Communication Skills I: Ready to Learn

Communication Skills I: Ready to Learn Intensive English Unit Outline Grade Levels 9-12: Unit 1, Weeks 1-4.5

Introduction

This unit is designed for Newcomer English Learners (ELs) in grades 9-12 whose proficiency levels range from WIDA 1.0 (Entering) to 2.9 (Beginning).

Students at these levels vary widely in their educational backgrounds, and a number will have experienced interruptions in education or low-level education. Students with high literacy in their first language and high levels of education generally progress much more quickly. Reading levels (in English) of students at these levels of language proficiency will vary, ranging from approximately grade level Readiness - Grade 5, Guided Reading levels A-L, or Lexile 0-500. Note that cultural and other background knowledge will interact strongly with learners’ ability to read a text, regardless of measured reading level.

Cognitive ability will be equivalent to range of levels language proficient students of the same age, but this cognitive ability is sometimes difficult for students to demonstrate in oral and written language because of their English language proficiency levels. Content knowledge will vary with students’ educational level, but again will be difficult to determine without L1 assessment.

Because of these issues, ESOL students at levels 1 (Entering) and 2 (Beginning) will work to meet WIDA standards for their level and to approach grade-level standards. Because of interruptions in education, learners may need to address standards at lower grade levels that they have not yet attained and that are necessary prerequisites for achieving grade level standards, Teachers should use texts and supplements that are accessible to newcomers, but every effort should be made to provide grade-level cognitive challenge within language limitations.

Because learners in the ESOL class will be at different levels of proficiency, teachers will need to differentiate levels and types of scaffolding to meet the needs of learners, challenging every student yet providing goals within reach to all.

WIDA Performance Definitions for Listening, Reading, Writing, and Speaking at 6 levels is included in Table 1 at the beginning of this guide. The WIDA Can-Do Descriptors for grade level cluster 6-8 are found at the beginning of this guide. The guide will focus on the Can-Do Descriptors at levels 1-2; providing access to level 3 for learners who need that level.

The guide also addresses key vocabulary and themes for beginning learners as

1 Communication Skills I Grades 9-12 Unit 1: Update 2015 01 09 assessed by the DeKalb Audio-Lingual Assessment. These key areas for this grade level cluster are included in Table 3 at the beginning of this guide.

2 WIDA CAN-DO DESCRIPTORS GRADES 9-12, LEVELS 1-2 Level 1 Entering Level 2 Beginning L L1.1 Point to or show basic parts, L2.1 Match or classify oral descriptions to i components, features, real-life experiences or visually-represented, s characteristics, and properties of content-related examples t objects, organisms, or persons L2.2 Sort oral language statements e named orally according to time frames n L1.2 Match everyday oral L2.3 Sequence visuals according to oral i information to pictures, directions n diagrams, or photographs g L1.3 Group visuals by common traits named orally (e.g., “These are polygons.”) L1.4 Identify resources, places, products, figures from oral S S1.1 Answer yes/no or choice S2.1 Describe persons, places, events, or p questions within context of objects e lessons or personal experiences S2.2 Ask WH- questions to clarify meaning a S1.2 Provide identifying information S2.3 Give features of content-based k about self material (e.g., time periods) i S1.3 Name everyday objects and S2.4 Characterize issues, situations, n pre-taught vocabulary regions shown in illustrations g S1.4 Repeat words, short phrases, memorized chunks of language R R1.1 Match visual representations to R1.1 Match data or information with its e words/phrases source or genre (e.g., description of a R1.2 Read everyday signs, symbols, element to its symbol on periodic table) d schedules, and school-related R1.2 Classify or organize information i words/phrases presented in visuals or graphs n R1.3 Respond to WH- questions R1.3 Follow multi-step instructions g related to illustrated text supported by visuals or data R1.4 Use references (e.g., picture R1.4 Match sentence-level descriptions to dictionaries, bilingual glossaries, visual representations technology) R1.5 Compare content-related features in visuals and graphics R1.6 Locate main ideas in a series of related sentences

3 Communication Skills I Grades 9-12 Unit 1: Update 2015 01 09 W W1.1 Label content-related W1.1 Make content-related lists of words, r diagrams, pictures from phrases, or expressions i word/phrase banks W1.2 Take notes using graphic organizers or t W1.2 Provide personal information models i on forms read orally W1.4 Formulate yes/no, choice and WH- n W1.3 Produce short answer questions from models g responses to oral questions with W1.4 Correspond for social purposes (e.g., visual support memos, e-mails, notes) W1.4 Supply missing words in short sentences

4 Communication Skills I, Unit 1: Ready to Learn Unit Outline Abbreviations for Resources OPDCA Oxford Picture Dictionary for the Content Areas: (Also refers to related Teacher’s Edition (TE), Workbook (WB) pages and iPack) OIDM, OIDS, OIDSS Oxford Illustrated Dictionaries for Math, Science, Social Studies: MSI Milestones Intro: -(Chapter Letter/Number) (Also refers to related TE and WB and Audio Files.

