Course Title: ESL Grade: Kindergarten · 2014-10-28 · The curriculum for Kindergarten ESL...

FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Course Title: ESL

Grade: Kindergarten

Board of Education Adoption Date: October 27, 2014

Freehold Borough Board of Education

Mrs. Annette Jordan, President Dr. Michael Lichardi, Vice President

Mr. Paul Ceppi

Mrs. Susan Greitz

Mr. James Keelan

Mrs. Maureen MacCutcheon

Mr. Bruce Patrick

Mrs. Margaret Rogers

Mrs. Michele Tennant

District Administration

Rocco Tomazic, Ed. D., Superintendent

James Strimple, Interim School Business Administrator

Cheryl Young, Director of Curriculum & Instruction

Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Supervisor of Assessment & Technology

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages

Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School

Patrick Mulhern, Principal – Park Avenue Elementary School

Will Smith, Principal – Freehold Learning Center

Curriculum Committee

Jean Schiller

Freehold Borough School District

District Mission

We will inspire the creativity and imagination of all students and empower them as

knowledgeable, skillful, and confident learners who flourish and contribute willingly in a

changing world.

Core Beliefs

We believe that:

All people have inherent worth.

Life-long learning is basic to the survival and advancement of society.

The primary influence on the individual's development is the family in all its forms.

Valuing diversity is essential to individual growth and the advancement of society.

All individuals have strengths and human potential has no known limits.

Democracy thrives when individuals accept responsibility for their choices.

Being trustworthy builds trust.

Creativity and imagination are essential for society to flourish.

A safe environment is essential for the well-being of the individual and for society to

flourish

Freehold Borough School District

Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values.

Believing that our students deserve the best education, our curriculum is aligned to the most

current New Jersey Core Curriculum Content Standards and current statewide assessments. Our

scope and sequence is vertically and horizontally aligned. The progression of objectives

embraces decades of rigorous research, conducted both independently and at the university level,

and acknowledges that children develop differently and that learning experiences and strategies

for performance are differentiated. Our borough is a diverse community, rich in tradition and

spirit. Knowledge is a fusion balancing authentic experience and content, which language arts

literacy skills are integrated with other content areas. Our curriculum contains common

expectations that are rigorous and student centered, and teachers, who are most proximal to the

children, will use this document as an instrument to ensure student success.

To ensure that our children are successful and receive the best education, this curriculum

document, our staff will continuously collaborate on this living document. We will develop

purposeful and effective formative and summative assessments which measure growth of our

curriculum and inform our instruction. Finally, we will continuously seek to grow professionally

through professional development, which is aligned to statewide regulations, but specifically

geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives

Teachers will employ lessons that are aligned to our curriculum and framed utilizing

current research-based methods and techniques that focus on student achievement

Our lessons will be structured according to statewide and district standards and our

teachers will have flexibility to ensure that lessons meet the needs of all learners

Units and lessons will be differentiated

Curriculum is be student focused on success and balances developmental theory and

psychometric standards

Democratically developed benchmarks and assessments will be utilized to gauge student

and curricular growth. Assessment will be multidimensional and developed according to

student need.

Course Overview:

In order to meet the objectives described in the Kindergarten ELP Levels 1-5 Curriculum,

teachers will design thematic units and daily lesson plans using culturally authentic materials that

are appropriate to the students' age, abilities and interests. Teacher selected materials should

explore cultural diversity and multiple perspectives. Teachers should strive to access rich, cross-

content materials, and provide opportunities for students to research, organize, and communicate

in the target language using technology. Activities in the target language should foster purposeful

and meaningful communication that relates to relevant, real-world situations.

Teacher Resources:

Echevarria, J., Vogt, M., and Short, D. J., Making Content Comprehensible for English

Learners: The SIOP Model. (Second Edition 2010) Allyn & Bacon, Boston, MA.

Vogt, M.E., Echevarria,J (2008) 99 Ideas and Activities for Teaching English Learners with the

SIOP Model. Boston, MA: Pearson Education, Inc.

WIDA Standards (2012) downloaded from http://www.standardswww.wida.us/standards

http://state.nj.us/education (NJ Department of Education) http://www.nj.gov/education/bilingual/

http://www.nj.gov/education/bilingual/resources/newcomer.htm (Newcomer resources)

http://www.wida.us (WIDA Consortium)http://www.cal.org (Center for Applied Linguistics)

http://www.tesol.org Teachers of English to Speakers of Other Languages (TESOL)

Student Internet Resources:

http://eslcafe.com

www.eslkidstuff.com

www.Esl-kids.com

www.esltreasure.com

http://www.brainpop.com

www.brainpopjr.com

http://www.studyisland.com

www.funenglishgames.com

www.literactive.com

www.starfall.com

www.esl4kids.com

www.eslkid.com

www.eslgalaxy.com

http://www.uni.edu/becker/TESOL

http://www.csun.edu/~hcedu013/eslplans.html

http://iteslj.org

http://www.pdictionary.com

http://www.englishclub.com/index.htm

http://owl.english.purdue.edu/handouts/esl/index.html#exercises

http://www.manythings.org

http://www.gigglepoetry.com/poetryfun/poetryfun.

