ESL K-3 2012 Map

Curriculum Materials English as a Second Language
Grades K-3
October 2012
Civil Rights Law Department of Education of Puerto Rico
PUBLIC POLICY NOTICE The Department of Education does not discriminate in its activities, educational services or employment opportunities on the basis of race, color, sex, age, birth, national origin, social condition, political ideas, religious beliefs or any handicap.
EXPLANATORY NOTE For the purpose of legal matters and in relation to the Civil Rights Law of 1964, the terms teacher, director, supervisor and any other generic term that makes reference to gender, includes both: masculine and feminine.
Table of Contents
Pages Credits Introduction .. .. . 4-7 8-9 10-57 58-93 94-139 140-174 175-223 224-261 262-312 313-369 370-386
Kindergarten Maps Kindergarten Attachments 1 Grade Maps 1 Grade Attachments 2 Grade Maps 2 Grade Attachments 3 Grade Maps
rd rd nd nd st st
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3 Grade Attachments Resources Grades K-3
Editorial Board
Edward Moreno Alonso Ed.D Secretary Grisel Muoz Marrero, Ph.D Undersecretary for Academic Affairs Pura Cotto Lpez, M.A. Special Assistant Standards and Assessment Aidita Vlez Ortz, M.A. Director English Program
Curriculum Maps
English as a Second LanguageKindergarten to Third Grade Authors
Julia Hainer-Violand, M.A. edCount, LLC, curriculum consultant Patricia Hutcherson, B.A. Distrito Escolar de Bayamn Julia Rodrguez, M.A Distrito Escolar de Dorado
Collaborating Teachers
Jackie Ramrez Distrito Escolar de Bayamn Glorybelle Hernndez Distrito Escolar de Ponce Kassandra I. Rivera Distrito Escolar de Manat
Curriculum Maps
English as a Second Language Other Collaborators
Aidita Vlez Ortz English Program Director Pura Cotto Lpez Ex English Program Director Marilyn Medina Martnez Regional Coordinator Mayagez (PPAA) Miguel Ruiz Cotto Regional Coordinator Bayamn (PPAA) Linda Fink, M.S edCount, LLC Elba Otero, M.A. Distrito Escolar de San Juan
MATERIALES CURRICULARES
De acuerdo a Ia Ley Federal Que Ningn Nio Quede Rezagado de 2001 y Ia Ley de Ttulo I, Parte A, Seccin 1111, Estndares y Avalo, todos los estados y territorios deben establecer estndares acadmicos para el proceso de enseanza y aprendizaje. Para cumplir con este requerimiento, en el 2007 el Departamento de Educacin de Puerto Rico (DE) desarroll estndares de contenido y expectativas de grado en las materias de Espaol, Matemticas, Ciencias e Ingls como segundo idioma. Desde el 2010 el Departamento de Educacin ha realizado un estudio de validez en colaboracin con Ia Compaa edCount, LLC. Como parte de este estudio curricular se disearon materiales curriculares (Mapas Curriculares K-12, Documento de Alcance Secuencia K-12, Herramienta de Alineacin Curricular y Calendario de Secuencia) con el propsito de fortalecer el proceso de enseanza y aprendizaje alineado con el Documento de Estndares de Contenido y Expectativas de Grado, 2007. De esta manera Ia enseanza de todos los grades y materias acadmicas ser de manera sistemtica a travs de todo el sistema de Educacin Pblica.
Modelo Entendimiento por Diseo (UbD Understanding by Design)

El proyecto curricular est basado en el modelo de diseo curricular de Entendimiento por Diseo (UbD, por sus siglas en ingls-Understanding by Design) de Grant Wiggins and Jay McTighe (2010). El modelo de UbD se conoce como diseo a Ia inversa, y comienza con los resultados esperados, trabajando para determinar Ia evidencia de avalo y el plan de aprendizaje. El conocimiento del diseo a Ia inversa asegura que los maestros, de forma deliberada, planifiquen Ia enseanza que lleva a los objetivos predeterminados sobre lo que los estudiantes deben saber y ser capaces de hacer como resultado de cada unidad. AI igual este modelo ofrece las oportunidades para que el estudiante no solo "descubra" lo que debe aprender, si no que facilita el entendimiento a travs del diseo. Este modelo est fundamentado en tres principios (Guillot & Wiggins, 2011): La meta principal de Ia educacin es el desarrollo y Ia profundizacin de lo que entiende el estudiante, de manera que se puede transferir el conocimiento y las destrezas a situaciones relevantes en sus vidas. El contenido debe propiciar Ia identificacin de ideas grandes y preguntas esenciales. El entendimiento se logra a travs de Ia aplicacin de conocimientos y destrezas a otras situaciones de Ia vida real.
Desarrollo de los Materiales Curriculares

Los materiales curriculares fueron desarrollados por educadores del Departamento de Educacin de Puerto Rico (maestros, directores, facilitadores docentes, especialistas de contenido, especialistas curriculares, directores de programa y los especialistas curriculares de Ia Compaa edCount, LLC).
Descripcin de Materiales Curriculares

Documento Alcance y Secuencia El documento alcance y secuencia est fundamentado en el Documento de Estndares de Contenido y Expectativas de Grado, 2007 del DE, y provee informacin a los maestros sobre lo que se espera que un estudiante conozca y sea capaz de hacer en cada grado. El documento provee una alineacin vertical de las expectativas que los estudiantes deben dominar para cada grado y rea de contenido. AI trabajar los diferentes grados en el documento de alcance y secuencia, se observa como una destreza en especfico 7
aumenta en complejidad y rigor a medida que el proceso de enseanza y aprendizaje progresa de grado en grado. Este documento tambin facilita una alineacin horizontal de las expectativas en donde se puede observar como cada destreza progresa a travs de cada grado. Calendario de Secuencia Este documento bosqueja Ia secuencia, duracin y titulo de cada unidad para el rea de contenido segn el tiempo establecido para cada ano acadmico. Este presenta un tiempo estimado para Ia duracin de cada unidad en semanas. El calendario de secuencia no solo es una herramienta de planificacin para el maestro, sino que tambin provee una punta de referencia en relacin a Ia secuencia de enseanza de cada unidad para todo el Sistema Educativo. Herramienta de Alineacin Curricular Es un documento que asegura que se cumpla con todas las expectativas de aprendizaje en el currculo de un determinado ao, y facilita el proceso de planificacin. La herramienta de alineacin muestra de manera visual cmo y cuando se cubren las expectativas de aprendizaje en cada unidad a travs del ao acadmico. Tanto este documento como el calendario de secuencia son documentos que proveen una visin general y que fomentan Ia planificacin a Ia inversa. Mapas Curriculares Cada mapa curricular contiene tres etapas: resultados esperados, evidencia de avalo, y el plan de aprendizaje. A continuacin presentamos una breve descripcin de cada una de estas secciones del mapa curricular. Etapa 1 -resultados esperados, provee los resultados de aprendizaje que se esperan en Ia unidad. Esto incluye: 1) los estndares de contenido y las expectativas de aprendizaje cubiertos en Ia unidad; 2) los conceptos principales y las preguntas que el estudiante explorar; y 3) el desglose del conocimiento del contenido especfico y las destrezas que el estudiante necesita dominar correspondiente a las expectativas de aprendizaje. Esta fase bosqueja lo que el estudiante debe saber y ser capaz de hacer al final de Ia unidad. Etapa 2 - Ia evidencia de avalo, describe los medios para evaluar los conceptos, conocimientos y destrezas de Ia Etapa 1. Esto incluye: 1) Ia evaluacin sumativa como lo son los proyectos, ensayos, informes y exmenes de unidad, que se producen al finalizar una serie de lecciones; y 2) Ia evaluacin formativa como lo son las pruebas cortas, los organizadores grficos, las entradas de los diarios reflexivos y las notas de las conferencias; lo cual debe darse de forma continua durante Ia unidad. Esta fase explica como los maestros evalan el nivel de comprensin del estudiante relacionado con el material que se ense. Etapa 3 - el plan de aprendizaje, bosqueja Ia ruta para Ia enseanza, lo cual incluye los planes, las ideas para las actividades y los recursos de apoyo. Esta etapa describe los pasos que el estudiante debe seguir para adquirir el contenido/las destrezas identificadas en los objetivos de Ia unidad. Exhortamos a los maestros y al personal docente a utilizar estos materiales curriculares para fortalecer el proceso de enseanza y aprendizaje.
Edward Moreno Alonso, Ed.D. Secretario 8
English as a Second Language

Curriculum Maps Kindergarten
Unit K.1: About Me English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this introductory unit, students will develop words and expressions to describe themselves, important events with family, and their feelings, in order to improve their cooperation skills when speaking English. To develop vocabulary to describe themselves and their interests, students will create an About Me book. To share their feelings, students will create an art project called Rainbow Bodies that describes feelings using colors. Transfer goal: Students will be able to describe themselves, their feelings and important events with friends and family using newly developed vocabulary.
Content Standards and Learning Expectations

Listening and Speaking L/S.K.3 Uses basic vocabulary to identify familiar concepts related to self, family, and to interact with peers. Writing W.K.2 Writes the letters that represent first name. W.K.4 Illustrates to express feelings, concepts related to family, and personal experiences.
Big Ideas/Enduring Understandings:

We bring knowledge gained from family and life experiences that teach us to connect with community and to grow as learners. When I listen to understand, I can build a better relationship with others. Every person is unique in their own way. Family and environment shape our identity. Every person has a skill or talent he/she can shape and grow.
Essential Questions:
What knowledge do I bring to school? How can I use words to improve my relationship with others? What makes me special? How has my family shaped who I am today? How can I explore my talents?
Content (Students will know)

How to resolve conflicts with words Facial features (hair, eyes, nose, mouth, ears, face) Colors (black, brown, red, orange, yellow, green, blue, purple, pink, white) Feeling words (e.g., happy, glad, sad, scared, angry, nervous, excited, tired)
Skills (Students will be able to)

Use basic vocabulary to identify concepts related to self. Use basic vocabulary to describe their family. Use basic vocabulary to interact with peers. Write the letters that represent first name. Illustrate to express feelings. Illustrate concepts related to family. Illustrate personal experiences.
Content Vocabulary
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Unit K.1: About Me English as a Second Language 5 weeks

Family (e.g., father, mother, grandmother, grandfather, brother, sister, aunt, uncle, cousin) Interaction expressions (e.g., I feel__, I am__, I need___, I (dont) like, Can I borrow ___? Can I use ___, Would you? Excuse me, Thank you, Please)
Stage 2 - Assessment Evidence Performance Tasks

About Me Book
Other Evidence
Family Portrait. Students bring in pictures of their family members and share with the class which family member is special to them and why. The teacher will write down the vocabulary specific for each child in English. Then, the student will illustrate an important event with this family member. The student will describe the picture using content vocabulary describing family members. The teacher will write their description. Observations and Oral Assessments: Word Wall Words and Individual Word Lists (see attachments: Resource 2 Using Word Walls to Improve Instruction and Resource 3 Individual Word Lists). Check with students in the beginning, middle, and end of the unit to see how they have acquired the vocabulary from the class word wall as well as from their individual word list. Use Resource 1 Oral Assessment for Vocabulary Acquisition as a way of monitoring vocabulary usage. Interaction Observations (see attachment: K.1 Other Evidence Interaction Rubric). During play time, sharing, or work time, observe the students to see if they are using appropriate words such as: I feel , I am, I need, I (dont) like, Can I borrow? Can I use, Would you? Excuse me, Thank you, Please, to express their needs and wants. Use the Interaction rubric to write down observations and sentence starters used to monitor their progress. 11
Students create a book that describes the students favorite things and what makes them special. Students will fill in the sentence starters and illustrate the page. They will do one page a day. Provide these sentences starters for each page: I am a _(feeling adjective)_ child/kid/boy/girl; I like ______; I am good at ____; My favorite color is _______; I dont like _______; Each day the student will illustrate a page of the book. At the end, they make a selfportrait for the cover and put their book together. The students will present their book to the class using the target language. To evaluate whether the other classmates were listening, after each presentation, in pairs, the students will decide what their favorite part of the book was, illustrate it together and then share orally using the target language. Rainbow Bodies Read aloud I Feel Orange Today by Patricia Godwin. It is a book that describes feelings through colors. Ask students, What do these colors make you feel? while you read, because everyone might have a different response to colors. Talk about how we can know how someone else feels? Can we see their feelings on the outside? Discuss how we can hold feelings in our bodies, and that they
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can come and go like clouds in the sky (this way we dont hold on to negative feelings and also realize happy feelings also dont last forever). To get to know each other better, we will create rainbow bodies to show all the feelings we have inside. Trace the body of each child on butcher paper. Students will select four feelings they commonly feel and pick a color to represent each feeling. Make sure to have a model of your own body that you made ahead of time. Share what colors you picked to paint inside your rainbow body and why. Then, the students will finger paint the inside of their bodies with those four colors to represent that we are unique on the inside and that you cant always know how someone feels. In pairs, students present their painting to each other and ask each other the question: What does this color mean? and they respond, (example) Orange means I feel happy. Evaluate students use of target vocabulary individually or during his/her presentation (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Create a rainbow body parade on the wall. This can be made by painting a background or writing an explanation of each students feelings in their own words in Spanish and use English sentences starters I feel (color) when I am (feeling). Invite members of the school community to have the students talk about their feelings in English and Spanish. Glad Monster, Sad Monster Art Project Read, Glad Monster, Sad Monster by Ed Emberly & Anne Miranda, a colorful story using monsters masks to express different feelings (see attachment: K.1 Sample Lesson Glad Monster Lesson Plans) and select an art project (monster masks, feeling monster) and have students role play how we interact differently depending on our feelings (e.g., if we are feeling sad, maybe we do not want to play if someone asks, or if we are feeling angry, we might get frustrated easily) using either their masks or their feeling monster. As a formative assessment, have students use their masks or feeling monsters to show How can we use words to improve our relationship with others? Use attachment K.1 Other Evidence Interaction Rubric to note what sentence starters and vocabulary the student uses to solve conflicts. For every Illustration, have the student sign his/her name. Use this as a formative assessment throughout the year to see how he/she is growing in their ability to write using print techniques (see attachment: Resource 4 Developmental Stages of Writing). If student wants, he/she can also write a description of their picture. Use attachment K.1 Other Evidence Checklists for Literacy Development to note growth of students writing.
Stage 3 - Learning Plan Learning Activities

Routines for the Year Every class, begin with a morning message to start the class. (E.g. Today is ______, we will _____.) To let the students know what they are doing and it is also when you can teach days of the week, have students fill in the blanks of words, identify letters and sight words, etc. (see 12
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attachment: Resource 5 Morning Message Reasons and Research). Every unit has songs or poems that connect to the theme. Sing songs at the beginning of class to develop vocabulary and fluency. Have the lyrics or poems written in large print so that students can follow along as you track the words to introduce sound-word connections. Select vocabulary from theme, songs, and read alouds to introduce to the class word wall. Have students act these words out, use them in sentences with partners, draw pictures to have them be familiar with the words (see attachment: Resource 2 Using Word Walls to Improve Instruction). Students will have their own set of words they will want to know in English, you can keep an individual word list notebook and keep track of words used by students (see attachment: Resource 3 Individual Word List). Rubrics will be used for the entire year to assess the level of language development. Students will progress at their own developmental level (meaning no one is expected to be all 3s at the beginning of the year). Adjust activities to level of students (picture based, imaginative writing, to including initial letters and final letter sounds, to misspelled words, to correctly spelled) refer to stages of second language acquisition: http://www.everythingesl.net/inservices/language_stages.php and attachments, Resource 6 Performance Levels of ELLs (English Language Learners) and Resource 4 Developmental Stages of Writing. For each unit, decide on words you want the whole class to acquire. Begin this unit with the names of your students with a picture of them. The students will refer to their names throughout the unit and year, and their first names will help when teaching letter recognition. Words in the word wall are words that deal with the themes of the unit (e.g. content vocabulary), vocabulary from songs or stories, and sentence starters you expect the students to use (e.g. I like _____). See attachment Resource 2 Using Word Walls to Improve Instruction for activities you can do with a word wall. Since Kindergarten students are pre-literate, games using acting out the words, role-playing, singing, or drawing the words will help students acquire new vocabulary. Share that everyone has feelings and each of us can feel a different way. To connect to the essential question, What knowledge do we bring to school? ask students to share experiences they have had that brought different feelings (you can focus by feeling: happy, sad, nervous, shy, etc). Have students make connection by sharing with a partner times in their life they have felt this way and you can extend it by having students draw these experiences (if appropriate). If you are happy and you know it song: Have the kids learn the feelings vocabulary by singing the song if you are happy and you know it but alter the lyrics for each feeling. You can have the kids create the motion, or use: happy= clap your hands, angry = stomp your feet, sad = wipe your eyes, excited = jump around, tired = close your eyes (motion as if you are sleeping), nervous = shake your legs, scared= hug a friend. Role play: have students individually make puppets out of paper bags or use stuffed animals or socks to role play how to solve conflict using their words instead of their hands (use sentence starters: I dont like that, Please stop, Im sorry, Can I play too? Can I borrow? Can I use ? 13
Word Wall
Feelings
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Would you? Excuse me, Thank you, please). Use flashcards to have students sort feelings they have had and not had. Use in pairs to ask each other about their feelings in English English? and then have the students say the feeling in English. Select from this list which words you choose to teach http://www.teachchildrenesl.com/filez8932/flashcards/Facial_Expressions_flashcards.pdf Bring in objects of different colors and have students work together in pairs to describe the colors in Spanish and English. Have students share what objects in their life are different colors. They can bring in their favorite hat, shoes, shirt, and toy that are different colors and then categorize them by colors. Have students experiment combining primary colors into secondary colors by finger painting on a large sheet of paper. Have them describe what they are seeing and why colors are changing. Or, you can have different glasses of water at a table and use watercolor to add colors to each cup and make secondary colors from primary combinations. After experimenting, have them create an art piece that shows their favorite combinations. Have them share with a partner what they discovered and why their color combinations are unique and interesting to them. Make a list of colors and the feelings associated with them after reading I Feel Orange Today and Glad Monster, Sad Monster compare if the books give different feelings to different colors. Ask why that is, and if there are other feelings that can connect to the colors. Read Aloud: Love you forever and have the students talk about how they feel about their family. Ask, How has your family shaped or made you who you are? Would you be the same person with a different family? They can talk about whom they live with, and why that person is important to them. Follow up activity would be making a card for the family member and drawing a picture of how they love them. Read Aloud Shades of Black, I am LatinoandHairs/Pelitos and have students describe their own color of their skin or their hair to a partner using the target language. Discuss if they look similar or different from their family members (like the characters in Hair/Pelitos. Have students draw self-portraits and share with a partner or small group their illustration. Have students find their facial features (hair, eyes, nose, mouth, ears, and face) and name them in English.
Colors
Family
Sample Lessons
My Talent Show and Tell Introduction: Ask the students, What makes me special? Can you tell by looking at me? Have students give responses of what they can tell by looking at you. Then, pull out from behind you a bag of items that are important to you. Share family photos, items of importance, and talk about how these items make you special in Spanish. Then, use sentences starters to describe each item in English to mode for your students how to talk about your interests, your likes, your dislikes, what you are a good at, what is important to you. Share how this unit will be about the class learning about what makes each student special both in Spanish and in English. 14
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Guided Instruction: Ask each student to share about themselves in Spanish only. While the student is speaking, listen and create a personal vocabulary list for each child about their likes, dislikes, what they are good at. After each presentation, the teacher will write down on a poster the individual words used by each child (see attachment: Resource 3 Individual Word List). Closing: Share with the students the sentence starter I Like ___ and I am good at ___ and as a closing each student completes the sentences sharing something they like or are good at from a word on their individual word list.
Partner Sharing (Students have to come to school with a bag of items and pictures that are based on the words in their individual word list) Introduction: Connect to the essential question, What makes me special? by having students remember what is important to you as you show your items as a reminder. Ask in Spanish How can we use words to improve our relationship with others? Have students discuss how sharing and listening to each other helps us get to know each other. Ask them what does it mean to listen? Introduce the idea of brain listening. This means that when someone is speaking, they are not thinking about something else or what they want to say, but really paying attention to the speaker. The objective is that students will take turns sharing their items. The listener will ask questions in order to share with the class what they learned. Model what brain listening behavior looks like and doesnt look like with a volunteer student. Guided Instruction: Share that they will get in pairs and present their important items in Spanish to a partner. Their need to take turns presenting and listening to each other. Have them practice brain listening by not interrupting and by asking questions to their partner to show they understood and want to learn more. (Again, model this behavior with a student). As they talk with their partners, go around the room. Ask the listener what they learned about their partner. Also, listen to the speaker to help with their English vocabulary that is on their individual vocabulary list. Refer to the individual word list poster and point out the words for each object. When the partners have finished sharing, reintroduce the sentence starters, I like I am good at by modeling with your items again to a student. Ask the students to now share their items in English by saying, I like ___, and I am good at ___ Remind them that the listener will listen to the words in English and be prepared to share one thing they learned about their partner, in English. Closing: Come back to a circle show how when you talk about someone else, it is likes with an s at the end of the word. Model with a student (Name) likes and have each student share one thing they learned about their partner in English using (Name) likes .
Glad Monster, Sad Monster On describing feelings (See Attachment: K.1 Sample Lesson Glad Monster Lesson Plans) Sometimes I feel like a Mouse On describing feelings (See Attachment: K.1 Sample Lesson Sometimes I Feel Like a Mouse Lesson Plan) June 2012 15
Unit K.1: About Me English as a Second Language 5 weeks Additional Resources

Read alouds, poems, and writing projects based on All About Me (write the URL into Google to find it) preschool.uen.org/curriculum/Septembers/AllAboutMeUnit.pdf List of activities, poems, and books for All about me http://www.kinderkorner.com/me.html https://www.kinderplans.com/p/13/all-about-me-activities http://www.kidprintables.com/allaboutme/ Photos and ideas on how to use word walls for pre-literate students http://www.prekpages.com/wordwall/
Literature Connections
Books about color and describing self Shades of Black a celebration of our children by Sandra Pinkney I am Latino: The Beauty in Me by Sandra Pinkney A Rainbow All Around Me by Sandra Pinkney Hairs/Pelitos by Sandra Cisneros Family Pictures by Carmen Lopez Garza Glad Monster, Sad Monster by Ed Emberley I Feel Orange Today by Patricia Godwin Sometimes I feel like a Mouse by Jeanne Modesitt My Book about Me by. Dr. Seuss Its Okay to Be Different by Todd Parr I Like Me! by Nancy Carlson The Feelings Book by Todd Barr Bein With You This Way by W. Nikola-Lisa Today I Feel Silly & Other Moods That Make My Day by Jamie Lee Curtis The Way I Feel by Janan Cane Love you forever by Robert Munsch Go Away, Big Green Monster! by Ed Emberley
Books about feeling and color
Books about self and feelings
Book about faces
June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe
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Unit K.2: Lets Learn English as a Second Language 4 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will act out and express verbally what it means to be a good friend and compare how they are at school and at home. Stories about friendship will gives the students examples of how to be a good friend and why speaking helps make friends and solve conflicts. In addition, students will play games and sing songs to learn how to share, follow instructions and practice cooperative skills to build classroom community. Transfer goal: Students will leave the class and be able to use basic, accurate vocabulary to describe what it means to be a friend and to compare how they act at school and at home. They will also be able to follow basic instructions and routines.

Listening and Speaking L/S.K.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to demonstrate engagement. L/S.K.3 Uses basic vocabulary to identify familiar concepts related to self, family, and to interact with peers. L/S.K.4 Offers and responds to greetings and farewells using appropriate courtesy expressions. Writing W.K.2 Writes the letters that represent first name. W.K.4 Illustrates to express feelings, concepts related to family, and personal experiences.

We bring knowledge gained from family and life experiences that teach us to connect with community and grow as learners. When I listen to understand, I can build a better relationship with others. We can use words and expressions to convey how we feel about ourselves and others to improve our school and community. We can navigate between different spaces if we know the different expectations.
What knowledge do I bring to school? How can I use words to improve my relationship with others? Why speak? What qualities does a good listener have? What does it mean to be a good friend? How is school different from home?

Behavioral expectations in class (listen when others talk, take your turn when speaking by raising your hand, work together, try hard) The five senses (sounds like, looks like, feels

Listen and respond to basic commands. Listen and respond to basic instructions. Listen and respond to routine questions during story time. 17
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Unit K.2: Lets Learn English as a Second Language 4 weeks

like, tastes like) Actions of a friend (a friend: helps, plays, listens, talks, shares, eats, reads) How to respond to reading prompts verbally or non-verbally (acting, pointing, nodding) (e.g. Show me _____, Which of these _____?, Point to _____, Is this a ____?) Days of the week (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday) Months (January, February, March, April, May, June, July, August, September, October, November, December) Classroom items (e.g.: chair, table, desk, word wall, chalkboard (or whiteboard), pencil, paper, paint, crayon, marker, glue, scissors, eraser) Body parts (head, shoulder, arm, hands, wrist, knees, toes, feet, legs, stomach) Words to answer questions (yes, no, is, isnt) Verbs related to school: (listen, read, write, sing, talk, sit, stand, line up, clean up, open, close, run, walk) Family words- (e.g. sister, brother, grandma, grandpa, aunt, uncle, cousin) Friendship wordse.g. kind, help, share, borrow, excuse Home, school Interaction expressions (e.g., I feel__, I am__, I need___, I (dont) like, Can I borrow ___? Can I use ___, Would you? Excuse me, Thank you, Please) Use basic vocabulary to identify concepts related to self and family. Use basic vocabulary to identify familiar concepts related to interactions with peers. Use expressions to demonstrate engagement during story time. Offer and respond to greetings and farewells using appropriate courtesy expressions. Write the letters that represent first name. Illustrate to express feelings, concepts related to family, and personal experiences.
Content Vocabulary

Home Me, School Me The student will create a poster with illustrations of activities he/she does in school and at home. Student will select words from read alouds and word wall that describe
Other Evidence
Total Physical Response (TPR) assessment Use TPR to assess if students know body parts and how to follow instructions. Play Simon Says with student to see if he/she can follow instructions (e.g. touch your head, touch your 18
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his/her behavior and self at home and school (see attachment: K.2 Performance Task Home Me, School Me). Use Rubric to conduct oral assessments to ask questions to see if student can follow instructions, answer routine questions Students will create a book of how to be a good friend. It will include drawings, photos, and cutting and pasting key words from vocabulary (teacher created). The student will create a scrapbook of how to be a good friend. In pairs, students will share and teach each other through the book how to be a good friend. Observe and write down in teacher observation journal what words he/she uses to describe actions and adjectives from read alouds and word wall that describe being a friend. knee, touch your foot, sit down, stand up, raise your hand). Also use TPR assessment to see if students understand basic commands for the classroom. Ask the students to demonstrate commands: (e.g. sit down, open the book, close the book, stand up, and get a pencil). Oral Assessment: What do we do at school? Use pictures to have students use non-verbal and/or verbal cues to indicate how to act in school (see attachment: K.2 Other Evidence What do we do at school?). Continue Observations and Oral Assessments: Word Wall Words and Individual Word Lists for descriptions of use, see attachments: Resource 2 Using Word Walls to Improve Instruction and Resource 3 Individual Word Lists. Use attachment Resource 1 Oral Assessment for Vocabulary Acquisition as a way of monitoring vocabulary usage. Interaction Observations (see attachment: K.1 Other Evidence Interaction Rubric). During play time, sharing, or work time, observe the students to see if they are using appropriate words such as: I feel , I am, I need, I (dont) like, Can I borrow? Can I use, Would you? Excuse me, Thank you, please) to express their needs and wants. Use the Interaction rubric to write down observations and sentence starters used to monitor their progress. Continue observation of students signature Use attachment K.1 Other Evidence Checklists for Literacy to note growth of students writing and refer to attachment Resource 4 Developmental Stages of Writing.
How to be a Good Friend
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Unit K.2: Lets Learn English as a Second Language 4 weeks Stage 3 - Learning Plan Learning Activities
Greetings and Farewells Oral response to song Good Morning Begin each morning with the song, Good Morning, which is sung in the rhythm of Frere Jacques. See at the end of the unit if the student can respond properly to the call and response song. (Words in bold sung by teacher, in italics by students). Good morning, good morning, How are you? How are you? Very well, I thank you, Very well, I thank you, How about you? How about you? (In the Second verse replace good morning with good afternoon and in the last verse say good evening) Role-play with puppets how to greet each other and say farewell in English. Students can create puppets based on the book, Do You Want to be My Friend? to reinforce greetings and farewells, as well as language involving how to be a friend. Read aloud, Yo, Yes! and Ring, Yo! by Chris Raschka and compare how the kids greet each other (e.g. Yo! versus Good Morning!) and share different ways of saying hello in English and in Spanish to show the students the difference between formal and informal language. Students can make cartoons or comparison drawings or role-play when to say Yo and when to say Good Morning. Use sentence starters, I use Yo when (I talk to my friends) and I use Good Morning when (I see teachers and adults, at school and home). Create a poster for classroom display of places where you can use Yo and Good morning/afternoon/evening. Match pictures of sun, sunset, and moon to morning, afternoon, and evening. Read aloud Goodnight Moon and have students chant goodnight every time the character says it. Have students point out to different vocabulary mentioned (e.g. kittens, mittens, balloon) or answer questions Is it a ____? Yes or no? Begin each day with a morning message on the board that shares what day it is and what activity they will be doing. (Example: Today is Monday. Today we will read a story about friendship.) Read the message aloud and follow it with a tracker. When students are familiar with the days of the week vocabulary, you can have it blank and have the kids say the day or find it on the word wall. Select songs from attachment, (see attachment: K.2 Learning Activity Songs), to reinforce days of the week, months, and the date. Show or sing song on Months: http://www.youtube.com/user/KidsTV123#p/u/25/5enDRrWyXaw Connect to the essential question, what prior knowledge do we bring to school? by asking, how is the classroom different from the home? Make a T chart or Venn diagram to compare and contrast how we act at home to how we act at school. Students can act out how they spend their time at 20
Calendar
Classroom and Home
June 2012

home and compare if there are any similarities or differences in activities. Have students illustrate or cut out a picture a day of activities they do at home and at school and label the picture. Have students share their drawings and describe it to a partner during closing activities. Create a book from the pictures so students can read it during the year. Use word cards on chores at home to have students categorize what chores they do at home and which they dont http://www.teachchildrenesl.com/filez8932/flashcards/Chores_flashcards.pdf Have students find examples of classroom items (e.g.: chair, table, desk, word wall, chalkboard (or whiteboard), pencil, paper, paint, crayon, marker, glue, scissors). Model as the teacher how to care for the materials and where they go. If you have your own classroom, have labels in English describing the materials. During clean up time, you can signal it with a musical instrument (triangle, bell, drum) and sing the song, clean up, clean up, everybody everywhere, clean up clean up, everybody do your share while cleaning to reinforce team work and classroom expectations. What does it mean to be a good friend? Bring in a picture with your own friends and share activities you do with your friends. Write up actions you share with a friend (a friend helps, listens, is kind, talks to you, plays, dances, etc.). Have students share in pairs what they do with their friends. Create an individual word list for students on what they do with friends and see if there are similarities in the class so that these words can be in the class word wall. Have a discussion about whether listening helps be a good friend. Ask, what does a good listener listen for? Read aloud, A Listening Walk (see lesson below) on how listening helps us open up to the world around us. Read aloud, Best Best Friends and find activities the two girls share. Have students find activities they also like to do with their friends. Also discuss why the girls in the story and how they become friends again. Discuss, can good friends fight? Why Speak? Have a discussion about how speaking can make friends and help solve conflicts. Connect to vocabulary from unit K.1 about sharing feelings to resolve problems. Students can bring back their puppets from Glad Monster, Sad Monster or create puppets from a story from this unit and model solving a problem using words. Select songs from attachment K.2 Learning Activity Songs, to sing sounds about friends. I like me, I like you lesson on rights and responsibilities in the classroom (see attachment: K.2 Sample Lesson I like me, I like you). On How to be a good friend. Includes songs, read aloud, and discussion http://learningtogive.org/lessons/unit194/lesson4.html Lessons on listening, how to conduct a listening walk. Do this before you read, Listening Walk by Paul Showers http://www.talkingpoint.org.uk/Parent/Directory/Cookbook.aspx Lessons on Chrysanthemum by Chris Henkes. Great ideas on how to recognize the importance of their own names and activities to connect it to literacy http://www.teachingheart.net/kevinideasc.html
How to be a good friend
Sample Lessons
June 2012
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Unit K.2: Lets Learn English as a Second Language 4 weeks Additional Resources
On using morning messages http://www.hubbardscupboard.org/morning_message.html Songs for days of the week, rules, friends, etc http://www.kellyskindergarten.com/songs/songs.htm Connects Do You Want to be My Friend? with A Cake All for Me! gives great songs and cross curricular connections to friendship http://www.hubbardscupboard.org/do_you_want_to_be_my_friend_.html Site to create your own calendars http://www.worksheetworks.com/miscellanea/calendars.html
About Friendship A Cake All for Me! by Karen Magnuson Bell Do You Want to be my Friend? by Eric Carle I Like Me! by Nancy Carlson I Like Being Me: Poems for Children About Feeling Special, Appreciating Others, and Getting Along by Judy Lalli Help! A story of Friendship by Holly Keller The Friendship Wish by Elisa Kleven Friends by Helme Heine A Rainbow Of Friends by P.K. Hallinan About Solving Conflict Best Best Friends by Margret Chodos-Irvine Say Hello by Jack and Michael Foreman Chrysanthemum by Kevin Henkes The Listening Walk by Paul Showers Communication by Aliki Yo, Yes! and Ring, Yo by Chris Raschka Listen and Learn Learning to Get Along Book 2 by Cheri J. Meiners M.Ed.
About listening and communication
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Unit K.3: Lets Play English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will play, create, and teach games with each other to understand the importance of following instructions, responsibility, self-management, and integrity. Games will reinforce colors, basic shapes, numbers 1-10, and the importance of working together by using words to solve conflicts. In addition, this unit focuses on patterns in life to reinforce healthy habits and to find patterns in life, in the environment and in books. Transfer goal: Students will leave the class able to respond to basic commands, instructions and questions and use expressions and vocabulary in verbal and nonverbal form to communicate with peers.

Listening and Speaking L/S.K.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to demonstrate engagement. L/S.K.3 Uses basic vocabulary to identify familiar concepts related to self, family, and to interact with peers. L/S.K.5 Uses both verbal and nonverbal forms of communication to express feelings and needs; reacts to pictures and simple language cues after listening to read alouds. Writing W.K.2 Writes the letters that represent first name.

We bring knowledge gained from family and life experiences that teach us to connect with community and grow as learners. When I listen to understand, I can build a better relationship with others. Games can bring joy and friendship because we can share a common experience. By listening to others, we can learn new things.
What knowledge do I bring to school? How can I use words to improve our relationship with others? What makes a game fun? How can I teach someone to play a game? What can I learn from playing games?

Numbers 1-12 Basic Shapes (triangle, square, circle) What is a repeating pattern Vocabulary related to self and family Verbal and nonverbal forms of

Listen and respond to basic commands, instructions and routine questions. Use basic vocabulary to identify familiar concepts to interact with peers. Use both verbal and nonverbal forms of 23
June 2012
Unit K.3: Lets Play English as a Second Language 5 weeks

communication Expressions for answering questions and following directions Comparing numbers (More, less, than, bigger, smaller) Comparing shapes (shape, sides, have) Games (roll the dice, pick a card, move player, take turns, win, lose, count) Sentence starters: I like to play _____ , First, second, third, The pattern is _______ Family vocabulary Morning, Afternoon, Evening Brush teeth, wash hands Nursery Rhymes Finger games Hopscotch Directions (left, right, up, down) communication to express feelings and needs. React to pictures and simple language cues after listening to read aloud. Make and count tally marks. Compare numbers and objects using appropriate vocabulary. Write the letters that represent first name.
Content Vocabulary

Create a Board Game With a partner, students will create their own board game that involves creating a pattern out of shapes and colors. Use the attachment, K.3 Performance Task Board Game Rubric to create your model and share it with the students so they know what is expected of them. Students are expected to be able to say in English the shapes, numbers, and colors they used in their board game, along with using the words first, second, third when explaining the steps of their game. (First pick a card, second count steps, third move shape or figure). The students can create cards or use die to move the players. Have a game day where students play with each other and explain their rules and describe their game using the target language. Use the attachment, K.3 Performance Task Board
Other Evidence
Continue with Word List and Individual Word List Oral Assessments (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Question Observation Sheet (see attachment: K.3 Other Evidence Question Record). During read alouds, role-play, or during activities regarding the text, ask students a question and record their answers. Shape hunt (see attachment: K.3 Other Evidence Shape Hunt). Have students find examples of shapes around the room and the school. Have students keep count of what shapes they find in a tally and count their tally to see which shape shows up the most. Students will compare answers and create a class tally. This will be fun to share. Creating a Pattern Have the students create a pattern using objects. They can create a macaroni necklace with repeating shapes, use 24
June 2012

Game Rubric to assess their language usage and level (entering, beginning, developing). Create a Pattern Book Based on the models read in class, the students will create their own pattern book to teach their classmates colors, numbers, and/or days of the week. Their book has to have a sentence starter that repeats (e.g. Hungry Coqui eating food from Puerto Rico). Have a day where family members come in and the students read their book to their family. cut outs to make a pattern with shapes, use beads to create a pattern necklace or bracelet, make stamps out of sponges and stamp out patterns. Use attachment K.3 Performance Task Board Game Rubric to assess language level of student (entering, beginning, developing). Sequencing a Story Have students draw out the beginning, middle, and end of a story of choice nursery rhyme or story (see attachment: K.3 Other Evidence Sequence Chart). Continue observation of students signature. Use attachment K.1 Other Evidence Checklists for Literacy to note growth of students writing and refer to attachment Resource 4 Developmental Stages of Writing.

Games and Nursery Rhymes What knowledge do our students possess when it comes to games? Have students bring in games or demonstrate games they learned from their family to school the next day for a show and tell. Games can be hand clapping games, movement games, board games, card games, etc. Use the show and tell description to create the individual word list for each student. Invite family members in to sing songs and nursery rhymes, demonstrate games (hand games, card games). Have the family members share how they learned to have the students play these games. Discuss why these games are passed on to friends and family. Why play games? Ask the question, How do games help us make friends? Write down what students say on the board. See if students agree or disagree with their statements. Ask them which games they like to play to find commonalities between students. During the unit ask What can I learn from playing games? and have a list in the classroom. At first it can be about rules, new shapes or numbers, but inquire from the students what life skills they learn from games (sharing, cooperating, respecting self and others, self-management because you follow rules, integrity not to cheat and play fair). Connect to any family values or stories shared in the beginning of the unit by the family guests. Use chalk to create hopscotch boards outside to reinforce numbers and shapes. Have students write numbers out on boards. Do this activity after you have taught shapes and numbers. Compare different types of hopscotch boards and games from around the world and play them. Have the students decide which they like best and why. Hopscotch from different countries: http://library.thinkquest.org/J0110166/ 25
June 2012

Compare nursery rhymes and hand games from Puerto Rico and the US. Select Nursery Rhymes in English that have hand motions to teach as games with instructions. Have students learn itsy bitsy spider http://youtube/AQZNBkdxCMY , pat-a cake http://youtube/lq0mRxKPSoU London Bridge is Falling Down http://youtu.be/uJ637HpzUFU Have students select a nursery rhyme they enjoy and perform it to partners. Walk around the room to observe if students are following instructions and sequencing the story in order. Ask students, What do we already know about shapes? Bring in various objects that have circles, squares, and triangles. Use the regalia to describe the properties of each shape (number of sides) and have students bring in examples from home. In pairs students can sort items by shapes into categories. Have them explain, This is a ______. It has _______ sides. Ask them what shape is it and use attachment K.3 Other Evidence Question Record as a model for your anecdotal records notebook. Watch video, or sing song, We are Shapes to introduce names of shapes and numbers of sides. http://www.youtube.com/watch?v=IkZs2_1-YJU&feature=relmfu Have students compare and sort shapes by saying it is bigger and smaller. If student is more advanced, he/she can try This is bigger than that. Have a shape store, where students role-play selling items that are different shapes. Use sentence starters I would like two ______ or Can I have one _____. Students use real pennies to make financial transactions. They can also ask for a bigger ____ or smaller ____ shape. Read aloud, The Twelve Days of Kindergarten (as the song, The Twelve Days of Christmas, to familiarize the students with the numbers 1-12. Have a center where students play with the items in the story and can count them (e.g. eggs, coins, blocks, golden stars) and compare the amounts (which has more or less). Bring in items that come in sets (e.g. box of 6 buns, a dozen eggs, a pack of pencils) and have students count to solve how many items are in the set. Students identify the number (have number cards) and trace the answer. Play hide and go seek by counting to 4, 8, and then 12. Have a discussion about which number is better to count to (e.g. 12 because students have more time to hide). Talk about examples in life when we want more time (a higher number) or less time in life. Once students are familiar with numbers, they can count to play hide and go seek. Sing a song or show the video for 12 from Sesame Street. Have students create their own dance choreographed to the song with different groupings of items from 1 to 12. See website: http://www.youtube.com/watch?v=JZshZp-cxKg Introduce patterns by asking students what they do in the morning. Is there a routine or pattern they follow? Discuss how patterns repeat and you can find patterns everywhere (in our routines, in clothing designs, in music, in stories). Have examples of patterns ready to show the students (a song, a shirt with a pattern, a story, your own morning routine). 26
Shapes
Numbers
Patterns in Stories and Life
June 2012

Have a pattern hunt where students look for patterns in the classroom and bring in patterns from home. They can make a pattern book and draw patterns in their life (morning, afternoon, night activities) to reinforce healthy living patterns (washing hands after the bathroom, brushing teeth in the morning). Read aloud texts on healthy routines Brush! Brush! Brush! teaches vocabulary up and down left and right. Read aloud Goodnight Moon to find patterns in rhyming, in repetition of goodnight and to discuss their own nighttime routines. Read aloud texts that have patterns, like There Was an Old Lady Who Swallowed a Fly. Have students identify what repeats, and create a song or dance based on repetitions. To engage students, have them predict what she would eat next. Video: http://youtube/altckbVlceM Read aloud, Hungry Little Caterpillar and have students find the pattern (numbers go up as the days of the week continue) http://youtube/srk8aAaTFXE Have students use cut outs from lesson plan to arrange the food in order to show the pattern. Read aloud, Brown Bear, Brown Bear, What Do You See? and have the students find the pattern in the text. http://youtube/pdHCYgO9zh8 Create puppets or color in the cut outs to have students recreate the storys pattern. Read aloud, The Very Busy Spider and have students act out the various animals and follow the pattern of the book. http://www.makinglearningfun.com/themepages/SpiderVeryBusyCharacterHeadbands.htm Students create their own nursery rhyme book, sequence stories, put words in order: http://kindergartencce.wikispaces.com/Skills-Nursery+Rhymes Nursery rhyme collection and activities: http://www.teachervision.fen.com/poetry/activity/5521.html Hungry Caterpillar lessons and cut outs: http://www.dltkteach.com/books/hungrycaterpillar/sequencing.htm Brown Bear, Brown Bear lessons and activities: http://www.dltk-teach.com/books/brownbear/index.htm Pattern lessons and activities: http://teachers.net/lessons/posts/2031.html Goodnight Moon lesson that connects to night time routines: http://www.hubbardscupboard.org/goodnight_moon.html A complete resource of nursery rhymes with printable word wall vocabulary, lyrics, traceables, and crafts: http://www.dltk-teach.com/rhymes/index.htm Board games you can print and have students color in patterns under second board game: Various Word Games http://www.kellyskindergarten.com/Games/GamestoMake/games_to_make.htm Class activities with games from Around the World: http://www.scholastic.com/teachers/article/games-around-world Hand clapping games and Going on a Bear Hunt good to teach prepositions over and under: http://marykweinhagen.hubpages.com/hub/Recess-is-BACK-Hand-Clapping-Games 27
Sample Lessons

Additional Resources

June 2012

Hopscotch, Hangman, Hot Potato, & Ha Ha Ha: A Rulebook of Childrens Games by Jack Macguire
Nursery Rhymes and Games Diez Deditos and Other Play Rhymes and Action Songs from Latin America (Bilingual) by Jose-Luis Orozco Pio Peep! Traditional Spanish Nursery Rhymes (Bilingual) by Alma Flor Ada Playtime Rhymes (Photographic step-by-step actions for hand motions) By Shona Mckellar The Random House Book of Mother Goose: A Treasury of 386 Timeless Nursery Rhymes by Arnold Lobel Going on a Bear Hunt http://www.timmyabell.com/music/lyrics/ol/bearhunt.htm Brown Bear, Brown Bear What Do You See? by L. Martin and E. Carle The Very Busy Spider by Eric Carle The Hungry Little Caterpillar by Eric Carle There Was an Old Lady Who Swallowed a Fly by Simms Taback The Twelve Days of Kindergarten by Deborah Lee Rose Goodnight Moon by Margaret Wise Brown Brush! Brush! Brush! by Alicia Padron Mealtime by Elizabeth Verdick Sharing time by Elizabeth Verdick Germs are Not for Sharing by Elizabeth Verdick
Pattern Books
Books on Healthy Routines at Home and School
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Unit K.4: Lets Rhyme and Sing English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will use songs and nursery rhymes as a way of discovering alliteration, syllables, and rhyming to find initial consonants and to learn the alphabet. Transfer goal: By the end of the unit, students will be able to identify letters in the alphabet and initial consonant sounds to be able to match sounds into words in order to develop literacy skills in English.

Listening and Speaking L/S.K.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to demonstrate engagement. Reading R.K.2 Uses basic aural phonemic awareness strategies to manipulate sounds. Writing W.K.1 Identifies and traces the letters of the alphabet using linear and curved strokes; recognizes uppercase and lowercase letters. W.K.2 Writes the letters that represent first name. W.K.3 Forms the letters of the alphabet using a variety of manipulatives, identifies the initial consonant in words or pictures by tracing and circling, and attempts to write the letters using print techniques.

We bring knowledge gained from family and life experiences that teaches us to connect with community and grow as learners. When I listen to understand, I can build a better relationship with others. Singing helps us learn new words in a fun way. Songs use rhyming and rhythm to make it memorable. Reading allows us to grow as humans by developing our ability to use language to think and express ourselves.
What knowledge do I bring to school? How can I use words to improve our relationship with others? Why read? Why sing? What makes a good song?

Letters of the Alphabet Nursery Rhymes and Songs in English Words are made up of letters and can have more than one syllable Print techniques

Listen and respond to basic commands and instructions. Use basic aural phonemic awareness strategies to manipulate sounds. Form the letters of the alphabet using a 29
June 2012
Unit K.4: Lets Rhyme and Sing English as a Second Language 5 weeks
Content Vocabulary Sentence starters to describe words and sounds: ( ___ rhymes with ____, I hear _____, ____ starts with _____) Song, sing Words, letter, sound, beat Rhyme, rhythm Syllable Read, write variety of manipulatives. Identify the initial consonant in words or pictures by tracing and circling. Write letters that represent first name.

Class Alphabet Scrapbook
Other Evidence
Continue with Word List and Individual Word List Oral Assessments (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Picture Word Sort with Initial Consonants: Select three consonants that you will use to create a word sort with pictures of words from the nursery rhymes learned during the unit. Observe how the student can identify initial consonant sounds based on the picture and place it under the correct consonant (see attachment: K.4 Other Evidence Picture Sort). Alphabet Floor Game: Write out letters on note cards and lay them out randomly on the floor. Say a letter of the alphabet and have the student step on that letter. You can differentiate by having only uppercase or lowercase or mix it depending on the level of the student. Conduct observations (see attachment: K.1 Other Evidence Checklists for Literacy) and note the oral and writing development of each student during classroom activities. Phonemic Awareness in Rhyming Assessment: (see attachment: K.4 Other Evidence Recognizing Rhyme Assessment). Continue observation of students signature Use attachment K.1 Other Evidence Checklists for Literacy to note growth of 30
Have students create an alphabet scrapbook for the class by having students create scrapbook page for each letter of the alphabet. Students can select what letters they want to do (a letter from their name, for example). You can differentiate performance task by students level of English. The book can vary from one word (K is for Kite) to creating a sentence with various words that begin with the letter (I see kittens in the kennel). On the page of the scrapbook, the student will have words and pictures of things that begin with the letter. He/she can draw, find photos from newspapers and magazines, and find examples of words from the word wall and the individual word list. Make sure the page includes both the lowercase and uppercase forms of the letter. The student can cut out examples from newspapers and magazines of the letter, as well as trace it and write it. Have students perform a nursery rhyme with movements, costumes, and props. Students can perform the nursery rhyme to music while singing along. After the performance, the students share
Perform a Nursery Rhyme
June 2012
with the audience four words that begin with different letters (e.g. Teapot starts with T, Spout and Short start with S, Handle starts with H) and/or have students highlight or underline the rhymes on a copy of the nursery rhyme or point it out on a poster. students writing and refer to attachment Resource 4 Developmental Stages of Writing.

Aural Phonemic Awareness Ask Why do we sing? Play your own favorite song and talk about how that song makes you feel and why you like the song (do you connect with it? Does it make you feel a certain way? Does it make you remember a time in your life?). Have students discuss how music makes them feel. Have them bring in songs they enjoy and have them share why they like the song. Include this vocabulary in their individual word list. Have them say I like this song because ________. Have students share songs (lullabies, nursery rhymes, etc) they have learned from their family members. If any family can come in to teach songs, it would be great to reinforce the essential question, What knowledge do we bring to school? Have students create a drawing or painting about music makes me feel or why I love music as they listen to music they bring in from home. Have students find sounds in songs in Spanish. This will help the students transition to recognizing phonemic sounds in English. Ask, What makes a good song? Is it the rhythm? Instruments? Lyrics? Have students create their own musical instrument (rain stick, shekere, cajon) to find the beat of their favorite songs to aid in finding syllables to identify phonemes (see lesson plan link below). If there is a local instrument maker, invite him/her to share his/her craft and give a demonstration. Use nursery rhymes and songs as the basis to discover aural phonemic awareness. Read aloud books that are/have songs (e.g. Wheels on the Bus by Raffi, Nursery Rhyme videos and songs to find words that have common sounds (through rhymes to find the end sound and alliteration to find initial consonants). Use these links as a teacher resource to familiarize yourself with the rhythm and lyrics of nursery rhymes: o Im a Little Tea Pot http://youtu.be/e69-GO4bYLM o Row Row Row Your Boat http://youtu.be/-5RKxqeKL5Q o The Wheels on the Bus http://youtu.be/veYcwaNmRmM o Twinkle Twinkle Little Star http://youtu.be/yCjJyiqpAuU o One, Two, Buckle My Shoe http://youtu.be/OJUi2IP1ElA o Where is Thumbkin? http://youtu.be/WLR98iCcYOI Create posters of songs on chart paper so as the students sing; you can follow along with a tracker to have students understand how words are separated. If there is a word with two syllables, talk about how the two sounds can make one word. Have a center where students can use the pointer to sing while tracking words (as a discovery, not an assessment, at this moment, students are just connecting the idea of printed word to sound and are not expected to separate words correctly) as well as have access to small printable books they can read by singing the song: http://www.nellieedge.com/free%20little%20books.htm 31
June 2012
Students can use their musical instruments to find the rhythm and locate sounds. For each song you teach, create words for the world wall with pictures of the item (resource: http://www.dltkteach.com/rhymes/index.htm). Ask students, why read? Have students discuss how reading helps us in life (signs, directions, recipes, entertainment). Share why you love reading and discuss how what we hear can be written down into words Model how to handle a book, how to carefully turn the pages, how the words read from left to right. Use your finger to trace under words you are reading to reinforce this concept. Have students with partners role-play being a teacher and student and take turns reading aloud a book that is already familiar to them. See tips: http://www2.ed.gov/pubs/CompactforReading/pdf/kinder/k02.pdf Use the names of the students to introduce initial consonant letters. Create name tile cards so students can practice tracing and matching letters to their name (connects to the importance of our name from text in Unit K.2, Chrysanthemum) http://www.teachingheart.net/kevinideasc.html Use the names of the students to create word sorts: find same initial letters, sort by boys and girls Use word wall to develop a collection of words for each initial letter of the alphabet. Begin with the students names, then add words from nursery rhymes and songs (e.g. Spider, teapot, London, bridge) http://www.sasked.gov.sk.ca/docs/ela/e_literacy/supporting.html#word Read aloud Dr. Seuss Alphabet Book to show examples of alliteration and beginning sounds. Create pictures of the words the students already know to do picture word sorts with the initial word sounds (see attachment: K.4 Other Evidence Picture Sorts). Model the concept of picture sorts using shapes that are familiar to them http://www.carlscorner.us.com/Sorts/Shapes.pdf Connect this activity to a read aloud of My Very First Book of Shapes by Eric Carle. With the school vocabulary learned, have students sort the pictures using only the initial consonant http://www.carlscorner.us.com/Sorts/School%20Nouns%20Concentration%20Game.pdf Read aloud, Chicka Chicka Boom Boom about letters climbing up the coconut tree. As a story it is a song, so have students sing along http://youtu.be/4QdN-HYp46c Create a Coconut tree and have students move magnetic letters up and down the tree according to the song http://dltk-teach.com/books/chicka/ Out of clay have students roll out snakes and form their names using the snakes. This can be a precursor for working in partners to put the alphabet in order on a snake to create a mobile: www.kizclub.com/craft/alphabetsnake1.pdf Use the students names to create cheers for the name of the day: (Teacher: Give me an A! Students: A! Give me an N N! Give me an A! A! What does that spell? ANA! Use an easel with paintbrushes or finger paint to have students practice creating drawings with straight lines, curved lines, diagonals, horizontals, and vertical strokes to develop their dexterity. Paintings can reinforce creating a color pattern (e.g. red-green-blue, repeat) or to retell a story from a read-aloud or from their life. 32
Initial Consonant sounds
Manipulatives for Alphabet Awareness
Attempt to write using print techniques
June 2012
Trace letters in soft material (e.g. shaving cream, finger paint, mud, or dry sand) on a table-top surface while listening to music. Trace letters on the back of a partner and have the partner guess what letter it is. Have students draw pictures from the nursery rhymes or songs and have them write a sentence describing their drawing and have them sign their picture. See attachment: K.4 Other Evidence Picture Sorts Nursery Rhyme Lessons focused on Animals (can be used throughout year): http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/25/Kinder%20Poems%20and %20Songs.pdf Alphabet Center: http://www.sasked.gov.sk.ca/docs/ela/e_literacy/making.html#abc Create musical instruments: http://songsforteaching.com/articles/makingmusicalinstrumentsathome.htm Lessons using Chicka Chicka Boom Boom: http://curry.virginia.edu/go/wil/Chicka_Lesson.pdf Lessons using Dr. Seusss ABCs: http://curry.virginia.edu/go/wil/Seuss_Lesson.pdf Using music to teach literacy: http://www.songsforteaching.com/lb/literacymusic.htm Tips and worksheets for tracing lowercase and uppercase letters: http://www.dltkteach.com/alphabuddies/trace.htm Tons of resources for alphabet recognition: http://www.mrsalphabet.com/links.html Nursery Rhyme words and illustrations for word wall and centers: http://www.kizclub.com/nursery.htm
Sample Lessons

Different alphabet recognition games and cut outs: http://www.kizclub.com/activities.htm Literature Connections
Songs
De Colores and Other Latin American Folksongs for Children (Bilingual songs) by Jose-Luis Orozco Wheels on the Bus and Shake my Sillies Out by Raffi Zoom Zoom Im Off To the Moon by Dan Yaccarino Alphabet Chicka Chicka Boom Boom By Bill Martin Dr. Seuss Alphabet Book By Dr. Seuss Eating the Alphabet by Lois Ehlert ABC I Like Me by Nancy Carlson Alphabet City by Stephen T. Johnson Eric Carles ABC ( The World of Eric Carle) by Eric Carle My Very First Book of Shapes by Eric Carle Shapes, Shapes,Shapes by Tana Hoban Round is a Mooncake: A Book of Shapes by Roseanne Thony Busy Bugs: A Book About Patterns by Jayne Harvey Pattern Fish by Trudy Harris 33
Shapes
Unit K.5: Story Time English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will listen to, act out, and retell fairy tales in order to identify and compare characters and sequence of a story. Characters and vocabulary of the fairy tales will be used to teach letter recognition and phonemic awareness. Transfer goal: By the end of the unit students will be able to retell fairytales using sequencing with new English vocabulary words, and be able to identify and compare the main characters.

Listening and Speaking L/S.K.2 Demonstrates the development of early phonemic awareness and the alphabetic principle when participating in listening and speaking activities. Reading R.K.1 Identifies vowels and consonants; associates the sounds. R.K.2 Uses basic aural phonemic awareness strategies to manipulate sounds. R.K.4 Demonstrates awareness of main character(s) and uses picture cues to identify similarities and differences between characters within narrative texts. Writing W.K.2 Writes the letters that represent first name.

We all bring knowledge gained from family and life experiences that teach us to connect with community and grow as learners. When I listen to understand, I can build a better relationship with others. Reading allows us to grow by developing our ability to use language to think and express ourselves and to better understand our surroundings. Good stories can grab our attention, make us feel emotions, connect to our experience and connect with others. Characters and their traits influence what happens in a story.
What knowledge do I bring to school? How can I use words to improve our relationship with others? Why is reading important? What makes a good story? Why does the character matter?

