Esl Language Program Curriculum New Jersey

Mount Laurel Township Schools
Mount Laurel, New Jersey
English as a Second Language Program Curriculum
Summer 2009
The English as a Second Language Program Curriculum is aligned with
the revised New Jersey Core Curriculum Content Standards.
English as a Second Language Program Curriculum Committee

Participants
English as a Second Language Staff

Kimberly Corona
Katherine Plunkett
Alamelu Sundaram-Walters
English as a Second Language Program Coordinator

Alexis Bonavitacola, Supervisor of Instruction
Mt.LaurelBOE
Versioncreated7/17/09
Table of Contents
Statement of Purpose
Philosophy
Why the WIDA Standards
About the WIDA English Language Proficiency Standards
Performance Definitions for the Levels of English Language Proficiency
Kindergarten Curriculum
Kindergarten WIDA Example Topics
Kindergarten Sample Unit
Grade Cluster 1-2 Curriculum
Grade Cluster 1-2 WIDA Example Topics
Grade Cluster 1-2 Sample Unit
Grade Level 3-4 Sample Unit
Grade Cluster 5-8 Sample Unit
Additional Resource Graphic Organizers across the ELP Standards
4
5
6
7
9
10
22
23
25
38
39
41
53
54
56
74
75
77
Refer to District Homepage (www.mountlaurel.org) For E.S.L. Electronic Folder and Scope and Sequence.
Refer to New Jersey Department of Education Website (www.state.nj.us) for New Jersey State Standards.
Refer to New Jersey Department of Education/ Bilingual (www.nj.gov/education/bilingual) for Additional
Information and Resources.
Mt.LaurelBOE
Mount Laurel Township Schools

English as a Second Language
Statement of Purpose
This English as a Second Language (ESL) curriculum is designed to provide learning opportunities in the English
language and the American culture for students in grades K to 8 who are identified as Limited English Proficient (LEP) or
English Language Learners (ELLs). It is created to meet the needs of such students regardless of the English language
proficiency level they demonstrate upon entering the Mount Laurel school system.
Learning to speak, read and comprehend spoken and written English is crucial for newcomers to the American education
experience. Title III of the No Child Left Behind Act (NCLB) requires that children who are limited English proficient attain
English proficiency, develop high levels of academic attainment in English, and meet the same challenging State
academic content and student academic achievement standards as all children are expected to meet.
Students come to classrooms with different interests and varying intelligences and learning styles. Instructional activities
and assessments should reflect these needs. Basing instruction on meaningful communicative tasks motivates students
to learn a second language. The teachers role is to facilitate genuine interaction among students through classroom
activities that are embedded in authentic real-life contexts.
Culture is an integral part of learning a new language. Communication is actually the ability to use language in culturally
sensitive ways. Teaching the everyday culture of native speakers of the language not only makes the language come
alive but also fosters respect and appreciation of cultural diversity. Students learn to recognize that they are products of
their own culture and learn how to assimilate into the American culture without denying their cultural roots.
This curriculum is based on the New Jersey Core Curriculum Content Standards for English Language Proficiency. The
State Standards are derived from the standards developed by the World-Class Instructional Design and Assessment
(WIDA) Consortium. New Jersey standards focus on the use of English to achieve academically in all content areas. The
State Standards also reflect the State Standards for Language Arts Literacy but from the perspective of second language
acquisition.
Students enrolled in the ESL Program will be tested annually with the ACCESS for ELLs language proficiency
assessment to determine their level of English language proficiency. The district goal, as determined by the State, is for
all students to show growth of at least one proficiency level.
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Philosophy
The philosophy of the Mount Laurel Township Schools ESL Program is founded upon the need to ensure that all English
language learners have access to high quality instruction, and to provide better access for ELLs to the general education
curriculum. In addition to the language proficiency needed for interpersonal, intercultural and instructional purposes,
English language learners need to develop academic language or CALP (Cognitive Academic Language Proficiency) in
order to succeed in American society. This focus on academic language is supported by research on effective language
instruction as well as the provisions of No Child Left Behind Act of 2001.
Native language literacy promotes second language acquisition:
Native language literacy facilitates second language development. The academic achievement of English language
learners is significantly improved when students are able to use their native language to learn in school. Therefore,
retaining native language and culture serves as a foundation for English language acquisition and academic development.
While students make the transition from their native language literacy to English literacy, the emphasis of second
language instruction is on developing academic skills that meet New Jersey Core Curriculum Content Standards, as well
as state, and national requirements for ELLs.
Language acquisition is long-term process:
Language acquisition is a long-term process involving a progression through developmental stages of increasing
language proficiency. English language learners move through these stages at individual rates of acquisition. Language
learners vary in their productive and receptive skills. Receptive language skills generally develop prior to and often to a
higher level than the productive language skills. Therefore, English language learners may not be at an equal level of
English language proficiency across the four language domains (reading, writing, speaking and listening). The differential
language acquisition levels of these students in the language domains must be taken into consideration for instructional
planning and assessment. Achieving the academic standards for ELLs is possible if there is shared responsibility and
collaboration based on common understanding and mutual goals among all teachers who serve English language
learners. Throughout this process, BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic
Language Proficiency) must be kept in mind for each ELL. That is to say, based on the current research, social language
(BICS) always precedes the acquisition of academic language or CALP.
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Why the WIDA Standards?

Vision of language proficiency has expanded to
encompass both social contexts and academic

contexts.
Standards-based instruction that integrates
language and content reflects the construct of
cognitive academic language proficiency
NCLB mandates that ELP standards be
aligned to academic content standards and the
ELP tests be standards based.
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About the WIDA English Language Proficiency

Standards
development. Overall, the standards center on the language

needed and used by ELLs to succeed in school.
WIDAs English Language Proficiency Standards for English

Language Learners in Pre-Kindergarten through Grade 12:
Frameworks for Formative and Summative Assessment and
Instruction, 2007 edition, is a key component of the World-Class
Instructional Design and Assessment (WIDA) Consortiums
assessment system WIDAs vision of language proficiency
encompasses both social and academic contexts tied to
schooling, particularly to standards, curriculum, and instruction.
By developing these English language proficiency (ELP)
standards, first published in 2004, the WIDA Consortium has
responded to this emergent vision to link language learning with
academic content. Furthermore, these ELP standards guide the
development of test blueprints, task specifications, and ELP
measures, primarily WIDAs ACCES for ELLSs test.
Each standard is organized by grade level cluster (PreK-K,

grades 1-2, grade 3-5, grades 6-8, and grades 9-12) and by
language domain (listening, speaking, reading, and writing).
Within each grade cluster and domain, there are fived model
performance indicators (MPIs), one for each language
proficiency level from 1, Entering, to 5, Bridging. All five MPIs
focus on the same example topic from a content area
reflected in the standard, forming a strand that illustrates the
language development continuum. Each MPI contains three
elements: a language function (e.g., describe, justify), an
example topic (e.g., weather, human populations), and a form
of support through level 4 (e.g., pictures or illustrations,
working in small groups). The components of the ELP
standards, from frameworks down to the elements of an MPI,
work together to form the standards document, a critical too
for educators of ELLs for curriculum development, instruction
and assessment.
Originally developed by consortium members with funding from a