http://www.enchantedlearning.com/Rhymes.html

http://www.lovetolearnplace.com

http://eslcafe.com/

http://www.eslkidstuff.com/

http://www.esl-kids.com/

http://www.esltreasure.com/

http://www.brainpop.com/

http://www.brainpopjr.com/

http://www.studyisland.com/

http://www.funenglishgames.com/

http://www.literactive.com/

http://www.starfall.com/

http://www.esl4kids.com/

http://www.eslkid.com/

http://www.eslgalaxy.com/

http://www.uni.edu/becker/TESOL

http://www.csun.edu/~hcedu013/eslplans.html

http://iteslj.org/

http://www.pdictionary.com/

http://www.englishclub.com/index.htm

http://owl.english.purdue.edu/handouts/esl/index.html#exercises

http://www.manythings.org/

http://www.gigglepoetry.com/poetryfun/poetryfun

http://www.enchantedlearning.com/Rhymes.html

http://www.lovetolearnplace.com/

Curriculum Overview: Kindergarten ELP Levels 1-5

I. All About Me? II. Our World III. The Wonderful World of Nature

The School Environment:

The school building, people, rules,

procedures, classroom objects,

routines

The Human Body: appearance,

senses, feelings, personal information,

body parts and systems

Interests & Abilities: personality,

talents, sports, pastimes

Home, Family & Friends: house,

room furnishings, prepositions of

location, family titles, occupations,

expressing age, school and home

chores and responsibilities

Celebrations: food, customs,

traditions, culture, L1 heritage (facts

about L1 country: location, size,

climate, cultural comparisons, etc.

Single and plural nouns

Pronouns

Present tense of regular verbs

Subject verb agreement

Basic Punctuation

Parts of a text

Telling Time

Writing numbers

Writing the date

The USA: history topics include Native

Americans, European explorations, the

Colonial Period, etc.

Geography: the states, regions,

geographical land features. Immigration.

The Earth: Earth materials, geological

forms and their formative process, states of

matter, weather and climate.

Space: Space exploration: astronomy,

related equipment, astronauts, rockets,

space shuttles. The solar system and its

characteristics. Stars, constellations and

galaxies.

Antonyms

Synonyms

Question forms

Geographic vocabulary

Environmental vocabulary

Compound words

Phrasal verbs

Making comparisons

Previewing texts

Drawing conclusions

Cause and effect

Question format

Reading informational text

Writing a journal entry or personal narrative

Plants: parts of plants, products derived

from plants, life cycle of a plant

Farm Life: Animals, objects /tools found

on farms, stages from planting to harvest

and market, Animal products (food,

clothing, etc. )

Insects: vocabulary of features and

characteristics, behaviors, products.

Animals: name, features and characteristics,

classifications, movement and behavior,

survival skills. Animals as represented in

both informational and narrative texts.

Balance of Nature: Habitats, biomes, and

ecosystems. Food chains, life cycle

terminology. Conservation and recycling.

Regular and irregular comparatives

Word analysis skills

Common affixes

Question format

Chronological order

Adverbs

Positive and negative sentences

From sentence to paragraph

Making inferences

Finding the main idea

Reading and creating diagrams for

explaining a process

Kindergarten ESL Beginners (ELP 1 –Entering)

The curriculum for Kindergarten ESL Beginners ELP 1 - Entering is designed to meet the needs of novice level English

language speakers, new to the United States. Students at Proficiency level 1 communicate both non-verbally and at the word level at

this stage in their language acquisition.

The Common Core Standards are addressed according to the proficiency level of the individual English Language Learner

within the K-5 grade cluster, moving students progressively toward meeting grade level objectives in congruence with their rate of

language acquisition. This curriculum addresses the needs of the novice level English language learner, referencing and building upon

the Common Core Standards from the foundational skills outlined through the Common Core’s K-5 continuum.


Sample Themes Understandings Essential Questions Language Needed

All About Me, provides a

balanced focus on both social

and instructional language

across the curriculum. The

example topics and genres are

derived from the WIDA

English Language Proficiency

Standards. Key topics include:


The school building, people,

rules, procedures, classroom

objects, routines

The Human Body:

appearance, senses, feelings,

personal information, body

parts and systems

Interests & Abilities: personality, talents, sports,

pastimes

Home, Family & Friends:

Language is a multi-

faceted, multi-layered

system of

communication.

Language learning

involves taking risks and

learning from one’s

mistakes.

What language will I need to

successfully communicate in my

new home and school in the

United States?

What do I need to know to help

me communicate my needs?

When do mistakes interfere with

communication?

Who am I and what is my place

in the world?

Vocabulary Usage

General content-related words.

Everyday social and instructional

words and expressions.

Language Forms and

Conventions

With instructional support, Ell’s

will comprehend and produce

simple grammatical constructions

(e.g., commands, WH- questions,

declaratives)

Students will employ phrase level

grammatical structures.

Students will use phrasal patterns

associated with common social

and instructional situations.

house, room furnishings,

prepositions of location, family

titles, occupations, expressing

age, school and home chores

and responsibilities


traditions, culture, L1 heritage

(facts about L1 country:

location, size, climate, cultural

comparisons, etc.

Discourse Complexity

At the level one proficiency level,

ELL’s will begin by producing

communication nonverbally, as

well as through the use of words,

phrases or chunks of language. As

students move toward the next

level of proficiency, they will

begin using short sentences or

phrases as their ability to express

ideas in the target language

emerges.

At the level one proficiency level,

ELL’s will comprehend single

statements or questions, working

to identify and idea within chunks

of language. As students move

towards higher proficiency, they

will begin to comprehend multiple

related single sentences and ideas

with details.


Common Core State Standards Student Learning Objectives

Language: Conventions of Standard English (L.K-5.1-2)

Knowledge of Language (L.K-5.3)

Vocabulary Acquisition and Use:

(Comprehension strategies) (L.K-5.4)

Vocabulary acquisition and use (L.K-8.5)

Recognize and reproduce the complete alphabet using both upper

and lower case letters.

