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Social Studies Curriculum

Grade 2: Unit 4

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Course Description

The New Jersey Student Learning Standards serve as the basis for the second grade course, We Live Together. As students’ progress through

the five units of the school year, they will focus and examine: living in a community, the role of geography in understanding the Earth and

its functions, a historic overview of the United States and its beginnings, the role of government and economics in our community, country

and the world.

The progression of this course allows students to have an opportunity to focus on characteristics that contribute to the development of a

specific community. In doing so, students will be able to make clear connections and links to their present day community and how the

structure of the community is supported by its workers. The role of seasonal changes will be analyzed to assist students in furthering their

understanding of all the factors impacting the Earth as a whole. Historical understanding of the Native Americans, Spanish conquest, the

establishment of the colonies and the American Revolution will be closely examined. The final unit allows students to understand the function

of government as dominate factor in resolving conflicts at all levels of government. The infusion of economic understanding in its most

basic fashion will be interpreted through the concepts: reasons why people work, needs verses wants, and trading with other countries

throughout the world.

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Pacing Chart

Unit Topic Suggested Timing

Unit 1 Our Community 6 Weeks

Unit 2 All About Work 6 Weeks

Unit 3 Our Past 7 Weeks

Unit 4 All About Earth 7 Weeks

Unit 5 Our Government 7 Weeks

Unit 6 Paterson History 3 Weeks

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Effective Pedagogical Routines/Instructional Strategies

Collaborative problem solving

Writing to learn

Making thinking visible

Note-taking

Rereading & rewriting

Establishing text-based norms for discussions & writing

Establishing metacognitive reflection & articulation as a regular

pattern in learning

Quick writes

Pair/trio Sharing

Turn and Talk

Charting

Gallery Walks

Whole class discussions

Modeling

Word Study Drills

Flash Cards

Interviews

Role Playing

Diagrams, charts and graphs

Storytelling

Coaching

Reading partners

Visuals

Reading Aloud

Model (I Do), Prompt (We Do), Check (You Do)

Mind Mapping

Trackers

Multiple Response Strategies

Choral reading

Reader’s/Writer’s Notebooks

Conferencing

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Computer Science and Design Thinking

Standards

8.1.2.A.1, 8.1.2.A.2, 8.1.2.A.3, 8.1.2.A.5, 8.1.2.B.1, 8.1.2.D.1, 8.1.2.E.1

➢ Technology Operations and Concepts

▪ Identify the basic features of a digital device and explain its purpose.

▪ Create a document using a word processing application.

▪ Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

▪ Enter information into a spreadsheet and sort the information.

Example of Use: Create an online Venn Diagram: Share your \heritage with a partner. Fill in a Venn diagram comparing and

contrasting the two.

➢ Creativity and Innovation

▪ Illustrate and communicate original ideas and stories using multiple digital tools and resources.

Example of Use: Create an online Presentation: Choose one of your family traditions and share your family’s diversity through

storytelling, song, or writing. Find where your family comes from on a map, if applicable.

➢ Digital Citizenship

▪ Develop an understanding of ownership of print and non-print information.

Example of Use: Website encouraging Turn & Talk:

http://activities.macmillanmh.com/OralLanguageActivities/main1.php?selectionID=104

➢ Research and Information Literacy

▪ Use digital tools and online resources to explore a problem or issue.

Example of Use: Use online resources and digital tools to research your family history or the countries that your family came from.

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Career Readiness, Life Literacies and Key Skills

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They

are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in

all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances

through a program of study.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods.

They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent

writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are

skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the

audience for their communication and prepare accordingly to ensure the desired outcome.

Example of Use: In a show and tell, have each student share their favorite item and list the resources used to make it. Discuss with the

student what would be done if it were broken. Could it be repaired or used in some other way?

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or

mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies,

understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition,

the environment and the profitability of the organization.

Example of Use: Read about Earth Day and discuss ways we can protect Earth.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

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Career Readiness, Life Literacies and Key Skills

Example of Use: Read about landforms and create a foldable depicting each one and describing them.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

Example of Use: Read about the continents and locate them on a map/globe. Compare and contrast two continents using a venn diagram

or a compare/contrast chart.

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Culturally Relevant Pedagogy Examples

Relationships:

• Learn about your students’ individual

cultures.

