FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue … · 2014-11-12 · Student Portfolios...
Transcript of FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue … · 2014-11-12 · Student Portfolios...
FREEHOLD BOROUGH SCHOOL DISTRICT
280 Park Avenue
Freehold, NJ 07728
Monmouth County
Office of Curriculum & Instruction
Course Title: English Language Arts
Grade: 5
Board of Education Adoption Date: November 10, 2014
Document F #1
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
Nicolina Harker
Amanda Simonelli
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:
Students will become life-long learners and will:
Become fluent readers, writers, speakers, listeners, and viewers with comprehension and
critical thinking skills.
Acquire the mathematical skills, understandings, and attitudes that are needed to be
successful in their careers and everyday life.
Understand fundamental scientific principles, develop critical thinking skills, and
demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,
and interpreting information.
Become technologically literate.
Demonstrate proficiency in all New Jersey Core Curriculum Content Standards
(NJCCCS) and the Common Core State Standards (CCSS).
Develop the ability to understand their world and to have an appreciation for the heritage
of America with a high degree of literacy in civics, history, economics and geography.
Develop a respect for different cultures and demonstrate trustworthiness, responsibility,
fairness, caring, and citizenship.
Become culturally literate by being aware of the historical, societal, and multicultural
aspects and implications of the arts.
Demonstrate skills in decision-making, goal setting, and effective communication, with a
focus on character development.
Understand and practice the skills of family living, health, wellness and safety for their
physical, mental, emotional, and social development.
Develop consumer, family, and life skills necessary to be a functioning member of
society.
Develop the ability to be creative, inventive decision-makers with skills in
communicating ideas, thoughts and feelings.
Develop career awareness and essential technical and workplace readiness skills, which
are significant to many aspects of life and work.
Unit of Study Reading: Unit 1
Writing: Launching Writer’s
Workshop/Personal Narrative
Genre: Inquiry and research Literature
Analysis
Purpose: Students view themselves as a
community of authors/Students use their
own life experiences to write stories
Suggested Timeline: MP1: 10 weeks
Writing: September 9th
– September
20th
/October 1st – November 12
th
Big Ideas:
Students to read independently with fluency and comprehension so that they become lifelong readers and learners.
To view the world as writers and keep writing notebooks
To use writing notebooks to generate ideas and try writing techniques
To write from own experiences
To understand a personal narrative tells a significant story from the writer’s own life
Goals (Skills):
Reading:
Incorporate concepts about text/print
Develop decoding and word recognition strategies
Improve fluency
Implement reading strategies before, during, and after reading
Increase vocabulary and build concept development
Integrate comprehension skills and respond to fiction and non-fiction text
Utilize inquiry and research skills for group and independent projects
Writing:
Desired Outcomes Assessments/Projects Materials
RL.5.1; RI 5.1 - Refer to a text using direct
quotes to explain what the text says
explicitly and when drawing inferences
from the text.
RL.5.2 - Identify a theme of a story,
drama, or poem.
Teacher observations
Anthology Benchmark assessments
Word Masters
Student produced projects (student
made dictionaries)
F & P assessments
Social Studies and Science text books
Non-Fiction resources (Time for Kids)
Anthology
Scott Foresman Supplemental
Grammar books
Guided Reading books
RL.5.2 - Discuss how characters respond
to challenges or how the speaker in a poem
reflects upon a topic.
RL.5.2 - Summarize the text.
RL.5.5 - Justify how the parts of a text
contribute to the overall meaning of a work
regarding the order of chapters, scenes or
stanzas.
RL.5.6 - Describe the point of view of the
speaker or narrator.
RL.5.6 - Speculate how point of view
influences the description of the events in a
text.
RL.5.10- Read and comprehend literature
independently including stories, dramas,
and poetry in grades 4-5 text complexity
band.
RI.5.8- Explain how an author uses
evidence to support specific points.
RI.5.8 - Identify what evidence supports
each point.
RF.5.3.a - Demonstrate the ability to
decode unknown grade-level words by
applying letter-sound correspondences,
syllabication patterns, and morphology
(e.g., roots and affixes) to read multi-
syllabic words in grade 5 text and out of
context.
RF.5.4.b - Use accuracy, appropriate rate,
and expression when reading grade-level
prose and poetry.
RF.5.4.c - Apply context clues and self-
correction strategies when recognizing and
Guided Reading Groups
Anecdotal Records
Oral Presentations
KWL Charts
Venn Diagrams
Story Maps
Student Portfolios
Literature circle activities
Teacher made quizzes
Rubrics
Paraphrasing
Summaries
Daily Reading Logs
Notebook entries
Writing Conferences
3 day “Quick Publish” of students best
writing
Narrative Writing Continuum
Final Publications
Dictionaries
Classroom novels
Quick Reads
Scholastic Magazine
Word wall
SmartBoard interactive lessons
Print media
Distance Learning partners
Lucy Calkins Units of Study
Notebooks
Drafting paper
Publishing paper
Writing folders
Cumulative writing folders
Chart paper
Graphic organizers
Stories
• Eleven
• Owl Moon
• Peter’s Chair
• Chicken Soup for Kids
• Shortcuts
understanding grade 5 level words,
rereading as necessary.
W.5.3.a - Write a narrative creating an
introduction that introduces a narrator
and/or character.
W.5.3.b - Apply narrative techniques such
as dialogue, description, and pacing and
develop experiences and events and
produce responses of narrator and/or
characters to situations.
W.5.4 - Create a clear and coherent writing
piece paying specific attention to task,
purpose, and audience.
W.5.10 - Produce writing within long (time
for research, reflection, and revision) and
short time frames (a single sitting or a day
or two) in response to fiction and
informational text for a range of discipline-
specific tasks, purposes, and audiences.
SL.5.1.a - Participate in a variety of
collaborative discussions and construct
questions to demonstrate understanding of
topic.
L.5.4.c - Locate key words and phrases
using print and digital dictionaries,
glossaries and thesauruses, to find the
pronunciation and determine or clarify the
precise meaning of key words and phrases.
L.5.5.c - Use the relationship between
particular words (e.g., synonyms,
antonyms, homographs) to better
understand each of the words
Suggested Differentiation:
1. Choral reading
2. Chants, songs
3. Use charts, posters, videos
4. Use a highlighter for key ideas, vocabulary
5. Write helpful hints in margins of copied materials 6. Provide copy of all notes
7. Preferential seating
8. Use manipulatives
9. Use graphic organizers
10. Reinforce vocabulary within the content
11. Assign a picture or movement to vocabulary words
12. Small group instruction
13. Use print, not cursive
14. Use books on tape
15. Ask open-ended questions
16. Encourage upper level intellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating)
17. Do not always be explicit, allow for discovery
18. Use centers and group students according to ability or interest
19. Propose interest-based extension activities
20. Use leveled texts and offer an advanced reader reading list
21. Ask “why” and “what if” questions
22. Use varied modes of pre-assessment and assessment
*ELL DIFFERENTIATION LOCATED IN APPENDIX A*
In this unit plan, the following 21st Century themes and skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Standard 9.1 21st Century Life Skills
X Global Awareness E Creativity and Innovation
Financial Literacy ET Critical Thinking and Problem
Solving
Health Literacy E Communication (Interpersonal and
Media Fluency)
Civic Literacy ETA Collaboration and Teamwork
Career Awareness/Exploration EA Accountability, Productivity and
Ethics
Interdisciplinary Connections
8.1 Educational Technology - All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively and to create
and communicate knowledge
9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-
solving skills needed to function successfully as both global citizens and workers in diverse
ethnic and organizational cultures.
Unit of Study Reading: Unit 2
Writing: Realistic Fiction/Non-Narrative;
Essay
Genre: Nonfiction- Everyday Text
Folktales/Legends/Myths
Purpose: Building off of narrative writing
students will write realistic fiction
pieces/Students write idea based pieces in
non-narrative forms
Suggested Timeline: MP2: 10 weeks
Writing: November 15th
– December 23rd
/January 3rd
– March 8th
Big Ideas:
• How do good readers understand what is being read?
• What strategies do good readers use to understand the text? (e.g., using context clues, questioning the author, prediction, re-
reading, summarizing, etc.)
• Why should readers regularly monitor their comprehension?
• How does experience and belief influence reading?
• How do writers use words and sentences to convey their feelings and ideas effectively?