Use frequently occurring nouns and verbs, form regular and

irregular plural forms of nouns.

Understand and use interrogatives and frequently occurring

prepositions.

Vocabulary acquisition and use (application) (L.K-5.6)

Communicate in words, phrases and complete sentences using the

target language.

Recognize, name and correctly employ end punctuation marks.

Capitalize the first word of a sentence and the pronoun I.

Use memorization, phonetics and knowledge of sound/letter

relationships to spell words correctly. Read high frequency words

by sight.

With guidance and support from adults, explore word relationships

and nuances in word meanings.

Use words and phrases acquired through conversations, reading

and being read to, and responding to texts.

Speaking and Listening:

Comprehension and collaboration

SL.K-5.1

SL.K-5.2

SL.K-5.3

Presentation of knowledge and ideas

SL.K-5.4

SL.K-5.5

SL.K-5.6

Follow oral directions according to simple commands using

manipulatives or real-life objects (e.g., point to your head).

Follow along in role play activities described orally.

Explore movement of real-life objects by following oral commands

and modeling (e.g., “Push the ball. Watch it move. Make it stop.”)

Listen to recognize types of language by context and tone.

Follow increasingly difficult oral directions.

Repeat new language related to story pictures modeled by teachers.

Name body parts and associate them with senses and physical

actions (e.g., eyes-see, nose-smells, fingers – touch).

Identify signs around neighborhood from oral commands and

pictures or field trips (e.g., traffic lights, schools or railroad

crossings).

Confirm understanding of a text read aloud or information

presented orally or through other media by asking and answering

questions about key details and requesting clarification if

something is not understood.

Ask and answer questions for clarification or to resolve problems.

Participate in full class, group, or pair discussions.

Answer yes/no or choice questions about likes or dislikes (e.g., Do

you like to swim?)

Express needs.

Use language acquired through classroom instruction for real life

communication.

Reading (Foundational Skills):

Print concepts

RF.K-5.1

Phonological Awareness

RF.K-5.2

Phonics and Word Recognitions

RF.K-5.3

Fluency

RF.K-5.4



Associate letter sounds (at beginning, middle, or end of words)

with familiar pictures in context.

Demonstrate understanding of spoken words, syllables, and sounds

(phonemes).

a. Recognize and produce rhyming words.

b. Count, pronounce, blend, and segment syllables in spoken

words.

Match voice to print by pointing to icons, letters, or illustrated

words.


relationships to spell words correctly. Read high frequency words

by sight.

Identify all kind of foods from photographs, graphs, or charts with

labels and select them to makes posters from magazine pictures.

Categorize vocabulary with classifications such as parts of speech,

synonyms, antonyms, etc. Distinguish shades and nuances of

meaning between words with similar meanings.

Reading Informational Text

Key Ideas and Details

RI.K-5.1

RI.K-5.2

RI.K-5.3

Craft and structure

RI.K-5.4

RI.K-5.5

RI.K-5.6

Integration of Knowledge and Ideas

RI.K-5.7

RI.K-5.8

RI.K-5.9

RI.K-5.10

Match illustrations (icons and pictures) to target vocabulary items

With prompting and support, ask and answer questions about key

details in a text.

With prompting and support, identify the main topic and retell key

details of a text.

With prompting and support, students will read informational text,

name the title, author, give setting, identify major events, and

ask/answer about key details in a text.

Students will retell and summarize informational texts they have

read.

Students will compare similar texts and make connections with

their own experiences.

Identify the front cover, back cover, and title page of a book.

With appropriate prompting and support, students will describe the

relationship between text and images (illustrations, charts, etc.) the

information that is conveyed.

Interpret graphs, charts, and diagrams.

Use diagrams to guide use of standard, non-standard measures

(e.g., a ruler can show inches).

Match labeled pictures with illustrated celebrations or customs in

U.S. or internationally

Begin to connectnew information to information previously

learned.

Compare and contrast story plots, characters, settings and themes.

Actively engage in group reading activities with purpose and

understanding.

Reading Literature

Key ideas and details

RL.K-5

RL.K-5.1

RL.K-5.2

RL.K-5.3

Craft and Structure

RL. K-5.4

RL.K-5.5

RL.K-5.6

Integration of Knowledge and Details

RL.K-5.7

RL.K-5.9

Match illustrations (icons and pictures) to target vocabulary items


details in a text.

With prompting and support, students will read literature and

demonstrate the ability to name the title, author, give setting, name

characters, identify major events, and ask/answer about key details

in a text.

Read simple texts, both fiction and non-fiction, with fluency that is

appropriate with proficiency level.

Demonstrate an understanding of the purpose of punctuation marks

while reading aloud.

Range of Reading and text complexity

RL.K-5.10

Students will retell and summarize stories they have read. Students

will compare stories and make connections with their own

experiences.





understanding.

Writing

Text types and purposes

W.K-5.1

W.K-5.2

W.K-5.3

Production and Distribution

W.K-5.4

W.K-5.5

W.K-5.6

Research to Build and Present Knowledge

W.K-5.7

W.K-5.8

W.K-5.9

Trace, copy or produce words about target thematic vocabulary

using models and pictures.

Illustrate and label whole numbers from graphs or visuals and

word banks (such as from 1-100).

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 book is...).

Reproduce illustrated word pairs by families (e.g., cat, hat).