• Adapt your teaching to the way your

students learn

• Develop a connection with challenging

students

• Communicate and work with

parents/guardians on a regular basis (email

distribution, newsletter, phone calls, notes,

meetings, etc.)

Curriculum:

• Incorporate student- centered stories,

vocabulary and examples.

• Incorporate relatable aspects of students’

lives.

• Create lessons that connect the content to

your students’ culture and daily lives.

• Incorporate instructional materials that

relate to a variety of cultural experiences.

• Incorporate lessons that challenge

dominant viewpoints.

• Provide student with opportunity to engage

with text that highlights authors, speakers,

characters or content that reflect students

lived experiences (mirror) or provide a

window into the lived experience of people

whose identities differ from students.

• Bring in guest speakers.

• Use learning stations that utilize a range of

materials.

• Use Media that positively depicts a range

of cultures.

Instructional Delivery:

• Establish an interactive dialogue to engage

all students.

• Continuously interact with students and

provide frequent feedback.

• Use frequent questioning as a means to

keep students involved.

• Intentionally address visual, tactile, and

auditory learners.

• Present relatable real world problems from

various viewpoint.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for

reports and projects

• Communication system

between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword

directions

• Mini-breaks between tasks

• Provide a warning for

transitions

• Reading partners

Comprehension

• Precise step-by-step

directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory

learning

Recall

• Teacher-made checklist

• Use visual graphic

organizers

• Reference resources to

promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Focused/chunked tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured

routine

• Simple and clear classroom

rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

• Leveled Text

• Chunking text

• Choice Board/Menu

• Tiered Instruction

• Small group instruction

• Sentence starters/frames

• Writing scaffolds

• Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

• Use of oral assessment

• Tiered learning centers

• Tiered questioning

• Data-driven student partnerships

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Enrichment

Accommodate Based on Students Individual Needs: Strategies

• Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Additional Projects

• Independent Student Options

• Projects completed individual or with Partners

• Self Selection of Research

• Tiered/Multilevel Activities

• Learning Centers

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

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Unit 4: All About Earth

Social Studies Grades K-4 New Jersey Student Learning Standards

6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions

of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect

fundamental rights and core democratic values as productive citizens in local, national, and global communities.

B. Geography, People, and the Environment

6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and determine when the information may be useful.

6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in

different regions of New Jersey and the United States.

6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States.

6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment

to understand the concept of regionalism.

6.1.4.B.7 Explain why some locations in New Jersey and the United States are more suited for settlement than others.

6.1.4.B.8 Compare ways people choose to use and divide natural resources.

6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken to address them.

C. Economics, Innovation, and Technology

6.1.4.C.4 Describe how supply and demand influence price and output of products.

6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural

understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

A. Civics, Government, and Human Rights

6.3.4.A.3 Select a local issue and develop a group action plan to inform school and/or community members about the issue.

B. Geography, People and the Environment

6.3.4.B.1 Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose

possible solutions.

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Grade: 2 Unit: IV Topic: All About Earth

Geography tells about the people, plants and animals that

live on Earth. Maps and globes can help us learn about the

different landforms on Earth. Earth’s seasons and its

resources affect our lives.

NJSLS: 6.1.4.B.1, 6.1.4.B.4, 6.1.4.B.5, 6.1.4.B.6, 6.1.4.B.7, 6.1.4.B.8, 6.1.4.B.9, 6.1.4.C.4, 6.3.4.A.3, 6.3.4.B.1

ELA NJSLS: RI.2,7, R.I.2.10, W.2.2, R.L.2.7, S.L.2.1, S.L.2.6

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Recognize and describe

various kinds of land and

water found on Earth.

Locate them on a

map/globe.

Standards: 6.1.4.B.1

What are examples of land

and water found on Earth?

What are the characteristics

of different types of

landforms and bodies of

water?

Read about landforms and

create a foldable depicting

each one and describing

them.

Landform slideshow with

description:

http://studyjams.scholasti

c.com/studyjams/jams/sci

ence/rocks-minerals-

landforms/landforms.htm

Interactive landforms

map of U.S.: http://www.eduplace.com

/kids/socsci/books/applica

tions/imaps/maps/g2_u2/

Using Landform Maps

p.84 (We Live Together)

A Look at Brazil’s

Geography p.110 (We Live

Together)

Technology: slide shows,

interactive maps and games

(see Resources), blogs (see

Sample Activities and

Resources)

Standard: 8.1.2.A.1

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Identify where we live on a

map/globe (city, state,

country, and continent).