• Students will write a detailed, well-written, creative writing piece that describes a few characters in a fictional world who
experience some sort of conflict and show what happened in a sequence of events or scenes
• To create focused and organized writing essays in support of a thesis
• To write idea based or information based pieces
• Understand the structure of an essay
• To proclaim an idea at the start of an essay and defend the idea across paragraphs by providing relevant examples and/or reasons
Goals (Skills):
Reading:
• Draw inferences in literature by analyzing text
• Determine theme in literature by analyzing text
• Identify how characters in a story respond to challenges
• Summarize text
• Identify the meaning of words and phrases in text using literary devices(e.g., figurative language)
• Identify and use grade-appropriate vocabulary, including words that signal relationships (e.g., however, nevertheless, similarly,
moreover, in addition)
• Cite evidence in text to locate an answer quickly or to problem solve
• Compare texts in the same genre to determine similar themes
• Compare and contrast the structure (e.g., chronology, similarities and differences, cause/effect, problem/solution) across two or
more texts
• Determine the meaning of general and domain-specific vocabulary in fifth grade text
• Analyze multiple accounts of the same topic, noting similarities and differences, according to point of view they represent
• Recognize and understand how an author uses evidence to support particular points in text
• Read and comprehend informational text, including history/social studies, science, and technical texts independently and with
accuracy
• Know and apply phonics skills and word analysis (e.g., letter-sound correspondence, syllabication patterns, roots and affixes) to
decode words independently, including unfamiliar multisyllabic words in and out of context
• Read on-level prose and poetry orally with accuracy, appropriate rate, and expression
• Compare and contrast two or more folktales, legends, or myths for common themes, cultural influences, and text structure
• Develop an appreciation for multiculturalism through reading various folktales, legends, and myths
• Draw conclusions based upon knowledge gained from collaborative discussions
• Summarize text from a variety of formats (e.g., written text, visual media, oral presentations)
Writing:
Desired Outcomes Assessments/Projects Materials
RL.5.3 - Select two or more characters,
setting or events in a story or drama and
compare and contrast using specific details
from the text.
RL.5.4 - Determine the meaning of words
and phrases, including figurative language,
such as metaphors and similes that are
used in a text.
RL.5.7 - Analyze how the graphics or the
media in a multi-media presentation help
the reader to understand more about the
meaning, tone, or beauty of a text.
RL.5.9 - Compare and contrast stories in
the same genre (e.g., mysteries and
Make use of schema
Reread for clarification
Seeking meaning of unknown
vocabulary
Make and revise predictions
Draw conclusions
Make connections
Journal Writing
Reading Response Entries
Portfolios
Running Records/Anecdotal Notes
Observation
Quizzes
Social Studies and Science text books
Non-Fiction resources (Time for Kids)
Anthology
Scott Foresman Supplemental
Grammar books
Guided Reading books
Dictionaries
Classroom novels
Quick Reads
Scholastic Magazine
Word wall
SmartBoard interactive lessons
Print media
adventure stories) on their approaches to
similar themes and topics.
RL.5.10 - Read increasingly complex texts
at the grades 4–5 text complexity band
independently and proficiently.
RI.5.5 - Compare and contrast the overall
structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events
and ideas in two or more texts.
RI.5.6 - Analyze multiple accounts of the
same event or topic, noting important
similarities and differences in the point of
view they represent.
RF.5.3 - Use combined knowledge of all
letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multisyllabic words in context and out of
context.
W.5.1.a - Create an introduction that states
an opinion in which ideas are logically
grouped to support the writer’s purpose.
W.5.1.a - Introduce a topic or text clearly
and state an opinion.
W.5.1.b - Provide logically ordered
reasons that are supported by facts and
details to support an opinion.
W.5.1.c - Link opinion and reasons using
words (e.g., consequently, specifically).
W.5.1.d - Write a concluding statement or
section related to the opinion presented.
W.5.2.a - Introduce a topic clearly when
writing informative/explanatory text.
Literature Circles
Graphic Organizers
Timed Writing/Reading Tasks
Literature Response Journals
Whiteboard Assessments
Writer’s Workshop
Classroom Discussions
Exit Tickets
Performance-based Checklists
Self-assessments/Reflections
Think-Pair-Share/Turn-and-Talk
Rubrics
Do-Nows
Literary Projects
Questioning
Learning/Response Logs
Self-reflections
Teacher Conferences
Unit Tests/Projects
State Assessments
District benchmark or interim
assessments
Portfolios
Distance Learning partners
Lucy Calkins Units of Study
Notebooks
Drafting paper
Publishing paper
Writing folders
Cumulative writing folders
Chart paper
Graphic organizers
Stories
• Baseball in April
• What Do Fish Have to Do With
Anything?
• America Street
W.5.2.a - Provide a general observation
and focus when writing
informational/expository text.
W.5.2.b - Develop a topic with facts,
definitions, concrete details, quotations or
other information and examples related to
the topic.
W.5.2.c - Link ideas within and across
categories of information using words (e.g.
especially, consequently, furthermore).
W.5.2.d - Express ideas using precise
language and domain-specific vocabulary
to explain topic.
W.5.2.e - Provide a concluding statement
or section related to the information or
explanation presented.
W. 5.3.c - Use a variety of transitional
words to manage the sequence of events.
W. 5.3.d - Use concrete words and phrases
and sensory details to convey experiences
and events precisely.
W. 5.3.e - Create a conclusion that follows
from the narrated experiences or events.
W.5.4 - Produce clear and coherent
writing, appropriate to task, purpose, and
audience.
W 5.5 - With guidance and support from
peers and adults, develop and strengthen
writing by planning, revising, editing,
rewriting, or trying a new approach.
W.5.7 - Conduct short research projects
that use several sources to build knowledge
through investigation of different aspects
of a topic.
W.5.10 - Create writing pieces routinely
over extended (time for research,
reflection, and revision) and shorter time
frames (a single sitting or a day or two) for
a range of discipline-specific tasks,
purposes and audiences.
SL.5.1.b - Follow agreed-upon rules and
assigned roles in one-on-one small and
whole group discussions.
SL.5.2 - Summarize a grade 5 written text
read aloud or information presented in
diverse media and formats, including
visually, quantitatively, and orally.
SL 5.4 - Report on a topic or text.
SL 5.4 - When presenting a report,
sequence ideas logically.
L.5.1.d - Recognize and correct
inappropriate shifts in verb tense.
L.5.2.c - Use a comma to set off the words
yes and no (e.g., Yes, thank you).
L.5.2.c - Use a comma to set off a tag
question from the rest of the sentence (e.g.,
It’s true, isn’t it?)
L.5.2.c - Use a comma to indicate direct
address (e.g., Is that you, Steve?).
L.5.4 - Use context clues to determine
unknown and multiple-meaning words and
phrases based on grade 5 reading and
content.
L.5.6 - Acquire and use grade appropriate
general academic and domain specific
words.
L.5.6 - Acquire phrases that signal
contrast, addition, and other logical
relationships (e.g., however, although,
nevertheless, similarly, moreover, in
addition).
L.5.6 - When presenting a report, use
appropriate facts and relevant, descriptive
details to support main ideas or themes.
L.5.6 - Speak clearly at an understandable
pace when presenting a report.
Suggested Differentiation:
1. Choral reading
2. Chants, songs
3. Use charts, posters, videos
4. Use a highlighter for key ideas, vocabulary
5. Write helpful hints in margins of copied materials 6. Provide copy of all notes
7. Preferential seating
8. Use manipulatives
9. Use graphic organizers
10. Reinforce vocabulary within the content
11. Assign a picture or movement to vocabulary words
12. Small group instruction
13. Use print, not cursive
14. Use books on tape
15. Ask open-ended questions
16. Encourage upper level intellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating)
17. Do not always be explicit, allow for discovery
18. Use centers and group students according to ability or interest
19. Propose interest-based extension activities
20. Use leveled texts and offer an advanced reader reading list
21. Ask “why” and “what if” questions
22. Use varied modes of pre-assessment and assessment
*ELL DIFFERENTIATION LOCATED IN APPENDIX A*
In this unit plan, the following 21st Century themes and skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Standard 9.1 21st Century Life Skills
X Global Awareness E Creativity and Innovation
Financial Literacy Critical Thinking and Problem
Solving
Health Literacy EA Communication (Interpersonal and
Media Fluency)
Civic Literacy ETA Collaboration and Teamwork
Career Awareness/Exploration A Accountability, Productivity and
Ethics
Interdisciplinary Connections
8.1 Educational Technology - All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively and to create
and communicate knowledge
9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-
solving skills needed to function successfully as both global citizens and workers in diverse
ethnic and organizational cultures.
