English As A Second Language (ESL) – Grade 3

English as a Second Language (ESL) – Grade 3 Unit 2: Bloom and Grow Second Grading Period – Unit 2 CURRICULUM OVERVIEW Enduring Understandings (Big Ideas) Unit Rationale Oral and written communication in English is essential when learning about the To promote authentic communication about plants (simples systems) and their parts using simple systems such as the parts of a plant and the life cycle of a plant. the second language (L2) through the linguistic domains of listening, speaking, reading and writing commensurate with the student’s level of English. Essential Questions Guiding Questions Listening / Speaking Why do we need to listen attentively? What do good listeners do? Why do we need to speak clearly? What do good speakers do? What do we do during a group activity or discussion? How do students participate in teacher and student led discussions? What words can we use to begin a question? How do we ask for information? What is the sound of the following digraphs: ch, th, wh? Reading Phonics What is the sound of the following vowels: long e and long o? Why do we need to know the connection between the letter and sounds? How can we use the words (beautiful, flower, garden, seed, special, stem, ugly, and Vocabulary vegetable) in a sentence? Why do we need to understand the meaning of the beautiful, flower, garden, seed, How can we use the words (life cycle, mineral, process, root, seedling, soil, and store) in a special, stem, ugly, and vegetable? (Selection 1) sentence? Why do we need to understand the meaning of the words life cycle, mineral, process, root, seedling, soil, and store (Selection 2) Who is a character in the story? Genre/Text Features Where does the story take place? Why does the reader need to know the characters in a story? What do the section headings tell us? Why does the reader need to know (the setting) where a story takes place? What do diagrams show us? What features are used in an article to give information? (3.13D) What do captions tell us? What do text features (in an article) like section headings, diagrams, and captions tell the reader about the selection? (3.13D) How can I determine cause and effect? What information about a word can you find in the glossary? Why is it important to understand cause and effect? Why is it important to know how to locate words in a glossary? How are the characters and things/or in the story alike and different? What is the main idea of the article? Strategy What are the details in the article that support the main idea? What do we look for when we compare characters in a story? What is the most important idea of a selection? How do we read a sentence that ends in a question compared to one that ends in a period? What do details tell us about the main idea? How does our voice change when we see a comma when we are reading? Fluency How does our voice change when we read a question? When do we use a period? What do we do when we see a comma in a sentence that we are reading? When do we use a question mark? Writing Punctuation What verb do we use when we tell about ourselves? What punctuation do we use at the end of different types of sentences? What verb do we use when we tell about ourselves and one or more people? What kind punctuation is used at the end of statements and questions? What verb do we use when we tell about one person or thing? Verb What kind of verbs do we use to tell what someone or something is or is like? SAISD © 2010–2011 Second Grading Period ESL Grade 3 Page 1 of 19

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. TEKS (Standards) TEKS Specificity - Intended Outcome Student TEKS Outcome (1) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to ” I CAN” statements highlighted in yellow and italicized should be displayed for decode written English. students.

(E) monitor accuracy in decoding. At the end of each unit, the English language learner will understand (listen), speak, read, or write in English, commensurate with his/her level of English proficiency the following. (3) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text Listening with fluency (rate, accuracy, expression, appropriate phrasing) and I can listen attentively. (TEKS 3.29A) comprehension. I can follow directions. (TEKS 3.29A) I can ask questions. (ELPS 3F; TEKS 3.31) (4) Reading/Vocabulary Development. Students understand new vocabulary I can give oral directions. (TEKS 3.31) and use it when reading and writing. I can speak about plants. (TEKS 3.31)