U.S. Department of Education Enhanced Assessment Grant, the
standards are designed for the many audiences in the field of
education who are impacted by English language learners
The WIDA English Language Proficiency Standards
(ELLs). This second edition reflects an evolving understanding of
the needs of ELLS and their educators in the use of the ELP
English Language Proficiency Standard 1: English language
standards as an instructional and assessment tool.
learners communicate for Social and Instructional purposes within
Organization of the Standards
There are five WIDA ELP Standards, which appear in two

frameworks: Summative (the outcomes of learning) and
Formative (the processes of learning). The standards, identical
for both frameworks, reflect the social and academic dimensions
of acquiring a second language that are expected of ELLs in
grade levels PreK-12 attending schools in the United States.
Each ELP standard addresses a specific context for English
language
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the school setting.

learners communicate information, ideas, and concepts necessary
for academic success in the content area of Language Arts.
for academic success in the content area of Mathematics.
for academic success in the content area of Science.
for academic success in the content area of Social Studies.
The ELP standards are often abbreviated as Social and

Instructional language, the language of Language Arts, the
language of Mathematics, the language of Science, and the
language of Social Studies.
The Language Proficiency Levels and Performance

Definitions
The language function describe for a level 2 student may

mean producing or comprehending phrases or short
sentences using common adjectives and modifiers, whereas a
level 4 student may be expected to process or use extended
discourse incorporation relative clauses, similes or metaphors.
This example illustrates how the Performance Definitions are
an essential companion to the strands of MPIs.
The five language proficiency levels outline the progression of

language development implied in the acquisition of English as an
additional language, from 1, Entering the process, to 6, Reaching
the attainment of English language proficiency. The language
proficiency levels delineate expected performance and describe
what ELLs can do within each domain of the standards. The
Performance Definitions define the expectations of students at
each proficiency level. The definitions encompass three criteria:
linguistic complexity the amount and quality of speech or writing
for a given situation; vocabulary usagethe specificity of words r
phrases for a given context; and language controlthe
comprehensibility of the communication based on the amount
and types of errors.
The Performance Definitions (see page 3) are a key component
of the standards documents, and the use of the standards and
corresponding MPIs must be in conjunction with the Performance
Definitions. The MPIs, delineated by language proficiency level,
give expectations for what students should be able to process
and produce at a given proficiency level. The Performance
Definitions describe how well the student can or should be
expected to do so. For example, the language function
describe appears in MPIs at levels 1-4. What language does a
student at language proficiency level 2 need to produce in order
to describe? What can he or she reasonably be expected to
process to understand a description? How does this compare
with a student at language proficiency level 4?
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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:
6
Reaching
5
Bridging
4
Expanding
3
Developing
2
Beginning
1
Entering
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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
description 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, WHquestions, or statements with visual and graphic support
Language Arts
Standards
(WIDA and
NJCCCS)
Standard 3.1
Reading
All students will
understand and
apply the
knowledge of
sounds, letters,
and words in
written English to
become
independent and
fluent readers and
will read a variety
of materials and
texts with fluency
and
comprehension.
ELP Standard:
Reading
Students will be
able to read
(decode and
comprehend) text
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ESL Curriculum
Aligned to
WIDA English Language Proficiency Standards and NJCCCS
Elementary Program
Kindergarten
Reading
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Understanding a
texts features,
structures, and
characteristics
facilitate the
readers ability to
make meaning of
the text.
Big Idea: The

ability to read a
variety of texts
requires
independence,
comprehension,
and fluency.
How does
understanding a
texts structure
help me better
understand its
meaning?
Words are made

of sounds.
How do I figure
out a word I do not
know?
Good readers
employ strategies
to help them
understand text.
Strategic readers
can develop,
select, and apply
strategies to
enhance their
comprehension.
How does fluency
Good readers
How are sounds

represented by
letters?
Learning
Outcomes
Concepts About
Print
Phonological
Awareness
Decoding and
Word Recognition
Activities
Can-Do-Descriptors
ELP Levels
Language Domains
*See WIDA Can Do

Descriptors/
ELP Levels p.12
All About Me Unit:
Focus on student
individuality and
forming a cohesive
group.
Vocabulary and
Concept
Development
Comprehension
Skills and
Responses to
Text
10
Seasons:
Holidays
Calendar
Colors
Clothing
Weather
Environment
Assessment
and
Evaluation
Leveled
Literature
Teacher
Observation
Graphic
Organizers
Oral
Questioning/
Response
Professional
Books
Fluency
Reading
Strategies (before,
during, and after
reading)
Materials
and
Resources
Response to
Stories
Oral
Written
Portfolios
Anecdotal
Records
Promote awareness of
cultural differences/
traditions
for recreational
and academic
purposes.
affect
comprehension?
How do readers
construct meaning
from text?
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compare, infer,
synthesize, and
make connections
(text to text, text to
word, text to self)
to make text
personally
relevant and
useful.
Inquiry and
Research
11
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ESL Curriculum
Aligned to
WIDA English Language Proficiency Standards
Elementary Program
Kindergarten
Writing
Language Arts
Standards
(WIDA and
NJCCCS)
Standard 3.2
Writing
All students will
write in clear,
concise,
organized
language that
varies in content
and form for
different
audiences and
purposes.
ELP Standard:
Writing
Students will be
able to write for
personal and
academic
purposes.
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Big Idea: Writing

is the process of
communicating
in print for a
variety of
audiences and
purposes.
Good writers
develop and refine
their ideas for
thinking, learning,
communicating,
and aesthetic
expression.
How do good
writers express
themselves?
Good writers use

a repertoire of
strategies that
enables them to
vary form and
style, in order to
write for different
purposes,
audiences, and
contexts.
How does process

shape the writers
product?
How do writers
develop a wellwritten product?
How do rules of
language affect
communication?
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Rules,
conventions of
language, help
readers
Learning
Outcomes
Writing as a
Process
(prewriting,
drafting, revising,
editing, post
writing)
Writing as a
Product (resulting
in a formal product
or publication)
Mechanics,
Spelling, and
Handwriting
Writing Forms,
Audiences, and
Purposes
(exploring a
variety of writing)
13
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
Materials
and
Resources
*See WIDA Can

Do Descriptors/
ELP Levels p. 15
Professional
Materials Kid
Writing
All About Me Unit:

Focus on student
individuality and
forming a
cohesive group.
Selected
Literature
Seasons:
Holidays
Calendar
Colors
Clothing
Weather
Environment
Promote
awareness of
cultural
differences/
traditions
Assessment
and
Evaluation
Teacher
Observation
Shared
Interactive
Independent
Writing
Kid Writing
Pictures
Readers
Response
Portfolios
Editing
Anecdotal Notes
Why does a writer

choose a
particular form of
writing?
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understand what
is being
communicated.
A writer selects a
form based on
audience and
purpose.
14
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ESL Curriculum
Aligned to
Elementary Program
Kindergarten
Speaking
Language Arts
Standards
(WIDA and
NJCCCS)
Standard 3.3
Speaking
All students will
speak in clear,
concise,
organized
language that
varies in content
and form for
different
audiences and
purposes.
ELP Standard:
Speaking
Students will be
able to speak
English in both a
social and school
setting.
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Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Big Idea: Oral

language is a
tool for
communicating,
thinking, and
learning.
Oral discussion
helps to build
connections to
others and creates
opportunities for
learning and
English Language
Development.
How can
discussion
increase our
knowledge and
understanding of
an idea(s)?
When is it
appropriate to ask
questions?
How do speakers
express their
thoughts and
feelings?
Learning
Outcomes
Discussion
Questioning
(Inquiry) and
Contributing
Word Choice
Oral Presentation
Questioning and
contributing help
speakers convey
their message,
explore issues
and clarify their
thinking.
*See WIDA Can