Stories (the story elements), elements

Demonstrate the development of early 34
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Unit K.5: Story Time English as a Second Language 5 weeks

(characters, setting, problem solution, ending) Letters can be consonants and vowels Words have beginning, middle, and end sounds Words can have one or more syllables Verb conjugation for second person (e.g. Goldilocks eats porridge, not eat porridge) Future tense I will (used in Three Little Pigs) Sentence starters: (The character is _____, The problem is _____, The solution is ______ Questions (Where was it? Who was there? Who is? What happened?) The 5 Ws: who, what, when, where, why? Compare, Same, Different Sequencing words (Once upon a time, Beginning, Middle, End, First, then, next) Too (in Goldilocks and the Three Bears) phonemic awareness when participating in listening and speaking activities. Demonstrate the development of the alphabetic principle when participating in listening and speaking activities (e.g. by pointing out letters in readings, identifying letters around the room, during read alouds). Identify consonants and associates the sounds. Use basic aural phonemic awareness strategies to manipulate sounds. Demonstrate awareness of main character(s). Use picture cues to identify similarities and differences between characters within narrative texts. Write letters to represent first name.
Content Vocabulary

Creating a Fractured Fairytale Have students understand the importance of characters by working together as a class through shared writing or in small groups to rewrite a story that has been read in class to have a different main character or change the character traits of the main character (e.g. What if in Goldilocks and the Three Bears, it was the Big bad wolf and the Three Bears? Would the story turn out the same? What if the bears werent angry at Goldilocks? What if the Prince did not fall for Cinderella, how could she change her life independently?) As an example, select a fractured fairytale to read aloud. A fractured fairytale is a modern rewriting of a traditional fairytale that changes the characters or character traits, or perspective of the narrator to give a different twist to a traditional story. After reading a fractured fairytale, create a Venn diagram
Other Evidence
Continue with Word List and Individual Word List Oral Assessments (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Continue Question Observation Sheet (see attachment: K.3 Other Evidence Question Record). During read alouds, role-play, or during activities regarding the text, ask students a question and record their answers. Continue observations using attachment K.1 Other Evidence Checklists for Literacy to note the oral and writing development of each student during classroom activities. For every Illustration, have the student sign his/her name and write a description. Use attachment K.1 Other Evidence Checklists for Literacy to note growth of students writing. Felt Board or Puppet Story Retelling Have the students retell a story using puppets or felt board characters. 35
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comparing it to the traditional fairy tale. Have the students share what are the similarities and differences between the two stories and how the character traits of the main character can change a story As shared writing as a class or in small groups to create a fractured fairytale. Use the class poster of story elements to help them select the story and character they want to change Students can work together to write the story or decide to act it out Ask, What makes a good story? after they share, say that you want to make a good story and include their ideas. Share with students that you want to write a story with them. Model on a poster how you will organize these ideas in your story (see attachment: K.5 Performance Task Graphic Organizer). Have students brainstorm ideas for the characters, setting, and sequence of events. Model how you write their ideas down and draw them on the poster. The next day, use the poster to create a story that you write with the students. Write a sentence or two for each event. (Options to scaffold and differentiate: have students dictate story and the teacher write it down, or have a sentence starters (e.g. Once upon a time there was a _______ who lived in a _______.) The following day, have the sentences already written in a book form and have students in partners illustrate the pages with pictures, and create a cover and back page (description of book with an exciting picture to entice readers!) Using this classroom text as a model, have students work in partners to create a story (see attachment: K.5 Performance Task Graphic Organizer). Students create their own books based on 36 See attachment: K.5 Performance Task Graphic Organizer. Have the student select a story he/she enjoys and draw the character, setting, and sequence of events. Have students self reflect on favorite character with questions: My favorite character was ______. I liked him/her because ________. My favorite part of the story was _________. (option to have students illustrate favorite character and part of story)
Create your Own Story Book
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their stories. Write underneath their writing what the sentences say and ask the students questions regarding story elements (e.g. Who is the main character in your story? What is he/she like? Where is it? What happens next?) Celebrate their stories by having a reading party so they can share their books with other students Have students reflect on what makes a good story. See if their ideas have changed after making a story themselves

Alphabetic principle when participating in listening and speaking activities Use the characters from the fairy tales to represent letters (B for bears, G for Goldilocks and Gingerbread, H for hen, M for Man, P for Pigs, R for Red Riding Hood, and W for wolf, etc). For each story, select three letters you will focus on in your instruction. Model as you read how you find these letters, e.g. Hmm what letter does Goldilocks begin with... GGGoldilocks begins with a G. What other story did we read that had a character begin with a G? For each story, have students have a time to play with manipulatives to trace the letter (on sand, foam, paint) and in the air with their finger and on a partners back. Create picture sorts from vocabulary of each story and have students sort the pictures into correct consonants. Pictures for sorts and lessons available: o Little Red Hen http://curry.virginia.edu/go/wil/Red_Hen_Lesson.pdf o Goldilocks and the Three Bears http://curry.virginia.edu/go/wil/Goldilocks_Lesson.pdf Have a poster of a story and have students use a pointer to find consonants in the story Find in fairytales and stories examples of rimes (same spelling and sound) and rhymes (same sound, different spellings) to demonstrate phonemic awareness (e.g. huff and puff in Three Little Pigs and can, man in Gingerbread Man). Have students play with these sounds and create new words with the sounds by pulling up alphabet letter cards. Have students use their musical instruments from Unit K.4 to break down words. gin-ger-breadman you can say STOP! in the middle of the word and they say the sound they hear. Is it in the beginning, middle, or end of the word? Students can do this in partners. For the vocabulary from the reading thats on the word wall, give a sound chunk and then ask where is the sound? and have the students with their instruments find the sound (e.g. where is the di in Goldilocks? and they shake out Gol-di-locks and say in the middle). 37
Identify consonants and associates the sounds
Phonemic awareness when participating in listening and speaking activities
June 2012

Demonstrate awareness of main characters Ask students if they know or have heard of fairytales to connect with the question, What knowledge do we already bring to school? have the students think about what makes a fairytale (magical, imaginary place, a long time ago). After reading aloud each story, with the students determine who the characters are, setting, problem, and ending and add it to a class poster/chart. As you read the stories, add to the chart and have discussions about who is similar and different in the stories (e.g. who creates problems in different stories? Who is kind in the stories? Who is angry? Who is mean?) Use poster to refer back to during the whole unit. Students will use this poster to help them with their assessments of favorite stories and characters as well as to decide which story to act out and remix for their readers theatre performance task. It is also a class point of pride to note all of the books read during this unit. (Example for the poster) Story Characters Setting Problem Solution
In Three Little Pigs, have students role play and then compare the behaviors of the different pigs. Are they all the same? How are they different? Ask, Why do Characters matter? Ask what would happen if the characters change in stories. Would the story change? As a class come up with what would happen if the wolf came to see Goldilocks and the Three Little Bears. Have students role play the different stories with puppets, or by acting. Have them use the repeated sentences from the stories (I will huff and puff and blow your house down! or too cold, too small) Masks to role play characters: o http://childcareandbeyond.tripod.com/masks.html (red riding hood, wolf, other animals) o http://www.harcourtschool.com/activity/art/storytelling/bears/storytellingbears.html (three bears) For sequencing, talk about how we do things in order. Have students share what they do at home when they wake up. Introduce the words: first, then, next and model how you can use these words to describe what you do in the morning by writing sentences using these words. In partners, have students retell their morning routine (in Spanish, but have them use first, then, next, finally in their sentences. Connect to how stories have an order as well. As you read aloud, reinforce the vocabulary first, then, next, finally. Have them use sequence cards, or pictures from the story and have students in partners put the story in order http://www.dltk-teach.com/rhymes/gingerbread/sequencing.htm and retell the story using first, then, next, finally. Reinforce when retelling to use the verb form for the second person if it is one person (e.g. the gingerbread man runs).
Sequencing
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Introduce vocabulary beginning, middle, and end and give the example of what you do at the beginning of the day, middle of the day, and at end of the day. Have students share what they do, using the words In the beginning, in the middle, at the end Then connect to stories having beginning, middle, and end. Re-read a story and ask Is this the beginning? Is this the middle? Is this the end? throughout the story. Use a poster to draw examples of what happens at the beginning, middle, and end of a story. Have students draw the beginning middle and end of a story using attachment K. 5 Performance Task Graphic Organizer to plan story or create a 3 tab foldable and have beginning, middle, end on the flap and the student illustrations underneath. Have students create drawings of the characters from the story and their favorite part of the story. Ask them what is happening in the drawing and if it was in the beginning, middle, or end of the story. Lessons on fairy tales and alphabet : http://www.first-school.ws/theme/fairytales.htm Goldilocks and the Three Bears:http://www.first-school.ws/activities/fairytales/3bears.htm Alphabet activities: http://www.teachchildrenesl.com/idea-16.htm Letter and rhyme a day: http://www.hubbardscupboard.org/letter_and_rhyme_a_day.html Teaching story structure with fairytales: http://www.readwritethink.org/classroomresources/lesson-plans/teaching-about-story-structure-874.html http://www.teachchildrenesl.com/filez8932/other%20stuff/felt_story_instructions.pdf Felt Story Center for Three Little Pigs: http://www.teachchildrenesl.com/filez8932/other%20stuff/3_pigs_felt_story.pdf Reading for ESL students in Kinder:http://www.colorincolorado.org/educators/teaching/kreading/ On modeling story writing though shared writing: http://www.readwritethink.org/professionaldevelopment/strategy-guides/shared-writing-30686.html
Sample Lessons


Fairy tales: The Three Bears by Byron Barton Little Red Hen by Byron Barton Three Little Pigs by Patricia Seibert Little Red Riding Hood by Candice Ransom Gingerbread Man by Catherine McCafferty Jack and the Beanstalk by Carol Ottolenghi The Stinky Cheese Man and other Fairly Stupid Stories by Jon Scieszka The True Story of the Three Little Pigs by Jon Scieszka Betsy Who Cried Wolf by Gail Carson Levine Little Red Hen Makes a Pizza by Philomen Sturges
Fractured Fairytales:
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Unit K.6: Lets Go Outside English as a Second Language 4 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will learn about weather, seasons, and how to identify appropriate clothing and activities for the different seasons and types of weather. Transfer goal: Students will be able to use appropriate English to describe seasonal changes in terms of clothing, activities, scenery and how to prepare for them.

Listening and Speaking L/S.K.2 Demonstrates the development of early phonemic awareness and the alphabetic principle when participating in listening and speaking activities. Reading R.K.1 Identifies vowels and consonants; associates the sounds. Writing W.K.1 Identifies and traces the letters of the alphabet using linear and curved strokes; recognizes uppercase and lowercase letters. W.K.2 Writes the letters that represent first name.

Knowledge gained from family and life experiences teaches us to connect with community and grow as learners. When I listen to understand, I can build a better relationship with others The weather changes because the earth is closer or farther away from the sun. How we dress helps us prepare for the weather. Seasonal changes are reflected in the way we dress, and the outdoor activities we can enjoy.
What knowledge do I bring to school? How can I use words to improve my relationship with others? What do I like to do outside? How does the weather change? How does the weather affect my life?

Words (vocabulary) and expressions to describe the weather and temperature Clothes and travel vocabulary (see list below) Different places have different seasons The characteristics of weather and seasonal changes Activities in different weather

Demonstrate the development of early phonemic awareness when participating in listening and speaking activities. Demonstrate the development of the alphabetic principle when participating in listening and speaking activities. Identify vowels and consonants. Associate sounds of vowels and consonants. 40
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Unit K.6: Lets Go Outside English as a Second Language 4 weeks

Beginning sounds and letters for weather words, days of the week, months etc Months of the year Difference between climate (seasonal patterns) and weather (everyday weather) Weather (windy, rainy, sunny, stormy, foggy, snowy) Temperature (hot, cold, warm) Seasons (wet, dry, spring, summer, fall, winter) Climate (Tropical, Temperate) Island United States Day, night, Earth, Sun, moon, stars Lighter, darker Sentence starters: (Today is _____, Yesterday was _____, Tomorrow will be ______) Clothes, hat, shirt, shorts, shoes, jacket, sweater, cap, gloves, swimsuit Travel, suitcase, airport Paper doll, poster Vowel, consonant Trace, write Line, curve Identify and trace the letters of the alphabet using linear and curved strokes. Recognize uppercase and lowercase letters. Write letters that represent first name. Make inferences to predict what clothes are suitable for what weather.
Content Vocabulary

Me in All Seasons Students will create a poster drawing of themselves in the seasons in Puerto Rico and in the United States (two posters) or create paper dolls for each season http://www.makingfriends.com/friends/f_seas onal.htm For each doll or picture, the student needs to say what season it is and why the doll or drawing is dressed in a certain way (e.g. I wear a hat. It is cold.). Use attachment K.6 Other Evidence Theme Rubric to see the progression of the students understanding of weather, clothing, and June 2012
Other Evidence
Continue with Word List and Individual Word List Oral Assessments (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Create a Venn diagram with pictures to compare the similarities and differences of weather in Puerto Rico and the United States. Continue observations using attachment K.1 Other Evidence Checklists for Literacy to note the oral and writing development of each student during classroom activities. For every illustration, have the student sign his/her name and write a description. Use attachment K.4 Other Evidence Checklists 41

seasons throughout the unit and then after the project. My Suitcase Students will create a suitcase (use a box) to prepare for travel in Puerto Rico and a suitcase for travel in the United States. What kind of clothes does he/she need? Students can bring in real clothes, or create clothes out of construction paper. Students will role play that they are traveling to different places. Make your classroom into an airport and pretend to help check the students in and ask where are you going? and what do you need there? Use attachment K.6 Other Evidence Theme Rubric to see the progression of the students understanding of weather, clothing, and seasons throughout the unit and then after the project. for Literacy to note growth of students writing. Alphabet Assessment: Assess the students ability to name alphabet letters in uppercase and lowercase letters (see attachment: K.6 Other Evidence Alphabet Assessment). Phonemic Awareness Oral Assessment: Assess if the student can identify the beginning letter (see attachment: K.6 Other Evidence Phonemic Awareness Assessment).

Weather and seasons Ask the students, What do I like to do outside? have them share what activities they do outside and add the vocabulary to the individual word list. In pairs have them use the words to act out being outside, draw pictures of him/herself doing his/her favorite activities using the vocabulary in the target language, such as I like to _______ outside. Discuss, does the weather change outside? Discuss types of weather if the students notice if there is a time when it rains more or less. Talk about how Puerto Rico is a tropical island because it is near the middle of the earth and so it stays warm all year. Sing songs about the weather to teach both vocabulary and alphabet letters (especially weather Bingo!) http://mrsjonesroom.com/themes/weather.html#songs . Read aloud Snowy Day by Ezra Keats. Does it snow in Puerto Rico? Why not? What does the boy wear to stay warm? Do the students have clothes like the boy? Why or why not? Introduce the concept of seasons and share how different parts of the world have different type of seasons (e.g. tropical: dry season, wet season, temperate: spring, summer, fall and winter). Use attachment K.6 Learning Activity Seasons to show pictures. If any family members have lived in the US (colder climates) have them come in and share their story about adjusting to the weather change. Have them share what it was like to experience their first winter and how they prepared and acclimated to the change in climate. Reinforce the months of the year with the seasons. Share what seasons in Puerto Rico are dry and what seasons are wet. What are the different months in the four seasons in the United States? 42
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Sing songs to reinforce vocabulary (watch videos to learn lyrics and tune and write them down on chart paper) Song on four seasons/activities/clothes: http://youtube/LTXtSGf1VdY and song to reinforce the months of the year: http://youtube/5enDRrWyXaw Introduce weather vocabulary by reading aloud, Weather Words and What They Mean by Gail Gibbons and The Season of Arnolds Apple Tree by Gail Gibbons and discuss what type of weather happens in Puerto Rico and what type does not. Use the attachment K.6 Learning Activity Weather Sorts, to sort what type of weather occurs in Puerto Rico and what type of weather does not. Illustrate the cycles of seasons in a tropical location (like Puerto Rico) and a temperate location (like New York) and use the illustrations to compare and contrast the climates and to reinforce patterns: http://www.havefunteaching.com/worksheets/graphic-organizers/sequencing/sequence-cyclegraphic-organizer.pdf During the entire unit, have a class weather diary to reinforce the days of the week and the type of weather. Assign the job of weather reporter to students on a weekly basis so students can come in and tell what the weather will be for the weather diary activity http://www.kizclub.com/Topics/holiday/weather.pdf Create a weather graph over the unit from the data collected by the daily weather reporters: http://www.superteacherworksheets.com/weather/weather-graph.pdf Select a read aloud text for different seasons and weather (e.g. beach book to represent tropical climate, book for fall, winter, and rain for the wet season). For each read aloud, have the students create their own travel diary where they write where they go in the story (e.g. The United States, or the country, or city) and have them draw and write what the weather was like in each story. You can scaffold by having sentence starters (e.g. Today we went to _______. The weather was _________. I would wear a _________ to be prepared.) Read aloud, Gilberto and the Wind and Conduct experiments of what the wind can blow: http://www.littlegiraffes.com/weather.html To connect with the question, what knowledge do we bring to school, ask if the students notice if the day changes. If they notice sunrise and sunset, ask them what happens to the sun? Have them come up with a partner why there is day and night. Then describe how the Earth turns away from the sun to create night (show with a globe and a picture of a sun). Read Goodnight Moon to talk about what we do at night. Ask the students, What happens to the moon in the book? Talk about how the moon gives light. Does it get lighter or darker? Have students share with a partner what their routines are in the morning and at night. Write them down for their individual word list. Have them find similarities and differences between what the student does and what his/her partner does. Read aloud a non-fiction text about what creates night and day like What Makes Day and Night (Let's-Read-and-Find-Out Science 2) by Franklyn M. Branley and have students create drawings to show the change of day to night and have them explain it using vocabulary (day, night, earth, sun, stars). Make graphs about what clothes the students are wearing and infer why (is it hot outside? Is it 43
Day and Night
Clothes
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rainy?) How can we prepare for weather? How does weather affect what we wear? Introduce the English words for the clothes they wear (shirts, shorts, pants, shoes, hat, cap, socks, jacket) and umbrella. Teach clothing vocabulary by bringing in examples of clothes from selected words for the word wall and then have students use the cards to quiz each other on vocabulary http://www.teachchildrenesl.com/filez8932/flashcards/clothing_1.pdf Read Caps for Sale and discuss the clothes worn by the characters. Why wear a cap? How does it protect us from the weather? Create a class graph that tallies the type of clothes seen in different read alouds (e.g. hats, jackets, gloves, shirt, pants, shorts, boots, and sandals). After having read books about different seasons (spring, summer, fall, winter) Have students match clothes to seasons: http://www.montessoriforeveryone.com/assets/PDF/Seasons_and_Clothing_Matching.pdf Share how some letters in English are extra special because every word needs them, which are vowels. Introduce them (a, e, i, o, u and sometimes y) and have students give you any word in English and Spanish. Write down the word and ask, Can you find a vowel? and have volunteers circle it on the board. With partners, use words from the word wall to have them find vowels. Have them guess which the most popular vowel is and then as a class, have students tally how many vowels they find, and make a class graph. Play letter listening bingo by having students listen for the letter as the initial sound. You can focus on words with consonants and words with vowels http://prekinders.com/2010/11/letter-soundslistening-games/ Have students find vowels in their name, in the names of their classmates and around the room (on posters of songs, poems, nursery rhymes, in story books). Reread Goodnight Moon to find the rhymes and to find the vowels. Create center activities involving various activities with the alphabet: match lowercase to uppercase letters, match letters with tails, or crosses, curved lines, straight lines, fill in missing letters in alphabet, Chicka Chicka Boom Boom center with coconut tree and letters, finding letters for students name and classmates name, trace letters in shaving cream, finger paint or sand. Play Alphabet Egg Matching game to have students in partners match lowercase and uppercase letters. Have them play with eight pairs at a time http://www.kizclub.com/activities/eggmatch.pdf Have students practice making horizontal lines, vertical circles, tails, diagonal lines in paint or another wipe-able surface and then, once comfortable, practice writing out letters in their name Once students are comfortable with making lines with finger paints and paint brushes, while listening to music, have students practice the types of lines they need to work on http://www.kidzone.ws/prek_wrksht/dynamic.htm Have students select the letters in their name and use those to complete traceable worksheets of their name http://www.kidzone.ws/prek_wrksht/learning-letters/index.htm
Vowels
Alphabet
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Unit K.6: Lets Go Outside English as a Second Language 4 weeks Sample Lessons
Ten lessons on weather changes: http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/152/Weather%20or%20Not% 20Seasons%20Change.pdf Learn about weather:http://www.scholastic.com/teachers/lesson-plan/let39s-learn-about-weather Color, cut, and paste seasons: http://www.kidzone.ws/prek_wrksht/cutpaste-seasons.htm Apples and pumpkins:http://curry.virginia.edu/go/wil/Apples_and_Pumpkins_Lesson.pdf Gilberto and the Wind: www.liveoakmedia.com/client/guides/91682.pdf Goodnight Moon: http://www.hubbardscupboard.org/goodnight_moon.html All About the Weather by Deborah Ellemyer and Jo Ellen Moore Springtime themed Alphabet: http://curry.virginia.edu/go/wil/Spring_Alphabet.pdf Short vowel posters: http://www.beginningreading.com/Short%20Vowel%20Posters.htm
Alphabet Chicka Chicka Boom Boom By Bill Martin K is for Kissing a Cool Kangaroo By G. Andreae Weather ABC by Blake A. Hoena Weather Words and What they Mean by Gail Gibbons The Season of Arnolds Apple Tree by Gail Gibbons Cloudy with a Chance of Meatballs by Judy Barrett Apples and Pumpkins by Anne Rockwell Snowy Day by Ezra Keats Caps for Sale by Esphyr Slobodkina Gilberto and the Wind by Marie Hall Ets Rain School by James Rumford Come on Rain by Karen Hesse How Will We Get to the Beach? by Brigitte Luciani At the Beach by Anne Rockwell Hello Ocean by Pam Munoz Ryan Rosies Hat by Julia Donaldson and Anna Curry Goodnight, Moon by Margaret Wise Brown What Makes Day and Night (Let's-Read-and-Find-Out Science 2) by Franlyn M. Branley Owl Moon by Jane Yolen A Night in the Country by Cynthia Rylant Good Day, Good Night by Marilyn Singer Night Monkey Day Monkey by Julia Donaldson
Weather
Night and Day
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Unit K.7: Living Things English as a Second Language 4 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will use oral, reading, and written skills to learn the characteristics of animals and plants in order to sort, classify, observe, describe and illustrate details of the world around them using English language skills. Students will also make connections to what is our role on the earth as caretakers. Transfer goal: At the end of the unit, students will be able to use context clues, pictures and accurate appropriate English language words and expressions, orally and with basic writing skills, to describe the living world around them.

Reading R.K.3 Uses context clues and illustrations to identify details and to determine the meaning of unfamiliar words. Writing W.K.1 Identifies and traces the letters of the alphabet using linear and curved strokes; recognizes uppercase and lowercase letters. W.K.2 Writes the letters that represent first name.

We bring knowledge with us from our life experiences and our families that help us to make connections and to grow as learners. When I listen to understand, I can build a better relationship with others. Animals can be classified by how they look, what they eat, or what they can do. Humans are a part of this earth and we have a role to play in its survival.
What knowledge do I already bring to school? How can I use words to improve my relationship with others? How are living things the same? Different? What is my role on earth?

Animal characteristics (fur, feathers, scales) Animal needs (breathe oxygen above water and in water) Life cycle of living things (birth, growth, reproduction, death) Describe how plants grow from seed size comparisons (bigger than, smaller than) How animals are born (egg or within the

Identify and illustrate story details. Use context clues (pictures, words) to identify animals and determine the meaning of unfamiliar words. Trace the letters of the alphabet using linear and curved strokes. Recognize and write uppercase and lowercase alphabet letters. 46
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Unit K.7: Living Things English as a Second Language 4 weeks

mother) Classes of Animals and how to classify (mammal, bird, reptile, fish, amphibian) Animals need different food to survive (carnivore, herbivore, omnivore, milk when born (if a mammal)) The letters of the alphabet and corresponding sounds and forms Animals (mammal, bird, reptile, amphibian, fish) Plant parts (leaf, stem, root, seed, flower) Water, sun, soil, air Body parts (head, eyes, mouth, ears, nose neck, legs, arms, tail, body, fur, feathers, wings, scales, skin) Size (bigger than, smaller than, the biggest, smallest) Birth, death, egg, born inside, born outside Sentence starters: This is different because ____, This is the same because _____, The plant needs ____, The mom is bigger than ____; The child is smaller than ______. Write the letters that represent first name.
Content Vocabulary

My Favorite Animal Book Have the student research (look through books) on animals and have them pick out what his/her favorite animal is (A good source is: Coqui y Sus Amigos: Los Animales De Puerto Rico/Coqui and His Friends: The Animals of Puerto Rico by Alfonso Silva Lee). Based on photographs, the student can gather information (write down in lists what the animal looks like, teacher then transcribes their information), and with adult support look up information about: o How it is born o What it looks like as a baby, as a grown up o Where it lives June 2012
Other Evidence
Continue with Word List and Individual Word List Oral Assessments (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Question Observation Sheet for context clues (see attachment: K.3 Other Evidence Question Record) Select a text where the pictures will aid in explaining vocabulary. Interview each student individually asking, Does this picture help you know a new word? Continue observations using attachment K.1 Other Evidence Checklists for Literacy to note the oral and writing development of each student during classroom activities. 47

o What it eats Create the book a page a day, where each page has a drawing and a descriptive sentence Create a cover and title, and have students peer edit (share their writing with each other) to give comments and ideas, and then have the students correct their own work. Have a publishing party where the students read to each other and to members of the school community. Use attachment K.7 Performance Task Living Things Rubric to evaluate book and to conduct an oral interview of the students language abilities. Use attachment K.7 Performance Task Plant Journal to have students grow a plant from seed, and keep a diary of how it changes. Everyday have time for the children to do a sketch and write what they observe for ten days. Teach students how to take care of a plant (it needs water, sun, soil, and air). Connect the caring of a plant to the essential question, What is our role on earth? and have students see how their role as caretakers. helped the plant grow and survive (or did not). Have the students name the parts of the plant and give recommendations on how to care for a plant. Use attachment K.7 Performance Task Living Things Rubric to evaluate the book and to conduct an oral interview of the students language abilities. For every illustration, have the student sign his/her name and write a description. Use attachment K.1 Other Evidence Checklists for Literacy to note growth of students writing. Continue Alphabet Assessment: Assess the students ability to name alphabet letters in uppercase and lowercase letters (see attachment: K.6 Other Evidence Alphabet Assessment). Continue Phonemic Awareness Oral Assessment: Assess if the student can identify the beginning letter (see attachment: K.6 Other Evidence Phonemic Awareness Assessment).
My Plant Journal

Context Clues Model how pictures tell a story using a wordless book, A Boy, a Dog, and a Frog by Mercer Mayer. Have the students give you the words for the story and create a class story together for the pictures http://www.innovativeclassroom.com/Lesson-Plans/lessonplans.php?id=33 48
June 2012

While reading aloud Spots, Feathers, and Curly Tails model how you can figure out the next animal from clues from illustrations. Share how pictures can help you understand words in the text. When you come to the name of the animal, share how the picture lets/ helps you know that word, (e.g. cow is the animal with spots). Have students practice this individually or with pairs. Use Polar Bear, Polar Bear, What do you hear? to have the pictures of the animals show the students what words are used for the sounds of animals. What knowledge do we already bring to school? Have students share what animals they know about in Puerto Rico. Create a brainstorm of animals. Ask, Are they all the same? What makes animals different? From this conversation, use images from animal word lists to find out what animals they are describing and interested in: o http://www.teachchildrenesl.com/filez8932/flashcards/wild_animals.pdf wild animals o http://www.teachchildrenesl.com/filez8932/flashcards/farm_animals.pdf farm animals Read aloud folktale on coqui: http://www.marisamontes.com/song_of_the_coqui.htm and have students illustrate or find pictures of animals found in Puerto Rico. Have them act out being the animals and have them classify the animals in various ways (e.g., by color, size, what they eat (carnivore, herbivore, omnivore)) Sing folksong about the coqui in English: http://www.mamalisa.com/?t=es&p=1314&c=92 Read aloud books on five classes of animals (birds, mammals, reptiles, amphibians, fish) and as you read create a list of words that describe the characteristics of each type of animal (e.g. A Boy, a Dog, a Frog, Baby Beluga, Small Green Snake, Brown Bear, and Brown Bear What do you See?) Read Polar Bear, Polar Bear, What do you Hear? and have the students create art of the animals, act out being the animals from the book. Where would they live? What would they eat? Turn your classroom into a forest. What animals would live there? Who would eat who? Where would they be (in a tree, underground, on the floor?) Sing Songs to teach the names and sounds of animals: (videos are to be a reference to the teacher to familiarize ones self with the lyrics and rhythm) o http://www.youtube.com/watch?v=t99ULJjCsaM These are the sounds that the animals make o http://youtube/7_mol6B9z00 Old McDonald Had A Farm Have students use word cards or plastic animals to create various ways of categorizing animals (ones who lay eggs, ones who dont, ones that eat meat, ones who dont, long tails, short tails, etc). Discuss question, How are we a part of the earth? Have students infer whether or not humans are mammals, reptiles, birds, or fish. Students are in pairs, with their partner they have to come up with evidence (fur or scales) (born inside our mothers or in an egg) (produce milk or do not produce milk) to guess what kind of animal we are. Read aloud The Tiny Seed by Eric Carle to create models of flowers to name the parts of a plant models from construction paper to name parts of a plant. https://www.kinderplans.com/p/33/plants-kindergarten-preschool Ask, How do plants help us? Have students share their ideas. Discuss the types of fruits and vegetables that grow in Puerto Rico and how vegetables and fruits come from plants. Bring in 49
Animals
Plants
June 2012

examples of vegetables and fruits from Puerto Rico and share how they can grow from the root or as the seed. Make a vegetable salad in class to show how plants help us. Use vocabulary cards to reinforce names of vegetables. http://www.teachchildrenesl.com/filez8932/flashcards/vegetables_picture_word.pdf Make a fruit salad in class. Use vocabulary cards to reinforce vocabulary. http://www.teachchildrenesl.com/filez8932/flashcards/fruits.pdf Read aloud Baby Beluga by Raffi and Small Green Snake by Libba Moore Gray to have students find examples of alliteration in the text to reinforce alphabet. Have kids act out the sounds of SSSS with their arms and hands. Sing Phonics Song to have students notice the difference between the ABC names and phonemes http://youtube/BELlZKpi1Zs Have students put in order the alphabet with animal alphabet cards http://www.goodnightstories.com/images/alphabet/alphbet1.htm Use Animals Alphabet to reinforce letters of the alphabet and have an activity center where students can trace the alphabet letters, shape them out of clay, match uppercase and lower case letters egg hunt game (from Unit K.6), and tracing practices: http://www.first-school.ws/theme/animals/alphabet-coloring-pages.htm Eight lessons on what animals need to live: http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/376/What%20Animals%20Ne ed.pdf Plant experiment to compare how three seeds grow. Do this before students grow their own seeds for their performance task: http://www.kidzone.ws/science/seeds.htm Reinforce names of colors, tracing letters, and names of animals through identifying animals by color: http://www.kidzone.ws/prek_wrksht/colors/index.htm From Seed to Plant: http://www.scholastic.com/teachers/lesson-plan/lets-learn-about-plants-0 Word cards and matching games for animals: what they eat, etc: http://www.kizclub.com/animals.htm Vegetable themed books: http://www.hubbardscupboard.org/the_enormous__kinder__garden.html Lessons suggestions to use with The Tiny Seed Folktale: http://www.eric-carle.com/bb-seed.html On the Coqui: http://www.elboricua.com/coqui.html This is a narrated video titled A Plant Story by Teresa Guardiola: http://www.neok12.com/php/watch.php Vocabulary game with the parts of a plant: http://www.neok12.com/vocabulary/Plants-01.htm This is a time lapse of plants growing: http://www.neok12.com/php/watch.php?v=zX6515707a0f466267725159&t=Plants
Alphabet
Sample Lessons

June 2012
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Unit K.7: Living Things English as a Second Language 4 weeks Literature Connections
Animals Coqui Y Sus Amigos: Los Animales De Puerto Rico/Coqui and His Friends the Animals of Puerto Rico by Alfonso Silva Lee Theres a Coqui in my Shoe! by Marisa de Jess Paolicelli The Song of El Coqui and Other Tales of Puerto Rico by Nicolasa Mohr Polar Bear, Polar Bear, What do you hear? By B. Martin & Eric Carle Brown Bear, Brown Bear, What do you See? by B. Martin & Eric Carle Spots, Feathers, and Curly Tails by Nancy Tafuri The Very Busy Spider by Eric Carle Baby Beluga by Raffi Small Green Snake by Libba Moore Gray A Boy, a Dog, and a Frog by Mercer Mayer Birds by Kevin Henkes The Great Kapok Tree by Lynne Cherry From Seed to Plant by Gail Gibbons The Tiny Seed by Eric Carle Franklin Plants a Tree by Sharon Jennings The Carrot Seed by Ruth Krauss The Magic School Bus Plants Seeds: A Book About How Living Things Grow by Joanna Cole and Bruce Degen From Seed to Plant by Gail Gibbons How a Seed Grows by Helene Jamieson Jordan
Plants
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Unit K.8: My Community English as a Second Language 4 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will learn about and discuss concepts related to their family and community, using accurate and appropriate English to discuss the essential workers for communities in the city and country. Transfer goal: At the end of the unit students will be able to express feelings, concepts and personal experiences about people and places in their neighborhood using newly acquired English vocabulary.

Reading R.K.3 Uses context clues and illustrations to identify details and to determine the meaning of unfamiliar words. R.K.4 Demonstrates awareness of main character(s) and uses picture cues to identify similarities and differences between characters within narrative texts. Writing W.K.2 Writes the letters that represent first name. W.K.4 Illustrates to express feelings, concepts related to family, and personal experiences.

We all bring knowledge gained from family and life experiences that teach us to connect with community and grow as learners. When I listen to understand, I can build a better relationship with others. Communities can have a variety of people that depend on each other for food, jobs, or shelter. There are many jobs that are needed to keep a neighborhood safe, healthy, and fun.
What knowledge do I bring to school? How can I use words to improve my relationship with others? What do I enjoy about my community? What/who do I need in a community to survive?

Roles in the community (see vocabulary list below) Places in the community (see vocabulary list below) Main characters in stories and how the setting affects what they do Differences and similarities between the city and country

Identify story details and express feelings and experiences through illustrations. Determine the meaning of unfamiliar words. Use picture cues to identify similarities and differences between characters within narrative texts (focus on influence of setting of country or city on character). Write the letters that represent first name. Count from 1 to 25 (to count coins). 52
June 2012
Unit K.8: My Community English as a Second Language 4 weeks

Content Vocabulary Who, what, where, when, how Community members (teacher, librarian, firefighter, police officer, doctor, dentist, shopkeeper, mayor, neighbor, bus driver, construction worker) Locations (neighborhood, community, street, apartment, house, library, school, bank, store, hospital, police station, park) Directions (left, right, straight, next to, across from) Money coins and bills (1, 5, 10, 25 cents) Sentence Starters (I like my neighborhood because ___ my neighborhood has ____ I want to be a ____, My favorite place is the____)

Our Community Mural
Other Evidence
Continue with Word List and Individual Word List Oral Assessments (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Question Observation Sheet for context clues (see attachment: K.3 Other Evidence Question Record) Select a text where the pictures will aid in explaining vocabulary. Interview each student individually asking, Does this picture help you know a new word? Continue observations using attachment K.1 Other Evidence Checklists for Literacy to note the oral and writing development of each student during classroom activities. For every Illustration, have the student sign his/her name and write a description. Use attachment K.1 Other Evidence Checklists for Literacy to note growth of students writing. Continue Alphabet Assessment: Assess the students ability to name alphabet letters in uppercase and lowercase (see attachment: K.6 Other Evidence Alphabet Assessment). 53
Ask the question, What does a community need to survive? Who do we need? As a class, decide what are the important jobs and places that make up their community that are necessary to survive. Create teams where students in small groups can brainstorm ways to show how these people and places help the community. In small groups, students draft and create their plan for the mural. As a class plan out what will go where in their mural. On large pieces of paper (butcher paper) Students will trace their drawings and then as a class, paint their mural. Interview groups to have them explain who they is in their mural, where they are, why they are there and how help the community. Read aloud Uptown as a model of how to write about what they like about their neighborhood.
My Neighborhood Book
June 2012

Students select four to five things/places/people they like about their neighborhood, draw it and write two sentences for each place. Use the sentence starter from the text Uptown is: _____ but apply it to their neighborhood, e.g. Bayamon is _____). Have student create a collage cover (inspired by art of Bryan Collier) using colors and shapes to create a picture of him/her. Country Me, City Me Have students create a book that compares activities, jobs, and the setting in the city and the country. Interview the students to check what vocabulary has been acquired (city/country, various jobs, farmer/store owner/home/barn/buildings etc). Use attachment: Resource 1 Oral Assessment for Vocabulary Acquisition.

Community How can we use words to improve our relationship with others? End the year with the question you have been using throughout the year. What ways can we interact with our fellow community members to make our neighborhood a better place? Have students create a list about what they like about where they live and what they would like to change. Have them come up with ways they can use their words to make their community a better place. Vocabulary can go into class word wall and also individual word list. What knowledge do we already know? Have students share what is community to them. Have family members and community members come into class to share what they do in the community. Create word lists and have students role play their jobs using the vocabulary. Read aloud On the Town to introduce vocabulary in English of members and places within the community. Have students use pictures to infer the word in Spanish and then give it to them in English. Use these for the class word wall. Select books to read aloud about different roles (police officers, firefighters, doctors, teachers, construction workers, etc) to build vocabulary so students can role-play these jobs. List of books and activities for role-playing: http://prekinders.com/community-theme/ Play game Who will help me? and have students match where they need to go in the community to receive help http://www.kizclub.com/Topics/community/whowillhelp.pdf Locations: Use students bodies to teach next to, across from, left, right, straight. Have them play games where they are driving or walking and have to give directions. Recreate the community using blocks or milk cartons and have students give directions or say where places are in the community (Where is _____? It is ___ blocks up or down. Turn ___. It is next to, across from, left, right, and straight). Discuss how our health can help the community. Read aloud Wash your Hands and discuss how we can stop germs from spreading in class. Connect this to the earlier unit on patterns we have in our life. How can our healthy patterns help the community? (you can connect this to any issues in the community, such as the H1N1 flu virus) Play Lets Go Shopping by having the students first create a list of what they want to buy. 54
Count and Identify Money June 2012

Worksheets for lists and cut outs for groceries: http://www.kizclub.com/food.htm Have students play shopkeeper and use money http://www.kizclub.com/teachers/playmoney.pdf or use real coins (pennies, nickel, dimes, quarters) to make transactions to reinforce vocabulary of fruits, vegetables, clothes, and numbers. Students can use sentence starters, How much? Can I please have _____, That will be ______, Please, and Thank you. Have counting games with pennies. How many pennies are in a nickel? Dime? Quarter? Use money to teach numbers 1-25. Discuss the importance of saving. Read aloud A Chair for My Mother and connect how saving money can help us reach a goal. You can decide as a class if they want to collect money to help the community (hunger bank, homeless shelter) http://learningtogive.org/lessons/unit202/ Read aloud Uptown and use illustrations to infer what the character likes about his neighborhood (playing basketball, music, and the stores). Read aloud Trashy Town and have students infer what kind of trash each part of the community creates. Discuss ways to limit amount of trash (reusing, recycling, not buying as much, having a garden). An extension to this would be to organize the students to help collect recycling or build a class garden on the school grounds. Read aloud Whose Hat is This? A Look at Hats Workers Wear- Hard, Tall and Shiny (Whose is it? Community Workers) and use the hats as context clues to have students guess the community worker through the hats he/she needs to wear for work. Read Aloud, City Mouse, Country Mouse and have students share if they are more like the country mouse or the city mouse. Discuss how where we live affects who we are. Make a Venn diagram with drawings of how the country mouse and city mouse are similar and different. What do they wear that is different? What do they eat? What do they do? Ask, What do we already know? to compare how life is different in the city and in the country. Have students give examples of jobs and community members that are unique to each place and are found in both the city and country and draw themselves in the city and in the country (what would they be doing? Who would they see? Why?). Read Aloud Tar Beach and Uptown to discuss how living in the city gives the characters opportunities to do different activities than if they lived in the country (Mrs. Wishy-Washys Farm and Farming). Have students find their names on the word wall, chant the letters and clapping our syllables of names. Play memory game with names of students to see if students can identify names and match it with photos of classmates. Sing letters of students names (http://teachers.net/lessons/posts/2871.html), have them use magnetic letters or cut outs to select their letters of their name, and then write them on paper. Create a class Brown Bear Brown Bear What do you See? book of the class using their names. 55
Context Clues
Characters and Comparing City/Country
Writing Name
June 2012
Unit K.8: My Community English as a Second Language 4 weeks Sample Lessons

Lessons 1-6 are on building knowledge of students place in the world, and then in their town and community:http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/1060/Investigatin g%20Our%20Place%20in%20the%20World.pdf Create games to name places in the community: http://www.scholastic.com/teachers/lessonplan/activity-plan-2-3-community-cooperation-community-patchwork Lessons to teach writing names and print concepts: http://www.readwritethink.org/classroomresources/lesson-plans/what-name-teaching-concepts-37.html Use City Mouse, County Mouse to talk about needs and resources in a community: http://learningtogive.org/lessons/unit83/lesson3.html http://teachers.net/lessons/posts/1206.html Community Word Cards, Activities: http://www.kizclub.com/community.htm Community Themes: http://www.scholastic.com/teachers/unit/community-everything-you-need Songs for remembering and spelling out names: http://www.kinderkorner.com/names.html http://teachers.net/lessons/posts/1043.html
On Community On the Town by Judith Caseley One Light One Sun by Raffi Song: http://www.youtube/pgKzY93Bk6M Uptown by Bryan Collier Trashy Town by Andrea Zimmerman Country Mouse, City Mouse by John Wallner Wash your Hands by Tony Ross Tar Beach by Faith Ringgold Night on Neighborhood Street by Eloise Greenfield Farming by Gail Gibbons Mrs. Wishy-Washys Farm by Joy Cowley Whose Hat is This? A Look at Hats Workers Wear- Hard, Tall and Shiny (Whose is it? Community Workers) by Katz Cooper (There is a whole series: Whose Tools/gloves/coat for community workers) Toms and the Library Lady by Pat Mora I Got Community by Melrose Cooper Abuela by Arthur Dorros Family Pictures/Cuadros de Familia by Carmen Lomas Garza Using Maps Where do I Live by Neil Chesanow Me on a Map by Joan Sweeney Rosies Walk by Pat Hutchins Im Dirty by K. and J. McMullan (about construction trucks) Choo Choo Clickity Clack by Margret Mayo Dazzling Diggers by Tony Mitton and Ant Parker 56
Transportation:

Attachments Kindergarten
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Unit K.1: About Me English as a Second Language Other Evidence Checklist for Literacy Development Checklists for Literacy Development
Student_______________________________ Date___________________________________
Behavior Speaking Behavior Checklist:

______Listens but seldom speaks ______Speaks with single word answers ______Speaks in short phrases ______Speaks in expanded sentences ______Takes part in conversations ______Asks questions ______Does chanting, singing, finger plays ______Speaks for a doll, puppet ______Says rhyming words ______Tells picture captions to teacher ______Tells story from a book
Notes/ Recommendations
Emergent Writing Behavior Checklist:

______ Scribbles in a line across the page ______ Scribbles in a line under drawing scribbles or a picture ______ Fills pages with lines of writing-like scribbles ______ Makes a few mock letters in lines of scribbles ______ Prints letters of first name, but not in order, some reversed ______ Prints first name, letters in order ______ Prints other words along with picture
Steps towards writing his/her name

______ Recognizes spoken name ______ Recognizes their written name ______ Experiments with scribbling name ______ Traces, copies, or generates letters in name ______ Prints name in proper order ______ Selects their name card by first letter alone ______ Learns the letters in his/her name ______ Uses letters in their name to find and write other words
Source: Beaty, J. J. (2009). 50 Early Childhood Literacy Strategies (2nd. Ed) Ohio: Pearson Publishing.
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Unit K.1: About me English as a Second Language Other Evidence Interaction Rubric Social Interaction: Observation Form and Rubric
Beginning of Unit
Activity
Date:_______________
Observation Notes
Rubric Score: ____________

Vocabulary & Sentence Starters used
Midpoint of Unit
Activity
Date:_______________
Observation Notes

End of Unit
Activity
Date:_______________

Observation Notes
Source: WIDA English Language Proficiency Standards, PreKindergarten through Grade 5
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Unit K.1: About Me English as a Second Language Sample Lesson Glad Monster Lesson Plans
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Unit K.1: About Me English as a Second Language Sample Lesson Glad Monster Lesson Plans
Source: Tweety Yates
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Unit K.1: About Me English as a Second Language Sample Lesson Sometimes I feel Like a Mouse Sometimes I Feel Like a Mouse Lesson Plan & Activities Author: Jeanne Modesitt Published by: Scholastic ISBN: 0-590-44836-6 Synopsis This is a wonderful picture book about feelings. Each page follows the same pattern "Sometimes I feel like a (animal) (verb describing animal action) (adjective describing feeling)." An example is "Sometimes I feel like an elephant, stomping, bold". Each adjective is in a color that corresponds with the feeling. For example, the "bold" for the elephant is in a brilliant purple. The illustrations are wonderful examples of color expressing feeling, showing the main character interacting with the animal that represents the emotion. This book opens a door to many mini studies that will help you integrate your writing, grammar, computer and art lessons. Introducing the Book Begin by reading the book to the class. Re-read it several times, each time drawing the students attention to different aspects of the book. Discuss what kinds of words are being used, the colors, the painting technique, etc. Brainstorm several examples that the students create. Work together to find the best adjectives and verbs to go with certain animals. Activity - "Creating Personal Passages" After creating several examples together, turn the students loose to create their own ideas. Have them write several on rough paper and share them with friends to find their best one. Have students type their selection in WordPerfect, being sure to have them put the last word (the feeling) in a color that best represents the feeling. Print each students work with a colour printer. Activity - "Class Book Making in Art" Next, revisit the story paying close attention to the illustrations. Discuss what kind of painting technique is being used (blending colors with water together) and which colors represent which feelings (e.g. red for anger, yellow for happiness, blue and black for sadness). Create a list together. Have students paint their own picture that goes with their personal passage. Add the typed passages to the illustrations and create a class book. Activity - "Personal Book Making" Have students go back to their page of examples and begin to compile their own ideas for a personal book of feelings. This book-making activity could take several days while they paint or color many illustrations for their books. Extension "Moving Beyond Animals" Soon after my students began brainstorming their own ideas, they came up with some that went beyond animals to represent their emotions. For example, one student wrote "Sometimes I feel like a hand, writing, tired." Another had "Sometimes I feel like a brain, thinking, excited." As an extension, your class could choose a different topic and create more books. An example might include incorporating this activity with your weather unit - "Sometimes I feel like a cumulus cloud, floating, calm." or "Sometimes I feel like a storm front, rumbling, mad." The extensions are endless! Have fun!
Source: Lessons by: Shayni Tokarczyk, http://www.teacherfiles.com/sharing_language.htm
Unit K.2 Lets Learn English as a Second Language Learning Activity - Songs Calendar Days of the Week (to the tune of Open Courts Vowel Song) I can say the days for you and you can say them too! Sunday Monday Tuesday Wednesday Thursday Friday Sat-ur-day! Months of the Year (to the tune of Ten Little Indians) January, February, March, and April, May, June, July, August, and September, October, November, and December, These are the months of the year.
The Date (To the tune of Frere Jacques) Today is Monday (Today is Monday) April 12th (April 12th) 1998 (1998) Thats the date (Thats the date) Days of the Week (To the tune of Frere Jacques) These are all the Da-ays of the we-ek Sing with me Sing with me Sunday, Monday, Tuesday Wednesday, Thursday, Friday Saturday A day to play
I See Me By Vicki Witcher I see my head. I see my shoulder. I see my arm. I see my elbow. I see my wrist. I see my knee. I see my ankle. I see all of me!
All About Me
(Use as a predicable chartchildren name body part.)
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Unit K.2 Lets Learn English as a Second Language Learning Activity - Songs Friends
Friend of Mine (tune: Mary Had a Little Lamb) Will you be a friend of mine, a friend of mine, a friend of mine? Will you be a friend of mine and (insert an action) around with me? _______ is a friend of mine, friend of mine, friend of mine, _______ is a friend of mine, who (insert same action) around with me. A Family Fingerplay
Family This is a family (hold up one hand, fingers spread) Let's count them and see, How many there are, And who they can be (count 1, 2, 3, 4, 5)
This is the mother (touch pointer finger) Who loves everyone And this is the father (touch big finger) Who is lots of fun. This is my sister (touch ring finger) She helps and she plays, And this is the baby (touch little finger) He's growing each day. But who is this one? (touch thumb) He's out there alone, Why it's Jackie, the dog, And he's chewing a bone.(wiggle thumb).
Friends, Friends 123 Friends, friends 123 All my friends are here with me. Youre my friend, youre my friend, youre my friend, youre my friend. Friends, friends 123 All my friends are here with me.
Source: http://www.kellyskindergarten.com/songs/songs.htm
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Unit K.2 Lets Learn English as a Second Language Learning Activity - Songs
Ask the student to point at pictures that show how we act in school. Or point to each picture and ask, Do we ______ in school? and have student respond yes or no.
Source: edCount, LLC
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Unit K.2: Lets Learn English as a Second Language Performance Task Home Me, School Me Home Me/School Me Poster Template Instructions
Have the student create drawing answering the questions from the prompts. For each prompt, have the student select a word that describes him/her. Prepare the posters for each student by writing out the prompts, giving space for drawings to depict the idea (e.g. a drawing of them at home being silly, a drawing of them being quiet). At the end, have the student scribble write his/her responses. Underneath, write what word they select.
(photo or drawing from home) Home Me (photo or drawing at school) School Me
I am a _silly_ kid at home. (example: quiet, loud, silly, happy, glad, sad, scared, angry, nervous, excited, tired)
I am a playful kid at school. (example: quiet, loud, silly, happy, glad, sad, scared, angry, nervous, excited, tired, playful)
At home I like to __________.
At school I like to _____________.
In home I have to ______________. (think of chores he/she has to do, or personal body care (take a bath, brush my teeth) (optional: have the students pick what they would like to contrast at school and home)
At school I have to ____________. (think of behaviors or class expectations, e.g. share, listen, raise my hand) (optional: have the students pick what they would like to contrast at school and home)
Optional ideas: my favorite place at home/school, my jobs at home/school, my friends at home/school.
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Unit K.2: Lets Learn English as a Second Language Performance Task Home Me, School Me Home Me / School Me Poster Rubric
Student: ________________________________ Can the Student Illustrate to express feelings about home Illustrate to express feelings about school Illustrate to describe life his/her family Illustrate to describe personal experiences at school Point to picture when asked question a question (e.g.What do you like to do at school?) Answer question verbally (one word) in English (e.g.: How are you at home? or At home you are _______ ) Or Do you like to ____ at school?) Date: ___________________________________ Check Observations
Does well:
Needs help in:
Circle Level of Student
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Unit K.2: Lets Learn English as a Second Language Sample Lesson I like me, I like you I Like Me, and I Like You Lesson Synopsis:
The central focus of any early childhood social studies curriculum should be childrens social construction and self-concept. Helping students establish positive feelings about themselves is the foundation to teaching children positive ways of interacting. Using Nancy Carlsons picture book I Like Me! as a catalyst, K-1 students will begin the process of recognizing their rights and responsibilities, as well as those of their classmates.
Objectives:
Students will work in pairs and share information about themselves, learn about rights and responsibilities, and then create self-portraits.
Book:
Nancy Carlson, I Like Me!
Body:
1. Introduction: Read the book, I Like Me! by Nancy Carlson and discuss the many ways that the character appreciates and takes care of herself. Remind students that people also can take care of each other by being fair. Have students find a partner. It is helpful to pair them according to their birthday month, the first letter of their last names, or some other way that promotes partnership with students whom they may not know very well. While in their pairs, have them ask each other a few simple personal questions, such as What is your favorite food? and What is your favorite game and why? Have students share something positive about their partner with the group. Tell students that their positive comments are compliments. Ask students to listen carefully as you ask the following questions: Do you like getting compliments? Should we give compliments when we can? Why? Is giving compliments a way of being fair? Explain. Through the example of compliments, lead students to the conclusion that treating other people the way you like to be treated is a way to be fair. 4. Discuss with students how there are times when we say or do things that are unfair often in response to behavior that makes us mad or hurts our feelings, such as pushing or name calling. Allow students to talk about times they acted unfairly as a result of feeling mad or hurt. Tell students that to remind ourselves people should treat each other fairly, we make rights and responsibilities like class rules or state laws that apply to everyone. Define rights and responsibilities. (These are possible K-1 definitions: Rights are rules that make sure you are treated fairly; responsibilities are rules that make sure you treat others fairly.) Give students examples of
2.
3.
5.
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Unit K.2: Lets Learn English as a Second Language Sample Lesson I like me, I like you
rights and responsibilities that correspond with each other. (These are possible K-1 examples: You have the right to ask ________ to keep her hands off you; you have the responsibility to keep your hands off ________.) 6. Ask students as a class to decide on three rights and responsibilities that will make sure everyone is treated fairly. Lead students toward pairing each right with a corresponding responsibility. (You may want to begin with the examples in Step 5.) A list of students possible responses is below:
Rights 1. You have the right to ask others to keep their hands to themselves. 2. You have the right to your own spot in line. 3. You have the right to ask others to say only nice things to you. Responsibilities 1. You have the responsibility to keep your hands to yourself. 2. You have the responsibility to stay in your spot in line. 3. You have the responsibility to say only nice things to others.
You can use the students rights and responsibilities to amend or replace existing class rules. Discuss with students how being fair through rights and responsibilities shows others (not only in the classroom but also in our families and communities) that we like them just like we like ourselves.
Art Activity:
Ask students to create self-portraits on white paper. Remember to provide a variety of materials and also to have many skin tone colors available. When the self- portraits are complete have the students sign their names to the portraits. You can display the self-portraits in a LIKE ME bulletin board or create a class book that contains each childs portrait with one or two things that the student likes about him or herself.
Source:http://www.powertolearn.com/teachers/lesson_activities/social_studies/CBV.46.S.SS.R8.D1.pdf
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Unit K.2: Lets Learn English as a Second Language Sample Lesson I like me, I like you Question Record
Question Asked:
Student Name
Response to Question
Notes/ Next Steps:
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Unit K.3: Lets Play English as a Second Language Other Evidence Sequence Chart
Source: Read, Write, Think
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Unit K.3: Lets Play English as a Second Language Other Evidence Shape Hunt
Triangle
Tally: Tally:
Square
Tally:
Circle
Total:
Total:
Total:
Which shape shows up the most?

Source: WIDA English Language Proficiency Standards, PreKindergarten through Grade 5 72
Unit K.3: Lets Play English as a Second Language Performance Task Board Game Rubric Board Game Rubric
Student_____________________ Date_______________________
Board Game Requirements:

Requirement: Uses Shapes Uses Three Colors Follows a Pattern Uses Numbers Yes or No Observations (What shapes, colors, etc.)
English Language Usage:

In English, can the student say the names of: Shapes Colors Pattern (first, second, third) Numbers Explains Rules using Sentence Starters Yes or No Observations (What words used)
Notes / Needs to Work on:
On the back, circle the level of English the student is for this assessment
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Unit K.3: Lets Play English as a Second Language Performance Task Board Game Rubric
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Unit K.4: Lets Rhyme and Sing English as a Second Language Other Evidence Picture Sort
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76
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Source: Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (1999). Words their way: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Merrill
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Unit K.4: Lets Rhyme and Sing English as a Second Language Other Evidence Recognizing Rhyme Assessment
Student Name:_________________ Date:___________
Phoneme Awareness Assessment Tools: Recognizing Rhyme Assessment Directions:

I am going to say two words: cat - fat. I want you to tell me if the two words sound alike. This is called a rhyme. Let me show you.
Model:
Cat and fat have the same sound at the end so they rhyme. Cat and mop do not rhyme because the do not have the same sound at the end.
Share:
Listen to these two words: Now say the two words with me: Do these two words rhyme? Put your thumbs up like this if they rhyme: Listen to these two words: Now say the two words with me: Do these two words rhyme? Put your thumbs down like this if they do not rhyme: pail - tail pail - tail (Yes) cow - pig cow - pig (No)
Assess: Listen to these sets of words. Thumbs up if they rhyme. Thumbs down if they do not rhyme. Here we go...
Rhymes: 1. 2. 3. 4. 5. 6. 7. 8. fin - win rug - mug hat - dress pan - man bird - book lock - rock bet - get cup - dog Student Response:
Source: Assessment designed by Dr. Adria Klein, Professor at CSU San Bernardino
http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/rhyme/rhyme.html
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Unit K.5: Story Time English as a Second Language Other Evidence Story Element Assessment
L1 Student will draw a picture to represent each story element (character/setting). L2 Student will draw and label story elements (character/setting/plot).
Characters Who is in the story?
Setting Where? When?
Events, plot What happened?

First 1 Next 2 Then 3 Last/Finally 4
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Unit K.6: Lets Go Outside English as a Second Language Learning Activity Seasons
Source: prekinders.com
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Unit K.6: Lets Go Outside English as a Second Language Learning Activity Weather Sorts
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Unit K.6: Lets Go Outside English as a Second Language Learning Activity Weather Sorts
Source: prekinders.com
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Unit K.6: Lets Go Outside English as a Second Language Other Evidence Alphabet Assessment Alphabet Assessment: Alphabet Letters and Sounds Recognition Directions:
Using the Student Response Sheet, the student points and names the letters as the teacher records the responses in the table below. The same should be done for sounds of letters. Students should be assessed individually three times per year. The teacher is looking for student progress. If little progress is seen, the child should be given intervention strategies.
Student Name:_________________________ Date___________________________________
Letter Name
B T G E S N C H W A Y K F
Letter Sound
Letter Name
P V R D H Z I Q L X J M O
Letter Sound
Lower Case Letters

Letter Name
b t g e s n c h w a y k f
Letter Sound
Letter Name
p v r d h z i q l x j m o
Letter Sound
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Unit K.6: Lets Go Outside English as a Second Language Other Evidence Alphabet Assessment Alphabet Letters and Sounds Recognition (Student Response Sheet)
B T G E S N C H W A Y K F
P V R D H Z I Q L X J N O
b t g e s n c h w a y k f
p v r d h z i q l x j n o
Source: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/alphabet.html
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Unit K.6: Lets Go Outside English as a Second Language Other Evidence Phonemic Awareness Assessment Phoneme Awareness Assessment Tools: Beginning Sounds Phoneme Isolating
Directions: I will say some words. Listen to the beginning sound of each word. Tell me the first sound of the word. Let me show you. Model: Listen to this word: jump I hear a /j/ sound at the beginning of jump. Share: Let us say the word together: hop What is the sound at the beginning of hop? I hear a /h/ at the beginning of hop. Assess: Say each word after me and tell me the beginning sound. Mouse Fish Teeth Bat Goat
Phoneme Matching
Directions: I will say some words. Listen to the beginning sound of each word. Tell me which two words begin with the same sound. Let me show you. Model: Listen to these words: keep, king, jump. Two of the words begin with the same sound; keep begins with the same sound as king /k/. Share: Let us say the words together. Two of the words begin with the same sound. Can you tell me which two begin with the same sound? Listen: peach, frog, pig. Which two begin with the same sound? Yes, peach and pig begin with the same sound /p/. Assess: Listen to each group of words and tell me which two have the same beginning sound.
Mouse Teeth Goat Fish Bat Pipe Tub Rat Fork Duck Mat Home Gum Ant Bug
Source: http://teams.lacoe.edu/documentation/classrooms/patti/k1/teacher/assessment/tools/beginning.html
Prepared by Dr. Adria Klein, Professor at CSU San Bernardino
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Unit K.6: Lets Go Outside English as a Second Language Performance Task Theme Rubric Lets Go Outside Theme Rubric
Use this Rubric during the beginning, middle, and end of the Unit to see how the student has progressed using the vocabulary and understanding the concepts in Unit 6.
Student______________________________ Date_________________________________
Observations / Needs work on:
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Unit K.7: Living Things English as a Second Language Performance Task Living Things Rubric
Student Name__________________________ Date__________________________________
Circle where the students language ability for the My Favorite Animal Book
Observations/ Needs to work on:
Circle where the students language ability for the My Plant Journal:
Observations/ Needs to work on:
Source: WIDA English Language Proficiency Standards PreKindergarten through Grade 5, 2007
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Unit K.7: Living Things English as a Second Language Performance Task Plant Journal
My Plant Journal
Scientists Name ___________________
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Day 1
Date:__________________
Today, I planted a ____________________ seed. I wonder _______________________________
X glue seed here
Heres my seed. Seeds need four (4) things to grow: 1.)__________________________ 2.)__________________________ 3.)__________________________ 4.)__________________________
I watered my plant today YES or NO
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Plant Journal Today my plant looks like this:
Date: _______________________
Draw your picture here.
I watered my plant today YES or NO ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Plant Journal Date: _______________________ Today my plant looks like this:
Draw your picture here.
I watered my plant today
YES
or
NO
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Name: __________________________
Date: ____________________________
Name the Parts of the Plant
Describe what your plant looks like:
Plants need __________________________, ______________________________, ________________________, and _______________________________ to grow.
Source: Addie, J. Proteacher.net
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Curriculum Maps Grade 1
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Unit 1.1: My Feelings English as a Second Language 4 weeks Stage 1 - Desired Results
Unit Summary In this unit, students will listen to and discuss books on feelings and opposites to develop alphabetical awareness, vocabulary, and intrapersonal skills in order to describe themselves in English. Transfer goal: Students will leave the classroom being able to recite the alphabet in English and to describe their feelings in order to build healthy relationships based on open communication.

Listening and Speaking L/S.1.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to demonstrate engagement. L/S.1.2 Develops and demonstrates phonemic awareness and auditory discrimination to identify distinctive sounds. L/S.1.5 Uses both verbal and nonverbal forms of communication to express feelings, needs, experiences, and reacts to pictures and simple language cues after listening to read alouds. Writing W.1.1 Recognizes and writes the letters of the alphabet; writes initial and final consonants in CVC (consonant-vowel-consonant) pattern words.

Reading helps us understand our own stories, the stories of others, and the world around us. Sharing our feelings helps others understand us better. If we stop and think before we act, we can act positively instead of react to situations. Opposites (up, down, short, tall, heavy, light, big, small, dark, light, happy, sad, loud, quiet etc.) Prepositions (on, in, above, under, out, in, at) The letters of the alphabet Initial consonants CVC pattern words Feelings (happy, sad, good, bad, silly, angry, scared, loved) Emotions Inside, outside
Why read? What makes me feel good? Can happiness come from inside? How can I be in control of my emotions?


Listen and respond to basic commands, instructions, and routine questions during story time. Use expressions to demonstrate engagement. Develop and demonstrate phonemic awareness and auditory discrimination to identify distinctive sounds. Use verbal and nonverbal forms of communication to express feelings, needs, experiences. React to pictures and simple language cues after listening to read alouds. Write and recognize the letters of the 94
Content Vocabulary
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Unit 1.1: My Feelings English as a Second Language 4 weeks

Rhyme Word family I feel ______ because ______ I feel good reading because ______ I can _______ Opposites vocabulary (e.g. small, big, tall, short, loud, quiet, up, down, day, night, right, left, heavy, light, wet, dry, young, old, difficult, easy) alphabet.