(B) use context to determine the relevant meaning of unfamiliar words or Reading distinguish among multiple meaning words and homographs; I can pronounce (read) words with the digraphs ch, th, wh. (ELPS 2B, 3A, TEKS 3.1E) I can pronounce (read) words with the long e and long o sound. (ELPS 2B, 3A, TEKS 3.1E) (C) identify and use antonyms, synonyms, homographs, and homophones. I can read a question with the correct intonation. (TEKS 3.3) I can pause appropriately when reading a sentence with groups of words or commas. (TEKS 3.3) I can name the character in a story. (TEKS 3.7A) I can tell where the story takes place. (TEKS 3.7A) I can explain/describe the meaning of the words beautiful, flower, garden, seed, special, stem, ugly, and vegetable. (ELPS 3D, TEKS 3.4B) I can explain/describe the meaning of the words life cycle, mineral, process, root, seedling, soil, and store (Selection 2) (ELPS 3D, TEKS 3.4B) (5) Reading/Comprehension of Literary Text/Theme and Genre. Students I can use section headings to tell what that part of the article will be about. (TEKS 3.13D) analyze, make inferences and draw conclusions about theme and genre in I can understand a diagram and tell how parts work by looking at it. (TEKS 3.13D) different cultural, historical, and contemporary contexts and provide evidence from I can get information about a picture by reading the caption. ( TEKS 3.13D) the text to support their understanding. Students are expected to: I can identify the main idea and supporting details of the article. (TEKS 3.5A, 3.13A) I can compare people or things in a story. (TEKS 3.5B) (A) paraphrase the themes and supporting details of fables, legends, myths, or stories; and I can explain the cause of certain actions. (TEKS 3.13C) I can use the glossary to find information about a word. (TEKS 3.4) (B) compare and contrast the settings in myths and traditional folktales. Writing I can tell whom or what the sentence is about and what the subject does. (ELPS 3A, 5Ei) (7) Reading/Comprehension of Literary Text/Drama. Students understand, I can use the correct punctuation when I write a statement, command, or question. (TEKS make inferences and draw conclusions about the structure and elements of drama 3.23C) and provide evidence from text to support their understanding. Students are expected to explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. (12) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and locate the author's stated purposes in writing the text. (13) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) identify the details or facts that support the main idea; (B) draw conclusions from the facts presented in text and support those assertions with textual evidence; (C) identify explicit cause and effect relationships among ideas in texts; and 13) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) identify the details or facts that support the main idea; (D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. (18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. (22) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. (23) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (C) recognize and use punctuation marks including (29) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and (30) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. (31) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others. English Language Proficiency Standards (ELPS) 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) use prior knowledge and experiences to understand meanings in English; C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade- level vocabulary; (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; (F) use accessible language and learn new and essential language in the process; (G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) distinguish sounds and intonation patterns of English with increasing ease; (B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible (B) expand and internalize initial English vocabulary by learning and using high- frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; (C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; (E) share information in cooperative learning interactions; (F) ask and give information ranging from using a very limited bank of high- frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; (G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics (I) adapt spoken language appropriately for formal and informal purposes; and (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials, (D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text; (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs; (J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; (E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: (i) using correct verbs, tenses, and pronouns/antecedents; (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquire SAISD © 2010–2011 Second Grading Period ESL Grade 3 Page 6 of 19

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evidence of Learning (Summative Assessment) Commensurate with the students’ English language proficiency levels (Beginning, Intermediate, Advanced), the students will display evidence of learning by the following:

. Given the unit vocabulary, students will use the words in oral and written discourse with 80% accuracy. . Given essential and guiding questions, students will respond with 80% accuracy. . Given a model of correct (grammar) use of statements and commands, students will use statements and commands in oral and written discourse with 80% accuracy. . Given a model of correct (grammar) use of the verbs am, is, and are, the students will use these verbs in oral and written discourse with 80% accuracy. . Given a Venn diagram, the students will record the similarities and differences of the two characters in the selection with 80% accuracy. . Given a diagram (Main Idea Cluster), the students will record the main idea and details of the selection on the diagram with 80% accuracy.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Unit 2: Bloom and Grow

10 Lessons Selection 1 - Personal Narrative - “The Ugly Vegetables” CURRICULUM GUIDE

Guiding Questions Essential Pre-requisite Skills Why do we need to listen attentively? English Language Learners (ELLs) may be at the beginning, intermediate, advanced, or Why do we need to speak clearly? advanced high stage of English language acquisition in speaking. In order for the ELL to What do we do during a group activity or discussion? meet grade-level learning expectations across the foundation and enrichment curriculum, all What words can we use to begin a question? instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of *English language What is the sound of the following digraphs: ch, th, wh? proficiency. How can we use the words (beautiful, flower, garden, seed, special, stem, ugly, and vegetable) in a sentence? *The student’s level of English language proficiency is determined by the following assessments: Woodcock Muñoz Language Survey (WMLS) and the Texas English Who is a character in the story? Language Proficiency Assessment System (TELPAS). Individual student assessment Where does the story take place? results may be accessed via the Crystal Enterprise System by the campus administrator How are the characters and things/or in the story alike and different? and/or the LPAC coordinator. How can I determine cause and effect? How do we read a sentence that ends in a question compared to one that ends in a period? When do we use a period? When do we use a question mark? The Teaching and Learning Plan Instructional Model & Teacher Directions So students can…. The teacher will… Lesson 1 Activating Prior Knowledge  draw, name , and label the parts of a plant. (ELPS 1E ) Introduce the concept of plants and the parts of a plant by showing pictures and asking students to draw or name the parts.