Do Descriptors/
ELP Levels p. 18
All About Me Unit:
Focus on student
individuality and
forming a
cohesive group.
Seasons:
Holidays
Calendar
Colors
Clothing
Weather
Environment
A speakers
choice of words
and style set a
tone and define
the message.
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
Materials
and
Resources
Oxford Picture
Dictionary Series
Assessment
and
Evaluation
Teacher
Observation
Student
Participation
Student
Response
Questioning
Oral response
Anecdotal Notes
Promote
awareness of
cultural
differences/
traditions
16
How does the

choice of words
affect the
message?
How does a
speaker
communicate so
others will listen
and understand
the message?
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A speaker selects
a form and
organizational
pattern based on
the audience and
purpose.
17
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ESL Curriculum
Aligned to
Elementary Program
Kindergarten
Listening
Language Arts
Standards
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Standard 3.4
Listening
All students will
listen actively to
information from a
variety of sources
in a variety of
situations.
Big Idea:
Listening is an
active process to
gain
understanding.
Listening is the
process of
receiving,
constructing
meaning from,
and responding to
spoken
and/nonverbal
messages.
ELP Standard:
Listening
Students will be
able to aurally
comprehend
spoken English in
both a social and
school setting.
How does a
listener
understand a
message?
(WIDA and
NJCCCS)
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Can one hear but

not listen?
Learning
Outcomes and
Instructional
Strategies
Active Listening
Listening
Comprehension
Effective listeners
are able to
interpret and
evaluate
increasingly
complex
messages.
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
*See WIDA Can
Do Descriptors/
ELP Levels p. 20
Selected
Literature with
Tapes/CDs
All About Me Unit:

Focus on student
individuality and
forming a
cohesive group.
Professional
Materials:
Oxford Picture
Dictionary
Series, (i.e.,
Teacher Scripts)
Seasons:
Holidays
Calendar
Colors
Clothing
Weather
Environment
Promote
awareness of
cultural
differences/
traditions
19
Materials
and
Resources
Assessment
and
Evaluation
Teacher
Observation
Teacher
Developed
Questions
Student
Participation
Oral Questions/
Response
Student
Participation
Response to
Stories
Oral
Written
Anecdotal Notes
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ESL Curriculum
Aligned to
Elementary Program
Kindergarten
Viewing and Media Literacy
Language Arts
Standards
(WIDA and
NJCCCS)
Standard 3.5
Viewing
All students will
access, view,
evaluate, and
respond to print,
nonprint, and
electronic texts
and resources
ELP Standard:
Viewing and
Media Literacy
Students will be
able to view for
personal and
academic
purpose.
Mt.LaurelBOE
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Big Idea:
A media literate
person can
evaluate how
words, images,
and sounds
influence a
message.
People experience
the same media
message
differently.
Learning
Outcomes
Constructing
Meaning
Visual and Verbal
messages
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
Illustrations of
characters and
sequence of story.
(e.g.
Kindersite.org)
Materials
and
Resources
Films
Taped T.V.
Commercials
Leveled Books
Discussion of
Video, CDs. (e.g.
Elmosize.com)
Whats the media

message?
Use Body
Language in a
pantomime.
Verbal production.
What values,
lifestyles, and
points of view
are represented
in, or omitted
from, media
messages?
21
Leveled Videos
Assessment
and
Evaluation
Verbal, auditory
and kinesthetic
interpretation
Teacher
observation of
participation and
performance
Class or small
group discussion
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22
ESL
Grade Cluster K
Unit: Big Idea: Spring
Established Goals:
Write in clear, concise, organized language 3.2.

Speak in clear concise, organized language 3.3
Active listening 3.4
Respond to print and resources 3.5.
ELP Standards: Reading, Writing, Speaking, Listening, Viewing & Media Literacy
Enduring Understanding: The Student will understand:
Life cycle of a butterfly

Days of the week-butterfly poem
Counting
Recycling
Parts of a plant
Earth Day
Essential Questions:
How do the various seasons impact our lifestyle choices?

How do our life choices affect our environment?
Skills: TSWBAT:
Handwriting
Sequencing
Punctuation
Navigating the computer
Decoding/fluency
Performance Task:
Discussion-web spring
Spring Packet
Activity SheetsA Butterfly Came out
Growing Plants
Parts of Plants
How Seeds Travel
Cut & Paste activity:
Make a seed
Pond life
Choral Reading-Spring Poems
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23
Plant a garden
Phonics/Fluency games (Starfall)
Listening Activities-Spring Poems on tape
Learning Activities:
Discussion Oxford Dictionary-Activity Sheets: Spring is Here, flashcards, Beats, We Planted a Garden
Read Aloud(s)
When Will Spring Be Here?
The Very Hungry Caterpillar
Flower Garden
Video-Magic Schoolhouse-A Seed Goes to Plant

Computer Activitieswww.kindersite.org
Grow Your Own Tomatoes
www.Starfall.com
Earth Day
Flower
Pond recycling
http://earthday.net/lessonplans
Jeopardy game-vocabulary builder
Assessment:
Teacher observation of student participation and performance

Completed writing assignments
Completed activity sheets
Resources:
http://www.epa.gov/region5/publications/happy/happy.htm (coloring book)
http://www.first-school.ws/activities/occasions/earth1.htm
www.edhelper.com (reading material)
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24
ESL Curriculum
Aligned to
Elementary Program
Language Arts
Standards
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Standard 3.1
Reading
All students will
understand and
apply the
knowledge of
sounds, letters,
and words written
in English to
become
Independent and
fluent readers,
and will read a
variety of
materials and
texts with fluency
and
comprehension.
Big Idea: The

ability to read a
variety of texts
requires
independence,
comprehension,
and fluency.
Understanding of
a texts features,
structures, and
characteristics
facilitate the
readers ability to
make meaning of
the text.
ELP Standard:
Reading
Students will be
able to read
(decode and
How do I figure
out a word I do not
know?
(WIDA and
NJCCCS)
Mt.LaurelBOE
How does
understanding a
texts structure
help me better
understand its
meaning?
How are sounds
represented by
letters?
How does fluency
Grade Cluster 1-2

Reading
Learning
Activities
Can-DoOutcomes
Descriptors
ELP Levels
Language
Domains
Concepts About
Print/Text
Phonological
Awareness
(includes
phonemic
awareness)
Words are made

of sounds.
Decoding and
Word Recognition
Readers use
language structure
and context clues
to identify the
intended meaning
of words and
phrases as they
are used in text.
Fluency
Fluent readers
group words
quickly to help
Reading
Strategies (before,
during and after
reading)
Vocabulary and
Concept
Development
Comprehension
25
*See WIDA CanDo-Descriptors p.