Write a descriptive piece, such as a description of a person, place

or object.

Reproduce or label symbols or logos for food in a supermarket.

Students will 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.

Develop a collection of writing (e.g. portfolio or literacy folder).

Kindergarten ESL Beginners (ELP 1 –Entering) Sample Assessment & Instructional Activities

• Short Quizzes

• Participation in TPR activities

• One sentence summaries

• Teacher observations

• Group Work Updates

• Idea Webs

• Daily Do Now Review

Questions

• Brainstorming Contribution

• Exit Questions

• Dialog/Reflective Journals

• Erasable Board Messages

• Individual Conferences

• KWL charts

In addition to annual standardized tests, student progress will be evaluated through

products created by students to demonstrate their learning:

• Respond to greetings/ farewells, participate in TPR activities

• Practice and participate in finger and song plays that help to illustrate vocabulary

meaning

• Identify the letters of the alphabet, identify the names of vowels and consonants

• Identify and name colors

• Learn the date using a calendar

• Fill out a form with your personal information (Name, address, phone number, etc.)

• Draw a picture of a family (or family tree) and label the family members

• Listen to identify (and write) names of classroom objects

• Draw and describe the map of the school and/or classroom and describe it to their

peers

• Listen to a dictated number and express it in numerical form

• Listen and demonstrate comprehension of stories read aloud

• Create a labeled poster of classroom objects

• Use a Venn diagram to compare and contrast people or things.

• Compare and contrast two characters from a story or stories that you have read.

• Create a chart that lists classroom chores and responsibilities

• Draw a map from school to your home. Identify and show community places.

• Talk about things that you like to do

• Identify the correct classroom supplies needed for a specific project or activity

• Retell a story (beginning, middle end) after listening to or reading a story

• Listen to a video about family members and complete a Venn diagram using phrase

strips

• Collaborate with a partner to give an oral presentation describing holiday customs

and traditions

• Name and identify different types of sports and pastimes

• Re-state math problems with visual support

• Design a family tree and use it in an oral presentation about your family

• Describe or draw various geometric shapes as directed

• Name and describe the five senses. Create an info-graphic on this topic

• Orally explain the information relayed in a bar graph and/or pie chart.

• Create a timeline showing several important events in a historical person’s life.

• Visually explain change (e.g., growth in plants and animals, in seasons, in self, or

characters and in literature)

• Clarify comprehension of a text passage by sequencing water cycle picture cards

Sample Lesson Planning

WIDA Standards

Theme I All About Me

Kindergarten ELP 1 Sample Activities & Assessments

WIDA Standard 1:

Social and instructional Language: alphabet, numbers, days,

weeks, months, colors, shapes, time telling

Instructional: the school environment: classroom objects,

routines, commands, general content related words

Self: body parts, clothing, people, family, foods, seasons, weather

WIDA Standard 2:

Language of Language arts: parts of speech, word classification

and study, parts of text, genres, etc.

WIDA Standard 3

Language of Math: numbers used in authentic contexts (telephone

numbers, address) cardinal and ordinal numbers, operational

vocabulary, word problems, money, info graphics and visual

literacy.

WIDA Standard 4

Language of Science: Body parts, senses, healthy foods and

• Respond to greetings/ farewells, participate in TPR

activities

• Identify the letters of the alphabet, identify the names of

vowels and consonants

• Fill out a form with your personal information (Name,

address, phone number, etc.)

• Draw a picture of a family (or family tree) and label the

family members


• Draw and describe the map of the school and/or classroom

and describe it to their peers

• Create a labeled poster of classroom objects

• Use a Venn diagram to compare and contrast people or

things.

• Compare and contrast two characters from a story or

stories that you have read

• Draw a map from school to your home. Identify and

show community places


• Design a family tree and use it in an oral presentation

about your family

habits

WIDA Standard 5

Language of Social Studies: people and places in the community,

geographic terms, info graphics, cross-cultural comparisons

• Name and describe the five senses. Create an info-graphic

on this topic

• Explain in the words the information relayed in a bar

graph and/or pie chart

WIDA Standards

Theme II Our World


WIDA Standard 1:

Social and instructional: the language of health and safety, rules

and procedures at school and in the community.

WIDA Standard 2:

Language of Language arts: describing textual features and their

meanings, punctuation and meaning, literary devices, text genres

WIDA Standard 3

Language of Math: describing shapes, mathematical procedures,

place value, digits

WIDA Standard 4

Language of Science: weather, geologic forms, Earth materials,

the solar system, constellations, stars, galaxies

WIDA Standard 5

Language of Social Studies: Native Americans, European

explorations, the Colonial Period, U.S. states, regions,


• Learn the names of people and places in the community

• Make a poster showing community members (eg.

teachers, firemen).