Unit of Study Reading: Unit 3
Writing: Writing on Demand
Genre: Historical Fiction Biography
Purpose: Test Prep
Suggested Timeline: MP3: 10 weeks
Writing: March 9th
– May 6th
Big Ideas:
How does understanding informational text features help a reader better understand its meaning (e.g., captions, headings, bold
print)? How does understanding structure and characteristics of a text impact the reader’s comprehension?
What impact does understanding organization have on the writer’s ability to convey a message?
What is audience etiquette?
To have students produce quality writing in response to an assigned topic in a timed session
Goals (Skills):
Reading:
Determine a theme of a story from details in the text, including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic or summarize the text.
The students will examine fiction and nonfiction features and text structure to determine an author’s point of view, main ideas and
support, similarities and differences in the same genre (Historical Fiction; Biography).
Read and comprehend Historical fiction and biographies independently and proficiently analyzing multiple accounts of the same
event, noting the similarities and differences in point of view.
Read on-level text with purpose and understanding across a variety of genres, both fiction and non-fiction.
Writing:
Desired Outcomes Assessments/Projects Materials
RL.5.3 - Compare and contrast two or Make use of schema Social Studies and Science text books
more characters, setting or events in a story
or drama and compare and contrast using
specific details from the text.
RL.5.4, L.5.5.a - Determine the meaning of
words and phrases as they are used in a
text, including figurative language such as
metaphors and similes.
RL.5.7 - Analyze how the graphics or the
media in a multimedia presentation help
the reader to understand more about the
meaning, tone, or beauty of a text.
RL.5.9 - Compare and contrast stories in
the same genre (e.g., mysteries and
adventure stories) on their approaches to
similar themes and topics.
RL.5.10 - Read increasingly complex text
at the grades 4-5 text complexity band
independently and proficiently.
RI.5.5 - Compare and contrast the overall
structure (e.g., chronology, comparison,
cause/effect, problem/solution) of concepts
or information in two or more texts.
RI.5.6 - Analyze multiple accounts of the
same event or topic, noting important
similarities and differences in the point of
view they represent.
RF.5.3.a - Use combined knowledge of all
letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multisyllabic words in context and out of
context.
RF.5.4.a - Read grade-level text with
Reread for clarification
Seeking meaning of unknown
vocabulary
Make and revise predictions
Draw conclusions
Make connections
Journal Writing
Reading Response Entries
Portfolios
Running Records/Anecdotal Notes
Observation
Quizzes
Literature Circles
Graphic Organizers
Timed Writing/Reading Tasks
Literature Response Journals
Whiteboard Assessments
Writer’s Workshop
Classroom Discussions
Exit Tickets
Performance-based Checklists
Self-assessments/Reflections
Think-Pair-Share/Turn-and-Talk
Rubrics
Do-Nows
Literary Projects
Questioning
Learning/Response Logs
Self-reflections
Teacher Conferences
Unit Tests/Projects
Non-Fiction resources (Time for Kids)
Anthology
Scott Foresman Supplemental
Grammar books
Guided Reading books
Dictionaries
Classroom novels
Quick Reads
Scholastic Magazine
Word wall
SmartBoard interactive lessons
Print media
Distance Learning partners
Lucy Calkins Units of Study
Notebooks
Drafting paper
Publishing paper
Writing folders
Cumulative writing folders
Chart paper
Graphic organizers
Open ended prompts
Book:
• Writing to the Prompt; when
students don’t have a choice
purpose and understanding.
RF.5.4.b - Read grade-level prose and
poetry aloud with appropriate rate,
expression, and accuracy.
RF.5.4.c - Use context to confirm or self-
correct word recognition and
understanding, rereading as necessary.
W.5.1.c - Link opinion and reasons using
phrases.
W.5.3.a - Write a narrative creating an
introduction that introduces a narrator
and/or character.
W.5.3.b - Use narrative techniques, such as
dialogue, description, and pacing and
develop experiences and events and
produce responses of narrator and/or
characters to situations.
W.5.3.c - Use a variety of transitional
phrases to manage the sequence of events.
W.5.3.d - Use concrete words and phrases
and sensory details to convey experiences
and events precisely.
W.5.3.e - Create a conclusion that follows
from the narrated experiences or events.
W.5.4 - Produce clear and coherent
writing, appropriate to task, purpose, and
audience.
W.5.5 - With guidance and support from
peers and adults, develop and strengthen
writing by planning, revising, editing,
rewriting, or trying a new approach.
W.5.9.a - Apply grade 5 Reading standards
to literature, by responding to literature
State Assessments
District benchmark or interim
assessments
Portfolios
through writing that compares and
contrasts two or more characters, setting,
or events in a story or drama, drawing on
specific details in the text [e.g., how
characters interact]”).
W.5.10 - Create writing pieces routinely
over extended (time for research,
reflection, and revision) and shorter time
frames (a single sitting or a day or two).
SL.5.1.c - Pose and respond to specific
questions by making comments that
contribute to a discussion and elaborate on
the remarks of others.
L.5.1.b - Form and use the perfect (e.g., I
had walked; I have walked; I will have
walked) verb tenses when writing and
speaking.
L.5.1.d - Recognize and correct
inappropriate shifts in verb tense.
L.5.1.e - Use correlative conjunctions (e.g.,
either/or, neither/nor) when writing
speaking.
L.5.2. b - Use a comma to separate an
introductory element from the rest of the
sentence.
L.5.3.a - Construct sentences by combing,
expanding, and reducing sentences for
meaning and reader/listener interest.
L.5.3.b - Compare and contrast the
varieties of English (e.g., dialects,
registers) used in stories, dramas, and
poems.
Suggested Differentiation:
1. Choral reading
2. Chants, songs
3. Use charts, posters, videos
4. Use a highlighter for key ideas, vocabulary
5. Write helpful hints in margins of copied materials 6. Provide copy of all notes
7. Preferential seating
8. Use manipulatives
9. Use graphic organizers
10. Reinforce vocabulary within the content
11. Assign a picture or movement to vocabulary words
12. Small group instruction
13. Use print, not cursive
14. Use books on tape
15. Ask open-ended questions
16. Encourage upper level intellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating)
17. Do not always be explicit, allow for discovery
18. Use centers and group students according to ability or interest
19. Propose interest-based extension activities
20. Use leveled texts and offer an advanced reader reading list
21. Ask “why” and “what if” questions
22. Use varied modes of pre-assessment and assessment
*ELL DIFFERENTIATION LOCATED IN APPENDIX A*
In this unit plan, the following 21st Century themes and skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Standard 9.1 21st Century Life Skills
X Global Awareness E Creativity and Innovation
Financial Literacy E Critical Thinking and Problem
Solving
Health Literacy EA Communication (Interpersonal and
Media Fluency)
Civic Literacy ETA Collaboration and Teamwork
Career Awareness/Exploration A Accountability, Productivity and
Ethics
Interdisciplinary Connections
8.1 Educational Technology - All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively and to create
and communicate knowledge
9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-
solving skills needed to function successfully as both global citizens and workers in diverse
ethnic and organizational cultures.
Unit of Study Reading: Unit 4
Writing: Poetry/Independent Writing
Projects
Genre: Folktales/Legends/Myths Non-
fiction-Informational
Purpose: To provide students an
opportunity to highlight their creativity and
express their feeling through the writing of
poetry/A culmination and celebration of
student writing
Suggested Timeline: MP4: 10 weeks
Writing: May 9th
– June 6th
/June 7th
– June
21st
Big Ideas:
How does understanding a text’s features, structures, and characteristics facilitate meaning in non-fiction?
How do readers construct meaning from text in fictional works?
How does using word attack skills in decoding support comprehension?
How do metaphors and similes help a reader determine the meaning of words and phrases as they are used in a text?
What are the components of speculative writing?
How does organization and the development of complete thoughts effectively communicate the writer’s ideas and facilitate
understanding?
What is audience etiquette?
Students will use their life experiences to create poems, while using elements of poetry
Students will showcase their best piece of writing
Goals (Skills):
Reading:
Summarize written text read aloud or information presented in diverse media and formats including visually, quantitatively, and
orally.
Use various informational texts in order to gain knowledge of text features authors use in this genre.
Quote accurately from a text when explaining and when drawing inferences from the text.