27
All About Me Unit:
Focus on
individuality and
forming a
cohesive group.
Materials
and
Resources
Leveled Literature
Graphic
Organizers
Professional
Books
Oxford Picture
Dictionary Series
Assessment
and
Evaluation
Teacher
Observation
Oral
Questioning/
Response
Anecdotal
Records
Family Unit
Portfolios
Seasons:
Poems
Rhyming
Fairytales
Fables
Informational
Text
Journals
Living with
everyday print
(signs, posters,
etc.)
comprehend) text
for recreational
and academic
purposes.
affect
comprehension?
What do readers
do when they do
not understand
everything in the
text?
How do readers
construct meaning
from text?
Why conduct
research?
them gain
meaning from
what they read.
Good readers
compare, infer,
synthesize and
make connections
world, text to self)
to make text
personally
relevant and
useful.
Skills and
Response to Text
Inquiry and
Research
Environment
Community
Researchers
gather and critique
information from
different sources
for specific
purposes.
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26
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27
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 1-2
Writing
Language Arts
Standards
(WIDA and
NJCCCS)
Standard 3.2
Writing
All students will
write in clear,
concise,
organized
language that
varies in content
and form for
different
audiences and
purposes.
ELP Standard:
Writing
Students will be
able to write for
personal and
academic
purposes.
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Big Idea: Writing

is the process of
communicating
in print for a
variety of
audiences and
purposes.
Good writers
develop and refine
their ideas for
thinking, learning,
communicating,
and aesthetic
expression.
How do good
writers express
themselves?
How does process
shape the writers
product?
How do rules of
language affect
communication?
Why does a writer
choose a
Mt.LaurelBOE
Good writers use

a repertoire of
strategies that
enables them to
vary form and
style, in order to
write for different
purposes,
audiences, and
contexts.
Rules,
conventions of
language, help
Learning
Outcomes
Writing as a
Process
(prewriting,
drafting, revising,
editing, post
writing)
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
*See WIDA CanDo Descriptors p.

30
Professional
Materials:
Lucy Calkins
Units of Study
Sequencing
Super Sentences
Writing as a
Product (resulting
in a formal product
or publication)
Materials
and
Resources
Descriptive
Writing
Assessment
and
Evaluation
Journal Entries
Teacher
Observation
Checklist
Selected Pieces of
Literature
Shared Writing
Stationery Studio
Interactive Writing
Portfolios
Letter Format
Mechanics,
Spelling, and
Handwriting
Anecdotal Notes
Writing Forms,
Audiences, and
Purposes
(exploring a
variety of forms)
28
particular form of
writing?
readers
understand what
is being
communicated.
A writer selects a
form based on
audience and
purpose.
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29
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30
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 1-2
Speaking
Language Arts
Standards
(WIDA and
NJCCCS)
Standard 3.3
Speaking
All students will
speak in clear,
concise,
organized
language that
varies in content
and form for
different
audiences and
purposes.
ELP Standard:
Speaking
Students will be
able to speak
English in both a
social and school
setting.
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Big Idea: Oral

language is a
tool for
communicating,
thinking, and
learning.
How can
discussion
increase our
knowledge and
understanding of
an idea (s)?
How can
discussion
increase our
knowledge and
understanding of
an idea (s)?
How can I clearly

express myself?
How can I clearly

express myself?
How do speakers
express their
thoughts and
feelings?
When is it
appropriate to ask
questions?
How do speakers
express their
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When is it
appropriate to ask
questions?
Learning
Outcomes
Discussion (small
group and whole
class)
*See WIDA CanDo-Descriptors p.

33
Questioning
(Inquiry) and
Contributing
Word Choice
All About Me Unit:

Focus on
individuality and
forming a
cohesive group.
Oral Presentation
Family Unit
Materials
and
Resources
Oxford Picture
Dictionary Series
Assessment
and
Evaluation
Teacher
Observation
Oral Response
Oral Presentation
Class or Small
Group Discussion
Seasons:
Poems
Rhyming
Fairytales
Fables
Informational
Text
How can I clearly

express myself?
Living with
everyday print
(signs, posters,
How does the
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
31
thoughts and
feelings?
How does the
choice of words
affect the
message?
How does a
speaker
communicate so
others will listen
and understand
the message?
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choice of words
affect the
message?
etc.)
How does a
speaker
communicate so
others will listen
and understand
the message?
Community
Environment
32
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33
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 1-2
Listening
Language Arts
Standards
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Standard 3.4
Listening
All students will
listen actively to
information from a
variety of sources
in a variety of
situations.
Big Idea:
Listening is an
active process to
gain
understanding.
Listening is the
process of
receiving,
constructing
meaning from,
and responding to
spoken and
nonverbal
messages.
ELP Standard:
Listening
Students will be
able to aurally
comprehend
spoken English in
both social and
school setting.
How does a
listener
understand a
message?
(WIDA and
NJCCCS)
Can one hear but

not listen?
Learning
Outcomes
Active Listening
Listening
Comprehension
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
*See WIDA CanDo Descriptors p.
36
All About Me Unit:
Focus on
individuality and
forming a
cohesive group.
Effective listeners
are able to
interpret and
evaluate
increasingly
complex
messages.
Materials
and
Resources
Assessment
and
Evaluation
Literature with
Tapes and CDs
Teacher
Observation
Oxford Picture
Dictionary Series
Written Response
Oral Response
Teacher Scripts
Class or Small
Group Discussion
Family Unit
Seasons:
Poems
Rhyming
Fairytales
Fables
Informational
Text
Living with
everyday print
(signs, posters,
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34
etc.)
Environment
Community
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35
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36
ESL Curriculum
Aligned to
Elementary Program
1-2
Language Arts
Standards
(WIDA and
NJCCCS)
Standard 3.5
Viewing
All students will
access, view,
evaluate, and
respond to print,
nonprint, and
electronic texts
and resources
ELP Standard:
Viewing and
Media Literacy
Students will be
able to view for
personal and
academic
purpose.
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Big Idea:
A media literate
person can
evaluate how
words, images,
and sounds
influence a
message.
People experience
the same media
message
differently.
Learning
Outcomes
Constructing
Meaning
Visual and Verbal
messages
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
Illustrations of
characters and
sequence of story.
Discussion of
films.
Use body
language in a
pantomime.
Whats the media

message?
Watch childrens
news for English
verbal production.
What values,
lifestyles, and
points of view are
represented in, or
omitted from,
media messages?
Materials
and
Resources
Assessment
and
Evaluation
Films
Rubric
Taped T.V.
Commercials
Oral Presentations
based on
illustrations.
Leveled Books
Leveled Videos
Verbal
Interpretation
Teacher
Observation
Conferences
Written Response
Class or Small
Group Discussion
Anecdotal Notes
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37
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38
ESL Grade Cluster 1-2