Grade Level: Subject: Weeks Time: 4.5 levels: WIDA Levels 1: Entering – 2: Communicati 1 to 4.5 weeks 9-12 Emerging on Skills I

Unit Title Ready to Learn Unit This course will focus on the acquisition of social and instructional Overview language across the four language domains as prescribed in WIDA Standard 1. The suggested proficiency level of the student is Access Composite Proficiency Level 1-2. Unit WIDA 1. English language learners communicate for Social and WIDA Instructional purposes within the school setting Standard WIDA 2-5. English language learners communicate information, ideas s and concepts necessary for academic success in the content areas of Language Arts, Mathematics, Science, and Social Studies: Learners will approach district standards in these areas. WIDA Can-Do Descriptors: See previous page for Can-Do Descriptors for levels 1-2

Common Core: Key Ideas and Details: CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Craft and Structure: CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-LITERACY.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 Range of Reading and Level of Text Complexity: CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary

5 Communication Skills I Grades 9-12 Unit 1: Update 2015 01 09 and informational texts independently and proficiently. Enduring Understandings Essential Questions  Language for participating and  What is school like in the US? succeeding in school  What are the expectations for me at  Language for communicating with school? peers  Where do I come from? How can I tell  Classroom requests about it?  Sharing personal information  What is the community like where I am  Filling out forms now?  Describing natural phenomena (e.g.,  How can I tell about myself? weather)  How can I describe weather? How does  Asking questions it affect me?  Summarizing a fiction/nonfiction text  What is a graph? What are graphs used  Using plurals correctly for?  Reading skills and comprehension  How can a graphic organizer help me strategies understand what I am learning?

Content Skills  States of matter  Reading in English  Weather phenomena  Interpreting what I read  Geography: Countries, continents,  Communicating in writing, making natural features requests  Math computation and problem-solving  Scientific method

Essential WIDA Level 1 students - Tier 1 Vocabulary - Examples: Vocabula WIDA Level 2 students: Tier 1 and Tier 2 vocabulary/academic ry vocabulary. Examples: All Students: Tier 3 vocabulary required for content discussion example: continent. Examples: Sample See suggested assessments in lesson descriptions. Assessm ents Unit Instructional Guide Capacitie CLI 1. They demonstrate independence. Students can, without significant s of the scaffolding, comprehend and evaluate texts across a range of types and Literate disciplines, and they can construct effective arguments and convey Individua intricate or multifaceted information. Likewise, students are able l independently to discern a speaker’s key points, request clarification, and (Aligned ask relevant questions. They build on others’ ideas, articulate their own to the ideas, and confirm they have been understood. Without prompting, they Essential demonstrate command of standard English and acquire and use a wide- Question ranging vocabulary. More broadly, they become self-directed learners, s) effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials. CLI 2. They build strong content knowledge. Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through 6 research and study. They ad read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. CLI 3. They respond to the varying demands of audience, task, purpose, and discipline. Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science). CLI 4. They comprehend as well as critique. Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning. CLI 5. They value evidence. Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence. CLI 6. They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals. CLI 7. They come to understand other perspectives and cultures. Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and those who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different from their own. Student  Learners may not have been to school, or been to school in a long time Misconce and may not know school expectations or procedures. ptions  Learners may not know important personal information for emergencies.  Learners may not be familiar with US foods, know how to try new things or to choose healthy food  Learners may not be familiar with the school layout, with basic world geography or with maps  Learners may not know how to read or construct a graph  Learners may not know English alphabet, numbers, or sounds  Learners may not have basic literacy skills