Oral Language (T68e)  Write Message for Today (I like to eat ______. What vegetables do you  respond with personal information and elaboration to What vegetables do you like like?) and after discussion record student responses on a word web. to eat? (ELPS 1A, 2I, 3B, 3G; TEKS 3.31) Encourage students to elaborate on those that may not be familiar everyone in the class.

Language Focus (T68f)  participate in the cooperative activity Inside-Outside Circle by forming questions  Explain that questions may begin with What – asks about a thing, Who – about vegetables and/or answering questions about vegetables. (ELS 2C, 2I, 3E; TEKS asks about a person, Where – asks about a place, When – asks about a time, 3.31) √ Is - asks abut one, and Are – asks about more than one.  Model how to form questions about things, people, places, time, and one or more and will model the response.

Organize students to conduct Inside-Outside Circle (page S12). Students in concentric circles rotate to face a partner. The student on the outside will ask the

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. question and the one in the inside will answer. The teacher signals for students to rotate. On another signal, students trade inside/outside roles. (Avenues Level D S12 and VRojas). Lesson 2 Vocabulary (T68)  sing "A" and "B" lines of a song, and sing "AB" lines together in unison . Songs for Two Voices (ELPS 3J) Introduce key words by using Marzano’s Six Step Process for Teaching New  record their own description or explanation of the term in their vocabulary notebook Terms by providing a description, explanation, or example of the new term (Marzano, Step 2) (ELPS 5B; TEKS 3.4B) (Step 1). The new terms should be given in the students’ native language.  construct a picture, symbol, or graphic representation of the term (Marzano, Step 3) Determine what the students know about the terms. Build an initial understanding of (ELPS 1C ) the terms by displaying Big Book, Garden Gifts, and using the song. (CD 1 Tracks 9-  draw a garden and will write about it using as many of the new terms as 10) to introduce the words. possible. (ELPS 5B) √

Use Multi-Level Strategies T68 to provide practice for students at all proficiency levels (Beginner, Intermediate, or Advanced).

Guide partners in alternating singing "A" and "B" lines of a song, and sing "AB" lines together in unison ( Songs for Two Voices – VRojas) Guide students to draw a garden and write about it using as many of the new terms as possible. Lesson 3 Oral language (T70a)  complete a sentence stem using the appropriate vocabulary (ELPS 1E ; TEKS 3.4)  Display picture of the sunflower (D18) and guide students to repeat the  identify sentences as questions or commands (ELPS 2C) following sentence stem and to add a different flower or vegetable: I am going  give examples of ways to ask for assistance (ELPS 1D , 3I; TEKS 3.30) to plant a garden. In my garden, I will grow a (sunflower).  practice with a partner using the dialogue (commands and questions) from “Garden Preview Language (T70c) Soup” and then practicing making their own commands and questions. (ELPS 3C; TEKS 3.31) √  Read aloud the text, ”Garden Soup” and point to visuals on page 72 to identify people, places, and things. Identify the sentences in the text that are questions and commands. Use the strategy in How to Learn Language (T70c) to help student practice requesting assistance from native speakers. Grammar Focus (T70d)  Review sentences as commands and questions, explaining that questions ask for information and commands tell someone to do something, and pointing out the capitalization and punctuation for each.

Lesson 4 Preview the story: genre and story elements (T70a)  Introduce the genre of Personal Narrative reading the description. Review  identify the characters and setting of the story. (ELPS 4G; TEKS 3.5, TAKS 3) the story elements of characters and setting. Preview key events in the story by using Preview Script (T70b) and pointing to pictures and explaining the events  complete a Venn diagram and explain the details that compare the girl and her in the plot. Ask the following questions: Who are the characters in the story? mom to the neighbors. (ELPS 4D, 4J; TEKS 3.5B) What is the setting? Why is this type of story called a personal narrative? Reading Strategy: Sequence (T70e-f)  Read aloud the personal narrative pausing to make comparisons and modeling how to record the comparisons on a Venn diagram.  Prompt students to identify details and make comparisons.