Ask and answer such questions as to who, what, where, when, why, and how to demonstrate understanding of key details in an
informational text, and will draw on information from multiple print or digital sources, demonstrating the ability to locate an
answer to a question quickly or to solve a problem efficiently.
Compare and contrast two or more folktales, legends, or myths for common themes, cultural influences, and text structure.
Develop an appreciation for multiculturalism through reading various folktales, legends, and myths.
Use folktales, legends and myths to draw inferences from the text in order to develop a deeper understanding of the characters,
plot, and theme.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject
area.
Use a variety of word attack skills such as letter-sound correspondences, syllabication patterns and morphology, including grade-
level phonics and word analysis skills in decoding to support comprehension.
Apply grade 5 Reading standards to informational texts.
Use metaphors and similes to determine the meaning of words and phrases as they are used in a text.
Writing:
Desired Outcomes Assessments/Projects Materials
RL.5.3 - Select two or more characters,
setting or events in a story or drama and
compare and contrast using specific details
from the text.
RL.5.4 - Determine the meaning of words
and phrases, including figurative language,
such as metaphors and similes that are
used in a text.
RI.5.6 - Analyze multiple accounts of the
same event or topic, noting important
similarities and differences in the point of
view they represent.
Make use of schema
Reread for clarification
Seeking meaning of unknown
vocabulary
Make and revise predictions
Draw conclusions
Make connections
Journal Writing
Reading Response Entries
Portfolios
Running Records/Anecdotal Notes
Social Studies and Science text books
Non-Fiction resources (Time for Kids)
Anthology
Scott Foresman Supplemental
Grammar books
Guided Reading books
Dictionaries
Classroom novels
Quick Reads
Scholastic Magazine
Word wall
RI.5.9 - Integrate information from several
texts on the same topic in order to write or
speak about the subject knowledgeably.
RI.5.10 - Read increasingly complex text
at the grades 4-5 text complexity band
independently and proficiently.
RF.5.4a - Read grade-level text with
purpose and understanding.
RF.5.4c - Use context to confirm or self-
correct word recognition and
understanding, rereading as necessary.
W.5.1.c - Link opinion and reasons using
clauses when writing.
W.5.2a - Introduce a topic clearly, provide
a general observation and focus, and group
related information logically. When
writing, include formatting (e.g., headings,
illustrations, and multimedia) when useful
to aiding comprehension.
W.5.2b - Use facts, definitions, concrete
details, quotations, or other information
and examples related to a topic when
writing.
W.5.2c - Link ideas within and across
categories of information using phrases.
W.5.2d - Use precise language and
domain-specific vocabulary to inform
about or explain the topic.
W.5.2e - Provide a concluding statement or
section related to the information or
explanation presented.
W 5.4 - Produce clear and coherent
writing, appropriate to task, purpose, and
Observation
Quizzes
Literature Circles
Graphic Organizers
Timed Writing/Reading Tasks
Literature Response Journals
Whiteboard Assessments
Writer’s Workshop
Classroom Discussions
Exit Tickets
Performance-based Checklists
Self-assessments/Reflections
Think-Pair-Share/Turn-and-Talk
Rubrics
Do-Nows
Literary Projects
Questioning
Learning/Response Logs
Self-reflections
Teacher Conferences
Unit Tests/Projects
State Assessments
District benchmark or interim
assessments
Portfolios
SmartBoard interactive lessons
Print media
Distance Learning partners
Lucy Calkins Units of Study
Notebooks
Drafting paper
Publishing paper
Writing folders
Cumulative writing folders
Chart paper
Graphic organizers
Books
• Come on Rain
• City Dog
• Harlem: A Poem
• Love that Dog
• Locomotion
• Awakening the Heart
• For the Good of the Earth and Sun
• Independent Writing
audience.
W 5.8 - Recall relevant information from
experiences or gather relevant information
from print and digital sources; summarize
or paraphrase information in notes and
finished work, and provide a list of
sources.
W.5.9 - Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
SL.5.1a - Come to discussions prepared
having read or studied required material;
explicitly draw on that preparation and
other information known about the topic to
explore ideas under discussion.
SL.5.3 - Summarize the points a speaker
makes and explain how each claim is
supported by reasons and evidence.
SL.5.5 - Include multimedia components
(e.g., graphics, sound) and visual displays
in presentations when appropriate to
enhance the development of main ideas or
themes.
L.5.1a - Explain the function of
conjunctions, prepositions, and
interjections in general and their function
in particular sentences.
L.5.3a - Expand, combine, and reduce
sentences for style.
L.5.4b - Use common, grade-appropriate
Greek and Latin affixes and roots as clues
to the meaning of a word (e.g., photograph,
photosynthesis).
L.5.5b - Recognize and explain the
meaning of common idioms, adages, and
proverbs.
L.5.6 - Acquire and use accurately grade-
appropriate general academic and domain-
specific words and phrases, including those
that signal contrast, addition, and other
logical relationships (e.g., however,
although, nevertheless, similarly,
moreover, in addition).
Suggested Differentiation:
1. Choral reading
2. Chants, songs
3. Use charts, posters, videos
4. Use a highlighter for key ideas, vocabulary
5. Write helpful hints in margins of copied materials 6. Provide copy of all notes
7. Preferential seating
8. Use manipulatives
9. Use graphic organizers
10. Reinforce vocabulary within the content
11. Assign a picture or movement to vocabulary words
12. Small group instruction
13. Use print, not cursive
14. Use books on tape
15. Ask open-ended questions
16. Encourage upper level intellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating)
17. Do not always be explicit, allow for discovery
18. Use centers and group students according to ability or interest
19. Propose interest-based extension activities
20. Use leveled texts and offer an advanced reader reading list
21. Ask “why” and “what if” questions
22. Use varied modes of pre-assessment and assessment
*ELL DIFFERENTIATION LOCATED IN APPENDIX A*
In this unit plan, the following 21st Century themes and skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Standard 9.1 21st Century Life Skills
X Global Awareness TA Creativity and Innovation
Financial Literacy TA Critical Thinking and Problem
Solving
Health Literacy TA Communication (Interpersonal and
Media Fluency)
Civic Literacy TA Collaboration and Teamwork
X Career Awareness/Exploration A Accountability, Productivity and
Ethics
Interdisciplinary Connections
8.1 Educational Technology - All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively and to create
and communicate knowledge
9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-
solving skills needed to function successfully as both global citizens and workers in diverse
ethnic and organizational cultures.
Appendix A
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 1 CCSS: RL.2.1 WIDA ELDS: 2-5 Reading Speaking
Describe key details of a read text by asking questions such as who, what, where, when, why, and how.
Ask and answer questions about details of a text using questions words, such as: who, what, where, when, why, and how using a Graphic Organizers and/or Word Wall.
VU: Details, who, what, where, when, why, and how
LFC: Verb, verb phrases
(do/does; is/are),
interrogative and
declarative sentence
structure
LC: Varies by ELP level
Language
Objectives
Ask and answer questions in L1 and/or ask and answer “who, what, when, and where” questions from leveled text using high-frequency, content-related single words that represent key ideas.
Ask and answer questions in L1 and/or ask and answer “WH-“questions from a leveled text using general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas using.
Ask and answer questions from Adapted Text in simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.
Ask and answer questions from texts within grade 1-2 complexity level with key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.
Ask and answer questions from grade-level text clearly and coherently using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.
Learning
Supports
L1 support Pictures Gestures Word/Picture Wall Template Story Map
L1 support Word/Picture Wall Template Partner work Sentence Frame
Word Wall Template Partner work
Graphic Organizers
Graphic Organizers
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 2 CCSS: RL.2.2 WIDA ELDS: 2-5 Reading Speaking Writing
Recall and describe the central message, lesson, or moral of a story including fables and folktales from diverse cultures
Describe and retell the central message, lesson, or moral of a story using illustrations, a Story Map, and Web.
VU: Recall, describe, message, moral, illustrations, Graphic Organizers
LFC: Nouns, pronouns,
adjectives, present
progressive, adverbs,
prepositional phrases; past
tense verbs
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Describe and retell main idea and details in L1 and/or by using or copying high-frequency, content-related single words and/or creating visual representations of the main idea.
Describe and retell main idea and details in L1 and/or by matching content-based vocabulary in short, formulaic sentences to illustrations.
Describe and retell main idea and details by writing simple, related sentences with repetitive grammatical structures and key, content-based vocabulary.
