ESL Planning Guide Grade 2 Quarter 2
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet
attainable goals for school and student performance. The District is committed to these
goals, as further described in our strategic plan, Destination 2025.
By 2025,
● 80% of our students will graduate from high school college or career ready
● 90% of students will graduate on time
● 100% of our students who graduate college or career ready will enroll in a
post-secondary opportunity.
In order to achieve these ambitious goals, ESL teachers must collectively work with
general education teachers to provide our students with a sound foundation in the
English language as well as high-quality, College and Career Ready standards-aligned
instruction. Acknowledging the need to develop competence in literacy and language as
the foundations for all learning, Shelby County Schools developed the
Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality
balanced literacy approach to instruction that results in high levels of literacy learning for
all students, across content areas. Language and literacy development is recognized as
a shared responsibility of all of a student’s teachers. Destination 2025 and the CLIP
establish common goals and expectations for student learning across schools and are
the underpinning for the development of the ESL curriculum planning guides.
Designed with the teacher in mind, the ESL curriculum planning guides focus on literacy
teaching and learning, which include the development of foundational skills and
instruction in reading, writing, speaking and listening, and language. This planning guide
presents a framework for organizing instruction around WIDA Standards, grade-level
content, and the TN State Standards (CCR) so that every ELL student acquires English
and develops literacy skills that will enable him or her to meet or exceed requirements
for college and career readiness. The standards define what to teach within specific
grade bands, and this planning guide provides guidelines and research-based
approaches for implementing instruction to ensure students achieve their highest
potentials.
 A standards-­­based curriculum, performance-­­based learning and assessments,
and high quality instruction are at the heart of the ESL Curriculum guides. ESL
teachers will use this guide and the standards as a road map for English
Language Development.
 The Newcomer/Readiness curriculum provides additional guidance and
resources for new immigrant students and those with interruptions in formal
education. Newcomer/Readiness materials are designed for use in the first 6 to
9 weeks of enrollment.
ESL Planning Guide Grade 2 Quarter 2
How to Use the
Curriculum Planning
Guides
Our collective goal is to
ensure our students graduate
ready for college and career.
This will require a
comprehensive, integrated
approach to literacy instruction
that ensures that students
become college and career
ready readers, writers, and
communicators. To achieve
this, students must receive
literacy instruction aligned to
each of the elements of
effective literacy program seen
in the figure to the right. To
enhance ELL access to
instructional tasks requiring
complex thinking match the
linguistic complexity and
instructional support to the
students’ level of proficiency. (Gottlieb, Katz, and Ernst-Slavit 2009)
This curriculum guide is designed to help teachers make effective decisions about what
literacy content to teach and how to teach it so that, ultimately, our students can reach
Destination 2025. To reach our collective student achievement goals, we know that
teachers must change their instructional practice in alignment the with the three College
and Career Ready shifts in instruction for ELA/Literacy. We should see these three
shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary
and informational.
(3) Building knowledge through content-rich nonfiction.
Additional time, appropriate instructional support, and aligned assessments will be
needed as ELL acquire both English language proficiency and content area knowledge.
The TN Standards for Foundational Skills should be used in conjunction with this guide.
ESL Planning Guide Grade 2 Quarter 2
The Five WIDA English Language Development Standards
Standard
Abbreviation
English Language
English language learners communicate for
Social and Instructional
Development
Social and Instructional purposes within the
language
Standard 1
school setting
English Language
English language learners communicate
The language of Language
Development
information, ideas and concepts necessary for
Arts
Standard 2
academic success in the content area of
Language Arts
English Language
English language learners communicate
The language of
Development
information, ideas and concepts necessary for
Mathematics
Standard 3
academic success in the content area of
Mathematics
English Language
English language learners communicate
The language of Science
Development
information, ideas and concepts necessary for
Standard 4
academic success in the content area of Science
English Language
English language learners communicate
The language of Social
Development
information, ideas and concepts necessary for
Studies
Standard 5
academic success in the content area of Social
Studies
Standard 1 recognizes the importance of social language in student interaction with peers and
teachers in school and the language students encounter across instructional settings. Standards 2–
5 address the language of the content-driven classroom and of textbooks, which typically is
characterized by a more formal register and a specific way of communicating (e.g., academic
vocabulary, specific syntactic structures, and characteristic organizational patterns and
conventions).