Me A to Z Book Students will select words from read alouds and their life for each letter in the alphabet that describes activities, feelings, people, and places that are important to him/her. Model with the text, The Good in Me from A to Z by Dottie or ABC I Like Me! to show how our actions and words represent us. During read alouds, Brainstorming for the A to Z book, and during discussions with the students, find words you can use to create a an A to Z word wall. Use this link to help you brainstorm words to describe important words from A to Z: www.scrapyourstories.com/BOM-ABC.pdf Create your own Me A to Z book to model and share with the students. For your book and for the students book, on each page, write and decorate the letter (uppercase and lowercase), draw a picture or cut and paste picture describing the word or phrase. Have the students write out the word or phrase. (if the student cannot write a whole word without assistance, have the student trace out the word. The focus is for the student to identify the letter as the first letter in the word) Use attachment, 1.1 Performance Task Descriptive Writing Rubric to score students writing process, letter and words, and handwriting and spelling.
Other Evidence
Rhyme a Week: Based on the nursery rhymes and activities from the website: http://curry.virginia.edu/go/wil/rimes_and_rh ymes.htm, use attachment: 1.1 Other Evidence Word Rhyme Assessment to assess students ability to identify rhyme (word ending that is spelled the same and rhymes). Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition) Based on words you select for the whole class and on the individual words students want to know in English for their individual word list, have a conference for each student to check if the student understands the vocabulary words when listening and speaking (say it by itself, with a sentence starter, or independently). Social Language Observation: During morning message, story time and instructions, use attachment Resource 7 Social Language Rubric to note growth of students ability to follow instructions, and participate during read alouds. Writing Alphabet Assessment Use attachment 1.2 Other Evidence Alphabet Assessment to assess only alphabet recognition
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My Feelings Poem Read aloud The Feelings Book to discuss different feelings. Have students create a feelings Poem, drawing one page a day with a different feeling they have following the pattern: o I feel happy when ___________ o I feel sad when _____________ o I feel silly when _____________ o I feel angry when ____________ o I feel good when _____________ o I feel bad when ______________ o I feel scared when ____________ o I feel loved when _____________ o Deep inside I can always feel loved Use attachment, 1.1 Performance Task Descriptive Writing Rubric to score students writing process, letter and words, and handwriting and spelling.

Routines for the Year Every class begins with a morning message to start the class (e.g., Today is ______, we will _______.) In order to let the students know what they are doing and it is also when you can teach days of the week, have students fill in the blanks of words, identify letters and sight words, etc. (see attachment: Resource 5 Morning Message Reasons and Research). If there is time, there is also a morning meeting routine you can set up to begin every class: morning message/sharing time/game/announcements. See website for routine: http://www.mrsgoldsclass.com/MorningMeeting4Teachers.htm Have the routine of Rhyme a Week for the whole year. Use a nursery rhyme for every two weeks to introduce word rimes. Act them out, use vocabulary cards to have students hear and identify the rimes, find them in other readings. Use lessons from website: http://curry.virginia.edu/go/wil/rimes_and_rhymes.htm to teach rimes and word families. Despite the website saying once a week, structure the activity to the need of your class (e.g. every two weeks) You can begin this activity after the morning message to create a routine. Select vocabulary from theme, read alouds to introduce to the class word wall. Have students act these words out, use them in sentences with partners, draw pictures to have them be familiar with the words (see attachment: Resource 2 Using Word Walls to Improve Instruction). Students will have their own set of words they will want to know in English, you can keep an individual word list notebook and keep track of words used by students (see attachment: Resource 3 Individual Word Lists). Rubrics will be used for the entire year to assess the level of language development. Students will 96
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progress at their own developmental level (meaning no one is expected to be achieving the top score of the rubric at the beginning of the year). Adjust activities to level of students (picture based, imaginative writing, to including initial letters and final letter sounds, to misspelled words, to correctly spelled) refer to stages of second language acquisition http://www.everythingesl.net/inservices/language_stages.php and see attachments: Resource 6 Performance Levels of ELLs (English Language Learners), and Resource 4 Developmental Stages of Writing. Why Read? Open up unit with the question, Why Read? Have students in partners discuss the question and come up with a classroom list of why to read. From the list, take five main points and write them in English (We read because: 1. 2. 3. 4. 5.). Use this to refer back to all year when students feel stuck learning how to read or spell because these skills will help them read in the world around them. Have students describe themselves as a reader. Ask them where they like to read, what they like to read, and with whom they like to read. Develop their identity as readers throughout the unit by having them self-identify as a reader. They can draw pictures of themselves where they like to read and hang that in class, or bring in their favorite book and give a book talk about why that book is good to read. Read aloud the text, Reading Makes You Feel Good and have the students act out each page. Students can respond by drawing a picture of how reading makes them feel good and use the sentence starter Reading makes me feel good because _____ and create a class book. Ask the question, Where can you read? This would be a great way of talking about prepositions (under a table? On a chair? On a sofa? In your bed? At the beach?) Read Aloud Lupe Lupita Where Are you? Lupe Lupita, dnde ests? and ask Would you want to read there? Take the students on a field trip to the library (in the school or community) and have a librarian share about why he/she loves books and give a tour where students can find books of their interest in any language. Read aloud A Quiet Place to discuss how we can create spaces of quiet when our world is busy. Use the characters own journey to discuss where students would like to go and how books help take us there. Ask the question, How can the quiet place be inside of me? to open students up to the essential question, Can happiness come from inside? Ask the question, What makes you happy? and have students share with partners. Brainstorm a list with the class, and then have a show and tell and have students bring in photos, toys, anything that makes them happy. Use this opportunity to create an individual word list for the students to help them with their Me A to Z book. Read aloud I Can, Yo Puedo to share activities kids can do that makes them feel proud. Have students act out the pictures and share with a partner what he/she can do. Read aloud Feel Good book and have students act out each picture of what makes the author feel good. Have students come up with what makes them feel good, illustrate it, and then write ________ feels good to describe their picture. Put their drawings together to create a class Feel Good Book. Re-read A Quiet Place and ask the question, Can happiness come from inside? Even in a loud 97
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and busy world, we are in charge of our feelings. If something is difficult, we can decide, will I let this hurt me, or can I help? Have kids draw what does happiness from the inside look like to them. Sing the first verse of the song You are my Sunshine and have students share how feeling loved makes them feel like sunshine. Discuss who is their sunshine and who cares for them. http://youtube/0_TGFXc5XQo Read aloud, Alexander and Terrible, Horrible, No Good, Very Bad Day and have students use picture clues to find why Alexander is unhappy. Have students share how they would feel during the story, or times when it felt like a bad day for them. Discuss Will he be happy in Australia? This can connect to if happiness comes from inside, people who always get upset will not find happiness elsewhere. Connect with the question, How can I control my emotions? by having students describe how their body feels when they are angry. Do they feel tightness inside, do they get hot? Share how if you notice how your body changes, it can help you with your emotions because it acts as a signal of Im getting angry! Brainstorm with students ways to prevent yelling or releasing your anger toward others in a mean way (e.g. if you notice you are getting angry, take a deep breath or walk away from the situation. Talk to the person when you are feeling calmer). It is important to mention its okay to feel angry, but we can control our anger in positive ways that will make the situation better, not worse. Use picture cards to describe different feelings. Have students create matching games of which feelings go together and which feelings are opposites. Students can also use the flashcards during read alouds and show how the character is feeling in the story. http://www.teachchildrenesl.com/filez8932/flashcards/Facial_Expressions_flashcards.pdf
Opposites When developing vocabulary for the Me A to Z book, it is a good time to introduce opposites. Select books on opposites and read aloud to find words that would describe the students (small, big, tall, short, loud, quiet, etc.). Find examples around the room or brought from home of items that are opposites. Have students in pairs act out opposites, play Simon Says (e.g. be tall, be short, be small, be big). Download or create opposite cards and have students work with partners to match the opposites or play concentration (cards are face down and students take turns flipping two cards at a time trying to make a match. After they flip them, if there is no match, they have to place them face down again). http://www.kizclub.com/opposites.htm Recognize the Letters of the Alphabet Letter Scavenger Hunt: Select five letters at a time and have students search for the letters around the room, in books, in the hallways. Have them keep count of how many letters they find and come together to make a class graph of which letters are popular. Discuss why (perhaps they are vowels or consonants?). Letters in my name: Play a game where a student says a letter (they can look at the alphabet) and if the letter is in their first name (and if they are ready, last name) they stand up. A student who stands up three times in a row is the next caller of letters. Letter Bingo: Create Bingo cards with letters and have the winner to be the caller. Students can play as a whole group (to model how to play) and eventually play in small groups http://www.kizclub.com/activities.htm 98
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Read Aloud Chicka Chika Boom Boom and create a coconut tree in the class (paint or construction paper) and have the students role play being the letters going up the coconut tree (cut out letters and put them on their shirts or as necklaces). Print out uppercase and lowercase letter cards to play go fish or memory games so students can match uppercase and lower case letters (do this with eight letters at a time and then build up). http://www.teachchildrenesl.com/filez8932/flashcards/alphabet_3b.pdf lowercase letter cards http://www.teachchildrenesl.com/filez8932/flashcards/alphabet_2b.pdf uppercase letter cards
Sample Lessons
Recognizing Feelings: http://www.readwritethink.org/classroom-resources/lesson-plans/usingpersonal-connections-build-366.html Go Fish alphabet game: http://www.nationalserviceresources.org/learns/games-gofish Alphabet activities, songs, lessons with read alouds: http://www.kinderkorner.com/abc.html
About me book topics http://teachers.net/lessons/posts/1310.html Opposites worksheets, board game and card games http://bogglesworldesl.com/opposite_worksheets.htm
About Me / Feelings: o Reading Makes You Feel Good by Todd Parr o The Feelings Book by Todd Parr o ABC I Like Me! by Nancy Carlson o The Good in Me from A to Z by Dottie by Lisa Blecker o I Can, Yo Puedo by Gladys Rosa-Mendoza o I Like Being Me: Poems for Children About Feeling Special, Appreciating Others, and Getting Along by Judy Lalli o A Quiet Place by Douglas Wood o Alexander and Terrible, Horrible, No Good, Very Bad Day by Judith Viorst Opposites: o Lupe Lupita Where Are you? Lupe Lupita, dnde ests? by Gladys Rosa-Mendoza o Go Dog Go by P.D. Eastman o Opposites by Sandra Boynton o The Foot Book by Dr. Seuss o Big Dog Little Dog by P.D. Eastman o Inside Outside Upside Down by Stan and Jan Berenstain o Olivias Opposites by Ian Falconer o Two Little Trains by Margaret Wise Brown o Eric Carles Opposites by Eric Carle o Curious Georges Opposites by H. A. Rey o Skippyjon Jones: Up and Down by Judy Schachner o Black? White! Day? Night! A Book of Opposites by Laura Vaccaro Seeger o Moomins Little Book of Opposites by Tove Jansson
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Alphabet: o Chicka Chicka Boom Boom by Bill Martin, Jr. o The Hidden Alphabet by Laura Vaccaro Seeger o Q is for Duck by Mary Elting and Michael Folsom o Alphabet City by Stephen T. Johnson o The Butterfly Alphabet by Kjell Bloch Sandved o The Z Was Zapped by Chris Van Allsburg Scott Foresman Reading Collection 1.1 o Good Times We Share Book and Practice Book o Can Pig Nap? By T.J. Polve On Level Reader 4 page 2 (Classifying) o I like to Hop! by Barbara Herzic On Level Reader 4 page 2 (Fact and Fantasy)
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Unit 1.2: Diversity English as a Second Language 4 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will interview their family members in order to find out about their personal histories. Students will be able to describe why they are proud of their families and compare and contrast their stories with classmates in order to build community in the classroom. Transfer goal: At the end of the unit students will be able to use basic vocabulary and language patterns to orally describe their families. They will be able to write short sentences describing a picture, person, or object.

Listening and Speaking L/S.1.2 Develops and demonstrates phonemic awareness and auditory discrimination to identify distinctive sounds. L/S.1.3 Uses basic vocabulary and language patterns to identify and describe familiar concepts related to self, to family, and to interact with peers. Reading R.1.3 Uses context clues and illustrations to identify details and to determine the meaning of unfamiliar words; demonstrates an acquisition of grade level vocabulary. Writing W.1.1 Recognizes and writes the letters of the alphabet; writes initial and final consonants in CVC (consonant-vowel-consonant) pattern words. W.1.4 Writes to describe a picture, person, or object; writes sentences of two or three words in length.

Reading helps us understand our own stories, the stories of others, and the world around us Puerto Rico is a multicultural place with different historical experiences. A persons color may have a shared history, but doesnt define who they are inside. My familys history is a part of my history. Writing helps share my ideas with the world and connect with others.
Why read? Why do people look different from each other? Where does my family come from? What makes me feel proud of my family? Why write?

Family members and their relationship in the family Process of conducting an interview Question words (the 5 Ws: who, what, when, where, why, how) Family vocabulary words

Develop and demonstrate phonemic awareness and auditory discrimination to identify distinctive sounds. Use basic vocabulary and language patterns to identify and describe familiar concepts related to self, to family. 101
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Unit 1.2: Diversity English as a Second Language 4 weeks

The letters and sounds of the alphabet Diverse Multicultural Race History Ancestor Generation Words to compare (same, different, like, unlike, similar) Family (mother, father, grandfather, grandmother, great-grandmother/father, aunt, uncle, sister, brother, cousins, niece, nephew) 5Wswho, what, when, where , why Family tree Proud, pride Media, television, magazines Stereotypes, racism I am from _______, I like _______, I dislike __________ Use context clues and illustrations to identify details and to determine the meaning of unfamiliar words. Demonstrate an acquisition of grade level vocabulary. Recognize and write the letters of the alphabet. Write to describe a picture, person, or object.
Content Vocabulary

Family Interviews Have parents come to classroom to share their family stories about their past (how their parents met, where they were from, what their ancestry is). Based on discussions in class and using the 5 Ws, have the class brainstorm six questions they would want to ask their families about their history and background. Teacher can model with his/her own family Students will conduct the interview with a family member who knows the family history. Have a member of the family help write down the answers for the student. You can make little reporters notebooks so students can have each 5W on each page. Students come back and share their results, and discuss any similarities and differences between their families stories (immigration,
Other Evidence
Rhyme a Week: Based on the nursery rhymes and activities from the website: http://curry.virginia.edu/go/wil/rimes_and_rh ymes.htm, use attachment: 1.1 Other Evidence Word Rhyme Assessment to assess students ability to identify rhyme. Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition) Social Language Observation: During morning message, story time and instructions, use attachment, Resource 7 Social Language Rubric to note growth of students ability to follow instructions, and participate during read alouds. Family Portrait: After read alouds about skin colors, like Skin Im In, have students draw a pencil portrait of their family. Then mix 102
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mixed backgrounds, similar or different ancestors) create a class Venn Diagram. From the interviews, have the student create a book or poster of My Family History. Use attachment 1.1 Performance Task Descriptive Writing Rubric to assess writing process, spelling and handwriting. From the interviews with the family members, have the student create a family tree. With the help of family members, see how many generations he/she can go back. Students can cut out leaves and label with family members names, and add pictures if available (see attachment: 1.2 Performance Task Family Tree). different colors to be able to reproduce the different colors in his/her family. Have the student write one or two sentences describing the picture. Writing Alphabet Assessment: Use attachment 1.2 Other Evidence Alphabet Assessment to assess alphabet recognition and writing.
Family Tree

Race Discuss Do we look the same? Why or why not? Why do we look different? Have students openly notice different colors of skin or hairstyles amongst their peers. Children are naturally aware and open to different races. As the teacher, when talking about skin color, do so in a positive way for students of all colors so that it is a celebration of the diversity of Puerto Rico. Read aloud texts on race Skin Im In and The Skin Im In: A First Look at Racism to create a classroom vocabulary on race and diversity. Bring in family members of different races to share stories of their ancestry and their experiences to discuss essential question, Where does my family come from? See if family members can share about Puerto Ricos history of colonization of the indigenous, slavery of Africans, and immigration by Spanish to create the mestizo mixture in Puerto Rico. Discuss What does a Puerto Rican look like? and note that from their answers, they are all Puerto Rican and have differences. Have students create a self-portrait and say, A Puerto Rican looks like me! To discuss the issue of racism, or how some races have negative connotations attached to them by society and history, have students notice the color of people they see in magazines or television. Make this an open inquiry and do not force the conclusions of the students. See if they notice if one group is represented more than others. Discuss why that is. Is that fair or unfair? See if students can recognize examples of everyday racism by creating a class Venn Diagram comparing and contrasting how light skin people and dark skinned people are represented in the media (different job roles, in the news). Find commonalities between the students by reading aloud Whoever you Are and Lets Talk about Race and Same, Same but Different to notice that race is not the only thing that defines us and there are commonalities between various people around the world. It is important to talk 103
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about how the color of our skin is a characteristic we have, but it does not define who we are. Have students play a game where they get to know each other and find commonalities (see attachment: 1.2 Learning Activity Getting to Know You). Reading: Context Clues and Vocabulary During read alouds in the unit, select vocabulary words you want to have a think aloud of and how you will understand their meanings based on clues in the book (pictures, in the text). Connect vocabulary development with being a good reader from the previous unit. As students develop their identities as readers, model what good readers do (when they come to an unknown word, they dont just skip it, but they use clues to try and understand it, or they come back to the word if the clue is later in the text). From each reading you have a list of vocabulary you would like the students to use in conversations. During the morning meeting you can do activities with the word (act them out, draw them, use them in a sentence). These words will be used in their performance tasks. Discuss What makes me feel proud of my family? and have students create personal lists about what they are proud of. Use the vocabulary generated by the students in Spanish to create a class list or individual word list in English. Students can bring in pictures and objects for show and tell. Read aloud books on families and how they can be similar and different. Students can work with partners to create Venn Diagrams comparing what is the same and different between their families (who they live with, what activities they like to do with their families). From their similarities and differences ask Why write? See if students can recognize that writing their familys stories can help share their own stories with the world. Use the motivation of being proud of who they are and of their families to want to write. Create centers for alphabet writing activities so that students can select the type of modality they prefer (tracing letters on worksheets, writing on sand or with finger paint, free writing on paper). Have students write lists about the topics of the unit. Write a list of who is in their family, about their history, what they like to do with their family. The more authentic writing opportunities given, students will want to write more, and thus want to write the alphabet. Have the alphabet written on long sentence strips and have the students sing along (the alphabet song to the tune of Twinkle Twinkle Little Star and track the letters. When students are comfortable, they can trace and then write the letters independently while singing to song to keep track of every letter. Have students write their names and the names of their classmates to practice letter writing. Six Lessons on the Different colors of beauty about race, diversity, and celebrating who we are: http://www.tolerance.org/activity/different-colors-beauty Its okay to be different lesson: http://www.tolerance.org/supplement/its-okay-feel-differentprimary-grades-k-2 Family graphing project: http://www.eduplace.com/rdg/gen_act/family/picture.html Family tree lesson: http://www.trcabc.com/resources/free-family-tree-craft-template/ 104
Family
Writing the Alphabet
Sample Lessons
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Whos in your family: http://www.uen.org/Lessonplan/preview.cgi?LPid=5651 Lessons themes of family in the Berenstain bears: http://pbskids.org/berenstainbears/caregiver/outreach.html PDF of all lessons for developing notions of family and community through the Berenstain Bears and other books: http://pbskids.org/berenstainbears/caregiver/BB_Sec_2.pdf Variety of family trees from three generations to seven generations and for non-traditional families: http://www.familytreetemplates.net/category/kids Talking with kids about race: http://childparenting.about.com/od/socialdevelopment/a/teachdiversity.htm Anti-Racist books for children: http://en.wikibooks.org/wiki/Antiracist_Activism_for_Teachers_and_Students/Literature_for_You th/Children%27s_Literature Lists of suggested lessons and units on families: http://www.proteacher.com/090003.shtml Developmental guide of childrens awareness of race and identity by age: http://www.safeschoolscoalition.org/OverviewOfTheDevelopmentOfEthnic.pdf I Like Myself by Karen Beaumont Skin Im In by bell hooks Lets Talk about Race by Julius Lester The Skin Im In: A First Look at Racism by Pat Thomas Same, Same But Different by Jenny Sue Kosteki Shaw Its Okay to be Different by Todd Parr Whoever You Are by Mem Fox All the Colors We Are: Todos los colores de nuestra piel/The Story of How We Get Our Skin Color by Katie Kissinger How My Family Lives in America by Susan Kuklin (about Puerto Rican, Senegalese, Taiwanese families and their lives) Pelitos/Hair by Sandra Cisneros Families Are Different by Nina Pellegrini Family and Race o Black is Brown is Tan by Arnold Adoff o Whos in a Family? by Robert Skutch o The Family Book by Todd Parr o Different ,but the Same by C.L. Threatt o All the Colors of the Earth by Sheila Hamanaka Scott Foresman Reading Collection 1.2 o Take a Closer Look Book and Practice Book o What Did I See? by Helen Lester page 68 (Realistic Fiction) o I Went Walking by Sue Williams page 76 (Patterned Text) o How Many Fish? By Caron Lee Cohen page 118 (Realistic Fiction/ Science Connection)


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Unit 1.3: Working it out English as a Second Language 4 weeks Stage 1 - Desired Results Unit Summary
During this unit students will read and discuss books on friendship in order to use basic vocabulary and language patterns to describe family members and peer relationships. They will be able to identify main characters in stories and compare and contrast their similarities and differences. Transfer goal: Students will leave the class able to use their learning about friendship in order to develop social skills to resolve conflict and use peace building skills at school and at home.

Listening and Speaking L/S.1.2 Develops and demonstrates phonemic awareness and auditory discrimination to identify distinctive sounds. L/S.1.3 Uses basic vocabulary and language patterns to identify and describe familiar concepts related to self, to family, and to interact with peers. L/S.1.4 Offers and responds to greetings and farewells using the appropriate courtesy expressions. Reading R.1.4 Identifies the main character(s) and uses picture cues to identify similarities and differences between characters within narrative text. Writing W.1.4 Writes to describe a picture, person, or object; writes sentences of two or three words in length.

Reading helps us understand our own stories, the stories of others, and the world around us. Good friends help and support us, even during difficult times. We build peaceful relationships through the decisions we make. Good stories can connect with the reader regardless of time and place.
Why read? How is building friendship like building peace? Is peace possible? What makes a good story?

Characteristics of friendship (care, respect, helpful, patience, love) Ways to resolve conflict peacefully (listening, thinking of consequences, sharing feelings) Ways to deal with anger (separation, speaking out, not hitting others)

Develop and demonstrate phonemic awareness and auditory discrimination to identify distinctive sounds. Use basic vocabulary and language patterns to interact with peers. Offer and respond to greetings and farewells 106
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Unit 1.3: Working it out English as a Second Language 4 weeks

Greetings and Farewells (Good Morning, Good Afternoon, Good Evening, Hello, Goodbye) Polite Expressions (Please, Thank you, Excuse me, Im sorry) Main characters in stories Main Character-character trait vocabularybossy, kind, bully Problem Friendship, friends, friendly Enemies Senses (looks like, feels like, smells like, taste like) using the appropriate courtesy expressions. Identify the main character(s). Compare and contrast story character similarities and differences. Use picture cues to identify similarities and differences between characters within narrative text. Write to describe a picture, person, or object.
Content Vocabulary

Create a Peace Play Students will synthesize all of the lessons learned from the read alouds on friendship, conflict resolution, and peace to write and perform a class play on peace. Students will decide as a class different problems (war, gang fights, personal disagreement) and how you can solve them with the same techniques (listening, sharing feelings, coming to an agreement). Students can work in small groups to create a simple script of the conflict and make sure it is resolved using techniques decided by the class (assist students with idea building by giving What if situations to create awareness that a story should have a beginning, middle, and end) by acting it out, having role plays. Students will create characters, and develop their characteristics (are they bossy? Kind? Mean? Quiet? Loud? Shy?). Students who do not want to act can help with costumes, props, background, music, directing.
Other Evidence
Rhyme a Week: Based on the nursery rhymes and activities from the website: http://curry.virginia.edu/go/wil/rimes_and_rh ymes.htm, use attachment: 1.1 Other Evidence Word Rhyme Assessment to assess students ability to identify rhyme. Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 - Oral Assessment for Vocabulary Acquisition) Social Language Observation: During morning message, story time and instructions, use attachment, Resource 7 Social Language Rubric to note growth of students ability to follow instructions, and participate during read alouds. Observation of Greetings/Farewells and Polite Social Language: During role-plays of stories and during playtime, observe how students integrate and use greetings/farewells and polite social language (excuse me, thank you, please, Im sorry) in English. Use attachment, 1.3 Other Evidence Interaction Rubric, to observe growth and inform instruction throughout the unit. 107
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Perform the play with an audience and have the audience share what they learned from the play and the connections they can make between small conflicts (like fights) and larger conflicts (like war). Use sentence starters: I learned that when _____________, __________happens, I learned that when I am nice to others, they are nice to me to assist in helping students understand cause and effect. Use attachment, 1.3 Performance Task Narrative Writing Rubric to assess students writing process, spelling, and handwriting.

Greetings and Interaction Reinforce greetings and interactions during the morning message, through the Good Morning song (see Unit K.2 Lets Learn). During read alouds, find examples of greetings and interactions that you want students to reinforce in their own role-plays and for their play. Create a list of these examples that students can refer to on the Word Wall. What is a good friend? Create class vocabulary based on students own experiences and what they believe the qualities of a good friend are. Have the students share a time when they were a good friend. Read aloud, Will you be my Friend? to share how sometimes we can be shy when wanting to make a new friend. Use attachment 1.3 Learning Activity Friendship Vocabulary and Lessons to develop common vocabulary for friendships and to describe friendship through the senses, (i.e. What does friendship look like, feels like, sounds like, smells like?) As you read aloud stories about friendship, you can add to the poster of what friendship looks like. Read aloud stories that show different friendships and how they develop (Frog and Toad, Willy and Hugh and Franklin is Bossy) use the main characters to compare and contrast using a class Venn Diagram poster. Create a poster with the characteristics of the characters and show how their behavior helps or hurts their feelings. Have students create a drawing that contrasts two characters from the story. Have the students write labels describing how the characters are different. Based on the characters, students can make puppets and/or act out the characters from the stories. This will help reinforce developing a story sequence for their play. Before they role-play the story, have the students decide what is the beginning, middle, and end of the story. Have them decide what is the problem and how was it solved. 108
Friendship and Comparing Characters
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Discuss Why read? How does reading help us learn to be a better friend? Have students share lessons they have learned from the characters. Students can create lists on How to be a good friend and share a time they were a good friend or create a three tab book on how to be a good friend or how to solve a conflict (this will help with vocabulary and problem solving skills needed for the performance task). Discuss, What is peace? Having peace is not just no war, but also peace can be feeling safe and okay with who you are. Read aloud The Peace Book and have students share times in their life where they feel peaceful. How is building friendship like building peace? to connect how our everyday actions and relationships can promote peace in our lives and in the world. To reinforce this idea, read aloud Peace Begins With You and have students give examples of how they can work towards peace. Read aloud, What does Peace Feel Like? and have the students create a poster of what peace looks like, feels like, sounds like, tastes like, and smells like. Class can create a Peace book and write Peace is ____ and try to use all letters in the alphabet. Discuss Is peace possible? by reading aloud The Enemy: a Book about Peace. In this story, soldiers realize their enemy is a person just like them. War happens when we dehumanize our enemy and consider them an other. Have students compare and contrast the two soldiers in the story. Do they have more things in common or different? Discuss how they stopped fighting and why they fought in the first place. Discuss What makes a good story? Many times we think action packed stories are the best, but many times it is how we connect to the characters that makes a story good. Have students share what stories they like and why its a good story. Connect it to characters and how problems are solved. Have students share what they do when they have a fight with family or friends. Connect it to the question, Is peace possible? Use lessons below to discuss how to solve conflicts by thinking of others and sharing our feelings rather than using our hands to show anger (read aloud Hands are not for Hitting). Read aloud books on anger (When Sofie Gets Angry and Yo! Yes!) and discuss how the characters solved their problems. Compare the characters and the students own experiences to Is it Right to Fight? which deals with acknowledging anger, but how to channel it productively. See attachment: 1.3 Learning Activity Friendship Vocabulary and Lessons Developing empathy for others: http://www.tolerance.org/activity/developing-empathy Decision making and conflict Resolution: http://www.sasked.gov.sk.ca/docs/elemsoc/g1u43ess.html PDF with lessons on conflict resolution using What if discussions:http://kidshealth.org/classroom/prekto2/personal/growing/conflict_resolution.pdf Celebrating peaceful leaders of color (you can select your own book):http://www.tolerance.org/activity/peaceful-lessons-peaceful-leaders-im-leader-too 109
Peace
Conflict Resolution
Sample Lessons

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Unit 1.3: Working it out English as a Second Language 4 weeks Additional Resources
Additional lessons and reading list from lesson plans on friendship: http://olc.spsd.sk.ca/DE/resources/friendship%20unit/index.html Songs and poems about friends: http://web.archive.org/web/20080109151939/http://www.theteachersroom.com/friendship.htm Lessons on building peace and acceptance of different families: http://www.safeschoolscoalition.org/rg-teachers_elementary.html
About friends and to compare characters: o Willy and Hugh by Anthony Browne o Franklin is Bossy by Paulette Bourgeois o Frog and Toad are Friends by Arnold Lobel o Will you be my friend? by Nancy Tufuri o The Giving Tree by Shel Silverstein (selfishness: compare the man and the tree) o Lizzie and Harold by Elizabeth Winthrop About Conflict Resolution and Communication: o Is it Right to Fight? by Pat Thomas o When Sophie gets Angry, Really Really Angry by Molly Bang o Hands are not for Hitting by Martine Agassi o Yo! Yes! by Chris Raschka o Its Mine! by Leo Lionni o King of the Playground by Phyllis Reynolds Naylor (bullying) o Crow Boy Taro Yashima (being cruel, accepting people) o Wilfrid Gordon McDonald Partridge by Mem Fox (helping) o Amos & Boris by William Steig (helping) o Sam, Bangs & Moonshine by Evaline Ness (lying) o The Hating Book by Charlotte Zolotow o The Grouchy Lady Bug by Eric Carle About Peace: o The Enemy: a Book about Peace by Davide Cali and Serge Bloch o The Peace Book by Todd Parr o Peace Begins With You by Katherine Scholes o What does Peace Feels Like? by Vladimir Radnunsky Scott Foresman Reading Collection 1.1 o Good Times We Share Book and Practice Book o Big Monkey, Little Monkey by Terry Mathews On Level Reader 3 page 2 (Main Idea) Scott Foresman Reading Collection 1.2 o Take a Closer Look Book and Practice Book o Can You Find It? page 50 by Sharon Fear (Science Connection)
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Unit 1.4: How can I help? English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will create stories with a beginning, middle, and end as well as describe ways to help the community in order to create stories and write letters to local representatives. Transfer goal: At the end of this unit, students will use their learning on citizenship roles and responsibilities in order to participate in local community work and develop their own sense of personal responsibility.

Listening and Speaking L/S.1.2 Develops and demonstrates phonemic awareness and auditory discrimination to identify distinctive sounds. Reading R.1.5 Identifies story organization of beginning, middle, and end within narrative text. Writing W.1.2 Writes name correctly; copies words and simple three word sentences using left to right, top to bottom progression; applies appropriate spacing between letters and words; uses phonemic awareness and phonics strategies to spell words. W.1.5 Uses a picture dictionary as an aid to the writing process.

Reading helps us understand our own stories, the stories of others, and the world around us. Good stories can connect with the reader regardless of time and place. Citizens care about their community. Everyone has the power to help make their community a better place.
Why read? What makes a good story? What does it mean to be a citizen? How can I make my community a better place? How can I help?

Structure of a story Values of a citizen (helpful, respectful, example to others, works together) Difference between want and need Phonics strategies for spelling The structure and purpose of a dictionary Problem, solution

Develop and demonstrate phonemic awareness and auditory discrimination to identify distinctive sounds. Identify story organization of beginning, middle, and end within narrative text. Write name correctly. Copy words and simple three word sentences using left to right, top to bottom progression. Use a picture dictionary as an aid to the 111
Content Vocabulary
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Unit 1.4: How can I help? English as a Second Language 5 weeks

Time (hour, minute, oclock, first, then, next, finally beginning, middle, end) What time is it? Dictionary, look up, What does it mean? Left, right, top bottom, handwriting Community, help, volunteer, clean up, citizen, citizenship Mayor, council, government Values, responsibility, respect, courage, honesty, compassion writing process. Tell time (hour, half hour). Count from 1 to 60.

Shared Writing: Class Letter to Community Leader Discuss What does it mean to be a citizen? Part of being a citizen is participating in helping their community and using their democratic rights to participate in government. Brainstorm with the class problems in the neighborhood they would like to change. As an option, you can have students bring in pictures or drawings of the problem and have them talk with their families about what are some problems in the neighborhood that need to be solved. After students shared their ideas and pictures, have students vote on three topics they want to address in a letter to a community leader. Reinforce how voting is a way of citizen participation. Separate the class into three groups and have each group take a problem and brainstorm together ways the community can work to find a solution. In their groups they can draw examples of the problem and how they would solve it. Use sentence starters with their drawings: A problem in my neighborhood is _______. We should _____________. We can also ________________. Bring the students together and lead the class in writing the letter together on a chart paper. Model how letters are written (greeting, date,
Other Evidence
Rhyme a Week: Based on the nursery rhymes and activities from the website: http://curry.virginia.edu/go/wil/rimes_and_rh ymes.htm, use attachment: 1.1 Other Evidence Word Rhyme Assessment to assess students ability to identify rhyme. Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition) Social Language Observation: During morning message, story time and instructions, use attachment, Resource 7 Social Language Rubric to note growth of students ability to follow instructions, and participate during read alouds. My Own Picture Dictionary Students can create a picture dictionary based on the vocabulary learned throughout the unit (from read alouds, field trips, class discussions). They can illustrate or bring in pictures. This will also reinforce the alphabet and their ability to alphabetize. Field Trip Log Have students write about their experience visiting the local government. They can illustrate their favorite parts, or what they did, and write sentences about who they met and what they learned.
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body, signature) and have each group contribute their problem and solution. Because the letter is for a public official, reinforce the importance of handwriting. Share how you want the class to help you publish the letter neatly on a chart paper. Have students participate in rewriting a part of the letter and signing their name neatly. Have a fieldtrip to take the students to the local government to present and read the letters. After every read aloud, have students describe the events that happened in the beginning, middle, and end. Have students brainstorm their own story based on the theme of helping others in the community. In pairs, have students create a story with a clear beginning (who are the characters? Where are they?), middle (problem happens), and ending (solution) (see attachment: 1.4 Performance Task Graphic Organizer). Students can take turns writing out the story on the pages and illustrate it together. Reinforce handwriting lessons by having students write a draft of their sentence and then copy a clean copy for their book (cut and paste nicest sentences). Reinforce using a picture dictionary to find unknown words. See attachment: 1.3 Performance Task Narrative Writing Rubric
Paired Writing: The Helping Book

Citizenship Values and Helping the Community Share the unit theme with the students by asking How can we make our community a better place? Have students brainstorm what they like about their community and what they would want to change Use lesson to develop students sense of decision making: http://www.educationworld.com/a_curr/curr008.shtml#kindergarten Read aloud stories of how people can change their community for the better. Examples of stories 113
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that focus on the power of working together: Si Se Puede/Yes We Can The Streets are Free and Click Clack Moo) During read alouds, brainstorm what are the traits of the characters that make them improve their communities. Are they famous? Can they work alone? Discuss What are the responsibilities of a citizen? We cannot live in a place without having a responsibility to take care of it. Have students share how they help others (friends, family, their neighborhood) and share. Have students role-play ways to help others and share with dolls, create comic strips of ways to help to reinforce theme and beginning, middle, end. Read aloud books on sharing and knowing the difference between something we need and something we want. This connects to being a responsible citizen because we need to share resources and space. Discuss How can I help? to brainstorm for performance task. Read aloud books that show that children and individuals can improve their community (Streets are Free and One Hen). Connect to question, What makes a good story? and share how a good story keeps you interested. Time changes throughout the story, but there is a beginning, middle and end with a problem and solution. During read alouds, think aloud of how you are following the story by finding words that show time change. Create a list of time words (e.g. first, then, next, finally, suddenly, at the same time, etc.). Connect time changing in stories to telling time in English. Introduce vocabulary hour and minute and create an activity to create a clock and have students show how time passes from stories in read alouds, or how time passes during their role-plays. Have students share what their daily routines are at each hour of the day. They can create a time diary and draw pictures for activities during those hours. Reinforce time vocabulary with songs and poems during the morning message (see attachment: 1.4 Learning Activity Telling Time Poems and Songs). Reinforce time with songs/raps: http://www.youtube/nTRB9CxLfmg Connect number of minutes in an hour with the importance of counting larger numbers in English. Teach to count to 60 using song: http://www.youtube/e0dJWfQHF8Y Introduce the dictionary to the class; ask What is this? How can this help us read and write in English? Show it during a morning message and model how the dictionary helps you find a word you did not remember in English. Connect how the dictionary is a tool that helps you understand the importance of reading. Model during the read aloud that if you cannot find a picture clue to help you, you can look it up in the picture dictionary. Have students in partners find pictures of items they want to know in English and create a list together. Share how they are there to help each other learn, and have them develop a way to help each other (through reminders, pictures, making drawings, making a book of words). Play games to find specific words about community places, workers, like Simon says find an 114
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Picture Dictionary
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enfermera and see who can find where the nurse is on the page. Have them share what letters are in the word and see if they can put them together to make a word. Have students use the picture dictionary as a tool in their writing projects and tasks for this unit and the rest of the units during the year. Model the direction of marks (left to right, up to down) during your morning messages. Have students find words from picture dictionary and practice left to right and up to down when writing. Have students practice proper direction and progression of writing with their names, names of the classmates, names of their family members, words from the word wall. For authentic feedback, have students write lists, write to describe their pictures, write stories and while they are writing, give specific feedback on certain letters they are writing in the wrong order. Create worksheets by writing words with the specific letters that need work: http://www.worksheetworks.com/english/writing/handwriting.html If you want to focus on certain shapes and stroke order, use lessons and tips from website: http://donnayoung.org/penmanship/k_1.htm See attachment: 1.4 Sample Lesson Community Blue Sky Lesson Lesson on Want Versus Need: http://learningtogive.org/lessons/unit202/lesson1.html Lesson on Helping the Community: http://learningtogive.org/lessons/unit202/lesson3.htmlCreate a brochure of the town: http://www.readwritethink.org/classroom-resources/lesson-plans/abouttown-using-brochures-856.html Activities and Games to familiarize students with a Picture Dictionary: http://edition.tefl.net/ideas/vocab/picture-dictionary-games-and-activities/ Activities to teach about examples of Latino Civil Rights Movement and Leaders through a timeline: http://www.tolerance.org/supplement/latino-civil-rights-timeline-activity-early-grades Create a clock and worksheets for hour, half hour, and more: http://www.handwritingforkids.com/handwrite/math/clock/index.htm Practice writing names of community workers/jobs: http://www.handwritingforkids.com/handwrite/manuscript/pictwords/index.htm Activities for citizenship http://www.educationworld.com/a_curr/curr008.shtml
Handwriting
Sample Lessons


About working together to make change: o Si, Se Puede/ Yes We Can: The Janitor Strike in LA by Diana Cohn (bilingual) o One Hen by Katie Smith Milway o Click Clack Moo: Cows that Type by Doreen Cronin o Harvesting Hope: Biography of Cesar Chavez by Kathleen Krull About transforming public space: o City Green by Dyanne Disalvo-Ryan o The Streets are Free by Kurusa o Common Ground: The Earth, The Water, The Air We Share by Molly Bang June 2012 115

o Our Community Garden by Barbara Pollak About Needs: o Those Shoes by Maribeth Boelts o Why Should I Share? by Claire Llewellyn o Share and Take Turns by Cheri J. Meiners o Respect and Take Care of Things (Learning to Get Along) by Cheri J. Meiners o A Castle on Viola Street by Dyanne DiSalvo Ryan Scott Foresman Reading Collection 1.1 o Good Times We Share Book and Practice Book o Get the Tent by Theresa Volpe On Level Reader 5 page 2 (Sequence) Scott Foresman Reading Collection 1.2 o Take a Closer Look Book and Practice Book o A Big Job by Kan Riley page 162 (Realistic Fiction/Science Connection)
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Unit 1.5: Lets Celebrate English as a Second Language 4 weeks Stage 1 - Desired Results Unit Summary
In this unit students compare and contrast different holidays celebrated, music, and art in Puerto Rico in order to find what makes Puerto Rico unique. Transfer goal: Students will leave the class being able to use their learning on celebrations to develop their appreciation of Puerto Ricos culture and their own ability to express themselves artistically.

Listening and Speaking L/S.1.2 Develops and demonstrates phonemic awareness and auditory discrimination to identify distinctive sounds. Reading R.1.2 Uses phonemic awareness strategies to manipulate sounds and form new monosyllabic words. Writing W.1.1 Recognizes and writes the letters of the alphabet; writes initial and final consonants in CVC (consonant-vowel-consonant) pattern words.

Reading and writing helps us understand our own stories, the stories of others, and the world around us. Celebrations show our pride in our culture. Through music and art from Puerto Rico we share some of our culture with the world. Singing is a way to share our feelings and help others share theirs.
Why read? Why write? How do you celebrate who you are? What makes Puerto Rico/Puerto Ricans/ the island unique and special? Why do we make music? How are culture and identity connected?

Types of art (painting, music, poetry, sculpture) Types of celebrations on the island (e.g. Three Kings Day, Carnival, Thanksgiving, Emancipation Day, Birthdays of famous Puerto Rican Poets and Politicians, Presidents Day, Dr. Martin Luther King Jr. Day) Stories by famous PR poets and authors The structure and purpose of informational text (table of contents, title, main idea, index)

Develop and demonstrate phonemic awareness and auditory discrimination to identify distinctive sounds. Use phonemic awareness strategies to manipulate sounds and form new monosyllabic words. Write initial and final consonants in CVC (consonant-vowel-consonant) pattern words. Listen to and comprehend stories about art and culture.
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Unit 1.5: Lets Celebrate English as a Second Language 4 weeks

Content Vocabulary Music: Song, Singer, composition, composer, piece Instruments (guitar, drums, violin, piano, etc.) Art: (artist, painter, sculptor, painting, sculpture, crafts, cloth) Culture identity Unique, special Holiday Celebration, celebrate My favorite holiday is____. I like this holiday because ______. During this time I ______. Non-fiction, title, main idea, table of contents, index Consonant, vowel, pattern

My Favorite Celebration Students select what their favorite holidays are in Puerto Rico and create a product to represent why we celebrate and what are the ways we celebrate this holiday. Do a walkthrough of a non-fiction text and describe how information is organized (table of contents, titles, subtitles) Students will conduct research by finding information in books, by interviewing others (family, other students, teachers, community members). Students select their own format. They can make a book, a poster, create crafts or paintings with written descriptions, write a song, poem, or story. Students are expected to present their work orally using the vocabulary from the unit. Use attachment 1.1 Performance Task Descriptive Writing Rubric to evaluate writing Discuss How do you celebrate who you are? Have students create an art scrapbook of music, art, crafts that they love and are 118
Other Evidence
Rhyme a Week: Based on the nursery rhymes and activities from the website: http://curry.virginia.edu/go/wil/rimes_and_rh ymes.htm, use attachment: 1.1 Other Evidence Word Rhyme Assessment to assess students ability to identify rhyme. Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition) Social Language Observation: During morning message, story time and instructions, use attachment, Resource 7 Social Language Rubric to note growth of students ability to follow instructions, and participate during read alouds. Word Family Book Students create a book with different words and pictures for words that have the same endings (word families) (see attachment: 1.5 Other Evidence Word Family Book)
Celebrating Me Through Art
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important to them. On each page have student write _____ is important to me because ______. Use attachment 1.1 Other Evidence Descriptive Writing Rubric to evaluate writing

Celebrating Puerto Rico Students will discuss What makes Puerto Rico unique? by giving examples of musicians, poets, artists, writers who celebrate Puerto Rico. Ask students to bring in their favorite music, art, crafts, clothes that represent Puerto Rico to them. Invite local artists, artisans, and family members to class to share their crafts or art. Have the students come up with interview questions before they visit that relate to why they make their art and how it celebrates Puerto Rico. Share paintings art by famous Puerto Rican artists (e.g. Jose Campeche, Miguel Pou, Jose Rosa). Select art that shows the daily life of Puerto Ricans and have the students look at the paintings and describe what they see. Use these words to develop their English vocabulary. Ask why the artist chose to paint it. Why make a painting of the everyday? How can we celebrate the everyday? See if they can find shapes in the paintings to reinforce shapes (square, circle, triangle, rectangle). Also, try and find female artists as well and discuss why there are more male artists than female artists, or artists of a certain race. Ask Why do we make music? How does it make us feel? Have a show and tell of music and art of Puerto Rico. Find similarities and differences between songs (e.g. comparing reggaeton, rap, salsa, classical, folkloric music) Create Venn Diagram of songs to compare and contrast elements of the music (e.g. the message of the song, rhythm, instruments used) Use attachment, 1.5 Learning Activity Venn Diagram. Create a Puerto Rico vocabulary chart (Puerto Rico Looks like, sounds like, feels like, smells like, taste like) to develop class vocabulary for the project. Based on examples found, students will create their own Poem for Puerto Rico using the sentence starters (Puerto Rico sounds like ____, Puerto Rico looks like ____, Puerto Rico smells like _____, Puerto Rico tastes like _____, Puerto Rico feels like ____, and this is why I love my home!). Discuss How is Puerto Rico unique? by selecting holidays celebrated in Puerto Rico. Have students share what holidays they enjoy. Compare and contrast if the holiday is celebrated elsewhere (e.g. Thanksgiving in the US, but not the birth of Luis Muoz Marn or the Mask Festival). Come up with lists of activities, food, music and songs that accompany the holidays. Have family members come in and share how they celebrate holidays. Read aloud books on holidays and compare and contrast whether the students celebrate in the same way as the characters. Why or why not? Discuss Why Read? when it comes to celebrations? How can we learn about what makes Puerto Rico unique? 119
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When reading about Columbus Day or Thanksgiving talk about the perspective of the Taino and the indigenous. Would this day be a holiday for them? Why or why not? What would be a holiday for them? What would they want to celebrate? Read aloud the book Encounter and Christopher Columbus and compare how the indigenous and Columbus are portrayed. Focus on Emancipation Day and connect it to diversity of Puerto Rico. Why should we celebrate Emancipation Day? Why does the US not celebrate Emancipation Day like Puerto Rico? (it is celebrated in Washington, DC, but not everywhere) Create crafts for the holidays that students select as their favorite: http://dltk-holidays.com/ Throughout the year, the Rhyme a week has focused on word families to teach CVC patterns. Reinforce other word families through finding examples of words with CVC patterns from read alouds. This will create an authentic list of words that students have a reference to rather than nonsense words. Create picture cards from vocabulary and have students match the picture to words on the word wall. Have students do word sorts based on patterns and create word wheels from CVC words found in read alouds or from Rhyme a Week: http://www.education.com/activity/article/Paper_Phonics_Wheel_first/ Create Phonics Wheel to reinforce word families (Pre-made with words) http://www.superteacherworksheets.com/phonics-word-wheels.html Print out mini-books from the word families studied and are currently studying. These books can give vocabulary to then create word family books, word family wheels, etc. Free word family books are found on this site: http://www.hubbardscupboard.org/printable_booklets.html#WordFamilyBooklets Invite word play to manipulate and pronounce words with CVC patterns by playing Create a Word with rolling dice with letters and pronounce the word: http://www.education.com/worksheet/article/letter-roll-game-kindergarten-level-one/ Have students do word sorts with CVC cards, play go fish or matching games with word cards that have CVC pattern: http://www.sparklebox.co.uk/cll/keywords/cvc-words/cvc-words.html Create phonics flip books where students can create words: http://www.atozphonics.com/phonicsflipbook.html Phonics Card Game with Hop on Pop words: http://www.education.com/activity/article/play-hoppop-uno/ Vijigante Lesson Plan: http://www.elboricua.com/vejigante1.html Lesson Plan Comparing five holidays:http://www.scholastic.com/teachers/lesson-plan/let39scelebrate Lesson on My favorite holiday: http://www.scholastic.com/teachers/lesson-plan/different-wayswe-celebrate Three lessons on finding the main idea in non-fiction text (swap out the books for book on the theme of holidays): http://www.readworks.org/lessons/grade1/main-idea 120
Phonics: Manipulate and Write CVC Words
Sample Lessons

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Unit 1.5: Lets Celebrate English as a Second Language 4 weeks Additional Resources
Poems and Songs for various holidays: http://www.canteach.ca/elementary/songspoems.html Music in Puerto Rico: http://worldmusic.nationalgeographic.com/view/page.basic/country/content.country/puerto_rico _12/en_US Poem on Guiro Instrument: http://www.elboricua.com/BKPoems_GuiroforMe.html Holiday crafts, dioramas, and worksheets: http://www.superteacherworksheets.com/full-holiday.html History on Columbus and Rethinking Columbus Day: http://www.understandingprejudice.org/nativeiq/columbus.htm
Phonics: o Hop on Pop by Dr. Seuss o Fox in Socks by Dr. Seuss Holidays: o Thanksgiving is Here by Diane Goode o Thanksgiving is for Giving Thanks by Margaret Sutherland o Hurray for Three Kings Day by Lori Marie Carlson o Merry Navidad! Christmas Carols in Spanish and English by Alma Flor Ada o Christmas Around the World by Mary Lankford o The Wall by Eve Bunting (on Veterans Day) o Encounter by Jane Yolen (It looks at Columbus landing from a Taino perspective. It is a higher level picture book, but you can narrate in simple sentences in English or in Spanish) o Christopher Columbus (Step into Reading, Step 3) by Stephen Krensky o Puerto Rico by Howard Gutner o Franklins Christmas Gift Franklins Easter by Paulette Bourgeois o Hurray for Today!: All About Holidays by Bonnie Worth o Feliz Navidad: Two Stories Celebrating Christmas by Jose Feliciano o The Red Comb by Fernando Pic - This book is about slavery in Puerto Rico. o My First Biography Christopher Columbus by Marion Dane Bauer o Happy New Year, Everywhere! by Arlene Erlbach o A Picture Book of Martin Luther King, Jr. by David A. Adler o A Picture Book of Rosa Parks by David A. Adler o Presidents Day by Anne Rockwell
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Unit 1.6: Folktales English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will hear and read folktales from Puerto Rico and countries around the world in order to compare character traits and to learn lessons on cultural values from Puerto Rico and other countries in the world. Transfer goal: Students will leave the class being able to infer lessons from folktales in order to learn cultural values from Puerto Rico and other countries around the world.

Listening and Speaking L/S.1.2 Develops and demonstrates phonemic awareness and auditory discrimination to identify distinctive sounds. Reading R.1.4 Identifies the main character(s) and uses picture cues to identify similarities and differences between characters within narrative text. R.1.3 Uses context clues and illustrations to identify details and to determine the meaning of unfamiliar words; demonstrates an acquisition of grade level vocabulary. Writing W.1.2 Writes name correctly; copies words and simple three word sentences using left to right, top to bottom progression; applies appropriate spacing between letters and words; uses phonemic awareness and phonics strategies to spell words.

Reading helps us understand our own stories, the stories of others, and the world around us. Music and art from Puerto Rico shares with the world our culture. Stories convey lessons and reflect the varied history and cultural values of the people. Stories can entertain and bring people together.
Why read? What makes Puerto Rico unique? Why do we tell stories? What lessons can be learned from folktales? What does a good reader do when he/she doesnt understand?

Story organization of folktales (character, problem, imaginative solution, lesson) Character Traits (e.g. tricky, silly, sly, funny, careful) Cultural values and lessons from various folktales

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Unit 1.6: Folktales English as a Second Language 6 weeks

The elements of folktales (moral/lesson, often animals that talk, funny etc.) The meaning of unfamiliar words Folktale Country, World Culture Lessons Values Similar, Different, compare narrative text. Use context clues and illustrations to identify details and to determine the meaning of unfamiliar words. Uses phonemic awareness and phonics strategies to spell words.
Content Vocabulary

Shared Writing: Create a Folk Tale Play
Other Evidence
Rhyme a Week: Based on the nursery rhymes and activities from the website:
From the folktales read, have the students come to a conclusion about the characteristics of a good folk tale. As a class, have students select the characters, problem, solution, and what lessons or cultural values they want to include in their story. As a class, you can have the students come up with the story line and write the story together to create a big book. This is done through shared writing, where you write out the ideas on chart paper that the students provide orally. Model how to form sentences as you are writing (capital letter, punctuation) From the story, have students discuss how they can turn it into a play. Have them act out parts of the story and develop the dialogue naturally. It is not expected for them to write out their ideas, but to develop them orally as a form of drafting their ideas. Select folk tale readers theatre plays to model script organization: http://www.storiestogrowby.com/script.html Have students select which parts of the story they want to act out to a public audience. (Of course, it is not expected that students are writing long scripts, but they will have great ideas! As the teacher and with family volunteers, write down their ideas and you
http://curry.virginia.edu/go/wil/rimes_an d_rhymes.htm, use attachment: 1.1 Other

Evidence Word Rhyme Assessment to assess students ability to identify rhyme. Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition) Social Language Observation: During morning message, story time and instructions, use attachment, Resource 7 Social Language Rubric to note growth of students ability to follow instructions, and participate during read alouds. Character Comparisons: Have students select two characters from a story they want to compare. Have them draw the characters and write what is similar and different. Interview the student to have them explain more that what they can write (see attachment: 1.6 Other Evidence Character Comparisons).
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can create a simple script based on the students ideas). Have students come up with costumes, paint the background, and create invitations to invite family members to watch the play. Use attachment, 1.3 Performance Task Narrative Writing Rubric to assess their story script.

Folktales: Lessons Learned from Our Families Ask Why do we tell stories? and have students share their favorite stories they have heard from their family members. Create a list of the stories and have the students find out who were the characters, problem, solution, and beginning middle and end of the stories. Invite family members to come and tell stories from their childhood. Connect with the question, What makes Puerto Rico unique and have the students share what history and values of Puerto Rico they learned from the stories. Create a class poster of values that are learned or shared from the stories told by the family members. Discuss What lessons can be learned from folk tales? and have students create their own book of Lessons Learned for each story they heard from a family member. They can work in pairs or groups to develop their vocabulary in English to express the lessons and create a two tab flip book that says, Lessons Learned on the flaps and students illustrate illustrations on the inside lessons learned from two books. Write out the lessons on sentence strips and have them on the word wall so students can access them. Have students create skits to show how the lesson can connect to their own lives. Read Aloud other folk tale stories from Puerto Rico (e.g Juan Bobo) and have students describe Juan Bobo. Does he act the same in all of the stories? Compare and contrast Juan Bobo with other characters in the stories. After reading Puerto Rican folktales, ask, What can we learn from folktales? Would a story from another country have Juan Bobo? Why or why not? Have students come up with their own hypothesis. Select folktales from other countries around the world and compare the characters to Juan Bobo. Create a class chart of the folktales read to compare the story elements of the folktales.
Comparing Characters and Folktales from other Countries
Title
Country
Main Character & traits
Problem / Solution
Lesson Learned
Use graphic organizers to describe characters (see attachment: 1.6 Learning Activity Describing Character Organizer) and to compare characters (see attachments: 1.5 Learning Activity Venn 124
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diagram and 1.6 Other Evidence Character Comparisons). Context Clues When reading aloud folktales, ask, What does a good reader do when he/she doesnt understand? Model as you read aloud how you use the pictures to find out words you do not understand. Also model how clues in the story can help you too. During read alouds, have students help you find unknown words by searching for the clues. Create a list of unknown words and clues that helped you. If all else fails, share how you can use the picture dictionary or ask someone who would know (see attachment: 1.6 Learning Activity Vocabulary Inference Chart to base your class poster). Have students read texts in partners and create their own vocabulary inference chart. They take turns selecting a word and ask each other What does this mean? Throughout the year by using Rhyme a week students should becoming familiar with word families that appear in various words in English. Use the morning message to teach how you can use phonemic awareness of word families to spell out words. Have blanks in the morning messages where students come up and write the missing letters or word endings. When trying to write, have students sound out the words by clapping to have the beginning, middle and end sounds. Have the alphabet accessible in the class as well as word family books, phonics wheels and flip books accessible so students can use them as tools to help them spell as they are writing for their performance task or classroom activities Use partners to help each other sound out the words or try and read back what the students wrote. This will give students the idea that they could be missing letters in their words When timing is right, you can begin introducing sight words (also known as Dolch Words), which are must know words to spell in English that are the most frequent and common. Use these website to create sight word cards for the word wall: http://www.superteacherworksheets.com/dolch.html Readers Theatre for 1st grade using folktale Hedgies Surpise but can be adapted to any book : http://www.readwritethink.org/classroom-resources/lesson-plans/readers-theatre-with-brett420.html Read Folktales from around the world to have the students create a Passport to Stories Around the World: http://www.educationworld.com/a_lesson/02/lp279-02.shtml Create Puppets to reenact folktales: http://www.scholastic.com/teachers/lesson-plan/activityplan-3-4-folktale-puppets Activities and centers around folktales: http://www.teachingheart.net/f.html Online versions of classic folktales: http://www.storiestogrowby.com/10_essential_stories.html Online folktales from around the world: http://www.wheelcouncil.org/storytellers.html
Using Phonemic Awareness to Write
Sample Lessons

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Unit 1.6: Folktales English as a Second Language 6 weeks Literature Connections

Puerto Rican Folktales: o Juan Bobo: Four Folktales from Puerto Rico by Carmen T. Bernier-Grand o The Legend of the Hummingbird: A Tale from Puerto Rico by Michael Rose Ramirez o Shake it Morena: Folklore from Puerto Rico by Carmen T. Bernier-Grand o Juan Bobo Goes To Work by Marisa Montes Folktales from Latin America: o Martina the Beautiful Cockroach by Carmen Agra Deedy o Tales our Abuelitas Told Us: A Hispanic Folktale Collection by Alma Flor Ada o Seor Cats Romance and other Favorite Stories from Latin America by Lucia M. Gonzalez o De Colores and Other Latin American Folksongs for Children by Jose-Luis Orozco o Half Chicken by Alma Flor Ada o The Lizard and the Sun/ La lagartija y el sol by Alma Flor Ada o The Three Golden Oranges by Alma Flor Ada Folktales from Europe o Ugly Duckling by Hans Christian Anderson o Hedgies Surprise by Jan Brett o Strega Nona by Tomie De Paola o The Contest between the Wind and the Sun, An Aesops Fable by Heather Forest o The Little, Little House by Jessica Souhami o The Gingerbread Man by Karen Schmidt Folktales from Africa o Why Mosquitos Buzz in Peoples Ears by Verna Aardema o Nelson Mandelas Favorite Folktales by Nelson Mandela o Anansi the Spider: A Tale from the Ashanti by Gerald McDermott o Mufaros Beautiful Daughters by John Steptoe o Anansi and the Pot of Beans by Sherry Norfolk and Baird Hoffaire Folktales from Native America o Arrow to the Sun a Pueblo Indian Tale by Gerald McDermott o How Chipmunk Got His Stripes by Joseph Bruchac o Coyote: A Trickster Tale from the American Southwest by Gerald McDermott Folktales from Asia o Tikki Tikki Tembo by Arlene Mosel o Once Upon a Mouse by Marcia Brown o The Empty Pot and One Grain of Rice by Demi o Lon Po Po : A Red Riding Hood Story from China by Ed Young o Asian Childrens Favorite Stories: A Treasury of Folktales from China, Japan, Korea, India, the Philippines, Thailand, Indonesia, and Malaysia by David Conger, Kay Lyons, Liana Romulo, Joan Suyenaga and Marian Davies Toth
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Unit 1.7: Habitats English as a Second Language 4 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will develop the vocabulary to read, and write about the habitats of animals that live in ecosystems in Puerto Rico in order to describe what animals need to live. In addition, students will discuss and come up with ways that they can help the animals and ecosystems in Puerto Rico. Transfer goal: Students will leave the class able to use their learning about habitats to develop an awareness of our role on earth and how humans can be caretakers of local ecosystems.

Listening and Speaking L/S.1.2 Develops and demonstrates phonemic awareness and auditory discrimination to identify distinctive sounds. Reading R.1.3 Uses context clues and illustrations to identify details and to determine the meaning of unfamiliar words; demonstrates an acquisition of grade level vocabulary. Writing W.1.3 Identifies a complete sentence using capitalization; recognizes ending punctuation.

Reading helps us understand our own stories, the stories of others, and the world around us. Humans, plants and animals need one another to survive and thrive. Words help us develop our thoughts, understand what we read and make our writing richer with details.
Why read? How are living things interdependent? How can we help living things survive? How do words help me in my life?