Describe and retell main idea and details by writing expanded and some complex sentences with varying grammatical structures and key, content-based vocabulary.
Describe and retell the main idea and details by writing a summary using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.
Learning
Supports
L1 support Leveled text Pictures Word/Picture Wall L1 support Story Map (completed) Web
Story Map (completed) Web L1 support Leveled text Pictures Word/Picture Wall L1 support Sentence Frame
Story Map Web Adapted Text Partner work
Story Map
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 3 CCSS: RL.2.3 WIDA ELDS: 2-5 Reading Speaking
Describe how characters respond to major story events and challenges.
Describe actions of characters using a Story Map
and/or a character Web.
VU: Character, event, challenge
LFC: Present and past
progressive
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Describe how
characters respond to
major events and
challenges in a story
in L1 and/or by
connecting characters
and main events with
key, content-based
single words,
Gestures or answering
yes/no or either/or
questions.
Describe how characters
respond to major events
and challenges in a story
in L1 and/or using
general, content-based
vocabulary in phrases and
short sentences with
formulaic patterns.
Describe how characters
respond to major events
and challenges in a story
using key, content-based
vocabulary in simple,
related sentences with
repetitive grammatical
structures.
Describe how
characters respond to
major events and
challenges in a story
using specialized
content-based
vocabulary in expanded
and some complex
sentences.
Describe how characters
respond to major events and
challenges in a story using
precise, content-based
language in multiple,
complex sentences.
Learning
Supports
Story Map
Word/Picture Wall
Pictures
L1 support
Webs
Gestures
Choice questions
Story Map
Word/Picture Wall
Pictures
L1 support
Webs
Sentence Frame
Story Map
Pictures
Word Wall
Story Map
Story Map
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 4 CCSS: RL.2.4 WIDA ELDS: 2-5 Reading Speaking
Describe the feeling and tone words and phrases (e.g., regular beats, alliterations, rhymes, repeated lines) that supply rhythm and meaning in a story, poem, or song.
Describe the feeling and tone words and phrases that supply rhythm and meaning in a story, poem, or song using a Web, Word Wall and pictures.
VU: Rhythm, poem
LFC: Poetic “sentences”
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Describe the feeling and tone words and phrases in L1 and/or using high-frequency, content-related single words that represent key ideas.
Describe the feeling and tone words and phrases in L1 and/or using general, content-based vocabulary in phrases and short sentences with formulaic grammatical structures.
Describe the feeling and tone words and phrases using key, content-based vocabulary in simple, related sentences with repetitive grammatical structures.
Describe the feeling and tone words and phrases using key, content-based vocabulary in expanded and some complex sentences with varying grammatical structures.
Describe the feeling and tone words and phrases using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.
Learning
Supports
Web (completed)
Word/Picture Wall
Pictures and
Photographs
L1 support
Web (completed)
Word/Picture Wall
Pictures and Photographs
L1 support
Sentence Frame
Web
Word Wall
Web
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 5 CCSS: RL.2.5 WIDA ELDS: 2-5 Reading Speaking
Describe the structure of a story including a description of the introduction and closing action.
Describe the structure of a story using a Story Map and Word Wall.
VU: Introduction, closing
LFC: Sentences with
sequential phrases.
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Describe the structure of a story in L1 and/or using pictures, Gestures and/or high-frequency, content-related single words that represent key ideas.
Describe the structure of a story inL1 and/or using general, content-based vocabulary in phrases and short sentences with formulaic grammatical structures.
Describe the structure of a story using key, content-based vocabulary in simple, related sentences with repetitive grammatical structures.
Describe the structure of a story using key, content-based vocabulary in expanded and some complex sentences with varying grammatical structures.
Describe the structure of a story using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.
Learning
Supports
Story Map
Word/Picture Wall
L1 support
Cloze sentences
Story Map
Word/Picture Wall
L1 support
Sentence Frame
Story Map
Word Wall
Story Map
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 6 CCSS: RL.2.6 WIDA ELDS: 2 Reading Speaking
Read with expression, a change in voice tone and demeanor to acknowledge differences in characters’ points of view.
Describe differences about specific characters based on what the character says (dialogue) and does (action) using props and Partner work.
VU: Point of view
LFC: Present tense
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Identify differences in
story characters’
points of view by
speaking in a different
voice in L1 and/or in
a leveled text by
repeating words and
using proper voice
inflection.
Describe differences in
story characters’ points of
view by speaking in a
different voice in L1
and/or in leveled text by
restating phrases with
proper voice inflection.
Describe differences in
story characters’ points of
view in Adapted Text by
speaking in a different
voice and matching simple
sentences/quotes and voice
inflection with characters in
the story.
Describe differences in
story characters’ points
of view in texts within
grade 1-2 complexity
level by speaking in a
different voice and
using voice inflection
using expanded and
some complex
sentences with key,
content-based
vocabulary.
Describe differences in
story characters’ points of
view in grade-level texts by
speaking in a different
voice and using voice
inflection using complex,
detailed sentences with
content-based vocabulary.
Learning
Supports
Manipulatives
Pictures and
Photographs
Word Wall
L1 support
Partner work
Manipulatives
Pictures and Photographs
Word Wall
L1 support
Sentence Frame
Partner work
Manipulatives
Pictures and Photographs
Partner work
Manipulatives
Partner work
Manipulatives
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 7
CCSS:
RL.2.7
WIDA
ELDS: 2-5 Reading Speaking
Use print or digital text and illustrations to
develop understanding of characters, setting, or
plot.
Describe characters, setting, or plot using a Story Map
and illustrations.
VU: Characters, setting, plot
LFC: Narrative elements
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Describe characters,
setting, and plot in L1
and/or using pictures,
Gestures and/or high-
frequency, content-
related single words
that represent key
ideas.
Describe characters,
setting, and plot in L1
and/or in short phrases
with formulaic patterns
with key content-based
vocabulary.
Describe characters,
setting, and plot by in
simple, related sentences
with key, content-based
vocabulary.
Describe characters,
setting, and plot in
expanded and some
complex sentences with
key, content-based
vocabulary.
Describe characters, setting,
and plot in complex,
detailed sentences with
grade-level, content-based
vocabulary.
Learning
Supports
Story Map
Word/Picture Wall
Teacher
Modeling/Template
L1 support
Pictures and
Photographs
Story Map
Word/Picture Wall
Teacher
Modeling/Template
L1 support
Pictures and Photographs
Sentence Frame
Story Map
Word Wall
Teacher
Modeling/Template
Story Map
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 8
CCSS:
RL.2.9
WIDA
ELDS: 2-5 Reading Speaking
Outline the similarities and differences between two versions of the same story (e.g., Cinderella stories) written from the perspective of two different cultures or authors.
Compare and contrast two versions of the same story
using a Graphic Organizers, Word Wall and pictures.
VU: Compare, contrast, perspective
LFC: Transitional phrases
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Compare and contrast
two versions of the
same story in L1
and/or using high-
frequency, content-
related single words
or phrases that
represent key ideas.
Compare and contrast
two versions of the same
story in L1 and/or using
general, content-based
vocabulary in phrases and
short sentences with
formulaic structures.
Compare and contrast two
versions of the same story
using key, content-based
vocabulary in simple,
related sentences with
repetitive, grammatical
structures.
Compare and contrast
two versions of the
same story using key,
content-based
vocabulary in
expanding and some
complex sentences with
varying grammatical
structures.
Compare and contrast two
versions of the same story
using precise, content-
based vocabulary in
multiple, complex
sentences with varying
grammatical structures.
Learning
Supports
Graphic Organizers
(semi-completed)
Word/Picture Wall
Pictures
L1 support
Cloze sentences
Graphic Organizers
(semi-completed)
Word/Picture Wall
Pictures
L1 support
Sentence Frame
Graphic Organizers
Word Wall
Sentence Starter
Graphic Organizers
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 9
CCSS:
RI.2.4 WIDA ELDS: 2-5 Reading Speaking
Determine the meaning of words and phrases in a
text using text features and context clues.
Define words and phrases according to usage in text
and text features using pictures, dictionaries and a
Partner work.
VU: Text features, context clues
LFC: Sentences with
context clues, punctuation,
restatement
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Define words and
phrases according to
usage in text and text
features in L1 and/or
using high-frequency,
content-related single
words and phrases
that represent key
ideas.
Define words and phrases
according to usage in text
and text features in L1
and/or using general,
content-based vocabulary
in phrases and short
sentences.