ESL Planning Guide Grade 2 Quarter 2
Throughout this curriculum guide, teachers will see high-quality texts that students
should be reading, as well as some resources and tasks to support teachers in ensuring
that students are able to reach the demands of the standards in the classroom. In
addition to the resources embedded in the map, there are some high-leverage resources
around each of the three shifts that teachers should consistently access:
The TNCore Literacy Standards
The TNCore Literacy Standards (also known as
the College and Career Ready Literacy
Standards):
http://www.tncore.org/english_language_arts.as
px
Teachers can access the TNCore standards, which are featured throughout this
curriculum map and represent college and career ready student learning at each
respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity
Collection:
http://achievethecore.org/page/642/textcomplexity-collection
Teachers can learn more about how to select complex texts (using quantitative,
qualitative, and reader/task measures) using the resources in this collection.
Student Achievement Partners Academic Work
Finder:
http://achievethecore.org/page/1027/academicword-finder
Teachers can copy and paste a text into this tool, which then generates the most
significant Tier 2 academic vocabulary contained within the text.
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Student Achievement Partners Text-Dependent
Questions Resources:
http://achievethecore.org/page/710/textdependent-question-resources
Teachers can use the resources in this set of resources to craft their own textdependent questions based on their qualitative and reader/task measures text
complexity analysis.
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Projects
Sequenced:
http://achievethecore.org/page/1098/text-setproject-sequenced-under-construction
Teachers can use this resource to learn about how to sequence texts into “expert
packs” to build student knowledge of the world.
ESL Planning Guide Grade 2 Quarter 2
Additional ESL Resources:
Shelby County ESL weebly: http://shelbycountyesl.weebly.com password: SCS-­­ESL
WIDA: www.wida.us See: Download library
North Carolina Transformed MPIs provide excellent examples of how the CCR standards
may be broken down to align with WIDA ACCESS student ability levels. The MPIs may be
transformed to fit individual student needs within your classroom
http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ ELAs
NJDOE Model ELA Curriculum:
http://www.state.nj.us/education/modelcurriculum/ela/
examples of how MPIs are used within a unit plan.
provides additional
WIDA ELP Search: This form allows educators to search for strands of model
performance indicators from the WIDA English Language Proficiency Standards,
2007 Edition. Please remember you are encouraged to transform the elements of
the MPIs to fit your local curricular goals.
https://www.wida.us/standards/ELP_standardlookup.aspx
Reading A-­­Z provides additional materials to use with Close Reads and within Literacy
Stations. https://www.readinga-­­z.com/ (ESL teachers must have a password provided by
the ESL program)
ESL Planning Guide Grade 2 Quarter 2
Beginning with quarter 2, the first story in each quarter’s planning guides will have
Model Performance Indicators (MPIs) embedded to illustrate how standards may
be deconstructed for differentiation. As these are Model Performance Indicators, the
strands are to be used as an example, and may be transformed to best suit the needs
of students within your classroom.
Teachers are encouraged to view the MPIs within the first story of each quarter to
then reference additional MPIs in order to continually scaffold instruction
throughout the year within whole group and small group instruction, as well as
Literacy Stations.
North Carolina Department of Public Instruction Transformed ELA MPIs:
http://www.livebinders.com/play/play?id=1089921
ESL Planning Guide Grade 2 Quarter 2
ESL Planning Guide Grade 2 Quarter 2
10
Essential
Question:
What is
special
about
animals that
live in the
ocean?
Domain:
Civics
ELL Reader: Tide Pools
Genre: Informational Text (RI.2.10)
Reading Literature & Informational Text
 Target Skill: Fact and Opinion (RI.2.8)
 Target Strategy: Monitor/ Clarify: Stop and think when you don’t understand something. Find text
evidence to help you figure out what doesn’t make sense (RI.2.2); Re-read for clarification (RI.2.1,
RI.2.7)
 Supporting Skills: Author’s Purpose (RI.2.8)
Identify the main purpose of a text and what the author wants to answer, explain, or describe.