7 Communication Skills I Grades 9-12 Unit 1: Update 2015 01 09 Informati  Learners use reading strategies to comprehend simple text and its on purpose. Processi  Learners use examples from texts and personal connections in order to ng Skills make connections.  Learners locate and label given places on a map and in the school building.  Learners compare, contrast and classify foods  Use a computer to locate pictures, information.  Enter information on a computer. Suggested Lessons Daily Begin each day’s lesson with a fun, fast-paced language workout to move learners to language proficiency. Use three Langu brief oral activities of no more than 5 minutes each to age  build collaboration Worko  broaden vocabulary ut  develop conversational skills  increase confidence, and  achieve automaticity using grammar, phonics and vocabulary Language Workout (sample activities) 1. Chant the alphabet, ordinal numbers, cardinal numbers, family members, road signs, TPR scripts, etc. 2. Have pairs quiz one another on the key words for each letter of the alphabet. 3. Play games to alphabetize various groups of objects, e.g., use Lineup to alphabetize students by first names. Alphabetize family members, numbers, road signs, etc. 4. Use shared reading to read the class poem created from sentences from each student about feelings. Have learners in pairs introduce one another and ask a question. Use a different question each time. Daily  Determine levels of learners in your class using a Running Record, WAPT Score, Reading score, the five-finger rule and/or other Levele assessments. d  Help learners to find and use appropriately leveled texts for daily Readi reading, both structured reading with a teacher, and choice reading. Materials available include the HMH Leveled Readers, the Scholastic ng Leveled Readers, and the Teen Reader Series, and other library texts. While learners read or work independently, work with small groups to develop reading and phonics skills and comprehension strategies and skills, that will help learners to hear, read, and write English, understand various genres, map the structure of stories, comprehend what they read, and develop fluency as a reader. Lesson Title: Ready to Learn! 1 Language objective(s)/WIDA descriptors addressed:  Linguistic complexity: Greetings, sharing personal information, counting, asking polite questions  Language forms and conventions: Verbs: be, see, like, swim, read, 8 play; Information questions, alphabetizing,  Vocabulary Usage: Initial social vocabulary for school, countries, languages, days of the week, months Content Objective(s), topic, and/or genre:  Classmate's countries and names, the alphabet, numbers Description:  Language Warm-up. Chant: Welcome to class. You are welcome. I am welcome. We are welcome.  Learn translations of Welcome in as many of learners’ languages as possible.  Model a) attendance procedure and b) stating the date. Use language frames: Today is (day of the week), month, day, year). Assign these jobs to different volunteers each day. Introduce days of the week and months and the alphabet. Chant regularly to review. Introduce numbers by counting the # of students in the room. Have volunteers stand and count the # of students, the # of girls, boys, etc. Refer to a time line and chant #s 1-10.  Present language frames one at a time: a) My name is ____. b) I am from ____. c) I like to ____. Beginning with the teacher and continuing to each student around the room, have everyone introduce him/herself using language frame a). The second time around, each person uses frames a) and b). Third time around, all three frames are used.  Model and assist students to work together in writing an alphabetized class list of first names on the board using language frames: Whose name starts with A ? and How do you spell (classmate's name)? Allow student volunteers to alternate the jobs of writer, questioner and speller. In subsequent days, allow time for students to copy word lists (days of the week, months, classmate's names) into their notebook/journals. Reading: Assess learners’ reading levels. Introduce your leveled reading program using the HMH eReaders, and the Scholastic Leveled Readers, and the Teen Reader Series. While learners read or work independently, work with small groups to develop reading strategies and skills, including learning to hear, read, and write English, understanding various genres, mapping the structure of stories, comprehension, and developing fluency as a reader. Strategies: #N2: Culturally Responsive Instruction, #N3: TPR, #N4:Chants & Songs, #5:Language Frames, #N8:Shared Writing, #10:Vocabulary Intro Resources: Class calendar, alphabet, number line, 100s chart, student journal/notebook. Differentiation: All: Acknowledge input and encourage participation of students at all levels of fluency. Assessments: Observe how learners attend to oral instruction, shared reading and writing and assign initial reading pairs accordingly. Lesson Title: Here We Are! 2 Language objective(s)/WIDA descriptors addressed:  Linguistic complexity: Learners ask and answer questions, use the alphabet to spell words and become familiar with the classroom.

9 Communication Skills I Grades 9-12 Unit 1: Update 2015 01 09  Language forms and conventions: singular/plural nouns  Vocabulary Usage: classroom objects, days of the week, months and weather. Content Objective(s), topic, and/or genre: Initial social vocabulary for the school, weather conditions, Description:  Language Warm-up: Provide each learner with a handout: a character description chart (p. 639, Edge) showing three columns. Headings should read: Name / is from... / likes to... Allow students to walk around and interview as many classmates as they can in 5 minutes, filling in the columns with appropriate information. To assist in communication, provide the language frame: How do you spell ___? Allow learners to draw a picture (of a book, soccer ball, etc.) to represent the classmate's interests.  Introduce vocabulary by projecting The Calendar (OPDCA iPack, p.178) and Weather (OPDCA iPack, p. 154). Guide the reading of days of the week and months. Chant them regularly. Assign the role of Weather Person to a different volunteer each day. Use the language frame: Today's weather is (sunny/cold/rainy, etc).  Project The Classroom (OPDCA iPack, p. 2-3). Introduce vocabulary and plural noun forms. Have students practice language frame: I see (#) _____-s. Discuss classroom expectations and provide language frames for asking for help or permission i.e. May I use the bathroom/get some water?  Reading: Continue your leveled reading program using the HMH eReaders, and the Scholastic Leveled Readers, and the Teen Reader Series. While learners read or work independently, work with small groups to develop reading strategies and skills, including learning to hear, read, and write English, understanding various genres, mapping the structure of stories, comprehension, and developing fluency as a reader.  Strategies: #26: Table, #N4: Chants, #N5: Language Frames, #N6: Guided Reading, #N9: Language Experience, #N10: Vocabulary Intro. Resources: Edge, OPDCA iPack, classroom clock, Leveled readers: Scholastic e-set; HMH; TERL (Teen Emergent Reader Libraries). Differentiation: Level 1: If a student at this level volunteers to be the Weather Person but lacks the language skill to do it, assign a more advanced partner and have them make the presentation in unison. Assessments: Observe 1/3 of class daily and note on a checklist where they are with recognizing/writing letters, sounds, numbers, and classroom objects, and greetings.