Define words and phrases
according to usage in text
and text features using key,
content-based vocabulary
in simple, related sentences
with repetitive grammatical
structures.
Define words and
phrases according to
usage in text and text
features using key,
content-based
vocabulary in
expanding and some
complex sentences with
varying grammatical
structures.
Define words and phrases
according to usage in text
and text features using
precise, content-based
vocabulary in multiple,
complex sentences with
varying grammatical
structures.
Learning
Supports
Picture Dictionary
Pictures
Partner work
L1 support
Cloze sentences
Picture Dictionary
Pictures
Partner work
L1 supportSentence
Frame
Picture Dictionary
Pictures
Partner work
Picture Dictionary
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 10
CCSS:
RF.2.3.b WIDA ELDS: 2 Reading
• Associate symbols (graphemes) with sounds
(phonemes), and sounds with symbols, for vowel
diphthongs (e.g. au, ou/ow, oi/oy).
• Associate symbols (graphemes) with sounds
(phonemes), and sounds with symbols, for (e.g. ar,
er, ir, or, ur
• Apply vowel pattern pronunciation
generalizations to read words with these vowel
diphthongs and r-controlled vowels.
Apply vowel pattern rules, when reading, using
pictures and vowel chart.
Note: ELLs at lower ELP levels need to know
vocabulary of targeted phonics words. Also some of
the English vowel sounds may not exist in the first
language so ELLs may have difficulty hearing and
producing some sounds.
VU: Digraph, diphthongs
LFC: Follow directions
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Apply vowel pattern
rules, when reading
high-frequency,
known, single words.
Apply vowel pattern
rules, when reading
known words and phrases
from leveled texts.
Apply vowel pattern rules,
when reading from leveled
texts.
Apply vowel pattern
rules, when reading
from texts with grade 1-
2 complexity levels.
Apply vowel pattern rules,
when reading from grade-
level texts.
Learning
Supports
Partner work
Word/Picture Wall
Vowel chart
Visuals
L1 support
Manipulatives
Partner work
Word/Picture Wall
Vowel chart
Visuals
L1 support
Manipulatives
Partner work
Word Wall
Partner work
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 11
CCSS:
RF.2.3.d WIDA ELDS: 2 Reading
Decode words with common prefixes (e.g., un-,
dis-, re-, pre-, mis) and common suffixes (e.g., -
ful, -less, er)
Decode words with prefixes and suffixes using Word
Walls and charts.
VU: Prefixes, suffixes
LFC: Sentences with
words with affixes
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Decode high-
frequency words with
common prefixes and
suffixes.
Decode known words
with common prefixes
and suffixes used in
phrases.
Decode familiar, content-
based words with common
prefixes and suffixes from
leveled texts.
Decode key, content-
based words with
common prefixes and
suffixes from texts
within grade 1-2
complexity levels.
Decode content-based
words with common
prefixes and suffixes in
grade-level texts.
Learning
Supports
Partner work
Word/Picture Wall
Visuals
L1 support
Gestures
Prefix chart
Suffix chart
Partner work
Word/Picture Wall
Visuals
L1 support
Prefix chart
Suffix chart
Partner work
Word Wall
Prefix chart
Suffix chart
Partner work
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 12
CCSS:
RF.2.3.e
WIDA
ELDS:
2
Reading
Listening
Identify common irregularly spelled words (e.g.,
bread, love, would, could, their, there, none,
both).
Identify irregularly spelled words using pictures,
Word Walls and Vocabulary Flash Cards.
Please Note. ELLs at lower ELP levels need to
comprehend the meaning of targeted words.
VU: Irregularly spelled words
LFC: Sentences with
targeted vocabulary
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Identify irregularly-
spelled, high-
frequency, single
words.
Identify irregularly-
spelled, general, content-
based words and phrases.
Identify irregularly-spelled,
key, content-based words
in Adapted Texts.
Identify irregularly –
spelled, content-based
words in texts with
grade 1-2 text
complexity levels.
Identify irregularly-spelled,
content-based words in
grade-level texts.
Learning
Supports
Vocabulary Flash
Cards
Word/Picture Wall
L1 support
Gestures
Vocabulary Flash Cards
Word/Picture Wall
L1 support
Vocabulary Flash Cards
Word Wall
Vocabulary Flash Cards
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 14
CCSS:
RF.2.4.a
WIDA
ELDS: 2
Reading
Speaking
Read grade-level text with purpose and
understanding.
Read text and orally explain the purpose and
demonstrate comprehension by using Graphic
Organizers.
VU: Key, content-based vocabulary
LFC: Sentence structure
appropriate to ELP level
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Read grade-level texts
and orally explain the
purpose and
demonstrate
comprehension in L1
and/or read or listen
to a leveled text and
demonstrate
comprehension in
single-word answers
to choice questions.
Read grade-level texts
and orally explain the
purpose and demonstrate
comprehension in L1
and/or read leveled texts,
explain the purpose, and
demonstrate
comprehension in short
phrases.
Read adapted grade-level
texts and orally explain the
purpose and demonstrate
comprehension using key,
content-based vocabulary
in simple, related
sentences.
Read grade-level texts
and orally explain the
purpose and
demonstrate
comprehension using
key, content-based
vocabulary in
expanding and some
complex sentences.
Read grade-level texts and
orally explain the purpose
and demonstrate
comprehension using
detailed sentences of
varying lengths and precise,
content-based vocabulary.
Learning
Supports
L1 support
Choice questions
Graphic Organizers
Outline
Word/Picture Wall
L1 support
Choice questions
Graphic Organizers
Outline
Word/Picture Wall
Sentence Frame
Graphic Organizers
Outline
Word Wall
Graphic Organizers
Outline
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 15
CCSS:
RF.2.4.b
WIDA
ELDS:
2
Reading
Speaking
Read grade-level text orally with accuracy,
appropriate rate, and expression on successive
readings.
Read text orally with sufficient fluency and accuracy
using phonics chart and illustrations.
VU: Pace, fluency
LFC: Sentence structure
related to ELP level and
demonstrate understanding
of punctuation when
reading aloud (expression,
pauses)
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Read grade-level text
orally with accuracy,
appropriate rate, and
expression on
successive readings in
L1 and/or read high-
frequency, single
words from leveled
text orally with
accuracy and
expression.
Read grade-level text
orally with accuracy,
appropriate rate, and
expression on successive
readings in L1 and/or
read short phrases from
leveled text orally with
accuracy, appropriate
rate, and expression.
Read Adapted Text orally
with accuracy, appropriate
rate, and expression on
successive readings.
Read texts within
grade- level 1-2
complexity band with
accuracy, appropriate
rate, and expression on
successive readings.
Read grade-level text orally
with accuracy, appropriate
rate, and expression on
successive readings.
Learning
Supports
Phonics chart
Illustrations/diagrams/
drawings
L1 support
Word Wall
Phonics chart
Illustrations/diagrams/dra
wings
L1 support
Word Wall
Phonics chart
Illustrations/diagrams/draw
ings
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 16
CCSS:
RF.2.4.c
WIDA
ELDS:
2
Reading
Use decoding skills in conjunction with context to
confirm or self-correct word recognition and
understanding, rereading as necessary.
Use context to confirm and demonstrate oral reading skills by self-correcting and rereading, when necessary, using a checklist and Think Alouds.
VU: Context clues, confirm, reread, self-correct
LFC: Sentences with context clues
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Use context to
confirm the meaning
of unknown words in
a grade-level text in
L1 and/or unknown
general words in a
controlled text by
listening to the
Teacher Modeling
how to use sentence
level context clues,
cognates and
schemata.
Use context to confirm
the meaning of unknown
words in a grade-level
text in L1 and/or use
context to confirm the
meaning of unknown
words in selected phrases
from a leveled text by
using sentence level
context clues, cognates
and schemata.
Use context to confirm the
meaning of unknown
content-based words in an
Adapted Text by using
sentence level and extended
context clues, cognates and
schemata with support.
Use context to confirm
the meaning of
unknown content-based
words in a text within
the grade 1-2
complexity band by
using sentence level and
extended context clues,
cognates, schemata.
Use context to confirm the
meaning of unknown words
in a grade-level text by
using sentence level and
extended context clues,
cognates and schemata.