Lesson
topic:
Ocean Life
Anchor
Text:
Jellies
Genre:
Informatio
nal Text
Paired
Selection
:
Splash
Photograp
hy
Genre:
Informatio
nal
Foundational Skills
 Phonemic Awareness: Add and Delete Phonemes
 Phonics/Word Work: Contractions (L.2.2c); Adding inflectional endings: -­­ed, -­­ing
 Fluency: Stress; Use Running Record Form (ELL BLM 10.14)
Speaking and Listening Skill
 Identify and discuss facts and opinions in the story; monitor your partners understanding and clarify
any confusing parts (R1.2.1; SL.2.1b, SL.2.1c, SL.2.3, SL.2.6)
Language
 Target/Academic Vocabulary (L.2.6): choices, decide, disgusting, drift, millions, simple,
weaker, wrapped
 ELL Reader Specific Vocabulary beach, waves, threads, glue, crawls, flower, petals, stinging;
Content-­­specific Words: tide pool, shore, seaweed, rockweeds, barnacle, mussels,
crab, starfish, suction cups (L.2.5a): Distinguish shades of meaning among closely related verbs
 Multi-­­syllable Vocabulary: anemone, tentacles; Multiple-­­meaning Word: pool
 Vocabulary Strategies: Use a Thesaurus (L.2.4e); Compound Words (L.2.4d)
 Grammar Skill: Past, Present, Future-­­tense Verbs (L.2.1); Adverbs (L.2.1e)
Writing: Informative Writing (W.2.2, W.2.6, W.2.8)
 Writing Form: Instructions
 Focus Trait: Word Choice: Using exact words to clarify your meaning
ESL Planning Guide Grade 2 Quarter 2
Unit 3
Lesson
11
Essential
Question:
How can
people and
animals help
each other?
Domain:
Social
Relationships
Lesson topic:
Animal and
Human
Interactions
Anchor
Text:
Click, Clack,
Moo: Cows
That Type
Genre:
Humorous
Fiction
Paired
Selection:
Talk About
Smart
Animals!
Genre:
Information
al Text
ELL Reader: The Smiths and Their Animals
Genre: Humorous Fiction (RL.2.10)
Reading Complex
Texts
Reading Literature & Informational Text
 Target Skill: Conclusions (RL.2.7): Support conclusions with clues from the text
 Target Strategy: Infer/Predict (RL.2.7): Infer what the Author means and predict what will happen
next.
 Supporting Skills: Author’s Word Choice (RL.2.4)
Foundational Skills
 Phonemic Awareness: Syllable Rules
 Phonics/Word Work: Base Words and Endings (RF.2.3e): -­­s, -­­es
 Fluency: Expression (RF.2.4b); use Running Record Form (ELL BLM 11.14)
Speaking and Listening Skill
 Answer questions to deepen understanding (SL.2.1c); Have partners work together to identify details
about the animals and draw a conclusion about them (RL.2.3). Have partners make at least one
inference and one prediction.





Language
Target/Academic Vocabulary (L.2.6): believe, demand, furious, gathered, impatient,
impossible, problem, understand
ELL Reader Specific Vocabulary (L.2.5a): chewed, bone, string, bowl, wheel, wag, pat, okay;
Nouns: swing, scooter, baseball, cap, cupcakes, stapler, night light, flip-­­flops, hammer,
plane ticket
Multi-­­syllable Vocabulary: furious, attention; Words with prefixes: unhappy, impatient,
impossible
Vocabulary Strategies: Prefixes (L.2.4b; RF.2.3d): un-­­, im-­­, pre-­­, mis-­­
Grammar Skill: Conclusion and Compound sentences (L.2.1f) using transitional words:
so, and, but
Writing: Opinion (W.2.1)
“Thinking Beyond the Text”
“Write About It”
 Writing Form: Persuasive Letter: A persuasive letter presents an opinion (L.2.2b)
 Focus Trait: Ideas: stating a clear goal (W.2.7)
ESL Planning Guide Grade 2 Quarter 2
Lesson
12
Essential
Question:
What are
different ways
to enjoy
music?