NJCCCS: 3.1, 3.2, 3.3, 3.4 WIDA The Language of Language Arts; The Language of Science; The Language of
S.S.; The Language of Math
Big Idea: Environment(Rainforest)
Essential Question(s):
How can we have a positive impact on our environment? What is the rainforest and why do we need to appreciate the value of this worldwide
resource? How does nature and man coexist?
Enduring Understanding:
Social awareness and responsibility

We can all do our part to reduce, reuse, and recycle in order to save the environment and our earth for future generations
Stimulate interest in the sciences
Knowledge and skills:

The student will:
Identify the animals of the rainforest
Identify the plants of the rainforest
Identify the people of the rainforest
Identify layers of the rainforest
Sustainable harvest
Research on the internet
Read for comprehension
Build vocabulary
Read and discuss books
Listen attentively
Answer simple questions
Follow simple directions
Match oral words to printed words
Write brief descriptions
Performance Task for the End of this Unit:
Compose a scrapbook on the things they see in their travels through a rainforest, research, and write facts about animals, plants and the
people.
Compose a poem about the rainforest
Diorama
Make a Save the Rainforest magnet
Make a Rain forest in a bottle. Place about 2 of potting soil into a two liter clear plastic pop bottle. Add a variety of seeds. Add about cup
Mt.LaurelBOE
39
of water and place cap on the bottle. The bottle will act as a terrarium and the moisture will recycle from the soil into the air and back to the
soil.
Oral Presentation-discuss and set goals for collecting money for Save an Acre: program.
Generate a KKWL Chart utilizing students responses to the topic of the rainforest
Preview and Predict, book walks
Read Aloud: The Great Kapok Tree
Shared Reading: About the Rainforest (NF), In The Rain Forest (NF & F)
Write and design pages for scrapbook and what they saw in their travels today.
Research websites- (animals, plants, medicine, people, endangerment)
Design a rainforest on the wall
Magic School Bus Video
Garbage Bag Lunch
Sell Rainforest treats. (Estimate, calculate cost and profit). Proceeds will go to Save an Acre program.
Assessments:
Teacher observation of participation and performance
Completed activities
Rubric for scrapbook
Books, Materials:
The Great Kapok Tree by
About the Rainforest by Heather Johanasen
In the Rain Forest (Ricter)
Websites:
www.enchantedlearning.com/subjects/rainforest/
Rainforest animal book and crafts
http://www.earthsbirthday.org/explore/teachers/howto/diorama.htm
Diorama
http://rainforestheroes.com/
teacher resources, Kids Take Action activities, About the Rain Forest-slide show, Jungle Gym-crafts & recipes
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40
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 3-4
Reading
Language Arts
Standards
(WIDA and
NJCCCS)
Standard 3.1
Reading
All students will
understand and
apply the
knowledge of
sounds, letters,
and words in
written English to
become
independent and
fluent readers and
will read a variety
of materials and
texts with fluency
and
comprehension.
ELP Standard:
Reading Students
will be able to
read (decode and
comprehend) text
for recreational
Mt.LaurelBOE
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Big Idea:
The ability to read
a variety of texts
requires
independence,
comprehension
and fluency.
Understanding of
a texts features,
structures, and
characteristics
facilitate the
readers ability to
make meaning of
the text.
Concepts About
Print
Readers use
language structure
and content clues
to identify the
intended meaning
of words and
phrases as they
are used in text.
Decoding and
Word Recognition
How does
understanding a
texts structure
help me better
understand its
meaning?
How are sounds
represented by
letters?
How do I figure
out a word I do not
know?
How does fluency
Fluent readers
group words
quickly to help
them gain
meaning from
what they read.
Learning
Outcomes
Phonological
Awareness
(includes
phonemic
awareness)
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
See WIDA Can
Do Descriptors
p.43
All About Me Unit:
Focus on
individuality and
forming a
cohesive group.
Readers
Workshop:
Materials
and
Resources
Leveled Literature
Graphic
Organizers
Assessment
and
Evaluation
Teacher
Observation
Anecdotal
Records
Professional
Books
Conferring
Oxford Picture
Dictionary Series
Listen to the
student read
Rubrics
Fluency
Guided Reading
Reading
Strategies (before,
during and after
reading)
Independent
Reading
Graphic
Organizers
Effective
Questioning
Literature Circles
Vocabulary and
Concept
Development
Comprehension
Skills and
41
Oral Response
Read and respond
to literature
Portfolios
Journals
and academic
purposes.
affect
comprehension?
What do readers
do when they do
not understand
everything in a
text?
Why do readers
need to pay
attention to a
writers choice of
words?
How do readers
construct meaning
from text?
Why conduct
research?
Response to Text
Good readers
employ strategies
to help them
understand text.
Strategic readers
can develop,
select, and apply
strategies to
enhance their
comprehension.
Inquiry and
Research
Words powerfully
affect meaning.
Good readers
compare, infer,
synthesize, and
make connections
to make text
personally
relevant and
useful.
Researchers
gather and critique
information on a
topic from a
variety of sources
for specific
purposes.
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42
Mt.LaurelBOE
43
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 3-4
Writing
Language Arts
Standards
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Standard 3.2
Writing
All students will
write in clear,
concise,
organized
language that
varies in content
and form for
different
audiences and
purposes.
Big Idea:
Writing is the
process of
communicating
in print for a
variety of
audiences and
purposes.
Good writers
develop and refine
their ideas for
thinking, learning,
communicating,
and aesthetic
expression.
ELP Standard:
Writing
Students will be
able to write for
personal and
academic
purposes.
How does process

shape the writers
product?
(WIDA and
NJCCCS)
How do good
writers express
themselves?
How do writers
How do rules of
language affect
Mt.LaurelBOE
Good writers use

a repertoire of
strategies that
enables them to
vary form and
style, in order to
write for different
purposes,
audiences, and
contexts. Rules,
conventions of
language, help
readers
understand what
is being
Learning
Outcomes
Writing as a
Process
(prewriting,
drafting, revising,
editing,
postwriting)
Writing as a
Product (resulting
in a formal product
or publication)
Mechanics,
Spelling, and
Handwriting
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
*See WIDA Can
Do Descriptors p.
46
Materials
and
Resources
Assessment
and
Evaluation
Professional
Materials:
Guiding Readers
and Writers,
Grades 3-6,
Fountas and
Pinnell
Teacher
Observation
Selected Pieces of
Literature
Anecdotal Notes
Editing
Creative Writing
Stationery Studio
Writing Process
Graphic
Organizers
Rubrics
Graphic
Organizers
Journals
Conferring
Figurative Writing
Portfolios
Forms of Writing
Writing Forms,
Audiences, and
Purposes
(exploring a
variety of forms)
Effective
Questioning
Poetry
Interactive
Notebooks
Writing Activities
44
Mt.LaurelBOE
communication?
communicated.
Why does a writer

choose a
particular form of
writing?
A writer selects a
form based on
audience and
purpose.
45
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46
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 3-4
Speaking
Language Arts
Standards
(WIDA and
NJCCCS)
Standard 3.3
Speaking
All students will
speak in clear,
concise,
organized
language that
varies in content
and form for
different
audiences and
purposes.
ELP Standard:
Speaking
Students will be
able to speak
English in both a
social and school
setting.
Mt.LaurelBOE
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Big Idea:
Oral language is
a tool for
communicating,
thinking and
learning.
Oral discussion
helps to build
connections to
others and create
opportunities for
learning.
How can
discussion
increase our
knowledge and
understanding of
an idea(s)?
Questioning and
contributing help
speakers convey
their message,
explore issues
and clarify their
thinking.
When is it
appropriate to ask
questions?
How do speakers
express their
thoughts and
feelings?
Learning
Outcomes
Discussion (small
group and whole
class)
*See WIDA Can