Animals need air, shelter, and food to survive Ecosystems are systems of interdependence between animals, insects, earth, bacteria, and plants Puerto Rico has a variety of ecosystems (beach, coral reef, mountains, rain forest) and ones that are unique (e.g. Isla Mona, bioluminescent bays dependent on microorganisms and mangroves) Humans can have a positive or negative effect on the environment (conservation efforts of turtles and tropical forests, or over-farming or June 2012

Develop and demonstrate phonemic awareness and auditory discrimination to identify distinctive sounds. Use context clues and illustrations to identify details and to determine the meaning of unfamiliar words. Demonstrates an acquisition of grade level vocabulary orally. Identify a complete sentence using capitalization in writing. Recognize and write sentences with correct punctuation (. , ? , !). 127
Unit 1.7: Habitats English as a Second Language 4 weeks

construction that creates pollution and run off) How to write a question, exclamation, statement sentence Habitat, survive, survival ecosystem, interdependence Shelter (caves, trees, holes, burrows, coral reefs) Air, oxygen Food Sources (carnivore, omnivore, herbivore) Animals in Puerto Rico (e.g. coqui, bats, birds microorganisms, monkey, parrot, manatee, dolphin, anole, gecko, Mona Boa, Mona iguana, crabs, sharks, snakes, snails, fish, sea turtles) Trees in Puerto Rico (mangroves, flamboyan) Ecosystems (e.g. tropical, coral, mangrove) Conserve, take care, clean up, protect, save Pollution, run-off, construction, gasoline, oil Endangered species Predator, prey Capital letters, uppercase, complete sentence Punctuation, period, question mark, exclamation point Diagram or explain orally how an ecosystem works or functions.
Content Vocabulary

Ecosystems Poster or Diorama Students work in teams to research and write about the interdependence of ecosystems in Puerto Rico (coral reef, beach, tropical forest, mangroves). Posters or Diorama include: Specific animals and plants that live in the ecosystem, what animals can use as shelter, what animals eat Students present their poster or diorama using grade level vocabulary (ecosystem, habitat, shelter, carnivore, herbivore, omnivore, endangered, survive). Use Resource 1 Oral Assessment for Vocabulary Acquisition to note if during presentation students can use grade-level
Other Evidence
Rhyme a Week: Based on the nursery rhymes and activities from the website: http://curry.virginia.edu/go/wil/rimes_and_rh ymes.htm, use attachment: 1.1 Other Evidence Word Rhyme Assessment to assess students ability to identify rhyme. Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition) Food Chain Sequence Students illustrate a food chain sequence from an ecosystem in Puerto Rico (e.g. what does the sea turtle eat? Who eats the sea turtle?) have students say who is the predator and prey and what 128
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vocabulary independently or with sentences starters. Advertising Campaign: How can we protect our islands ecosystems? After reading aloud books about helping ecosystems (see book list), Have students research ways humans can endanger animals (e.g. sea turtles) and ecosystems (pollution, construction, boating) and have them create posters that inform people how they can help protect the unique ecosystems or endangered animals of Puerto Rico. Use cause and effect to illustrate how humans can affect the ecosystem. Each poster should have a clear message (What is endangered or needs to be protected? How can we protect it? Why does it need to be protected?). Model with examples of advertisements that are persuasive. How can we connect with the viewer? Emotionally? With facts? Discuss what would pull a reader in. Each poster should have sentences that are correctly capitalized and end with a question mark, exclamation point, and a period. Have students visit classes and explain their campaign. They can put posters around school or community and connect with a local environmental organization to share their posters. Use attachment 1.1 Performance Task Descriptive Writing Rubric to assess writing process, sentences and handwriting. During presentations, use Resource 1 Oral Assessment for Vocabulary Acquisition to note if students can use grade-level vocabulary independently or with sentences starters. ecosystem the animals live in (see attachment: 1.7 Other Evidence Food Chain). Animal Habitat Three Tab Book Have the students select an animal from a read aloud and create a three tab book where they illustrate its habitat. The first tab will illustrate the shelter, second tab its food (what is its prey if it is a carnivore), and the third tab will show where it gets water. On each tab the student will label Shelter Food and Water and on the cover draw the animal and give a title (e.g. A Boas Habitat) (see attachment: 1.7 Other Evidence Three Tab Book). KWL (what I Know, what I Want to know, what I Learned chart) Model how informational text helps us learn new information about a topic. Before a read aloud, ask students What do we know about _____. Then do a picture walk of the text and ask, What do you want to know? about the book. Model some questions you formed based on the pictures or titles. During the read aloud, find the answers to your questions and fill them in the class chart. After having modeled how to use a KWL chart, have students create their own about a book on an animal of choice. Use this as an assessment of using context clues and vocabulary to assist in comprehension.

Habitats Ask What do living things need to survive? by having students talk to a partner about what they 129
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need to live. Come up with a class list of things they need to live. See if you can categorize their answers into groups (e.g. bed, house, apartment would be a place to live) once you categorize their answers, you can introduce the word habitat a place that has everything you need (food, water, air, shelter). Introduce the words by having students give you examples of what their shelter is (home) and where they get food and water. Have students create a my habitat three tab book to illustrate where they get their food, water, and where they find shelter. On the tabs have them write food water shelter http://files.homeschoolshare.com/docs32465/minit%20book%20templates/tab_3.pdf Read aloud A Rainforest Habitat and Explore the Coral Reef to have students categorize how a rainforest or coral reef provides shelter, food, oxygen, water for animals. Use this as a model so students can create their own tab book for as an assessment. Ask How can we help living things survive? Share how habitats are like our homes, and ecosystems are like the community for the living things. The way we have members of the community that help us (e.g. librarian, shopkeeper, police), animals and plants help or need each other in an ecosystem. What would happen if our community was destroyed? Where would we go? Share animals that are unique to Puerto Rico (see book list) and why they are unique to Puerto Rico. Have students infer from animal what type of ecosystem it would live in (e.g. coral Reef, tropical forest, mangrove, lowland forest). Read Aloud The Great Kapok Tree to show how many animals depend on the tree to live (although the book takes place in Brazil, it is about a tropical rainforest) you can compare what animals live in Brazil and Puerto Rico in a class Venn Diagram. Teach ways that animals and plants need each other with the example of food chains and food webs. Read aloud Who Eats What? Food Chains and Food Webs and have students act out a food web from an ecosystem in the book. Ask Why read? How does reading help us learn about the earth? Read aloud texts on how humans help the environment (see book list below). Ask How can we help living things survive and create a class poster of books read and ways that humans have helped:
Ecosystems
Title of Book
Ecosystem
Problem
How did a human help?
Vocabulary Acquisition and Context Clues Ask question, How do words help me in my life? have students share how they use words in their life (listening to music, reading a book, reading signs on the street, going shopping) ask how they learn new words. Share that your focus for this unit is to help them learn new words through reading, discussion, and writing. This will come in handy when they are creating and presenting their performance tasks. Read Aloud texts on different ecosystems in Puerto Rico (tropical rain forest, coral reef, see literature connections below) and have vocabulary list for each text (perhaps by categories: animals, plants, needs) or by senses (looks like, sounds like, feels like, smells like) students will use this vocabulary for their performance tasks. An option is to divide students into groups to become experts in an ecosystem and have them do research (using a KWL chart) and present their findings visually (poster or book) and present to the other classmates. 130
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Read Aloud the Great Kapok Tree and use context clues of the animals and their relationship to the tree as clues to infer why they do not want the tree to be cut down. This can reinforce question words (Who? What? Why?) lesson: http://www.teachervision.fen.com/skillbuilder/lesson-plan/48709.html
Punctuation and Capitalization
Introduce the importance of capitalization during your morning messages. Ask Why is there a capital or uppercase letter here? and point to t he beginning of a sentence. See if students can come up with their own ideas why. In morning message, Leave the first letter of the sentences blank and have students come up and write in the capital letter. Also have chances that you make mistakes and students can find them and change the lowercase letter for uppercase. Have capital letter searches where students find the capital letters in the beginning of sentences around the room and in books. They can write down capital letters they find, make tallies, share with classmates to create a graph. For punctuation, also use morning messages to write a variety of sentences that use periods, question marks, and exclamation points. Explain these are punctuation marks and ask students why we use them. Have them fill in the blanks at the end of sentences during morning messages. Authentic writing experiences allow students to want to capitalize sentences and add punctuation. Have chances for students to write by making comic strips on saving the ecosystem, when explaining an illustration, in creating a book (see link for different books students can make). Have students work in pairs to help correct writing to capitalize letters and add missing punctuation marks. Sample Lessons
Living vs. Non Living things and the needs of living creatures: http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/alive.html Interactive Activity where students are a part of the coral reef: http://www.earthwatch.org/downloads/lessons/Interdependancy_of_Coral_Reefs.pdf About fishing and sharing resources to prevent over fishing: http://www.earthwatch.org/downloads/lessons/Go_Fish.pdf Lesson on creating advertising for endangered animals: http://sciencenetlinks.com/studentteacher-sheets/save-our-animals-project/ Variety of books you can make about animals in the rainforest associated with Great Kapok Tree: http://www.homeschoolshare.com/great_kapok_tree.php Lesson on finding the main idea in informational texts on animals: http://www.readworks.org/lessons/gradek/main-idea Using context clues to infer vocabulary using books on plants and trees: http://www.readworks.org/lessons/grade1/vocabulary-context
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Unit 1.7: Habitats English as a Second Language 4 weeks Additional Resources

On the balance of the ecosystem to produce bioluminescence in Puerto Rico and what we can do to conserve the ecosystem (prevent run off e.g. from construction nearby and prevent pollutants from boats or factory run-off) http://www.golden-heron.com/biobay.html or see Attachment 1.7 Why is the Vieques Mosquito Bay so bright On flora and fauna in Puerto Rico, and endangered Species http://www.letsgo.com/9346north_america-travel-guides-puerto_rico-cultural_essentials-land-flora_and_fauna-c Different templates of books you can create with students on a variety of topics http://www.homeschoolshare.com/lapbooking_resources.php#Templates_Listed_by_Divisions_ Vocabulary cards for carnivore, omnivore, herbivore, http://bogglesworldesl.com/foodchain_flashcards.htm Books on Puerto Rico: o Coqui Y Sus Amigos/Coqui and His Friends: Los Animales De Puerto Rico/the Animals of Puerto Rico by Alfonso Silva Lee o Theres a Coqui in my Shoe! by Marisa de Jess Paolicelli o The Song of El Coqui and Other Tales of Puerto Rico by Nicolasa Mohr o Lifecycle of a Sea Turtle by Bobbie Kalman o Everywhere Coquis! By Nancy Hooper o The Parrot Club/ How Puerto Ricos Parrots Lost Their Colors by Nancy Hooper On Ecosystems: o The Great Kapok Tree by Lynne Cherry o A Rainforest Habitat by Bobbie Kalman o Explore the Tropical Rainforest by Linda Tagliaferro o Explore the Ocean by Kay Jackson o Many Biomes, One Earth by Sneed B. Collard III o Who Eats What? Food Chains and Food Webs by Patricia Lauber Ways to Help the Environment: o Sparrow Girl by Sara Pennypacker o Wangaris Trees of Peace by Jeanette Winter o Can We Save Them? Endangered Animals of North America by David Dobson o The Three Rs: Reduce, Reuse, Recycle by Nuria Roca o I Can Save the Earth! One Little Monster Learns to Reduce, Reuse, and Recycle by Alison Inches and Viviana Garfoli o Why Should I Recycle? by Jen Green Scott Foresman Reading Collection 1.1 o Good Times We Share Book and Practice Book o I Am a Bug by Neil Paracuelles On Level Reader 6 page 2 (Recall and Retell) Scott Foresman Reading Collection 1.2 o Take a Closer Look Book and Practice Book o Fish Mix by Judy Nayer page 110 (Photo Essay/Science Connection) o Tadpole to Frog by Fay Robinson page 150 (Expository Nonfiction) 132
Unit 1.8: How we change English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will study non-fiction texts in order to learn about life cycles of frogs and connect how humans grow and change from children to adults. Students will also read biographies in order to describe what they need to do to achieve their goals. Transfer goal: Students will leave the class able to describe the roles and responsibilities of adults in order to describe orally and in writing their hopes and dreams for the future.

Listening and Speaking L/S.1.2 Develops and demonstrates phonemic awareness and auditory discrimination to identify distinctive sounds. Reading R.1.1 Recognizes letter-sound relationships to decode words and phrases fluently. Writing W.1.3 Identifies a complete sentence using capitalization; recognizes ending punctuation. W.1.4 Writes to describe a picture, person, or object; writes sentences of two or three words in length.

Reading and writing helps us understand our own stories, the stories of others, and the world around us. Only you can decide your future, so you need to work hard to make your dreams come true. Being responsible for others helps you mature and grow. Writing intended for an outside audience needs to have correct spelling, punctuation, and capitalization so you can be understood by others.
Why read? Why write? How can I achieve my goals? How do I grow and change? Who will read my writing?

Animals go through life cycles and grow Roles and responsibilities as we grow up (have to cook, buy or grow food, care for others (old and young), find and take care of a home, pay for necessities through work) Structure of biographies (chronological order,

Develop and demonstrate phonemic awareness and auditory discrimination to identify distinctive sounds. Recognize letter-sound relationships to decode words and phrases fluently. Write to describe a picture, person, or object. 133
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Unit 1.8: How we change English as a Second Language 5 weeks

from a certain time period, person makes a contribution to their community) The lifecycle of the frog Baby, child, teenager, young adult, adult, elder Job, career, role, responsibility, responsible Various Careers (e.g. nurse, teacher, baseball player, singer, doctor, shop owner, chef, teacher, librarian, firefighter, police officer, mayor, bus driver, construction worker) Hopes, dreams, practice, grow/n-grown-up Practice Middle school, high school, college Life Cycle, metamorphosis, change Vocabulary for metamorphosis Frog: Egg, tadpole, fills, webbed feet, nostrils Punctuation, capitalization Capital letters, uppercase letters Spelling: correct, incorrect Pronouns: me, you, he, she, they, we, it My, your, his, her, their, our, its Write sentences of two or three words in length. Identify a complete sentence using capitalization. Recognize ending punctuation. Describe in writing and orally the life cycle of the frog and stages in life of humans (baby, child, teenager, adult, elder).
Content Vocabulary

Me Growing Up Book
Other Evidence
Rhyme a Week: Based on the nursery rhymes and activities from the website: http://curry.virginia.edu/go/wil/rimes_and_rh ymes.htm, use attachment: 1.1 Other Evidence Word Rhyme Assessment to assess students ability to identify rhyme. Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition) Life Cycle Wheel Have student decide and demonstrate the order of the life cycle for either a duck, frog, or butterfly (see attachment: 1.8 Other Evidence Life Cycle Wheel). Keep a journal or diary of daily events Give 134
Based on the question, What are your dreams and hopes for the future? Have students create a foldable book that illustrates the student growing up and moving towards their dreams for the future. Read aloud biographies on successful Puerto Ricans (Sonia Sotomayor, Roberto Clemente) and discuss how they worked to achieve their goals and have students discuss question, How can I achieve my goals? Create a model foldable book based on the figure in the biography to show what you expect from the students. Each tab should be a part of his/her life (child, teenager, young adult, adult, elder) and have:
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o Illustration of activity to lead them towards their dreams o A sentence describing what he/she is doing in the picture To differentiate, you can give some students sentences starters: (e.g. As a child I ____, as a teenager/adult/elder I will _____) When I grow up. Students who are more advanced in English can write more than a sentence for each picture. All students should use vocabulary from word wall. Have students peer edit to check for spelling words from word wall correctly, capital letters and correct punctuation Use attachment, 1.1 Performance Task Descriptive Writing Rubric to assess writing process, handwriting and sentence structure Have students read pattern books as models to create their own pattern book based on any topic from 1st grade (e.g. animals, growing up, family, diversity) This will reinforce both fluency (by using reading to write strategy) as well as having students write sentences with three words in length or more. Use shared reading and create a chart that lists of books and what sentences are repeated (e.g. Brown Bear Brown Bear what do you see? I see a _____ looking at me). Use shared writing as a way to show your thought process about how you will choose a subject, use content vocabulary and find a repeating sentence (e.g. This little frog likes to _____). Discuss how writing a book will help them with reading and will help other students read because you can use their texts for the next years 1st grade. This will reinforce the essential question, Who will read my writing? Students can think of future 1st graders as their audience for their story. 135 sentence starters like I wish or if I were or I am happiest whenWhen I grow up In 10 yearsWhen I was a baby
Write a Story with a Pattern
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Have students create their sentence pattern and use word wall vocabulary and vocabulary from read alouds to create their books. Use partners to read each others drafts to check if sentences are capitalized and have correct punctuation. Reinforce the idea when we write for others, we need to be understood. That is why we spell correctly, capitalize sentences, and use punctuation. Have an end of year celebration of their pattern books. Invite family members and have students pair up with a visitor and read their text to him/her. Use attachment 1.3 Performance Task Narrative Writing Rubric to assess writing.

Life Cycles and Change Ask, How do living things change? What do we already know? Talk about if they have baby brothers or sisters and how they see how their siblings grow. How have I changed? Have students bring in pictures of themselves as babies and compare how they have grown. Share vocabulary, baby, child, teenager, adult, elder young and old Read aloud books on frog life cycles DK Readers: Tale of a Tadpole, Frogs, Animal Life Cycles: Growing and Changing, and have students illustrate how frogs, like the coqui, change from an egg to tadpole to a frog. Have students color and write out vocabulary (egg, baby, adult) on lifecycles of various animals http://www.kidzone.ws/animals/lifecycle.htm#Simple Connect to Life cycles of living things by asking, How do I change? What happens when the students become adults? How will they help their community? Read aloud, When I get Bigger to talk and make a list of roles and responsibilities of being an adult in a community and create drawing of how that person helps us in the community. Have family members come in and describe how they changed as they have grown up. Have a variety of people come in who have done different things in their life (travelled, different jobs, life experiences) so students can learn from their own lives. Community Members: Have students select what they want to be when they grow up. Discuss what their dreams are and how they can achieve them (what should they study in school, or who should they work with to learn from them). These words will go into the individual word list. Use resource to have activities for students based on their own interests: http://www.first-school.ws/theme/commhelpers.htm 136
Growing up
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If classroom has access to the library or internet, students can select jobs they are interested in and read and listen about it: http://teacher.scholastic.com/commclub/index.htm Select biographies of famous Puerto Ricans to model how lives can change from an important event that happens in childhood or young adulthood, or how people work hard to achieve their goals. Have students sequence biographies into beginning, middle, end to reinforce chronological order of time (see attachment: 1.8 Learning Activity Sequence Chart). To build student confidence in reading in English, have students read familiar texts they have heard before in read alouds that follow patterns. Examples from grades one would be reading the lyrics of songs sung, nursery rhymes used during the rhyme a week throughout the year (especially helpful because it focuses on word families). Have students read to a partner and take turns reading a simple text. They can take turns reading sentences to each other. Model how to do this with another student so they understand they cannot interrupt the other unless their partner says Please help. Model reading fluently and practicing breaking a word down into syllables. Do a think aloud of what to do when you come to a difficult word. Ask, Are there parts of the word I know? Have books available as a center activity so students can engage in reading independently and with books of choice (picture books as well as books students have made throughout the year) this will reinforce question, Who will read my writing? because students can write for others and consider themselves authors. Share how when we write, we do not need to repeat our names, but we can use pronouns. Give examples of pronouns in Spanish and create a corresponding list in English. See if students can guess the pronouns for Yo, tu, el, ella, nosotros, y ustedes. Use book, Are you My Mother? to teach about pronoun: http://www.readworks.org/lessons/gradek-1-2/pronoun-reference Have students go on a pronoun hunt and search for them in books Sing pronoun song: http://genkienglish.net/pronouns.htm Three Lessons Genre Study on Biographies: http://www.readworks.org/lessons/grade1/genre-studies-biography Thematic Unit on Frogs with an excellent accordion book students can make with sentence starters: http://www.everythingesl.net/lessons/Christine_Gorman.php Five lessons on using Bill Martins books to reinforce and support fluency: http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-throughgroup-793.html Using Rhyming and Alliteration to support Fluency and Phonemic Awareness: http://www.sasked.gov.sk.ca/docs/ela/e_literacy/awareness.html
Fluency
Pronouns
Sample Lessons
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Unit 1.8: How we change English as a Second Language 5 weeks Additional Resources
Activities for frog life cycle http://www.kidzone.ws/lw/frogs/activities.htm Community Word Cards, Activities http://www.kizclub.com/community.htm On Reading Fluency Strategies: http://www.scholastic.com/teachers/article/5-surefire-strategies-developing-reading-fluency Types of pronouns : http://esl.about.com/cs/beginner/f/f_pronouns.htm On Life Cycles: o DK Readers: Tale of a Tadpole by Karen Wallace o Frogs by Gail Gibbons o Its Mine! by Leo Lionni o Animal Life Cycles: Growing and Changing by Bobbie Kalman On Growing Up: o When I get Bigger by Mercer Mayer o When I Grow Up by P.K. Hallinan (gives examples of jobs from A to Z) o Career Day by Anne F. Rockwell o A Chair for my Mother by Vera B. Williams o Abuela by Arthur Dorros o Franklin and the Tooth Fairy by Paulette Beourgeois and Brenda Clark Biographies (Puerto Rican and Non-Puerto Rican Figures) o Roberto Clemente: The Pride of the Pittsburgh Pirates by Jonah Winter o Sonia Sotomayor: A Judge Grows in the Bronx by Jonah Winter o Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull o Wangaris Trees of Peace: A True Story from Africa by Jeanette Winter o Steps Alma Flor Ada Pattern Books (should be familiar texts from past units and from Kinder) o The Hungry Caterpillar by Eric Carle o Are You My Mother? by PD Eastman o Brown bear, Brown Bear What do you See? by Bill Martin o Chicka Chicka Boom Boom by Bill Martin o Polar Bear, Polar Bear, What do you Hear? by Bill Martin o There Was an Old Lady Who Swallowed a Fly by Simms Taback o Goodnight Moon by Margaret Wise Brown o Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst o Uptown by Bryan Collier New Pattern Book: o Possum Come a Knockin by Nancy Van Laan Scott Foresman Reading Collection 1.2 o Take a Closer Look Book and Practice Book o Tadpole to Frog by Fay Robinson page 150 (Expository Nonfiction)
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Attachments Grade 1
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Unit 1.1: My Feelings English as a Second Language Other Evidence Word Rhyme Assessment Word Rhyme Assessment
Name: ____________ Rhyme of the Week: ______________ Date:___________ Rubric Level:__________
1. Show the vocabulary cards of the rhyme and ask, Can you say these words in English?
Response:
2. How do these words end? (gives rhyme) _______________________________ 3. Give me a word that rhymes with __________:
Response:
Circle One:
Teacher Observations/ Next Steps:
Source: WIDA English Language Proficiency Standards PreKindergarten through Grade 5
Unit 1.1: My Feelings English as a Second Language Performance Task Descriptive Writing Rubric Descriptive Writing Rubric
Student__________________________ Teacher__________________ Overall Score________ Rating: 4-Excellent 3-Acceptable 2-Needs Some Support 1-Needs A Lot of Support
Rating ___4 ___3 ___2 ___1 Score Traits WRITING PROCESS Dictates description of person, feelings, event, pet, setting, etc. back to adult or older student Reads own writing to a group, teacher, parent, etc. (May be pictures, attempts at letters, initial consonants, words, or phrases) Description includes what it looked like, what it felt like, what it sounded like, how the writer felt about it, where it was, etc.
___4 ___3 ___2 ___1
LETTERS AND WORDS Recognizes that letters have different sounds Recognizes and uses some beginning and ending letter sounds in words
___4 ___3 ___2 ___1
SPELLING AND HANDWRITING Generates temporary spelling using letters, particularly to represent initial and ending consonant sounds Demonstrates appropriate handwriting in the writing process Traces, copies and generates letters (May still be reversing some letters) Prints first and last name
Additional Comments:
Source: Patty Foster, 2004 http://www.edmondschools.net/AboutUs/Curriculum/CurriculumSpecialties/TheWritingCenter/Elemen tarySchoolHome/ElemWritingRubrics.aspx 1
Unit 1.2: Diversity English as a Second Language Learning Activity Getting to Know You
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Unit 1.2: Diversity English as a Second Language Learning Activity Getting to Know You
Source: www.teachablemoment.org
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Unit 1.2: Diversity English as a Second Language Other Evidence Alphabet Assessment
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Unit 1.2: Diversity English as a Second Language Other Evidence Alphabet Assessment
Source: www.lakeshorelearning.com
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Unit 1.2: Diversity English as a Second Language Performance Task Family Tree
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Unit 1.2: Diversity English as a Second Language Performance Task Family Tree Directions:
1. 2. 3. 4. 5. Color the background blue. Draw grass and/or flowers. Color the tree brown. Color and cut out the leaves. Trace more leaves on white paper, if needed. Glue photographs on the tree and leaves (You will be inside the tree and your family will be on the leaves. Dont forget your pets. If you dont have a photograph, you can draw a picture.) 6. Put the tree in the envelope and return it to your teacher. 7. Your family tree will be put in your end of the year Memory Book.
Source: 2009 Teaching Resource Center. Designed by Caroline Brooke
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Unit 1.3: Working it Out English as a Second Language Learning Activity Friendship Vocabulary and Lessons Building Friendship Vocabulary
Create a class web of friendship words! Place the word friendship in the center and make up categories for the main web titles, such as: sounds like, looks like, feels, friends are, memories, friends we have, and so forth. Students contribute words that they personally associate with the concept of friendship. Accept all words and eliminate words that do not belong at a later time only if the class agrees that the word has nothing to do with friendship. (For example, a student may contribute fight friendship word and although we do not think of fighting s a friendly thing to do, fighting and disagreeing are often part of friendship.) This friendship web can be posted on a bulletin board and continually modified throughout the unit. Encourage students to use as many of the words as possible in their own writing. Teachers can use the web to address any misconceptions students may have about friendship or to identify areas where students are lacking experience and knowledge. To extend this webbing activity students can Web a Friend by placing a friends name in the center of a web. Then, they can web characteristics, experiences, events, and so forth.
Friendship Dictionary
Encourage students to collect friendship words in a personal friendship dictionary. Younger students can print their favorite words and then draw a picture to remind them what the written word says. Encourage older children to write sentences or record memories that use the friendship words. Students can collect the words from the literature they read, their own experiences and from the class webbing activity. When writing, encourage children to refer to their dictionary for the correct spelling of friendships words.
Secret Friends
Assign each student a secret friend. The secret friends are only allowed to correspond with one another in writing by mailing letters for delivery to the personal mailboxes. Provide a mailbox for each student and a mail drop for the anonymous notes. A student can be assigned to deliver the notes to the proper mailboxes. Allow time each day for students to write a note to their secret pals and to check for mail. Consider assigning occasional topics for students to write about (write something nice about your secret pal today or compliment your secret pal if you have seen him or her doing something friendly). At the end of the unit have the secret friends reveal themselves to their partners. Note: If a child is sick write a note to his or her secret pal so that a student does not learn who his or her secret pal is through the absence of a letter. The Secret Friends Mailing program can be introduced by reading Annas Secret Friend by Y. Tsutsui. Teachers can also use the mailboxes to correspond with individual students. 148
Unit 1.3: Working it Out English as a Second Language Learning Activity Friendship Vocabulary and Lessons Pen Pals/Key Pals
Set up a pen pal/ key pal (e-mail) program by contacting another classroom teacher who is interested in doing the same (in another country, city or local school). Schedule time to read mail and respond to pen pals. When the unit is over, encourage students to keep their pen pals. If students have key pals or pen pals from other cities and countries, use the pals location to teach about map reading skills, geography and the cultures of different people from around the world .
Advice Column Daily Writing Activity

Find a spot on the wall where you can post a daily (or weekly) friendship related problem. Give the students time to read the problem and to write a reply to the anonymous person who has the problem. Student responses can be posted beside the original letter for everyone to read. This ongoing activity will encourage students to think about a variety of friendship problems and they will begin to consider possible alternatives when they find themselves in a friendly bind. Possible problems may include: jealousy, fighting, sharing, telling someones secrets, rivalry, being teased by peers, dealing with the loss of a friend, and how to make new friends. Consider posting friendship related poetry that presents the joys and sorrows of friendship and encourage students to write anonymous responses.
Bulletin Board Friendly Collage

Instruct students to make a friendship bulletin board by creating an enormous collage of friendship words, pictures, stories, poems, riddles and jokes. Students may want to bring pictures from home (clearly identified), cut pictures, words and short stories from magazines, or write descriptions of friends and friendly behaviors. Watch the bulletin board collage grow throughout the unit. Allow time for students to discuss the bulletin board at the end of the unit to reflect on what they have learned.
Friendship Games (Grouping Activities)

Hook Up: Students move freely around an open space. At the sound of a double whistle, students must hook up with the person closest to them. The pair becomes friends and they can only move if they continue to be hooked up. At the sound of a single whistle, students break apart and move on their own again until they hear another double whistle instructing them to hook up again. If students are hooked up already when they hear a double whistle, the pairs then hook up with other pairs. Encourage the students to be creative when hooking up (holding hands, piggy back, one behind the other hopping). If there are an uneven number of children, the double whistle should instruct children to hook up into appropriate group numbers so that no one is left out.
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Unit 1.3: Working it Out English as a Second Language Learning Activity Friendship Vocabulary and Lessons
Put It Together: Split the class into two even groups. On small cards have the students from one group write an interesting detail, fact or characteristic about themselves (birthday, initials, color of their clothes). Collect the cards, mix them up and hand them out to the other group (one per student). Allow the students to mingle for 3-5 minutes while they find the original owner of the card that they are holding. Once the owner has been found, the students are in pairs and ready for group work. Friendship Knots: Students stand in a circle holding hands. One student walks across the circle to the other side (still holding hands) and steps over, or goes under, the hands of the children on the other side of the circle. Students take turns tangling themselves up until no more movement is possible. Students continue to hold hands and try to untangle themselves. To untangle the group, everyone must cooperate. When doing this activity for the first time, children should practice in small groups of 3-5 before the entire class ties a friendship knot.
Reading Center
Refer to the List of Childrens Literature provided on page 38 for literature suggestions to include in a classroom-reading center. Include books that vary in difficulty and genre so that students are exposed to a variety of literature. Also, encourage children to read in their spare time and allow them choice in their reading material.
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Unit 1.3: Working it Out English as a Second Language Learning Activity Friendship Vocabulary and Lessons Literature Selection: Willy and Huge by Anthony Browne
Summary Willy is sad because he has no friends. H bumps into Hugh Jape one day and he learns that their friendship can still be wonderful even if the two of them are quite different. Browne creates several humorous situations for readers to enjoy. Suggested Activities
Venn Diagram Listening for Order Pantomiming Events Humor 0 How the Author Makes us Laugh
Venn Diagram Similarities and Differences Read and discuss the story Willy and Hugh. As a class, create a Venn diagram that represents the similarities Willy and Hugh share and the qualities that make them unique. The diagram may look something like this: Once the class has used the Venn diagram to identify the similarities and differences of Hugh and Willy, it is time for the students to Venn diagram the similarities and differences that they share with a friend. Consider pairing students up to encourage oral discussion, rather than letting me work independently. Also, encourage students to discuss activities they could do together based on the information in the Venn diagrams. This activity will help students get to know one another better and is a great way to start off the year. Listening for Order1 Explain to your students that they must listen very carefully to the story so that they will be able to complete the activity that will follow. Re-read Willy and Hugh to your students and have the students identify the correct order that the events took place in the story. In Willy and Hugh the sequence of events looks something like this: 1. Willy is lonely because he has no friends. 2. Willys peers tease him. 3. Willy bumps into Hugh Jape and they become friends. 4. Hugh protects Willy from Buster Nose. 5. Willy and Hugh go to the zoo together. 6. Willy and Hugh go to the library together.
1
This activity has been adapted from Listening for Sequences in Language Arts Activities for Children, 3 ed, by Donna Norton. Page 84
rd
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7. Hugh sees a spider and he is scared. Willy moves the spider for Hugh. 8. Huge and Willy make plans to meet again and they do! Once the students have identified the correct sequence of events, reproduce the sequence on a piece of paper. Cut the sequence into strips and mix the order of the strips. Read the mixed up version of the story events. Mix the order several times to demonstrate that the order of events is critical to the success of the story. Finally, have the students arrange the strips into the correct order. The entire class can do this activity together or each student can have their own set of strips to manipulate. If this activity is done individually, students can read their mixed up version of the story to a group of peers. Each child is responsible for gluing the strips back into the correct order. Also, groups of students could be assigned to create a large illustration for one of the events in the sequence (one group per event). Then, the illustrations could be posted on a wall and used as students practice re-telling the complete story. Pantomiming Events Once the students have established the sequence of events it is time for students to put the events into their own performances. Post the order of events for all to see and have the students break off into pairs. Have the students mime the events (one plays the role of Willy, the other plays Hugh) in the story. To extend this activity, have students discuss the mood or feeling of the story. Then, listen to various pieces of music and identify which piece of music fits best with the story line and mood. Have students do their miming to the music to create their own Making a Friend dances. Humor How the Author Makes us Lauge Anthony Browne has used some humor to create an enjoyable story. Have students identify the ways in which Browne makes Willy and Hugh humorous. They must provide logical statements to support the points they have identified. The following is an example of an acceptable student response: The author has named one of the characters Hugh Jape. At first I thought his name was just Hugh but when it is read aloud as Hugh Jape is sounds like Huge Ape. Hugh is really a huge ape so that makes his name funny. Students can reproduce the funniest moment in the story by drawing a picture and labeling it or by writing an explanation of their drawing. Also, encourage students to introduce humor into their own writing by playing with words and sounds like Browne does (ie. Hugh Jape).
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Unit 1.3: Working it Out English as a Second Language Learning Activity Friendship Vocabulary and Lessons Literature Selection: Franklin is Bossy by Paulette Bourgeois
Summary Franklin and his friends have a fight because Franklin is constantly telling the others what to do and he never listens to anything that the others have to say. Finally, Franklins friends decide not to put up with his unfriendly behavior and Franklin is forced to play alone. Eventually Franklin and his friends make up and Franklin learns to compromise so that everyone is happy. Suggested Activities
Modeling Characterizations (Franklin) Writing Franklin Giving Advice Role Play Friendship Recipes
Modeling Characterizations An author creates a believable and attractive character by giving readers information about the character that shows readers that the character is not all bad or all good. Information about characters is communicated to the reader through narrative text or the authors literal descriptions about the character Example: Franklin the turtle could zip zippers and button buttons. He could count by twos and tie his shoes. He had lots of friends and one best friend, named Bear. by describing actions of the characters Example: Franklin saw that he was losing and cried out ... Slowest one wins! as he crawled across the finish line last. by letting readers know the thoughts of the main character and other characters Example: He missed Bear and all his Friends. And he had lots of time to think. He would go to Bear and apologize. through dialogue shared between characters Example: Thats not fair, said Bear. Share the above examples of characterization with your students to help them understand how an author develops a character. Then, model the process of inferencing using the examples listed below. Encourage students to join in with you as they catch on to the process of inferencing characterization. Once students feel comfortable making inferences on their own, let them practice this new skill on various books with strong characterization that share the friendship theme. Example One: 1. Begin reading Franklin is Bossy, stopping at the end of the first page. 2. Ask the question, What do we know about Franklin? 3. Answer: We know that Franklin is smart. We also know that Franklin is a nice turtle. He feels good about himself. 4. Evidence: In the text it says that Franklin can count and tie his shoes and zip zippers and button buttons. The text also says that Franklin has lots of friends. 5. Reasoning: I think that Franklin must be nice if he has lots of friends because no one is a 6. friend with someone who is mean. If Franklin has a best friend he must be a really good friend because I would not be a best friend with someone who did not know how to share or play with me
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nicely. I also know that Franklin thinks his fight with Bear is awful, so he must not like fighting with his friends. He likes to be happy and friendly with people. Example Two: 1. Read the next three pages of text. 2. Ask, What else do I know about Franklin? 3. Answer: Franklin is not a very fast runner and he does not like to lose. He does not seem to care what his other friends think. Franklin seems to be pushy. He cant cooperate. 4. Evidence: In the text it says that when Franklin was losing the race he changed the rules so he would be the winner. Bear did not think that was fair and Franklin just ignored him. Franklin is always telling everyone else what to do, You always pick the games. Franklin ignores his friends whenever they try to tell him they do not want to do something. 5. Reasoning: It is not fair for Franklin to change the rules of a race so that he wins all of the time. Bear even says, Thats not fair. Franklin is not always nice. He tells the others what to do all of the time. When my friends are bossy I get really mad at them. Example Three: 1. Read the next two pages of text. 2. Ask, What else have I learned about Franklin? 3. Answer: I think that Franklin knows that he was wrong to cheat and to push his friends around. 4. Evidence: He was mad at Bear for saying he did not want to play with him but Franklin does not tell his father what is wrong when he asks him. Franklin just says that, There's no one to play with. Franklin is not telling the whole truth. 5. Reasoning: Sometimes when I know I have done something wrong I do not tell the whole truth to my parents. I might even make something up so that I do not look so bad because I do not want my parents telling me what I have done wrong. I already know that I was wrong but I do not want to admit it to anyone because I do not like to be wrong. That is what Franklin does. Example Four: 1. Read the next three pages of text. 2. Ask, Has Franklins time alone taught him anything? 3. Answer: Yes, Franklin learns that he gets really bored when he has no friends to play with but he still has not learned why his friends do not want to play with him. 4. Evidence: It says in the text that Franklin plays by himself for an hour and then he ran out of things to do so he went to find his friends. When he finds his friends he starts bossing them around right away. 5. Reasoning: If Franklin had learned that his friends did not like him when he was bossy then he would not have come back and started bossing them around. I try to change when my friends think that I am mean or bossy and Franklin would too if he knew thats why they did not want to play with him.
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Example Five: 1. Read the next three pages of text. 2. Ask, How do we know that Franklin has learned what he has done wrong? 3. Answer: Franklin sees his father helping his friends and he learns that even his dad and his friends fight but they make up. Franklin thinks about what has happened with him and Bear and he decides he was wrong and he should go apologize. Franklin also learns how much he misses Bear and his other friends. 4. Evidence: Franklin heads to Bears house to apologize and he admits that the fight was all his fault. 5. Reasoning: Franklin would not go to apologize to Bear unless he realized he had done something wrong, and he understands that the fight would not have happened if he had not been so bossy. As you model the above examples to the students they should begin providing their own answers, evidence and reasoning for their answers. Students can finish Franklin is Bossy continuing to infer characterization. Then, the class can discuss the friendly and unfriendly behaviors Franklin displayed throughout the story. Also, ask student to decide whether or not they would like to be Franklins friend. Have them provide strong support for their answers. In most cases, although Franklin is bossy, readers still like him because he can admit when he has done something wrong and he really does love Bear. Because his character is well developed, readers learn both the good and the bad points about Franklin. Writing Franklin Giving Advice Begin reading Franklin is Bossy through to the line, And I dont want to play with you, either! At this point stop reading and have the students write letters of advice to Franklin to help him repair his friendship with Bear. Have the students share their written responses with a partner. Or, have a class discussion and create a letter to Franklin from the class on chart paper. Once the letters are done, continue reading the book through to the line, Franklin turned his back and went home. Discuss how the fight between Bear and Franklin began and have the students elaborate on the advice they have already written to Franklin. Discuss how things would have been different for Bear and Franklin if Franklin had followed some of the students advice. Finish reading the story. Discuss times when students have said sorry and it made things better and times when saying sorry was not enough to fix a relationship. Role Play In pairs, have student role play the part in the story where Franklin is being bossy and he begins to fight with Bear. Have the students create different ways to fix the friendship or to remove the conflict. Students can perform the role plays for one another and the class can discuss some of the ideas the students have come up with for getting along better with friends. Also, discuss how the students felt when they were in role. How did Bear feel about Franklin? How did Franklin feel when his friends would not do as he said?
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Friendship Recipes Through examining the character of Franklin and through discussions and role plays about getting along with friends, students will have become more aware of friendly behaviors. Create Friendship recipes using friendship related words for the special ingredients. Provide students with examples of real recipes so their writing can be put into a recipe format.
Additional Literature Suggestions

King of the Playground by Phyllis Reynolds Naylor (bullying) The Giving Tree by Shel Silverstein (selfishness) Wilfrid Gordon McDonald Partridge by Mem Fox (helping) Amos & Boris by William Steig (helping) Crow Boy Taro Yashima (being cruel, accepting people) Sam, Bangs & Moonshine by Evaline Ness (lying) The Unfriendly Book by Charlotte Zolotow The Hating Book by Charlotte Zolotow The Grouchy Lady Bug by Eric Carle The Boy with A Problem by Joan Fassler (being sympathetic) A Toad for Tuesday by Russell E. Erickson (short novel-making friends)
Source: Copyright 1996 Jennifer Berthelot
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Unit 1.3: Working it Out English as a Second Language Other Evidence Interaction Rubric
Social Interaction: Observation Form and Rubric Student Name:____________________
Beginning of Unit
Activity
Date:_______________
Observation Notes

Midpoint of Unit
Activity
Date:_______________
Observation Notes

End of Unit
Activity
Date:_______________
Observation Notes

Unit 1.3: Working it Out English as a Second Language Performance Task Narrative Writing Rubric
Narrative Writing Rubric

Student__________________________ Teacher__________________ Overall Score________ Ratings: 4-Excellent 3-Acceptabe 2-Needs Some Support 1-Needs A Lot of Support
Rating ___4 ___3 ___2 ___1 Score Traits WRITING PROCESS Dictates story back to adult or older student Reads own writing to a group, teacher, parent, etc. (May be pictures, attempts at letters, initial consonants, words, or phrases) Story has beginning, middle, and end
___4 ___3 ___2 ___1
LETTERS AND WORDS Recognizes that letters have different sounds Recognizes and uses some beginning and ending letter sounds in words
___4 ___3 ___2 ___1
SPELLING AND HANDWRITING Generates temporary spelling using letters, particularly to represent initial and ending consonant sounds Demonstrates appropriate handwriting in the writing process Traces, copies and generates letters (May still be reversing some letters) Prints first and last name
Additional Comments:
Source: Patty Foster, 2004 http://www.edmondschools.net/AboutUs/Curriculum/CurriculumSpecialties/TheWritingCenter/ElementarySchool Home/ElemWritingRubrics.aspx 1
Unit 1.4: How Can I Help English as a Second Language Learning Activity Telling Time Poems and Songs
Telling Time, Clocks Poems and Songs The hands on the clock go round and round. To tell us the time. The short hand on the clock Goes from number to number, Number to number, number to number. The short hand on the clock Goes from number to number. To tell us the time. The long hand on the clock Goes around by fives, Around by fives, around by fives. The long hand on the clock Goes around by fives. To tell us the minutes.
The Clock Poem I'm in the clock crew and I'm okay! I tick all night and I tick all day. I've got two hands, I'm having a ball, Because I've got no arms at all! My big hand can move sixty minutes in one hour, I'm the one with the strength and power. My small hand isn't quite as fast. If they were in a race, it would come last! It takes so long just to get around (12 hours you know), It's careful, small, and slow. Now meet my friends that help me tick-tock, Half past, quarter past, quarter to and o'clock.
Hickory Dickory Dock HIckory Dickory Dock, The mouse ran up the clock; The clock struck One, The mouse ran down, Hickory Dickory Dock! Hickory Dickory Dock, The mouse ran up the clock; The clock struck Two, The mouse said BOO! Hickory Dickory Dock! Hickory Dickory Dock, The mouse ran up the clock; The clock struck Three, The mouse said Wheeeee... As he slid down the clock!
The Faces Of The Clock The Big Hand is busy But the Small Hand has power. The large one counts the minutes. But the Little One names the hour. When both Hands stand at the top together, It's sure to be Twelve O'clock. But whether That's twelve at noon or twelve at night Depends on if it's dark or light.
Clock Song (to the tune of "The Wheels on the Bus") The hands on the clock go round and round, Round and round, round and round. 1
Source: Glenda Banks and Elizabeth Matterson, http://canteach.ca/elementary/songspoems71.html
Unit 1.4: How Can I Help? English as a Second Language Performance Task Graphic Organizer Characters Who is in the story? Setting Where? When?
Events, plot What happened?

First 1 Next 2 Then 3 Last/Finally 4
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Unit 1.4: How Can I Help English as a Second Language Sample Lesson Community Blue Sky Lesson
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Unit 1.4: How Can I Help English as a Second Language Sample Lesson Community Blue Sky Lesson
Source: Learning to Give
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Unit 1.5: Lets Celebrate English as a Second Language Learning Activity Venn Diagram
Source: Super Teacher Worksheets http://www.superteacherworksheets.com
Unit 1.5: Lets Celebrate English as a Second Language Other Evidence Word Family Book Word Family Book
This quick and easy activity teaches kids how to break words down by introducing them to word families. With little more than a stack of magazines and a spiral notebook, you can help your first grader tackle common word families and start him on the road to reading success. What's a word family? Word families are groups of words that share a common ending as well as a common sound. All words containing the ook ending, for example, are in the same word family: hook, book, took, look, etc.
What You Need:

Old magazines or grocery store advertisements Composition or spiral notebook Glue Pencil
What You Do:

1. Start by looking through the magazines or grocery store advertisements with your students for a picture of a product that contains a word family chunk in its name. For example, if you find a picture of grapes, you can use the ape word ending for the activity. You can use any picture that's simple enough to build a word family around. 2. After selecting a picture, have him/her cut it out and glue it at the top of the first page of the notebook. 3. Review the word ending with him/her. How does it sound? Under the picture, have him/her spell out the word family. Example: for dog food, write the letters "-og" under the picture. 4. Now ask him/her to write all of the words he can think of that end in "og" and are pronounced the same. Give him a few hints to get him started, then let him/her take the reins. Words he could write could include dog, fog, smog, jog, log, etc. Encourage him/her to sound out each word as (s)he writes it down. 5. Of the words created, select the ones that are real English words (e.g. if the student makes up aog say, Aog does end with og, but that is not a word in English. Fog is a word though. It means neblina. 6. For each word in the family, have the student create a drawing. 7. Over the course of the school year, continue to add more pictures to the notebook for new word families. As (s)he becomes more familiar with the activity, (s)he can start choosing his own sound chunks to focus on. The more (s)he practices, the better (s)he'll be at recognizing word families! Be creative! Look for possible product names to use everywhere in your environment. You can choose names of restaurants, stores, toy brand namesanything (s)he may be familiar with. The more creative you can get the more likely he or she will be to remember that word family.
Source: Victoria Hoffman, M.A. Source: http://www.education.com/activity/phonics/
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Unit 1.6 Folktales English as a Second Language Learning Activity Describing Character Organizer
Source: edhelper.com
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Unit 1.6: Folktales English as a Second Language

Learning Activity Vocabulary Inference Chart
Infer Unknown Words!

Clues can be: From the text (say what it was), illustrations, or in the sentence
Unknown Word What I think it means What clues helped me Check the dictionary or a friend
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Unit 1.6: Folktales English as a Second Language Other Evidence Character Comparisons
Name:__________________ Character Comparisons
Character Name: Character Name:
Date:_______
Drawing:
Drawing:
Both Characters are the same because they both:
_________________ is different because
_________________ is different because
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Unit 1.7: Habitats English as a Second Language Other Evidence Food Chain
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Unit 1.7: Habitats English as a Second Language Other Evidence Three Tab Book
Source: www.homeschoolshare.com
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Unit 1.8: How We Change English as a Second Language Learning Activity Sequence Chart
Source: 2004 IRA/NCTE read.write.think
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Unit 1.8: How We Change English as a Second Language Other Evidence Life Cycle Wheel
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Source: KIZCLUB.com
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Unit 2.1: Bilingual and Proud English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will develop a sense of being bilingual and proud by finding commonalities between English and Spanish through cognates and through examples of bilingualism in their families and in their environment. Transfer goal: Students will leave the class able to use their knowledge of bilingualism to develop their own identities as a bilingual speaker who can move through different cultures by speaking more than one language.

Listening and Speaking L/S.2.3 Uses appropriate vocabulary and language patterns to identify, describe, and classify familiar concepts related to self, family, and environment, and to interact with peers. L/S.2.4 Demonstrates verbal and nonverbal forms of greetings, farewells, and introductions using the appropriate courtesy expressions in simple sentences. L/S.2.5 Expresses feelings, needs, ideas, and experiences; discusses learned concepts from content area or class readings using acquired language. Writing W.2.4 Writes to express feelings, familiar topics, experiences, and describe a picture; uses high frequency words to write simple sentences of three to four words in length; applies correct word spacing.

Being bilingual allows a person to move between different cultures and have more opportunities in life. English and Spanish both have roots in Latin and have cognates that can help comprehend new vocabulary. Language can bring out different aspects of our personality.
What does it mean to be bilingual? How are English and Spanish similar and different? How does knowing one language help the other? Am I the same person when I speak in English or Spanish?

English and Spanish are related to Latin and have a variety of cognates that can be used as a strategy for language acquisition False cognates, which are words that are similar in spelling, but have different meanings

Use appropriate vocabulary and language patterns to identify, describe, and classify familiar concepts related to self, family, and environment, and to interact with peers. Demonstrate verbal and nonverbal forms of greetings, farewells, and introductions using the appropriate courtesy expressions in 175
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Unit 2.1: Bilingual and Proud English as a Second Language 5 weeks

Language is tied to identity and therefore, bilingualism means not only to be competent in two languages but also to exist and have identities and feelings attached to both languages Being bilingual can assist in travel, meeting new people, deepening ones own knowledge of their first language, and can offer career opportunities Concepts related to family Forms of greetings, expressions, and feeling words Bilingual, monolingual Proud, pride Frustrated, angry, depressed Immigrant, move Identity, self Persevere, keep trying, determined Cognate, false cognate Code-switching Vocabulary Meaning Similar, different Pair Match Sight words Sentences Greetings (hello, good morning, good afternoon, good evening, hi) Farewells (goodbye, bye, take care, see you later) Introductions (Hi my name is _____, what is yours? How are you? Im _____ thank you. How about you? simple sentences. Express feelings, needs, ideas, and experiences. Discuss learned concepts from content area or class readings using acquired language. Write to express feelings, familiar topics, experiences, and describe a picture; uses high frequency words to write simple sentences of three to four words in length; applies correct word spacing.
Content Vocabulary

Spanish Me/English Me After having read aloud a variety of texts that deal with language learning and bilingual
Other Evidence
Sight Words/Dolch Words Monitoring Throughout the year teach a set of five to seven Dolch Words a week to improve 176
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characters, have the students create a book on their life in Spanish and in English Have students brainstorm in a T-Chart what activities he/she does in Spanish and in English (if English is only spoken in school, where does he/she see English or hear English (TV, music, movies) To show a model, create your own Spanish Me/English Me book to have students see how you exist in Spanish and English worlds. Have illustrations for the various sentences (example: Spanish me talks to my abuelita, laughs with my tias and primos, gets consejos from my mami. English me loves to listen to music, dance to Beyonce, and laugh at cartoons. Spanish me dances to salsa, sings along to Calle 13, and reads Condorito. English me shares in class, writes stories, and learns new words. I love the Spanish and English Me.) Use attachment 2.1 Performance Task Descriptive Writing Rubric to assess writing process, word choice and sentence fluency. (Only grade on topics that have been taught, e.g. if students have not learned irregular past tense, do not grade) Part of being bilingual is code switching or going between two languages when there is a word that fits the feeling better. Read aloud the poem, My Tongue is Like a Map (see attachment: 2.1 Performance Task Bilingual Poem and Questions) and have students discuss why some words are in English and some in Spanish. Do some words have more of a connection or history to one language? Also have students compare how the speaker feels about being bilingual. Does he want to be bilingual? Why or why not? Are there any benefits to being bilingual (e.g. career opportunities)? Does the speaker change his feelings about being bilingual throughout the poem? (e.g. when someone dreams in two students fluency. Use attachment 2.1 Other Evidence Dolch Checklist to monitor the students progress in acquiring Dolch Words. Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Based on words you select for the whole class and on the individual words students want to know in English for their individual word list, have a conference for each student to check if the student understands the vocabulary words when listening and speaking (say it by itself, with a sentence starter, or independently). Social Language Observation: During morning message, story time and instructions, use attachment, Resource 7 Social Language Rubric to note growth of students ability to follow instructions, and participate during read alouds. Comparing self to a bilingual character From the read alouds of characters who are bilingual or are in the process of becoming bilingual, have students describe the character traits of the character (see attachment: 2.1 Learning Activity Character Map) and then, have them compare themselves with the character using graphic organizer (see attachment: 2.1 Other Evidence Character Comparison) in order to find traits that the students have in common with the character during the language learning process. Journal Writing Because this unit is focused on developing the students identity as a bilingual learner, have students reflect in a notebook on a daily or weekly basis throughout the unit. Some topics or prompts you can ask students to write about: o What they have learned from the story o How do I feel about English o How do I feel about Spanish o Do I hate English? Why or Why not? 177
Bilingual Poem
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languages it can show they are bilingual) Have students write a poem about becoming bilingual. See attachment, 2.1 Performance Task Bilingual Poem and Questions for a model of brainstorming, sample poem, and sentence starters students can use for their own bilingual poems. Have students brainstorm using a Venn Diagram to compare and contrast how the student feels speaking in Spanish and Speaking in English. In the Venn diagram have students write down what feelings they have when learning in Spanish, English and brainstorm memories when they enjoyed learning in English, Spanish, or both languages. When drafting, make sure their poem has both English words and Spanish words (to show code-switching). Have students work in pairs to write their own poems because it can help with coming up with words or ideas. During the revision process, use the poem, My Tongue is Like a Map and sample, Becoming Bilingual as a model to ask if students have shared their feelings about English and Spanish and being bilingual. Have a discussion to see if their own feelings about being bilingual have changed throughout the unit. Have students have peers help with spelling (looking at words on word wall, use picture dictionary) during revision process. Have students create a class book of their bilingual poems and share their work with family and school community members to celebrate being bilingual and proud o o o o o o o o o What does bilingual mean? Am I bilingual? Why or Why not? How does being bilingual help me in life? Who do I know in my life that is bilingual? Can I be Puerto Rican and speak English? How are English and Spanish similar? How are English and Spanish different? Am I the same person in English? Based on a reading or discussion, ask students to free write, or come up with a topic for the class to write about

Routines for the year The theme of this year is bilingual and proud, to encourage students to think of themselves as bilingual by using their knowledge of Spanish to learn English. This is done by helping students find similarities between the two languages (cognates, alphabet, prefix or suffixes, etc.) and to make 178
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them feel successful that they can use their prior knowledge of Spanish to acquire English. Select a color marker for English and a color marker for Spanish. This way students are used to the pattern of a word (e. g. English words could be written in black and words in Spanish could be written in blue). This color-coding strategy will help with all of your activities throughout the unit and year (e.g. word walls, cognate word wall, posters, model writing, etc.) Have a word wall throughout the year for the vocabulary selected from read alouds and from class activities and unit themes. In this unit, you will also have a cognate wall. It can be used throughout the year as well because it will build up the students sense of success in English. In addition, students will be learning sight words, so it is also helpful to have these be a part of the word wall. For examples of how to select words for the word wall, look at the website: http://www.readingrockets.org/article/14343/ and the attachment, Resource 2 Using Word Walls to Improve Instruction. Every class begins with a morning message to start the class. (E.g. Today is ______, we will _____.) to let the students know what they are doing and it is also when you can teach days of the week, have students fill in the blanks of words, identify sight words, cognates, etc. (see attachment: Resource 5 Morning Message Reasons and Research). Ask the students what they think when you ask, What does it mean to be bilingual and proud? This question will be at the center of the unit because the students own notions of self will hopefully change as the unit goes on. Have the class define what does it mean to be a bilingual (Is it being perfect in two languages or that you can communicate in two languages?) Ask why it is helpful to be bilingual and whether or not it is a good thing to be bilingual and proud. Have family members who are bilingual or learning a new language come in and share their stories. Have students prepare a set of questions for their guests about the experience and their feelings, how they learned it, why they learned it. After each guest shares their story, students can write thank you cards about what they learned from the guests talk and draw a picture of what influenced them. They can also keep a notebook journal where they can write their own reflections about their own experiences and what they learn from the guests. Have students find examples of bilingual text in magazines, newspapers, advertisements, TV, internet, radio stations, music (e.g. some singers like Shakira, Ricky Martin, Calle 13 or Pitbull use English and Spanish in its lyrics and they can write the examples down). Have a bilingual wall where students can post their examples. Have students share stories about how they feel when they speak English. Do they feel frustrated because they cant communicate everything they think and feel? Do they feel excited to learn a new language? Have them draw pictures of how they feel when learning English or/and also complete a Venn Diagram of themselves speaking Spanish and English. What about them stays the same when they speak either language? (see attachment: 2.1 Learning Activity Venn Diagram) Have them guess how long it will take to become fully bilingual (competent in both languages). Share how learning a new language takes time (7 to 10 years for academic language) and it takes a will or desire to learn it. Share your own story about learning to become bilingual and your own feelings of the experience to create a supportive space in the classroom that its okay to get frustrated, but to know speaking in a second language doesnt reflect their ability or who they are. 179
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Read aloud books that deal with being bilingual and have the students discuss the question, Am I the same person when I speak in English or Spanish? A good book is I Hate English! about a girl who does not want to speak English because she loves her language from China. She shares how she feels when she speaks Chinese and how she gets over her disgust of English with time and trust. Or A Diary from Here to There about a girls worries immigrating to the US from Mexico and her fears of language. Another is One Green Apple and the experience of an immigrant from Iraq speaking her first word in English and reconciling developing a dual self in English and in Arabic. To discuss Am I the same person in English and in Spanish? read aloud My Name is Jorge on Both Sides of the River a collection of poems about an immigrant to the US who speaks Spanish. Poems deal with identity and language. Have students write their own poems as a response about their names in English and Spanish (e.g. Jorge/George). Read aloud bilingual books that have the same story, but are in different languages. Select passages that have different rhythms and discuss which language makes that part in the story more powerful (E.g. Abuelo y Yo about a Puerto Rican family, Featherless about a boy in a wheelchair and his bird). Read aloud Antonios Card and have students create their own bilingual card to express their feelings about their family in English and Spanish. This book can also open up discussion to alternative families (adopted, single families, same sex families, living with grandparents, because no one family is the exact same) and how our feelings can come out differently in different languages. Read aloud a text with multiple languages (like Subway Sparrow) to discuss how when you live in a city you can meet people who speak a different language from you. How do the characters work together to solve a problem and they are speaking different languages? You can accompany this story with a story board or comic strip for a retelling (see attachment: 2.1 Learning Activity Comic Strip). Ask students, How are English and Spanish similar and different? see what they come up with! Help students brainstorm examples of how English is similar and different (examples: share similar cognates, use the same alphabet, similar prefixes and suffixes, different way of conjugating verbs, placement of adjectives, verbs in Spanish indicate subject, while English needs pronouns). They are now in their third year of English class, so students should be at level 2 (beginning) or level 3 (developing) in English (see attachment: Resource 6 Performance Levels of ELLs). Introduce the idea of cognates. Cognates are words that share the same etymology. Give examples of words in Spanish they already know that are the same or very similar in English (e.g. animal, hamburger, color, banana, etc.). Select a list of words in English that students can guess their Spanish equivalents. Have them work in partners to find the Spanish cognate for the English words (use list: http://www.colorincolorado.org/pdfs/articles/cognates.pdf ) Create a cognate wall where students can share cognates they find in read alouds or from your cognate activities. Make sure to color code the English and Spanish words. Play cognate matching game where students get a card and they have to find their cognate pair. When you read aloud and you find a cognate, ask the students I found a cognate, what is its Spanish pair? Create a list of cognates found in books and have them be a part of your cognate 180
Vocabulary Development
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wall. Discuss How are English and Spanish similar and different? when false cognates are found. Explain that some words sound similar in Spanish and English but are actually not the same word (e.g. soap/sopa, carpet/carpeta). For these words students can create false cognate book where they draw each word or write silly sentences with different pictures in a book or comic strip (e.g. The man did not enjoy his soap (with a picture of a man trying to eat a bar of soap instead of a bowl of soup, or the student brought her carpet to class (instead of carpeta, or folder). Ask How are English and Spanish Similar? when it comes to saying hello. Have students share their answers and examples. Share how greetings in English and Spanish are similar. Have students create a list in Spanish of how they greet each other. See if students know the English equivalent (in Kinder and Grade 1 they also have expectations to know greetings and have sung songs; see unit 1.3 for the song). Have a poster that has introductions in English on one side (e.g. Hello, my name is ____ or How are you today? I am fine, thank you. How are you?) and Spanish on the other side. Have students practice greetings, introduction, and farewells in partners, through acting (have them create a scenario: e.g. going to the market, going to the doctor, meeting a new friend) and have them use the greetings on the word wall or poster in their role play. Have students draw comics where the characters are meeting each other and use appropriate greetings (see attachment: 2.1 Learning Activity Comic Strip). Search for examples of greetings or introductions in storybooks. Have students create a list of examples they find. Teach five to seven sight words a week to have students improve writing fluency as well as reading fluency in English. Introduce them during morning message, have students fill in the blanks of sentences as they get comfortable. Make note cards with the sight words (or download them from http://www.superteacherworksheets.com/dolch.html) with the note cards, students can select them to write sentences, to act them out in front of the class, to play memory or matching games with a partner. Have students search for the words in books with partners to reinforce the idea that these words are the most commonly found words in English. Lesson on teaching listening skills along with I Hate English! by Ellen Levine: http://www.scholastic.com/teachers/lesson-plan/i-hate-english-discussion-guide Article and Activities on using cognates in the classroom: http://www.readingrockets.org/article/14307/ 21 lessons to teach sight words, or Dolch Words (includes a downloadable file of all 21 lessons: http://www.mrsperkins.com/activities.html) Downloadable Dolch words with activities: http://www.superteacherworksheets.com/dolch.html 181
Greetings, Farewells, and Introductions
Writing: Sight Words/Dolch Words
Sample Lessons

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Unit 2.1: Bilingual and Proud English as a Second Language 5 weeks Additional Resources
PDF of cognates and changes in word endings (e.g. information informacion, classify classificar) to help students find patterns in cognates: http://www.esdict.com/downloads/English%20Spanish%20Cognates.pdf Dolch Words Bingo Games: http://www.mrsperkins.com/dolch-games.html Articles on the multiple benefits of being bilingual: http://www.cal.org/earlylang/benefits/benefits_of_being_bilingual.html Different downloadable comic strips for teaching retelling, storytelling, vocabulary, and to use to brainstorm stories: http://donnayoung.org/art/comics.htm An interesting article about dreaming and thinking as bilingual or multilingual: http://www.psychologytoday.com/blog/life-bilingual/201103/thinking-and-dreaming-in-two-ormore-languages
I Hate English! by Ellen Levine Subway Sparrow by Leyla Torres My Name is Jorge on Both Sides of the River by Jane Medina One Green Apple by Eve Bunting My Name Is Yoon by Helen Recorvits Home at Last by Susan Middleton Elya Everybody Cooks Rice by Norah Dooley Bilingual Books: o Mis Abuelos y Yo by Samuel Caraballo (set in Puerto Rico) o Antonios Card by Rigoberto Gonzalez o My Diary from Here to There by Amada Irma Perez o Featherless/Desplumado by Juan Felipe Herrera o Benjamin and the Word by Daniel A. Olivas o Pepita Talks Twice / Pepita habla dos veces by Ofelia Dumas Lachtman o Carlos and the Carnival/ Carlos y la feria by Jan Romero Stevens Greeting Books o Good Morning, Good Night/ Buenos Dias, Buenas Noches by Michael Grejniec o Buenos Dias, Carlitos by Melody Moore Holmes (you can also use this book for the weather vocabulary) o Good Night, Good Knight by Shelley Moore Thomas (This is a story about the bed time routine) Scott Foresman Reading Collection 1.5 o Take Me There Book and Practice Book o A Real Gift by Diane Hoyt-Goldsmith page 10 ( Finding Commonalities)
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Unit 2.2: Where are we? English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will learn about different types of landforms (e.g. coasts, mountains, rivers, lakes) and the causes and effects of human interaction with the land (building dams, or constructing cities). Students will read, identify and classify organizational structures in both fiction and non-fiction texts. Transfer goal: Students will leave the class able to use their learning about cause and effect to become aware of their surroundings and the various effects (both positive and negative) humans have on the environment.