Standards: 6.1.4.B.1,6

What city, state, country,

and/or continent do you

live in? Locate it on a

map/globe.

Read about the continents

and locate them on a

map/globe. Compare and

contrast two continents

using a venn diagram or a

compare/contrast chart.

Create a map of the world

showing the continents and

oceans.

Interactive game for

continents/oceans:

http://www.sheppardsoft

ware.com/World_Contine nts.htm

Continents passage: http://www.readworks.or

g/sites/default/files/passa ges/720_our_world_0.pdf

ELA: Compare and

contrast using a venn

diagram.

Standard:

NJSLSA.R5.

Art: maps and drawings

(see Sample Activities and

Unit Projects)

Standard: 1.3.P.D.2

Recognize the difference

between weather and

seasons.

Standards:

6.1.4.B.4

How does the weather

affect our daily lives?

Daily Journal writing or

Blog: Write about the

weather and what you

did/will do that day. After 2

weeks revisit journal entries

and discuss how the weather

has affected your daily

activities.

Create a bar graph as a

class to record daily

weather. Utilize the bar

graph to obtain

information about weather

changes after some time.

Kids’ website for

blogging:

www.kidblog.org

Reading/Writing: reading

passages, written responses,

blogs, daily journal (see

Sample Activities)

Standard: NJSLSA.R3.

Math: Create a bar graph

(See sample Activities)

Standard: 1.3.P.D.2

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Identify how and why

people change Earth.

Recognize ways in which

people can help protect it.

Standards:

6.1.4.B.5,8,9

How do we change our

Earth and what are ways

that we can protect it?

What is the difference

between the weather and

the seasons?

How does the weather

affect our daily lives?

Read about Earth Day and

discuss ways we can protect

Earth.

Earth Day passage:

http://www.readworks.or

g/sites/default/files/passa

ges/A%20Day%20to%20 Celebrate%20Earth%20P

assage.pdf

Take Care of Our Planet

passage:

http://www.readworks.or

g/sites/default/files/passa

ges/640_take_care_of_ou

r_planet.pdf

Earth Day Virtual Field

Trip Plan

http://www.pemberton.k1

2.nj.us/departments/curric

ulum/docs/EarthDay_Virt

ual_Classroom_Field_Tri

p.pdf.

Reading/Writing: reading

passages (see Sample

Resources)

Standard: NJSLSA.R3.

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Explain how natural Where do natural Play “Find the Resource.” Passage about how Speaking/Listening:

Discussion on various

topics (see Sample

Activities)

Standard: NJSLSA.W1.

ELA: Reading passage at

appropriate grade level

(see Resources)

Standard: NJSLSA.R3.

Art: 3D landform (see

Unit Projects)

Standard: 1.3.P.D.2

resources meet our needs resources come from? Let one student name a Native Americans used

and affect how we live. manufactured object, such natural resources:

Standards: Where do the products we as a car. The first student http://www.readworks.or

6.1.4.B.4,8 use originate and how do to name a natural resource g/sites/default/files/passa

6.1.4.C.9 they travel to us? used in the object gets to ges/820_native_american

offer the next man-made _0.pdf

Where do the consumer object.

goods we throw away go

after we are finished with In a show and tell, have

them? each student share their

favorite item and list the

What can we do to use resources used to make it.

these resources Discuss with the student

responsibly? what would be done if it

were broken. Could it be

repaired or used in some

other way?

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Amistad Curriculum

The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African

slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson

Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the

challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of

additional instructional activities and resources that will engage the learners within your classroom.

Topics/People to Study Suggested Activity Resource

New Jersey Student Learning

Standards Activity (Map Activity

Study the map and answer the given

questions.

http://www.njamistadcurriculum.net/history/unit/social-

studies-skills/content/4525/7696

Ecosystems – View Gallery Analyze the pictures of each eco-system

and evaluate the benefits and challenges of

each eco-system

http://www.njamistadcurriculum.net/history/unit/social-

studies-skills/gallery/3452/5523#desert

Landform – View Gallery Analyze the pictures of each landform and

compare them with other landforms.

http://www.njamistadcurriculum.net/history/unit/social-

studies-skills/gallery/3452/5525

Cardinal Directions In this lesson, the students will gain an

understanding of the basic cardinal

directions. Then, they will embark on a

classroom treasure hunt to apply what they

have learned.