Do Descriptors p.
49
Questioning
(Inquiry) and
Contributing
Word Choice
All About Me Unit:

Focus on
individuality and
forming a
cohesive group.
Oral Presentation
Writing Process
A speakers
choice of words
and style set a
tone and define
the message. A
speaker selects a
form
and organizational
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
Materials
and
Resources
Assessment
and
Evaluation
Oxford Picture
Dictionary Series
Teacher
Observation
Professional
Materials:
Guiding Readers
and Writers,
Grades 3-6,
Fountas and
Pinnell
Rubrics
Selected Pieces of
Literature
Discussion
Literature Circles
Group
Discussions
Graphic
Organizers
Oral Response
Oral Presentation
Anecdotal Notes
Effective
Questioning
Role Play
Oral Presentations
47
How does the

choice of words
affect the
message?
pattern based on
the audience and
purpose.
How does a
speaker
communicate so
others will listen
and understand
the message?
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48
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49
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 3-4
Listening
Language Arts
Standards
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Standard 3.4
Listening
All students will
listen actively to
information from a
variety of sources
in a variety of
situations.
Big Idea:
Listening is an
active process to
gain
understanding.
Listening is the
process of
receiving,
constructing
meaning form,
and responding to
spoken
and/nonverbal
messages.
ELP Standard:
Listening
Students will be
able to aurally
comprehend
spoken English in
both a social and
school setting.
How does a
listener
understand a
message?
(WIDA and
NJCCCS)
Can one hear but

not listen?
Learning
Outcomes
Active Listening
Listening
Comprehension
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
*See WIDA Can
Do Descriptors p.
51
All About Me Unit:
Focus on
individuality and
forming a
cohesive group.
Effective listeners
are able to
interpret and
evaluate
increasingly
complex
messages.
Literature Circles
Group
Discussions
50
Teacher
Observation
Professional
Materials:
Guiding Readers
and Writers,
Grades 3-6,
Fountas and
Pinnell
Written Story
Retellings
Oxford Picture
Dictionary Series
Teacher Scripts
Assessment
and
Evaluation
Literature with
Tapes and CDs
Writing Process
Audience for Oral

Presentations
Mt.LaurelBOE
Materials
and
Resources
Written
Responses
Teacher
Conferences
Anecdotal Notes
Effective
Questioning
Rubrics
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51
ESL Curriculum
Aligned to
Elementary Program
Grade Cluster 3-4
Language Arts
Standards
(WIDA and
NJCCCS)
Standard 3.5
Viewing
All students will
access, view,
evaluate, and
respond to print,
nonprint, and
electronic texts
and resources.
ELP Standard:
Viewing and
Media Literacy
Students will be
able to view for
personal and
academic
purpose.
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Big Idea:
A media literate
person can
evaluate how
words, images,
and sounds
influence a
message.
People experience
the same media
message
differently.
Learning
Outcomes
Constructing
Meaning
Visual and Verbal
Messages
Media have
embedded values
and points of view.
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
Materials
and
Resources
All About Me Unit:

Focus on
individuality and
forming a
cohesive group.
Computers
Writing Process
CDs
Literature Circles
Visual Aides
Assessment
and
Evaluation
Teacher
Observation
Internet sites
Discussion
DVDs
Oral Response
Written Response
What is the media

message?
Conferring
Group
Discussions
What values,
lifestyles, and
points of view are
represented in, or
omitted from,
media messages?
Effective
Questioning
Oral Presentations
Rubrics
Role Play
Graphic
Organizers
Anecdotal Notes
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52
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53
ESL
Grade Cluster 3-4
Big Idea: Thanksgiving
Desired Results
Established Goals:
3.1 The student will understand written English to become fluent readers
3.2 The student will write in organized language
3.3 The student will speak in clear English
3.4 The student will listen to information
ELP Standards: WIDA The Standard of Language Arts, The Language of Social Studies
Thanksgiving and everyday is a time to help others and be grateful for what you have.
Traditional holiday celebrated in the USA
Thanksgiving is an important part of US history
Why is Thanksgiving celebrated in the USA?

Are we as a society any different from our ancestors (the Pilgrims) in regards to basic values and needs?
How do different cultures and countries celebrate holidays?
What is my (student) part in accepting diversity and getting along with others?
Skills: (Students will be able to):
Practice reading fluently

Make a graphic organizer
Computer skills
Writing process
Knowledge: (Students will know)
Preview and Predict

Customs of a traditional US holiday
Assessment Evidence
Performance Task:
Give their perspective by writing a Thanksgiving themed paragraph (K-sentence)

Make a Thanksgiving craft (K-4)
Explain personal connections to holiday
Explain the main ideas from chapter book-Literature Pocket
Other Evidence:
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54
Learning Plan
Picture booko The First Thanksgiving Day
o The Very First Thanksgiving Day
o Thanksgiving is Here
o One Tough Turkey
Short Stories
o Happy Turkey Day
o Friendship and Thanksgiving
o Thanks-Living
o An East Coast Thanksgiving
o Thanksgiving for Dogs
o Its Not About the Turkey
o Special Thanksgiving
o We Love Thanksgiving-a read and color
Chapter Book(s)o The First Thanksgiving by Linda Hayward
o Magic Tree House Series Thanksgiving on Thursday by Mary Pope
Read aloud/Guided Reading
Complete comprehension questions-oral/written
Make graphic organizer
Discuss traditional celebrations
Research history of Thanksgiving-webquest
Write paragraph/sentence
Color and write activity
Character diary writing activity
Character poem
Cloze activity
Letter writing
Mini book retell and sequencing
Web sites:
http://www.scholastic.com/scholastic_thanksgiving/
http://powayusd.sdcoe.k12.ca.us/pusdches/pilgrim%20Quest/plimouth.htm
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ESL Curriculum
Aligned to
WIDA English Language Proficiency Standards & NJCCCS
Language Arts
Reading -Grade Cluster 5-8