Domain:
The Arts
Lesson topic:
Music
Anchor
Text:
Ah, Music!
Genre:
Information
al Text
Paired
Selection:
“There’s a
Hole at the
Bottom of
the Sea”
Genre:
Song
ELL Reader: All Kinds of Music
Genre: Informational Text (RI.2.10)
Reading Complex
Texts
Reading Literature & Informational Text
 Target Skill: Text and Graphic Features (RI.2.5, RI.2.7): Identifying/Using Text and Graphic Features
for better comprehension
 Target Strategy: Question (RI.2.1)
 Supporting Skills: Fact and Opinion (RI.2.5, RI.2.8)
Foundational Skills
 Phonemic Awareness: Substitute Phonemes (RF.2.3c) (long vowels for short vowel
sounds)
 Phonics/Word Work: Vowel Digraphs (RF.2.3b; L.2.2d): ai, ay; Plural –s ending rules
 Fluency: Rate (RF.2.4b): Adjust Rate to Purpose; Use ELL BLM 12.14






Speaking and Listening Skill
Locate text and graphic features to retell the main idea. Have Children list two or three questions they
have about the summary (SL.2.3).
Language
Target/Academic Vocabulary (L.2.6): concentrate, creative, expression, performance,
relieved, tune, vibration, volume
ELL Reader Specific Vocabulary (L.2.5a): music, families, groups, instruments, performance,
string instruments, wind instruments, and drums
Multi-­­syllable Vocabulary: Two-­­, Three-­­, and Four-­­syllable words
Vocabulary Strategies: Use a digital dictionary (L.2.4e)
Grammar Skill: Expanding/Rearranging Compound Sentences (L.2.1f)
Writing: Opinion (W.2.1)
“Write About It” “Thinking
About the Text” “Making
Connections”
 Writing Form: Opinion Paragraph
 Focus Trait: Voice (W.2.5)
ESL Planning Guide Grade 2 Quarter 2
Lesson
13
Essential
Question:
How are some
schools
different from
each other?
Domain:
Cultures
Lesson topic:
School
Differences
Anchor
Text:
Schools
Around the
World
Genre:
Information
al Text
ELL Reader: What School Was Like Long Ago
Genre: Informational Text (RI.2.10)
Reading Complex
Texts
Reading Literature & Informational Text
 Target Skill: Main Idea and Details (RI.2.2)
 Target Strategy: Analyze/Evaluate: Think carefully and form opinions (RI.2.1, RI.2.3)
 Supporting Skills: Text and Graphic Features (RI.2.5, RI.2.7)
Foundational Skills
 Phonemic Awareness: Match Phonemes
 Phonics/Word Work: Vowel Digraphs (RF.2.3b, RF.2.3c): ee, ea; Change singular
nouns to plural/plural to singular
 Fluency: Accuracy (RF.2.4b); Self-­­Correct (RF.2.4c); Use ELL BLM 13.14
Speaking and Listening Skill
 Answer in complete sentences; Summarizing: List 3 or 4 important ideas and use them to create an
oral summary (SL.2.3, SL.2.6)
Paired
Selection:
An American
School
Genre:
Information
al





Language
Target/Academic Vocabulary (L.2.6): community, culture, languages, lessons, special,
subjects, transportation, wear
ELL Reader Specific Vocabulary (L.2.5a): writers, teacher, sharp tool, music, sports,
homework
Words Related to Greek Culture: Athens, Ancient Greek Empire, wax block, flute, harp,
Olympic Games
Vocabulary Strategies: Use a Glossary; Using a Dictionary (L.2.4e)
Grammar Skill: Quotation Marks (W.2.5)
Writing: Opinion (W.2.1)
“Thinking Beyond the Text”
“Write About It”
 Writing Form: Persuasive Paragraph
 Focus Trait: Word Choice
ESL Planning Guide Grade 2 Quarter 2
Lesson
14
Essential
Question:
How can you
communicate
in different
ways?