Lesson Title: Who am I? Who are you? 3 Language objective(s)/WIDA descriptors addressed:  Linguistic complexity: Sharing information including one's address.  Language forms and conventions: 3rd person form of verbs, subject pronouns  Vocabulary Usage: Initial social vocabulary for the school and 10 classroom objects, countries, Content Objective(s), topic, and/or genre: Description:  Language Warm-up:  Introduce polite greetings and the verb be by referring to pp. 7-9, using the conversation (p.7, Edge, Track 01, Audio CD) for context and listening practice.  Introduce vocabulary of countries with a globe or map, and continents (OPDCA, p182-183). Use an online source (NCES.ed.gov.) to create a graph depicting which continents are represented by students in the class.  Model a home address. Some students will not know or won't be sure what their addresses are. Assign homework: to bring their completed address or an empty envelope with their address on it. Once they've brought it in, have them write their address in their journal and practice it with a partner until it is memorized.  Continue your leveled reading program using the HMH eReaders, and the Scholastic Leveled Readers, and the Teen Reader Series. While learners read or work independently, work with small groups to develop reading strategies and skills, including learning to hear, read, and write English, understanding various genres, mapping the structure of stories, comprehension, and developing fluency as a reader. Strategies: #N3:TPR, #N4: Chants, #N5:Language Frames, #N10: Vocabulary Intro, #12:Choral Reading, #26: Graphic Organizer Resources: Edge, p.7-9, Edge Audio CD, OPDCA, p.182-183, www.NCES.ed.gov, globe, world map, Leveled readers: Scholastic e-set; HMH; TERL (Teen Emergent Reader Libraries). Differentiation: All: Acknowledge input and encourage participation of students at all levels of fluency. Assessments: - Use self-assessment rubrics, checklists and exit tickets to document learners' progress and mastery. Lesson Title: Counting on the Family 4 Language objective(s)/WIDA descriptors addressed:  Linguistic complexity: Learners are introduced to basic math concepts and family terminology.  Language forms and conventions: Information questions How old___? and How many?, present tense verb be, subject pronouns, -gerunds: cooking, reading, sitting, running, looking, possessive contractions showing ownership.  Vocabulary Usage: family, activities, math terminology Content Objective(s), topic and/or genre: Family; Math: numbers, place value, addition.  Description:  Intro: Refer to numbers 11 to 20 on a time line and 100s chart. Chant 1- 20 and 1-100 by tens (10, 20, 30, etc.) Introduce the concept of place value (p.103, OIMath) using a place value chart (p. 162, OIMath).

11 Communication Skills I Grades 9-12 Unit 1: Update 2015 01 09 Demonstrate the language of addition: plus, and, equals, by first adding single digit #s. Have volunteers solve addition problems on the board.  Introduce language frames: How old are you? and I am _____ years old. Have paired students question each other and add their two ages together.  Display a family tree/reunion (p9, OPDCA iPack) and introduce family terms/related vocabulary. Introduce singular and plural nouns with language frames: This is the ____. These are the ____s and how to use the possessive 's: My 's (cousin's) name is _____. (p.8, OPDCA). Have paired or grouped students work on simple drawings of their own family members and discuss who's who, their names and ages.  Reading: Continue your leveled reading program using the HMH eReaders, and the Scholastic Leveled Readers, and the Teen Reader Series. While learners read or work independently, work with small groups to develop reading strategies and skills, including learning to hear, read, and write English, understanding various genres, mapping the structure of stories, comprehension, and developing fluency as a reader.  Strategies: #N3:TPR, #N4:Chants, #N5: Language Frames, #N7: Shared Reading, #N10: Vocabulary Intro, # 6: Guided Reading, #12: Choral Reading Resources: Time line, 100s chart, OlDMath, OPDCA iPack, OPDCA, Leveled readers: Scholastic e-set; HMH; TERL (Teen Emergent Reader Libraries). Differentiation: Level 1: Accept one-word or approximate answers to oral questions. Level 2.O: Encourage students to share their use of English by allowing them to comment and expand upon math and vocabulary discussions. They are valuable resources as peer models of the English language. Assessments:  Maintain student checklists to document mastery of counting, naming days, months, etc.  Have students sort word cards by category (colors, days of the week, months, family). Lesson Title: What Do You Like? 5 Language objective(s)/WIDA descriptors addressed:  Linguistic complexity: Learners discuss personal preferences and topics related to food, big cities and culture.  Language forms and conventions: Negatives and questions with verb Do, singular/plural nouns, adjectives, descriptive words, alphabetizing, categorizing  Vocabulary Usage: City, village, names of foods and related words: breakfast, lunch, dinner, snack, meal, menu.  Content Objective(s), topic, and/or genre: Math: Taking a survey, making a tally chart, counting. Poetry. Description:  Language Warm-up: Hand out copies of 8 simple sentences about state, country, world & cultures (p161, Edge). Use Guided Reading and Choral