Standards
(WIDA and
NJCCCS)
Standard 3.1
Reading:
All students will
understand and
apply the
knowledge of
sounds, letters
and words in
written English to
become
independent and
fluent
ELP Standard
Reading:
Reading
Students will be
able to read
(decode and
comprehend) text
for recreational
and academic
purposes.
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Big Idea:
The ability to
read a variety of
texts requires
independence,
comprehension
and fluency
How does
understanding a
texts structure
help me better
understand its
meaning?
How do I figure
out a word I do not
know?
How does fluency
affect
comprehension?
What do readers
Mt.LaurelBOE
Understanding of
a texts features,
structures, and
characteristics
facilitate the
readers s ability
to make meaning
of the text.
Readers use
language structure
and context clues
to identify the
intended meaning
of words and
phrases as they
are used in text
Fluent readers
group words
quickly to help
them gain
meaning from
Learning
Outcomes
Concepts About
Print
Decoding and
Word Recognition
Fluency
Reading
Strategies (before,
during and after
reading)
Vocabulary and
Concept
Development
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
See WIDA Can
Do Descriptors
page 58-59
Language and
Word Study:
embedded in
workshops.
Readers
Workshop (daily)
Mini Lessons
Independent
Reading and
Assignments.
Guided Reading
Comprehension
Skills and
Response to Text
Comprehension
Skills and
Response to Text
56
Cooperative
Grouping
Materials
and
Resources
Assessment
and
Evaluation
Professional
Material:
Guiding Readers
and Writers,
Fountas and
Pinnell
Teacher
Observation
-Oral Response
-Written Response
-Effective
Questioning
Teacher/ Student
Selected
Literature
Portfolio
Oxford Picture
Dictionary Series
Readers
Notebook
Writers Notebook
Everyday Use of
Resources
(dictionary,
thesaurus)
Literature Circles
Performance Task
(e.g. edits, idioms,
final projects)
Readers
Rubrics
do when they do
not understand
everything in a
text?
Why do readers
need to pay
attention to a
writers choice of
words?
How do readers
construct meaning
from text?
what they read.

Good readers
employ strategies
to help them
understand text.
Strategic readers
can develop,
select, and apply
strategies to
enhance their
comprehension.
Inquiry and
Research
Notebook (e.g.,
logs, response
letters, rubrics and
assignments
Writers Workshop
(daily)
Writers
Notebook
Shared
Reading
Interactive
Notebook
(e.g. theme based
vocabulary
building, notes
taking and
assignments)
Words powerfully
affect meaning.
Why conduct
research?
Good readers
compare, infer,
synthesize, and
make connections
to make text
personally
relevant and
useful.
Anecdotal
Records
Mini Lesson
Accountability
(e.g. post it
response)
Student Self
Assessment
Discussions
(whole class/
Small group)
Literature Circle
Sheets
Graphic
Organizers
Researchers
gather and critique
information from
different sources
for specific
purposes.
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ESL Curriculum
Aligned to
Language Arts
Writing - Grade Cluster 5-8

Standards
(WIDA and
Standard
NJCCCS)
Standard 3.2
Writing
All students will
write in clear,
concise,
organized
language that
varies in content
and form for
different
audiences and
purposes.
ELP Standard
Writing:
Students will be
able to write for
personal and
academic
purposes.
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Big Idea: Writing

is the process of
communicating
in print for a
variety of
audiences and
purposes.
Good writers
develop and refine
their ideas for
thinking, learning,
communicating,
and aesthetic
expression.
How do good
writers express
themselves?
Good writers use

a repertoire of
strategies that
enables them to
vary form and
style, in order to
write for different
purposes,
audiences, and
contexts.
How does process

shape the writers
product?
How do writers
How do rules of
language affect
communication?
Why does a writer
Mt.LaurelBOE
Learning
Outcomes
Writing as a
Process
(prewriting,
drafting, revising,
editing, postwriting)
Writing as a
Product (resulting
in a formal product
or publication)
Mechanics,
Spelling, and
Handwriting
Writing Forms,
Audiences, and
Purposes
Rules,
conventions of
language, help
readers
understand what
is being
60
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
See WIDA Can
Do Descriptors
page 62-63
Portfolios,
Language and
Word Study:
embedded in
workshops. (e.g.
edits, idioms,
usage of
dictionary, and
thesaurus)
Readers
Workshop (daily)
Writers Workshop
(daily)
(e.g. mini lessons,
Writers Notebook,
Draft/Published
Piece, Peer
Conference,
Teacher
Materials
and
Resources
Assessment
and
Evaluation
Professional
Material:
Guiding Readers
and Writers,
Fountas and
Pinnell
Portfolios
Language and
Word Study:
embedded in
workshops.
Teacher/ Student
Selected
Literature
Readers
Workshop (daily)
(e.g.- response
letters, -logs,
literature circle
sheets)
Oxford Picture
Dictionary Series
Word Processing
Writers Workshop
(daily)
-Writers Notebook
-Draft/Published
Piece
-Teacher
Conferences
-Peer
Conferences
-Graphic
choose a
particular form of
writing?
communicated
Conferences,
Graphic
organizers,
Rubrics)
A writer selects a
form based on
audience and
purpose.
Interactive
Notebook
(e.g. theme based
vocabulary
building, notes
taking and
assignments)
Organizers
Rubrics
Interactive
Notebook
(e.g. theme based
vocabulary
building and
assignments.)
Anecdotal
Records
Varying writing
forms:
-Memoir
-Persuasive
-Compare &
Contrast
-Explanatory
-Descriptive
- Letters
-Informational
Computer Skills
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ESL Curriculum
Aligned to
Speaking- Grade Cluster 5-8
Language Arts
Standards
(WIDA and
NJCCCS)
Standard 3.3
Speaking
All students will
speak in clear,
concise,
organized
language that
varies in content
and form for
different
audiences and
purposes.
ELP Standard
Speaking:
Students will be
able to speak
English in both a
social and school
setting.
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Big Idea: Oral

language is a
tool for
communicating,
thinking, and
learning.
Oral discussion
helps to build
connections to
others and create
opportunities for
learning.
How can
discussion
increase our
knowledge and
understanding of
an idea(s)?
Questioning and
contributing help
speakers convey
their message,
explore issues
and clarify their
thinking.
When is it
appropriate to ask
questions?
How do speakers
express their
thoughts and
feelings?
How does the
choice of words
affect the
Mt.LaurelBOE
Learning
Outcomes
Discussion (small
group and whole
class)
See WIDA Can

Do-Descriptors
page 66-67
Questioning
(Inquiry) and
Contributing
Language and
Word Study:
embedded in
workshops.
Word Choice
Oral Presentation
A Speakers
choice of words
and style set a
tone and define
the message.
A speaker selects
a form and
organizational
pattern based on
the audience and
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
64
Readers
Workshop (daily)
mini lessons
independent
reading and
assignments.
Guided
Reading
Cooperative
grouping
Literature
Circles Readers
Notebook
(e.g., logs,
response
letters, rubrics
Materials
and
Resources
Professional
Material:
Guiding Readers
and Writers,
Fountas and
Pinnell
Teacher/ Student
Selected
Literature:
Oxford Picture
Dictionary Series
Student :
Readers
Notebook
Writers
Notebook
Assessment
and
Evaluation
Independent/
Group Projects
Formal and
Informal
Presentations:
-Maintain Eye
Contact
-Body Language
-Volume
-Expression
-Pace
-Visual Aids
Rubrics
Teacher
Observation
Effective:
Questioning
Responses
Discussions
message?
purpose.
and
assignments)
How does a
speaker
communicate so
others will listen
and understand
the message?
Writers Workshop
(daily)
Writers
Notebook
Shared
Reading
Interactive
Notebook (theme
based vocabulary
building, notes
taking and
assignments)
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67
ESL Curriculum
Aligned to
Listening - Grade Cluster 5-8
Language Arts
Standards
(WIDA and
NJCCCS)
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
Listening is the
process of
receiving,
constructing
meaning from,
and responding to
spoken and/
nonverbal
messages.
Standard 3.4
Listening
All students will
listen actively to
information from a
variety of sources
in a variety of
situations.
Big Idea:
Listening is an
active process to
gain
understanding
ELP Standard
Listening
Students will be
able to aurally
comprehend
spoken English in
both a social
school setting.
How does a
listener
understand a
message?
Mt.LaurelBOE
Can one hear but

not listen?
Learning
Outcomes
Active Listening
Listening
Comprehension
See WIDA Can