• Show the different types of homes where people live such

as apartment buildings or houses. Label the illustrations

• Learn the names of everyday clothing items. Create an

illustrated word wall using clothing vocabulary

• Match a series of pictures to tell stories with sequence

words ( such as first, then, last)

• Give information about yourself using real-world numbers

(e.g., room numbers, bus numbers, phone numbers or

calendars)

WIDA Standards

Theme III The Wonderful World of Nature


WIDA Standard 1:

Social and instructional : expressing preferences, wishes, and Learn the names of various animals

opinions

WIDA Standard 2:

Language of Language arts: folktales and myths, adjectives &

adverbs, research, making predictions, fact vs. opinion, proof-

reading and revision

WIDA Standard 3

Language of Math: patterns, functions of common math symbols,

describing a step by step mathematical procedure WIDA Standard

4

Language of Science: the features of plants. Plant and animal

products, Animals and Insects (features and characteristics),

recycling

WIDA Standard 5

Language of Social Studies: Farm life, Rural & Urban,

Conservation of natural resources, recycling

Learn the names of plant parts

Sing traditional songs: The Farmer in the Dell, The Green

Grass Grew All Around

Make a caterpillar book based on The Very Hungry

Caterpillar

Sort pictures of living vs. non-living things; fruits vs.

vegetables; reptiles vs. mammals; real animals vs. fantasy

animals

Students will talk about their favorite fruits, vegetables, and

animals

Recite math-related words or phrases related to basic

operations from pictures of plants, insects, animals and oral

statements (e.g., two more ducks)

The curriculum for Kindergarten ESL Intermediate (ELP 2-3) is designed to meet the needs of intermediate level students

(i.e., ELLs at the second and third proficiency levels). Students at this level of proficiency are moving from word level communication

to communicating in simple and expanded sentences that will increase in complexity as language acquisition continues. This course

will enable ELLs to communicate information, ideas, and concepts necessary for success across the content areas.

Kindergarten ESL Intermediate (ELP 2-3)


All About Me provides a











objects, routines

The Human Body:



parts and systems


pastimes








system of

communication.

Language learning



mistakes.




United States?




communication?


in the world?

Vocabulary Usage

At levels 2-3 proficiency, students

will move from communicating

with single words and set phrases,

to using phrases and short

sentences. As proficiency

increases these simple sentences

will expand to show emerging

complexity and a greater use of

detail.

At levels 2-3, students will move

beyond the use of high frequency

vocabulary, to employ general

language related to the content

area. Vocabulary usage will

display great specificity as

proficiency increases.

Language Forms and

Conventions

At levels 2-3 proficiency, students

will move beyond the most

common instructional words and

patterns, to communication at the

sentence level that employs:






comparisons, etc.

Compound grammatical

constructions

Repetitive phrasal and

sentence patterns across

content areas

As proficiency increases,

formulaic grammatical patterns

will begin to show occasional

variation.


At the levels 2-3 proficiency,

ELL’s will move from use of short

oral phrases to simple and

expanded sentences. Oral

responses should show emerging

complexity used to add detail. This

will be reflected in both oral and

written communication.









Sort words and phrases with visual support, into phonological or

semantic categories.

Produce words patterns and pictures (for wall charts or displays).



Understand and use interrogatives and frequently occurring

prepositions.

Communicate in words, phrases and complete sentences using the

target language.




relationships to spell words correctly.

Read high frequency words by sight.







SL.K-5.1

SL.K-5.2

SL.K-5.3

Follow verbal directions by comparing them with visual or

nonverbal cues from teachers or peers (e.g., “Follow paper in half

and place it on your table the long way”).

Follow increasingly difficult oral directions using manipulatives or

real life objects (e.g., “Put the cubes in a row across the paper.”).

Follow along in role-play activities described orally.


and modeling (e.g., “Push the ball. Watch it move. Make it stop.”).

Describe characters or settings of stories from (wordless) picture

books or short stories.

Locate information on graphs based on oral statements (e.g.,

“Which bar shows that most people like summer?”).


SL.K-5.4

SL.K-5.5

SL.K-5.6

Locate places in relation to other places within the school building

from maps, pictures, and oral statements (e.g., “Cafeteria is next to

the gym.”).






Participate in full class, group, or pair discussions


Participate in full class, group, or pair discussions.


you like to swim?).

Express needs.


communication.


you like to swim?).

Give oral examples of how or when you use your senses or other

body parts.


communication.

Students will describe themselves and their thoughts and feelings

using both comprehensible spoken and written English.

Indicate interests, opinions, or preferences (paraphrase or combine

likes and dislikes).

Compare people by their physical appearances from pictures and

oral statements.

Describe representations of basic operations from pictures of

everyday objects and oral descriptions (e.g., “There are five cats

altogether.”).

Describe a series of activities that involve using your senses or

other body parts.

Provide suggestions for classroom or school rules based on

pictures, lists, models, and experiences.

Provide identifying information that involves real-world numbers

(e.g., age, address, or telephone number to a peer)

Tell classroom or school rules based on gestures or modeling (e.g.,

“Sit down.”) in small groups.

Ask for assistance with a task.

Use new vocabularyfrom literature, content areas, and classroom

experiences.

Shade or color graphs according to oral commands modeled by a

teacher (e.g., “Here is a graph. Color this bar red.”).


Print concepts

RF.K-5.1


RF.K-5.2


RF.K-5.3

Fluency

RF.K-5.4



Associate letter sounds (at beginning, middle, or end of words)

with familiar pictures in context.


(phonemes).



words.







synonyms, antonyms, etc.

Distinguish shades and nuances of meaning between words with

similar meanings.



RI.K-5.1

RI.K-5.2

RI.K-5.3

Craft and structure

RI.K-5.4

Match illustrations (icons and pictures) to target vocabulary items.

Identify key phrases in illustrated text to standard , measurement

tools such as a quart of milk, or a pint of juice.

Identify phrases associated with activities that use natural

resources in various illustrated sources (e.g., “go swimming”).

RI.K-5.5

RI.K-5.6


RI.K-5.7

RI.K-5.8

RI.K-5.9

RI.K-5.10

Match simple sentences about shopping for familiar items with

uses of currency shown in illustrations.

Answer yes/no or choice questions about text using illustrations .


details in a text.


details of a text.



ask/answer about key details in a text.