12 Reading to familiarize learners with the text. Have individual students read the sentences in the coming days.  Read aloud a version of The Country Mouse and the City Mouse. Display p.12 The City and p.16 The Country, (OPDCA iPack). Introduce the verb Do (pp. 30-31, Edge) and discuss the accompanying photograph using language frames: Do you like big cities? Yes, I do. No, I don't, Create a tally chart and demonstrate how to use tally marks to count how many students would prefer to live in a city or "in the country" (rural area). Adding up the groups of 5 tally marks is a good time to introduce counting by 5.  Use picture dictionaries, library books, Audio CDs and other sources to introduce foods, breakfast, lunch and dinner. Acknowledge varying cultural, religious and personal food preferences.  Display and guide the reading of a cinquain poem: "Spaghetti", (p.PD36, Edge RWL, T's Ed.) Display a humorous Google image: baby eating spaghetti. Choral read the words of the poem: spaghetti. Messy, spicy. Slurping, sliding, falling. Between my plate and mouth. Delicious. Practice reciting it regularly.  Centers: Have learners work in pairs or triads to a) write a list "Foods A - Z", to see how many foods beginning with letters of the alphabet can be found, b) sort word/picture cards by categories: fruits, vegetables, meats, dairy.  Reading: Continue your leveled reading program using the HMH eReaders, and the Scholastic Leveled Readers, and the Teen Reader Series. While learners read or work independently, work with small groups to develop reading strategies and skills, including learning to hear, read, and write English, understanding various genres, mapping the structure of stories, comprehension, and developing fluency as a reader. Strategies: #N2: Culturally Responsive Instruction, #N5: Language Frames, #N6: Guided Reading, #N8: Shared Writing, #N10: Vocabulary Intro, #12: Choral Reading, #16: Read Aloud, #4: , Chants Resources: library book: The Country Mouse and the City Mouse, Edge, OPDCA, OIDMath, Library books, Track 13, Edge CD. Leveled readers: Scholastic e-set; HMH; TERL (Teen Emergent Reader Libraries). Differentiation: Level 1.5: Allow students to be in charge of recording without having to write words: making the survey marks, writing the ABCs along the side of the Foods A-Z list Assessments: - Have students self-evaluate, maintain checklists to document mastery of counting 1-20, 1-100, by 2's, 5's & 10's.  Exit Ticket question: Ask student to name one thing they ate at home the previous day or ask if they liked today's lunch.  Reading: Reading rubric of the 8 sentences to assess/document mastery and place in portfolios. Lesson Title: The Same and Different 6 Language objective(s)/WIDA descriptors addressed:  Linguistic complexity: Students describe/compare things, and refer to

13 Communication Skills I Grades 9-12 Unit 1: Update 2015 01 09 their own cultural experiences.  Language forms and conventions: Adjectives, rhyming words, comparative forms.  Vocabulary Usage: Parts of a face, verbs: see, hear, smell, taste, touch, run, eat, write, talk, read, feel Content Objective(s), topic, and/or genre: 5 Senses, Descriptive language, Comparisons Description:  Language Warm-up: Have students read, recite and respond to the short poem: The Same by F. Alarcon, (p177, Edge).  Introduce adjectives and nouns (pp.164-165, Edge), referring often to the accompanying photographs to provide examples and context.  Introduce parts of the face with the African mask illustration on (p.43, Edge). Guide the reading of My People by Langston Hughes. Have students begin a word list of descriptive adjectives in their notebooks, beginning with the word beautiful. They can find words to add to their lists on p. 179, OPDCA and on pp. 600 - 603, Edge.  Introduce the senses (pp 98-99, OPDCA) and related body parts (pp.100- 101, OPDCA). Suggested strategies and activities include language frames, guided reading and a fishbone diagram (p.101).  Read aloud: Different, But Still Friends (p,187, Edge, Track 08, Audio CD). The accompanying photo will likely initiate a discussion or questions about religion and culture.  Introduce adjectives that compare (pp. 188-189, Edge). After modeling the task on the board, have students draw 2 figures representing two family members or friends. They should give each figure a name and compare them using a language frame: ______is (adjective) -er than _____, and works from a word list: tall, short, old, young. Have students work in pairs or triads to write comparison sentences and read them aloud.  Reading: Continue your leveled reading program using the HMH eReaders, and the Scholastic Leveled Readers, and the Teen Reader Series. While learners read or work independently, work with small groups to develop reading strategies and skills, including learning to hear, read, and write English, understanding various genres, mapping the structure of stories, comprehension, and developing fluency as a reader. Strategies: #N5: Language Frames, #N10: Vocabulary Intro, #15: Paired Reading, #16: Read Aloud, #31: Drawing with Words, #34: Personal Dictionary/Word List, Fishbone Diagram, Games Resources: Edge, OPDCA, Edge Audio CD, pictures cut from magazines, old calendars, etc. Leveled readers: Scholastic e-set; HMH; TERL (Teen Emergent Reader Libraries). Differentiation: Level 1: Have students write adjective words in a way that implies their meaning (#31: Drawing with Words). Assessments: Observe and access students' reading skills as they play Word Card Concentration - finding matches between the written word and 14 its pictured meaning. (see Opposites, p. 179, OPDCA). Lesson Title: Measuring Straight Lines 7 Language objective(s)/WIDA descriptors addressed:  Linguistic complexity: Learners use concepts and language of measurement to determine length and identify geometric shapes.  Language forms and conventions: Single/plural nouns, adjectives, verbs, 1st & 3rd person form of be & contractions: I'm _____. He/she's ____. It's______, common questions used in measuring: How tall is it? How long is it? How tall are you?  Vocabulary Usage: ruler, measure, inch, foot, square, rectangle, triangle & circle. Initial social vocabulary, classroom objects and places. Content Objective(s), topic, and/or genre: Measurement, geometric shapes. Description:  Language Warmup.  Display p. 161, Geometry I, OPDCA iPack. Review and assess students' use of verbs, pronouns, nouns and adjectives by asking questions about the illustration. Introduce geometric shapes with language frame: The (pictured object) is a (square, circle, etc.) . Play I Spy with classroom objects. Ex. I spy with my little eye a (black and white circle). Whoever answers correctly (the classroom clock) can present the next I Spy riddle to the class.  Determine learners' familiarity with a 12" ruler by asking for translations of ruler in other languages. (una regla, in Spanish). Introduce vocabulary to measure inches, feet, length and height, language frames: How tall is it? How long is it? It's _____. How tall are you? I'm _____ tall, using p.162-163 OPDCA, OIMath and objects in the classroom.  Have students work alone or in pairs & triads to measure the height of a door, a classmate, the width of a window, the periphery of a book, etc. Have them record their findings in a chart. Shared writing: learners write complete sentences using language frames: _____ is _____ (long/high/wide)  Have students regularly practice measuring length. If appropriate, allow small groups to measure and record the width of the school hallway.  Reading: Continue your leveled reading program using the HMH eReaders, and the Scholastic Leveled Readers, and the Teen Reader Series. While learners read or work independently, work with small groups to develop reading strategies and skills, including learning to hear, read, and write English, understanding various genres, mapping the structure of stories, comprehension, and developing fluency as a reader.  Strategies: #N2: Culturally Responsive Instruction, #N3: TPR, #N5: Language Frames, #N7: Shared Reading, #N8: Shared Writing, #N10: Vocabulary Intro, #N11: Dipsticking, Games: Word Card Concentration p. PD33, Vocabulary Concentration, Edge RWL, T's Ed.  Resources: a set of 12" rulers (enough for small groups to use independently), tape measure, growth chart/ruler, OPDCA iPack, OIMath, bilingual dictionaries.