Learning
Supports
Think Alouds
Checklist for guiding
questions
Guided group with
teacher
L1 support
Pictures and
Photographs
Think Alouds
Checklist for guiding
questions
Guided group with
teacher
L1 support
Pictures and Photographs
Think Alouds
Checklist for guiding
questions
Small group/ triads/ triads
Checklist for guiding
questions
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 17 CCSS: W.2.1
WIDA
ELDS:
2
Writing
Reading
Write text focused on a clearly stated opinion on a
topic or book including reasons supporting the
opinion, linking words to connect ideas, and a
concluding statement.
Express an opinion in writing with supporting
reasons, linking words and a conclusion using a
Graphic Organizers, Word Wall and Shared Writing
VU: Opinion, reasons
LFC: Sentences with
linking phrases
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Express an opinion in
writing with
supporting reasons,
linking words and a
conclusion in L1
and/or using pictures,
Gestures and key
words or memorized
phrases.
Express an opinion in
writing with supporting
reasons, linking words
and a conclusion in L1
and/or using key
vocabulary in phrases and
short sentences with
formulaic structures.
Express an opinion in
writing with supporting
reasons, linking words and
a conclusion using key
vocabulary in simple,
related sentences with
repetitive grammatical
structures.
Express an opinion in
writing with supporting
reasons, linking words
and a conclusion using
key vocabulary in
expanded and some
complex sentences.
Express an opinion in
writing with supporting
reasons, linking words and
a conclusion using precise
vocabulary in multiple,
complex sentences.
Learning
Supports
Graphic Organizers
Shared Writing
Word Wall
L1 support
Gestures
Graphic Organizers
Shared Writing
Word Wall
L1 support
Sentence Frame
Graphic Organizers
Shared Writing
Word Wall
Graphic Organizers
Shared Writing
Graphic Organizers
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 18
CCSS:
W.2.3;
L.2.1.b, d
WIDA
ELDS:
2
Writing
Apply the writing process to develop a narrative
paragraph that includes an event or series of
events, including details describing actions,
thoughts and feelings and a concluding statement.
Use time order words, irregular plural nouns, and
past tense irregular verbs.
Write a narrative text applying the steps of the writing
process (planning, revising, and editing) to develop
and strengthen writing skills using a Graphic
Organizers or Template.
VU: Narrative, planning, prewriting, revising, editing, draft, rewrite
LFC: Sentence structure,
verb forms, subject-verb
agreement
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Write a narrative text in L1 and/or use pictures and general, content-related single words in phrase patterns that represent key ideas.
Write a narrative text in L1 and/or use general, content-based vocabulary in phrases and short sentences using formulaic sentence patterns that represent key ideas.
Write a narrative text producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.
Write a narrative text using key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures that represent organized ideas.
Write a narrative text producing clear and coherent writing using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.
Learning
Supports
L1 support
Graphic Organizers
Word/Picture Wall
Template
Pictures
L1 support
Graphic Organizers
Word/picture wall
Template
Sentence Frame
Graphic Organizers
Template
Graphic Organizers
Graphic Organizers
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 19
CCSS:
W.2.5;
L.2.1.f
WIDA
ELDS:
2
Writing
With guidance and support from adults and peers,
focus on a topic and strengthen writing as needed
by revising and editing simple and compound
sentences.
Revise writing by using proofreading markings,
checking spell and editing sentence structure using
picture and digital dictionaries, Technology and
Technological Resources and a Partner work.
VU: Revise, edit, proofread
LFC: Simple and
compound sentences
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Revise writing of
complex sentences in
L1 and/or drawings
with single words,
and phrases using
proofreading
markings,
dictionaries, and peer
review.
Revise writing of
complex sentences in L1
and/or phrases and simple
sentences using
proofreading markings,
dictionaries, and peer
review.
Revise writing of simple
sentences using
proofreading markings,
digital checks, dictionaries,
and peer review.
Revise expanded and
some complex
sentences using
proofreading markings,
digital checks,
dictionaries and peer
review.
Revise complex, detailed
writing of multiple,
complex sentences using
proofreading markings,
digital checks, dictionaries
and peer review.
Learning
Supports
Word/Picture Wall Partner work Bilingual dictionary Technology and Technological Resources (computer or iPad) Pictures L1 support
Word/Picture Wall Partner work Bilingual dictionary Technology and Technological Resources (computer or iPad) Pictures L1 support
Word Wall Partner work Bilingual dictionary Technology and Technological Resources (computer or iPad)
Partner work Partner work
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 20
CCSS:
W.2.6
WIDA
ELDS:
2
Writing
With guidance and support, work with a group to
produce and publish a writing piece using digital
tools (e.g., laptops).
Produce and digitally publish a writing piece with a
Small group/ triads using modeled writing and Small
group/ triads.
VU: Digital, produce, publish, specific to text
LFC: Sentence structure,
verb forms, subject-verb
agreement
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Produce and publish
text in L1 and/or use
pictures or drawings
and high-frequency,
content-related single
words in phrases and
short sentences.
Produce and publish text
in L1 and/or use general,
content-based vocabulary
in phrases and short
sentences with formulaic
patterns.
Produce and publish a
piece of writing applying
the steps of the writing
process using key, content-
based vocabulary in simple,
related sentences with
repetitive grammatical
structures.
Produce and publish a
piece of writing
applying the steps of
the writing process
using key, content-
based vocabulary in
expanded and some
complex sentences with
varying grammatical
structures.
Produce and publish a piece
of writing applying the
steps of the writing process
using precise, content-
based vocabulary in
multiple, complex
sentences with varying
grammatical structures.
Learning
Supports
Teacher Modeling Teacher Support L1 support Word/Picture Wall Pictures Small group/ triads
Teacher Modeling Teacher Support L1 support Word/Picture Wall Sentence Frame Small group/ triads
Teacher Modeling Teacher Support Small group/ triads
Small group/ triads Teacher Modeling
Small group/ triads
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 21 CCSS: SL.2.1.a, b
WIDA
ELDS:
2 – 5
Speaking
Listening
Take turns responding to grade two topics and
texts in small (or larger) group discussions, and,
when appropriate, respond to comments provided
by peers and build on comments provided.
Ask and answer questions in small and large group
discussions using Cue Cards, Word Wall and L1
support.
Note: Culturally appropriate verbal and non-verbal
cues would need to be deliberately discussed and
taught for ELLs.
VU: Words and phrases that build on or respond to comments
LFC: Register of language
and form to ask questions
for clarification (student vs.
teacher)
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Ask and answer
questions in L1 and/or
with single words and
memorized routines in
English, using
specific, culturally
appropriate verbal and
nonverbal cues.
Ask and answer questions
in L1 and/or use general,
content-based vocabulary
in short phrases with
formulaic patterns, using
specific, culturally
appropriate verbal and
nonverbal cues.
Ask and answer questions
using key, content-based
vocabulary in simple,
related sentences with
repetitive structures, using
culturally appropriate
verbal and nonverbal cues.
Ask and answer
questions using key,
content-based
vocabulary in expanded
and some complex
sentences with varying
grammatical structures,
using culturally
appropriate verbal and
nonverbal cues.
Ask and answer questions
using precise, content-
based vocabulary in
multiple, complex
sentences with a variety of
grammatical structures,
using culturally appropriate
verbal and nonverbal cues.
Learning
Supports
Partner work
Word/Picture Wall
Visuals
L1 support
Partner work
Word/Picture Wall
Visuals
L1 support
Small group/ triads/ triads
Word Wall
Posters
Small group/ triads/
triads
Posters
Small group/ triads/ triads
Posters
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 22 CCSS: SL.2.1.c
WIDA
ELDS:
2
Reading
Speaking
Listening
Ask for additional information as needed from peers when discussing a read text.
Ask questions to clarify understanding of information
using Cue Cards and a Word Wall.
VU: Clarify
LFC: Questions with
increasing specificity
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Ask questions to clarify understanding of information in L1 and/or use Gestures, pictures and high-frequency, content-related single words or memorized phrases.
Ask questions to clarify understanding of information in L1 and/or use general, content-based vocabulary in phrases and short sentences with formulaic structures.
Ask questions to clarify understanding of information using key, content-based vocabulary in simple, related sentences with repetitive structures.
Ask questions to clarify understanding of information using key, content-based vocabulary in expanded and some complex sentences with varying grammatical structures.
Ask questions to clarify understanding of information using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.
Learning
Supports
Word/Picture Wall
Partner work
Cue Cards
Gestures
Pictures
Word/Picture Wall
Partner work
Cue Cards
L1 support
Sentence Frame
Pictures
Word Wall
Partner work
Cue Cards
Word Wall
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 23
CCSS:
SL.2.2
WIDA
ELDS:
2
Speaking
Listening
Recount or describe key story details or facts of a text shared orally or through other media.