Use Multi-Level Strategies T70e to provide practice for students at all proficiency levels (Beginner, Intermediate, or Advanced). Lesson 5 Oral Language (T70g)  draw a picture of something they think is beautiful and in a roundtable discussion

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  Write Message for Today (I think that _____ is beautiful. What do you think tell what beautiful things have in common. (ELPS 3B; 3E ; TEKS 3.31) is beautiful?). Guide students to draw, label, and display pictures of things that they think are beautiful and to share their.  write a paragraph identifying things that are beautiful and explaining what Writing makes these things beautiful; explaining how do they look; and how do they make you  Display the sentence Things are beautiful because… to be used as an feel. (ELPS 5G; TEKS 3.18) introduction to writing a paragraph. Lesson 6 Vocabulary (T70h)  add or revise the term in the vocabulary notebook (Marzano, Step 4) (ELPS 4C; Review Key Words using Defining Sentences (T69). Allow students to add or TEKS 3.4) revise the term in the vocabulary notebook. (Marzano, Step 4)  use the Frayer Model to define the selected key words. (ELPS 4D; TEKS 3.4)  identify words as antonyms and with a partner write the antonyms on word cards Demonstrate the Frayer Model as a strategy to develop understanding of and sort them into antonym pairs. (ELPS 4C; TEKS 3.4C, 3.31) √ content area reading vocabulary. Students form hierarchical word relationships by listing essentials, examples, non-essentials, and non-examples of a particular word (i.e. knowing what a concept isn't can help define what it is). Procedure: (a) assign concepts to groups, (b) explain the attributes of the Frayer Model, (c) complete one with the class, (d) have students work in pairs to complete their concepts, and (f) have students share and then display their boards so the concepts can be continuously during the unit of study. (VRojas)

 Introduce antonyms through the story pictures in the student book pages 80-81 and with the examples found in English at Your Command 74-75. Allow students to engage in a Think, Pair, and Share activity and find an antonym for the unit vocabulary and other selected words from the story. (Marzano, Step 5) Lesson 7 Phonics (T70-71)  identify words with digraphs ch, th, and wh by writing the words on an index card.  Introduce digraphs ch, th, wh using the Reading Basics Transparency 29. (ELPS 2B, 3A; TEKS 3.1)  read and sort words with a partner into three groups, ch, th, wh. (ELPS 2B, 3A; TEKS 3.1) Grammar(T74-75)  write questions about the picture on page 74 and exchange with peers naming the beginning word, pointing out the capital letter, question mark, and answering Display the Question and Answer Chart (T75) and ask questions about the question. (ELPS 3C, 3E; TEKS 3.23, 3.31) √ story, pages 74-75. Review capitalization and punctuation of questions using English at Your Command! Page 235. Elicit more questions from the students and record on them on the chart. Lesson 8 Read Story (T70i-94)  follow the text and answer questions (details, characters, cause and effects, etc.) The following strategies will make the language of the selection fully related to the story. (ELPS 4g, 4I. 4J; TEKS 3.8 TAKS 4) comprehensible (Avenues, Level D T70j):  complete a Character Chart Tt93, Practice Book page 21) showing character o Point to visuals o Restate words and phrases changes in the story. (ELPS 4D; TEKS 3.7 TAKS 4) o Demonstrate or pantomime actions  participate in Inside-Outside cooperative activity answering the Why question using o Act out character’s feelings because to give a cause. (ELPS 3E, 3G; TEKS 3.13C, 3.31) √ Guide students in reading the story to ensure comprehension by using effective  write a simple recipe for soup and will trade recipes with a peer and ask questioning strategies and the questions from the teacher’s guide about the details, questions about the soup using Does or Do to form the question. (ELPS 3F, 5B; TEKS characters, cause and effects, etc. Explain character changes by using a Character 3.23) Chart (T93) to record the changes. SAISD © 2010–2011 Second Grading Period ESL Grade 3 Page 10 of 19

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Explain and model with examples cause and effect. T81. Guide student to participate in the cooperative activity Inside-Outside Circle to answer questions identifying the cause and effect. Organize students to conduct Inside-Outside Circle (page S12). Students in concentric circles rotate to face a partner. The student on the outside will ask the question and the one in the inside will answer. The teacher signals for students to rotate.

Use Multi-Level Strategies T70i to provide practice for students at all proficiency levels (Beginner, Intermediate, or Advanced).

