ELD BEGINNING Level
Grade 4
ELD LESSON PLAN
Houghton-Mifflin
Listening and Speaking ELD Standards
Reading ELD Standard
Language
Objective
Ask and answer questions by using phrases or simple sentences.
1 Students will be able to Express the Problem& Solution using Conjunctions by…
2 Student will be able to Express Author’s Viewpoint using Pronouns by…
3 Student will be able to Express Details /Main Idea using Descriptive Adjectives by…
4 Student will be able to Note Details using Adverbs by…
Selection
Language Function
Grammar Form
Vocabulary

Prompts/Questions
Write simple sentences to respond to literature
What is Akaiak’s problem?
How does the grandfather feel about his journey?
What was scary?
How did the sisters feel?
Responses
Intro. Questions: What it is a problem?
____ is a problem. Yes/No __ is/is not a
Is ___ a problem?
problem.
1
What problem do you have at school?
___ is a problem at school.
A word that connects
What do you do?
Akiak is the dog. The race is in Alaska.
Think about the problems in
two ideas into one
Who is Akiak? Where is the race?
Akiak wants to win because it is his last race.
the story and how they are
sentence
Why does Akiak want to win?
Akiak is old/is hurt but strong.
solved.
What is Akiak’s problem?
There are problems because it is snowy/
Why are there problems in the race?
cold./Akiak gets hurt.
Why does Akiak win the race?
Akiak wins the race because he does not get lost.
 Pronouns:
author, grandfather,
Intro. Question:
subject & possessive homeland, trip,
What do you write about? or What will I write about ____. / I will write about _____.
Express Author’s
2
feeling, happy, sad,
you write about? Who will you write
I will write about my ____
Viewpoint
A word that can be used Japan, California,
about?
Think about what the author
in place of a noun
family, go, talk
Who is the author writing about?
The author is writing about ____.
is thinking and how the
What is the author thinking about?
He is thinking about his family.
author feels.
How is he feeling?
He is feeling …
How does he feel about his trip
He feels _________ about his trip.
Where is the author’s homeland?
His homeland is Japan.
What does the grandfather do when he
He _______ when he goes to _________.
goes to ________?
 Descriptive
ship, ocean, Titanic,
Intro. Questions: What is _____?
The ___ is ____.
Express Details / Main
3
Adjectives: size
America, sank, size,
What in/on the room/playground is
The ___ in/on the ___ is ___.
Idea
travel, ice, big, small, big/small/deep?
(HM Text Organization)
Words that describe a
deep, long, short,
What was big? What was long?
The Titanic was big. The trip/ship was long.
Identify the main idea and
noun
new, large, sad, boat, What was deep/cold/dangerous/scary?
The ocean was deep/cold/dangerous/scary.
use small pieces of
trip, main idea
Was the Titanic a large/new ship?
Yes, the Titanic was a large ship.
information from the story
Was the ocean water
Yes/No, the ____was/was not _____.
that supports it.
cold/deep/dangerous?
The Titanic hit a big piece of ice./iceberg.
What did the Titanic hit?
4
 Adverbs with
far, away, trip, train,
Intro. Questions: In the summer, did
In the summer, I took a trip./I traveled./I rode a
very
ticket, wagon, Ma,
you take a trip?/travel? ride a train?
train.
Note Details
window, blind, hear, Did you travel very far in the summer?
Yes, I traveled very far./in the summer.
Authors include small
Words that tell how
see, sound, miss, ride, Did Laura travel very far?
Yes, Laura traveled very far.
pieces of information in
something is done
early, nervous,
How did the girls/sisters feel?
The girls/sisters felt very happy.
their stories or pictures to
happy, excited, girls,
Where did the girls/ people go?
The girls/people went very far.
help readers understand the
sisters, go, buy,
How did the train sound?
The train sounded very noisy.
characters and events.
Why did Ma buy candy?
Ma bought candy because it was very fresh.
noisy, fresh
Supplemental Resources: Avenues Unit 1: Gary Soto or Unit 5: Cultural Ties LANGUAGE! Picture Cards ___ Other ____________
who , where, what,
race, old, win/s, dog
team, help, fast, slow,
start, finish,
problem, dangerous,
cold, snow, follow,
lost, Alaska, do
By the Shores of
Silver Lake
Finding the Titanic
Grandfather’s Journey
Akiak
Story Structure:
Problem and Solution
Conjunctions:
because
Read text & orally identify main idea
/draw inferences about the text using
simple sentences
Theme 1:Journeys
Writing ELD Standard
EL Services Dept. June 2009
Theme 1:Journeys
Reading ELD Standards
Ask and answer instructional questions with some supporting elements
1 Students will be able to Express the Problem and Solution using Conjunctions.
2
Student will be able to Express Author’s Viewpoint using Pronouns.
Read text & use detailed sentences to
identify main idea/ make prediction &
support w/details
Writing ELD Standards
3 Student will be able to Express Main Idea and Details using Comparative Adjectives.
4 Student will be able to Note Details using Adverbs.
Language Function
Grammar Form
Conjunctions;
and &because