15 Communication Skills I Grades 9-12 Unit 1: Update 2015 01 09 Differentiation: Level 1.5: Have students look up terminology in bilingual picture dictionaries.  Level 2.O: Some students who come from countries where the metric system is used may express confusion with the ruler. Acknowledge the different measuring systems. Refer to bilingual dictionaries and conversion charts, p. 163, OIMath, if necessary.  Assessments:  Have learners use a straight edge/ruler to carefully draw lines of different lengths on paper. Have them write the measured lengths. Assess for accuracy.  Create a rubric to assess students' active measuring activities. Assess skills in math, SWRL. Lesson Title: What Does It Cost? 8 Language objective(s)/WIDA descriptors addressed:  Linguistic complexity: Learners use shopping terminology, compute dollar amounts and make change.  Language forms and conventions: Verbs Do & have (have/has)  Vocabulary Usage: coins, bills, clothing Content Objective(s), topic, and/or genre: Money, Making Change, Clothing Description:  Language Warmup.  Introduce vocabulary and concepts (coin amounts, paper bills, counting, making change) by referring to OPDCA, OIMath, Google images and Brainpop Jr: Dollars and Sense. Use play money, a student cash register, calculator and other props. Have students practice counting by 1s, 5s, and 10s with small piles of plastic coins. Introduce verb have (pp 50-51, Edge) and provide language frames: I have ______. (Name/pronoun) has ______. Have paired learners compare the amounts of money they hold their hands.  Introduce clothing vocabulary using picture dictionaries and store ads. Prepare & laminate a collage of clothing items with prices. Model how to "shop" for items with a set amount of money. Model how to make change.  Have learners work in pairs or triads to a) "shop" with set amounts of plastic money and b) re-enact buying, selling and making change with one person acting as the Cashier/store clerk. Use language frames: How much is ___? and polite phrases: May I help you? Excuse me, Do you have ___? and Thank you. These mini-skits can be videotaped and shown to the class.  Reading: Continue your leveled reading program using the HMH eReaders, and the Scholastic Leveled Readers, and the Teen Reader Series. While learners read or work independently, work with small groups to develop reading strategies and skills, including learning to hear, read, and write English, understanding various genres, mapping the structure of stories, comprehension, and developing fluency as a reader.