Listening and Speaking L/S.2.1 Listens and responds to simple commands, instructions, and statements, and is able to answer the 5-W Questions (who, what, when, where, and why) during story time using expressions to demonstrate engagement. Writing W.2.1 Matches all uppercase letters to their corresponding lowercase counterparts; arranges words in alphabetical order using first letter criteria. W.2.4 Writes to express feelings, familiar topics, experiences, and describe a picture; uses high frequency words to write simple sentences of three to four words in length; applies correct word spacing. W.2.5 Uses the dictionary as an aid in the writing process; uses visual aids to support generating ideas.

Being bilingual allows a person to move between different cultures and have more opportunities in life. There are a variety of ways to organize information to help the reader remember and connect to a text. Puerto Rico has a unique biodiversity because of its geography (mountains, beaches, lowlands, and rainforests). Humans change where they live for economic reasons (damming, creating beaches, levees).
What does it mean to be bilingual? How can information be organized? What makes Puerto Rico a unique place? Should we change the land around us? Why or why not? Why do we live where we live?

Various types of landforms and waterways (island, coast, mountain, river, lake, ocean, valley)

Listen and respond to simple commands, instructions, and statements during story time using expressions to demonstrate engagement. 183
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Unit 2.2: Where are we? English as a Second Language 5 weeks

Human impact on land (deforestation, building dams, pollution) Cause and effect structure in fiction and nonfiction Non-Fiction text features and organization (such as titles, captions) to find the main idea Dictionary skillsorganization, purpose etc The 5 Ws of asking questionswho, what, when, where, why High frequency spelling words Alphabet sounds and letters Habitat, home Organizational structures: (cause and effect, compare and contrast, timeline, chronological order) Cause and effect key words (if, then, so, that, because, reasons why, as a result) Geography Environment Physical features (beach, hills, mountains, valleys, lowlands, harbor) Waterways (river, lake, ocean) Map vocabulary: Cardinal directions (north, south, east, west), compass, globe Human Interactions with land (building cities, constructing dams, removing forests) Positive, negative (effects) Helpful, harmful Flood, soil erosion Questions (who, what, where, when, why, how) Uppercase, lowercase Alphabetical order, alphabetize Answer the 5-W questions (who, what, when, where, and why) during story time using expressions to demonstrate engagement. Match all uppercase letters to their corresponding lowercase counterparts. Arrange words in alphabetical order using first letter criteria. Write to express feelings, familiar topics, experiences, and describe a picture. Use high frequency words to write simple sentences of three to four words in length. Apply correct word spacing. Use the dictionary as an aid in the writing process. Use visual aids to support generating ideas.
Content Vocabulary

Puerto Rico Diorama: Before and After Have students with a partner select a place in Puerto Rico that has a landform (coast, harbor, mountains, valley, lowlands) and have
Other Evidence
Sight Words/ Dolch Words Monitoring Throughout the year teach a set of five to seven Dolch Words a week to improve students fluency. Use attachment 2.1 Other 184
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students create a model of the landform in its natural state (with no humans) using construction paper or clay. Then, in another box, have the students create a diorama of the landforms but with human intervention. Place the two dioramas side by side as a visual cause and effect of human interaction on landforms. Then, have the students use their cause and effect graphic organizers from the learning activities on cause and effect to help them formulate a paragraph to describe the cause and effects of human intervention on local landforms. Use attachment, 2.2 Performance Task Key Words in Expository Text to help use words that indicate cause and effect relationships. During the writing process, have students use picture dictionary as well as vocabulary from the word wall and sight words to help with spelling and to include vocabulary in their writing. Reinforce capital letters with proper nouns, (names of cities, names of people, specific name of dam) because students will need to match the correct uppercase letter with lowercase letters in their writing. Use attachment, 2.1 Performance Task Descriptive Writing Rubric to evaluate writing. Check for proper capitalization of proper nouns and beginning of sentences as well as punctuation and spelling of vocabulary words and sight words. Based on the Landforms Dictionary the students have made, have them make a 3D model of an island (if they can do Puerto Rico, amazing!) on the inside of a shoe box lid that has all of the landform features they have learned about (rivers, lake, island, mountain, hill, bay, peninsula, valley). After creating the model, have students 185 Evidence Dolch Checklist to monitor the students progress in acquiring Dolch Words. Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Based on words you select for the whole class and on the individual words students want to know in English for their individual word list, have a conference for each student to check if the student understands the vocabulary words when listening and speaking (say it by itself, with a sentence starter, or independently) Social Language Observation: During morning message, story time and instructions, use attachment, Resource 7 Social Language Rubric to note growth of students ability to follow instructions, and participate during read alouds. Landforms Dictionary Have students create an illustrated dictionary of vocabulary related to landforms (see attachments: 2.2 Other Evidence Landforms Dictionary Lesson and 2.2 Other Evidence Landforms Dictionary Checklist) Alphabetical Order Observation Give student index cards with words (can be sight words or landform vocabulary) and have students order the words in alphabetical order by the first letter
Create a 3D model of landforms using salt dough
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create a compass and a legend that labels the different types of landforms that are on their 3D model. Have students present their models to partners to practice using the vocabulary and to ask each other questions, e.g. Where is the _____? What is in the South? Writing extension: Have students write a paragraph on their model. (E.g. My landforms 3D map has many different landforms. In the North there is a coast and a bay. In the south there are rivers and valleys. In the east there are mountains. My landform is a unique island in the ocean.) Salt Dough: 2 cups flour 1 cup salt cup water 1 teaspoon oil a few drops of food coloring (see below) Mix the salt and flour in a large bowl and then add the water. Knead the mixture until it becomes smooth and elastic. Store in baggie to prevent dough from drying out. Create different batches of salt dough with different colors: e.g. brown for mountains, blue for water, green for hills, or do not add color and have students paint model.

Reinforcing Bilingual Identity with Science Continue adding to the cognate wall with the vocabulary from this unit. Share how science words in English and Spanish share cognates from Latin and have students guess the Spanish cognate matches to vocabulary words form the unit (e.g. geography, map, cause, effect, information, fiction, non-fiction, bay, mountain, and ocean, positive, negative). During read alouds and writing have students use their knowledge of Spanish to help infer new words in English through cognates and to help each other with comprehension questions. Ask How can information be organized? Use lessons below on comparing and contrasting fiction and non-fiction text to describe how they are organized differently (fiction stories have a 186
Teaching Non-Fiction Structure: 5Ws through Landforms
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problem/solution, beginning, middle, and end, and are imaginary. Non-Fiction is true and organized in different ways. It uses titles to share main idea and give information). To compare and contrast fiction and non-fiction, you can read texts that are fiction (compare Lets Go to the Beach and What is a Landform? to show how you can gather information from both. Students can also complete a Venn diagram comparing and contrasting the books. Students can create a class chart comparing Fiction and Non-Fiction text features to use as a class reference. Use 5Ws (Who, what, where, when, why) when doing a read aloud of non-fiction to learn about landforms. Students can read in pairs another book at their level and practice finding the 5Ws. Have students investigate how Non-Fiction texts are organized by reading What is a Landform? or Introducing Landforms and Mountain Dance (very different non-fiction texts, but both give information on mountains and how they change). In pairs, have students decide how the information is organized (Is it cause and effect? Is it alphabetical order? Is it compare and contrast?). Ask, What makes Puerto Rico a unique place? Discuss the name Puerto Rico and how it is connected to a landform (a rich port because of the bays on the coast!) Share how we decide to live by helpful landforms. Have students brainstorm about landforms in Puerto Rico that are helpful to humans and why (you can create a t-chart) bays: for ports and harbors, coast: access to fishing, valleys and rivers: for trade, water to live and farm, etc). Read aloud Mi Isla y Yo/My Island and I to find examples of landforms in Puerto Rico as well as by using maps (which is a part of the Landforms Dictionary Lessons). Have students write a journal entry of how landforms affect how they live, what activities they do with their families (go to the beach, harbor), where they live, the jobs in the community. Read aloud A River Ran Wild: An Environmental History to give an example of how a landform, like a river, changes over time because of human interaction. It is a great way of teaching both cause and effect and chronological order (because it follows the life of a river from 1400-1990). While you read aloud, ask question, Who is changing the river? How? Why? When is this happening? to reinforce comprehension. With the class create a cause and effect chain from the story and a timeline of how the river has changed to reinforce different ways of organizing information. Read the book aloud more than once to get the details. With your students, do a survey of landforms around your town. Have the students notice if you live by mountains, hills, on the coast, on a peninsula, by a river, etc. Create a list in class. Ask Why do we live where we live? What landforms are we benefitting from and why? (rivers or bays for easy trade, valleys for planting crops). Ask, Can humans change where we live? Discuss examples of how these landforms have been affected by humans. Was there a construction of a dam or pollution by the river? Was there the construction of homes on hillsides where trees were cut (which would lead to soil erosion and mudslides?). Have students create a cause and effect chart (see attachment: 2.2 Learning Activity Cause and Effect) of different effects that can happen with human interaction on a landform (e.g. dams 187
Cause and Effect Lessons (for Performance Task, Puerto Rico Diorama: Before and After)
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prevent flooding for people downstream, but they cause floods for people upstream. Dams prevent fish from swimming). This will require talking with partners or in groups, and then bringing the students brainstorms to the class to have a discussion on effects of humans on landforms because some are positive and some are negative. Writing: Alphabetical Order and Picture Dictionary Use To help with alphabetical order as well as picture dictionary use, do a walk through the picture dictionary to show how information is organized in alphabetical order. Model how you can use the alphabet (have an alphabet in the class students can have access to check) by looking at the class alphabet or by singing the alphabet song to find the order of the letter. When studying sight words, with partners, have students arrange words in alphabetical order using first letter criteria. You can also do this with vocabulary words on the word wall. Have students access the picture dictionary to practice writing sentences with their sight words. Have a picture dictionary game where students try to find cognates. You can also do this during morning messages Who can alphabetize these three words? to reinforce sight words and vocabulary words. Have students practice alphabetizing words that are uppercase and lowercase to check if they know both the uppercase and lowercase of the letters. Reinforce alphabetical order with the landforms dictionary. Give examples of other landforms. Where would it be in their landforms dictionary? Use book, Geography from A to Z: A Picture Glossary as a way of showing how information can be organized using the alphabet. Lessons on Creating a Landform Dictionary (see attachments: 2.2 Other Evidence Landforms Dictionary Lessons and 2.2 Other Evidence Landforms Dictionary Checklist) On determining the main idea in a non-fiction text. Can be used with any book http://www.readworks.org/lessons/grade2/main-idea/lesson-1 Read If you Give a Mouse a Cookie to teach about cause and effect http://www.readworks.org/lessons/grade1/cause-and-effect/lesson-1 Read Deserts to teach Text Features http://www.readworks.org/lessons/grade2/explicit-information/lesson-1 To compare and contrast fiction and non-fiction texts http://www.readworks.org/lessons/grade2/genre/lesson-1 To identify non-fiction text features http://www.readworks.org/lessons/grade2/genre/lesson-2 Website on Landforms in Puerto Rico http://www.studyzone.org/testprep/ss5/b/compuertricol.cfm Vocabulary Picture Cards of Landforms http://quizlet.com/4497844/landforms-2nd-grade-pines-flash-cards/ Glossary of Landforms http://www.enchantedlearning.com/geography/landforms/glossary.shtml How to on Dioramas including links for pictures http://www.squidoo.com/shoebox-diorama Video on the Portuguese Dam near Ponce http://www.youtube.com/watch?v=nQFub1fsYQ&feature=related 188
Sample Lessons

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Unit 2.2: Where are we? English as a Second Language 5 weeks Literature Connections
On Puerto Rico: o Coqui and his Friends by Alfonso Silva Lee o Mi Isla y Yo/My Island and I: The Nature of Puerto Rico by Alfonso Silva Lee Non-Fiction Texts: (more traditional) o What is a Landform? by Rebecca Rissman o Introducing Landforms by Bobbie Kalman o Deserts by Darlene Stille o Alphabetical Order: Geography from A to Z: A Picture Glossary by Jack Knowlton o Oceans by Seymour Simon o Non-Fiction Texts with non-traditional organization (story or poetic writing) o A River Ran Wild: An Environmental History) by Lynne Cherry o Mountain Dance by Thomas Locker (a beautiful book about how mountains change) o Water Dance by Thomas Locker (a great book to teach vocabulary about water) o River Song: With the Banana Slug String Band by Steve Van Zandt o Lets Go to the Beach by Mary Hill o Hello Ocean/Hola Mar by Pam Ryan (bilingual) o Fernandos Gift/El Regalo de Fernando by Douglas Keister (bilingual) about preserving the rainforest Cause and effect: o If You Give a Mouse a Cookie by Laura Joffe Numeroff o Pass the Energy, Please! by Barbara Shaw McKinney (food chains and human interaction with nature) o All in One Hour by Susan Stevens Crummel o Dont Slam the Door by Dori Chaconas o The Day Jimmys Boa Ate the Wash by Trinka Hakes Noble o Miss Nelson is Missing Harry Allard and James Marshall o If You take a Mouse to School by Laura Joffe Numeroff o If You Give a Moose a Muffin by Laura Joffe Numeroff
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Unit 2.3: Myths and Creation Stories English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will study creation myths from Puerto Rico and other countries by describing story elements in order to write and perform their own creation myths. Transfer goal: Students will leave the class able to use their learning about creation myths to understand the contributions of the Taino culture to Puerto Rico and to compare and contrast different stories and world views of various cultures from around the world.

Listening and Speaking L/S.2.1 Listens and responds to simple commands, instructions, and statements, and is able to answer the 5-W Questions (who, what, when, where, and why) during story time using expressions to demonstrate engagement. L/S.2.2 Applies phonemic awareness and auditory discrimination to identify distinctive sounds. Reading R.2.4 Identifies and states the main character; establishes similarities and differences between characters; identifies the setting within narrative text. R.2.5 Demonstrates an understanding of story organization of beginning, middle, and end; makes predictions within narrative text. Writing W.2.4 Writes to express feelings, familiar topics, experiences, and describe a picture; uses high frequency words to write simple sentences of three to four words in length; applies correct word spacing.

Being bilingual allows a person to move between different cultures and have more opportunities in life. Different types of literature have different characteristics which influence the organizational structure Creation myths share knowledge about the land and ecosystem of a place Taino culture shares art and history and how humans can live in balance with nature
What does it mean to be bilingual? How and why are stories organized in different ways? What can we learn from the Tainos? What do creation myths tell us about a culture?

Creation myths from around the world Creation myths give examples of cultural

Listen and respond to simple commands, instructions, and statements. 190
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Unit 2.3: Myths and Creation Stories English as a Second Language 6 weeks
values Variety of myths (creation of earth, why the sun and moon are in the sky, animal features) Myths teach us about native flora and fauna, and landforms Past tense of verbs ed and irregular verbs (e.g. go/went, run/ran, sleep/slept, drink/drank, eat/ate) The structure and element of myths as a form of literature Character traits High frequency spelling words Vocabulary for sequencing, question words and character traits Creation myth Main character Setting Compare, contrast, similar, different Hero Taino Original inhabitants, indigenous Character Traits (e.g. brave, strong, curious, kind, difficult, tricky, helpful, friendly) Helper, trickster, enemy, friend 5 questions (who, what, where, when, why, how) Sequence words (e.g. first, in the beginning, then, next, in the middle, lastly, finally, in the end) Problem, solution, conclusion Environment Animal feature Habitat Predator, prey, food chain Able to answer the 5-W Questions (who, what, when, where, and why) during story time using expressions to demonstrate engagement. Apply phonemic awareness and auditory discrimination to identify distinctive sounds. Identify and state the main character and establish similarities and differences between characters. Demonstrate an understanding of story organization of beginning, middle, and end. Identify the setting within narrative text and write to express feelings, familiar topics, experiences, and describe a picture. Use high frequency words to write simple sentences of three to four words in length. Apply correct word spacing.
Content Vocabulary

Creation Myth Animal Part of creation myths is the role of the environment and animals that coexist with
Other Evidence
Sight Words/ Dolch Words Monitoring Throughout the year teach a set of five to seven Dolch Words a week to improve 191
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humans. To prepare to write their own creation myths, have the students study an animal that is native to Puerto Rico (Iguana, Boa, Coqui, Parrots, Fish, etc.) that he/she would like to have as a character in their creation myth. Have students discuss, What do creation myths tell us about a culture and its place? to help students focus on the role of animals in the stories. Have them create a list in groups of animals in stories and what was their role (Helpers? Tricksters? Enemies? Friends?). Have students decide what type of animal he/she wants to be in his/her creation myth by brainstorming as a class examples of animals native to Puerto Rico (use literature resources) and have students create a poster or brochure on the animal. It must include: o Where the animal lives (habitat) o What are unique or special features of the animal that could appear in the story (e.g. strength, camouflage, how it catches food) o Its place in a food chain or food web (what is its predator and prey?) Have students use picture dictionary, word wall and peer editing for spelling of vocabulary and sight words. Have students present their work to the class to practice oral skills. Use attachment 2.1 Performance Task Descriptive Writing Rubric to assess writing. Based on the research from the animal project, have the students use the animal as a character (can be main character or side character) to write a creation myth. The creation myth can either be about: 1. How the earth was created 2. To describe natural phenomena (e.g. why there is a sun, moon, stars, why Puerto Rico is an island) 3. To describe an animal feature (why the 192 students fluency. Use attachment 2.1 Other Evidence Dolch Checklist to monitor the students progress in acquiring Dolch Words. Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition) Based on words you select for the whole class and on the individual words students want to know in English for their individual word list, have a conference for each student to check if the student understands the vocabulary words when listening and speaking (say it by itself, with a sentence starter, or independently). Social Language Observation: During morning message, story time and instructions, use attachment, Resource 7 Social Language Rubric to note growth of students ability to follow instructions, and participate during read alouds. Sequence Three Tab Foldable Have students create a three tab foldable for the beginning, middle, and end of myth. Inside the foldable have the student draw a picture for each and write a sentence describing the important event at the beginning, middle, and end of the story (see attachment: 2.3 Other Evidence Three Tab Foldable) Character Comparisons Graphic Organizer Have students compare and contrast characters from a myth using the attachment 2.1 Other Evidence Comparing Characters.
Create own Creation Myth
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coqui sings, or how did the parrot get its colors, or the iguana got its spikes). Have students discuss with a partner their ideas for the story, develop their vocabulary, and then use graphic organizers 2.3 Performance Task Story Map with Theme to plan out their story. Make sure the story includes the animal from their animal research. Students will draft, receive peer support for revision of ideas and editing for spelling, capitalization and sentences. Have students publish their story as a book with illustrations and create a class book of everyones story or have students stories featured in the classroom library or school library. Invite families to celebrate the students work by having students read their stories to visitors and share their animal research (in small groups or one to one). They can dress up as their character or animal. Have students self reflect on What do creation myths tell us about a culture? by sharing how they learned more about Puerto Rico. Use attachment 2.3 Performance Task Narrative Writing Rubric to assess student work.

Bilingual and Bicultural Ask if being bilingual means you have one culture. As bilinguals, you learn about another culture while you learn another language. In this unit students will learn about myths, ancient folktales from other cultures. Continue with finding cognates in stories, but also have an emphasis of bilingualism as a way of learning of new cultures and their stories.
Studying Character Traits through Myths Ask students about who were the original inhabitants (first people) who lived in Puerto Rico. If they know, you can do a word web brainstorm on a chart or board about what we know about the Tainos. After the brainstorm, as What can we learn from the Tainos? See if anything mentioned (their crafts, way of life, inventions) help us today? June 2012 193
Share that the unit will be about learning from the Taino and other indigenous groups from around the world. We will learn about how they created stories to explain the world around them. You can ask questions to peak their interest, e.g. Do you know why the coqui sings? and have students give answers. They can act out their ideas or draw them and label it with a description. If there are any family members who have a storytelling tradition, please invite them to the classroom to share stories (especially if they know any Taino or local myths). This will help students understand the benefit of storytelling and how it helps us learn about a culture. After every visit, use the 5Ws (who, what, where, when, why) to have students give a summary about what they learned from the visit. They can also create illustrations and write an opinion I liked the story because _____. I learned about how _____. My favorite part was when ______ Ask, What do creation myths tell us about a culture? and read aloud myths from Puerto Rico. Complete a chart in the class of all of your readings: Story Title Country/Setting Main Character and traits Creation Myth What we learned
From the stories, you can do character analysis of the traits of main characters, animals featured in the story, and other characters. For each story, model how you determine character traits (I think he is adventurous because he is going to a new place. He does not look scared) and ask questions to the students regarding character traits What is he/she like? How do we know? What is he/she doing? Why? Create a class chart of character/what (s)he says, does, and thinks and what character traits (s)he possesses. Compare and contrast characters from different stories or from within the same story. Use graphic organizer (see attachment: 2.1 Other Evidence Comparing Characters) by modeling it with the class and having students work in partners to complete the organizer. To emphasize setting, read creation myths from other countries and compare what differences there are in the story due to the different settings (Are there other animals involved? Was anything different (how people build houses), vegetation, and problems?) Discuss essential question, What do creation myths tell us about a culture? to emphasize the importance of setting and how it shapes peoples culture (crafts, materials, food, dress, housing, stories, beliefs, etc.)
Studying Sequencing through Myths Ask, Do stories need to be organized in the same way?Show or read a few samples to students to illustrate your point. In prior grades, students have been exposed to story sequencing in read alouds or by planning and writing their own stories. Have students tells stories orally and work together to find out how they are organized (if it is just anecdotal, or it begins with the end first, call and response, or there is a clear beginning, middle, end). Share that in story telling in Europe and other countries, there is a beginning, middle, and end that the reader can follow (e.g. Once upon a time to signal a beginning and to introduce setting and characters). Connect to how the myths of stories read usually end with the example of how something has come to be. Use this structure of the story to model how you can find the beginning, middle, and end of myths. While reading aloud, model how you can identify the sequence of the story and create a class poster/chart that you can fill out with the students as you read aloud, or after reading. Make sure you hang this up in class for easy reference. Have students act out, illustrate, make comics (see attachment: 2.1 Learning Activity Comic strip) June 2012 194
of the beginning, middle, and end of a story that was read aloud. Use graphic organizer (see attachment: 2.3 Learning Activity Sequence Map) to have students practice retelling stories using sentence starters (e.g. first, then, next, finally). Have students determine the problem and solution of the story as a way of sequencing. Have them compare and contrast how the stories end and if there are similarities or differences in structure. Use attachment, 2.3 Performance Task Story Map with Theme to help organize students ideas. Share how the theme or the big idea, is the lesson learned from the myth. Have them work in pairs to identify what is the theme or lesson learned from the myths. Although past tense is not addressed until 3rd grade, because you are reading myths that will use the past tense, it might be helpful to point out how verbs when we talk about the past use the suffix ed. It is important to note that the ed suffix has three pronunciations: /d/ (as in stored), /ed/ (braided), /t/ (walked), so that when students are applying the ed suffix, they tend to use the /ed/ pronunciation, as in, store-ed). If you see fit, you can share this distinction when reading aloud and note oh, this word ends with an ed, but its pronounced /t/ because it follows the letter k. For irregular past tense words that are commonly found, you can highlight them when teaching sight words during the morning message. Have part of the word wall commonly found past tense words (ate, went, slept, drank, ran, etc.) and students can create three tab foldables (see attachment: 2.3 Other Evidence Three Tab Foldables) to have the present tense on the front and open it to the irregular past tense. Model when reading aloud how to sound out difficult words (breaking it down into syllables, recognizing word families, letters). Offer time during morning messages by using vocabulary words and sight words to teach phonemic awareness to teach the pronunciation of words through letter sounds and word families. Provide time for partner reading in class so that students are practicing using their phonemic awareness developed during 1st grade through the Rhyme a Week program. When students are having trouble with words, see if partners can help identify the word family the work belongs to. If they both cannot solve it, they can Ask a friend, then the teacher to promote student cooperation and knowledge. Words that are difficult for students, they can break them apart into syllables or letters and create foldables that help them chunk out the sound (see attachment: 2.3 Learning Activity Phonics Foldable). You can create a center where students create the foldables of difficult words they encounter and of vocabulary words and sight words. Three Lessons on Myth features featuring a Taino Creation Myth http://www.readworks.org/lessons/grade1/genre-studies-myths History on the Taino and examples of Taino creations (instruments, tools) http://www.elboricua.com/BKTainos_LessonPlan.html See attachment, 2.3 Sample Lesson Sequence Strips Lesson 195
Past Tense
Phonemic Awareness
Sample Lessons

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Unit 2.3: Myths and Creation Stories English as a Second Language 6 weeks Additional Resources
Tips on reading characters in myths, focused on Greek myths http://www.mythweb.com/teachers/tips/tips.html Explanation on role and importance of myths http://www.lindakreft.com/creationmyth.html Common themes in creation myths http://www.cs.williams.edu/~lindsey/myths/myths.html
Puerto Rican Stories: o The Golden Flower by Nina Jaffe o The Song of El Coqui and Other Tales of Puerto Rico Antonio Martorell o The Legend of the Hummingbird: A Tale from Puerto Rico by Michael Rose Ramirez On animals and the land of Puerto Rico: o Coqui and his Friends by Alfonso Silva Lee o Mi Isla y Yo/My Island and I: The Nature of Puerto Rico by Alfonso Silva Lee Other Countries: o Mama God, Papa God by Richardo Keens Douglas (Caribbean myth) o The Fire Children: A West African Folk Tale by Eric Maddern o Why the Sun and Moon Live in the Sky by Elphinstone Dayrell (African Myth) o Pandoras Box by Jean Marzollo (Greek myth) o Little Bear, Youre a Star! by Jean Marzollo (Greek myth) o People of Corn A Mayan Story by Mary-Joan Gerson o Grandmother Spider Brings the Sun: A Cherokee Story by Geri Keams o Why Bear Has a Stumpy Tail and Other Creation Stories by Ann Pilling (from around the world) o The Origin of Life on Earth: An African Creation Myth by David A. Anderson o Sun Mother Wakes the World: An Australian Creation Story by Diane Wolkstein
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Unit 2.4: Poetry English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will study poetry to be able to improve fluency and phonemic awareness and to be able to understand different types of poems and write original poetry in English. Transfer goal: Students will leave the class able to use their knowledge about poetic devices to express their feelings and ideas in a more creative way when speaking and writing in English.

Listening and Speaking L/S.2.2 Applies phonemic awareness and auditory discrimination to identify distinctive sounds. L/S.2.5 Expresses feelings, needs, ideas, and experiences; discusses learned concepts from content area or class readings using acquired language. Reading R.2.1. Uses letter-sound relationships to decode words and phrases fluently. Writing W.2.1 Matches all uppercase letters to their corresponding lowercase counterparts; arranges words in alphabetical order using first letter criteria. W.2.2 Uses phonemic awareness and phonics strategies to write simple words; applies correct letter and spacing. W.2.4 Writes to express feelings, familiar topics, experiences, and describe a picture; uses high frequency words to write simple sentences of three to four words in length; applies correct word spacing.

Being bilingual allows a person to move between different cultures and have more opportunities in life. Poetry is a way to celebrate life and give rise to feelings in the reader Poetry is a way of capturing time Poets can use a variety of poetic devices within a poem to emphasize an experience Poetry gives us poetic license to play with the sounds, rhythms, and meaning of words Language expression in poetry and other writings are influenced by ones cultural experience and background.
What does it mean to be bilingual? Why write poetry? How can you capture a moment in writing? What is a poem? How can we play with language? How is an authors culture reflected in his/her poetry?

Poetic devices (alliteration, simile, rhyming, figurative language, onomatopoeia, concrete June 2012

Apply phonemic awareness and auditory discrimination to identify distinctive sounds. 197
Unit 2.4: Poetry English as a Second Language 5 weeks

poems) Poems can be written in a variety of ways for a variety of purposes Poetry can be used as a celebration of language and life Proper nouns capitalize names of people, places, time (months, days) Reading with fluency is reading smoothly, with rhythm, and not skipping or adding any words or letters Reading with intonation is reading with rhythm and expression Line Stanza Capitalize Poetic devices (figurative language, alliteration, simile, rhyming, onomatopoeia, concrete poems) Rhythm Intonation / expression Pause Fluency Movement Express feelings, needs, ideas, and experiences orally. Discuss learned concepts from content area or class readings using acquired English language. Use letter-sound relationships to decode words and phrases fluently. Match all uppercase letters to their corresponding lowercase counterparts. Use phonemic awareness and phonics strategies to write simple words. Apply correct letter and spacing. Write to express feelings, familiar topics, experiences, and describe a picture. Use high frequency words to write simple sentences of three to four words in length. Apply correct word spacing.
Content Vocabulary

Poetry Book This project will be built throughout the unit as you teach different examples of poetry. For each style of poetry, the student will create their own poem in this style, so that at the end of the unit, the student will have their own book with five different poems. In the poetry book, the student will publish: o Silly poem o Rhyming Poem o Poem using repetition o Concrete poem o Poem using simile o Poem using alliteration o Name poem (Acrostic Poem) For each poem, students will capitalize the
Other Evidence
Sight Words/ Dolch Words Monitoring Throughout the year teach a set of five to seven Dolch Words a week to improve students fluency. Use attachment 2.1 Other Evidence Dolch Checklist to monitor the students progress in acquiring Dolch Words. Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Social Language Observation: During morning message, story time and instructions, use attachment, Resource 7 Social Language Rubric to note growth of students ability to follow instructions, and participate during read alouds 198
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beginning of each line, proper nouns (names of people, places, dates, and holidays). The student is expected to write a draft, have it peer edited for capitalization, punctuation (if needed), and vocabulary, and publish poem with illustrations. Have a class celebration of the work of the students by having a Poetry Caf with families invited and have snacks and beverages (hot cocoa, juice) to have a caf atmosphere. Model how to read aloud poetry aloud with movements (or invite a community member who reads poetry to come in and give a workshop on presenting poems aloud). Students are expected to select a poem they are proud of and practice memorizing the poem to present at the caf with fluency, intonation, and movements. Fluency Check Have a student read aloud a poem to you and listen to check for fluency: any words that students have difficulty in, for intonation and rhythm, skipped words, and missed endings (see attachment: Resource 8 Paired Reading Fluency Check as an evaluation). Poetry Holidays Card Have students create a card for the holidays before the break. They can write a poem for a family member they appreciate to give thanks for their role in their life. Have them select a poetic device they choose to include in the poem. Poetry Unit Reflection Have students reflect on the unit, what they learned and enjoyed about reading and writing poetry (see attachment: 2.4 Other Evidence Poetry Reflection). Anthology of their poems or a class book with one select poem from each student
Poetry Caf

Poetry Ask class What is a poem? To have students begin to share and create a classroom vocabulary for poetry. Create a word web (brainstorming web of words) with the word poetry in the center. What do we think of when we hear the word poetry? You can solicit responses using 5Ws When do people write poetry? (to remember a moment, to celebrate? To share their feelings?) What is a poem? Who writes poetry? and lastly, the essential question, Why write poetry? Keep this word web on What is a poem up in class so students can add to it or change their ideas as the unit progresses. Invite students to bring in favorite poems from home, in Spanish or song lyrics to discuss how is it poetry and How can you capture a moment in writing? If there are family members who recite poetry, have them come and recite poetry and discuss why is poetry meant to be read aloud? Connect to Unit 2.1, Bilingual and Proud and have them discuss how they wrote poems using English and Spanish. Share how this unit will be poems in English, but if there is a sentiment or feeling in Spanish, they can code-switch because part of being bilingual means you are comfortable in both languages. Have students share What does it mean to be bilingual when it comes to reading and writing poetry?
Poetic Devices: Introduction Ask, What can we learn from poetry? to teach about a variety of poetic devices. For each poetic device, develop a routine where after the morning message, you model the technique by describing the device, reading a poem that uses the device, and model how to find examples from June 2012 199

the device in the poem. Go through the poems and read some aloud and pull out vocabulary that can be used for the class word wall and explain definitions with pictures. Have a variety of poetry books available where students can select a book that interests them and they read with a partner to find examples of the device. Bring the students back together in a group and have them share examples, and you can have a class chart that you write down examples found. Afterwards, have ten minutes daily for students to read poetry silently or quietly to themselves so they can independently enjoy poems they choose to read. Having students read poetry in pairs and by themselves is very important because this is when they can be exposed to a variety of poems. They can write down unknown words and use the picture dictionary or check with a partner or the teacher. These words can be part of the individual word list for each student. On the third or fourth day of poetic device, have students practice writing poems that use the device. You can model how you can write your own poem using the device and think aloud your process in how you will use the device in the poem and for what reasons. When students are writing, encourage them to feel comfortable by asking, How can we play with language? because poetry is meant to celebrate words and language. These will be used as drafts for their poetry book that will then be revised and edited with peers, then published. Line and stanza show a poem and a paragraph from a book. Ask students if they notice any differences? Share how poetry is different from stories or non-fiction writing because it is organized into lines and stanzas. Kids love poetry because they also dont have to worry about writing a complete sentence! A good way to reinforce lines is by having students create a list poem on items found in a place http://ettcweb.lr.k12.nj.us/forms/listpoem.htm or likes and dislikes: http://www.educationworld.com/a_tsl/archives/02-1/lesson026.shtml Share how poetry is organized into stanzas, or groups of lines. Select a poem with two stanzas and write it out on sentence strips. Have students arrange the poem into two stanzas and then compare their work to the actual poem. When reading aloud poetry during the mini lesson, ask, why did the author separate the line here? typically when the line is separated it is to create a pause. Notice how the lines and stanzas help create rhythm through pauses. Repetition is used by poets to create rhythm. Langston Hughes is an excellent poet who was influenced by jazz music during the Harlem Renaissance and integrated these sounds into his poetry. Read aloud April Rain Song http://thepoetryplace.wordpress.com/2008/07/09/april-rainsong/ and have students find examples of repetition and talk about how it creates a rhythm. Another device Langston Hughes uses is having the last line break the rhythm. It makes it really stand out that way. Ask students why he chose not to repeat Let the rain for the last line. Use the senses as a way of creating a poem using repetition. Have students select a holiday that is coming up (Tres Reyes, Navidad, New Years) and describe the experience on that day using the senses (see attachment: 2.4 Learning Activity Brainstorming Using the Senses). Simile is comparing two items As pretty as a picture soft as a puppy with like or as. Use Dreams by Langston Hughes to analyze how he compares dreams to broken winged birds or barren fields. http://www.poets.org/viewmedia.php/prmMID/16075 Have students create a poem of four similes to describe friends or family members _____ is as kind as a kitten, sweet as an apple. Alliteration is the repetition of first letters (crazy cats). Many poets use alliteration to create 200
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rhythm to influence the sound of the poem when read aloud. Have students find examples of alliteration in poems. Use tongue twisters as a way of getting the point of alliteration across and to practice fluency http://k6educators.about.com/cs/languagearts/a/tonguetwisters.htm Have students create illustrations of words that use alliterations in the tongue twister. An accordion style book is perfect format for a long list of words (see attachment: 2.6 Learning Activity Accordion foldable). Silly Poetry and Rhyming Poetry In the United States there is a genre of poetry geared towards children that engages them through humor. Jack Prelutsky and Shel Silverstein are two authors that use rhyming in silly ways or write about funny events in poetry. Have students read these authors to get a feel for ways that poetry is not just about romance or feelings. Have students brainstorm topics that they would want to write a silly poem about. It could be something as simple as school, or homework or their walk home. Since writing poetry that rhymes can be difficult, have word families used last year in 1st grade available to students who want to rhyme. Also have them work in pairs to rhyme because they can help each other with words. Concrete poetry is simply taking a poem and making it into a shape of what the poem is about. It is a visual poem that reinforces meaning through the image. Read aloud and show poems from A Poke in the Eye as examples. Have students brainstorm their favorite animal or favorite food. Do a word web in their notebooks of words they associate with this animal or food. From those words, make them create a shape poem in the basic outline of the object. Use Poetry term print out and lesson: http://betterlesson.com/lesson/13839/concrete-poems Onomatopoeia (pronounced ona-mona-pea-ah) means word making or making a word for a sound. Ask students if they know any words that mean sounds (brainstorm in Spanish) or ask what sound does a car make? Dogs make? A cat? Water? When you throw a ball? Or hit the floor? share how these words are examples of onomatopoeia. Poets can use it as a poetic device to make the reader hear the sounds in their poem. Lesson: http://betterlesson.com/lesson/13839/concrete-poems#/lesson/13841/onomatopoeia Name Poem (Acrostic Poem) Share how there is a type of poetry that spells out a word with the first letters of each line. Use example: http://www.gigglepoetry.com/poetryclass/acrostic.html to model how students can write their own acrostic poems using their names to describe themselves. Poetry is a great way to improve student fluency because it is short, many times uses rhymes (a natural way to teach about phonemic awareness through word families), and poetry is meant to be read aloud to give it life. Model how to read poetry aloud using fluency and intonation. Give a lesson on What is fluency by sharing how fluency is: reading smoothly, with rhythm, and not skipping or adding any words or letters. For each point, read aloud and show what fluency is and what fluency is not. Share how the class is a team that will work together to help each other build fluency. Give an example of how if you interrupted another student reading aloud, would that make them want to read aloud again? Model how to use the attachment Resource 8 Paired Reading Fluency Check, where students will work with partners to check each others fluency when reading poetry (the student being checked will read a poem twice and receive specific feedback each time from a 201
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partner). Give time for each day in class for students to read poetry silently, and do a fluency check every three days or so to not overwhelm the students. Ask How can we play with language? by showing how poets enjoy hearing words that rhyme to create rhythm. Have students circle words that rhyme in poems (on a chart paper or on copies of poems) and then underline the part that rhymes. Discuss if it is a rime (same spelling) or rhyme (different spelling). Use this time to teach phonemes that are difficult (e.g. -ight like in night and fight). Use poetry as a way of doing poetry theatre so students act out poems to practice fluency: http://www.poetryteachers.com/poetrytheater/theater.html Use tongue twisters to model phonemic awareness of initial sounds and encourage students to create silly or nonsense poems that use riming or rhymes to make a rhythm. Show how poetry capitalizes the first word of each line (normally). As an activity, give students a poem that does not have the first line capitalized and have the students replace the lowercase letter with uppercase letters. During morning message, model how we capitalize our names and I because we are important. Share how it is also important to capitalize the names of places and other people, and time. With a partner, have students find examples of words that are capitalized in poems and create a list of capitalized words. See if they can classify them into names of places, people, time (months, days of the week) or if they find other examples of capital words (e.g. languages are capitalized).
Matching Uppercase and Lowercase through Proper nouns and Poetry Writing
Sample Lessons
Three lessons to introduce poetrys structure, rhyme, and rhythm http://www.readworks.org/lessons/grade1/genre-studies-poetry Center activities to immerse students in poetry http://www.scholastic.com/teachers/lesson-plan/poetry-immersion Use the 5W questions to write a poem http://www.canteach.ca//elementary/poetry2.html
Printable activities for poetry http://www.scholastic.com/teachers/lesson-plan/poetry-printables The Top High Frequency Words by Rozanne Williams Sight Word Poetry Pages: 100 Fill-in-the-Blank Practice Pages That Help Kids Really Learn Super Book of Phonics Poems by Linda B. Ross List of free giggle poems to teach rhyming and repetition http://www.gigglepoetry.com/poemcategories.aspx Poetry for every month of the year http://www.cceschool.org/hayes/Poetry%20Page-Home%20Page.htm Bilingual Poetry Books (contains similes) o The Upside Down Boy by Juan Felipe Herrera o Poems to Dream Together by Francisco X. Alarcon o Gathering the Sun by Alma Flor Ada o Sol a Sol: Original and Selected Bilingual Poems by Lori Marie Carlson 202
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o Talking with Mother Earth by Jorge Argueta Poetry with similes, repetition and alliteration: o The Dream Keeper and Other Poems by Langston Hughes o Honey, I Love by Eloise Greenfield o Confetti: Poems for Children by Pat Mora Concrete Poems: o A Poke in the I: A collection of Concrete Poems by Paul B. Janeczko o A Kick in the Head by Paul B. Janczko Silly Rhyming Poems: o The New Kid on the Block by Jack Prelutsky o A Pizza the Size of the Sun by Jack Prelutsky o My Frog is a Frog by Jack Prelutsky o I am Shrinking by Jack Prelutsky o A Remarkable Adventure by Jack Prelutsky o A Light in the Attic by Shel Silverstein o Where the Sidewalk Ends by Shel Silverstein o Hug O War by Shel Silverstein Acrostic Poems: o Summer: An Alphabet Acrostic by Steven Schnur o Animal Acrostics by David Hummon Poetry with CD for listening centers: o Poetry Speaks to Children by Elise Paschen o Hip Hop Speaks to Children by Nikki Giovanni Scott Foresman Reading Collection 1.3 o Lets Learn Together Book and Practice Book o Books, Books, Books by Kay Winters page 171 (Poem) Scott Foresman Reading Collection 1.4 o Favorite Things Old and New Book and Practice Book o Four Generations by Maryann Hobernan page 101 ( Poem )
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Unit 2.5: Heroes English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit students will read a variety of biographies of famous Puerto Ricans and Latinos in order to define the characteristics of a hero and to be able to write about who is a hero to them. Students will develop reading strategies such as asking questions to make predictions while reading. Transfer goal: Students will leave the class able to use their learning about the characteristics of heroes to recognize heroes in his/her life and also know how ones perspective influences who we think are heroes.

Listening and Speaking L/S.2.1 Listens and responds to simple commands, instructions, and statements, and is able to answer the 5-W Questions (who, what, when, where, and why) during story time using expressions to demonstrate engagement. Reading R.2.2 Uses phonemic awareness strategies to manipulate sounds and to form new multisyllabic words; reads words and phrases in simple narrative text fluently. R.2.5 Demonstrates an understanding of story organization of beginning, middle, and end; makes predictions within narrative text. Writing W.2.3 Applies correct capitalization and punctuation marks in declarative and interrogative sentences; identifies the main parts of speech.

Being bilingual allows a person to move between different cultures and have more opportunities in life. Heroes are people we admire for a courageous act they have done in order to accomplish their goals. Everyday people can become heroes. Good readers know when they do not understand something and use clues from the text to aid in comprehension of a word or part in the story.
What does it mean to be bilingual? What makes a hero? What characteristics should he/she have? Why is a hero to one person not a hero to another? What do good readers do?

Traits that make heroes (helpful, brave, honest, kind, talented, intelligent, dedicated,

Answer the 5-W Questions (who, what, when, where, and why) during story time using 204
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Unit 2.5: Heroes English as a Second Language 5 weeks

hardworking, caring, curious) A hero depends on the perspective of the people (e.g. Columbus was a hero for Spain but not to the Taino) Particular heroes/characters in fiction and nonfiction Hero, heroic Characteristic, trait (helpful, brave, honest, kind, talented, intelligent, dedicated, hardworking, caring, curious) Admire Perspective, experience Challenge, difficulty Goal Christopher Columbus (explorer, discover, ship, crew, gold, Spain, India, trade, enslave, murder) 5W question words (who, what, where, when, why) and how Clue, text, unknown word Infer (I infer the word means _____ because ____) Predictions (I predict _______ will happen because ____) Capitalization, uppercase, lowercase, capital letter Question mark, exclamation point, period Complete thought expressions to demonstrate engagement. Use phonemic awareness strategies to manipulate sounds and to form new multisyllabic word. Make predictions and inferences within narrative text about who is a hero and why. Apply correct capitalization and punctuation marks in declarative and interrogative sentences.
Content Vocabulary

A Hero in My Life
Other Evidence
Sight Words/ Dolch Words Monitoring Throughout the year teach a set of five to seven Dolch Words a week to improve students fluency. Use attachment 2.1 Other Evidence Dolch Checklist to monitor the students progress in acquiring Dolch Words. Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary 205
Write a letter of appreciation to a family member he/she admires. Have students select a family member who is a hero to them. Have them write a letter to share why this person is a hero. Have letter include different sentence types (question, exclamation, statement). Use attachment 2.1 Performance Task Descriptive Writing Rubric to assess letter.
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Taino Diary: Is Columbus a Hero? Have students create a diary of a Taino boy or girl who was there during the encounter with Columbus and his crew. Create a diary entry of five or six days, including drawings of what the Taino child saw, heard, thoughts of Columbus. Have students brainstorm as a class what kind of questions would go through the mind of the Taino to come to the conclusion whether or not Columbus is a hero. To build background, Students have already read two biographies on Columbus and have created four tab books using 5W questions and have compared and contrasted the portrayal of Christopher Columbus in both books. Another background you can give students is from Lesson, 2.5 Sample Lesson Rethinking Columbus where students create a courtroom to decide who is responsible for the death of indigenous people in the Americas (note: this is higher level English. As a teacher, you can adapt parts of the lesson or use facts from lesson to have students role play court using sentence starters from lesson). Have students use various sentence types (questions, exclamations, statements) and vocabulary from the unit in his/her diary. Use 2.1 Performance Task Descriptive Writing Rubric to assess writing. Acquisition) Social Language Observation: During morning message, story time and instructions, use attachment, Resource 7 Social Language Rubric to note growth of students ability to follow instructions, and participate during read alouds. Fluency Check Have a student read aloud to check for fluency: any words that students have difficulty in, for intonation, skipped words, and missed endings (see attachment: Resource 8 Paired Reading Fluency Check as an evaluation).

Building Background and Vocabulary: What makes a Hero? Ask students What makes a hero? What characteristics should he/she have? and have students brainstorm in pairs or small groups a list of actions and traits a hero has. Have them share with the group and explain why. As students are describing, create a class word web on the word hero on the board or chart paper. Use this preliminary vocabulary for the class word wall and/or individual word lists. Ask the question, Who is a hero in your life? and have students share with the group. Over the unit, their notions of heroes will change because at first it can be famous people (like 206
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musicians or actors) but then it will change to encompass people in their life. Have students create a drawing or comic (see attachment: 2.1 Learning Activity Comic Strip) of their hero doing something they admire and write an explanation for why this person is their hero. Have students share their pictures with a partner and have the partners ask 5W questions to learn more about their classmates hero (Who is it? Where is he/she? Why is he/she your hero? What does he/she do? When did he/she live?) When reading biographies on heroes, create a class list of traits of the heroes to note how heroes can accomplish different tasks. Book Hero Why is this person a hero? What are his/her heroic traits?
Making Predictions using Biographies on Heroes To teach predictions ask, What do good readers do when they read? Do they just read or are they thinking while they are reading? What are they thinking about? Share how good readers wonder about what will happen next as they read because they are curious. This is called a prediction. To make a prediction we need to use what we know (from our lives) and clues from the text to predict what will happen next. Model how you make predictions as you read aloud a text, and also show how you confirm your prediction as you keep reading. When we predict we are curious about what will happen next. We use what we know about life and clues to help us predict. My Prediction My thinking behind my prediction Was I correct? I predict (character) will ______ Because ______________________ Use predictions as a way to confirm the notion of the heros journey, the idea that something difficult happened in a heros life that catapulted them towards their dream (e.g. Frida Kahlo had an accident as a child and she painted from her bed as she recuperated) or how heroes work hard (Pele began playing soccer with balls he made himself). Have students predict based on the childhood, what will this person do to become a hero? Have students read books with a partner to practice making predictions. They can use a sticky note to stop and write their predictions in a notebook, or use attachment 2.5 Learning Activity Making Predictions Organizer. During the closing of the lesson, have students come together and share what predictions they made, why, and whether or not they were correct. Show on a World Map Columbus journey to the Americas. Share how during this time European countries wanted to trade with India and wanted to find a new route or way to get there. Ask if it makes sense for Christopher Columbus to sail west. Have students share their answers. Ask, Why is a hero to one person not a hero to another? Share how the students have different heroes to them. Why do we not have the same hero? Is it because of our values or what we think are important? Read aloud two different biographies on Christopher Columbus (Christopher Columbus and Encounter) Compare and contrast histories of Columbus and analyze his personality traits. Does 207
Asking Questions through studying Christopher Columbus as a heroic figure
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the author post him as a hero or otherwise? Create a class T chart listing the story line to show how the texts focus on different parts of the same story. During the read aloud of both books, ask 5W questions, (e.g. Why did Columbus sail west? What did he want? Where did he land? How was he feeling then? When did the Spanish land in the Americas? Where did he think he was? What did he think of the Taino? What did the Taino think of the Spanish? What did the Spanish do to the Taino?) During read alouds, you can have students turn to a partner and share their answers. They can also come up with questions and ask their partner their questions. Have students create four tab foldable with who, what, why, how on flap, illustrate each part on the inside and write a sentence in the inside flap for each (see attachment: 2.5 Learning Activity Four Door Foldable). Make the foldable for each biography to focus on how different perspectives shape the story (Christopher Columbus focuses on discovery for trade, while Encounter talks about enslavement for gold). Have students complete 2.5 Learning Activity Making Predictions Organizer to share their own thoughts and predictions about the Columbus journey and predict whether or not Columbus is a hero to the Taino people, Spanish people, or to modern day people like themselves. Have students compare and contrast the book Encounter with Christopher Columbus by making a Venn Diagram on Christopher Columbus (actions, traits) with attachment, 2.1 Learning Activity Venn Diagram or create a three tab foldable book (see attachment 2.3 Other Evidence Three Tab Foldable). When students are inferring unknown words, part of the strategy is sounding out the word to identify the phonemes. Model how you can use phonemic awareness strategies (from the word family study in 1st grade, from the sight words in 2nd grade) to manipulate sounds and to identify the unknown word. Have students share their own phonemic strategies when they come together at the end of a lesson with their unknown words they inferred. Create book basket of a variety of biographies at students reading level you want students to read. Have students read aloud biographies in pairs and use the fluency check (see attachment: Resource 8 Paired Reading Fluency Check) to note what letter sounds their partner needs help with). Remember to model while you are reading aloud how a good reader can use strategies to sound out words. Create a chart or list of strategies the students use (examples: separate it into syllables (sound out the word in chunks) say the first letter and slide it out, find little words in big words, use their knowledge of Spanish to find cognates). During the prediction lessons and inferring unknown words, share how you are asking questions and how you need a question mark. Ask if how you write question marks are different in English? (note how you do not write them at the beginning of a sentence as in Spanish, but only at the end). Also note, how you use question words at the beginning of many question. (e.g. When did Columbus arrive to the Americas? not Columbus arrived to the Americas, When?). Model four sentence types and what punctuation they need. Create a chart and have students find 208
Using Phonemes to Read Fluently
Writing Focus: Sentence Types
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examples of questions, exclamations, statements, commands in books and have them write the sentences on the class chart. Statements use a period (.) Commands can use a period (.) or exclamation mark (!) Exclamations use an exclamation mark (!) Questions use a question mark (?)
Create a four table foldable book (see attachment: 2.5 Learning Activity Four Door Foldable) to have students illustrate and give examples of sentences with sentence types (question, statements, exclamations, commands). See attachment: 2.5 Sample Lesson Rethinking Columbus (This contains information for the teacher on Columbus that uses primary source accounts about Columbus encounter with the Taino. The court activity is for older students, but it contains helpful information for the teacher and can be adapted for younger students with simpler sentences, and can only be done after students have built background and vocabulary by reading biographies on Columbus from different perspectives so they can make their own minds about Columbus effect on the Americas). Three lessons on making predictions while reading http://www.readworks.org/lessons/grade2/predicting Use a guessing game to help develop language and use clues to make a prediction http://www.readwritethink.org/classroom-resources/lesson-plans/guess-what-language-based124.html Lessons using primary source letters from Columbus when he arrived to the Caribbean. You can adjust the level to meet the students needs by translating in Spanish or paraphrasing, but it is interesting to give students access to primary source documents http://edsitement.neh.gov/lesson-plan/what-was-columbus-thinking#sect-activities Reading with Meaning: Teaching Comprehension in the Primary Grades by Debbie Miller (an excellent book on teaching reading strategies to young readers)
Sample Lessons
Biographies on Columbus: o Christopher Columbus (Step into Reading, Step 3) by Stephen Krensky (From a Eurocentric Perspective) o Encounter by Jane Yolen (from a Taino Perspective) Puerto Rican Biographies: o The Storytellers Candle/La velita de los cuentos by Lucia Gonzalez (first Puerto Rican librarian in US) o Sonia Sotomayor- A Judge grows in the Bronx by Jonah Winter o Clemente! by Willie Perdomo o Roberto Clemente: The Pride of the Pittsburgh Pirates by Jonah Winter June 2012 209

o Luis Munoz Marin (Community Builders by Linda George Latin American Biographies: o Peter Claver, Patron Saint of Slaves/Pedro Claver, santo patrono de los esclavos by Julia Durango o Pele King of Soccer, El rey del futbol by Monica Brown o My Name is Celia/Me llamo Celia: The Life of Celia Cruz by Monica Brown o My name is Gabito/Mi llamo Gabito: The life of Gabriel Garcia Marquez by Monica Brown o Frida by Jonah Winter o Diego by Jonah Winter Books to teach Predictions: o The Stories Huey Tells by Ann Cameron o Two Bad Ants by Chris Van Allsburg o The Doorbell Rings by Pat Hutchins o Grandfathers Journey by Allen Say o The Garden of Abdul Gasazi by Chris Van Allsburg Scott Foresman Reading Collection 1.3 o Lets Learn Together Book and Practice Book o The Big Mess by B.G. Hennessy page 10 (Realistic Fiction) Scott Foresman Reading Collection 1.5 o Take Me There Book and Practice Book o A Big Day for Jay by Lily Hong page 44 (Realistic Fiction) o Communities by Gail Saunders-Smith page 114 (Social Studies Connection) o The True Story of Abbie Burgess by Fay Robinson page 182 (Character Traits)
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Unit 2.6: Art and Author Study English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will do an author study of the teachers choice to identify the theme in a fictional text while exploring reading strategies such as predictions and connections. Students will describe art using vocabulary for shapes, colors, sizes by studying Puerto Rican art and by creating their own artistic responses to the authors work. Transfer goal: Students will leave the class able to use their learning about themes to find greater meaning in both art and literature. They will be able to discuss and write about theme using correct English grammar and spelling and vocabulary.

Listening and Speaking L/S.2.3 Uses appropriate vocabulary and language patterns to identify, describe, and classify familiar concepts related to self, family, and environment, and to interact with peers. Reading R.2.2 Uses phonemic awareness strategies to manipulate sounds and to form new multisyllabic words; reads words and phrases in simple narrative text fluently. R.2.4 Identifies and states the main character; establishes similarities and differences between characters; identifies the setting within narrative text. Writing W.2.3 Applies correct capitalization and punctuation marks in declarative and interrogative sentences; identifies the main parts of speech. W.2.4 Writes to express feelings, familiar topics, experiences, and describe a picture; uses high frequency words to write simple sentences of three to four words in length; applies correct word spacing.