Describe and retell about key ideas and details from a
text using illustrations and Story Map.
VU: Describe, flow charts,
LFC: Nouns, pronouns,
adjectives, present
progressive, adverbs,
prepositional phrases; past
tense verbs
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Describe and retell
main idea and details
using L1 and/or by
using Gestures,
pictures and key,
content-related single
words or memorized
phrases.
Describe and retell main
idea and details using L1
and/or by using general,
content-based vocabulary
in phrases and short
sentences with formulaic
structures.
Describe and retell main
idea and details using key,
content-based vocabulary
in simple, related sentences
with repetitive grammatical
structures.
Describe and retell
main idea and details
using key, content-
based vocabulary in
expanded and some
complex sentences with
varying grammatical
structures.
Describe and retell main
idea and details using
precise, content-based
vocabulary in multiple and
complex sentences with
varying grammatical
structures.
Learning
Supports
L1 support Story Map Partner work Word/Picture Wall Pictures Gestures
L1 support Story Map Partner work Word/Picture Wall Pictures
Story Map Partner work Word Wall
Story Map
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 24 CCSS: SL.2.3
WIDA
ELDS:
2
Speaking
Listening
Ask and answer questions about information presented to clarify comprehension, gain more information, or deepen understanding.
Ask and answer questions to clarify meaning, gain
information or deepen understanding using Cue
Cards, Word Wall and a Partner work
VU: Question words, clarify
LFC: Verbs, verb phrases
in questions
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Ask and answer
questions in L1 and/or
ask and answer
Choice questions
using Gestures,
pictures and content-
related words and
memorized phrases.
Ask and answer questions
in L1 and/or ask and
answer “WH” questions
using general, content-
based vocabulary in
phrases and short
sentences with formulaic
structures.
Ask and answer questions
using key content-based
vocabulary in simple
sentences with repetitive
grammatical structures.
Ask and answer
questions using key,
content-based
vocabulary in expanded
and some complex
sentences with a variety
of grammatical
structures.
Ask and answer questions
using precise, content-
based vocabulary in
multiple, complex
sentences with a variety of
grammatical structures.
Learning
Supports
L1 support Partner work Cue Cards Word/Picture Wall Gestures
L1 support Partner work Cue Cards Word/Picture Wall Sentence Frame
Cue Cards Word Wall Partner work
Cue Cards Partner work
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 25 CCSS: SL.2.6
WIDA
ELDS:
2-5
Speaking
Speak in complete sentences when appropriate to task and situation in order to provide information to others.
Speak using complete sentences when appropriate to
task and situation using Cue Cards, Word Walls and
pictures.
VU: Content-related vocabulary
LFC: Complete sentences
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Speak using pictures,
Gestures and key
single words in
memorized phrases,
appropriate to task
and situation.
Speak using pictures,
phrases and short
sentences with formulaic
structures, appropriate to
task and situation.
Speak using simple, related
sentences with repetitive
grammatical structures,
appropriate to task and
situation.
Speak using expanded
and some complex
sentences with varying
grammatical structures,
appropriate to task and
situation.
Speak using multiple,
complex sentences with
varying grammatical
structures, appropriate to
task and situation.
Learning
Supports
Word/Picture Wall
Cue Cards
L1 support
Pictures
Cloze sentences
Word/Picture Wall
Cue Cards
Sentence Frame
L1 support
Pictures
Word Wall
Cue Cards
Word Wall
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 26
CCSS:
L.2.1.a, c, e
WIDA
ELDS:
2
Speaking
Writing
Use collective nouns (e.g., family), reflexive pronouns (e.g., yourself), adjectives, and adverbs appropriately when speaking and writing.
Write and/or speak appropriately using collective
nouns, reflexive pronouns, adjectives and adverbs
using Sentence Frame and a model.
VU: Specific to text
LFC: Collective nouns,
reflexive nouns, adjectives,
adverbs
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Write and speak
appropriately using
pictures and high
frequency, collective
nouns, common
reflexive pronouns,
adjectives and
adverbs in single
words and memorized
phrases.
Write and speak
appropriately using
pictures and general,
collective nouns,
common reflexive
pronouns, adjectives and
adverbs in phrases and
short sentences with
formulaic structures.
Write and speak
appropriately using
collective nouns, reflexive
pronouns, adjectives and
adverbs in simple, related
sentences with repetitive
grammatical structures.
Write and speak
appropriately using
collective nouns,
reflexive pronouns,
adjectives and adverbs
in expanded and some
complex sentences with
a variety of
grammatical structures.
Write and speak
appropriately using
collective nouns, reflexive
pronouns, adjectives and
adverbs in multiple,
complex sentences with a
variety of grammatical
structures.
Learning
Supports
Teacher Modeling
Word/Picture Wall
L1 support
Pictures
Teacher Modeling
Word/Picture Wall
L1 support
Sentence Frame
Teacher Modeling
Word Wall
Teacher Modeling
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 27 CCSS: L.2.2.a
WIDA
ELDS:
2
Speaking
Writing
Capitalize holidays, product names, and geographic names.
Identify proper common nouns and apply rules of
capitalization using a capitalization poster and Word
Wall.
Please note. Capitalization rules differ across
languages (i.e. days of the week).
VU: Holidays, product names, geographic places
LFC: Noun/verb agreement
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Identify and apply
capitalization rules on
holidays, product
names, and
geographic places by
producing or
constructing sentences
in L1 and/or with
familiar,
known proper and
common nouns.
Identify and apply
capitalization rules on
holidays, product names,
and geographic places by
producing and
constructing sentences in
L1 and/or key, content-
based vocabulary in
phrases and short
sentences with formulaic
structures.
Identify and apply
capitalization rules on
holidays, product names,
and geographic places by
producing and constructing
simple, related sentences
with key content-based
vocabulary.
Identify and apply
capitalization rules on
holidays, product
names, and geographic
places by producing and
constructing expanded
and some complex
sentences with key,
content-based, grade-
level vocabulary.
Identify and apply
capitalization rules on
holidays, product names,
and geographic places by
producing and constructing
multiple, complex
sentences of varying
lengths with content-based,
grade-level text.
Learning
Supports
Capitalization poster Sentence Frame Word/Picture Wall Pictures L1 support
Capitalization poster Sentence Frame Word/Picture Wall Pictures L1 support Sentence Frame
Capitalization poster Template Word Wall
Capitalization poster
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 28 CCSS: L.2.2.c
WIDA
ELDS:
2
Writing
Use an apostrophe to form contractions and common possessives.
Construct contractions and possessives using models
and charts.
VU: Content words to make contractions and possessives
LFC: Sentences with
contractions and
possessives
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Use an apostrophe to
form contractions and
possessives in
isolation.
Use an apostrophe to
form contractions and
possessives in isolation
and in phrases.
Use an apostrophe to form
contractions and
possessives in isolation and
in controlled writing tasks.
Use an apostrophe to
form contractions and
possessives in writing
expanded and some
complex sentences.
Use an apostrophe to form
contractions and
possessives in extended
writing on grade-level
topics.
Learning
Supports
Teacher Modeling Word Wall Chart L1 support Pictures
Teacher Modeling Word Wall Chart L1 support Pictures
Teacher Modeling Word Wall Chart
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 29 CCSS: L.2.4.c
WIDA
ELDS:
Reading
Writing
Apply the knowledge of common root words to understand the meaning of unknown words with the same root.
Determine the meaning of an unknown word that has
a known root word using a teacher created word
generation chart and word games.
VU: Root/base words
LFC: Sentences with
increasing specificity
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language
Objectives
Determine the
meaning of a selected
common unknown
word that has a
known high-
frequency root word.
Determine the meaning of an unknown word that has a known high-frequency root word within selected short phrases.
Determine the meaning of an unknown general and/or content-based word that has a known root word within Adapted Text.
Determine the meaning of an unknown content-based word that has a known root word in a text within grade 1-2 complexity level.
Determine the meaning of
an unknown content-based
word that has a known root
word within a grade-level
text.
Learning
Supports
Teacher created word
generation chart
Word games
L1 support
Pictures and
Photographs
Gestures
Word/picture Wall
Teacher created word
generation chart
Word games
L1 support
Pictures and Photographs
Word/Picture Wall
Teacher created word
generation chart
Word games
Teacher created word
generation chart
Word games
Teacher created word
generation chart