Students will retell and summarize informational texts they have

read.

Students will compare similar texts and make connections with

their own experiences.





Predict what a story is about from visual and oral prompts.


Use diagrams to guide use of standard, non-standard measures (eg.

a ruler can show inches).


U.S. or internationally.


learned.



understanding.

Reading Literature


RL.K-5

RL.K-5.1

RL.K-5.2

RL.K-5.3

Craft and Structure

RL. K-5.4

RL.K-5.5

RL.K-5.6


RL.K-5.7

RL.K-5.9


RL.K-5.10

Match illustrations (icons and pictures) to target vocabulary items.




details in a text.




in a text.







experiences.





understanding.

Writing


W.K-5.1

W.K-5.2

W.K-5.3


W.K-5.4

W.K-5.5

W.K-5.6


W.K-5.7

W.K-5.8

W.K-5.9

Compare/contrast two products.



Describe scientific change through the graphic or written depiction

of processes or cycles (e.g., how baby changes into an adult, or

how home animals grow, such as puppies into dogs.)


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 book is...).

Reproduce illustrated word pairs by families (e.g., cat, hat).


or object.

Reproduce or label symbols or logos for food in a supermarket.





Relate personal facts using models and pictures (e.g., “I have

brown eyes.”).

Keep an illustrated log or journal of examples of everyday math

(e.g., “For breakfast I eat one bowl of cereal, one waffle, and two

peaches.”).


Kindergarten ESL Intermediate (ELP 2-3) Sample Assessment & Instructional Activities

• Short Quizzes





• Idea Webs


Questions


• Exit Questions




• KWL charts



• Respond to greetings/ farewells, participate in TPR activities


meaning


• Identify and name colors

• Learn the date using a calendar

• Fill out increasingly complex forms with your personal information (Name,

address, phone number, etc.)

• Convey personal or familial information through illustrations captioned with

sentences.



peers using sentences


• Keep an illustrated log or journal of examples of everyday math (e.g., “For

breakfast I eat one bowl of cereal, one waffle, and two peaches.”)

• Describe scientific change through the graphic or written depiction of processes or

cycles (e.g., how baby changes into an adult, or how home animals grow such as

puppies into dogs.)

• Use a Venn diagram to compare and contrast people or things using increasingly

complex language

• Compare and contrast two characters from a story or stories that you have read

• Develop a chart using phrases and images that lists classroom chores and

responsibilities

• Draw a map from school to your home. Identify and show community places

• Talk about things that you like to do in sentences



• View a video about family members and retell the story using phrase strips


and traditions

• Name and identify different types of sports and pastimes in sentences


• Create a family tree and use it in an oral presentation about your family


• Name and describe the five senses. Create an info graphic on this topic in full

sentences

• Explain in sentences the information relayed in a bar graph and/or pie chart.

• Create a timeline showing several important events in a historical person’s life




WIDA Standards



Sample Activities & Assessments

WIDA Standard 1:






WIDA Standard 2:

Keep an illustrated log or journal of examples of everyday

math (e.g., “For breakfast I eat one bowl of cereal, one

waffle, and two peaches.”)

Create a chart using phrases and images that lists

classroom chores and responsibilities

Draw a map from school to your home. Identify and

show community places

Design a family tree and use it in an oral presentation

about your family

Talk about things that you like to do at the sentence level



WIDA Standard 3




literacy.

WIDA Standard 4


habits

WIDA Standard 5



Describe or draw various geometric shapes as directed

Name and describe the five senses. Create an info-graphic

on this topic

Use a Venn diagram to compare and contrast people or

things using increasingly complex language

Using words and pictures, describe scientific change

through the graphic or written depiction of processes or

cycles (e.g., how baby changes into an adult, or how home

animals grow such as puppies into dogs.)

WIDA Standards

Theme II Our World



WIDA Standard 1:



WIDA Standard 2:



WIDA Standard 3


place value, digits

WIDA Standard 4



WIDA Standard 5




Make a poster showing community members (eg.

teachers, firemen)

Show the different types of homes people live such as

apartment buildings and houses

Describe the different types of dwellings in which people

live

Take a field trip on the school grounds and discuss

community workers such as the school nurse

Create a word wall or bulletin board representing related

topics regarding Our World; Plants, Insects and Animals;

All About Me

Take a field trip to visit a community worker such as a

fireman at the Fire station, etc.

Use technology and websites to learn about the seven

continents, and landforms, bodies of water, planets, etc.

Recognize the months of the year through holiday

celebrations and birthday

WIDA Standards




WIDA Standard 1:

Social and instructional : expressing preferences, wishes, and Read a book and then give the main ideas or themes of

story, including characters or settings

opinions

WIDA Standard 2:




WIDA Standard 3



4



recycling

WIDA Standard 5



Sort fruits by colors. Taste-test and graph responses

List uses of whole numbers from graphs or visuals using

phrases or short sentences

Learn the names of a variety of food products. Make

posters of food products using labels

Learn the names of the animals and objects found on a

farm

Learn the names of animals and the products they produce

(e.g., bees/honey)

Take a walk around the school and write a Language

Experience story (students dictate as teacher writes) on

the observations of nature

Create a diorama showing plants, insects and animals in

their natural habitat

The curriculum for Kindergarten ESL Advanced (ELP 4-5) is designed to meet the needs of English language learners who

are approaching English proficiency. Students at Proficiency levels 4-5 are at all times generally comprehensible, with some errors

that may reflect first language interference, or as proficiency increase, errors will be similar to those made by their fluent English

peers. At this level, students will need increasingly less visual supports in order to comprehend grade level academic language. This

course will help students to comprehend increasing complex academic language (listening and reading) as well as to develop academic

writing and speech that is well formed and employs technical/content area language, using a variety of sentence lengths, evolving

towards greater complexity and cohesion.