Domain:
Communicati
on
Lesson topic:
Special Ways
to
Communicate
Anchor
Text:
Helen Keller
Genre:
Biography
ELL Reader: Inventor of the Telephone
Genre: Biography (RI.2.10)
Reading Complex
Texts
Reading Literature & Informational Text
 Target Skill: Author’s Purpose: Identify main purpose (RI.2.6)
 Target Strategy: Summarize: Retell key points and important ideas in their own words (RI.2.3)
 Supporting Skills: Genre: Biography (RI.2.3)
Foundational Skills
 Phonemic Awareness: Segment Phonemes
 Phonics/Word Work: (RF.2.3a, RF.2.3e, RF.2.3f) Long o: o, oa, ow; Adding final –s: -­­es, -­­
ies
 Fluency: Natural pauses (RF.2.4b). Use ELL BLM 13.14.
Speaking and Listening Skill
 Describe key ideas: With a partner, evaluate whether details effectively support the author’s purpose
for writing (SL.2.1c, SL.2.2)
Paired
Selection:
Talking
Tools
Genre:
Information
al Text





Language
Target/Academic Vocabulary (L.2.6): behavior, curious, darkness, illness, imitate,
knowledge, motion, silence
ELL Reader Specific Vocabulary (L.2.5a): deaf, sounds, hear, speak, voices, liquid, motion,
wire
Multi-­­syllable Vocabulary: eleven, imitate, curious, electricity, National Geographic
Society, important, magazine; Content-­­Specific Words: telephone, invented, inventor,
symbols, Visible Speech, sign language, telegraph, telephone operator
Vocabulary Strategies: Use a Dictionary (L.2.4e); Suffix –ly (L.2.2d)
Grammar Skill: Using Proper Nouns (L.2.2a)
Writing: Opinion (W.2.1)
“Thinking Beyond the Text”
“Write About It”
 Writing Form: Persuasive Essay
 Focus Trait: Ideas
ESL Planning Guide Grade 2 Quarter 2
Lesson
15
Essential
Question:
Why is it
important to
follow safety
rules?
Domain:
Health and
Safety
Lesson topic:
Personal
Safety
Anchor
Text:
Office Buckle
and Gloria
Genre:
Humorous
Fiction
ELL Reader: The Best Student
Genre: Humorous Fiction (RL.2.10)
Reading Complex
Texts
Reading Literature & Informational Text
 Target Skill: Cause and Effect (RL.2.1, RL.2.3): Identify cause-and-effect relationships
 Target Strategy: Monitor/Clarify (RL.2.2, RL.2.1; RF.2.4c): If something doesn’t make sense, stop
and think in order to clarify
 Supporting Skills: Humor (RL.2.7)
Foundational Skills
 Phonemic Awareness: Syllables in Spoken Words
 Phonics/Word Work: Compound Words; Schwa Vowel Sound (RF.2.3e); Double vowel
patterns
 Fluency: Accuracy: Connected Text (ELL BLM 15.14)
Speaking and Listening Skill
 Ask questions to clarify comprehension (SL.2.1c, SL.2.3, SL.2.6): In partners, identify cause-andeffect relationships to create an oral summary
Paired
Selection:
Safety at
Home
Genre:
Readers
Theatre





Language
Target/Academic Vocabulary (L.2.6): attention, buddy, enormous, obeys, safety,
shocked, speech, station
ELL Reader Specific Vocabulary (L.2.5a): pencil, name tag, polite, lunch, trash, vote, award;
Content-­­Specific Words: classroom, librarian, library books, partner reading, science class,
fire drill, student, field trip
Multi-­­syllable Vocabulary (RF.2.3f): attention, museum, enormous, tomorrow
Vocabulary Strategies: Root Words (RL.2.3d; L.2.4c); Review Compound Words
(L.2.4d)
Grammar Skill: Abbreviations
Writing: Opinion
“Think Beyond the Text”
“Write About It”
 Writing Form: Persuasive Essay
 Focus Trait: Organization
ESL Planning Guide Grade 2 Quarter 2
Unit 4
Lesson 16
Essential
Question:
How can helping
others make you
feel good?