Grammar (T93)  Display the Question and Answer chart and record the student answers as to the questions. Check students for appropriate use of Do and Does when forming a question and the use of does, does not, or don’t to answer the question. Lesson 9 Language Fluency (T95a)  read aloud with a partner to contrast the intonation between asking a question and  Model intonation for asking a question (raising voice) and for answering a answering the question. (Passages pages 76-77.) (ELPS 2A; TEKS 3.3) question (lowering voice).  reread aloud pages 77, 79, and 86 with a partner develop vocabulary and fluency. (ELPS 2A; TEKS 3.3) Reread story (T70i-94)  Listen for fluency. Lesson 10 Think and Respond (T96-97)  work with a partner to make comparisons (Pairs Compare) about the people and  Demonstrate how to complete the Venn diagram (Student book page 96, things in a story and record comparisons on a Venn diagram. (ELPS 3E; TEKS 3.31) √ Practice Book page 23) and ask questions to help students to complete the Venn diagram. (Multi-level Strategies B/I/A T96)

Use Multi-Level Strategies T96 to provide practice for students at all proficiency levels (Beginner, Intermediate, or Advanced).

Guide student to participate in the cooperative activity Pairs Compare to complete the Venn diagram. Partner students and guide the pairs to generate the answers, compare their answers with another pair, and then see if working together they can come up with additional responses neither pair alone had. (VRojas)  Guide students to answer Talk It Over questions page 97. Vocabulary Cognates TAKS Vocabulary Resources  beautiful  mommy/mami  character  Hampton Brown Avenues, Third Grade Level D  flower  vegetables/vegetales  setting Unit 2  garden  petunias/petunias  alike  Big Book  seed  muscles/músculos  different  Unit 1 Picture Cards: D12 – D24  special  magical aroma/  compare  Reading Basics: Transparency 29  stem  aroma mágica  English at Your Command!  ugly  porches/porches  Practice Book

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  vegetable  special soup/sopa especial  Leveled Books: Beginning level: Sunday  interest/interesar Potatoes, Monday Potatoes; Fluent reader: What’s Unit 2 Picture Cards Best for Red?  seeds Antonyms  root  ugly/beautiful Textbook: Avenues Level D  shoot  sad/happy  little plant  big/small District Resources  leaves  more/less  flower bud  fuzzy/smooth Print Resources  sunflower  thin/thick  Dig a hole.  hard/soft Internet Resources Online Resources:  Plant the seed. Avenues eTools  Water the plants.  Pull the weed.  Cut the flower. Media Resources:  Pick the vegetable.  Language Songs CD 1  Selection Readings CD1 or Tape 2  Kidspiration: Vocabulary and Writing Software Evidence of Learning (Summative Assessment) Formative Mini Assessments TAKS College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life Unit 2 Progress Test: Beginner level TELPAS Texas College and Careers Readiness Standards for English/Language Arts (CCRS) Grade 2 Beginner pages 16-20 Listening Intermediate pages 21-27  Listen critically and respond appropriately to Advanced High pages 24-29 presentations.  Listen actively and effectively in one-on-one Grades 3-5 communication situations. Grade 3 Beginner page 32  Listen actively and effectively in group Grade 3 Intermediate pages 38-39 discussions. Intermediate level Grade 3 Advanced pages 40-43 Speaking  Adjust presentations (delivery, vocabulary, length) to particular audiences and purposes. Grade 4-5  Participate actively and effectively in one-on-one Grades 4-5 Beginner pages 36-37 oral communication situations. Grades 4-5 Intermediate pages 45  Participate actively and effectively in group Grades 4-5Advanced High pages 44-51 discussions.

Reading Advanced level  Identify new words and concepts acquired through study of their relationship to other words and concepts.

Writing  Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. SAISD © 2010–2011 Second Grading Period ESL Grade 3 Page 13 of 19

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Unit 2: Bloom and Grow

10 Lessons Selection 2 - Science Article - “How a Plant Grows” CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills Why do we need to listen attentively? English Language Learners (ELLs) may be at the beginning, intermediate, advanced, or Why do we need to speak clearly? advanced high stage of English language acquisition in speaking. In order for the ELL to What do we do during a group activity or discussion? meet grade-level learning expectations across the foundation and enrichment curriculum, all What words can we use to begin a question? instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of *English language What is the sound of the following vowels: long e and long o? proficiency.