Kindergarten ESL Advanced (ELP 4-5)


All About Me provides a











objects, routines

The Human Body:



parts and systems


pastimes





system of

communication.

Language learning



mistakes.




United States?




communication?


in the world?

Vocabulary Usage

As ELLS move from proficiency

level 3 towards 5, they will begin

using specific and some technical

language related to content areas.

As proficiency increases, Ells’

speech/writing will employ a

greater amount of technical

vocabulary. When students reach

proficiency level 5, speech and

writing will show a marked

increase of facility with needed

language and a increase in

specificity.

Language Forms and

Conventions

As ELLs move from proficiency

level 3 towards 5, both written and

oral speech will display a variety

of sentence lengths and employ a

variety of linguistic complexity.

Oral and written responses should









comparisons, etc.

show an emerging cohesion with

language used to convey messages

with detail and clarity. Level 5

proficiency is marked by the ELLs

ability to show cohesion and

organization in support of a main

idea.


As ELLs move from Level 3

proficiency towards Level 5,

students may still make errors that

reflect their first language but do

not impede overall

comprehensibility. By level 5

proficiency, the student is

approaching comparability with

English speaking peers in terms of

comprehensibility and fluency.

Errors may be similar to those

made by English proficient peers.









Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.





Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog,

dogs; wish, wishes).

Use the most frequently occurring prepositions (e.g., to, from, in,

out, on, off, for, of, by, with).



Sort common objects into categories (e.g., shapes, foods) to gain a

sense of the concepts the categories represent.

Distinguish shades of meaning among verbs describing the same

general action (e.g., walk, march, strut, prance) by acting out the

meanings.










SL.K-5.1

SL.K-5.2

SL.K-5.3

Participate in collaborative conversations with diverse partners

about kindergarten topics and texts with peers and adults in small

and larger groups.

Follow agreed-upon rules for discussions (e.g., listening to others

and taking turns speaking about the topics and texts under

discussion).


SL.K-5.4

SL.K-5.5

SL.K-5.6

Continue a conversation through multiple exchanges.

Follow a series of oral directions without support) e.g., “Put your

pencil away and take out your crayons.”

Match oral descriptions of school personnel with individual needs

or situations (e.g., “If. then;” “Suppose…”).


and modeling (e.g., “Push the ball. Watch it move. Make it stop.”)

Reenact or dramatize grade level stories that are read by teachers

or seen

Provide comparative data on graphs from oral descriptions e.g.,

Fill in the graph. Most children are wearing red, some blue.

Analyze objects based on their physical properties.

Discuss textures.





Answer questions about likes or dislikes at the sentence level,

giving expanded reasons and support.

Give oral examples of how or when you use your senses or other

body parts using sentences using academic vocabulary words.

Students will describe themselves and their thoughts and feelings

using both comprehensible spoken and written English at the

sentence level.

Indicate interests, opinions, or preferences (paraphrase or combine

likes and dislikes).

Compare people by their physical appearances from pictures and

oral statements.

Describe representations of basic operations from pictures of

everyday objects and oral descriptions (e.g., “There are five cats

altogether.”).

Describe a series of activities that involve using your senses or

other body parts.

Use persuasion to convince peers to accept suggestions for

classroom or school rules.


(e.g., age, address, or telephone number to a peer).

Use new vocabulary from literature, content areas, and classroom

experiences.

Shade or color graphs according to oral commands modeled by a

teacher (e.g., “Here is a graph. Color this bar red.”

Speak audibly and express thoughts, feelings, and ideas clearly.


(e.g., age, address, or telephone number to a peer).

Tell classroom or school rules based on gestures or modeling (e.g.,

“Sit down.”) in small groups.

Ask for assistance with a task.

Use new vocabulary from literature, content areas, and classroom

experiences.


Print concepts

RF.K-5.1


RF.K-5.2


RF.K-5.3

Fluency

RF.K-5.4

Demonstrate understanding of the organization and basic features

of print:

a. Follow words from left to right, top to bottom, and page by page.

b. Recognize that spoken words are represented in written

language by specific sequences of letters.

c. Understand that words are separated by spaces in print.


(phonemes).



words.

Know and apply grade-level phonics and word analysis skills in

decoding words.

a. Demonstrate basic knowledge of letter-sound correspondences

by producing the primary or most frequent sound for each

consonant.

b. Read common high-frequency words by sight (e.g., the, of, to,

you, she, my, is, are, do, does).




synonyms, antonyms, etc. Distinguish shades and nuances of

meaning between words with similar meanings.



RI.K-5.1

RI.K-5.2

RI.K-5.3

Craft and structure

RI.K-5.4

RI.K-5.5

RI.K-5.6


RI.K-5.7

RI.K-5.8

RI.K-5.9

RI.K-5.10

Distinguish between true and false information about self or

familiar topics (e.g., “I have three eyes.”).

Identify key phrases in illustrated text to standard measurement

tools such as a quart of milk, or a pint of juice.



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).


details in a text.


details of a text.



ask/answer about key details in a text. Students will retell and

summarize informational texts they have read. Students will

compare similar texts and make connections with their own

experiences.





Predict what a story is about from visual and oral prompts.