http://www.njamistadcurriculum.net/history/unit/social-

studies-skills/lesson_plan/4210/288

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Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12. http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found on the homepage of

the NJ Amistad Curriculum. All Paterson Public School Social Studies teachers should create a login and password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive Curriculum units

contain the following topics:

1. Social Studies Skills 8. The Civil War and Reconstruction (1861-1877)

2. Indigenous Civilization (1000-1600) 9. Post Reconstruction and the origins of the Progressive Era

3. Ancient Africa (3000-1492) 10. America Confronts the 20th Century and the emergent of Modern

America (1901-1920)

4. The emerging Atlantic World (1200-1700) 11. America in the 1920s and 1930s, Cultural, Political, and

Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

5. Establishment of a New Nation and Independence to Republic

(1600-1800)

12. America in the Aftermath of Global Conflict, Domestic and

Foreign Challenges, Implications and Consequences in an ERA of

reform. (1946-1970)

6. The Constitution and Continental Congress (1775-1800) 13. National and Global Debates, Conflicts, and Developments & America

Faces in the 21st Century (1970-Present)

7. The Evolution of a New Nation State (1801-1860)

The Amistad Commission Interactive Curriculum contains the following resources for a teacher’s use that aligns with the topics covered:

1. Intro

2. Activities

3. Assessments

4. Essentials

5. Gallery

6. Griot

7. Library

8. Links

9. Rubrics

10. Tools

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

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Holocaust Curriculum

In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education

and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the

teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in

standards would not impact the requirement of education on this topic in all New Jersey public schools.

Topics/People to Study Suggested Activity Resource

Diversity as a Box of Crayons Students will learn about what we can

learn from a box of crayons. Students will

discuss the metaphor “diversity as a box of

crayons”. Students will draw a picture

with only one crayon from a box, then

discuss why it’s important to use all the

colors.

https://www.tolerance.org/classroom-resources/tolerance-

lessons/what-can-we-learn-from-a-box-of-crayons

Martin Luther King, Jr. Students will learn about Martin Luther

King, Jr. and how to respond to unequal

treatment. Students will respond to

questions about MLK Jr.’s “I have a

dream” speech.

https://www.learningtogive.org/units/upon-clouds-equality-

1st-grade/upon-clouds-equality-1st-grade

Clouds of Equality Students will create “clouds of equality”

based on Martin Luther King, Jr.’s famous

speech. Students will write their dreams on

two matching clouds and explain their

dreams to the class.

https://www.learningtogive.org/units/upon-clouds-equality-

1st-grade/upon-clouds-equality-1st-grade

Similarities and Differences Students will play a game of “Simon Says”

highlighting their similarities and

differences. Students will explore themes

of tolerance and why differences make the

world interesting.

https://www.educationworld.com/a_lesson/00-

2/lp2061.shtml

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DBQs Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create

an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich

in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice

with complex text and engage in high level critical thinking.

A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School

District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.

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Unit Vocabulary:

• Geography

• Capital

• Landform

• Island

• Peninsula

• Hill

• Mountain

• Valley P

• Plain

• Lake

• River

• Season

• Bar graph Recycle

• Natural resources

• Renewable resources

• Non-renewable Resources

• Producers

• Consumers

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Unit Project (Choose 1)

Project 1 (Suggested) Project 2 (Suggested)

Recycling project:

Plant flowers in a reused item, such as a coffee can, mug, bean can,

etc. Write about changes that you see in your plant weekly. Once

the plant/flower has grown, use them to decorate/beautify a part of

the school.

• Create a 3D landform model using recycled materials

(bottles, paper, cans, etc.). Present to the class.

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Speaking Rubric of the WIDA Consortium

Task Level Linguistic Complexity Vocabulary Usage Language Control

1 - Entering Single words, set phrases or

chunks of memorized oral

language

Highest frequency vocabulary from school

setting and content areas

When using memorized language, is generally

comprehensible; communication may be significantly

impeded when going beyond the highly familiar

2 - Emerging

Phrases, short oral sentences General language related to the content area;