Finding the Titanic
Grandfather’s Journey
Akiak
1
3
ELD LESSON PLAN
Houghton-Mifflin
Listening and Speaking ELD Standards
Selection
2
Grade 4
Objective
Language
ELD Intermediate Level
Story Structure:
Problem and
Solution
Think about the
problems in the story
and how they are
solved.
Express Author’s
Viewpoint
Think about what the
author is thinking and
how the author feels
Express Details /
Main Idea
(HM Text
Organization)
A word that connects
two ideas into one
sentence

Auxiliary Verbs:
could/would/should
Help to form some of
the tenses and voice of
the main verb

An adjective which
compares two nouns
Identify the main
idea and use small
pieces of information
from the story that
supports it.

By the Shores of Silver Lake
4
Comparative
Adjective w/ than
Noting Details
Authors include
small pieces of
information in their
stories or pictures to
help readers
understand the
characters and
events.
Adverbs
Words that tell how
something is done
Vocabulary
Narrate with some details a sequence of events
What problems did Akiak face?
Why would the author write about his grandfather’s
journey?
Which was larger, the iceberg or the Titanic?
How did the girls board the train?
Prompts/Questions
Responses
main character/s, story,
selection, setting,
terrain, in the end,
victory, difficult,
dangerous, steep, lead,
led, Descent/s, climbs
versus cliffs
What was a problem you have had?/at school? at home?
with a friend? What did you do?
Who were the main characters in the story/selection?
author, grandfather/
dad/father
journey/travel,
believe/think, feel,
tell/explain, return/go
back to, long for,
homesick, childhood,
homeland,
Japan, California
What would you write about?
How would you feel about ____?
Why would the author write about his
grandfather’s/granddad’s journey/travels?
Why would the author believe/think that his grandfather
wanted to return to Japan/California?
How should the author feel about America/Japan/his
grandfather? Why?
How should the grandfather/author feel about being with
his old/new friends?
What in/on the room/playground is
bigger/smaller/shorter than a pencil?
Which was larger, the iceberg or the Titanic/ ship?
Did more people die/perish or survive the wreck?
Were there enough lifeboats for the passengers on
board?
Was the bow safer than the stern?
Who had a greater chance of survival?
I had a problem at/with ________. I solved it by/ I
solved my problem by…./I did not solve my problem by…
Akiak and Mick were the main characters in the
story/selection.
He faced problems with _________ because ______.
Some problems during the race were _______ and ____.
The Alaskan terrain was difficult because there were
dangerous descents, and steep climbs…
In the end, Akiak led the team to victory because ___ and
_____.
I would write about….
I would feel ___ about ___.
Alan/the author would write about his grandfather’s
journey/travels because he wanted to tell/explain …
The author would believe/think that his grandfather wanted
to return to __ because …
The author should feel that ____ because __.
iceberg, large, voyage,
search, survive, perish,
deck, damage, lifeboat,
rescue, crewmen,
wreck, bow, stern,
England, Alvin , Argo,
life vest
rapidly, patiently,
anxiously, bravely,
solidly, celebrate,
fidget, afraid, engine,
freight, spring, jolting,
aisle, happily, arrival,
loudly, slowly,
incidental: Mother of
Pearl, velvet
What problems did Akiak face?
What were some of the problems during the race?
What made the Alaskan terrain/setting a difficult place
to have the race?
How did Akiak lead the team to victory in the end?
What do you do rapidly/patiently/anxiously?
How do we line up for recess/lunch?
How did Mary wait for the train’s arrival?
Describe how Laura waited for the train’s arrival.
How did the girls board the train?
How did the girls depart the train when they arrived at
their destination?
How did the train whistle blow?
Explain how the girls ate their candy?
Supplemental Resources: Avenues Unit 1: Gary Soto or Unit 5: Cultural Ties
LANGUAGE! Picture Cards
The grandfather/author should feel _______ about
_____________.
__ is ___er than a _____.
The iceberg was much larger than the Titanic/ ship.
More people died/perished than survived the wreck.
No, there were more passengers than lifeboats.
Yes/No, the bow was/was not safer than the stern.
The upper class/elite had a greater chance of survival than
the lower class.
I ______ rapidly/patiently/anxiously when ______.
We line up ____ for recess/lunch.
Mary waited patiently for the train’s arrival.
Laura waited anxiously for the train’s arrival.
The girls boarded the train nervously.
The girls departed the train happily when they arrived at
their destination.
The train whistle blew loudly.
The girls ate their candy slowly.
Other ___________
EL Services Dept. June 2009
ELD ADVANCED Level
Grade 4
ELD LESSON PLAN
Houghton-Mifflin
Language Objective
Listening and Speaking ELD Standards
Theme 1:Journeys
Reading ELD Standards
Speak clearly and comprehensibly by using standard English grammatical
forms, sounds, intonation, pitch, and modulation but may make random errors.
1 Students will be able to Express the Problem and Solution using Conjunctions.
2 Student will be able to Express Author’s Viewpoint using Auxiliary Verbs.
3
Student will be able to Express Main Idea and Details using Comparative Adjectives.
Generate and respond to
comprehension questions related to
text
4 Student will be able to Note Details using Adverbs.
Selection
Language Function