How can we use the words (life cycle, mineral, process, root, seedling, soil, and *The student’s level of English language proficiency is determined by the following store) in a sentence? assessments: Woodcock Muñoz Language Survey (WMLS) and the Texas English Language Proficiency Assessment System (TELPAS). Individual student assessment What do the section headings tell us? results may be accessed via the Crystal Enterprise System by the campus administrator What do diagrams show us? and/or the LPAC coordinator. What do captions tell us? What is the main idea of the article? What are the details in the article that support the main idea? What information about a word can you find in the glossary?

How does our voice change when we see a comma when we are reading?

What verb do we use when we tell about ourselves? What verb do we use when we tell about ourselves and one or more people? What verb do we use when we tell about one person or thing?

When do we use a period? When do we use a question mark? The Teaching and Learning Plan Instructional Model & Teacher Directions So students can…. The teacher will…

Lesson 1 Oral Language (T102e)  participate and contribute in a discussion on how we use plants. (ELPS 1F, 2I, 3G;  Write Message for Today, Who is wearing a plant today? on the board. Display TEKS 3.30) the picture (D15) of the plant. Show a clothing label that says Cotton. Guide  participate in the cooperative activity, Three-step Interviews , by asking a partner discussion about wearing clothing made from plants. questions about plants using the words how and why to form the question and will  Create a web to record students’ responses to How do we use plants? report to group the partner’s response. (ELPS 3E, 3F; TEKS 3.31) √ Language Focus (T102f)  Explain that the words how and why are used to ask for information and will model forming questions. Organize students to conduct Three-step Interviews (page S13) by assigning partners. The partners ask each other questions about plants, such as: Why are plants useful to us? How do you use plants? The partners then report their partners answers to the group. (Avenues Level D S13 and VRojas)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Lesson 2 Vocabulary (T102)  record their own description or explanation of the term in their vocabulary notebook Introduce key words by using Marzano’s Six Step Process for Teaching New (Marzano, Step 2). (ELPS 5B; TEKS 3.4B) Terms by providing a description, explanation, or example of the new term  construct a picture, symbol, or graphic representation of the term in their notebook and (Step 1). The new terms should be given in the students’ native language. on a card (Marzano, Step 3). (ELPS 1C ) Determine what the students know about the terms. Build an initial understanding of  participate with peers in the activity Wats-it. (ELPS 3E, TEKS 3.31) √ the terms by using student book pages 102-103, Plants Alive! (Multi-level Strategies B/I/A T102).

Use Multi-Level Strategies T102 to provide practice for students at all proficiency levels (Beginner, Intermediate, or Advanced.)

Guide students to play Wats-it. Students will create word cards with the visual representation of the given words. The student will write the word on one side and draw a visual on the other. Collect the cards and divide the students into groups. Line them up into two lines facing each other. Stand at the end of the line, say “go” and show the first two students in line the picture side of the card. The student who guesses the word first wins the card for the team. The game continues until the cards run out. (VRojas) Lesson 3 Oral language (T104a)  participate in a discussion about the life cycles of animals and plants. (ELPS 1F, 2I,  Brainstorm life cycles that they know, such as caterpillar to butterfly, tadpole to 3G: TEKS 3.30) frog, kitten to cat. After the discussion, display picture of seeds (D12) to  make a (semantic) map about Things a Plant Needs to show how words go together. continue discussion on how seeds grow into plants and how plants change as (ELPS 1C) √ they grow.

Preview Language (T104c)  participate with small group in the cooperative activity Think, Pair, Square, and describe  Read aloud the text ”All About Plants” pointing to visuals in the student book, themselves using am, is, and are(ELPS 3E, TEKS 3.31) √ pages 107-108 to identify the parts of the plants.  Explain to students and model with a map on Plant Parts to show they can create a visual map to learn vocabulary by showing and telling how things are alike, T104c How to Learn Language.

Grammar Focus (T104d)  Display and read sentences with the verbs am, is, and are. Explain when to use the appropriate verb tense. Divide class into small groups and guide groups to participate in the Practice/Apply activity T104d, as they point to themselves as they pretend to be parts of a plants using am, is, and are.

Divide students into small groups. Display sentences and guide students to think about and then explain to the group whom or what the sentence is about and what the subject does. (Think, Pair, Square, VRojas) Lesson 4 Preview the story: genre and story elements (T104a)  Introduce the genre of Science Article using page T104a to explain that the  answer questions about the text features. (ELPS 4I, 4J; TEKS 3.12) selection is nonfiction because the article gives facts and information about  work with a partner to identify the main idea and details of the article How a Plant plants. Explain what the section headings, diagrams, and captions in the article Grows and record it on the graphic organizer, Main Idea Cluster. (ELPS 4D; TEKS tell the reader. Use Preview Script (T104b) and visuals, student book 3.12) √ pages 104-105.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Use Multi-Level Strategies T104e-f to provide practice for students at all proficiency levels (Beginner, Intermediate, or Advanced.)