Being bilingual allows a person to move between different cultures and have more opportunities in life. Good readers use clues from the text to aid in comprehension of a word or part in the story. Good readers can learn from an artists craft to influence his/her own style. Art can bring emotions or share feelings in a visual way. Stories and art communicate cultural themes or lessons we can all relate to or learn from.
What does it mean to be bilingual? What do good readers do? How does art tell a story? How can I read like a writer or see like an artist?
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Unit 2.6: Art and Author Study English as a Second Language 5 weeks Content (Students will know)
Reading strategies (synthesizing information, inferring unknown words, prediction, connections, themes in literature and art) Parts of speech (noun, verb, adjective) Shapes (e.g. square, circle, triangle, rectangle, hexagon, pentagon, octagon, oval, dots, lines, spiral, heart, star) Colors (red, yellow, blue, green, black, brown, pink, magenta, purple) Sizes (small, medium, large, tiny, huge, gigantic) Types of contemporary, folk, and classical art from Puerto Rico Shapes (e.g. square, circle, triangle, rectangle, hexagon, pentagon, octagon, oval, dots, spiral, heart, star) Colors (red, yellow, blue, green, black, brown, pink, magenta, purple) Dark, light Sizes (small, medium, large, tiny, huge, gigantic) Parts of speech (noun, adjective, verb) Art materials (crayons, paint, watercolor, pencil, pen, sponge, glue, brush) Collage Big idea, theme (At first I am thinking _____. Now I am thinking _______. And now Im thinking ______. Finally, I think its really about _______. ) Thousand

Use appropriate vocabulary and language patterns to identify, describe, and classify familiar concepts related to self, family, and environment, and to interact with peers. Identify and state the main character; establishes similarities and differences between characters; identifies the setting within narrative text. Use phonemic awareness strategies to manipulate sounds and to form new multisyllabic words. Read words and phrases in simple narrative text fluently. Identify the main parts of speech. Write to express feelings, familiar topics, experiences, and describe a picture. Use high frequency words to write simple sentences of three to four words in length. Apply correct word spacing.
Content Vocabulary

Author Study Art book See attachment, 2.6 Performance Task Art Projects for Leo Lionni Books for ideas on how to create art projects based on an author study (in this case, Leo Lionni). Have students
Other Evidence
Sight Words/ Dolch Words Monitoring Throughout the year teach a set of five to seven Dolch Words a week to improve students fluency. Use attachment 2.1 Other Evidence Dolch Checklist to monitor the students progress in acquiring Dolch Words. 212
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Unit 2.6: Art and Author Study English as a Second Language 5 weeks
create an art piece in the style of illustrations for five books. For each of the books, ask students, What is the big idea? of the book and have students come up with the theme or big message from the text. Have students create a book out of their art work and write the theme for each picture in their art book. As a conclusion, have students reflect on the lessons they learned from the books they read by the author. Have them share what they learned from his books and any connections his books have to their own lives (friendships, relationships, working hard, etc.) Use attachment 2.1 Performance Task Descriptive Writing Rubric to assess writing. See attachment 2.6 Learning Activity Accordion Foldable to create a foldable of examples of art that is famous in Puerto Rico. It can be photographs or drawings, but there should be five or more examples of art (it can be folk art, holiday art, and classical art). From each example, have students write a sentence or two describing the art using descriptive (color, shape, size) words (e.g. This vejigante mask is yellow with little red dots. It has long horns.) For each piece of art, ask, What is the story? have the student write what he/she believes to be the theme or story behind the piece. As a conclusion, have students reflect on the messages or stories they received from the different examples of art. What type of art do they prefer and why? Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Social Language Observation: During morning message, story time and instructions, use attachment, Resource 7 Social Language Rubric to note growth of students ability to follow instructions, and participate during read alouds. Fluency Check Have a student read aloud to check for fluency: any words that students have difficulty in, for intonation, skipped words, and missed endings (see attachment: Resource 8 Paired Reading Fluency Check as an evaluation). Story Mapping with Theme (see attachment: 2.3 Performance Task Story Map with Theme) Have student use the thinking process in their notebooks as they are reading the book: (At first I am thinking _____. Now I am thinking _______. And now Im thinking ______. Finally, I think its really about _______. ) to come up with the theme of the text in addition to the elements of the story (setting, characters, problem, solution). Journal Writing- Have students reflect on a story or art piece they liked best and write what about how the piece connects to their life and why. Have them include any predictions they can make to why the artist or author created the piece.
Accordion Book of Puerto Rican Art

Finding Themes in an Author Study adapted from Hansen (2006) and Miller (2002) Select an author to do an authors study of five books by the same author. Select an author you are personally a fan of because your excitement will get students excited as well! Examples of authors are: Leo Lionni, Eric Carle, Judith Viorst, Dr. Seuss, Eve Bunting, Kevin Henkes, etc.) See website on 213
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authors and books to do author studies: http://www.booksource.com/Departments/PreK-Grade-2/Language-Arts/Author-Studies.aspx Pre-reading: do a walkthrough of a book to elicit predictions by the students of what the story is about. With their predictions, ask them to share their thinking about why (what clues helped them) and what personal connections they can make to their lives (What do they already know about the animal featured in the book? What are examples of friendship in their lives?). You can write down their predictions on a predictions chart (see unit 2.5 for example of chart). Introduce key vocabulary from the text that students might not know ahead of time (select five to seven words). During the reading, read without interruption and have students listen to check if their predictions were correct or incorrect. After the reading, have students in pairs share if their predictions were correct or incorrect. Have them discuss any questions or connections they made during the read aloud. After their discussion, have the class come together and share their learning. Pull out the elements of the story from the class (main character, setting, problem, solution). Introduce that you want to go deeper during this author study and find out what the big idea is of the book. Share how the big idea is like a lesson we can learn from the text (connect to their prior knowledge of lessons from myths unit). Students can journal or create a reading response log of their thoughts of the lessons from the book, what they learned, what they enjoyed, any questions they still have, how they connect to the character or problem. Model how you will approach finding the theme, by reading the book aloud again, by modeling your thinking. Share how finding the theme is like a pebble that hits the water. At first the ripple is small, but then it gets bigger and bigger. Our own understanding of the book grows like a ripple as we continue to read. During the reading stop and share, (example is from Reading with Meaning by two students on A Color of His Own by Leo Lionni) Were thinking the story is about a tadpole and a fish who are very best of friends. Keep reading and then adjust your thinking. Now were thinking its about a frog leaving his friend and going out to see the world. Continue reading and add to your thinking. Now were thinking fish is going out to see his friend, Frog. At the end you can come to your final analysis of the theme, Now were REALLY thinking the whole story is about friendship and coming back and staying in touch and being who you are. Create a chart afterwards for the students to have access to this thought process to find the theme: At first I am thinking _____. Now I am thinking _______. And now Im thinking ______. Finally, I think its really about _______. Also, give examples of how to change your thinking: I used to think _____, now Im thinking ____. Oh! This changes everything! Now Im thinking ____. Themes can also be supported by asking the students to find the golden sentence that reflected the big idea of the story. Students can reread the book in pairs, or in groups to find the golden sentence or as a whole class. After each exploration of the book, have students create a piece of art that reflects the theme in the style of the illustrations of the book (e.g. collage, crayon, color pencil, paint). See attachment: 2.6 Performance Task Art Projects for Leo Lionni Books for ideas. 214
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Parts of Speech through Art Introduce the idea of parts of speech (noun, verb, adjective) through art from Puerto Rico. Do a gallery walk by having pictures of art up around the room and have underneath each picture one of these questions: What do I see? What is happening? For the first lesson, focus on nouns. Share how nouns are persons, places, and things. Share how their responses to What do I see? have nouns in it. From the list, give examples of nouns (person, place, or thing). Have students in pairs look at a picture and write up a list of nouns. They can classify them as person, place, or thing. For verbs, share how their responses from What is happening? can have verbs because verbs are action words. From the list, point out examples of verbs, and then have students in pairs look at a picture and come up with a list of verbs (use paintings or art that have action, not an abstract piece). For adjectives, share how these words describe nouns. Look at a painting and model how you can describe what you see (e.g. This is large. That is round. The shape is yellow.). Use this as a chance to augment the students vocabulary of shapes, colors, and sizes so they can describe paintings (Use vocabulary flashcards http://www.kizclub.com/basiccards.htm). Abstract art would be a great way to have them using vocabulary of size, shape, and color. Have students create a word journal of nouns, verbs, and adjectives found in their house, classroom, in books, in life (see attachment: 2.6 Learning Activity Accordion Foldable). Have students act out verbs from paintings or from flash cards (http://www.kizclub.com/verbcards.htm) Teaching Predictions with Leo Lionni Books http://www.readwritethink.org/classroomresources/lesson-plans/wonder-lionni-increasing-comprehension-968.html Author study of Leo Lionni Books http://www.readwritethink.org/classroom-resources/lessonplans/building-matrix-lionni-books-263.html Lessons, art projects, and math, science connections with Leo Lionni Books http://www.mermaidtheatre.ns.ca/onTour/leoLionni/Leo_Lionni_SG/index.htm On Author Studies http://www.davidson.k12.nc.us/education/components/scrapbook/default.php?sectiondetailid=3 0060&PHPSESSID=87404792aa90d4ad6177896 Reading with Meaning: Teaching Comprehension in the Primary Grades by Debbie Miller The Art of Author Study: Leo Lionni in the Primary Classroom by Cory Cooper Hansen (in the Nov. 2006 issue of the Reading Teacher) http://www.jstor.org/stable/20204460 . Activities and books of Leo Lionni http://www.randomhouse.com/kids/lionni/ Art and Crafts from Puerto Rico http://www.topuertorico.org/culture/artsc.shtml http://www.museoarteponce.org/ Art Museum of Ponce http://www.mapr.org/La-Coleccion.aspx Collection of Art from Museo de Arte de Puerto Rico, San Juan
Sample Lessons


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Unit 2.6: Art and Author Study English as a Second Language 5 weeks Literature Connections
Possible Authors for Author Study: o Leo Lionni: Little Blue and Little Yellow (A great book that can bring up topic of stereotypes or racism), Alexander and the Wind-Up Mouse Fish is Fish A Color of His Own Cornelius Swimmy Frederick Alphabet Tree Inch by Inch o Eve Bunting: Fly Away Home The Wall A Days Work Flower Garden Going Home Smoky Night o Judith Viorst: Alexander and the Terrible, Horrible, No Good, Very Bad Day Ill Fix Anthony If I were in Charge of the World and Other Worries Rosie and Michael o Tomie dePaola: Oliver Button is a Sissy Strega Nona Charlie Needs a Cloak Tonys Bread o Kevin Henkes: Chesters Way Chrysanthemum A Good Day Lilys Purple Plastic Purse Books on Puerto Rican Art: o The Vejigante & the Folk Festivals of Puerto Rico by Edwin Fontanez o Puerto Rico (Festivals of the World) by Erin Foley o Puerto Rico (Cultures of the World) by Patricia Levy
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Unit 2.7: Wild Weather English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will read non-fiction and fictional texts dealing with natural disasters in order practice reading strategies (visualizing and inferring unknown words). Students will write fictional stories on natural disasters and create a safety book on how to prepare for natural disasters. Transfer goal: Students will leave the class able to use their learning about natural disasters to be prepared during a hurricane, earthquake, or tornado.

Listening and Speaking L/S.2.5 Expresses feelings, needs, ideas, and experiences; discusses learned concepts from content area or class readings using acquired language. Reading R.2.2 Uses phonemic awareness strategies to manipulate sounds and to form new multisyllabic words; reads words and phrases in simple narrative text fluently. R.2.3 Uses context clues and acknowledges resources as a support to build vocabulary, verify meaning, and determine the meaning of unfamiliar words; demonstrates an acquisition of grade-level vocabulary and transfers word meaning into a variety of narrative texts. Writing W.2.4 Writes to express feelings, familiar topics, experiences, and describe a picture; uses high frequency words to write simple sentences of three to four words in length; applies correct word spacing. W.2.5 Uses the dictionary as an aid in the writing process; uses visual aids to support generating ideas.

Disasters can be man-made or created by nature. Being prepared and knowing warning signs can help keep you safe and ready. Both fiction and non-fiction texts can teach us lessons in life.
Are all natural disasters natural? Why is it important to be prepared? What can we learn from print?

Causes and characteristics of natural disasters (hurricanes, earthquakes, tornados) How to prepare for a natural disaster Genre types (realistic fiction, fantasy, nonfiction)

Express feelings, needs, ideas, and experiences. Discuss learned concepts from content area or class readings using acquired language. Use phonemic awareness strategies to 217
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Unit 2.7: Wild Weather English as a Second Language 5 weeks

Reading strategy (visualizing mental pictures, inferring unknown words) Natural disaster Tornado (wind, wall cloud, tornado watch, tornado warning, cone, moist/humid air, dry air, spinning, rotating) Earthquake (tectonic plates, fault lines, movement, squeeze, stretch, stress) Hurricane (eye, wind, cloud, rain, ocean surface, moist/humid air, storm, storm surge, flood) Prepare, preparation Tips, suggestions Safe place (e.g. under a table, basement, inland) Safety kit (e.g. canned food, light, batteries, water, cash, flashlight, can opener, first aid kit) Genre (fantasy, realistic fiction) Visualize, mental picture Infer Unknown words Clues, text Dictionary manipulate sounds and to form new multisyllabic words. Read words and phrases in simple narrative text fluently. Uses context clues and acknowledges resources as a support to build vocabulary, verify meaning, and determine the meaning of unfamiliar words. Demonstrate an acquisition of grade-level vocabulary and transfers word meaning into a variety of narrative texts. Write to express feelings, familiar topics, experiences, and describe a picture. Use high frequency words to write simple sentences of three to four words in length; applies correct word spacing. Use the dictionary as an aid in the writing process; use visual aids to support generating ideas.
Content Vocabulary

Safety Book Ask, Are all disasters natural? have students discuss the impacts of various natural disasters. Could any of them have been avoided (through preparation or getting to a safe place?) some disasters are caused by nature, but some disasters could have been avoided. Brainstorm with students how to prepare for a natural disaster. See what they already know from their experience and from the readings to create a list of ways to be safe. Read aloud from texts and lessons on
Other Evidence
Sight Words/Dolch Words Monitoring Throughout the year teach a set of five to seven Dolch Words a week to improve students fluency. Use attachment 2.1Other Evidence Dolch Checklist to monitor the students progress in acquiring Dolch Words Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition) Social Language Observation: During morning message, story time and instructions, use attachment, Resource 7 Social Language 218
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preparing for natural disasters. Have students act out ways to prepare, create a safety kit, and discuss safety in a way that makes students feel empowered rather than frightened or worried. Have students make a book on ways to be safe during a natural disaster (students can choose which disaster, but it is beneficial to focus on hurricanes or earthquakes which occur around Puerto Rico). Have students create four to five clear and concise tips, with illustrations describing how to prepare. Students can also include nonfiction text features such as labels in their books. Have students present their work to public officials or other members of the community who are in charge of safety (police, firefighters, city council, etc.) Have students apply their content vocabulary into a story that occurs during a natural disaster. Students can work in teams to select a genre (realistic fiction or fantasy), create a story, conduct extra research, and write a story that has a problem and solution revolving around a natural disaster. In addition, have students create a theme to the book as a way of reinforcing the big ideas that connect readers to texts. Have picture dictionaries available during the writing process to have students access them. Have students illustrate their book and present a copy to the school library. Celebrate the students books and brochures in a class party to celebrate all of their hard work from the unit and year! Use attachment, 2.3 Performance Task Narrative Writing Rubric to assess writing. Rubric to note growth of students ability to follow instructions, and participate during read alouds Fluency Check Have a student read aloud to check for fluency: any words that students have difficulty in, for intonation, skipped words, and missed endings (see attachment: Resource 8 Paired Reading Fluency Check as an evaluation). Story Mapping with Theme (see attachment: 2.3 Performance Task Story Mapping with Theme). Have student use the thinking process in their notebooks as they are reading the book: (At first I am thinking _____. Now I am thinking _______. And now Im thinking ______. Finally, I think its really about _______. ) to come up with the theme of the text in addition to the elements of the story (setting, characters, problem, solution)
Wild Weather Picture Book
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Unit 2.7: Wild Weather English as a Second Language 5 weeks Stage 3 - Learning Plan Learning Activities
Natural Disasters Teach about one natural disaster a week. Introduce the natural disaster by doing a demonstration to excite the students and make them curious. This will also build background knowledge that students can draw from during the read alouds, or during pair reading and research. During the simulation you can have students ask question, make hypothesis about what will happen, and write down observations, then make connections to the real world. o Simulate an earthquake with dirt and cardboard: http://library.thinkquest.org/J002319/Eexperiment.htm o Simulate an earthquake: http://www.weatherwizkids.com/weather-earthquake.htm o Simulate pressure change (a cause of hurricanes): http://www.weatherwizkids.com/experiments-make-thunderstorm.htm o Simulate a tornado in a bottle: http://www.weatherwizkids.com/experiments-tornado-bottle.htm Read aloud a non-fiction text on the natural disaster. Before hand, you can elicit questions through a walk through of the book and create a KWL chart with the students (what I know about ____, what I want to know, what I learned). Connect to the essential question, What can we learn from print? During the read aloud you can model inferring unknown words (see below) to create a vocabulary list of words you would want the students to use in discussion and writing. You can also find the answers to the questions (just like checking predictions from the last two units). Questions that are not answered can be an extension activity where in pairs students can look up information at the library or at home and bring in responses. After you read a non-fiction, read a fiction story that has the natural disaster as the problem in the story (see literature connections). Here you can have students use their newly gained knowledge to predict what will happen. If you want to introduce a reading strategy, share how good readers visualize what they are reading. During the read aloud, you can have students draw what they are imagining happening. They can share their drawings and as a closing you can compare the drawings and share how we can have different visualizations because we have different background knowledge. Ask, What can we learn from print? Even if it is a fictional text, we can learn from the characters actions. Have students draw their most vivid image from the read aloud and then have a conversation with another student about the story and then draw another image to show how our comprehension can deepen through sharing and conversation (see attachment: 2.7 Learning Activity Visualizing Images while Reading). In pairs, student can complete 2.3 Performance Task Story Mapping with Theme organizer to come up with the theme of the fictional book. After you have studied the three types of natural disasters and have read the fictional texts, ask if all books were the same. Ask what made the stories unique, or if the events were believable or not. This can be a way of introducing fantasy as compared to realistic fiction. You can complete a class 220
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Venn diagram comparing the two types of genres. Inferring Unknown Words Share how predicting is also like learning new words. Ask What do good readers do when they come to an unknown word? Have students share what strategies they use to learn a new word. Do they use picture clues? Letter clues? Cognates? Clues from the story/text? Create a class chart to model strategies to infer an unknown word (from Reading with Meaning by Debbie Miller). What do good readers do when they come to an unknown word? We can. First, Look at pictures and think about the story Next, - go back, -point and slide, - go on Then, try a word! Ask: - does it make sense? - Do the letters match? Good readers also: - sound out the word in chunks - use cognates - find little words in big words Model how you infer unknown words during read alouds by using context clues to help you understand unknown words. Create the class chart (adapted from Debbie Miller). When we come to an unknown word, READ ON! We use clues from pictures or the story and what we know to help us Unknown Word What we infer it means What helped us?
Have students read in pairs and share their own inferences of unknown words by writing on a post it the word they do not know (circle it) and their inference I infer it means ____. At the end of the lesson have students come together, share their unknown words and place their sticky notes on a poster to document the students use of the strategies of inferring unknown words. Experiments you can do in class http://www.weatherwizkids.com/weather-experiments.htm Guide to prepare for a hurricane http://www.nws.noaa.gov/om/brochures/owlie-hurricane.pdf Readings with questions on tornado safety http://www.nssl.noaa.gov/edu/bm/bm03.pdf On Hurricanes http://www.weatherwizkids.com/weather-hurricane.htm On Earthquakes http://www.weatherwizkids.com/weather-earthquake.htm On Tornadoes http://www.weatherwizkids.com/weather-tornado.htm Track earthquakes near Puerto Rico. Have students classify them according to the Richter scale (minor, moderate, strong, major, great) http://redsismica.uprm.edu/english/
Sample Lessons

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Unit 2.7: Wild Weather English as a Second Language 5 weeks Literature Connections
Fictional Books on Weather: o Hurricane! by Jonathan London (set in Puerto Rico) o Hurricane by David Wiesner o Two Bobbies: A True Story of Hurricane Katrina by Kirby Larson o Tornado Slim and the Magic Cowboy Hat by Bryan Ladgdo o Farmer Brown Goes Round and Round by Teri Sloat o Earthquake by Millie Lee Non-Fiction Books on Weather: o Weather Words and What they Mean by Gail Gibbons o The Magic School Bus: Inside a Hurricane by Joanna Cole o Earthquakes (Lets Read and Find Out Science 2) by Franklyn Branley o Tornado Alert (Lets Read and Find Out Science 2) by Franklyn Branley
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Attachments Grade 2
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Unit 2.1: Bilingual and Proud English as a Second Language Learning Activity Character Map
Source: The Florida Center for Reading Research
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Unit 2.1: Bilingual and Proud English as a Second Language Learning Activity Comic Strip
Source: http://donnayoung.org/art/comics.htm
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Unit 2.1: Bilingual and Proud English as a Second Language Learning Activity Venn Diagram
226 Source: Super Teacher Worksheets http://www.superteacherworksheets.com
Unit 2.1: Bilingual and Proud English as a Second Language Learning Activity Venn Diagram
Source: Super Teacher Worksheets http://www.superteacherworksheets.com
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Unit 2.1: Bilingual and Proud English as a Second Language Performance Task Bilingual Poem and Questions
My Tongue is Like a Map By: Rane Arroyo Mami said yes, Abuelita sang s. They said, two languages make you a rich man, But words never paid for my penny candy. Agua, water. Arroz, rice. Nio, me! Arroz con leche, sang Abuelita As my mami said, A is for Apple. My ears were like a radio, so many stations. Sometimes I would dream in English and Spanish I was a millionaire each time I said yes and s.
Use these questions to develop your own understanding of the poem and ask the students the questions in a discussion. See if they come up with any questions about the poem or about the speaker. Describe who the speaker is: ___________________________________________________
Does he want to be bilingual? Why or why not? ______________________________________
Does the speaker change his feelings about being bilingual throughout the poem?
Are there any benefits to being bilingual?
Vocabulary to Pre-Teach:
Additional Notes:
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Unit 2.1: Bilingual and Proud English as a Second Language Performance Task Bilingual Poem and Questions
Spanish Me Shy Afraid to make a mistake Speaks to my abuelita When I get angry, asi no, ay Chihuahua When I see a baby, she is a reina preciosa Can travel Meets strangers Gets to know family and friends Watches movies Sings songs Feels smart, but imperfect Bilingual Me Loud Funny Knows a lot Reads newspapers, stories, books English Me
Model Brainstorm* and Example Poem for Bilingual Poem Performance Task
*note: this is my personal brainstorm for my experiences as a bilingual learner, every student will have their own different experiences. From my brainstorm I picked a few examples for my poem Example Poem: Becoming Bilingual by Julia Hainer-Violand Example Sentence Starters students can use in their poems:
Ay Chihuahua! I say when disappointed or surprised Spanish is my language of feelings, excited or angry When I see a baby, she is a reina preciosa, or una princesa But am I perfect? No. I am still trying.
I say __________ when __________ Spanish is my language of _________ When I (see/taste/smell/feel/touch) ____, (use words in Spanish)
In English, I _______________ I can ___________________
In English I am the confident queen I can laugh out loud, tell a joke, get my way. When I am bilingual, I will ___________ I am learning to be louder in Spanish But this can be a problem Because when I am fully bilingual, Watch out world. (End with a feeling / strong statement) I am learning to ____________
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Unit 2.1: Bilingual and Proud English as a Second Language Performance Task Descriptive Writing Rubric Grade 2 Descriptive Writing Rubric
Student: Rating Score Traits DEVELOPMENT AND ORGANIZATION Stays on topic Uses the 5 steps of writing process: Prewriting, drafting, revising, editing/proofreading, publishing/sharing Description of person, writer's feelings, event, pet, setting, etc. Description includes sensory information -- what the subject looked like, what it felt like, what it might have sounded like, how the writer might have felt about it, what the setting looked like, etc. Teacher: Overall Score:
Rating: 4-Excellent 3-Acceptable 2-Needs Some Support 1-Needs A Lot of Support
___4 ___3 ___2 ___1
___4 ___3 ___2 ___1
LETTERS AND WORDS Uses real letters to represent text Uses knowledge of letter sounds to write words Dictates story back to adult or older student Spaces appropriately between words Writes from left to right and top to bottom CAPITALIZATION, PUNCTUATION, AND SPELLING (Correctly uses periods, exclamation points, and question marks at the ends of sentence (Capitalizes the first word of a sentence, names of people, places, major holidays, days of the week, months of the year, and the pronoun) Referenced spelling words are correct (word wall/no excuse words). Handwriting is readable.
___4 ___3 ___2 ___1
WORD CHOICE AND SENTENCE WRITING Writes in complete sentences (noun, verb) Uses singular and plural noun forms correctly (house, houses) Uses singular possessive pronouns correctly (its, his) Uses present and past tense verbs correctly (go, went) (if it has been taught) Uses contractions correctly (it's, don't) (if it has been taught) Uses vocabulary from unit make writing interesting Additional Comments: ___4 ___3 ___2 ___1
Source:Patty Foster, 2004 http://www.edmondschools.net/AboutUs/Curriculum/CurriculumSpecialties/TheWritingCenter/Elemen tarySchoolHome/ElemWritingRubrics.aspx 1
Unit 2.2: Where are we? English as a Second Language Learning Activity Cause and Effect Cause and Effect Chart
Identify and even or an issue. Find the cause of causes by asking, Why did this happen? Find the effect or effects by asking, What happened as a result?
Source: TIME For Kids
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Unit 2.2: Where are we? English as a Second Language

Other Evidence Landform Dictionary Checklist
Name:
Date:
Landform Dictionary Checklist

Word Landform Mountain River Lake Valley Coast Harbor Has Definition Is Illustrated Spelled Correctly Uses it in a Sentence
Use Language Rubric to assess students level of comprehension (using dictionary or other examples (books, photos, models made for performance task)
Student Level: ____________ Teacher Observations/Notes:
Adapted from: Second Grade, Landforms All Around, 2003 Colorado Unit Writing Project www.ckcolorado.org/units/2nd_grade/2_LandformsAllAround.pdf
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Unit 2.2: Where are we? English as a Second Language Other Evidence Landforms Dictionary Lessons
Lesson One: Introduction to Landforms (approximately sixty minutes)

A. Daily Objectives
1. Concept Objective(s) a. Students will begin to develop an awareness of landforms throughout the world. b. Students will recognize the characteristics of specific landforms. 2. Lesson Content a. Geographical term: landform, rivers, lakes, mountains c. Understand that maps have keys or legends with symbols and their uses 3. Skill Objective(s) a. Students will become familiar with the definitions of key geographic terms. b. Students will create visual representations of selected geographic terms. c. Students will identify and use map keys or legends. d. Students will be able to use globes and maps. e. Students will practice using good penmanship on daily work. f. Students will apply previous knowledge to classroom discussions. g. Students will be responsible for their own materials.
B. Materials
1. Map of the United States and Puerto Rico 2. World Wall vocabulary (with pictures) for: landform, river, lake, mountain 3. Lined paper, four sheets per student 4. Folder or 12 X 18 construction paper folded in half 5. White drawing paper cut to 4 X 6 pieces, four sheets per student 6. Glue sticks 7. Colored pencils, map colors
C. Key Vocabulary
1. Landforma natural feature of a land surface 2. Rivera large natural stream of fresh water that flows into a lake or an ocean 3. Lakea large body of fresh water surrounded by land 4. Mountaina very high piece of land
D. Procedures/Activities
1. Tell students that they are beginning a geography unit focusing on landforms. Ask if anyone has heard the terms landform before or can guess what it might mean. Allow everyone an opportunity to speculate on the meaning of this new term. Introduce the definition of the term using the overhead projector and transparency. Read term out loud together. 2. Tell students that they will be creating a landform dictionary during this unit. Each page will feature the word, the definition of the word, and a drawing to further explain the meaning. Explain that each sheet will be stored in a folder when it is completed, and that the dictionary will be put together at the end of the unit. 3. Pass out lined paper, drawing paper, glue sticks and folders. 4. Ask students to copy neatly and correctly the word landform on the top line of their paper. Tell them to put the definition on the next line and to use as much space an necessary as long as they use their best handwriting and copy the spelling correctly. 5. When most of the students have finished writing move on to the drawing segment. Tell students that they will be able to keep working on their writing if they are not done but that first they should listen to the directions for the next part. (This allows the rest of the class to go on if one or two students need extra 233
time.) 6. Re-read the definition for landform and help students to brainstorm things they might draw to represent a landform. Tell students that for this word it could be any landform they might think of. It may be helpful to lead students to think of landforms in their area because they will be most familiar with those. (For example, my students have a great view of the mountains.) Instruct students to leave out details that will cover up the landform such as people, cars, and animals. Students may color the drawing and glue it beneath the definition as they finish or you may choose to have them save the coloring for free time later in the day. 7. Tell students you will be reviewing three landforms from previous years in school. Repeat the procedure in step six for each of the other three terms: river, lake, mountain, using a new sheet of lined and drawing paper for each term. These are common terms and are a review from first grade (from the habitats unit) but some students may need an oral review as well. You may decide to do this based on your knowledge of your students and their abilities or experiences. As you discuss each of these terms ask students how they are represented on a map or globe. Use classroom maps to find each of these landforms either as a class or by calling on individual students to point them out. Allow time for students to finish this activity before going on. 8. When students have finished the first four pages of their dictionary have them put the work into their folders, put their names on their folders and place them in a specific location where they will be each day. A basket, bin, crate or rack would be ideal. 9. In this activity students will need close access to maps. Divide students into groups and make sure each group has one map to work with. Point out the map key or legend on a map. Ask if anyone remembers what it is called. Review with students the use of a key or legend through questions and answers. Examples may include: What kind of information can we find on this map key? If I was looking for the capital of my state what symbol would I search for? What does the dot and dash line on this map represent? What is the blue line of this map representing? (Questions and answers will vary according to your map selection.)
E. Assessment/Evaluation
Look at students first four dictionary pages to check for correct wording and spelling. Check to make sure that their drawings correctly represent the landform they are attached to. Use the Landform Dictionary Checklist to record your observations. Return student work to their individual folders and the folders to their storage space.
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Unit 2.2: Where are we? English as a Second Language Other Evidence Landforms Dictionary Lessons Lesson Two: Day Two (approximately sixty minutes) Key Vocabulary
1. Peninsulaa piece of land that sticks out from a larger land mass and is almost completely surrounded by water 2. Harbora sheltered place on the coast of a sea or lake 3. Baya portion of the ocean that is partly enclosed by land 4. Islanda piece of land surrounded by water 5. North, South, East, West
Procedures/Activities
1. Pass out lined paper, drawing paper and glue sticks. Have students get their folders from the previous lesson. Review the term landform by asking students to volunteer a definition without looking in their folders. After a satisfactory (based on the definition given yesterday) definition has been given, tell students that they will be reviewing four more landforms and use directional terms (North, South, East, West) to find landforms on a map of Puerto Rico. 2. Introduce the word peninsula by showing only the term. Discuss what the term might mean, looking for student recall. Use the map of the United States to demonstrate this term as Florida is a typical and well know visual identifier. Also, have students in partners find examples of peninsulas on a map of Puerto Rico and create a class list. Introduce the terms, North, South, East and West to have students say There is a peninsula in the west of Puerto Rico Following the procedure of the previous day display the definition and have students copy it neatly and correctly on their lined paper. Students will then draw an example of a peninsula. Some students may choose to draw Florida or peninsulas in Puerto Rico however any drawing that meets the criteria of a peninsula is acceptable. 3. After most students complete a dictionary page move on to the next page, always letting students know that they will have time to finish their work after listening to the new word and participating in the discussion. 4. Following the established procedure introduce the next three words in turn. Map examples for each word are up to your discretion. Connect to cognates (isla and island, bahia and bay). For each word, show pictures and have students find examples on the map of Puerto Rico. 5. When teaching harbor, ask, Why would people want to live near a harbor? Share how harbors keep boats safe from the waves in the ocean. Ask if students have played in the waves on the beach. Would you want your boat to be moved around by the waves? Would it be safe if you needed to get on and off a boat? Have students search for bays on a map of Puerto Rico with a partner. Good examples on the Puerto Rico map might be: harborSan Juan, Ponce, Mayaguez. Reinforce using North, South, East, West with sentences starters There is a harbor in the North of Puerto Rico. It is San Juan. 6. After the students have completed their four dictionary pages they should put them into their folders and return the folders.
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7. As an oral review and practice in map skills call on individual students to give an oral definition, or show on one of the maps, the landforms covered in the last two days. Since there are seven terms that may be found on a map at this point
Further Lessons for the Dictionary:

Vocabulary: Coastthe land that is next to the sea (cognate: costa / orilla del mar) Valleyan area of low ground between two hills, usually containing a river (cognate: valle) For the rest of the dictionary, you can read aloud books on the beach (Lets Go to the Beach by Mary Hill Hello Ocean/Hola Mar by Pam Ryan) and connect how the beach is on the coast. Bring in sand, shells, and realia from the beach to have them create a coast line in a shoe box lid (with blue clay or construction paper for water). For valleys, have students create valleys out of construction paper or clay with a river (blue clay, or paint) running through the middle. Ask them why there is a river in between and demonstrate with water how it rolls down the sides of the mountains. Ask What is stronger, water or rock? to discuss how water can erode mountains and hills into valleys. Use attachment, Landforms Dictionary Checklist to assess work
Adapted from: Second Grade, Landforms All Around 2003 Colorado Unit Writing Project www.ckcolorado.org/units/2nd_grade/2_LandformsAllAround.pdf
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Unit 2.2: Where are we? English as a Second Language Performance Task - Key Words in Expository Text Five Expository Text Structures and their Associated Signal Words
Pattern Descripti on Description The author describes a topic by listing characteris tics, features, attributes, and examples. The author lists items or events in numerical or chronolog ical sequence, either explicit or implied. Cue words (signal words) For example For instance Such as Is like Including T o illustrate Graphic Organizer
Sequenc e
irst econd hird ater ext efore hen inally fter hen ince ow reviously ctual use of dates
F S T L N B T F A W S N P A
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Unit 2.2: Where are we? English as a Second Language Performance Task - Key Words in Expository Text
Compari son Informatio n is presented by detailing how two or more events, concepts, theories, or things are alike and/or different. owever evertheless n the other hand ut imilarly lthough lso n contrast ifferent like ame as ither/or n the same way ust like ust as ikewise n comparison here as et Y W I L J J I E S A D I A A S B O N H
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Unit 2.2: Where are we? English as a Second Language Performance Task - Key Words in Expository Text
Cause and Effect The autho r prese nts ideas, event s in time, or facts as cause s and the resulti ng effect (s) or facts result of an event. f/then easons why s a result herefore ecause onsequently ince o that or ence ue to hus his led to Probl em and Soluti on The author presen ts a proble m and one or more solutio ns to the proble m. roblem is ilemma is f/then ecause o that uestion/answer uzzle is solved P Q S B I D P T T D H F S S C B T A R I
www.u-46.org/dbs/roadmap/files/comprehension/3expostext.pdf
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Unit 2.3: Myths and Creation Stories English as a Second Language Learning Activity Phonics Foldable Using the Four- and Eight-Tab Foldable
Adapt the Four-Tab Foldable to review digraphs, blends, and vowel variant letter-sounds. Open the tabs and qrite a CCVC or CVCe word on the bottom paper so that one letter is shown in each box. Have students practice blending, decoding, and identifying words.
Another option is to make the Foldable with three tabs. At step 3 (see page 34), cut only the first and the third creases so that the middle tab is twice the size of the other two tabs. Open all three tabs and write a word with a vowel digraph or a CVVC word on the bottom paper so that one letter is shown in each box and so that the middle two letters will be hidden by the middle tab.
Or, cut only the first and second tabs and write a word that ends with double letters or the digraph-ck.
Source: Dinah Zike, Foldables
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Unit 2.3: Myths and Creation Stories English as a Second Language Learning Activity Sequence Organizer
Source: 2006 The Florida Center for Reading Research
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Unit 2.3: Myths and Creation Stories English as a Second Language Other Evidence Three Tab Foldable
Two- and Three-Tab Foldables Directions

Materials:
One 8 1/2 x 11 sheet of paper or large poster board Scissors
Directions
1. Fold the sheet like a hot dog. 2. With the paper horizontal and the fold of the hot dog at the top, fold the right side toward the center, to cover one half of the paper. 3. Fold the left side over the right side to make three sections.
4. Open the right and left folds. Place one hand between the two ticknesses of paper and cut up the two valleys so there are three tabs.
Options:
Cut only one of the valleys so the Foldable has two tabs of unequal size. Use large poster board to make a foldable on which you can record more information.
Use this Foldable to ____________________________________________________________________ ____________________________________________________________________________________.
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Unit 2.3: Myths and Creation Stories English as a Second Language Performance Task Narrative Writing Rubric
2nd Grade Narrative Writing Rubric

Rating Score Traits ORGANIZATION Stays on topic Uses the 5 steps of writing process: Prewriting, drafting, revising, editing/proofreading, publishing/sharing Story has a beginning, middle, and end
___4 ___3 ___2 ___1
___4 ___3 ___2 ___1
LETTERS AND WORDS Uses real letters to represent text Uses knowledge of letter sounds to write words Dictates story back to adult or older student Spaces appropriately between words Writes from left to right and top to bottom CAPITALIZATION, PUNCTUATION, AND SPELLING Punctuation is correct (Correctly uses periods, exclamation points, and question marks at the ends of sentences) Capitalization is correct (Capitalizes the first word of a sentence, names of people, places, major holidays, days of the week, months of the year, and the pronoun I) Referenced spelling words are correct (word wall/sight words) Handwriting is readable. WORD CHOICE AND SENTENCE WRITING (only assess what has been taught) Writes in complete sentences (Uses a noun and verb in each sentence) Uses singular and plural noun forms correctly (house, houses) Uses singular possessive pronouns correctly (its, his) Uses present and past tense verbs correctly (go, went) Uses contractions correctly (it's, don't) Uses adjectives to make writing interesting
___4 ___3 ___2 ___1
___4 ___3 ___2 ___1
Additional comments:
Source: Patty Foster, 2004 1 http://www.edmondschools.net/AboutUs/Curriculum/CurriculumSpecialties/TheWritingCenter/ ElementarySchoolHome/ElemWritingRubrics.aspx
Unit 2.3: Myths and Creation Stories English as a Second Language Performance Task Story Map with Theme
Source: www.HaveFunTeaching.com
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Unit 2.3: Myths and Creation Stories English as a Second Language Sample Lesson Sequence Strips Lesson Narrative Text Structure Story Line-Up
Objective The student will sequence events in a story Materials Pocket chart Sentence strips Choose a familiar story and write the story title on a sentence strip. Write four or more story events on sentence strips.
Activity Students retell a story while sequencing sentences on a pocket chart. 1. Place pocket chart and scrambled event sentence strips at the center. 2. Working in pairs, students read the sentences and select the title strip. Place the title in the top pocket of the chart. 3. Select the sentence strip that tells about the first event in the story, reread the sentence, and place in the next row of the pocket chart. 4. Continue until all sentence strips are in sequential order. 5. Read the sentence strips in order. 6. Peer evaluation.
Extension and Adaptations Use other stories to make event sentence strips. Write a sentence and draw a picture that illustrates favorite event. Use a graphic organizer to depict events.
Source: 2006 The Florida Center for Reading Research
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Unit 2.4: Poetry English as a Second Language Learning Activity Brainstorming Using the Senses
Name: Date:
Directions: Using the senses describe how ______________ is to you.
____________ Sounds like
____________ Looks like
____________ Smells like
____________ Tastes like
____________ Feels like
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Unit 2.4: Poetry English as a Second Language

Other Evidence Poetry Reflection
Name: Date:
Poetry Unit Reflection

All good learners reflect on their work to make it stronger. Lets take 10 minutes to reflect on our poetry unit. What do you love about reading poetry? Why?
What do you love about writing poetry? Why?
What did I learn about reading and writing poetry?
If you are finished early you can decorate this page!
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Unit 2.5: Heroes English as a Second Language Learning Activity Four Door Foldable
Using the Four-Door Foldable

Grammar Application
Use this foldable for information occurring in four categories. Have students create study guides and review grammar concepts such as four types of sentences. They may label each door with a type of sentence, then define each type and provide an example inside each door.
Four-Door Foldable Directions

Materials:
1. Sheet of 11 x 17 paper Scissors Make a shutter fold.
Directions:
2. Fold the shutter fold in half like a hamburger. Crease well.
Comprehension Application
When students are reading a selection, they can use the Foldable to record and store information for summarizing. Have students write descriptions and include illustrations inside the four doors. Guide them to choose four categories of information. For example: Who, what, when where What, where, when, why/how Character, plot, setting, conflict and resolution
3.
Open the folds and cut along the inside valley fold lines.
4. These cuts will form four doors on the inside of the book. Use this Foldable to _________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________
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Unit 2.5: Heroes English as a Second Language Learning Activity Making Predictions Organizer
Source: 2006 NCTE/IRA ReadWriteThink
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Unit 2.5: Heroes English as a Second Language Sample Lesson Rethinking Columbus
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Source: A Peoples History for the Classroom
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Unit 2.6: Art and Author Study English as a Second Language Learning Activity Accordion Foldable
Using the Accordion Book Foldable

This foldable is perfect for post reading skills application. Use the book to record text sequence (first, next, last) or plot sequence (beginning, middle, end). Try color coding each section so students can see the sequence clearly. Children may wish to use this Foldable for publishing their own stories.
Accordion Book Foldable Directions

Materials:
1. Several sheets of 11 x 17 paper Glue Fold each sheet of paper like a hamburger, but fold one side half an inch shorter than the other side. This will form a tab
Directions:
Grammar Application
Like the vocabulary strategy applications above, the accordion book can be used to collect and share grammar skills such as: Nouns Action verbs Adjectives 2.
that is half an inch long. Fold this tab forward over the shorter side, then fold it back away from the shorter piece of paper. (In other words, fold it the opposite way.)
3.
To form an accordion, glue a straight edge of one section into
the valley of another sections tab.
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Unit 2.6: Art and Author Study English as a Second Language Performance Task Art Projects for Leo Lionni Books
Source: The Reading Teacher
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Unit 2.7: Wild Weather English as a Second Language Learning Activity Visualizing Images while Reading
Name: Visualizing Images While Reading: Date:
My Images from ___________________________________________________ by _____________________________ My Image My image after having a conversation with ____________________________________
Adapted from: Debbie Miller (2002) Reading with Meaning: Teaching Comprehension in the Primary Grades

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Unit 3.1: What makes us famous? English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will come up with research questions to find out what Puerto Rico is famous for. Students will also compare and contrast fiction and non-fiction text and learn about different ways non-fiction can be organized to assist students with developing research questions and how to find the answer. Transfer goal: Students will leave the class able to use research skills to develop with their own research questions and find answers while reading independently.

Listening and Speaking L/S.3.3 Listens and responds to, gives commands, provides both instructions and directions; shares answers and formulates the 5-W Questions (who, what, when, where, and why). L/S.3.4 Uses and applies appropriate language structure with formal and informal expressions to identify, describe, and classify familiar concepts in relation to personal experiences, preferences, interests, and environment. Reading R.3.2 Applies phonemic awareness strategies to identify syllables and word family patterns. R.3.3 Uses context clues and resources to build vocabulary, verify meaning, determine the meaning of unfamiliar words, and to transfer meaning into a variety of narrative and informational texts. R.3.6 Recognizes differences between fiction and nonfiction; identifies fact and opinion; recognizes main idea in simple informational text. Writing W.3.2 Applies phonemic awareness and phonics strategies to correctly spell words that have two letter clusters, common spelling patterns, and uncommon consonant patterns. W.3.4 Recognizes descriptive and narrative writing forms; writes words, phrases, and simple sentences to develop descriptive and narrative three sentence paragraphs.

Each genre has specific traits and organization that make them unique. Good readers use a variety of strategies when they come to an unknown word. Puerto Rico takes pride in many things: its people, its culture, its beauty.
How does the structure and organization of texts/genres contribute to meaning? What do good readers do? What makes Puerto Rico unique and interesting?

Word families to assist in spelling Variety of genres and characteristics (realistic

Listen and respond to, gives commands, provide both instructions and directions. 261
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Unit 3.1: What makes us famous? English as a Second Language 5 weeks

fiction, historical fiction, fantasy non-fiction, biography) Ways to organize non-fiction text (cause and effect, compare contrast, chronological order, sequence) Tourist attractions, economy, recipes, famous people of Puerto Rico Research skills (asking research questions, look in books, take notes) Vocabulary for descriptive expressions, and personal concepts Rules for syllables and word family spelling Word family Genre (historical fiction, realistic fiction, fantasy, non-fiction, biography, science fiction, poetry) Research question Famous, important Economy, export, sell, grow, agriculture Recipe Biography, chronological order, timeline Context clues, text Word detective Feature Organized Compare and contrast, similar, different Cause and Effect Transition words (first, then, next, finally) Visualization, description, senses (feels like, smells like, taste like, looks like, sounds like) Use and apply appropriate language structure with formal and informal expressions to identify, describe, and classify familiar concepts in relation to personal experiences, preferences, interests, and environment. Apply phonemic awareness strategies to identify syllables and word family patterns. Use context clues and resources to build vocabulary, verify meaning. Recognize differences between fiction and nonfiction by comparing and contrasting text features and structure. Apply phonemic awareness and phonics strategies to correctly spell words that have two letter clusters, common spelling patterns, and uncommon consonant patterns. Recognize descriptive and narrative writing forms. Write words, phrases, and simple sentences to develop descriptive and narrative three sentence paragraphs.
Content Vocabulary

Puerto Rico Magazine Students will create a class magazine on different aspects of Puerto Rican culture to answer the question, What makes Puerto Rico unique and interesting? As a class, brainstorm examples of Puerto
Other Evidence
Word Family Check Select a word family with two or three letter clusters to focus on every week during the morning meeting. Have a short lesson of how to pronounce the cluster and give examples of words (see website http://www.carlscorner.us.com/Sorts.htm for word families picture cards and sorting 262
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Rican fame (famous people, foods, sports, music, art, locations, and history) and break the students into groups to become experts in a specific topic. Model how you can come up with a question related to the topic (e.g. Why is El Yunque a famous park? Why is Roberto Clemente famous? Why do people like Tito El Bambino? What makes Old San Juan a tourist attraction?) In their separate groups, students come up with research questions they want to find out. Based on their questions, students can go to the library and research sources (or as a teacher, you can provide sources for students to conduct research) and take notes answering their question. Conference with each group throughout the process to help them refine their question and help them find information that will answer their question (this is a good way to focus on main idea and important details) From their research, students will write a paragraph answering their research question. You can scaffold by giving sentence starters, transition words (e.g. Then, next, because of, in addition). Have students peer edit for spelling sight words, vocabulary words, and have correct capital letters and punctuation. Groups then will illustrate their paragraph and put together all of their work as a class into a class magazine on Puerto Rico. Use attachment, 3.1 Performance Task Descriptive Writing Rubric, to assess writing. ideas). Use attachment: 3.1 Other Evidence Word Family Assessment to check students ability to identify and read letter clusters. Students can also create word family notebook to keep track and add new words to their notebooks throughout the year (see attachment: 3.1 Other Evidence Word Family Book). Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition) Based on words you select for the whole class and on the individual words students want to know in English for their individual word list, have a conference for each student to check if the student understands the vocabulary words when listening and speaking (say it by itself, with a sentence starter, or independently). Fluency Check Have a student read aloud to check for fluency: any words that students have difficulty in, for intonation, skipped words, and missed endings (see attachment: Resource 8 Paired Reading Fluency Check as an evaluation). Puerto Rican Recipe Have students follow instructions to make a popular dish (http://www.elboricua.com/BoricuaKids_Food .html) and then rewrite the instructions themselves using transition words (first, then, next, finally). Journal writingDaily or weekly students can answer a prompt about themselves, their families, their interests or traditions http://journalbuddies.com/category/journal_ prompts__journal_topics/. http://www.canteach.ca/elementary/prompts .html
What I love about Puerto Rico (Descriptive Writing) Have students reflect on a time they had a positive, happy moment in their lives. Where were they? Was it connected to Puerto Rican culture (music, arts, sports) or values (families, traditions, and holidays)? Model what you expect by sharing the paragraph you
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wrote that answers the question What I love about Puerto Rico from a personal experience. Writing Example: When I walk down the street at night, or open my window, I can hear the coqui calling me. Their songs sound like a lullaby, singing me to sleep. Their songs fill me with joy because they tell me I am on a tropical island, Puerto Rico. (I italicized ways of bringing in senses, e.g. when I _____ helps give a visualization because you are describing what you are doing.) Show your method of brainstorming ideas and have students brainstorm their own about their moment with senses (I felt, I smelled, I tasted, I saw, I heard) (see attachment: 3.1 Learning Activity Brainstorming using the senses) or have them select two or three moments from that event and give examples of visualizations/mental pictures from the event they can write about (see unit 2.7 on visualizations, use attachment 3.1 Learning Activity Visualizing Images While Reading). To scaffold, during brainstorming and writing, have students work in pairs to help bring out details by asking questions or supporting each other with vocabulary. Each student is expected to have his/her own writing piece. Have students write a paragraph about that moment, describing the event using senses or visualizations. Point out sentence starters you used in your paragraph and examples of how you organized your ideas. Use attachment, 3.1 Performance Task Descriptive Writing Rubric, to assess writing.

Routines for the Year Select a color marker for English and a color marker for Spanish. This way students are used to the pattern of a word in English written in black and words in Spanish written in blue. This color-coding strategy will help with all of your activities throughout the unit and year (e.g. word walls, posters, 264
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model writing, etc.). Have a word wall throughout the year for the vocabulary selected from read alouds and from class activities and unit themes. This will help create a language rich environment. The word wall can be used throughout the year as well because it will build up the students sense of success in English. In addition, students will be learning word families, so it is also helpful to have these be a part of the word wall. For examples of how to select words for the word wall, look at the website: http://www.readingrockets.org/article/14343/ and the attachment, Resource 2 Using Word Walls to Improve Instruction. Begin every class with a morning message to start the class. (E.g. Today is ______, we will _____.) to let the students know what they are doing and it is also when you can introduce themes of the unit or topics of the day, have students fill in the blanks of vocabulary words, identify word families, cognates, etc. (see attachment: Resource 5 Morning Message Reasons and Research). Graffiti wall activity: Begin the unit with this activity that will help students develop vocabulary, images, and ideas for the unit. On four walls, put up blank chart paper and above the chart paper write: Places in Puerto Rico on another, Puerto Rican People, Sounds from Puerto Rico, and another Smells of Puerto Rico. Ask students to draw pictures of what comes to mind when they read the topic. Have them go around and draw pictures for each topic. Then have students go around and write words or phrases that also are attached to these topics. Then discuss with the students, What makes Puerto Rico unique and interesting? Use the drawings and the words written by the students to discuss topic. Throughout the unit you can add to the graffiti wall, or compare and contrast old thinking with new thinking. Have students bring in pictures and share stories about What they love about Puerto Rico from their pictures or stories, have other students come up with questions to ask each other to bring out more details (model examples of questions: What did you do? What did you see? Why where you there? What did it smell like? Feel like?) Ask, What people make Puerto Rico unique and interesting? Have students come up with a list of famous people that represent Puerto Rico. Have students make a time line of the persons life to reinforce chronological order. Model how to ask questions as a reading strategy by selecting a biography on a famous Puerto Rican to read aloud. Write down any questions that come up before and as you read aloud on a TChart. As you read aloud, write down any answers that you find. Share how some questions that are very specific might not be answered (What is his/her favorite TV show?) versus more open questions (What was he/she like as a kid?) With a partner, have students select a biography to practice asking questions. They can use post-it notes, or create a T-chart in their notebook to write down questions they come up with before and during reading. Students can take turns asking questions and finding the answers. Have students report back to the class what their questions were and if they found any answers while reading. Students can classify their questions into too specific or good for research. Model what sorts of research questions you would ask to create a timeline or poster of a famous 265
Building Background: What is Puerto Rico Famous for?
Asking Questions to Conduct Research
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Puerto Rican. With the students come up with five questions you would ask. Model how you would look for information from a biography and where to go if your questions were not answered (encyclopedia, other books, internet if available). Model note taking on note cards or in journals, share how note taking is finding the answers to their research questions. Show how you do not have to write in complete sentences and can use dashes or bullet points and leave space between notes. Students can write a letter to the famous person. Have three questions about their life be included in the letter. Create a poster or make a collage of different stages of the life of the person. Have students bring in their favorite books (or select them from the class library or school library) and do a book talk. ( http://nancykeane.com/booktalks /) Have them share why they like the book (Characters, story line, information?) From the texts they bring in, have students notice, do they like more fictional texts or non-fictional texts. Discuss why. Ask the question, What makes texts different? The way it is organized? The topics? Create a class Venn Diagram comparing Fiction and Non-Fiction text. Ask if there are differences between types of fiction or non-fiction. For fiction, use lessons on genres (see below) to compare and contrast fantasy, science fiction and realistic fiction. Ask how can non-fiction be organized? Show different examples of graphic organizers used in the past and share how non-fiction can be organized in many ways (chronological order (biography), sequence (recipes, explanations, cause and effect (e.g. how things are created/formed), compare and contrast). In pairs, have students read texts on Puerto Rico and find examples of how information is organized. Create a class poster of a Genre Tree that has different examples of genres as leaves. Have students create the description of each genre on the tree. Each student can keep track of the genres they learn to make a genre book. For each genre, students can write a simple description and an example of a book in this genre. It can be accordion style, which is easy to attach new pieces to show how their knowledge of genres is expanding (see attachment: 3.1 Learning Activity Accordion Foldable). This expectation is an extension of grade two, where students ended the year using strategies to infer unknown words. Discuss, What do good readers do? to build background on what they have already learned in second grade. Create a class chart of what good readers do when reading. During read alouds model with a chart how you can use clues from the text and pictures, as well as letters or cognates to infer unknown words. Have a class chart to model your thinking and strategies: When we come to an unknown word, READ ON! We use clues from pictures or the story and what we know to help us Unknown Word What we infer it means What helped us? (clue from text)
Comparing Non-Fiction and Fiction Text
Using Context Clues to Infer Unknown Words during Read Alouds and Research
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Have students create this chart in their notebooks and keep track of unknown words as they read in pairs. In pairs, they can help each other find clues and check understanding. During student research for their performance task of researching a famous part of Puerto Rico, have students use inference charts to keep track of unknown words. They can also create an important word list of words they want to use in their writing. Fiction Genre Study http://www.readworks.org/lessons/grade3/genre Lessons on how to ask a research question (helpful graphic organizers for students to ask questions) http://www.readworks.org/lessons/grade3/explicit-information Modeling Research by using a KWL chart http://www.readwritethink.org/classroomresources/lesson-plans/creating-question-answer-books-353.html http://www.scholastic.com/teachers/lesson-plan/5-day-unit-plan-introducing-nonfiction http://www.scholastic.com/teachers/article/3-comprehension-strategies-reading-nonfiction Facts on Puerto Rico for Kids http://www.elboricua.com/BoricuaKids.html Writing prompts http://homepage.mac.com/mseffie/handouts/258journal.html-journal On book talks http://nancykeane.com/booktalks/tips.htm-Information
Sample Lessons

Books for Genre study: o Allies Basketball Dream by Barbara E. Barber o Zathura by Chris Van Allsburg o Commander Toad and the Intergalactic Spy by Jane Yolen o Mr. George Baker by Jon J. Muth o How to Be Cool in the Third Grade by Betsy Duffey o The Stories Julian Tells by Ann Cameron o Jumanji by Chris Van Allsburg o 2030 : A Day in the Life of Tomorrows Kids by Amy Zuckerman and James Daly o The Magicians Boy by Susan Cooper o The Wonderful Flight to the Mushroom Planet by Eleanor Cameron o That Game from Outer Space by Stephen Manes Books on Puerto Rico for Research Project: o Puerto Rico (True Books: Countries) by Howard Gutner o Puerto Rico (Rookie Read About Geography: States) by Elizabeth Zapata o Puerto Rico (Hello USA) by Joyce Johnston o Puerto Rico in Pictures by Linda Tagliaferro o Puerto Rico (Festivals of the World) by Erin Foley o Puerto Rico (Cultures of the World) by Patricia Levy Puerto Rican Biographies: o The Storytellers Candle/La velita de los cuentos by Lucia Gonzalez (first Puerto Rican librarian in US) June 2012 267

Sonia Sotomayor- A Judge grows in the Bronx by Jonah Winter Clemente! by Willie Perdomo Roberto Clemente: The Pride of the Pittsburgh Pirates by Jonah Winter Luis Munoz Marin (Community Builders) by Linda George Pride of Puerto Rico: The Life of Roberto Clemente by Paul Robert Walker Well Never Forget You, Roberto Clemente by Trudie Engel Scientist from Puerto Rico, Maria Cordero Hardy ( American Women in Science) by Mary Ellen Verheyden- Hilliard o Ricky Martin by Judy Parker o Raul Julia by Frank Perez and Ann Weil o Roberto Alomar: Star Second Baseman ( Sports Reports) by Stew Thornley o Jennifer Lopez (Little Jamie Books : What Its Like to Be by Karen Bush Gibson ( bilingual) Scott Foresman Reading Collection 2. 1 o New Beginnings Book and Practice Book o The Story keeper by Carmen Tafolla page 288 (Interview/Social Studie Connection) o Four Clues for Chee by Juanita Havill page 346 (Realistic Fiction) o o o o o o o
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Unit 3.2: Immigration English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will study the push and pull factors of immigration by reading fiction and nonfiction texts to understand who makes up the Puerto Rican population and why people choose to leave their homeland for other countries. During this unit, students will also study slavery to understand Puerto Ricos past and the variety of backgrounds that make up its ancestry. Transfer goal: Students will leave the class able to use their learning about immigration and slavery to understand why people migrate and to understand the multicultural background of Puerto Rico.

Listening and Speaking L/S.3.1 Listens carefully during a read aloud from a variety of narrative texts to comprehend and identify the main character and setting. L/S.3.2 Applies phonemic awareness and auditory discrimination and distinguishes between singular/plural forms as well as past/present tense of regular verbs. L/S.3.5 Identifies and states the main idea or topic of an oral message or class reading from a variety of simple informational texts and uses transitions to tell and retell a story using acquired vocabulary and appropriate language structure to personal experiences. Reading R.3.2 Applies phonemic awareness strategies to identify syllables and word family patterns. R.3.4 Identifies and states the main character(s), identifies character traits, establishes similarities and differences between characters, and identifies setting within narrative text. R.3.5 Uses story organization of beginning, middle, and end within narrative text to state and organize events; makes predictions and connections. Writing W.3.2 Applies phonemic awareness and phonics strategies to correctly spell words that have two letter clusters, common spelling patterns, and uncommon consonant patterns. W.3.4 Recognizes descriptive and narrative writing forms; writes words, phrases, and simple sentences to develop descriptive and narrative three sentence paragraphs.

People immigrate for many reasons. You can be pulled to a new country or pushed out of your old country, or you could be brought against your will. We can learn from other cultures, but no ones experience is the same. Puerto Rico has culture that blends many histories and people together.
Why do people immigrate? Are all people immigrants? What does it feel like to leave your home? What do good readers do?
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Unit 3.2: Immigration English as a Second Language 6 weeks

Good readers build on prior knowledge to understand both real people and fictional characters to help understand the world around them.