Do Descriptors
page 70-71
Language and
Word Study:
embedded in
workshops.
Readers
Workshop (daily)
Mini Lessons
Independent
Reading and
Assignments.
Guided
Reading
Cooperative
Grouping
Literature
Circles Readers
Notebook
(e.g. logs,
response
letters, rubrics
and
Effective listeners
are able to
interpret and
evaluate
increasingly
complex
messages.
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
68
Materials
and
Resources
Assessment
and
Evaluation
Professional
Material:
Guiding Readers
and Writers,
Fountas and
Pinnell
Teacher
Observation
Teacher/ Student
Selected
Literature:
-Leveled Books
-Literature on
Tape/ CD
Rubric
Oxford Picture
Dictionary Series
Oral Response
Written Response
Conference/
Discussion
Teacher/
Students
Peer
Effective
Questioning
Whole Class/
Group Discussion
Writers Workshop
Readers
Workshop
Interactive
assignments)
Notebooks
Writers Workshop
(daily)
Writers
Notebook
Shared
Reading
Interactive
Notebook
(theme based
vocabulary
building, notes
taking and
assignments)
Mt.LaurelBOE
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Mt.LaurelBOE
71
ESL Curriculum
Aligned to
Language Arts
Viewing and Media Literacy Grade Cluster 5-8

Standards
(WIDA and
NJCCCS)
Essential
Questions
Enduring
Understanding
(What is the big

idea?)
(How do you
apply and use in
real-life
situations?)
People experience
the same media
message
differently.
Big Idea (s):

Standard 3.5
Viewing and
Media Literacy
All students will
access, view,
evaluate, and
respond to print,
non-print, and
electronic texts
and resources.
ELP Standard
Viewing and
Media Literacy:
Students will be
able to view for
personal and
academic
purpose.
Big Idea:
All students will
access, view,
evaluate, and
respond to print,
non-print, and
electronic texts
and resources.
A media literate
person can
evaluate how
words, images,
and sounds
influence a
message.
Media have
embedded values
and points of view.
Learning
Outcomes and
Instructional
Strategies
Constructing
Meaning
Visual and Verbal
Messages
Living with Media
Media choice is
affected by
personal
experience and
sense of need
Language and
Word Study:
(e.g. online word
study games)
Whats the Media

message?
Materials
and
Resources
Computers:
Internet sites,
word processing
Assessment
and
Evaluation
Teacher
Observation
Rubrics
DVD/CD
Readers
Workshop (daily)
(e.g. analyze and
evaluate central
themes in movies,
illustrations,
research factual
information online)
Writers Workshop
(daily)
(e.g. inspiration,
word processing)
Visual Aids
Graphic
Organizers
Independent/
Group Projects
Verbal & Written
Responses
Presentations
Interactive
Notebook:
(e.g.-theme based
vocabulary
building
-research
- movie
What values,
lifestyles, and
points of view are
represented in, or
omitted from,
media messages?
Mt.LaurelBOE
Activities
Can-DoDescriptors
ELP Levels
Language
Domains
72
interpretation
-advertisement)
What affects
media choice?
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73
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74
ESL
Grade Cluster 5-8
Big Idea: Writing- Writing is the process of communicating in print for a variety of audiences and purposes.
Desired Results
Established Goals:
3.2 Students will write in organized language.
ELP Standard- The Language of Language Arts (Writing)
The student will know how to write an organized paper.

Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and
contexts.
How does one use elements of the English language in writing to engage the reader?
How does one write in an organized structure so that a story flows well for the reader?
How do writers develop a well-written product?
Skills: (students will be able to)
Write independently to express their experiences and feelings.

Write in organized language
Knowledge: (Students will know)
Identify various strategies authors use to engage their audience.

Experiment creating leads that entice the reader to want to continue reading.
Experiment creating an ending that leaves a lasting impression on the reader.
Assessment Evidence
Performance Task:
The student will apply the concept of incorporating a strong lead and ending in their daily writing sample and in a published piece.
Other Evidence
Learning Plan
Writers Workshop -mini lessons Crafting Leads

Read Aloud(s) e.g.
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75
o Crafting Appendix N
o A Chair for My Mother (setting the mood)
o Big Mamas (Spoken words)
o Earrings (Give away lead)
o Polar Express (Time)
WWS -mini lesson crafting (endings)
Read Aloud(s) e.g.
o Grandpa (appendix in Craft Lessons circular ending)
o When the Relatives Came (circular ending)
o My Pet Dog (appendix in Craft Lessons-emotional ending)
o My Big Brother- (emotional)
o Charlie Anderson (surprised ending)
o June 29, 1999 (questioning ending)
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77

Esl Language Program Curriculum New Jersey

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Esl Language Program Curriculum New Jersey

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Mount Laurel Township Schools

Mount Laurel, New Jersey

English as a Second Language Program Curriculum

English as a Second Language Program Curriculum Committee

English as a Second Language Staff

English as a Second Language Program Coordinator

Mount Laurel Township Schools

Why the WIDA Standards?

encompass both social contexts and academic

About the WIDA English Language Proficiency

development. Overall, the standards center on the language

WIDAs English Language Proficiency Standards for English

Each standard is organized by grade level cluster (PreK-K,

Originally developed by consortium members with funding from a

Organization of the Standards

There are five WIDA ELP Standards, which appear in two

the school setting.

The ELP standards are often abbreviated as Social and

The Language Proficiency Levels and Performance

The language function describe for a level 2 student may

The five language proficiency levels outline the progression of

Performance Definitions for the Levels of English Language Proficiency

Specialized or technical language reflective of the content area at grade level

(What is the big

Big Idea: The

Words are made

How does fluency

How are sounds

*See WIDA Can Do

(What is the big

Big Idea: Writing

Good writers use

How does process

*See WIDA Can

All About Me Unit:

Why does a writer

(What is the big

Big Idea: Oral

*See WIDA Can

How does the

(What is the big

Can one hear but

All About Me Unit:

(What is the big

Whats the media

Write in clear, concise, organized language 3.2.

Enduring Understanding: The Student will understand:

Life cycle of a butterfly

How do the various seasons impact our lifestyle choices?

Video-Magic Schoolhouse-A Seed Goes to Plant

Teacher observation of student participation and performance

(What is the big

Big Idea: The

How does fluency

Grade Cluster 1-2

Words are made

*See WIDA CanDo-Descriptors p.

(What is the big

Big Idea: Writing

Good writers use

*See WIDA CanDo Descriptors p.

(What is the big

Big Idea: Oral