groping for vocabulary when going beyond

the highly familiar is evident

When using simple discourse, is generally

comprehensible and fluent; communication may be

impeded by groping for language structures or by

phonological, syntactic or semantic errors when going

beyond phrases and short, simple sentences

3 - Developing

Simple and expanded oral

sentences; responses show

emerging complexity used to

add detail

General and some specific language related to

the content area; may grope for needed

vocabulary at times

When communicating in sentences, is generally

comprehensible and fluent; communication may from

time to time be impeded by groping for language

structures or by phonological, syntactic or semantic

errors, especially when attempting more complex oral

discourse

4 - Expanding

A variety of oral sentence

lengths of varying linguistic

complexity; responses show

emerging cohesion used to

provide detail and clarity

Specific and some technical language related

to the content area; groping for needed

vocabulary may be occasionally evident

At all times generally comprehensible and fluent,

though phonological, syntactic or semantic errors that

don’t impede the overall meaning of the

communication may appear at times; such errors may

reflect first language interference

5 - Bridging

A variety of sentence lengths of

varying linguistic complexity

in extended oral discourse;

responses show cohesion and

organization used to support

main ideas

Technical language related to the content

area; facility with needed vocabulary is

evident

Approaching comparability to that of English

proficient peers in terms of comprehensibility and

fluency; errors don’t impede communication and may

be typical of those an English proficient peer might

make

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*English proficiency level 6 is not included in the Speaking Rubric as it is reserved for students whose oral English is comparable to that of their

English-proficient peers.

Writing Rubric of the WIDA Consortium (Grades 1-12)

Task Level Linguistic Complexity Vocabulary Usage Language Control

1 - Entering

Single words, set phrases or chunks of simple

language; varying amounts of text may be

copied or adapted; adapted text contains

original language.

Usage of highest frequency vocabulary

from school setting and content areas.

Generally comprehensible when text is copied or

adapted from model or source text;

comprehensibility may be significantly impeded

in original text.

2 - Emerging

Phrases and short sentences; varying amount

of text may be copied or adapted; some

attempt at organization may be evidenced.

Usage of general language related to the

content area; lack of vocabulary may be

evident.

Generally comprehensible when text is adapted

from model or source text, or when original text

is limited to simple text; comprehensibility may

be often impeded by errors.

3 - Developing

Simple and expanded sentences that show

emerging complexity used to provide detail.

Usage of general and some specific

language related to the content area; lack

of needed vocabulary may be evident.

Generally comprehensible when writing in

sentences; comprehensibility may from time to

time be impeded by errors when attempting to

produce more complex text.

4 - Expanding

A variety of sentence lengths of varying

linguistic complexity; emerging cohesion

used to provide detail and clarity.

Usage of specific and some technical

language related to the content area; lack

of needed vocabulary may be occasionally

evident.

Generally comprehensible at all times, errors

don’t impede the overall meaning; such errors

may reflect first language interference.

5 - Bridging

A variety of sentence lengths of varying

linguistic complexity in a single organized

paragraph or in extended text; cohesion and

organization

Usage of technical language related to the

content area; evident facility with needed

vocabulary.

Approaching comparability to that of English

proficient peers; errors don’t impede

comprehensibility.

6 - Reaching*

A variety of sentence lengths of varying

linguistic complexity in a single tightly

organized paragraph or in well-organized

extended text; tight cohesion and organization

Consistent use of just the right word in

just the right place; precise Vocabulary

Usage in general, specific or technical

language.

Has reached comparability to that of English

proficient peers functioning at the “proficient”

level in state-wide assessments.

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GRADE 6-12 – RUBRIC (Revised July 29, 2014)* Narrative Task (NT)

Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Writing Written Expression The student response:

is effectively developed

with narrative elements

and is consistently

appropriate to the task;

demonstrates purposeful

coherence, clarity, and

cohesion, making it easy

to follow the writer’s

progression of ideas;

establishes and maintains

an effective style,

attending to the norms

and conventions of the

discipline.

The student response:

is mostly effectively

developed with narrative

elements and is mostly

appropriate to the task,

demonstrates coherence,

clarity and cohesion,

making it fairly easy to

follow the writer’s

progression ideas,

establishes and maintains

a mostly effective style,

while attending to the

norms and conventions

of the discipline.

The student response:

is developed with some

narrative elements and is

somewhat appropriate

to the task; demonstrates

some coherence, clarity,

and/or cohesion, making

the writer’s progression

of ideas usually

discernible but not

obvious; has a style that

is somewhat effective,

generally attending to

the norms and

conventions of the

discipline.