Reasons why people immigrate: push factors: famine, war, bad economy, natural disaster, Pull factors: better opportunities, reunite with family, religious freedom History of Puerto Rican population (Taino, colonization, slavery, mestizo) Past tense form (-ed) can have three sounds (-ed, -t, -d) and can also be irregular Main idea, topic, theme The difference between fiction and nonfiction narratives The structure of a paragraph The writing processbrainstorm, draft, edit, revise, publish Terms to describe Immigration (immigrant, ancestors, challenge, culture, leave, country, move) Push factors (hunger, war, less opportunities, poor economy) pull factors (more opportunities, jobs, reunite) Character traits of immigrants (courageous, brave, shy, intelligent, stubborn, fearful, strong, etc.) Terms used to describe identity/race (mestizo, white, Spanish, race, black, indigenous) Terms used in the past and found in Puerto Rican Census (mulatto, colored, free, slave, Indian, population) Terms used in describing slavery (Middle Passage, slave ship, rob, stolen, take over, Colonizer, colonized, colony, plantation) Connection, (I have a connection! When I read ____, it makes me think of _____. ) Past tense

Listen carefully during a read aloud from a variety of narrative texts to comprehend and identify the main character and setting. Apply phonemic awareness and auditory discrimination and distinguishes between past/present tense of regular verbs. Identify and state the main idea or topic of an oral message or class reading from a variety of simple informational texts. Apply phonemic awareness strategies to identify syllables and word family patterns. Identify and state the main character(s), identify character traits. Identify setting within narrative text. Make connections. Apply phonemic awareness and phonics strategies to correctly spell words that have two letter clusters, common spelling patterns, and uncommon consonant patterns. Write words, phrases, and simple sentences to develop descriptive and narrative three sentence paragraphs.
Content Vocabulary
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Suffix Hypothesis Context

Immigration Interview and Magazine Students find a family member that has immigrated at some point in their lives and interview them about why they immigrated. Have students brainstorm as a class five questions they want to ask their family members (e.g. When did you immigrate? Why did they immigrate? What was the most difficult part about immigrating? What did you miss? What did you think of your new home? What were the challenges? Benefits?) Have students create a poster from the information received from the interview. See if they can categorize whether or not it was push or pull factors for leaving Puerto Rico. As a class, compare the results of the immigration stories. Did more people immigrate at a certain time? Create a class bar graph of who immigrated in what years to see if there was a trend. If there is a large amount of immigration during certain years have students make hypothesis about what was occurring around that time that caused immigration (economic issues, natural disaster, opportunities) and do research (ask families, look in the library) to find out why people immigrated from Puerto Rico. Students can create a class magazine on information found from their research and write short biographies on their family members based on their interview questions. Have students share their findings with family members and members of the school community in a presentation of their research.
Other Evidence
Word Family Check Select a word family with two or three letter clusters to focus on every week during the morning meeting. Have a short lesson of how to pronounce the cluster and give examples of words (see website http://www.carlscorner.us.com/Sorts.htm for word families picture cards and sorting ideas). Use attachment, 3.1 Other Evidence Word Family Assessment to check students ability to identify and read letter clusters. Students can also create word family notebook to keep track and add new words to their notebooks throughout the year (see attachment: 3.1 Other Evidence Word Family Book). Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition) Based on words you select for the whole class and on the individual words students want to know in English for their individual word list, have a conference for each student to check if the student understands the vocabulary words when listening and speaking (say it by itself, with a sentence starter, or independently). Fluency Check Have a student read aloud to check for fluency: any words that students have difficulty in, for intonation, skipped words, and missed endings (see attachment: Resource 8 Paired Reading Fluency Check as an evaluation). Making Connections Have students complete attachment 3.2 Other Evidence Making Connections individually and conference with the student to share what connections he/she 271
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Use attachment 3.1 Performance Task Descriptive Writing Rubric to assess writing. Have students ask family members about their ancestral roots (e.g. Spanish, Taino, and African). Since many Puerto Ricans are a blend of cultures, this will be an interesting discussion on identity based on culture and race rather than nationality. Students can write a letter with questions for their family members to answer and share the responses with the class. Based on the responses from their family members, students will write a letter to imagine what would be a day in the life of my ancestor. To build background for writing a letter from the perspective of an ancestor, have students make connections based on the texts read to predict what life would be like for them and/or how they arrived to Puerto Rico (e.g. if they were Spanish, did they colonize the island by enslaving indigenous and building a fort or church? Were their families Taino, who hunted with canoes and had to fight off the Spanish and the Caribe Indians? Were they Africans who came as slaves on the middle passage to work on plantations?) Have the students brainstorm examples of what they would write about (were there any problems they had to face? How did they overcome them? Who would they write to? Why?) Use attachment 3.1 Performance Task Descriptive Writing Rubric to assess writing made to a book read aloud on immigration.
My Identity, My Past

Immigration: Why Immigrate? Ask if any family members have left Puerto Rico for another country. Ask why would their family members leave? Describe moving to another country as immigration. Ask, Why do people 272
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immigrate? come up with a list of reasons why people might immigrate. Create a KWL Chart on what students know about why people immigrate, what they want to know about immigration and what they learned. Have family members who have immigrated come and share their personal stories about immigration. Have students make personal connections to how the visitors might have felt when immigrating (see attachment: 3.2 Other Evidence Making Connections). From the oral interviews done in class or in their performance task, have students come up with the main idea, or big idea they learned about immigration. It can focus on why people immigrate as the main idea, or challenges faced when they immigrate. Have students share orally in groups or in a class. Categorize reasons for immigration into pull factors and push factors. Explain that push factors are reasons that push you out of your country. Have students share what would be reasons to leave ones country? Pull factors are reasons that pull you towards another country. From the interviews or oral histories collected by the class, what are reasons that pulled their family members to another country? Create a class chart so students can refer to it and use it with the own writing and research. After having visitors share their stories, students now have a basis of understanding the immigrant experience. Ask, What do good readers do if they know they will read about immigration? How can what we learned help us as we read? Verify if students share how they can use their own knowledge to help them understand what the character is going through. Model with your own thinking aloud when reading a book. Making Connections: Good readers connect to what they know when they are reading. Lets share our thinking about our connections. When I read It makes me think of
Making Connections and Describing Character Traits from Immigrant Stories
Read a selection of picture books that deal with the challenges experienced by immigrants and have students complete attachment 3.2 Other Evidence Making Connections to connect to the stories and feelings faced by the characters in the story, note where the immigrants moved from and moved to focus on the importance of identifying the setting. Have students read in pairs the books read in class, and complete attachment, 3.2 Learning Activity Character Map in order to describe the character traits of the immigrants in the story. Share vocabulary for this lesson, by coming up with words with the class (brave, courageous, helpful, shy, ashamed, tough, intelligent). A way to understand how people were viewed or stereotyped in Puerto Ricos history, you can go back and look at the census records. Use these websites to have a discussion with students about vocabulary (free coloreds whites Indians Slaves). How has the population changed? (Note how in the 1535 census there were Indians, and then in the 1765 census, there are no longer 273
Using Primary Sources to Understand Our Past
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Indians. Where did they go?) How can there be free coloreds and Slaves? Have students look at the information in groups and come up with their own questions they can research or discuss with their families and classmates (note that former slaves could buy their freedom and become free). o 1530 Census: http://www.topuertorico.org/reference/cen1530.shtml o 1765 Census: http://www.topuertorico.org/reference/cen1765.shtml o 1867 Census: http://www.topuertorico.org/history4.shtml (look at 1867 date) Use the Census data to discuss, Are all people immigrants? discuss the ancestral roots of Puerto Ricans from the census, and have students make connections to their own ancestry and how their ancestors came to Puerto Rico by reading parts of From Slave Ship to Freedom Road and showing pictures from The Middle Passage. Use images from The Middle Passage to do a gallery walk and build language and a common understanding about the horrors of slavery. Select 10 images from the book and put chart paper underneath. Select a phrase to write underneath (you can create a T-Chart underneath and select two phrases from: I see_____ I wonder _____ I feel ______) When teaching about slavery, be sensitive about the subject, discuss with students that you will all be mature and respectful to each other, and will not make anyone feel bad. Ask Why should we learn about slavery? Slavery should be taught to help students understand that we need to learn from the mistakes of the past to not repeat them. Also shape the students understanding of slaves as people of strength, courage, and resilience who could survive the hardest experience of any human being. Note that slavery was not just a few people, but a whole government (Spain) and church that supported slavery. Ask why was there slavery? Guide students to understand the idea of systemic racism for profit, and that it was not just Africans who were enslaved, but also the Tainos (as seen in the census of 1530, and primary sources of the Spanish Colonization of the Caribbean). Study this picture of slaves in Puerto Rico taken in the 1890s. What do you think the children are thinking in this picture? Have students come up with their own questions. Note that not all slaves were pure African, but also a mixture as well http://www.loc.gov/rr/hispanic/1898/slaves.html . Have students make connections to books on slavery or on pictures from Middle Passage or from website: http://hitchcock.itc.virginia.edu/Slavery/search.html ) use attachment, 3.2 Other Evidence Making Connections. Based on the read alouds, have students create a diary of a day in the life of a slave in Puerto Rico. Share how when we talk about the past in English we add a suffix to the end of the word, -ed. Have students find examples of past tense words in books and create a list. Take the list, and have students sound out words. Because English is their second language, they will tend to say ed for the endings, like Walk-/ed/ instead of walk/t/. Share how the past tense ed is very tricky because it can have three sounds /ed/, /d/, and /t/. Give examples in a chart of these sounds, and have students listen to you say the word and classify it into the correct phoneme based on the sound.
Past Tense Study
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The past tense ed can have three sounds! /t/, /d/, /ed/ Listen to hear the sounds. Where do they belong? /d/ /t/ /ed/ (ends with l, r, y, m, n) (ends with p, s, f, sh, k) (ends with t, d) Called Stopped Melted Cared Wished Ended Played Walked Waited Ruled Asked Needed Spelled Shipped Rested Have students make index cards of past tense words and then in pairs, they can make a word sort where they classify the words by the three sounds. Make a class quilt celebrating students background and family history http://www.tolerance.org/supplement/family-ties-and-fabric-tales-elementary-grades A Lesson on making connections using Harvesting Hope http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehensionmaking-connections-228.html Lessons on past tense pronunciation http://www.eslflow.com/pronunciationlessonplans.html Use Primary Source Pictures and items to have students understand slavery and the Middle Passage http://hitchcock.itc.virginia.edu/Slavery/search.html See attachment: 3.2 Additional Resource Lessons on Slavery in Puerto Rico. Research conducted on 3rd grade perceptions of race and slavery. It is a good starting point to understand how to approach your students with the complexities of discussing identity, Puerto Ricos past and current day racism. An article on the pull and push factors of immigration from Puerto Rico to the United States http://www.americansall.com/PDFs/02-americans-all/9.9.pdf On Pronunciation of past tense ed http://www.elearnenglishlanguage.com/esl/grammar/simplepast-pronunciation.html Graphic organizers for reading comprehension http://www.enchantedlearning.com/graphicorganizers/storymap/ Additional On Slavery o The Red Comb by Fernando Pico (a story about slavery in Puerto Rico) o From Slave ship to Freedom Road by Julius Lester o The Middle Passage by Tom Feelings (excellent illustrations, a wordless book to have students come up with questions or observations about slavery) o Henrys Freedom Box: A True Story from the Underground Railroad by Ellen Levine and Kadir Nelson o Frederick Douglass: The Last Day of Slavery by William Miller o Barefoot: Escape on the Underground Railroad by Pamela Duncan Edwards 275
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Sweet Clara and the Freedom Quilt by Deborah Hopkinson Follow the Drinking Gourd by Jeanette Winter ( story of the Big Dipper and the North Star used to guide slaves at night) o A Picture Book of Harriet Tubman by David A. Adler o If You Lived When There Was Slavery in America by Anne Kamma (A story about a the hard life slaves faced) o If You Traveled on the Underground Railroad by Ellen Levine On Immigration Experience: o I Hate English! by Ellen Levine (Language Barriers) o Hannah is My Name by Belle Yang (About adjustment and nervousness of citizenship status) o My Very Own Room/Mi propio cuartito by Amada Irma Perez (about tight living situations) o Coming to America: The Story of Immigration by Betsy Maestro o Coming Home by Eve Bunting (About returning to parents homeland) o One Green Apple by Eve Bunting (about language and identity) o A Days Work by Eve Bunting (Struggle to find jobs) o Grandfathers Journey by Allen Say (About desire to explore) o Harvesting Hope by Kathleen Krull (About immigrants who fight for better working conditions) o Esperanza Rising by Pam Munoz Ryan o My Name is Maria Isabel by Alma Flor Ada o The Name Jar by Yangsook Choi ( A story of the special meaning of names) o If Your Name Was Changed at Ellis Island by Ellen Levine Scott Foresman Reading Collection 2. 1 o New Beginnings Book and Practice Book o New Best Friends by Judy Nayer page 314 (Realistic Fiction) o o
June 2012 Adapted from Understanding by Design b Grant Wiggins and Jay McTighe
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Unit 3.3: Fables English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will study fables in order to sequence stories, compare character traits, and make predictions. At the end of the unit students will write their own fables using Aesops fables as a model. Transfer goal: Students will leave the class able to sequence and create their own fables including the genre elements, based on the model of Aesops fables.

Listening and Speaking L/S.3.2 Applies phonemic awareness and auditory discrimination and distinguishes between singular/plural forms as well as past/present tense of regular verbs. Reading R.3.2 Applies phonemic awareness strategies to identify syllables and word family patterns. R.3.4 Identifies and states the main character(s), identifies character traits, establishes similarities and differences between characters, and identifies setting within narrative text. R.3.5 Uses story organization of beginning, middle, and end within narrative text to state and organize events; makes predictions and connections. Writing W.3.2 Applies phonemic awareness and phonics strategies to correctly spell words that have two letter clusters, common spelling patterns, and uncommon consonant patterns. W.3.4 Recognizes descriptive and narrative writing forms; writes words, phrases, and simple sentences to develop descriptive and narrative three sentence paragraphs. W.3.5 Applies the dictionary as an aid in the writing process; uses simple prewriting techniques to generate ideas.

Our background knowledge helps us make connections and increase our understanding of texts and the world. Fables and folktales teach us about a culture, but fables are focused on teaching us a lesson or moral. Readers use a variety of strategies to infer and determine meaning from text.
Why make connections? What is the importance of fables and folktales to our culture? What strategies do good readers use to help them understand text and the world around them?

Story Elements of Aesops Fables (animal characters that can speak, short stories, have a problem and creative solution, have a moral

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Unit 3.3: Fables English as a Second Language 5 weeks

or lesson at the end) Character Traits in fables (e.g. trickster, helper, determined, persistent, patient, impatient) Strategies good readers use Vocabulary associated with fables Story organization for fictional text Structure and purpose of a dictionary The writing process Fable Folktale Problem, solution Lesson, moral Character Traits in fables (e.g. trickster, helper, determined, persistent, patient, impatient) Aesop Animals in fables (e.g. hare, tortoise, lion, mouse, fox, crow) Predict (based on ______, I predict _____ will happen, or I predict _____ because ______) Connections (I connect with _____ character because _____, This story makes me think of _____) Plural, suffix (-s), Irregular plurals (e.g. man/men, woman/women, child/children, person/people, mice/ mouse, goose/geese, deer/deer, fish/fish) tense of regular verbs. Apply phonemic awareness strategies to identify syllables and word family patterns. Identify and state the main character(s), identify character traits, establishes similarities and differences between characters. Use story organization of beginning, middle, and end within narrative text to state and organize events. Make predictions and connections. Apply phonemic awareness and phonics strategies to correctly spell words that have two letter clusters, common spelling patterns, and uncommon consonant patterns. Write words, phrases, and simple sentences to develop narrative three sentence paragraphs. Apply the dictionary as an aid in the writing process. Use simple prewriting techniques to generate ideas.
Content Vocabulary

Writing my own fable Students will study fables for their story structure and write their own fable with a moral of their choosing. The fable will have a problem and solution with animals that engage in dialogue. Have students brainstorm the story (see attachment: 3.3 Performance Task Fable
Other Evidence
Word Family Check Select a word family with two or three letter clusters to focus on every week during the morning meeting. Have a short lesson of how to pronounce the cluster and give examples of words (see website http://www.carlscorner.us.com/Sorts.htm for word families picture cards and sorting ideas). Use attachment, 3.1 Other Evidence Word 278
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Story Map) individually or in pairs to support ideas and vocabulary. For their fable, have students practice coming up with dialogue by acting out their stories or using attachment 3.3 Learning Activity Comic Strip to write speech bubbles. Students will write their own fable using past tense (reinforce past tense throughout the unit with the word wall, class charts on regular past tense words (see unit 3.2) and irregular past tense words found in texts. Have students edit their stories in pairs (use post it notes to help with ideas, dialogue, vocabulary, misspelled words or grammar). Have students illustrate their story, have students read each others stories and write comments on post-its (What I enjoyed about your story is_________) put it together the stories in a class book. Use attachment 3.3 Performance Task Narrative Writing Rubric to assess writing. Family Assessment to check students ability to identify and read letter clusters. Students can also create word family notebook to keep track and add new words to their notebooks throughout the year (see attachment: 3.1 Other Evidence Word Family book). Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Based on words you select for the whole class and on the individual words students want to know in English for their individual word list, have a conference for each student to check if the student understands the vocabulary words when listening and speaking (say it by itself, with a sentence starter, or independently). Fluency Check Have a student read aloud to check for fluency: any words that students have difficulty in, for intonation, skipped words, and missed endings (see attachment: Resource 8 Paired Reading Fluency Check as an evaluation). Character Comparison Tab book Have students select a fable where there are two characters and have them compare their character traits. Use attachment 3.3 Other Evidence Comparing Characters to plan the tab book (see attachment: 3.3 Other Evidence Shutter Fold) where a character is drawn on the outside of the fold and a Venn Diagram can be on the Inside.
Reflection: Which Moral most makes sense in my life? Have students select a moral from a story that the student connects to. Have the student write a paragraph on how this moral connects to his/her life (Does the story and its moral remind you of something that happened in your life? How can you apply the moral to your life?) Have students illustrate the reflection with a picture the event from their life they connected to.

Introducing Fables Ask students, What are fables? Share how fables are passed down like folk tales, but they have a clear moral at the end and are meant to teach a lesson. Compare and contrast a fable with a folktale, like Juan Bobo, and have students compare and contrast the differences in a class Venn Diagram and ask, How are fables and folktales different? 279
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Have students come up with examples of elements in fables (Characters are animals; animals can talk, short, moral at the end). Model with students the structure of a fable of problem/solution and moral at the end in a class chart of more than one story: Fable Features: Animal Characters Example of dialogue Problem Solution Moral Sequencing Fables Have students map out the structures of fables read aloud with attachment 3.3 Learning Activity Sequence Chart and have them create a layered foldable illustrating and summarizing the beginning, middle, and end of the story (see attachment: 3.3 Learning Activity Layered Book Foldable). Have students orally retell and reenact fables in small groups and present them to the class. They can make masks from paper plates (http://www.toddlercraft.net/craft-projects/crafts-forpreschoolers/preschool-crafts-mask-fun-kids/) When reading a fable aloud, stop before the moral is given and ask, What is the moral? have students come up with their own morals on post-its and share them. Write down their morals on a chart paper, and then share the moral from the fable. Discuss whether or not a fable can have more than one moral. Have the class vote on which moral is the best and share why. Connect to students prior knowledge of predictions studies from 2nd grade. Ask what a prediction is and why we would make predictions. Have students share strategies of how they make predictions. Is it by connecting to the character? Build on predictions by having students make connection to the reading. Ask, Why make connections? Model how it is our prior knowledge, or schema, that assists us in making a prediction. This is because we put ourselves in the place of the character and that helps us predict what will happen next in the story. Have students share their connections by having a connections journal or by sticking post it notes on connections they make while they read Students can illustrate their connections with attachment, 3.2 Other Evidence Making Connections. Do a read aloud of a fable and model your own predictions with a class T-Chart that says When I read, it makes me predict) to keep track of your thinking. Have students read fables in pairs and share their own predictions in a T-chart in their notebook or with attachment, 3.3 Learning Activity Making Predictions Organizer. When discussing the moral of the fable ask, Is there more than one moral to a fable? Have students come up with other morals for a story. Have them share how they learned that other moral. Story: Story: Story:
Using Connections to make Predictions
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Comparing Characters in Fables Show picture book, The Lion & The Mouse by Jerry Pinkney, which is a wordless picture book. Have students compare and contrast the two characters based on examples and clues from the pictures. Create a Class Venn-Diagram comparing the characters. Read aloud fable, the Tortoise and the Hare and have students share which character they connect with most and why. Student can also compare the characters in attachment 3.3 Other Evidence Comparing Characters. Students can keep track of characters in a character accordion book or trading cards that has a drawing of the character on the front and a list of three character traits in the back and what they are good at doing. Model how when there is more than one noun you can add a suffix, -s, -es, or -ies, to the word depending on the noun, or change the ending. When reading a fable aloud, create a T chart of noun and plural. If there are any exceptions (ex: mouse, mice) note them on the chart in a different color. Use the morning message as a way of teaching examples of irregular plurals: and have students fill in blanks on the board. Example: http://www.superteacherworksheets.com/nouns/nounssingularandplural3.pdf (Example of irregular plurals: man/men, woman/women, child/children, person/people, mice/ mouse, goose/geese, deer/deer, fish/fish). In pairs, students can play concentration games with index cards that have irregular plurals. Have students find examples of plurals when they read with partners and create a t-chart in their notebook of noun and plural. Identifying themes in fables http://www.readworks.org/lessons/grade3/theme Comparing and contrasting story elements between fables and trickster tales http://edsitement.neh.gov/lesson-plan/aesop-and-ananse-animal-fables-and-trickster-tales Various lesson plans http://www.webenglishteacher.com/aesop.html Online source of Aesops fables http://kidcrosswords.com/kidreader/aesops_fables/aesops_fables_table.htm Fables from around the world http://home.freeuk.net/elloughton13/fableindex.htm Links to resources for Aesops fables http://www.webenglishteacher.com/aesop.html You Read to Me, I Read to You: Very Short Fables by Mary Ann Hoberman Aesops Fables by Jerry Pinkney The Lion & The Mouse by Jerry Pinkney (A wordless book that students can create the writing to tell the story) Aesops Fables (Story for Young Children) by Anna Milbourne The Tiger and the Wise Man by Andrew Fusek Peters Fables by Arnold Lobel Chinese Fables & Folktales by Zheng Na 281
Plurals
Sample Lessons

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The Rainstick; a Fable by Sandra Chisholm Robinson Khala Maninge: An African Fable- The Little Elephant That Cried A Lot by Ian C. Mac Millan The Wise Fool: Fables from the Islamic World by Shahrukh Husain Scott Foresman Reading Collection 2. 1 o New Beginnings Book and Practice Book o Wanted: Best Friend by A.M. Monson page 322 (Animal Fantasy) o Moonbears Pet by Frank Asch page 282 (Classical Animal Fantasy)
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Unit 3.4: News English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will become journalists and create their own classroom newspaper by studying examples of news articles from the local to the global. Students will identify and differentiate between fact and opinion and summarize by identifying the main idea and details of non-fiction text. Transfer goal: Students will leave the class able to read and write news articles to help them understand the difference between fact verses opinion and to know the importance of selfrepresentation in the media.

Listening and Speaking L/S.3.3 Listens and responds to, gives commands, provides both instructions and directions; shares answers and formulates the 5-W Questions (who, what, when, where, and why). L/S.3.4 Uses and applies appropriate language structure with formal and informal expressions to identify, describe, and classify familiar concepts in relation to personal experiences, preferences, interests, and environment. Reading R.3.2 Applies phonemic awareness strategies to identify syllables and word family patterns. R.3.6 Recognizes differences between fiction and nonfiction; identifies fact and opinion; recognizes main idea in simple informational text. Writing W.3.2 Applies phonemic awareness and phonics strategies to correctly spell words that have two letter clusters, common spelling patterns, and uncommon consonant patterns. W.3.3 Applies basic grammar and mechanics to write complete declarative and interrogative sentences of three to five words in length; identifies declarative, interrogative, exclamatory, and imperative types of sentences; identifies the parts of speech.

News helps us know what is happening in our community or world. News we receive is edited for a variety of purposes and does not always include a variety of perspectives. Good questions are open and give the interviewee space to share his/her experience. Written language is more formal than oral language and reflects our ability to communicate in print.
What roles does the news play in our lives-past and present? How is spoken language different from written language? What news is newsworthy and why? What does it mean to ask a good question?
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Unit 3.4: News English as a Second Language 5 weeks Content (Students will know)
How to organize an article (main idea (5Ws in the first paragraph, then details and quotes in later paragraphs) Difference between local, national, and international news Difference between sensational news and news that is newsworthy Sentence types (declarative, interrogative, exclamatory, and imperative) Difference between fact and opinion, fiction and nonfiction The role of editing in the news Declarative, interrogative, exclamatory, and imperative types of sentences Journalism vocabulary (see below) Article, News Media (newspaper, magazines, television, internet, journal, website) (Parts of an article and newspaper) Headline, caption, title, subtitle, editorial, op ed, feature) Sensational Advertisements Investigate Observe Journalist, reporter International, national, local Topics (crime, human interest, government, investigative, celebrities, sports, business) Newsworthy (e.g. If I were a journalist, I would write about _____. I think newspapers today write too much about ____ and need to include more about ______. For example, __) Fact, opinion Media bias (favoring the opinion and beliefs of one group over anothers in the news) Stereotypes Main idea and Details Spoken language, Written language

Shares answers and formulates the 5-W Questions (who, what, when, where, and why). Use and apply appropriate language structure with formal and informal expressions to identify, describe, and classify familiar concepts in relation to personal experiences, preferences, interests, and environment. Apply phonemic awareness strategies to identify syllables and word family patterns. Identify fact and opinion. Recognize main idea in simple informational text. Apply phonemic awareness and phonics strategies to correctly spell words that have two letter clusters, common spelling patterns, and uncommon consonant patterns. Apply basic grammar and mechanics to write complete declarative and interrogative sentences of three to five words in length.
Content Vocabulary
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Unit 3.4: News English as a Second Language 5 weeks

Organization Paragraph Sentence types (declarative, interrogative, exclamatory, and imperative) Punctuation marks (period, question mark, exclamation point)

Class Newspaper Students will brainstorm and investigate topics that are newsworthy in their lives and at the school to create their own class newspaper. Ask students, What is newsworthy in our lives? Have students come up with a list of topics they want to discuss (community issues, needs at the school, important events or celebrations, problems that need to be addressed). Ask, What is news? Discuss the importance of writing your own news and about the importance of self-representation. Out of all of the suggestions, have students select a topic work in pairs to come up with a plan (who they will interview, what questions they will ask, what research needs to be done). Students in pairs interview a person about the topic and write down their answers in a reporter notebook. They can also visit a site and write down their observations. Students draft out their stories using attachment 3.4 Performance Task Inverted Pyramid Graphic Organizer to write their article with the 5Ws in the beginning and to have details and a quote from their interview. Have pairs share their draft with other groups to make comments on sticky notes (what can improve? What information is missing? Is this a fact or an opinion?).
Other Evidence
Word Family Check Select a word family with two or three letter clusters to focus on every week during the morning meeting. Have a short lesson of how to pronounce the cluster and give examples of words (see website http://www.carlscorner.us.com/Sorts.htm for word families picture cards and sorting ideas). Use attachment, 3.1 Other Evidence Word Family Assessment to check students ability to identify and read letter clusters. Students can also create word family notebook to keep track and add new words to their notebooks throughout the year (see attachment: 3.1 Other Evidence Word Family Book). Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Based on words you select for the whole class and on the individual words students want to know in English for their individual word list, have a conference for each student to check if the student understands the vocabulary words when listening and speaking (say it by itself, with a sentence starter, or independently). Fluency Check Have a student read aloud to check for fluency: any words that students have difficulty in, for intonation, skipped words, and missed endings (see attachment: Resource 8 Paired Reading Fluency Check as an evaluation). Fact or Opinion? Have students read a nonfiction text and use a T-Chart to find examples 285
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Pairs will use comments to rewrite their article and then look for spelling and grammar errors. Have students put together their writing in a class newspaper, take pictures or make illustrations for their article and include a caption describing the photo. Have students work together (or select a group of editors) to work on layout and decide the top stories to have on the cover. Share their newspaper with other classes, in the library and in the community (make sure to share with the people interviewed) Use attachment 3.1 Performance Task Descriptive Writing Rubric to assess writing. Have students pick up a local newspaper (in Spanish) and have students look through it and make an inventory of types of stories (local, Puerto Rican, national, international) and topics (crime, human interest, government, investigative, celebrities, sports, business). Ask the question, What is newsworthy? is there anything you think is missing from the newspaper? Discuss how newspapers need to make money so many times the news is sensational and tries to capture the readers attention. Notice if the news is negative (crime, disasters, gossip) or positive (human achievement, discoveries, investigative (uncovering and questioning problems)). Have students go through the newspaper again with these questions Is this negative news or positive news? and create a tally Have students write a reflection based on What is newsworthy? (e.g. If I were a journalist, I would write about _____ because____. I think newspapers today write too much about ____ and need to include more about ______. For example, ____.) of a facts and opinions. Then have them create a Fact or opinion Foldable (see attachment: 3.3 Other Evidence Shutter Fold) book illustrating on the inside examples of facts and opinions, with a list of three facts and two opinions found. Sentence types Comic Strip Have students create a comic strip that uses the four types of sentences in the dialogue between the characters. Students can include the best comics in their classroom newspaper (see attachment: 3.3 Learning Activity Comic Strip).
Newspaper Critique and Reflection
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Unit 3.4: News English as a Second Language 5 weeks Stage 3 - Learning Plan Learning Activities
Whats in the News? Ask the question, What is news? and have students brainstorm reasons why it is important to know about what is going on. Ask, What is newsworthy? and create a list with the class. See how this will change throughout the unit, as students will begin to critique newspapers and magazines for their focus on sensational news. Bring in examples of different types of media (it can be in Spanish or English). Define media as ways of sharing information to many people. Bring in examples of magazines (Bring various: e.g. Childrens Newspaper in Nuevo Dia, Vanidades, National Geographic, News magazines) newspapers, printed websites, or names of television news shows that are media. Have them look through and create a list of examples of news or information that is found in the media types. Share how news can have the ability to change things because it brings an issue into question and asks for change. Ask, What makes a good question? to have students brainstorm problems that need to be investigated in their community. Search local newspapers to see if they are addressing these issues. Ask What is newsworthy? to find out whether or not these topics are being covered. Model the format of what is in a newspaper by doing a newspaper scavenger hunt for features in the newspaper: http://www.newspapersineducation.ca/eng/level_7to9/lesson2/lesson2_eng.html Describe the different parts of the newspaper (heading, article, feature, captions, photos, editorial, op-ed opinion page, comics) Show each part and have students in pairs do a scavenger hunt in a newspaper to find, cut out, and label the parts of a newspaper to make a poster of Parts of a Newspaper. Share how the first paragraph of a newspaper always has the 5Ws in the first paragraph to give the important information first. Have students use graphic organizer, 3.4 Graphic Organizer - 5Ws and 1H, to find the 5Ws in the first paragraph of a newspaper article. Have students create a newsletter for the classroom of important events in the school (as an exercise to prepare for the larger newspaper performance task) (see attachment: 3.4 Learning Activity Classroom News Organizer). Use Fact and Opinion web (see attachment: 3.4 Learning Activity Fact and Opinion Web) to define and give examples of how to find facts and opinions. Facts are based on information that can be proven (person, places, events) and an opinion is what someone things or feels. They can have adjectives as a way of showing it is someones thought on a topic. Give examples of how fact and opinion can be found in texts and what type of texts should have opinions (letters to the editor, advertisements) and what type of texts should have facts (articles, non-fiction books). Provide examples of these texts and have students look through them to find facts and opinions. See how advertisements use opinions to make you buy the product. Create sentence strips of sentences that are facts and opinions and have students sort and classify them. Have students find examples of facts and opinion in a non-fiction text and sort them into a T-chart. 287
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Give facts and have students create an opinion based on the fact. Connect to how an opinion can enter into media because of bias, or stereotypes. Use attachment 3.4 Learning Activity Bias in the Media, to have students analyze how different ethnic groups and racial groups are represented in Puerto Rican newspapers. Share how in non-fiction writing each paragraph has a big idea, or main idea. On a chart paper, have a paragraph from a non-fiction grade level text. Scaffold learning by Color coding main idea and details in different colors to visually show the main idea and details. Gradually release responsibility to the students by having them color code by underlining main idea and details in paragraphs on chart paper and then using attachment, 3.4 Learning Activity Main Idea and Details organizer to map out the main idea and details. Have students read non-fiction texts and write the main idea for each paragraph on a post it note and at the end of the lesson, students share what main ideas they found. In partners use sentence starters to give supporting details. As students are reading in pairs, Partner A asks, Whats the main idea? and the Partner B says the main idea. Then partner A says, Prove it! and Partner B gives supporting details. They then switch roles when reading another paragraph. Model in a teacher chart one of the four types of sentences (declarative, interrogative, exclamatory, and imperative) a day during morning message. Give an example of each type of sentence and have the punctuation part blank. Have students volunteer to say what punctuation mark goes with it and why. Students can search for sentence types in books they read in pairs, create a chart in their notebooks. Have students act out and create skits where they use the four sentence types. Create a four tab book with examples of sentences for each type (see attachment: 3.4 Learning Activity Four Door Foldable). Summarizing Fact and Opinion http://www.readworks.org/lessons/grade2/fact-and-opinion See attachment: 3.4 Sample Lesson Finding Facts See attachment: 3.4 Learning Activity Bias in the Media (adjust activity for Puerto Rican context by using Puerto Rican newspapers) Organizing a news story http://www.newspapersineducation.ca/eng/level_7to9/lesson5/lesson5_eng.html Creating a class newspaper http://www.readwritethink.org/classroom-resources/lessonplans/creating-classroom-newspaper-249.html On determining importance in Non-Fiction http://liketoread.com/read_strats_importance.php Explaining the Inverted Pyramid Organizational strategy in articles http://fcit.usf.edu/fcat/tests/newspaper/default.htm 288
Main Idea and Details
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List of websites of news for kids http://www.eduplace.com/ss/current/ Explaining the Inverted Pyramid Organizational strategy in articles http://fcit.usf.edu/fcat/tests/newspaper/default.htm List of websites of news for kids http://www.eduplace.com/ss/current/
The Mini Pages newspaper for kids http://www.lib.unc.edu/dc/minipage/ Time for Kids http://www.timeforkids.com/ National Geographic for Kids http://kids.nationalgeographic.com/kids/ Modeling Fact and Opinion: o Penguins by Lynn M. Stone o The Honest to Goodness Truth by Patricia McKissack o Little Red Hen by Lucinda McQueen o Day of the Blizzard by Marietta D. Moskin o The Memory Coat by Elvira Woodruff o Lets Drive, Henry Ford! ( Before I Made History) by Peter and Connie Roop Books about changing or questioning problems around you o Something Beautiful by Sharon Dennis Wyeth o The Other Side by Jacqueline Woodson o Thats Not Fair/No es justo! Emma Tenayucas Struggle for Justice by Carmen Tafolia o The Composition by Antonio Skarmeta o Martins Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport o Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull o A Picture Book of Rosa Parks by David A. Adler o Helen Keller by Margaret Davidson o Mother Teresa by Demi o Gandhi by Demi o A Picture Book of Benjamin Franklin by David A. Adler o Barack Obama : Son of Promise, Child of Hope by Nikki Grimes o Who was Anne Frank? by Ann Abramson Scott Foresman Reading Collection 2. 1 o New Beginnings Book and Practice Book o Tools by Ann Morris page 70 ( Photo Essay/ Social Studies Connection) o The Green Leaf Club News by G. Brian Karas page 88 (Newsletter)
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Unit 3.5: Democracy & Citizenship English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit students will read biographies of important figures in US and Puerto Rico history to compare and contrast character traits in a descriptive paragraph. They will apply their knowledge of character traits to be able to compare and contrast famous people in history. Students will also study the US constitution and how it shaped the Puerto Rican constitution in order to create a class bill of rights. Transfer goal: Students will leave the class able to use their learning about individual rights and responsibilities to learn how to participate in a democracy as an active citizen.

Listening and Speaking L/S.3.1 Listens carefully during a read aloud from a variety of narrative texts to comprehend and identify the main character and setting. L/S.3.2 Applies phonemic awareness and auditory discrimination and distinguishes between singular/plural forms as well as past/present tense of regular verbs. L/S.3.5 Identifies and states the main idea or topic of an oral message or class reading from a variety of simple informational texts and uses transitions to tell and retell a story using acquired vocabulary and appropriate language structure to personal experiences. Reading R.3.2 Applies phonemic awareness strategies to identify syllables and word family patterns. R.3.4 Identifies and states the main character(s), identifies character traits, establishes similarities and differences between characters, and identifies setting within narrative text. R.3.5 Uses story organization of beginning, middle, and end within narrative text to state and organize events; makes predictions and connections. Writing W.3.2 Applies phonemic awareness and phonics strategies to correctly spell words that have two letter clusters, common spelling patterns, and uncommon consonant patterns. W.3.4 Recognizes descriptive and narrative writing forms; writes words, phrases, and simple sentences to develop descriptive and narrative three sentence paragraphs.

Government is meant to help the people who elected their representatives. Famous people had strong beliefs that they stuck to, even if it was considered wrong at the time. Non-Fiction can be organized in a variety of ways, depending on the type of information.
What is the role of the government? What does democracy look like? What rights and responsibilities should everyone have? How can we organize information clearly?
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Unit 3.5: Democracy & Citizenship English as a Second Language 5 weeks Content (Students will know)
How government is structured (president, congress, supreme court, governor Rights and responsibilities of Puerto Ricans Contributions from important leaders from the United States (George Washington, Abraham Lincoln, Frederick Douglass) Contributions from historic important leaders from Puerto Rico Transition words to tell a story Story organization and sequence for narrative text Descriptive and narrative writing forms Past and present tense of regular verbs The writing process Elements of a biography (chronological order, connects childhood/important event that lead to the persons contribution) Parts of a letter Government Role Rights Responsibilities democracy Citizen Constitution President Governor Congress Supreme court Volunteer Vote Laws Believe, beliefs Timeline Chronological order biography Transition words (In the beginning, then, afterwards, next, later, finally)

Listen carefully during a read aloud from a variety of narrative texts to comprehend and identify the main character and setting. Apply phonemic awareness and auditory discrimination and distinguishes past/present tense of regular verbs. Use transitions to tell and retell a story using acquired vocabulary and appropriate language structure to personal experiences. Apply phonemic awareness strategies to identify syllables and word family patterns. Identify and states the main character(s), identify character traits, establishes similarities and differences between characters, and identify setting within narrative text. Apply phonemic awareness and phonics strategies to correctly spell words that have two letter clusters, common spelling patterns, and uncommon consonant patterns. Write words, phrases, and simple sentences to develop descriptive three sentence paragraphs.
Content Vocabulary
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Unit 3.5: Democracy & Citizenship English as a Second Language 5 weeks Stage 2 - Assessment Evidence Performance Tasks
Letter to the Governor After having learned about the Puerto Rican constitution and discussed whether or not their rights are being upheld by the government (right to a job, right to a healthy life), have students write a letter to the governor sharing their ideas about ways to help make the constitution a reality. Share how the constitution says it is the right of Puerto Rican citizens to make sure they have their rights granted in the constitution: We understand that the democratic system of government is one in which the will of the people is the source of public power, the political order is subordinate to the rights of man, and the free participation of the citizen in collective decisions is assured (Paragraph 4). Connect this idea to What is the role of the government? Is it to support and listen to the citizens? Or is it to create laws? Model how to write a letter with appropriate greeting, date, body, and closing. Have students use attachment 3.4 Learning Activity Main Idea and Details Organizer to brainstorm ideas for the letter. In the center of the web have the right from the constitution the student wants to address and the details can be examples of whether or not this right is available to all Puerto Ricans and ways to improve the situation or help the Puerto Rican citizens. Have students peer edit each others letter for parts of a letter, clear main idea and details, and for spelling and grammar. Mail out published letters in a package to the governor. Have students select a leader from a read aloud or another leader they are interested in
Other Evidence
Word Family Check Select a word family with two or three letter clusters to focus on every week during the morning meeting. Have a short lesson of how to pronounce the cluster and give examples of words (see website http://www.carlscorner.us.com/Sorts.htm for word families picture cards and sorting ideas). Use attachment, 3.1 Other Evidence Word Family Assessment to check students ability to identify and read letter clusters. Students can also create word family notebook to keep track and add new words to their notebooks throughout the year (see attachment: 3.1 Other Evidence Word Family book) . Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Fluency Check Have a student read aloud to check for fluency: any words that students have difficulty in, for intonation, skipped words, and missed endings (see attachment: Resource 8 Paired Reading Fluency Check as an evaluation). Class Bill of Rights Have students brainstorm what are the rights and responsibilities of students in the classroom. Each student creates a list of three rights and three responsibilities in the classroom. Have them present their ideas and then have a class discussion about which they agree or disagree and vote on which rights and responsibilities they would agree to as a class. Letter to a Leader Have students select a leader they have read about and write a letter to them. Is there anything they would like to know more about the leader? Was there something about his life that inspired the student? Have the student share their thoughts in a letter (See attachment: 3.5 292
Biography of a Leader
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Unit 3.5: Democracy & Citizenship English as a Second Language 5 weeks

and write a one or two paragraph biography on the contributions this person made to Puerto Rico or the United States. Students can plan biography by making a timeline and then selecting which events he/she wants to put into the biography. Students can also use attachment 3.5 Graphic Organizer Story Map Summary to integrate transition words into the biography. Have students use a partner to help with the revision and editing of the paragraph, to check for transition words used and if it is in chronological order. Students publish their biographies into a poster that includes their timeline, their written biography and an illustration of the person. Sample Lesson Letter Writing Lesson). KWL Chart: Have students share their background knowledge on what are their rights, write down any questions they have after a discussion, and then write what they learned at the end of the unit. To differentiate, you can have students use the KWL chart to write a paragraph on how their understanding of their rights has changed or grown from the beginning of the unit (see attachment: 3.5 Other Evidence KWL Chart)

Biographies of Leaders Select biographies of historic leaders from the past that made a difference. During your read aloud, have students share their predictions and connections. Create a class chart of leaders to see what similarities and differences they have in their life or in their accomplishments. Model with the book Lincoln and Douglass: An American Friendship because it follows the life of both men and how they worked towards preserving the union and worked to end slavery. Use a class Venn Diagram and students can create a shutter fold foldable (see attachment, 3.3 Other Evidence Shutter fold) to compare and contrast the two men (have them illustrate the men on the front, on the inside flaps, write the differences, and in the inside center write the similarities). Compare and contrast the work of historical Puerto Rican leaders to leaders in the US. What traits did they share? What where their accomplishments? Use attachment, 3.5 Graphic Organizer Story Map Summary to have students illustrate the life of the leader and then use transition words to retell his/her life. Have students share their work with a partner and retell the life story with transition words. Ask How can we organize information clearly? when we want to learn about a persons life. Have students give examples of how to organize information. Introduce the topic (if not already given by a student) of a timeline as a way of organizing information chronologically, or by time. Have students create a timeline of their own lives by selecting five important events in their life. Make sure it is illustrated, with the year and a sentence or label describing the event. Model with a read aloud of a biography and chart as you read years that are important and have students retell what was the event. Students then create their own timelines that illustrate events 293
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in the leaders life and include the years. Share how the government does not always fulfill its promises. Read a biography about a leader that did what was right even though the government did not protect his/her rights. Example of leaders: Harriet Tubman and Frederick Douglass fighting against the Fugitive Slave Act, Martin Luther King and Rosa Parks fighting for Civil Rights. Reinforce previous lessons from Unit 3.2 to find examples of past tense verbs in the biographies. You can have students categorize past tense words found in the readings into regular/irregular, have students listen for the endings and categorize them by sound (/ed/, /d/, /t/). Share how you will learn about the government and important figures in history that changed the government in the US and Puerto Rico. Have students share in a class word web about the world government. What do the students already know about government? Ask them, What is the role of the government? Create a Class KWL chart on what they want to know about the government. Use the students questions to shape your unit investigation. Ask, What rights should everyone have? Share how rights are freedoms we should have that are protected by the government so no one can take them away. Create a class list of rights. Share how we are also responsible to others and need to help others because we live together in a community. Share the idea of common good of helping others in our community and that we need each other to survive (like an ecosystem). Ask, What responsibilities should everyone have? and create a list. Compare and contrast the student list of rights to the Puerto Rican Constitution to see which ones are similar or different. Have students create skits of having certain rights but also what would happen without them. Then have them create skits of a community without responsibilities and a community with responsibilities. Have students write a written reflection on what they learned from the activity Use attachment 3.5 Sample Lesson Participating in Democracy to build on students understanding of decision making in the home, school, and community to build background knowledge on how to participate in the government as active citizens Ask, Who makes the laws? How are they made? and have students draw a flow chart of where ideas come from, how laws are passed to share their prior knowledge. Then select a book on the government (How US Government Works or website, http://bensguide.gpo.gov/3-5/index.html to share how laws are made) then have students create another flow chart and compare and contrast their prior knowledge to their previous knowledge. Ask, What is democracy? Have students share what they think democracy is and what living in a democratic nation is like. Many times students stop at the idea of voting. You can read aloud, Vote or Gracie for President and have students make connections to how Puerto Rico has a high voter turn out for elections. But democracy goes beyond voting. Have students connect their ideas of rights and responsibilities as well as how are laws made to have them brainstorm other ways to participate in the government or changing laws. Have students create a drawings or a chart to represent the roles of government in Puerto Rico (governor signs laws, carries out laws, congress writes laws, supreme court can change laws). 294
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Role of Government
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Puerto Rican Constitution Create a constitution mural to teach the Puerto Rican Constitution. Select parts of Section 20, which is unique to Puerto Rico and have students in groups of two or three create a drawing illustrating the rights granted to Puerto Ricans, and present them to the class. e.g.: o The right of every person to receive free elementary and secondary education. o The right of every person to obtain work. o The right of every person to a standard of living adequate for the health and well-being of himself and of his family, and especially to food, clothing, housing and medical care and necessary social services. o The right of every person to social protection in the event of unemployment, sickness, old age or disability. o The right of motherhood and childhood to special care and assistance. Discuss whether or not parts of the constitution are put into practice. If Puerto Ricans have the right to obtain work, why is the unemployment rate at 16.1% (October 2011 rate), meaning every one in six people is without work? If people have the right to standard of an adequate standard of living, why is the poverty rate at 45% (2009 US Census Bureau)? This will lead to the performance task of writing a letter to the governor See attachment, 3.5 Sample Lesson Letter Writing See attachment, 3.5 Sample Lesson Participating in Democracy Write a Letter to a Politician http://www.education.com/magazine/article/How_Write_Letter_Politician/ Create trading cards of leaders http://www.tolerance.org/activity/trading-cards-honor-truegreatness Five lessons on defining rights and responsibilities and the constitution http://learningtogive.org/lessons/unit93/ Teach Rights and Responsibilities with Dr. Seuss Books http://www.knowledge.state.va.us/cgibin/lesview.cgi?idl=263 Constitution of Puerto Rico http://www.topuertorico.org/constitu.shtml Summary of Puerto Rican Government http://www.topuertorico.org/government.shtml Information on US Government http://bensguide.gpo.gov/3-5/index.html Unemployment rate by month and year http://www.ncsl.org/?tabid=13308 The Kids Guide to Social Action: How to Solve the Problems You Choose- And Turn Creative Thinking into Positive Action by Barbara A. Lewis (Excellent resource to teach direct democracy and participatory government with letter templates, how to do a press release, conduct interviews, write speeches, conduct surveys, etc.)
Sample Lessons


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Unit 3.5: Democracy & Citizenship English as a Second Language 5 weeks Literature Connections
On the Government and Constitution o Vote! by Eileen Christelow o Grace for President by Kelly DiPucchio o How the US Government Works by Syl Sobel o A More Perfect Union: The Story of Our Constitution by Betsy Maestro o Shh! Were Writing the Constitution by Jean Fritz o The Bill of Rights by Syl Sobel o What is Government? by Ann-Marie Kishel o Why Do We Have Laws? by Jacqueline Laks Gorman o Whats a Governor by Nancy Harris o If I Ran for President by Catherine Stier Biographies of Puerto Rican Leaders o Poet and Politician of Puerto Rico: Don Luis Munoz Marin by G. & C. Bernier o Luis Munoz Marin (Community Builders) by Linda George Biographies of US Leaders o Lincoln and Douglass: An American Friendship by Nikki Giovanni o Abes Honest Words: The Life of Abraham Lincoln by Doreen Rappaport o George Washingtons Breakfast by Jean Fritz o A Picture Book of George Washington by David A. Adler o A Picture Book of Thomas Jefferson by David A. Adler o Who Was George Washington by Roberta Edwards o Looking at Lincoln by Maira Kalman o So You Want to Be President? by Judith St. George o Theodore Roosevelt for Kids by Kerrie Logan Hollihan o John F. Kennedy: American Visionary by Nathan Olson Biographies of Freedom Fighters o Moses: When Harriet Tubman Lead her People to Freedom by Carole Boston Weatherford o Rosa by Nikki Giovanni o Let it Shine: Stories of Black Women Freedom Fighters by Andrea Davis Pinkney Scott Foresman Reading Collection 2. 1 o New Beginnings Book and Practice Book o People, People, Everywhere! By Nancy Van Laan page 294 (Fiction with Rhyme/ Social Studies Connection)
296
Unit 3.6: Water English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit students will learn about the water cycle in order to describe the cause and effects of human interaction with the local water system and how humans are creating systems to preserve water. Students will also find the main idea of the non-fiction text and describe three states of matter. Transfer goal: Students will leave the class able to use their learning about the water cycle and water use to help preserve the quality of water in their area.

Listening and Speaking L/S.3.5 Identifies and states the main idea or topic of an oral message or class reading from a variety of simple informational texts and uses transitions to tell and retell a story using acquired vocabulary and appropriate language structure to personal experiences. Reading R.3.1 Decodes words and phrases to read fluently. R.3.2 Applies phonemic awareness strategies to identify syllables and word family patterns. R.3.6 Recognizes differences between fiction and nonfiction; identifies fact and opinion; recognizes main idea in simple informational text. Writing W.3.1 Arranges words in alphabetical order using first and second letter criteria. W.3.2 Applies phonemic awareness and phonics strategies to correctly spell words that have two letter clusters, common spelling patterns, and uncommon consonant patterns. W.3.3 Applies basic grammar and mechanics to write complete declarative and interrogative sentences of three to five words in length; identifies declarative, interrogative, exclamatory, and imperative types of sentences; identifies the parts of speech.

Without water we could not live because It helps us in many ways (farming, drinking, cooking, hydroelectric power, transportation) Water can change state and also have ingredients that make it undrinkable (salt, chemicals, pollution). Humans can help by making sure water is clean and safe to drink. Everyone can make an effort to protect our water sources with our everyday choices.
Why is water precious? Is all water the same? Why not and why is that important? How do we use water every day? How can I help?
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Unit 3.6: Water English as a Second Language 5 weeks Content (Students will know)
Stages of the water cycle (evaporation, condensation, precipitation) States of matter through water (gas, liquid, solid) Ways humans use water to survive (farming, hydroelectric power, transportation, drinking) Ways to protect water sources (prevent pollution, conserve water usage, personal hygiene) Ways to measure liquid (gallon, quart, pint) Transition words, content appropriate vocabulary (water words) and correct grammar Dictionary purpose and structure, alphabetical order, parts of speech Salt Water, fresh water Precious Water cycle (evaporation, evaporates, condensation, condenses, precipitation, precipitates (rains)) States of matter (solid, liquid, gas) Temperature Water Vapor, ice Pollution Preserve Run-off, groundwater Transportation, ships, boats Hydroelectric power, dams Units of liquid measurement (gallon, quart, pint) Hygiene (washing hands, disposing of waste away from drinking water, sanitation) Pipes, faucet, sink Waterways (rivers, lakes, ponds, ocean) Cause and effect signal words (if, then, because, since, so, before, after) Transition Words (first, second, then, next, afterwards, finally)

Identify and state the main idea or topic of an oral message or class reading from a variety of simple informational texts. Use transitions to tell and retell a story using acquired vocabulary and appropriate language structure to personal experiences. Decode words and phrases to read fluently. Apply phonemic awareness strategies to identify syllables and word family patterns. Recognize main idea in simple informational text. Arrange words in alphabetical order using first and second letter criteria. Apply phonemic awareness and phonics strategies to correctly spell words that have two letter clusters, common spelling patterns, and uncommon consonant patterns. Apply basic grammar and mechanics to write complete declarative and interrogative sentences of three to five words in length.
Content Vocabulary
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Unit 3.6: Water English as a Second Language 5 weeks Stage 2 - Assessment Evidence Performance Tasks
Ways to Conserve Water: Survey Study and Poster Campaign Ask, How do we use water every day? Students will brainstorm ways in which we use water at home (cleaning, hygiene, food) and then will conduct a survey to see how many gallons of water they use in a day (see attachment: 3.6 Sample Lesson Home Water Use Survey). Have students share their data and make a bar graph of the amount of water their family uses in a day Based on their graph, have students brainstorm ways of conserving water (e.g. not run water when brushing teeth, taking shorter showers, conserving water when washing dishes, not flushing toilet every time you urinate) Compare the amount of water an average US citizen uses (see attachment: 3.6 Sample Lesson Home Water Use Survey) and the amount of water citizens from around the world use. Students can work together to create bar graphs comparing countries water usage by the gallon Ask why people from the US use so much water and people from other countries use less. Discuss access to clean drinking water by reading Brothers in Hope: The Story of the Lost Boys of Sudan and/or Four Feet, Two Sandals Create a Venn Diagram comparing how we get water and how the characters in the books get water. Brainstorm ways to help conserve water at home so that there is more freshwater for others Have students create a poster advocating for ways of conserving water at home. Students can put posters around the school and make presentations to other classes about the importance of preserving water
Other Evidence
Word Family Check Select a word family with two or three letter clusters to focus on every week during the morning meeting. Have a short lesson of how to pronounce the cluster and give examples of words (see website http://www.carlscorner.us.com/Sorts.htm for word families picture cards and sorting ideas). Use attachment, 3.1 Other Evidence Word Family Assessment to check students ability to identify and read letter clusters. Students can also create word family notebook to keep track and add new words to their notebooks throughout the year (see attachment: 3.1 Other Evidence Word Family book). Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Fluency Check Have a student read aloud to check for fluency: any words that students have difficulty in, for intonation, skipped words, and missed endings (see attachment: Resource 8 Paired Reading Fluency Check as an evaluation). Water Words Dictionary As students are learning about water, have them create a water words dictionary: illustration, definition, use it in a sentence. See attachment, 3.6 Other Evidence Word Square as a way of organizing each dictionary page. Have students arrange their dictionary alphabetically and create a cover. Water Cycle Poster Assessment After students perform water dance, have students create a poster of the water cycle that has the following vocabulary words: (evaporation, condensation, precipitation, clouds, water vapor, ground water, run off) Diary on water use Have students keep a daily diary of how they use water and their 299
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Have students include facts about how water is precious (e.g. less than 99% of the water is drinkable) and why we should conserve water to help others. Find facts from: http://ga.water.usgs.gov/edu/watercycle.htm l http://thewaterproject.org/water_stats.asp estimations of how much. Share with class.

States of matter Begin unit with What do we know about water? and do a word web of what students think of water. Then ask, Is all water the same? Why or Why not? to see if students can come up with different states of matter. Have Ice cubes, a glass of water, and a teapot or pot of water boiling. Have students write down observations and infer cause and effect relationships on how or why the water is different (observations will help reinforce parts of speech because they are using adjectives to describe the water, verbs to say what is happening, and they are observing a noun). In the closing make this apparent and classify words they used into adjectives, nouns, and verbs in a chart: Noun Liquid Solid (ice) Gas (vapor) Adjective Wet Cold Invisible, hot Verb Drips, slides Melts, freezes Spreads, moves
Share how matter is anything that takes up space. Students can do a matter hunt and write down the names of everything that is matter that they see in front of them in one minute. See if anyone writes down air. You prove air takes up space by blowing a balloon or show how a tissue in a cup when submerged in water will not get wet: http://www.kean.edu/~fosborne/resources/ex8c.htm To reinforce three states of matter (liquid, gas, solid) Bring in examples of different states of matter and have students classify them into liquid, gas, solid (see examples of easy demonstrations from website: http://www.satorismiles.com/tag/matter/ ) Have students select two items and describe them with noun, verbs, and adjectives Make Simple Ice Cream in a bag to model states of matter. This activity includes excellent graphic organizers to have students describe ingredients from the experiment: http:// www.aquariumofpacific.org/downloads/ed_1ssIceCream.pdf Create a states of matter three tab book to have students give description of three states of matter, an illustration, and a list of examples
Stages of the Water Cycle Once students are familiar with the states of matter, ask students, How does water get to us? have students share prior knowledge of examples of waterways nearby and have them infer what caused the lake to fill or the stream or river to have water. Do a demonstration of how water travels through the water cycle and connect their state of matter vocabulary (gas, liquid, solid) to the changes that occur during the water cycle (evaporate, condense, precipitate) June 2012 300

http://thewaterproject.org/resources/lesson-plans/create-a-mini-water-cycle.php Groundwater in a cup: http://www.groundwater.org/kc/activity2.html Demonstrate how ground water filters out contamination from water by building a simple filter out of sand, gravel, and aquarium rocks. Students can write down their observations and deduce a cause and effect relationship between the groundwater and its role in filtering water out contaminants. Read aloud texts on the Water (Water Dance) and have students draw the water cycle and label their drawing using vocabulary words (evaporation, condensation, precipitation, clouds, water vapor, ground water, run off). Have students explain the water cycle using their illustration and the vocabulary words. Emphasize the use of transition words (first, second, then, next, afterwards, finally) when describing the cycle (e.g. Water evaporates into water vapor. Next it condenses into clouds. When the clouds are too heavy, then it rains. This is precipitation. After, precipitation soaks into the ground and becomes groundwater. If there is too much, it runs off into rivers and goes to the ocean. Have students create synchronized dances of the water cycle. Split students into two groups to choreograph the water cycle. Bring in examples of music that has a 4 beat rhythm that students can choreograph a 30 to 45 second dance. Have these stipulations to assist dance: o Select a beginning position to start from (hold for four beats) o For each part of the water cycle (evaporation, condensation, precipitation), have a movement to represent each one and spend four beats for each one o Have a smooth transition from one part of the cycle to the other o Select an position you will end with (hold for four beats) After one group performs the dance with music, have the other group share what they liked about it and have them guess which parts of the dance were the parts of the water cycle. Have students give constructive criticism of how students can improve the dance. Give students 15 more minutes to work in their groups to include the ideas or suggestions of the other group and then perform again with the music.
Ways humans use water to survive Ask, Why is water precious? Have students share their ideas. Then Read aloud texts on peoples relationships to water access (One Well: The Story of Water on Earth, If the World Were a Village and A Cool Drink of Water). Have students summarize the main idea of the book. What is the lesson learned about water? What are examples from the book (can use attachment, 3.4 Learning Activity Main Idea and Details Organizer). Have students brainstorm ways of saving water at different parts of the water cycle (precipitation, run off, evaporation). Have students work in groups to create a plan of an invention that can clean or preserve water. After they present, share ways people are doing just that in places of drought: http://thewaterproject.org/resources/download/water-cycle-water-crisis.pdf Ask parents about ways humans use water and have them share their findings with the class Students create foldable books where the main idea of the book is written across the cover of the three tab book and inside are three details giving examples of idea (water conversation, access to water, ways we use water). Model in class examples of what is a gallon, a quart, a pint by bringing an empty milk jug (gallon), a quart of milk, a Snapple bottle (pint). Have students guess how much water they use for daily activities using vocabulary gallon, quart, and pint (see attachment: 3.6 Sample Lesson Home June 2012 301

Water Use Survey for examples of how much water is used for various household activities). Have students conduct a water hygiene survey of the school. Students go around to see if there is access to soap, places to wash hands, toilets and then survey other students about their use of water for personal hygiene. Connect to the importance of keeping our water safe from human diseases (e.g. AH1N1) http://www.globalhandwashingday.org/Tools/100%20School%20Survey.pdf Connect school survey with importance of hand washing and having access to water http://thewaterproject.org/resources/lesson-plans/hand-washing-hangups.php If water is precious, ask the students to think, How can I help? Have them brainstorm ways to help preserve and protect their local water sources (this will connect to the performance task of a home water survey) If possible, do research on where the local water comes from and have students visit a treatment plant or the water source and have community members share ways in which they work to help protect the water Read aloud books on the importance of water (Bring the Rain to Kapiti Plain, A River Ran Wild, The Watering Hole) and have students find causes and effects of overconsumption or pollution or drought (see attachment: 3.6 Learning Activity Cause and Effect Organizer). Ask, Is bottled water a solution? Many people turn to bottled water when they think their water is unsafe, but it is a quick fix that does not solve the global water problem. Have students select the pros and cons to bottled water and whether bottled water solves access to clean water problem: http://thewaterproject.org/bottled_water.asp Clean water with the sun: Conduct this experiment: http://www.scientificamerican.com/article.cfm?id=clean-dirty-water-with-the-sun-bring-sciencehome to connect students with real life solutions of solar disinfection that is happening in many countries: http://www.gaia-movement.org/files/GWA%20Water%20Sect%203-4.pdf Model what are the signal words of cause and effect with a fictional book http://www.readworks.org/lessons/grade3/cause-and-effect/lesson-1 Global Handwashing Day Survey on School hand washing and sanitation. Have students work in teams to interview classmates about the facilities and about their hygiene to make suggestions for change http://www.globalhandwashingday.org/Tools/100%20School%20Survey.pdf A whole book of activities on supporting water conservation at home http://floridaswater.com/waterconservation/education/files/waterconservation_book_printfile.p df See attachment, 3.6 Sample Lesson Home Water Use Survey Water cycle diagrams and cloze passages http://bogglesworldesl.com/watercycle_worksheets.htm Lessons on Water Use, Water Cycle, and Water Access Issues http://www.h2oforlifeschools.org/resources/curriculum/h2o-for-life-tool-kit/ Resources on Water Cycle and Water Conservation http://www.thameswater.co.uk/cps/rde/xchg/corp/hs.xsl/8299.htm 302
Ways to protect water sources
Sample Lessons

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Lists of books to read aloud and activities you can download http://www.cas.muohio.edu/scienceforohio/water1/rr.html
Water Dance by Thomas Locker A Drop Around the World by Barbara McKinney One Well: The Story of Water on Earth (Citizen Kid) by Rochelle Strauss If the World Were a Village by David J. Smith The Water Cycle by Bobbie Kalman Water Water Everywhere by Cynthia Overbeck Bix Follow the Water from Brook to Ocean by Arthur Dorros The Drop in My Drink by Merideth Hooper The Magic School Bus at the Waterworks by Joanna Cole A Drop of Water by Gordon Morrison The Water Cycle First Facts, Water All Around) by Rebecca Olien Ryan and Jimmy : And the Well in Africa That Brought Them Together (Citizen Kid) by Herb Shoveller Books about Water Access: o Four Feet, Two Sandals by Karen Lynn Williams o Brothers in Hope: The Story of the Lost Boys of Sudan by Mary Williams o A Cool Drink of Water by Barbara Kerley o Bring the Rain to Kapiti Plain by Verna Aardema o A River Ran Wild by Lynne Cherry o The Watering Hole by Graeme Base o Where the River Begins by Thomas Locker o Spring Waters, Gathering Places by Sandra Chishlom De Yonge
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Unit 3.7: Outer Space English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit students will do a genre study of science fiction and research characteristics of planets and the solar system in order to write a science fiction story. Transfer goal: Students will leave the class able to use their learning about research and the solar system and galaxies to find information about the planets and to develop a greater awareness of our place in the universe.

Listening and Speaking L/S.3.1 Listens carefully during a read aloud from a variety of narrative texts to comprehend and identify the main character and setting. Reading R.3.1 Decodes words and phrases to read fluently. R.3.2 Applies phonemic awareness strategies to identify syllables and word family patterns. R.3.4 Identifies and states the main character(s), identifies character traits, establishes similarities and differences between characters, and identifies setting within narrative text. Writing W.3.1 Arranges words in alphabetical order using first and second letter criteria. W.3.4 Recognizes descriptive and narrative writing forms; writes words, phrases, and simple sentences to develop descriptive and narrative three sentence paragraphs. W.3.5 Applies the dictionary as an aid in the writing process; uses simple prewriting techniques to generate ideas.

Writers use a variety of techniques to draw in the reader to make them connect emotionally or become curious about what will happen next Planets have to orbit a star and have enough mass to either have objects gravitate towards or be repelled by it The sun is one of a trillion of stars with countless other galaxies in the universe
As a writer, how can I grab my readers attention? What makes a planet or what are planets? Is there life outside of planet Earth and how do we know? How small or big are we?