Use diagrams to guide use of standard, non-standard measures (eg.

a ruler can show inches).


U.S. or internationally


learned.



understanding.

Reading Literature


RL.K-5

RL.K-5.1

RL.K-5.2

RL.K-5.3

Craft and Structure

RL. K-5.4

RL.K-5.5

RL.K-5.6


RL.K-5.7

RL.K-5.9

Distinguish between true and false information about self or

familiar topics (e.g., “I have three eyes.”).




details in a text.

Recognize common types of texts (e.g., storybooks, poems).




in a text.


RL.K-5.10







experiences.





understanding.

Writing


W.K-5.1

W.K-5.2

W.K-5.3


W.K-5.4

W.K-5.5

W.K-5.6


W.K-5.7

W.K-5.8

W.K-5.9


informative/explanatory texts in which they name what they are

writing about and supply some information about thematic topics.



Describe scientific change through the graphic or written depiction

of processes or cycles (e.g., how baby changes into an adult, or

how home animals grow, such as puppies into dogs.).

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.

Use language of storytelling to relate a series of events (e.g., “Once

upon a time…”).

Create original stories from series of pictures, wordless picture

books, or personal experiences.


or object.





Relate personal facts using models and pictures (e.g., “I have

brown eyes.) at the sentence level.

Keep an illustrated log or journal of examples of everyday math

communicating at the sentence level: (e.g., “For breakfast I eat

one bowl of cereal, one waffle, and two peaches.”).


Kindergarten ESL Advanced (ELP 4-5) Sample Assessment & Instructional Activities

• Short Quizzes





• Idea Webs


Questions


• Exit Questions




• Respond to greetings/ farewells, participate in increasingly complex TPR activities


meaning


• Fill out increasingly complex forms with your personal information (Name, address,

phone number, etc.)

• Convey personal or familial information through illustrations captioned with

sentences.




• KWL charts


peers using sentences


• Keep an illustrated log or journal of examples of everyday math (e.g., “For breakfast

I eat one bowl of cereal, one waffle, and two peaches.”)

• Collect data, make and interpret graphs: Create a graph illustrating class preferences

(i.e., favorite colors)

• Describe scientific change through the graphic or written depiction of processes or

cycles (e.g., how baby changes into an adult, or how home animals grow such as

puppies into dogs.)

• Develop a chart using phrases and images that lists classroom chores and

responsibilities

• Draw a map from school to your home. Identify and show community places

• Talk about things that you like to do in sentences



• View a video about family members and retell the story using phrase strips


and traditions

• Name and identify different types of sports and pastimes discussed in sentences


• Create a family tree and use it in an oral presentation about your family


• Name and describe the five senses. Create an info graphic on this topic in full

sentences.

• Explain in sentences the information relayed in a bar graph and/or pie chart.

• Create a timeline showing several important events in a historical person’s life.




WIDA Standards




WIDA Standard 1:






WIDA Standard 2:



WIDA Standard 3




literacy.

WIDA Standard 4


habits

WIDA Standard 5



Respond to greetings/ farewells, participate in

increasingly complex TPR activities

Practice and participate in finger and song plays that help

to illustrate vocabulary meaning

Identify the letters of the alphabet, identify the names of

vowels and consonants

Fill out increasingly complex forms with your personal

information (Name, address, phone number, etc.)

Convey personal or familial information through

illustrations captioned with sentences.

Listen to identify (and write) names of classroom objects

Draw and describe the map of the school and/or classroom

and describe it to their peers using sentence level

communication.

Listen and demonstrate comprehension of stories read

aloud

Keep an illustrated log or journal of examples of everyday

math (e.g., “For breakfast I eat one bowl of cereal, one

waffle, and two peaches.”)

Collect data, make and interpret graphs: Create a graph

illustrating class preferences (i.e., favorite colors)

Describe scientific change through the graphic or written

depiction of processes or cycles (e.g., how baby changes

into an adult, or how home animals grow such as puppies

into dogs.)

WIDA Standards

Theme II Our World



WIDA Standard 1:



WIDA Standard 2:



WIDA Standard 3


place value, digits

WIDA Standard 4



WIDA Standard 5




Sing traditional songs: The Farmer in the Dell, The Green

Grass Grew All Around

Create original stories or poems using rhyming words or

word families in sentences from charts or displays

Retell stories using story elements from picture books or

short stories

Make patterns with different animals or insects

Sort pictures of living vs. non-living things; fruits vs.

vegetables; reptiles vs. mammals; real animals vs. fantasy

animals

Make posters or decorate bulletin boards with students’

work to be displayed

Produce illustrated stories based on knowledge of plants,

insects, and animals. Include facts and target academic

vocabulary words



the observation of nature

Sort fruits by color. Class can taste test and graph

responses with the teacher

WIDA Standards




WIDA Standard 1:

Social and instructional : expressing preferences, wishes, and

opinions

WIDA Standard 2:




WIDA Standard 3



4



recycling

WIDA Standard 5



Read a book and then give the main ideas or themes of

story, including characters or settings

Sort fruits by colors. Taste-test and graph responses

List uses of whole numbers from graphs or visuals using

phrases or short sentences

Learn the names of a variety of food products

Make posters of food products using labels

Learn the names of the animals and objects found on a

farm

Learn the names of animals and the products they produce

(e.g., bees/honey)



the observations of nature

Create a diorama showing plants, insects and animals in

their natural habitat

Course Title: ESL Grade: Kindergarten · 2014-10-28 · The curriculum for Kindergarten ESL...

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