Akiak
1
Story Structure:
Problem and
Solution
Think about the
problems in the story
and how they are
solved.
Grammar Form
Conjunctions:
however & therefore
A word that connects two
ideas into one sentence
Vocabulary
main, primary,
character, setting,
problem, solution,
challenging,
overcome/came,
triumphant, finish
incidental: terrain,
descent, treacherous
(add other appropriate
vocabulary)
Prompts/Questions
Intro. Questions: What problems might you have at school
and how do you respond?
What is treacherous/challenging? What challenges can be
overcome/not be overcome?
Why was the Alaskan setting/terrain challenging?
What created problems during the race?
2
Grandfather’s
Journey
How did overcoming problems help Akiak?
Express Author’s
Viewpoint
Think about what the
author is thinking and
how the author feels.

Auxiliary verbs
may, might, must, should,
could, would
Help to form some of the
tenses and voice of the main
verb
3
Finding the Titanic

Express Details /
Main Idea
(HM Text
Organization)
Identify the main
idea and use small
pieces of information
from the story that
supports it.

By the Shores of
Silver Lake
4
Note Details
Authors include
small pieces of
information in their
stories or pictures to
help readers
understand the
characters and
events.
Adjectives Describing
Quantity
Adverbs of frequency
and duration
Words that tell how often
something is done
Writing ELD Standards
Independently write simple sentences to respond
literature
Why was the Alaskan setting/terrain challenging?
How might the author feel about Japan? Why?
How many passengers wanted to travel aboard the
Titanic?
How long did the family travel by train?
Responses
Sometimes my lead breaks therefore, I have to use another pencil.
___is treacherous/challenging. ___ . _____can be overcome/not
overcome____________/
The Alaskan terrain had dangerous descents, and steep climbs
therefore, it was challenging.
There were dangerous descents therefore the Alaskan terrain was
challenging.
There were ________ therefore, creating problems during the
race.
Akiak faced many problems however, he still won the race.
Akiak overcame many problems therefore, leading the team to a
triumphant finish.
I might/could/would feel ___ about ___.
I might/could/would write___ about ___.
Alan/the author would write about his grandfather’s journey so
that he could explain …
The author would believe/that his grandfather wanted to return to
__ because he missed ____ in Calif./Japan.
The author might feel that ____was ___ because _______.
desire, write,
believe/consider, long
for, “homesick”
journey/excursion,
explain/describe
(add other appropriate
vocabulary)
How might/could/would you feel about ____?
What might/could/would you write about ____?
Why would the author write about his grandfather’s
journey/excursion?
Why would the author believe that his grandfather wanted to
return to Japan/California?
How might the author feel about America/Japan/his
grandfather? Why?
numerous, a handful,
several, thousands of
unsinkable, discover,
passenger, grand stair
case, sitting room,
signal, distress,
submarine, aboard,
wreckage, respond,
vessel,
(add other appropriate
vocabulary)
long ago, often, seldom,
hours at a time,
homestead, bristly,
telegraph, frightened,
conductor, frequently,
“see out loud”,
Adam’s Apple
(add other appropriate
vocabulary)
How much is a handful?/several? Who has numerous ___?
How many passengers wanted to travel aboard the Titanic?
How many crew members were aboard the Titanic/ships?
About how many lifeboats were on the Titanic and were
there enough?
How many distress signals were sent and why were these
signals important?
About how many rescue ships responded to the distress
signals?
How much has been discovered at the wreckage of Titanic?
A handful/several is ___. ___ has numerous/several ___.
Thousands of passengers wanted to travel …
Numerous crewmembers were aboard the Titanic/ship.
Only a handful of lifeboats were on the Titanic which weren’t
enough.
Several distress signals were sent and they were important
because….
Only a few rescue ships responded to the distress signals.
What is something that happened long ago?
What is something you seldom/often do?
When did this story take place?
How long did it take the family to travel by wagon/train?
Did Laura travel by train before this trip? Tell me more.
How often did Laura “see out loud”? Why did she do this?
Did young children usually travel on the train for free/by
themselves?
Why did people usually travel west?
How long did it take to reach the homestead?
Long ago, _____.
Seldom/Often, I _________.
This story took place long ago./a long time ago/in the past..
The family traveled by wagon/train for hours at a time.
No, Laura never traveled by train because…
Laura usually/typically “saw out loud” because…
Yes/No, young children usually traveled free/didn’t travel free/
never traveled by themselves on the train.
People usually traveled west to acquire a homestead.
Frequently, people traveled days at a time to reach the homestead.
Supplemental Resources: Avenues Unit 1: Gary Soto or Unit 5: Cultural Ties
______ has been discovered at the wreckage of Titanic
LANGUAGE! Picture Cards ___
Other _____
EL Services Dept. June 2009