Domain:
Civics
Lesson topic:
Helping Others
Anchor Text:
Mr. Tanen’s
Tie Trouble
Genre:
Realistic
Fiction
Paired
Selection:
The Jefferson
Daily News
Genre:
Informational
Text
ELL Reader: Ms. Hawkins and the Bake Sale
Genre: Realistic Fiction (RL.2.10)
Reading Complex Texts
Reading Literature & Informational Text
 Target Skill: Story Structure (RL.2.5)
 Target Strategy: Infer/Predict
 Supporting Skills: Understanding Character (RL.2.3, RL.2.7)
Foundational Skills
 Phonemic Awareness: Syllables in Spoken Words
 Phonics/Word Work: Base Words and Endings: -­­ed, -­­ing (RF.2.3e, RF.2.3f; L.2.2d)
 Fluency: Rate: Use ELL BLM 16.14 (RF.2.4b)





Speaking and Listening Skill
Recount characters and plot details (SL.2.2, SL.2.4; RL.2.1)
Language
Target/Academic Vocabulary (L.2.6): account, budget, chuckled, disappointed, fund,
received, repeated, staring
ELL Reader Specific Vocabulary (L.2.5a): car wash, softball, game, bake sale, cookies, pie,
muffins, cupcakes; Content-­­specific words: bake, baking, oven, baker, mix, batter, timer
Multi-­­syllable Vocabulary (RF.2.3c): science, museum, everyone, tomorrow,
disappointed, wonderful
Vocabulary Strategies: Use a Digital Dictionary (L.2.4e); Homographs (L.2.4a;
RF.2.4c)
Grammar Skill: Pronouns (L.2.1c)
Writing: Narrative (W.2.3)
“Think Beyond the Text” (W.2.1)
“Write About It”
Writing Form: Story Paragraph
Focus Trait: Idea
ESL Planning Guide Grade 2 Quarter 2
Lesson 17
Essential
Question:
Why is it
important to
keep trying
even if
something is
difficult to do?
Domain:
Values
Lesson topic:
Never Give Up
Anchor Text:
Luke Goes to
Bat
Genre:
Realistic
Fiction
Paired
Selection:
Jackie
Robinson
Genre:
Informational
Text
ELL Reader: The Summer of Baseball Parks
Genre: Realistic Fiction (RL.2.10)
Reading Complex Texts
Reading Literature & Informational Text
 Target Skill: Sequence of Events (RL.2.2)
 Target Strategy: Visualize (RL.2.7)
 Supporting Skills: Formal and Informal Language (L.2.3a)
Foundational Skills
 Phonemic Awareness: Segment Phonemes
 Phonics/Word Work: Long i (i, igh, ie, y )(RF.2.3a, RF.2.3b, RF.2.3c); Identifying
Compound Words
 Fluency: Stress: Use ELL BLM 17.14 (RF.2.4b)






Speaking and Listening Skill
Use complete sentences to answer questions (SL.2.1a, SL.2.2, SL.2.6)
Language
Target/Academic Vocabulary (L.2.6): cheered, curb, extra, final, hurried, position,
practice, roared
ELL Reader Specific Vocabulary (L.2.5a): Grandpa, close, favorite, exciting, score, missed;
Content-­­Specific Words: baseball park, batter, field
Compound Words (RF.2.3f): homework, newspaper, baseball, afternoon, rooftops,
grandson
Proper Nouns related to baseball: Shea Stadium, Ebbets Field, Dodgers, Fenway Park,
Boston, Wrigley Field, Chicago, Green Monster, Cubs, Mets, Citi Field, Yankee Stadium,
New York, Nationals Park, Washington
Vocabulary Strategies: Antonyms (L.2.4a); Multiple Entries
Grammar Skill: Subject-­­Verb Agreement
Writing: Narrative (W.2.3)
“Think Beyond the Text”
“Write About It”
Writing Form: Story Paragraph
Focus Trait: Voice
ESL Planning Guide Grade 2 Quarter 2