16 Strategies: #N3: TPR: #N4: Chants, #N5: Language Frames, #N10:Vocabulary Intro Resources: plastic money, calculator or student cash register, newspaper circulars, Edge, OPD, OPDCA, OIMath , Leveled readers: Scholastic e-set; HMH; TERL (Teen Emergent Reader Libraries). Differentiation: All: Provide opportunities for all students to demonstrate their math skills regardless of their limited English speaking ability. Level 1: Students create collages of clothing items cut from store ads. Assessments: Use self-assessment rubrics, checklists and exit tickets to document learners' progress and mastery of counting 1-20, 1-100 by 2's, 5's & 10's. - Observe student conversations and performances to assess and document mastery of math and

Lesson Title: My Story 9 Language objective(s)/WIDA descriptors addressed:  Linguistic complexity: Learners fill out a form with personal information, reflect on moving to a new land, present a sequence of past events and tell a personal narrative.  Language forms and conventions: past tense forms of verbs including moved, came, saw, went,  Vocabulary Usage: to miss something, yesterday, days of the week, years  Content Objective(s), topic, and/or genre: a personal narrative Description:  Language Warmup.  Display and guide the reading of a sample form (see job application form p. 581, Edge or use Google image: filling out a form. How do I write my name? Provide handouts of the form for learners to fill out.  Read aloud Growing Together by Carmen Agra Deedy (p.35, Edge). Focus on the main character's experience as an immigrant and what it means to miss one's homeland. Create a cloze activity based on "Look into the Text" (p. 33, Edge) and have students write and/or draw what they miss about their countries.  Introduce and practice using past tense verb forms (p. 245 - 247, p. 608, Edge). Discuss the concept of telling a story about coming to America and describing past events. Model language frames, display and add to a list of past tense verb forms. Have students write each important event on an index card and arrange them in proper sequence. Have them create a timeline or other graphic organizer (pp. 637-640, Edge) to in writing a personal narrative paragraph.  Reading: Continue your leveled reading program using the HMH eReaders, and the Scholastic Leveled Readers, and the Teen Reader Series. While learners read or work independently, work with small groups to develop reading strategies and skills, including learning to hear, read, and write English, understanding various genres, mapping the structure of stories, comprehension, and developing fluency as a reader. 17 Communication Skills I Grades 9-12 Unit 1: Update 2015 01 09 Strategies: #N2: Culturally Responsive Instruction, #N5: Language Frames, #N6: Guided reading, #N8: Shared writing, #N9: Language Experience Approach, #16: Read Aloud, #27: Timeline, Cloze paragraph. Resources: Writing Handbook section: pp 561 - 614 and other pages in Edge, Google Image, Leveled readers: Scholastic e-set; HMH; TERL (Teen Emergent Reader Libraries). Differentiation: All: Have students design construction paper covers for their completed personal narrative work (a drawing, timeline or written paragraph) with a title and author's name. Display their work. Level 1.5: Have students share their drawings, times lines, etc. to you alone during quiet time. Level 2.O: Work with students on writing a second, improved draft. Assessments: Add completed personal information forms, Cloze paragraphs and personal narratives to student portfolios. Lesson Title: Get Moving! 10 Language objective(s)/WIDA descriptors addressed:  Linguistic complexity: Learners will listen to instructions in a training video and talk about their favorite sports and activities.  Language forms and conventions: Present, present progressive and past tense verbs.  Vocabulary Usage: actions, sports, parts of the body, Content Objective(s), topic, and/or genre: Sports, Verbs, Biography Description:  Intro: Play a Youtube video: How to dribble a soccer ball (with Jared). Follow up with student comments, questions and personal experiences.  Focus on present tense verb forms (p. 102, Edge). Guide the reading of: Let's Talk Sports! (p.105, Edge, Track 05, Audio CD). Choral read the dialogue with 1/2 the class taking one speaker, 1/2 the other. Switch roles.  Introduce present progressive verb forms (pp.106 - 107,Edge), referring often to the accompanying photographs to provide examples and context. Play a version of Charades: have students take turns pantomiming actions for the class to guess. Ask: What is he/she doing? and have students call out their guesses with complete sentences: He/she's ____ -ing!  Introduce sports vocabulary by referring to picture dictionaries, the sports section of a newspaper and pages 19 - 22, Edge.  Use read aloud strategies to read Be Water, My Friend: The Early Years of Bruce Lee (p. 111, Edge).  Reading: Continue your leveled reading program using the HMH eReaders, and the Scholastic Leveled Readers, and the Teen Reader Series. While learners read or work independently, work with small groups to develop reading strategies and skills, including learning to hear, read, and write English, understanding various genres, mapping the structure of stories, comprehension, and developing fluency as a reader. Strategies: #N3: TPR, #N5: Language Frames, #N6: Guided Reading, #N9: Language Experience approach, #12: Choral Reading, #16: Read

18 Aloud, Games Resources: www.youtube.com, Edge, OPD, Edge Audio CD, newspaper sports sections, Leveled readers: Scholastic e-set; HMH; TERL (Teen Emergent Reader Libraries). Differentiation: Level 1: Students can easily participate in pantomime activity. Level 2: Paired students may be able to read the dialogue aloud. Assessments: Keep records of leveled readers that students complete. Use rubrics to assess oral presentations.