The student response:

is minimally developed

with few narrative

elements and is limited

in its appropriateness to

the task; demonstrates

limited coherence,

clarity, and/or cohesion,

making the writer’s

progression of ideas

somewhat unclear; has a

style that has limited

effectiveness, with

limited awareness of the

norms of the discipline.

The student response:

is undeveloped and/or

inappropriate to the

task; lacks coherence,

clarity, and cohesion, has

an inappropriate style,

with little to no

awareness of the norms

of the discipline.

Writing Knowledge of

Language and Conventions The student response to

the prompt demonstrates

full command of the

conventions of standard

English at an appropriate

level of complexity.

There may be a few

minor errors in

mechanics, grammar and

usage, but meaning is

clear.

The student response to

the prompt demonstrates

some command of the

conventions of standard

English at an appropriate

level of complexity.

There may be errors in

mechanics, grammar and

usage, that occasionally

impede understanding,

but the meaning is

generally clear.

The student response to

the prompt demonstrates

limited command of the

conventions of standard

English at an appropriate

level of complexity.

There may be errors in

mechanics; grammar and

usage that often impede

understanding.

The student response to

the prompt demonstrates

no command of the

conventions of standard

English at an appropriate

level of complexity.

Frequent and varied

errors in mechanics,

grammar, and usage

impede understanding.

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ELL Resources

▪ Learning style quiz for students- http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml

▪ “Word clouds” from text that you provide-http://www.wordle.net/

▪ Bilingual website for students, parents and educators: http://www.colorincolorado.org/

▪ Learn a language for FREE-www.Duolingo.com

▪ Time on task for students-http://www.online-stopwatch.com/

▪ Differentiation activities for students based on their lexile- www.Mobymax.com

▪ WIDA- http://www.wida.us/

▪ Everything ESL - http://www.everythingESL.net

Judy Haynes' s ESL website with a discussion forum, lesson plans, teaching tips, & resources for teachers

▪ ELL Tool Box Suggestion Site http://www.wallwisher.com/wall/elltoolbox

best practices for various aspects of an English language classroom

▪ Hope4Education - http://www.hope4education.com

Books, online workshops, on-site training and presentations, help meeting the NCLB and state curriculum standards, discussion

forums, and tele-chats hosted by Hope Blecher-Sass

▪ Learning the Language http://blogs.edweek.org/edweek/learning-the-language/

Mary Ann Zehr's blog for Education Week - news, controversies, initiatives, research, legislative updates about teaching English

language learners

▪ FLENJ (Foreign Language Educators of NJ) 'E-Verse' wiki: http://www.flenj.org/Publications/?page=135

▪ OELA - http://www.ed.gov/offices/OBEMLA

The Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient

Students

▪ New Jersey Department of Education- Bilingual Education information http://www.state.nj.us/education/bilingual/

32 | P a g e

ELL Resources

▪ Learning Resource Centers (LRC Network) http://www.state.nj.us/education/lrc

supported through the NJDOE, Office of Special Education Programs.

Click on "Services" and scroll down to the library in your region.

▪ 1-Language.com - http://www.1-language.com

Activities, exercises, worksheets, forums, chats, articles, and more

▪ Repeat After Us - http://repeatafterus.com/

The best collection of copyright-free English texts and scripted recordings

▪ Learning Vocabulary Can Be Fun - http://www.vocabulary.co.il

Games and quizzes for practicing vocabulary

Students K-12

▪ Teaching Reading and Language Arts - http://teachingreadingandla.pbworks.com

Sites and resources for classroom instruction compiled by Keith Schoch

▪ Mrs. Hurley's ESL Pagehttp://www.mrshurleysesl.com

Tips, activities, information & links for students and teachers

▪ Children's Literature Web Guide - http://www.ucalgary.ca/~dkbrown/index.html

Many Internet resources related to books for children and young adults including lists, reviews, and lesson plans & more

▪ 21st Century Centers http://www.21stcenturycenters.com/21cc/Home.html

Implement "Centers" in a high school classroom using the i-pod touch

▪ Windows to the Universe - English: http://www.windows.ucar.edu Spanish: http://www.windows.ucar.edu/spanish

A comprehensive science education and reference site spanning a broad range of Earth and Space Science topics and related topics in

the humanities

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ELL Resources

▪ ESL Summer Programs at Colleges in New York State for Kids & Teens 8-18

http://www.summeroncampus.com/main/ActivityProgramsList.asp?CategoryID=25

Search by college or location. Updated annually