Planets in the Solar System & their characteristics (size, mass, temperature, color, composition, moons) (e.g. Pluto is no longer a planet because of its size, the Sun is a star

Listen carefully during a read aloud from a variety of narrative texts to comprehend and identify the main character and setting. Decode words and phrases to read fluently. 304
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Unit 3.7: Outer Space English as a Second Language 5 weeks

that produces energy for life to grow on Earth) Solar System is a part of the Milky Way Galaxy, which is one of countless galaxies in the universe Gravity pulls objects together to maintain an orbit The Planets orbit around the sun and The moon orbits around planets 24 hours is a full rotation of the Earth on its axis and this causes day and night Purpose and structure of a dictionary, alphabetical order Elements or characteristics of science fiction (element of fantasy (imaginary planets and aliens), includes imaginary technology that allow humans to travel through space) The writing processbrainstorm, draft, edit , revise, publish Planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune) Pluto Solar System (Sun, moon, planets, asteroids) Galaxy, Galaxies Universe Star Orbit Gravity Rotate, rotation Revolve, revolution Words to describe planets (axis, mass, composition, temperature) Science Fiction (fantasy, imaginary technology, space ships, inventions, aliens) Apply phonemic awareness strategies to identify syllables and word family patterns. Identify and state the main character(s) and identify character traits. Establish similarities and differences between characters, and identify setting within narrative text. Arrange words in alphabetical order using first and second letter criteria. Apply the dictionary as an aid in the writing process; use simple prewriting techniques to generate ideas. Recognize descriptive and narrative writing forms; write words, phrases, and simple sentences to develop descriptive and narrative three sentence paragraphs.
Content Vocabulary

Planet Tab Book Have the students select a planet he/she is interested in studying to create a book. Student can select style of book, or use
Other Evidence
Word Family Check Select a word family with two or three letter clusters to focus on every week during the morning meeting. Have a short lesson of how to pronounce the cluster 305
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attachment: 3.3 Learning Activity Layered book foldable). Have them select three or four characteristics they want to know about the planet and create a tab for each one. Each page will have a sentence or two describing the planets facts on the characteristic. Students create a cover and share their book with two other students. Students will complete a reflection on what they learned from the other students by answering questions: I learned that _____. I was surprised to know that _____. I want to know more about ______ From the genre study and study of the solar system, have students write their own science fiction story of space travel. To differentiate, students can write their story by themselves or with a partner. Students will select a planet (or moon) to be the setting of their story and create aliens that can survive on the planet as well as inventions that will help humans arrive and be able to survive on the planet. Students can use attachment 3.5 Graphic Organizer Story Map Organizer to plan the plot of the story. To support the creation of an interesting beginning that captures the readers attention, select picture books that have an exciting beginning to model how to begin (with dialogue, lots of action, interesting descriptions of the place). During the drafting process, share how as the writer you have the entire story in your head, but the readers need you to give details to visualize what is happening. Select stories that have good description as models to share with the students that emphasize this point. After the first draft is completed, have students receive feedback by other students Use these questions as a prompt to give feedback: Was my beginning interesting? and give examples of words (see website http://www.carlscorner.us.com/Sorts.htm for word families picture cards and sorting ideas). Use attachment, 3.1 Other Evidence Word Family Assessment to check students ability to identify and read letter clusters. Students can also create word family notebook to keep track and add new words to their notebooks throughout the year (see attachment: 3.1 Other Evidence Word Family book). Oral Assessment of Word Wall Vocabulary and Individual Vocabulary (see attachment: Resource 1 Oral Assessment for Vocabulary Acquisition). Fluency Check Have a student read aloud to check for fluency: any words that students have difficulty in, for intonation, skipped words, and missed endings (see attachment: Resource 8 Paired Reading Fluency Check as an evaluation). Space Alphabetizing On index cards, have students write down names of planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune) include moon, sun, stars and have them order words in alphabetical order by first and second letter criteria. Space Dictionary Students create dictionary of vocabulary words from the unit. For each word, have a drawing, definition and use it in a sentence.
Science Fiction Story
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What did you like? What did you not understand? What can change? Have students use picture dictionaries (the ones in class and the ones they have made) to assist in including vocabulary into their stories. Select some students beginnings that are strong and use them as examples to share with the whole class. This will inspire other students to revise their work while praising the work of the students. Have students include suggestions, make changes in their final draft and have them write out the book in a picture book style (with pictures on every page and a cover). Celebrate the work of the students with a publishing party and invite younger students to come and have the students read their stories to them. Invite family and school staff to witness and celebrate their work. Use attachment 3.3 Performance Task Narrative Writing Rubric to assess story.

Science Fiction Study Begin Unit with a genre study to compare and contrast science fiction with other genres students have already studied since 1st grade (biography, realistic fiction, folktales, myths, non-fiction, fairytales). http://www.readworks.org/lessons/grade3/genre Share how you will learn about science fiction and have students share what they think that means. Share how science fiction is a type of fantasy that imagines what would happen in the future when we have inventions that can do amazing things (like space travel). Have them share any films they have seen that would be science fiction (e.g. Avatar, The Last Airbender, Star Wars, Independence Day, Men in Black, the Matrix) Have them make connections to any movies They can compare their understanding of science fiction again after the genre study. Select three science fiction books to read aloud and do a comparison. When reading aloud, have students share what clues help them understand it is the future, or what inventions are in the books that would change how we live now. Create a class chart of features in a Science Fiction Book. You can use a movie many students know to model characteristics of science fiction. Book Title Setting & Description Imaginary Characters Inventions Problem
Read aloud, If I Built a Car by Chris Van Dusen Have students imagine types of inventions that 307
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would allow humans to travel through space or create new societies. In teams of three have them come up with a goal they have for the future (say in 100 years) and what type of inventions would help them achieve it? Have them create a model of an invention (3D) or a drawing and present it to the class. They can make a poster that have name of invention, its purpose, how it helps us, what year will it be created Have students re-read science fictions books or other science fiction books aloud in pairs to practice fluency. Ask if students know why there is day and night? Use attachment, 3.7 Learning Activity Space Vocabulary Cards. For each word, give a demonstration and the use the picture to describe. Then use the second picture to have students turn to the partner to describe the picture using the vocabulary word. Supplement vocabulary with a demonstration with a basketball or globe and a flashlight how as the Earth rotates and the sun shines on one side of Earth at a time. Explain how the earth spins on its axis. Have students physically demonstrate Rotation (spinning like a top), Revolution (moving around a central object), and Orbiting (going around in a circular path). Read aloud, What Makes Day and Night with lesson or go to http://eyeonthesky.org/lessonplans/05sun_daynight.html Share how gravity is a force that pulls matter together. The object with more mass, or amount of matter, has a stronger pull. Have students come up with a demonstration with their bodies of how this works (one kid gravitates towards a group of two kids). Then demonstrate how gravity is what pulls the Earth to revolve around the sun in an orbit. Have students in groups of three demonstrate orbits by acting it out (have one person be the sun, one person be the earth rotating and revolving around the sun, and one person be the moon rotating and revolving around the earth). Keep a moon journal throughout the unit where students can look for the moon and draw the different phases of the moon to teach how the moon is also revolving around the Earth. Ask students, What is a planet? record their answers in a class word web. Have them describe how they know something is a planet. Create a KWL Class chart of what students know and want to know about planets and use their own questions to guide the unit. Ask students if all planets are the same and write down responses. Have them decide which planet they would like to know more about and conduct a research project on characteristics. Use attachment, 3.4 Learning Activity Main Idea and Details Organizer to take notes on the planet. Model with Earth as the example of types of information they can find (e.g.): Planet Earth Size (mass) 5.98 x 10^24 kg Revolution around the sun 365.26 Earth days Temperature -126/136 (min/max) F Number of moons 1
Earth, Rotation
Planets
Have students sing song on planets to learn about their unique characteristics. http://www.nasm.si.edu/research/ceps/etp/ss/ss_fots.html Based on the planet the student studied, ask, Is there life outside Earth? Have a discussion whether or not they think there is life on other planets. Have them create an alien that could survive on that planet. How can it adapt to the extreme cold or heat? What would its house look 308
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like? What would it eat (create other aliens or plants because it is science fiction!) Revisit question, Are all planets the same? or What makes a planet? to see how their learning has changed their previous perceptions and complete the KWL chart. Ask, How small or big are we? See if students understand the size of the solar system within the universe. Read aloud, Galaxies so students can understand the solar system is just one star out of billions in the sky. Share how gravity, the same force that brings together the planets to orbit around the sun keeps the stars together. After reading Galaxies students realize there are countless galaxies with billions of stars in each galaxy. Ask again, Is there life outside Earth? and see if students answers change after learning about the size of the universe. Ask if knowing the size of the universe makes them feel small or special. Students can talk in partners then write a reflection on their thoughts to the essential question. Share how constellations are our neighbor stars in the Milky Way galaxy. Bring in a map of constellations and have students create a constellation telescope (punch holes on aluminum foil in the shape of the constellation and rubber band or tape it to the end of a toilet paper tube, so when they point it towards light, they can see the constellation). Have students observe the constellations at night and draw the constellations they see. They can create their own constellations or draw ones that have already been named. The best way to teach genre writing is by having the books read to be the models for students to emulate. Ask, As a writer, how can I grab my readers attention? Have students search books that have been read during the unit that have interesting beginnings. Create a class T-chart of what book title and the strategy the writer used to capture your attention (dialogue, action, question, description of place) refer to examples (see attachment: 3.7 Learning Activity Glossary of Good Beginnings) and see lesson below on finding good beginnings in stories: http://www.readwritethink.org/classroom-resources/lesson-plans/fishing-readers-identifyingwriting-969.html Use class chart of science fiction features to have students brainstorm and ask types of inventions they would include or what sorts of problems their characters would find on different planets Break down the writing process for fiction. You can use this as a resource when students are writing their science fiction stories: http://teacher.scholastic.com/lessonrepro/lessonplans/fictindex.htm Genre Study of Science Fiction http://www.readworks.org/lessons/grade3/genre Cause and Effect reading The Planets by Gail Gibbons http://www.readworks.org/lessons/grade3/cause-and-effect/lesson-3 Create a Solar System Model http://www.zoomwhales.com/crafts/astronomy/solarsystemmodel/ Writing a Fiction Story Lessons http://teacher.scholastic.com/lessonrepro/lessonplans/fictindex.htm
The Sun is not the Only Star in the Sky
Writing a Science Fiction Story
Sample Lessons

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Unit 3.7: Outer Space English as a Second Language 5 weeks Additional Resources
Starting a Story http://k6educators.about.com/cs/languageartswr/a/WritingStart.htm Information about planet characteristics and their moons (for teachers)http://nineplanets.org/ o (for students) http://kids.nineplanets.org/ A good comparison using graphs of temperature, mass, length of day and other characteristics of the planets http://www.zoomwhales.com/subjects/astronomy/planets/ Extensive facts on each planet http://solarsystem.nasa.gov/planets/index.cfm Facts on galaxies for kids http://coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/galaxies.shtml Fun facts on the planets http://www.kidsastronomy.com/solar_system.htm Temperatures on Planets http://solarsystem.nasa.gov/multimedia/display.cfm?IM_ID=169
Science Fiction Books: o Commander Toad and the Intergalactic Spy by Jane Yolen o If I Built a Car by Chris Van Dusen o Hello Robots! by Bob Staake o Captain Raptor and the Moon Mystery by Kevin OMalley o Baloney (Henry P.) by Jon Scieszka o Theres Nothing to Do on Mars by Chris Gall o Moo Cow Kaboom! by Thacher Hurd o Here Come the Aliens! by Colin McNaughton o Tomatoes from Mars by Arthur Yorinks o Star Seeker: A Journey to Outer Space by Theresa Heine Space: o On Planets by Gail Gibbons o What Makes Day and Night by Franklyn Branle o Galaxies (True Books: Space Series) by Howard K. Trammel o Stars (True Books: Space Series) by Ken Than o Sun (True Books: Space Series) by Elaine Landau o The Planets in Our Solar System (Lets Read and find out Science, Stage 2) by Franklyn Branley o Whats Out There? A Book About Space by Lynn Wilson o National Geographic Picture Atlas of Our Universe by Roy Gallant (Has a cool section on what if aliens lived on planets, how would they survive) o 13 Planets: The Latest View of the Solar System (National Geographic Kids) by David A. Aguilar o Eye Wonder: Space by Carole Scott o Black Stars in Orbit : NASAs African American Astronauts by Khephra Burns and William Miles o Mae Jamison ( Rookie Biographies) by Nancy Ploette o Ellen Ochoa: Pioneering Astronaut( Fact Finders Biographies: Great Hispanics ) by Lissa Johnston
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Attachments Grade 3
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Unit 3.1: What makes us famous? English as a Second Language Learning Activity Accordion Foldable Using the Accordion Book Foldable Comprehension Application
This foldable is perfect for post reading skills application. Use the book to record text sequence (first, next, last) or plot sequence (beginning, middle, end). Try color coding each section so students can see the sequence clearly. Children may wish to use this Foldable for publishing their own stories.
Accordion Book Foldable Directions Materials:

4. Several sheets of 11 x 17 paper Glue Fold each sheet of paper like a hamburger, but fold one side half an inch shorter than the other side. This will form a tab
Directions:
Grammar Application
Like the vocabulary strategy applications above, the accordion book can be used to collect and share grammar skills such as: Nouns Action verbs Adjectives 5.
that is half an inch long. Fold this tab forward over the shorter side, then fold it back away from the shorter piece of paper. (In other words, fold it the opposite way.)
6.
To form an accordion, glue a straight edge of one section into
the valley of another sections tab.
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Unit 3.1: What makes us famous? English as a Second Language Learning Activity Brainstorming Using the Senses
Name: Date:
Directions: Using the senses describe how ______________ is to you.
____________ Sounds like
____________ Looks like
____________ Smells like
____________ Tastes like
____________ Feels like
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Unit 3.1: What makes us famous? English as a Second Language Learning Activity Visualizing Images while Reading
Name: Visualizing Images While Reading: Date:
My Images from ___________________________________________________ by _____________________________ My Image My image after having a conversation with ____________________________________
Adapted from: Debbie Miller (2002) Reading with Meaning: Teaching Comprehension in the Primary Grades
Unit 3.1: What Makes Us Famous English as a Second Language Other Evidence Word Family Assessment Word Family Assessment
Name: Word Family of the week: Response: Date: Rubric Level:
1. Show the vocabulary cards and ask, Can you say these words in English?
2. What do these words have in common? _______________________________ 3. Give me a word that rhymes with __________: ______________________ 4. Can you make up a sentence with one of these words? (Try this twice with words he/she selects)
Response:
Circle One:
Teacher Observations/ Next Steps:
315 Source: WIDA English Language Proficiency Standards PreKindergarten through Grade 5
Unit 3.1: What makes us famous? English as a Second Language Other Evidence Word Family Book
Word Family Book

This quick and easy activity teaches kids how to break words down by introducing them to word families. With little more than a stack of magazines and a spiral notebook, you can help your first grader tackle common word families and start him on the road to reading success. What's a word family? Word families are groups of words that share a common ending as well as a common sound. All words containing the ook ending, for example, are in the same word family: hook, book, took, look, etc.
What You Need:

Old magazines or grocery store advertisements Composition or spiral notebook Glue Pencil
What You Do:

8. Start by looking through the magazines or grocery store advertisements with your students for a picture of a product that contains a word family chunk in its name. For example, if you find a picture of grapes, you can use the ape word ending for the activity. You can use any picture that's simple enough to build a word family around. 9. After selecting a picture, have him/her cut it out and glue it at the top of the first page of the notebook. 10. Review the word ending with him/her. How does it sound? Under the picture, have him/her spell out the word family. Example: for dog food, write the letters "-og" under the picture. 11. Now ask him/her to write all of the words he can think of that end in "og" and are pronounced the same. Give him a few hints to get him started, then let him/her take the reins. Words he could write could include dog, fog, smog, jog, log, etc. Encourage him/her to sound out each word as (s)he writes it down. 12. Of the words created, select the ones that are real English words (e.g. if the student makes up aog say, Aog does end with og, but that is not a word in English. Fog is a word though. It means neblina. 13. For each word in the family, have the student create a drawing. 14. Over the course of the school year, continue to add more pictures to the notebook for new word families. As (s)he becomes more familiar with the activity, (s)he can start choosing his own sound chunks to focus on. The more (s)he practices, the better (s)he'll be at recognizing word families! Be creative! Look for possible product names to use everywhere in your environment. You can choose names of restaurants, stores, toy brand namesanything (s)he may be familiar with. The more creative you can get the more likely he or she will be to remember that word family.
Source: Victoria Hoffman, M.A. Source: http://www.education.com/activity/phonics/
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Unit 3.1: What Makes Us Famous English as a Second Language Performance Task Descriptive Writing Rubric
Descriptive Writing Rubric

Student __________________________ Teacher __________________ Overall Score ________ Rating: 4-Excellent 3-Acceptable 2-Needs Some Support 1-Needs A Lot of Support
Rating Score Traits DEVELOPMENT AND ORGANIZATION Stays on topic Uses the 5 steps of writing process: Prewriting, drafting, revising, editing/proofreading, publishing/sharing Description of person, writer's feelings, event, pet, setting, etc. Description includes sensory information -- what the subject looked like, what it felt like, what it might have sounded like, how the writer might have felt about it, what the setting looked like, etc.
___4 ___3 ___2 ___1
___4 ___3 ___2 ___1
LETTERS AND WORDS Uses real letters to represent text Uses knowledge of letter sounds to write words Dictates story back to adult or older student Spaces appropriately between words Writes from left to right and top to bottom CAPITALIZATION, PUNCTUATION, AND SPELLING (Correctly uses periods, exclamation points, and question marks at the ends of sentence (Capitalizes the first word of a sentence, names of people, places, major holidays, days of the week, months of the year, and the pronoun) Referenced spelling words are correct (word wall/no excuse words). Handwriting is readable.
___4 ___3 ___2 ___1
WORD CHOICE AND SENTENCE WRITING Writes in complete sentences (noun, verb) ___4 Uses singular and plural noun forms correctly (house, houses) ___3 Uses singular possessive pronouns correctly (its, his) ___2 Uses present and past tense verbs correctly (go, went) (if it has been taught) ___1 Uses contractions correctly (it's, don't) (if it has been taught) Uses vocabulary from unit make writing interesting Additional Comments:
Source: Patty Foster, 2004 http://www.edmondschools.net/AboutUs/Curriculum/CurriculumSpecialties/TheWritingCenter/Elemen tarySchoolHome/ElemWritingRubrics.aspx 317
Unit 3.2: Immigration English as a Second Language Additional Resource Lessons of Slavery in Puerto Rico
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326 Source: American Ethnologist
Unit 3.2: Immigration English as a Second Language Learning Activity Character Map
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Unit 3.2: Immigration English as a Second Language Other Evidence Making Connections
Name: Date:
Making Connections
Title of Book or Event ___________________________________________________________ Title of Book or Event ___________________________________________________________
When I was reading, I made a connection to:
When I was reading I made a connection to:
Adapted from Debbie Miller, "Reading with Meaning"
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Unit 3.3: Fables English as a Second Language Learning Activity Comic Strip
Source: http://donnayoung.org/art/comics.htm
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Unit 3.3: Fables English as a Second Language Learning Activity Layered Book Foldable
330
Unit 3.3: Fables English as a Second Language Learning Activity Making Predictions Organizer
Source: 2006 NCTE/IRA ReadWriteThink
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Unit 3.3: Fables English as a Second Language Learning Activity Sequence Chart
Source: 2004 IRA/NCTE read.write.think
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Unit 3.3: Fables English as a Second Language Other Evidence Comparing Characters
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Unit 3.3: Fables English as a Second Language Other Evidence Shutter Fold Shutter Fold
Source: Dinah Zikes, Foldables
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Unit 3.3: Fables English as a Second Language Performance Task Fables Story Map
Name:___________________ Date:_______
Fables Story Map Features: Characters are animals Examples:
Setting
Problem
Solution
Moral
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Unit 3.3: Fables English as a Second Language Performance Task Narrative Writing Rubric
Narrative Writing Rubric

Rating Score Traits ORGANIZATION Stays on topic Uses the 5 steps of writing process: Prewriting, drafting, revising, editing/proofreading, publishing/sharing Story has a beginning, middle, and end
___4 ___3 ___2 ___1
___4 ___3 ___2 ___1
LETTERS AND WORDS Uses real letters to represent text Uses knowledge of letter sounds to write words Dictates story back to adult or older student Spaces appropriately between words Writes from left to right and top to bottom CAPITALIZATION, PUNCTUATION, AND SPELLING Punctuation is correct (Correctly uses periods, exclamation points, and question marks at the ends of sentences) Capitalization is correct (Capitalizes the first word of a sentence, names of people, places, major holidays, days of the week, months of the year, and the pronoun I) Referenced spelling words are correct (word wall/sight words) Handwriting is readable. WORD CHOICE AND SENTENCE WRITING (only assess what has been taught) Writes in complete sentences (Uses a noun and verb in each sentence) Uses singular and plural noun forms correctly (house, houses) Uses singular possessive pronouns correctly (its, his) Uses present and past tense verbs correctly (go, went) Uses contractions correctly (it's, don't) Uses adjectives to make writing interesting
___4 ___3 ___2 ___1
___4 ___3 ___2 ___1
Additional comments:
Source: Patty Foster, 2004 http://www.edmondschools.net/AboutUs/Curriculum/CurriculumSpecialties/TheWritingCenter/ElementarySchool Home/ElemWritingRubrics.aspx 336
Unit 3.4: News English as a Second Language Graphic Organizer 5Ws and 1H
Five Ws and One H

Reporters make sure that their news stories contain the 5 Ws and one H (who, what, when, where, why and how). Pick a topic and then fill in the graphic organizer below. Use the information to write a news story on the back of this page.
Source: TIME for Kids
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Unit 3.4: News English as a Second Language Learning Activity Bias in the Media Lesson
Bias in the Media
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Unit 3.4: News English as a Second Language Learning Activity Bias in the Media Lesson
339 Source: Africentric Inclusive Curriculum Project
Unit 3.4: News English as a Second Language Learning Activity Classroom News Organizer
Classroom News!
340 Source: Teachers Friend, a Scholastic Company
Unit 3.4: News English as a Second Language Learning Activity Fact and Opinion Web
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Unit 3.4: News English as a Second Language Learning Activity Fact and Opinion Web
Source: Allison Beasley and Cheryl Brinkley
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Unit 3.4: News English as a Second Language Learning Activity Four Door Foldable
Using the Four-Door Foldable

Grammar Application
Use this foldable for information occurring in four categories. Have students create study guides and review grammar concepts such as four types of sentences. They may label each door with a type of sentence, then define each type and provide an example inside each door.
Four-Door Foldable Directions

Materials:
5. Sheet of 11 x 17 paper Scissors Make a shutter fold.
Directions:
6. Fold the shutter fold in half like a hamburger. Crease well.
When students are reading a selection, they can use the Foldable to record and store information for summarizing. Have students write descriptions and include illustrations inside the four doors. Guide them to choose four categories of information. For example: Who, what, when where What, where, when, why/how Character, plot, setting, conflict and resolution
7.
Open the folds and cut along the inside valley fold lines.
8. These cuts will form four doors on the inside of the book. Use this Foldable to _________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________
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Unit 3.4: News English as a Second Language Learning Activity Main Idea and Details Organizer
Name: _________________________________________ Date: ________
344 Source: Scholastic, Inc
Unit 3.4: News English as a Second Language

Performance Task Inverted Pyramid Organizer
Name:______________________ Headline
Date:______
Who
What
Where
When
Why
Less Important Details
Background Information
Interview Quotes I will include
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Unit 3.4: News English as a Second Language Sample Lesson Finding Facts Lesson
Finding Facts Lesson
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Unit 3.4: News English as a Second Language Sample Lesson Finding Facts Lesson
Nonfiction News
347 Source: Scholastic Teaching Resources
Unit 3.5: Democracy and Citizenship English as a Second Language

Graphic Organizer Story Map Sumary Name:________________ Date:____________
Story Map Summary Title of Story Map: _________________________________________
In the beginning,
Then,
Afterwards,
Next,
Later,
Finally,
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Unit 3.5: Democracy and Citizenship English as a Second Language Other Evidence KWL Chart
Source: Houghton Mifflin Company
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Sample Lesson Letter Writing Lesson
Friendly Letter Writing

Objectives Students will learn that a friendly letter has 5 parts: heading, salutation, body, closing, and signature. (Knowledge) Students will write a friendly letter with all five parts: heading, salutation, body, closing, and signature. (Application) Assessment & Evaluation Initial: KWL (Know, Want to Know, Learn): Assess what the students already know about letter writing. Informal: The student will be able to orally display the understanding of the concept during the lesson. Formal: The student will create a letter containing the 5 parts of a friendly letter. Introduction to Lesson: KWL (Know, Want to Know, Learn): Assess what the students already know about letter writing. Materials: Grease Pen White Board Paper Pencil Graphic Organizer(s) Example(s) Teacher Presentation or Facilitation: (includes reviews, practice, and questions) 1. Ask students why they might want to write a letter to another person. Write the ideas on chart paper or a white board. Tell students that letters have some parts that are different from other types of writing.
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Sample Lesson Letter Writing Lesson 2. The teacher will introduce the components of a letter. ( use attached graphics to show arrangement ) The teacher will demonstrate an example of each component during this level of instruction. At this point the teacher will hand out to each student the graphic of the gingerbread man. The teacher will label the gingerbread man during discussion of each part of the letter and show children how they can remember the parts. Head = Heading Hand = Greeting (shaking someone's hand to greet them) Belt = Body Foot = Closing (like you're going out the door) Toe = Signature ( toe print) a. Heading - The heading can include your address and the date. In casual, friendly letters your address is not necessary. b. Greeting - This usually begins with Dear_________. The blank is for the name of the person you are writing. After you write the person's name you put a comma (,). c. Body - The body of the letter is the information you are writing in your letter. d. Closing - In the closing the first word is capitalized and you put a comma after the last word. e. Signature - This is your name. It goes under the closing 3. The teacher will draw a graphic organizer on the board and brainstorm some ideas about who the class should write to and some ideas of what the body should contain. 4. The teacher will draw an outline on the board and walk the class through a friendly letter with all of the components. (see attachment) 5. Explain that it is essential to proofread to make sure their letter has all components. 6. Assign students to write a letter to anyone (family, friend, character) using the 5 components of a friendly letter. Give students a graphic organizer so they can decide what they would like to talk about in the letter. 7. Provide proofreading checklist.
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Head = Heading Hand = Greeting (shaking someone's hand to greet them) Belt = Body Foot = Closing (like you're going out the door) Toe = Signature ( toe print)
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Sample Lesson Letter Writing Lesson Heading Salutation (greeting), Body_____________________________________________________________
Closing, Signature
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Letter Editing Checklist Name____________________________ YES I used capital letters & punctuation correctly. My letter has a heading My letter has a greeting My letter has a body My letter has a closing My letter has a signature 10. My letter is ready to be checked by the teacher. NO
If you answered no to any question above, please correct the problem in your letter.
354 Source: CK Wong, Pro Teacher Community

Sample Lesson Participating in Democracy
Participating in Democracy Influencing Decision Making

Time Required: 120 minutes Overview This activity is intended to have students begin to think of the many ways in which decision making can be influenced. They will first think about decisions in their own family and proceed to consider school-wide and community-wide decisions. In order to facilitate the discussions, consider the following questions as the students bring up their examples: Who has the power to make the decision and who has the power to influence the decision? Remind students that power is virtually never an allor-nothing proposition. For example, a student would likely assume that the teacher has all the power in a classroom, but a student can disrupt that power. In the students examples, they too need to think of who can disrupt power of one or more particular decision makers. Resources, Materials, and Preparation Needed for This Activity For the Teacher: Chart paper, marker Materials for the jigsaw For the Student: Response journal Teaching/Learning Strategies Part A Making Decisions in the Family (30 minutes) 1. Ask students how decisions are made in their family. Have them record in their response journals. Then ask students to share responses orally. Note differences in the way decisions are made (e.g., by consensus, by one person, voting). Is decision making influenced by what is being decided, and who the decision impacts and in what way? 2. Ask students to think about a decision that was made in the family that made them unhappy. Have students write one or two sentences describing the decision and why they were unhappy about it. Have students share their story with a partner. 3. Ask students to think about who else was affected by the decision. Brainstorm ideas about ways in which they might have been able to change the decision a little or a lot. 4. On chart paper, in a large group, start a list of ideas for influencing decision making. Part B Making Decisions in School (30 minutes) 1. Ask students to share orally their ideas about how decisions are made in the school. 2. Record responses on chart paper. 3. Ask students to think about a school-wide decision with which they didnt agree. Have students write one or two sentences describing what the decision was, why they didnt agree with it, and who was impacted by the decision. 4. Have students share orally with a partner. Have pairs discuss the stories briefly and discuss ways in which they might be able to change or influence the decision a little or a lot. 5. In a large group, add any new ideas for influencing decision making to the chart paper list. Part C Making Decisions in the Community (60 minutes) 1. Ask students to describe how decisions are made in the community. Is there a person or are there people in charge of the community? Is there a council of advisers? 2. Share orally. Use prompt questions to elicit various ways in which decisions might be made (e.g., by the mayor, the town/city council, a committee, the head of an organization, a board). 3. Ask students to think about a decision made in the community that they didnt agree with (e.g., a decision about a community service, a bylaw, a neighborhood complaint). 355

Sample Lesson Participating in Democracy 4. 5. Share ideas orally. Have students brainstorm with a partner ways in which they might be able to influence or change decisions that are made in their community. 6. Have students share their ideas orally in a large group. Record on chart paper the following, and any new ideas for influencing decision making or getting decisions changed. 7. Ask students to identify which of the ways recorded might be classified as media strategies? Why? 8. Ask students to highlight which of the ways recorded are ones that Grade 3 students could use. Traditional Ways of Influencing Decision Making Letters (emails) to politicians and the people who work for them Meetings with government representatives Boycotts Petitions Protest demonstrations Lobby groups Filing formal complaints (e.g., to the Human Rights Commission) Lawsuits (e.g., Brown v. The Board of Education in the United States landmark decision in 1954 that overturned racial segregation in U.S. schools and public facilities Joining community organizations Walks, runs, bicycle rides to raise awareness of disability issues Attending community meetings Making submissions to public hearings and legal bodies (e.g., to Supreme Court) Rallying Cultural Initiatives (e.g., songs, plays, films, radio) Letters to the editor and op-ed articles in newspapers (local and national) Television and radio news and journal programs and phone-in shows Joining political parties Forming new political parties and organizations Voting Public-service announcements Ad campaigns Things That Grade 3 Students Could Do to Influence Decision MakingGet involved in student government. Collect and read current articles about issues of concern to the Puerto Rican community. Create a bulletin board in a high-visibility location in the school with up-to-date information about an upcoming election (e.g., covering issues, candidates and their positions on issues, eligibility to vote, polling locations, reminders of the importance of voting). Create a special newsletter for parents/guardians about an upcoming election, or write a feature article for the school-community newsletter. Write letters to the local community newspaper about the importance of voting in an upcoming election.
Source: Adapted from Toronto District School Board Africentric Curriculum Guide, 2004
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Unit 3.6: Water English as a Second Language Learning Activity Cause and Effect Cause and Effect Chart
Identify and even or an issue. Find the cause of causes by asking, Why did this happen? Find the effect or effects by asking, What happened as a result?
Source: TIME For Kids
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Unit 3.6: Water English as a Second Language Other Evidence Word Square Word Square
Word (palabra) (oracion)
Sentence
Part of Speech (noun, verb or adjective) __________________________ Divide Word into Syllables: __________________________
Meaning/Definition
(significado)
Illustration
Source: Adapted from Dr. Anna Uhl Chamot
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Unit 3.6 Water English as a Second Language Sample Lesson Home Water Use Survey
Home Water Use Survey

7. 1. Showers. How many showers does your family take in a day? How long is each shower? X
Number of showers Number of minutes
Laundry. How many loads of laundry does your family do each week? Answer only if you have a washing machine. 7
Days per week
=
Total shower time per day Uses per week
=
Average uses per day
2.
Baths. How many baths does your family take in a day? A half-full tub is about 18 gallons, a full tub is about 36 gallons. X
Number in family Number of baths
8.
Other indoor uses. Your family alos uses water indoors in other ways. List some of these.
=
Total baths per day
3.
Toilet flushes. How many times a day does your family flush the toilet? (The average is four flushes per person.) X
Number in family Flushes per day
How much water is used if each family member uses another 5 gallons per day. X 5
Gallons per day
=
Total flushes per day Number in family
=
Total gallons per day for other uses
4.
Tooth brushing. Most family members brush their teeth twice a day for about two minutes each time. Leaving the faucet on while brushing wastes a lot of water. How often does your family brush? X
Number in Family Number brushes per day
9.
Lawn watering. How many times a week does your family water the lawn? About how many minutes do you water each time? X
Watering days per week Watering minutes per day
=
Total minutes per week
=
Total brushes per day
X
Total brushes per day
2
Minutes each brush
=
Total brushing time per day Total watering minutes per week.
7
Days per week
=
Average watering time per day
5.
Hand Dishwashing. How many times a week does your family wash dishes? About how long does the water run each time? X =
Minutes the water runs Total washing time per day
Times dishes washed daily
10. Other outdoor uses. Your family may use water outdoors in other ways. Estimate the number of gallons used for each activity.
Gallons used weekly for Gallons used weekly for Gallons used weekly for
6.
Dishwasher. How many times a week does your family run the dishwasher? Answer only if you have one. 7
Days per week
Add to find total gallons used per week
=
Average uses per day
Total gallons per week
7
Days per week
= Average gallons per day
Uses per week
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Unit 3.6 Water English as a Second Language Sample Lesson Home Water Use Survey Now figure your familys total water use.
Copy your answers from the previous page into column 3 below. Where there is a choice, use the High Flow numbers in column 2 if your house has older plumbing. If your house was built since 1994, or is retrofitted with low-flow fixtures, use the Low Flow numbers in column 2. Multiply column 2 by column 3. Put the answers in column 4.
This is the amount of water your family uses daily for each activity.
Next, add the numbers in column 4 to get an estimate of the total gallons of water your family uses each day. Put the answer in the last line of column 4.
Column 1 Water use activity 1. 2. 3. 4. 5. 6. 7. 8. 9. Showers Baths Toilet flushes Toothbrushing (water running) Hand dishwashing Dishwasher Laundry Other indoor uses Lawn watering Column 2 High flow (average) 5 gallons per minute Low flow (average) Column 3 Minutes or uses per day X X X X X X X = = = = = = = Column 4 Gallons
2.5 gallons per minute.. 36 gallons (full) 18 gallons (1/2 full) 1.6 gallons per 4 gallons per flush flush 3 gallons per 1.5 gallons per minutes minute.. 2.5 gallons per 3 gallons per minute minute.. 11 gallons per use.. 48 gallons per use..
Put your answer from the previous page here 10 gallons per minute.. X =
10. Other outdoor uses
Put your answer from the previous page here TOTAL family water use per day
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Unit 3.6 Water English as a Second Language Sample Lesson Home Water Use Survey Water conservation saves water, energy, and money
Rainfall cycles vary, but even during rainy periods only a very small amount of rain goes to replenish out underground water supplies. Dry periods, combined with a higher demand for water, can put a strain on our water supplies. The average adult needs only 2.5 quarts of water a day to maintain health, but each person in Florida uses about 120 to 150 gallons of water per day. And with thousands of people moving to our state each month, future demands on fresh water supplies will continue to increase. Thats why its important to use water wisely (whether theres a drought or not) in our homes, schools, and businesses. By conserving water today, we can do our part to keep water pure and plentiful for future generations. By following a few simple steps, a family of four can save more than 30,000 gallons of water each year.
You can score big by following this water saving game plan:
Stuff it. In the wastebasket, that is. Toss tissues, insects or anything else you want to get rid of in the trash, not in the toilet. (Each time you flush, thats several gallons down the drain.) Limit your dribbling. Check for leaks or drips in faucets and toilets. Dont leave the water running while you brush your teeth or wash the dishes. When washing the car, watering your lawn, or even bathing your dog, use a hose with a nozzle that automatically shuts off. Make a clean sweep. Use a broom or leaf blower, no a hose to clean your driveway or sidewalk. Be a team player. When helping with chores around the house, remember to water lawns and gardens when it is cooler outdoors in the early morning before 10 am, in the late afternoon after 4pm or at night. Water no more than two days a week when it has not rained. When doing dishes or washing clothes, use only full loads in automatic machines. Use one dishpan for washing and one for rinsing when doing dishes by hand. Take time out to remind your friends and family to conserve. Take water breaks, but dont let the tap water run. Instead, keep a bottle of drinking water in the refrigerator. Dont linger in the locker room. Take shorter showers or fill your bath tub only partly full.
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Unit 3.6 Water English as a Second Language Sample Lesson Home Water Use Survey Analysis Questions
Answer the following questions in complete sentence on notebook paper. 1. Which category comprised the greatest percentage of your water use? Was this surprising to you? 2. How does my water consumption compare to the national average? 3. Many people in rural areas in developing countries must still carry water from its source to their homes. If you were to carry the amount of water you used on an average day, and a gallon of water weighs approximately 8.3 lbs, how many pounds of water would you need to carry each day?
Continent/Country Africa Egypt Ethopis Mozambique South Africa Europe Albania United Kingdom North America Canada United States Central America Costa Rica Honduras South America Peru Venezuela Asia Azerbaijan Bangladesh China Domestic Water Use (gallons per day per person) 17 53 3 2 44 71 91 30 137 208 173 87 145 7 75 43 101 31 77 11 16
4. Compare your own total daily consumption to the per capita daily consumption patterns in selected countries around the world. How does your daily behavior rank in comparison? Where are the highest consumption rates? Where are the lowest? 5. Can you imagine doing all of your daily activities with amount of water that the average person uses in South Africa or Peru? What daily activities would you give up if you had to live on this amount of water? What would you keep? List them. 6. List at least five ways your family could decrease the amount of water used per month.
Source: h2o for life, http://www.h2oforlifeschools.org
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Unit 3.7: Outer Space English as a Second Language Learning Activity Glossary of Good Beginnings Glossary of Good Beginnings
Source: 1995-2003 Steve Peha
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Unit 3.7: Outer Space English as a Second Language Learning Activity Space Vocabulary Cards
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367 Source: Oyster Science

Attachments Resources K-3
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English as a Second Language Resource 1 Oral Assessment for Vocabulary Acquisition

Student: ___________________ Unit: ______________________ Date: ______________________
Oral Assessment: Word Wall Words for Whole Class

Words Listening Speaking Sentence Starters Independently
Observations:
Does well at:
Needs work on:
Individual Word List for Individual Students

Words Listening Speaking Sentence Starters Independently
Observations:
Does well at:
Needs work on:
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English as a Second Language Resource 2 Using Word Walls to Improve Instruction
Using Word Walls to Improve Instruction

What is a Word Wall?
A word wall is an organized collection of words written in large prints and displayed in an area of the classroom where it can be seen. -Trisha Callella, Making Your Word Wall More Interactive, 2001 A word wall is a place on which important words are posted as references for reading and writing. Regie Routman, Conversations: Strategies for Teaching Learning, and Evaluating, 2000
Why use Word Walls?

Provides a visual that helps students remember connections between words. Serves as an important tool for helping students learn to read and spell new words. Fosters students independence. Promotes reading and writing. Holds students accountable for spelling specific words correctly at all times. -Trisha Callella, Making Word Walls More Interactive, 2001 Begin with a blank word wall. Write the words on cards in large print with black ink. Tape the words onto your word wall, dont staple them so that the students can manipulate them. Introduce approximately five words per week depending on your grade level and the difficulty level of the words. Carry over to the next week any words students are having trouble spelling. -Trisha Callella, Making Your Word Wall More Interactive, 2001 High frequency words (Sight Words for those learning to read) Theme Vocabulary Personal Word Walls Phonograms (Word families) Contractions Antonyms & Synonyms Homophones Any other words that will help your students become better at reading and writing -Irene C.Fountas & Gay Su Pinnell, Voices on Word Matters, 1999 Tier 1 basic words, well known, used often: clock, baby o Already in oral language concepts o Direct instruction rarely required Tier 2 high-frequency words used by mature language users in a wide range of contexts: coincidence, absurd o Surprising, precise and conversation o Direct instruction required Tier 3 low-frequency words, often limited to specific content areas: cirrus, mollusk
How do I set up a Word Wall?

How do I choose words?

There are Three Tiers of words:
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o o Not used in many contexts Direct instruction required to include related concepts where applicable
Criteria for tier one and tier two words:

Useful can be used in many contexts for reading, writing, speaking. How generally useful is this word? Is it a word that students are likely to meet often in other texts? Will it be of use to students in describing their own experiences? Understandable children have some ideas or concepts to connect to the new word. How does this word relate to other words, to ideas that students know or have been learning? Does it directly relate to some topic of study in the classroom? Or might it add a dimension to ideas that have been developed? Interesting What does this word bring to a text or a situation? What role does the word play in communicating the meaning of the context in which it is used? Describe words Support words with visuals Connect words to students lives Extend words with anecdotes Make associations Give definitions Compare and contrast Question Chart characteristics Rephrase sentences Provide tactile experiences Give examples of correct and incorrect usage Make analogies
How do we develop word knowledge?

How do I teach the words? Or Six Steps to Building Academic Vocabulary

The first three steps are to assist the teacher in direct instruction. The last three steps are to provide the learner practice and reinforcement.
Step 1: The teacher will give a description, explanation, or example of the new term. Provide learners with information about the term. Determine what the learner already knows about the term. Ask learners to share what they already know as a means of monitoring misconceptions. Ask learners to share what they already know to use this knowledge as a foundation for more learning. Utilize examples, descriptions, but not definitions. Definitions are not a recommended method for vocabulary instruction as they do not provide learners an informal, natural way to learn new vocabulary. Instruct learning of proper noun terms through identifying characteristics of the proper noun.
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Step 2: The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words. Remind learners to not copy, but use their own words. Monitor students to determine if any confusion exists. Provide more descriptions, explanations, or examples if necessary. Request that students record these in their Academic Notebooks, or a vocabulary section in their notebook.
Step 3: The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term. Provide learners a nonlinguistic method of vocabulary mastery. Share examples of other learners' drawings/graphics or allow students to work in teams to help those who complain that cannot draw. Teach the concept of speed drawing for those who labor too long over their work. Ask learner to share his work. Use graphics from magazines or the Internet. Internet Clipart Resources: o o Madrid Teacher Vocabulary Quiz Using Images
Illustrating terms through symbols, drawing the actual term, illustrating with a cartoon, or drawing an example of the term should be encouraged.
Step 4: The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks. Remind learners to not copy, but use their own words. Distribute a graphic organizer to assist learners in organizing their vocabulary terms. Encourage learners to identify prefixes, suffixes, antonyms, synonyms, related words for the vocabulary term as "new info" on the graphic organizer. If English is a second language to the learner, provide an opportunity to translate the word into their native 2 language (BabelFish).
Step 5: The learner will discuss the term with other learners. Pair-Share Strategy: 1. THINK: Allow think time for learners to review their own descriptions and images of the terms.PAIR: Put learners in pairs to discuss their descriptions, images, and any new info related to the terms.
A list of activities can be found at: TeachNet, GameAquarium, ESL Bears, Word Scrambler
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2. SHARE: Provide opportunity for groups to share aloud and discuss conceptions and misconceptions.
Monitor as learners help each other identify and clear up confusion about new terms.
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Step 6: The learner will participate in games that provide more reinforcement of the new term. A variety of games are available at this website: PowerPoint Games, Word Game Boards, Excel Games, WORDO, Twister, Fly Swat. Walk around the room and check their work when learners are working on their graphic organizers. Check the notebooks to evaluate accuracy. Listen for misconceptions when learners are playing games/activities. Provide an opportunity for learners to work together. -Robert Marzano, "Building Background Knowledge for Academic Achievement", 2004
What are some tips about Word Walls?

Make them memorable. Make them useful. Make them practical. Make them hands-on. Make them space efficient. Make them your way. Make them interactive. -Janiel Wagstaff, Teaching Reading and Writing with Word Walls, 1999
Source: Christina Casher
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English as a Second Language Resource 3 Individual Word Lists
Vocabulary Tool: Individual Word Lists

Because each student is unique, each student will have his/her own list of vocabulary words to acquire. To help students with the target language of English, create an individual word list poster for the class as they participate in show and tell and sharing time throughout the unit. This is important because to foster interest in a new language, the student needs to find the target language pertinent to their lives and what better way to foster their development in English than with their very own words!
Kindergartens Individual Word List Juan Pizza Cookies Soccer Sleeping Betsy Reading Laughing Salsa music swimming Maria Movies Dancing Singing dogs Chris Music Playing Going to School Evelyn Fire trucks Helping Reaggeton playing John Joking Baseball Ice cream beach Daniel Soccer Baseball Reading cuddling Ricky Cooking Laughing Movies television
For example, as the student is speaking in Spanish to describe him or herself, write down on the poster what word he/she needs in English. If during sharing time or show and tell, the student says, Me gusta los carros y pizza, you would write down car and pizza on the poster under the students name. By having an individual word list, each student will build a vocabulary that connects to his or her own life. See an example of a poster below:
Uses in the Classroom:

It would be helpful to display the poster throughout the unit so that the students themselves can refer to it, use it as an activity for finding letters or reading words around the room (environmental print), and also for yourself as a reminder of what words are important to each child. It is a reference that will continue to grow as the students begin to share of their ideas. Each unit will bring with it new vocabulary words, so each unit can have a new Individual word list poster.
Keeping Track:
It would also be helpful to create your own notebook just for the students word lists. Each page could be dedicated to the child and you can write down their words, and monitor their transition from saying the word in their first language to acquiring and using the words in English.
Formative Assessment:
As an individual assessment during the beginning, middle, and end of the unit, you can have conferences with each individual child and ask them if they understand the word spoken (listening) or if they can say the word (speaking). In addition, if the student can say the word, you can check if he/she can use it by selecting a sentence starter, (I like, I am good at) or if you observe they can use it independently (during playtime, presentations, and discussions).
Student__________________________ Words Cookies Soccer Sleeping Pizza Listening X X X X X X X X Speaking Date: _______________________ Sentence Starters Independently
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English as a Second Language Resource 4 Developmental Stages of Writing
The Developmental Stages of Writing

1. cribbling Scribbling looks like random assortment of marks on a childs paper. Sometimes the marks are large, circular, and random, and resemble drawgin. Although the marks do not resemble print, they are significant because the young writer uses them to show ideas. 2. S etter-like Symbols Letter-like forms emerge, sometimes randomly placed, and are interspersed with numbers. The children can tell about their own drawings or writings. In this stage, spacing is rarely present. 3. L trings of Letters In the strings-of-letters phase, children write some legible letters that tell us they know more about writing. Children are developing awareness of the sound-to-symbol relationship, although they are not matching most sounds. Children usually write in capital letters and have not yet begun spacing. 4. S eginning Sounds Emerge At this stage, children being to see the differences between a letter and a word, but they may not use spacing between words. Their message makes sense and matches the picture.
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English as a Second Language Resource 4 Developmental Stages of Writing
The Developmental Stages of Writing

5. onsonants Represent Words Child begins to leave spaces between their words and may often mix upper- and lowercase letters in their writing. 6. C nitial, Middle, and Final Sounds Children in this phase may spell correctly some sight words, siblings' names, and environmental print, but other words are spelled the way they sound. 7. ransitional Phases This writing is readable and approaches conventional spelling. The writing is interspersed with words that are in standard form and have standard letter patterns. I 8. tandard Spelling Children in this phase can spell most words correctly and are developing an understanding of root words, compound words, and contractions. This understanding helps students spell similar words. T
Usually they write sentences that tell ideas. Their writing is readable.
Source: Adapted from the work of Richard Gentry& the Conventions of Writing Developmental Scale," The Wright Group
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English as a Second Language Resource 5 Morning Message Reasons and Research Morning Message Teaching Techniques Used in Kindergarten/First Grade
Research by Erin Geddes and Mary Swearingen Deer Park Elementary School 2001
Rationale
As primary grade teachers, we were interested in what teaching techniques keep children engaged during morning message writing instruction. Due to the varying reading levels found in primary grades, teachers often have difficulty instructing and engaging the children during whole group morning messages. We wondered as teachers how we could reach each child's needs and enhance the level of excitement. Throughout the year we stretched ourselves as teachers to try new ideas and strategies. We were amazed by the response of the children to some of these strategies and the connections they made in their independent writing to what they had learned in the morning messages.
What Are The Reasons Behind Morning Messages?

Morning messages are a tool to help students with their reading and writing skills. They are used by teachers in many primary classrooms for the purpose of modeling and engaging the students in literacy activities. Morning messages " create a bridge to independent writing" (Payne & Schulman, 1998) and reach the variety of reading and writing levels in the classroom. Morning messages provide opportunities for more experienced writers to demonstrate writing and for other students to solely make connections between letter-sound relationships. Many teachers struggle with how to individualize their instruction and still keep all of the students engaged in the lesson. We will discuss, in this paper , various techniques we have used in the kindergarten and first grade classrooms to meet each student's needs and keep them actively involved.
What Do Morning Messages Look Like?

There are three main types of morning messages that we use in our classrooms: teacher directed, shared writing, and independent/student generated messages. Teacher directed messages are written by the teacher and used for the purpose of rereading together as a class. Teacher directed messages can involve the students in locating letters, sounds, words, and punctuation under the guidance of the teacher. Shared writing gives the opportunity for the "teacher to share the pen with the students". (Payne & Schulman, 1998). During shared writing messages, the students are more directly involved in the writing of the message with the teacher's assistance. Independent/student generated writing allows for the students to be more involved in the creation of the actual morning message. These three main styles of morning messages are appropriate for all developmental levels and can be integrated into all areas of the curriculum. (Appendix A)
The Three Types of Morning Messages

Teacher Directed In the beginning of the year in our classrooms we primarily use teacher directed morning messages. These messages are thought up and written by the teacher. In the beginning of the school year, this technique assists the kindergarten children in learning that their thoughts can be written down. The teacher writes what the children are not yet comfortable writing. Teacher directed messages assist both
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English as a Second Language Resource 5 Morning Message Reasons and Research

kindergarten and first grade children in learning the basic concepts of print such as: left -to-right, top-tobottom, return sweep and spacing. Although the children are encouraged to use temporary spelling in their own daily writing, teachers model correct spelling every day through the morning message. Teachers can also introduce children to different genres of writing such as poems and letters. As children gain confidence and ability in their writing, the children become more involved and the teacher moves away from teacher directed messages. We discovered that our children seemed less engaged and easily distracted during these types of morning messages. The higher and lower level readers tended to "tune out". When we observed the kindergartners using a participation checklist, we found that the participation level was low. Although these children seemed disinterested, we feel that these types of messages are an important tool in teaching reading and writing skills. We found that involving the students in some way during these messages helped the children to stay attended. We found that the following techniques helped to captivate the children's attention:
using wiki sticks for children to circle a letter or word using puppets or stuffed animals to read the morning message having the children use a locating device such as a fly swatter with the middle cut out to locate a letter or word having the children use highlighting tape to highlight a letter or word having children circle a letter or word with a marker covering up an initial consonant sound with a sticky note and having the children guess the letter having children clap words or do body movements for words
Shared Writing As the year progresses and the children begin to develop stronger literacy skills, we move towards more shared writing experiences. The teacher takes a step back and allows the children to have more responsibility for the message. We are now "sharing the pen" with the students. When we observed the first grade students using a participation checklist, we found that all 24 of the children raised their hand at some point during the 10-15 lesson to participate. It appears that using various shared writing techniques engage and excite the children. We used the following shared writing activities in our classrooms:
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English as a Second Language Resource 5 Morning Message Reasons and Research A secret code message Children write in missing letters or words
use a "secret code" for the children to figure out and fill in have the children come up and write in missing letters and words use mini dry erase boards for each child to write the missing letters and words have the children dictate to the teacher what to write
Independent / Student Generated Writing

In the second half of the school year, we provided more opportunities for the children to create their own morning messages. The ideas come from the students and not the teachers. One idea used in first grade was to choose two students each day to be the morning message writers. A high level writer was paired with a lower level writer. These students generated the ideas and wrote the morning message to be read to the whole class. It was obvious that the chosen writers and the rest of the class were very excited to act as teachers. This technique also enabled the first grade class to practice editing skills. Since the messages were student written, the temporary spelling was edited to show conventional spelling. The children were able to see the whole writing process in action. It appears that the shared writing experiences provide a bridge into independent writing for the children. We noticed that the kindergarten students gravitated to the teacher's easel to write their own messages. They sat in a small group with one child acting as the teacher and mimicked what was previously instructed in a whole group. The first graders utilized the area of the classroom that was set up with an easel and large dry erase board. They began to write their own messages independently in this area and then branched out to writing at the overhead, on small dry erase boards and at the computer.
What Do the Children Like About Morning Messages?

We decided that the most effective way to assess the children's excitement regarding morning message instruction was to ask the children themselves. The kindergarten children were asked verbally what they liked about the morning message. All of the children unanimously responded by saying they liked writing on the mini dry erase boards. This showed that the kindergarten children preferred the shared writing experience the most. The first grade children were given a survey (Appendix B) to ask their preferences. 380
English as a Second Language Resource 5 Morning Message Reasons and Research

The answers showed that all of the children preferred a shared or independent writing experience of some sort. The children gave many varying responses to what kind of shared writing and independent writing choices they preferred. Some of their responses were:
I like to go up and write." I like to fill in the missing words." I like to write my own morning message with little dry erase boards and paper." I like to use the big dry erase board." I like to fill in the words which helps you become a good writer." I like to write morning messages on the chalk board."
Through our formal and informal observations of our students we determined that all of the children preferred a morning message teaching technique that involved them in a more hands on manner. None of the children mentioned the teacher directed method of instruction as a method they preferred. We have decided that the teacher directed approach is important to use to teach the reading and writing fundamentals but a child involved approach engages the children more. We are trying to include a balance of all of these methods in our classrooms to enhance our instruction.Extending the Morning Message We found that by extending the morning message the children were motivated to reread over and over what they had written. At the kindergarten level, the children create a book about a particular person. During whole group time, one of the students is chosen to come up to the rocking chair. The children, with the guidance of the teacher, write several sentences about that child. The children then draw a picture of the child, write a sentence and the pages are bound into a book for the child to take home. The children frequently choose to read these books independently. In first grade the morning messages are extended by typing them on the computer and putting them in a binder for the children to illustrate and read. It is kept in the classroom and the children excitedly look for their message to reread daily with their friends. This appears to strengthen writing skills and it highly motivates the children to read what they have written. Both the kindergarten and first grade children are extending the morning message by making connections in their journal writing and while reading various texts. The children shared the following comments with the class:
"Look there is an "ing" in opening on the schedule." "The word today has the word to in it." "Look there is a "ch" in March.
Throughout our teaching this year, we have noticed that the children have grown in their writing. We are led to believe that the morning messages have contributed to this growth. We have stretched ourselves as teachers to try different teaching techniques in our morning message instruction. Sources: DaCruz Payne, Carleen and Schulman, Mary Browning. (1998). Getting the Most Out of Morning Message and Other Shared Writing Lessons. New York, New York: Scholastic, Inc. Schiffer Danoff, Valerie. (2001). Beyond Morning Message-Dozens of Dazzling Ideas for Interactive Letters to the Class That Enhance Shared Reading, Writing, Math, and More!. New York, New York: Scholastic, Inc
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English as a Second Language Resource 6 Performance Levels of ELLs
Performance Definitions for the levels of English language proficiency

At the given level of English language proficiency, English language learners will process, understand, produce, or use:
specialized or technical language reflective of the content area at grade level a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level oral or written communication in English comparable to proficient English peers the technical language of the content areas; a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports; oral or written language approaching comparability to that of English proficient peers when presented with grade level material specific and some technical language of the content areas; a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related paragraphs; oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with occasional visual and graphic support general and some specific language of the content areas; expanded sentences in oral interaction or written paragraphs; oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain much of its meaning when presented with oral or written, narrative or expository descriptions with occasional visual and graphic support general language related to the content areas; phrases or short sentences; oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic support pictorial or graphic representation of the language of the content areas; words, phrases, or chunks of language when presented with one-step commands, directions, WH-questions, or statements with visual and graphic support
6 Reaching
5 Bridging
4 Expanding
3 Developing
2 Beginnings
1 Entering
Source: WIDA English Language Proficiency Standards for English Language Learners in Pre-Kindergarten through Grade 5, 2007
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English as a Second Language Resource 7 Social Language Rubric
ELP Standard 1: Social and Instructional Language, Formative Framework

Example Topics Level 1 Entering Follow oral directions according to simple commands using manipulatives or reallife objects (eg., show me your paper.) Level 2 Beginning Follow oral directions according to comples commands using manipulatives or real life objects (eg., Put the cubes in a row across the paper.) Share likes, dislikes, or needs with a partner in L1 or L2. Level 3 Developing Floows oral instructions by comparing them with visual cues, nonverbal cues or modeling (eg., Fold the paper in half. The place it on your table the long way.) Paraphrase or combine likes, dislikes or needs with a partner (eg., She likes cake and ice cream) in L1 or L2. Respond to words or phrases on board games or other leisure activities by carrying out actions with a partner. Level 4 Expanding Follow oral directions without visual or nonverbal support and check with a peer (eg., Put your name on the top line of the paper.) Give reasons for likes, dislikes or needs with a partner (eg., I like ________ because in L1 or L2. Carry out directions according to a series of sentences for board games or other leisure activities with a partner. Maintain diaries or journals of related sentences about personal experiences involving feelings and emotions in L1 or L2. Level 5 Bridging Follow a series of oral directions without support (eg.; Put your name on the left-hand side of the paper. Then put the date on the righthand side.) Convince a partner to share your likes, dislikes or needs in L1 or L2.
Following directions LISTENING Likes, dislikes and needs
Answer yes/no or choice questions about likes or dislikes with a partner in L1 or L2 (eg., DO you like school?) Match icons or pictures to same on board games or other leisure activities with a partner.
Level 6 - Reaching
SPEAKING
Leisure activities READING
Place labeled pictures with corresponding pictures on board games or other leisure activities with a partner.
Follow grade-level written directions for board games or other leisure activities.
WRITING
Feelings and emotions
Draw or orally dictate personal experiences involving feelings and emotions in L1 or L2 from pictures or photographs.
Label personal experiences involving feelings and emotions in L1 or L2 using pictures or photographs.
Produce ohrases or sentences about personal experiences involving feelings and emotions in L1 or L2.
Compose illustrated stories based on personal experiences involving feelings and emotions.
Source: WIDA Consortium
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English as a Second Language Resource 7 Social Language Rubric
Paired Reading Fluency Check

Readers name: Evaluators name: Name of Text: Reading 1: How did my partner read the first time? (Reader circle face)
Suggestions: Check the suggestions that best apply to your partner. Remember to read a little faster. Remember to read a little slower. Remember to read with expression Remember to pause at the end of a comma and stop at the end of a period. You forgot the words ____________, _____________, and __________. Next time remember to say _____________, not _______________. Remember to say the ending of words. For example, the letter s in the word, reads
Reading 2: How did my partner read the first time? (Reader circle face)
Suggestions: Check the suggestions that best apply to your partner. Remember to read a little faster. Remember to read a little slower. Remember to read with expression Remember to pause at the end of a comma and stop at the end of a period. You forgot the words ____________, _____________, and __________. Next time remember to say _____________, not _______________. Remember to say the ending of words. For example, the letter s in the word, reads
Source: WIDA Consortium

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Curriculum Materials English as a Second Language

Civil Rights Law Department of Education of Puerto Rico

3 Grade Attachments Resources Grades K-3

Modelo Entendimiento por Diseo (UbD Understanding by Design)

Desarrollo de los Materiales Curriculares

Descripcin de Materiales Curriculares

Edward Moreno Alonso, Ed.D. Secretario 8

English as a Second Language

Content Standards and Learning Expectations

Big Ideas/Enduring Understandings:

Content (Students will know)

Skills (Students will be able to)

Unit K.1: About Me English as a Second Language 5 weeks

Stage 2 - Assessment Evidence Performance Tasks

Unit K.1: About Me English as a Second Language 5 weeks

Stage 3 - Learning Plan Learning Activities

Unit K.1: About Me English as a Second Language 5 weeks

Unit K.1: About Me English as a Second Language 5 weeks

Unit K.1: About Me English as a Second Language 5 weeks

Unit K.1: About Me English as a Second Language 5 weeks Additional Resources

Books about feeling and color

Books about self and feelings

Book about faces

Content Standards and Learning Expectations

Big Ideas/Enduring Understandings:

Content (Students will know)

Skills (Students will be able to)

Unit K.2: Lets Learn English as a Second Language 4 weeks

Stage 2 - Assessment Evidence Performance Tasks

Unit K.2: Lets Learn English as a Second Language 4 weeks

How to be a Good Friend

Classroom and Home

Unit K.2: Lets Learn English as a Second Language 4 weeks

How to be a good friend

About listening and communication

Content Standards and Learning Expectations

Big Ideas/Enduring Understandings:

Content (Students will know)

Skills (Students will be able to)

Unit K.3: Lets Play English as a Second Language 5 weeks

Stage 2 - Assessment Evidence Performance Tasks

Unit K.3: Lets Play English as a Second Language 5 weeks

Stage 3 - Learning Plan Learning Activities

Unit K.3: Lets Play English as a Second Language 5 weeks

Patterns in Stories and Life

Unit K.3: Lets Play English as a Second Language 5 weeks

Unit K.3: Lets Play English as a Second Language 5 weeks

Books on Healthy Routines at Home and School

Content Standards and Learning Expectations

Big Ideas/Enduring Understandings:

Content (Students will know)

Skills (Students will be able to)

Stage 2 - Assessment Evidence Performance Tasks

Perform a Nursery Rhyme

Stage 3 - Learning Plan Learning Activities

Initial Consonant sounds

Manipulatives for Alphabet Awareness

Attempt to write using print techniques

Content Standards and Learning Expectations

Big Ideas/Enduring Understandings:

Content (Students will know)

Skills (Students will be able to)