Lesson Title: Water, Water Everywhere 11 Language objective(s)/WIDA descriptors addressed:  Linguistic complexity: Learners will explore many things related to water including water activities, water animals and personal experiences.  Language forms and conventions: -ing noun forms (swimming, fishing, sailing), verbs, adjectives, syllables.  Vocabulary Usage: Things that live in the sea, landforms, weather, evaporation, condensation,  Content Objective(s), topic, and/or genre: Water cycle, marine life, 5 senses, poetry, biography Description:  Language Warm-up: Display an image or video of a waterfall. Review 5 senses with language frame: Can we (see/ hear/ smell/ taste/ feel) water?  List action verbs and phrases related to water: swim, float, go in a boat, go fishing, catch a fish. Guide reading of the word list, using gestures to increase comprehension. Allow students to share personal experiences.  Introduce vocabulary of animals and organisms that live in water by referring to OPDCA pp. 114, 117 & 129, OIScience, library books and realia i.e. seashells. Use adjectives to note which organisms are edible/dangerous/beautiful.  Introduce the water cycle by referring to OPDCA p. 154 - 155 and OIScience p. 195. Practice pronouncing and counting syllables in the words: evaporation and condensation.  Display and guide the reading of a diamante poem (p.PD36, Edge RWL, T's Ed.) Choral read the words of the poem: Winter, rainy, cold, skiing, skating, sledding, mountains, wind, breeze, ocean, swimming, surfing, scuba diving, sunny, hot, summer. Practice reciting it regularly.  Reread Be Water, My Friend: The Early Years of Bruce Lee (p. 111, Edge).  Reading: Continue your leveled reading program using the HMH eReaders, and the Scholastic Leveled Readers, and the Teen Reader Series. While learners read or work independently, work with small groups to develop reading strategies and skills, including learning to hear, read, and write English, understanding various genres, mapping the structure of stories, comprehension, and developing fluency as a reader.

19 Communication Skills I Grades 9-12 Unit 1: Update 2015 01 09 Strategies: #N1: Adapting Oral Language, #N6: Guided Reading, #N11: Dipsticking; Checking Comprehension,#12: Choral Reading Resources: Google images, OPDCA, OIScience, Edge RWL,T's Ed., Edge, realia, Leveled readers: Scholastic e-set; HMH; TERL (Teen Emergent Reader Libraries). Differentiation: Level 2.O: Have students work in pairs or triads to write a diamante poem about water. Assessments: Have students draw and label the water cycle. Add to portfolios. Assessment Strategies Assessment is conducted to document success in achieving goals of Can-Do descriptors for these grade levels, using a wide variety of tools from the Guidelines and Resources. See assessment section in lesson plans. Examples:

Portfolio, including reading, writing, listening and speaking Rubrics and student products, including speaking, writing, graphic organizers, notes Teacher observation of oral language Student self-assessment and peer-assessment Teacher-made tests and quizzes On-line tests and quizzes Cooperative learning activities, e.g., Numbered Heads Checklists for teachers and students Additional Resources Textbook National Geographic Edge Fundamentals (EF) s Oxford Picture Dictionary for the Content Areas (OPDCA) Oxford Illustrated Dictionaries for Math, Science, Social Studies (OID=Math, OID-Science, OID-Social Studies Emerge Teen Readers Different Making Content Comprehensible for English Learners: the SIOP Model iated Carol Tomlinson Differentiation Central Instructi DeKalb Intensive English Strategies Guide on Digital FolletShelf Pebble Go Literacy World Book Online World Almanac Online World Almanac for Kids Teaching Books.net BrainPop Galileo Enchanted Learning Discovery Education Streaming Video, Science OmniMusic Edmodo iPad apps on school iPads Related Multicultural Library Collection in School Library Literatur HMH Leveled Books e Scholastic Leveled Books State Common Core State Standards Resource *WIDA Standards and Info s Tiered System for Vocabulary Instruction: http://www.georgialiteracy.org/Detail/92/vobid--460/ [ list others]

20 Appendix B – Common Core Standards for ELA/Literacy: Text Exemplars and Sample Performance Tasks http://www.corestandards.org/assets/Appendix_B.pdf Web WIDA 2012 Amplification of the ELD Standards Resource http://wida.us/standards/eld.aspx s Making Content Comprehensible for English Learners: The SIOP Model, by Echvarria, Vogt & Short. 20 Digital Tools for Learning Vocabulary http://www.learningunlimitedllc.com/2013/02/20-digital-tools-for- vocabulary/ Vocabulary Profiler for Academic Words: http://www.lextutor.ca/vp/eng/ General Word List (first 2000 words) http://www.talkenglish.com/Vocabulary/Top-2000-Word-Families.aspx Academic Word List: http://www.victoria.ac.nz/lals/resources/academicwordlist/awl- headwords Library Resources HMH eBookroom? Thinking Maps: www.thinkingmaps.com Other DeKalb Intensive English Strategies Guide Resources FAST Math Curriculum: Volume I Volume II Volume III

21 Communication Skills I Grades 9-12 Unit 1: Update 2015 01 09