Reading Strategy: Sequence (T104e)  Play the recording of the science article “How a Plant Grows” pausing to teach the text structure and represent it visually in main idea clusters, T104. o Model completing the main idea clusters with details about the selection. Use Multi-level Strategies B/I/A (T104e) Guide student to participate in the cooperative activity Pairs Compare to complete the Main Idea Clusters. Partner students and guide the pairs to generate the answers, compare their answers with another pair, and then see if working together they can come up with additional responses neither pair alone had. (VRojas) Lesson 5 Oral Language (T104g)  Display Language Songs Big Book page 9. Read through the song  recite "A" and "B" lines of a poem, and "AB" lines together in unison. Poems for Two emphasizing sequence. Divide class into four groups and groups will alternate Voices (ELPS 3J) reciting the lines.  write descriptive phrases and sensory adjectives to a picture of a plant (drawn by Groups alternate reciting "A" and "B" lines of a poem, and recite "AB" lines the student). (ELPS 5G; TEKS 3.4B) √ together in unison ( Poems for Two Voices – VRojas)

Writing (T104e)  Model writing descriptive phrases for a picture. Lesson 6 Vocabulary (T104h)

Review Key Words using Defining Sentences (T39) and demonstrate the  add or revise the term in the vocabulary notebook (Marzano, Step 4) (ELPS 4C; Frayer Model as a strategy to develop understanding of content area reading TEKS 3.4) vocabulary. Students form hierarchical word relationships by listing essentials,  use the Frayer Model to define the selected key words. (ELPS 4D; TEKS 3.4) examples, non-essentials, and non-examples of a particular word (i.e. knowing what a concept isn't can help define what it is). Procedure: (a) assign concepts to groups,  participate in completing a Word Map to categorize content area words as Things in (b) explain the attributes of the Frayer model, (c) complete one with the class, (d) Nature and Things Made by People. (ELPS 4F, TEKS 3.31) √ have students work in pairs to complete their concepts, and (f) have students share and then display their boards so the concepts can be continuously during the unit of study. (VRojas) Vocabulary (T113)  Guide students to brainstorm examples of content area words that can be categorized on a Word Map as Things in Nature and Things Made by People.

Lesson 7 Phonics (T104-105)  identify short e short o words. (ELPS 2B, 3A; TEKS 3.1)  Introduce short e short o (Reading Basics Transparency 42)  read and sort words with the short e short o sound. (ELPS 3A, 4A: TEKS 3.1E)  participate in a group activity to complete sentences using is and are. (ELPS 3C; TEKS Grammar(T113) 3.310 √  Display page 105 from the student book and make statements using is and are a bout the article. Explain that is and are tell what someone or something is or is like. Review using English at Your Command page 270. Display the Is/Are Chart. (T109) and form two teams. The students will have an opportunity to provide the correct verb the sentences.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Lesson 8 Read Story (T104i-115)  follow the text and answer questions (headings, diagrams, making comparisons, etc.) The following strategies will make the language of the selection fully related to the story. (ELPS 4g, 4I. 4J; TEKS 3. 13AKS 4) comprehensible (Avenues, Level D T104j): . Point to visuals or display real objects.  identify parts of a glossary (Practice Book pages 32-33) and create an entry for a glossary . Restate words or phrases. word from one of the selection words (ELPS 4F;TEKS 3.4) . Summarize elements in simple language. . Use gestures and pantomime to demonstrate concepts.  copy the sentences using has and have on the chart and cut them apart word by word and rebuild the sentences. (ELPS 3C; TEKS 3.22) √  Guide students in reading the story to ensure comprehension by using effective questioning strategies and the questions from the teacher’s guide about the section headings, diagrams, making comparisons, etc. Explain and show examples of a glossary and point out the features: entry wore, order, pronunciation, meaning, context sequence, and pictures, T115 and English at Your Command page 314. Use Multi-Level Strategies T104i to provide practice for students at all proficiency levels (Beginner, Intermediate, or Advanced.) Grammar(T113)  Display and read aloud sentences to demonstrate examples of sentences with the verbs has and have. Explain when to use the verbs. Lesson 9 Language and Reading Fluency (T115a)  listen to a recording and repeat (echo) sentences to practice phrasing and pauses. (ELPS  Model appropriate phrasing (student book page 106) and have students listen 2F; TEKS 3.29) for pauses between word groups and sentences and then echo the sentence.  listen to a recording of a selection passage and mark a slash every time a pause is heard  Play Track 8 so that the students will listen for pauses in the reading. and will compare marks with a partner (ELPS 2A; TEKS 3.3)  reread the story aloud to develop vocabulary and fluency. (ELPS 2A; TEKS 3.3) Reread story (T104i-115)  Listen for fluency. Lesson 10 Think and Respond (T116-117)  complete a main idea cluster with supporting details for each of the clusters in student  Review the definition of main idea and details and explain that the headings give main ideas while the pictures and sentences give supporting details. book page 116. (ELPS 4D, 4I, 4J; TEKS 3.13A TAKS 3) √  Model how to complete a cluster for each main idea in the article. (Multi-level Strategies B/I/A T116)  write a paragraph comparing what was learned in the stories “The Ugly Vegetables”  Guide students to write a paragraph comparing the stories “The Ugly and “ How a Plant Grows” (ELPS 5B, 5G) Vegetables” and “How a Plant Grows”.

