper case letters in names, people and dates when forming complex detailed sentences about grade level text.

Student Learning Objective (SLO) Language Objective Language Needed SLO: 19 L 1.1.f WIDA 2 Speaking

Use adjectives when describing people, places, things, and events.

Describe people, places and things using adjectives from familiar text and a word wall.

VU: LFC LC:

Descriptive words Adjective/noun word order Varies by ELP level


Describe people, places and things using descriptive adjectives.

Describe people, places and things using descriptive adjectives correctly and grade level vocabulary in phrases.

Describe people, places and things using descriptive adjectives correctly and general vocabulary in simple sentences.

Describe people, places and things using descriptive adjectives correctly and near grade level vocabulary in complete sentences.

Describe people, places and things using descriptive adjectives correctly and grade level vocabulary in complex sentences.

Learning Supports

Word Wall Pictures/Photographs L1 support Cloze sentences Songs/Chants

Word Wall Pictures/Photographs L1 support Sentence Frames

Word Wall Template Partner work

Word Wall

Learning Supports

Word Wall Pictures/Photographs L1 support Cloze sentences Alphabet Chart

Word Wall Pictures/Photographs L1 support Sentence Frames Alphabet Chart

Word Wall Template Alphabet Chart

Word Wall Alphabet Chart

Student Learning Objective (SLO) Language Objective Language Needed SLO: 21 L 1.2.b W.1.2.b WIDA 2 Reading Writing

Use correct ending punctuation (e.g., period or question mark) for sentences.

Apply correct usage of ending punctuation for sentences using pictures, word banks, or punctuation charts.

VU: LFC LC:

Period, question mark Declarative and interrogative sentences Varies by ELP level


Apply correct usage of ending punctuation of simple sentences read aloud using pictures and punctuation chart for support.

Apply correct usage of ending punctuation for simple sentences with general language related to topic or content areas using word bank, pictures, word walls and punctuation charts.

Apply correct usage of ending punctuation for simple sentences with general and some specific language related to topic or content areas, using word bank, pictures, and punctuation charts.

Apply correct usage of ending punctuation for complete sentences using specific and content based language referring to punctuation chart.

Apply correct usage of ending punctuation for complex, detailed sentences with specific and content based language.

Learning Supports

Word Wall Word Bank Punctuation Chart Pictures/Photographs L1 support Cloze sentences Writing rubric

Word Wall Word Bank Punctuation Chart Pictures/Photographs L1 support Sentence Frames Writing rubric

Word Wall Word Bank Punctuation Chart Template Writing rubric

Word Wall Writing rubric

Writing rubric

Student Learning Objective (SLO) Language Objective Language Needed SLO: 22 L 1.2.e W.1.2e WIDA 2 Listening Writing

Apply developmental spelling or phonics-based knowledge to write unfamiliar words.

Write unfamiliar words utilizing developmental spelling or phonics-based knowledge using word walls, picture dictionaries, and alphabet chart.

VU: LFC LC:

Sound-out, tap-out Imperative commands Varies by ELP level


Write unfamiliar words utilizing developmental spelling or phonics-based knowledge for one syllable words in a list.

Write unfamiliar words utilizing developmental spelling or phonics-based knowledge to generate simple phrases and sentences with key content based word.

Write unfamiliar words utilizing developmental spelling or phonics-based knowledge to generate complete sentences.

Write unfamiliar words utilizing developmental spelling or phonics-based knowledge to generate complete, related sentences using specific and some content based vocabulary.

Write unfamiliar words utilizing developmental spelling or phonics-based knowledge to generate detailed, related sentences with content based grade level vocabulary.

Learning Supports

Word Wall Pictures/Photographs L1 support Cloze sentence Word family charts Alphabet chart

Word Wall Pictures/Photographs L1 support Sentence Frames Word family charts Alphabet chart

Word Wall Word family charts Picture dictionary Alphabet chart

Word Wall

Writing rubric

Student Learning Objective (SLO) Language Objective Language Needed SLO: 23 L.1.6 W 1.6 WIDA 2 Speaking Listening Reading

Use words and phrases acquired through conversations, reading and being read to.

Utilize words and phrases through conversations, reading and being read to using a story map.

VU: LFC LC:

Personal , text and content language Sentence structures, writing conventions Varies by ELP level


Utilize words and gestures from conversations, reading and listening;

Utilize words and phrases from conversations, reading and listening; match voice to print in

Utilize words and phrases from conversations, reading and listening; match voice to print in simple sentences

Utilize words and phrases from conversations, reading and listening; match voice to print in

Utilize words and phrases through conversations, reading and listening and match voice to print using complex

identify symbols, icons, and environmental print.

phrases and short sentences with key content based vocabulary.

with general and some key content based vocabulary.

complete sentences using specific and some content based language.

sentences of varying lengths with content based language.

Learning Supports

Word Wall Pictures/Photographs L1 support Cloze sentence Gestures Story Map

Word Wall Pictures/Photographs L1 support Sentence Frames Story Map

Word Wall Pictures/Photographs Story Map

Word Wall

Writing rubric

Student Learning Objective (SLO) Language Objective Language Needed SLO: 24 L.1.6 WIDA 2 Speaking Writing

Use frequently occurring conjunctions to signal simple relationships (e.g., because, and, or).

Utilize frequently occurring conjunctions to signal simple relationships such as cause and effect using graphic organizers

VU: LFC LC:

Conjunctions Compound sentences Varies by ELP level


Utilize frequently occurring conjunctions to signal simple relationships such as cause and effect using single word phrases.

Utilize frequently occurring conjunctions to signal simple relationships such as cause and effect using simple phrases and simple sentences with general language and key content based vocabulary.

Utilize frequently occurring conjunctions to signal simple relationships such as cause and effect in simple sentences with general and some key content vocabulary.

Utilize frequently occurring conjunctions to signal simple relationships such as cause and effect in complete sentences using specific and some content based vocabulary.

Utilize frequently occurring conjunctions to signal simple relationships such as cause and effect using complex sentences with content based language.

Learning Supports

Word Wall Pictures/Photographs L1 support Cloze sentence Gestures

Word Wall Pictures/Photographs L1 support Sentence Frames

Graphic organizer Word Wall Pictures/Photographs

Graphic organizer Word Wall

Documents

Revised K PPB ESL Curriculum - Point Pleasant Beach … · tomorrow. Students at all ... understand and evaluate written language , symbols and text with ... in all subject areas