Use Multi-Level Strategies T116 to provide practice for students at all proficiency levels (Beginner, Intermediate, or Advanced.) Vocabulary: TAKS Vocabulary Resources: Cognates  life cycle  captions  Hampton Brown Avenues, Third Grade Level D  move/mover  mineral  article Unit 2  animals/animals  process  headings  Big Book  minerals/minerales  root  section  Unit 1 Picture Cards: D12 – D24  absorb/absorber  seedling  diagram  Reading Basics: Transparency 42  cactus/cacto  soil  main idea  English at Your Command!  cycle/ciclo  store  details  Practice Book  process/proceso SAISD © 2010–2011 Second Grading Period ESL Grade 3 Page 17 of 19

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  germination/germinación Unit 2 Picture Cards  insects/insectos  seeds  pollen/polen  Leveled Books: Beginning level: Sunday  root  helicopters/helicópteros Potatoes, Monday Potatoes; Fluent reader: What’s  shoot  coconuts/coco Best for Red?  little plant  medicine/medicina Textbook: Avenues Level D  leaves District Resources  flower bud  sunflower Print Resources  Dig a hole. Internet Resources Online Resources: Avenues  Plant the seed. eTools  Water the plants.  Pull the weed. Media Resources:  Cut the flower.  Language Songs CD 1  Pick the vegetable.  Selection Readings CD1 or Tape1  Kidspiration: Vocabulary and Writing Software Evidence of Learning (Summative Assessment) Formative Mini Assessments TAKS College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life Unit 2 Progress Test: “Because English language learners (ELLs ) may begin Texas College and Careers Readiness Standards for Beginner level learning English/Language Arts (CCRS) English at any age, assumptions cannot be made about how much English ELLs can be expected to know at Listening particular grade levels. For this reason, rather than linking  Listen critically and respond appropriately to performance to grade-level expectations in the traditional presentations. sense, TELPAS reading tests measure performance in  Listen actively and effectively in one-on-one terms of English language proficiency levels.” (TELPAS communication situations. Reading Information Booklet Chapter 2: Test Design 5)  Listen actively and effectively in group discussions. Intermediate level http://ritter.tea.state.tx.us/student.assessment/admin/rpte/ Speaking TP08_InfoBook.pdf  Adjust presentations (delivery, vocabulary, length) to particular audiences and purposes. TELPAS  Participate actively and effectively in one-on-one oral communication situations. Grade 2  Participate actively and effectively in group Beginner pages 16-20 discussions. Intermediate pages 21-27 Reading Advanced High pages 24-29  Identify new words and concepts acquired through study of their relationship to other words Grades 3-5 Advanced level and concepts. Grade 3 Beginner page 32 Grade 3 Intermediate pages 38-39 Writing Grade 3 Advanced pages 40-43  Generate ideas and gather information relevant to the topic and purpose, keeping careful records Grade 4-5 of outside sources. Grades 4-5 Beginner pages 36-37 Grades 4-5 Intermediate pages 45 Grades 4-5Advanced High pages 44-51

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. SAISD © 2010–2011 Second Grading Period ESL Grade 3 Page 19 of 19

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.