MADISON PUBLIC SCHOOL DISTRICT
English as a Second Language Grade K- 5
Authored by: Deborah Neely
Reviewed by:
Matthew A. Mingle
Director of Curriculum and Instruction
Last Updated:
Fall 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW of the Madison K-5 English as a Second Language Program
This curriculum guide is based on the belief that the English Language Learners in Madison
Public Schools have the ability to reach the same academic standards as the native English
speakers in Madison. This goal will be met by aligning the WIDA 2012 Amplified Standards,
New Jersey State Common Core Standards, New Jersey’s five language proficiency levels
linked with the academic content and achievement standards in reading/language arts,
mathematics and science, and the Madison Public Schools curricula. This guide is designed to
work along with the practice of differentiated instruction for each student. The Madison
ESL/ELL K-5 teacher(s) will work with the general education teachers to achieve the
differentiated and grade level academic expectations for each student. The Madison ESL
teacher(s) in grades K-5 will not teach content classes in math, science or social studies, but will
provide the students with the academic language needed for success in the content areas of math,
science and social studies. The K-5 program is a pull-out program in which each ESL student is
seen for 30 minutes a day, five days a week.
II.
GOALS of the Madison English as a Second Language Program
(Adapted from the WIDA 2012 Amplified Standards)
1. To provide the student with the linguistic, social and cultural skills needed to effectively
communicate with native speakers of American English.
2. To alert the student to the commonalities of his/her native language and American English.
3. To immediately involve the student in classroom activities that will instill a feeling of
personal pride, self-confidence and success from the very beginning.
4. To help bridge the gap between ESL instruction and regular academic subjects and to
cultivate work and study habits in our freer classroom atmosphere. This helps promote selfesteem, confidence and socialization skills.
5. To promote multicultural awareness and appreciation, while encouraging the student to
maintain his/her own culture and ethnic pride.
6. To allow the student to progress at his/her own pace, according to the learner's age,
linguistic aptitude, learning style, cognitive development and emotional needs until the student
demonstrates a proficiency which indicates readiness to move on to the next level.
III.
STUDENT OUTCOMES
These outcomes, which have been adapted from the Madison 6-12 ESL curriculum, New
Jersey’s English Language Proficiency Standards, and the WIDA 2012 Amplified Standards,
address the knowledge and skills needed by English Language Learners (ELLs)/Limited English
Proficient students (LEPs) in grades pre-k through 12 to succeed linguistically and in academic
content areas. They reflect the social and academic language expectations of ELLs in grades
pre-K-12. These standards were adopted by New Jersey in order to meet the requirements of the
federal No Child Left Behind Act (Title III), which states that LEP students must meet the same
challenging standards that all students are expected to meet. These standards integrate both
language and academic content in four language domains – listening, speaking, reading, and
writing. They are divided into five grade level clusters (pre-k-k, 1-2, 3-5, 6-8, and 9-12)
and five English language proficiency levels with both formative and summative frameworks.
These standards, which are aligned to the ACCESS for ELLs proficiency test, required by Title
III, can be accessed at: http://www.wida.us/standards/elp.aspx.
The WIDA English Language Development (ELD) Standards represent the social, instructional,
and academic language that students need to engage with peers, educators, and the curriculum in
schools.
1) English language learners communicate in English for SOCIAL, INSTRUCTIONAL and
ACADEMIC purposes within the school setting.
2) English language learners communicate information, ideas, concepts and academic
language/language necessary for academic success in the content area of LANGUAGE ARTS.
3) English language learners communicate information, ideas, concepts and academic
language/vocabulary necessary for academic success in the content area of MATHEMATICS.
4) English language learners communicate information, ideas, concepts and academic
language/vocabulary necessary for academic success in the content area of SCIENCE.
5) English language learners communicate information, ideas, concepts and academic language
necessary for academic success in the content area of SOCIAL STUDIES.
IV. ESSENTIAL QUESTIONS AND CONTENT
to Consider when Taking Action to Implement the Standards
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What are the key academic vocabulary words that ESL/ELL students at each level need
to know?
How might you integrate the 2012 WIDA amplification standards into the other
standards-based initiatives such as the Common Core Standards that have been adopted
by the NJDOE ?
What sentence level constructions (grammar, punctuation, clauses, transitions) do
students need to understand for the appropriate proficiency level?
What types of support (scaffolds) does the ELL need to meet the standards for each level
(entering, emerging, developing, expanding and bridging)?
What language is needed to…?
Examples of Unit Essential Questions for a Unit on the Age of Discovery
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What were some of the reasons for exploration?
What conditions cause people to seek new lands and territories?
What drew people to North America?
What academic vocabulary and language is needed in the discussion and written work on the
Age of Discovery unit?
V. STRATEGIES ~ How to Choose Topics and Academic Language for Units
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Check the benchmark assessment
Ask and determine the question “What language is needed to…?”
Think and list the academic vocabulary words key to the understanding of the unit to be taught
for all levels of the ESL performance scale; what is appropriate for each student’s proficiency
level using the Robert Marzano, Building Academic Vocabulary Word lists.
VI.
EVALUATION
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Teacher Observation
MAC 11 test given to entering students
ACCESS test given in the spring of each year
Wordly Wise Books commercial tests (for level 1 and beyond)
Writing samples
Other content-based assessments
VII. SCOPE AND SEQUENCE
Scope and Sequence for Grades 1-5 Entering to Bridging
Word Study
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The alphabet
Consonants and vowels
Alphabetical order
Dictionary use
Short and long vowel sounds
Syllables
Word families
Consonant digraphs
Long vowel sounds with the silent e
Initial Consonant Blends
Y as a Vowel
Hard and Soft c and g Sounds
Compound Words
Grammar
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Subject Pronouns
Present Tense of “to be”: statements
Present Tense of “to be”: yes/no questions
Present Tense of “to have”: affirmative statements
Present Tense of “to have”: negative statements
Present tense of “to have”: yes/no questions
Plural Nouns
Possessive Adjectives
Articles: a, an, the
Demonstrative Pronouns: this/that/these/those
Possessive of singular and plural nouns
Prepositions of Location: in, on, under, over, next to, above, below
Where Questions
There is and There Are
What Questions
Present Tense of Regular Verbs: Statements
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Present Tense of Regular verbs: yes/no questions
Statements with “can”
Yes/no questions with “can”
What questions with “do”
What + noun
Past tense of “be”: statements
Past tense of “be”: yes/no questions
Present continuous tense/statements
Present continuous questions what/yes/no
Simple present tense
Statements using like/have/want
Questions using like/have/want
Past tense with regular and irregular verbs
Past tense affirmative/negative statements
Past tense yes/no questions
Some/any
Conjunctions and/but/so
Comparative and superlatives with more and most
Future tense with going to
Future tense with will
Past continuous statements
Past continuous yes/no and information questions
Possessive Pronouns
Questions with whose
Adverbs of frequency
Statements with should/could
Yes/no questions with should/could
Because clauses
Too and not enough
Statements with used to and Yes/No questions with used to
VIII. WIDA Unit Plan Website & Template
http://www.wida.us
A Blank Template for Drafting Strands of MPIs
GRADE:
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ELD STANDARD: _______________________
EXAMPLE TOPIC: __________________
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CONNECTION:
EXAMPLE CONTEXT FOR LANGUAGE USE:
Level 1
Entering
Level 2
Emerging
TOPIC-RELATED LANGUAGE:
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Level 6 - Reaching
DOMAIN: ____________
COGNITIVE FUNCTION:
IX. Learning Strategies
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Graphic organizers
KWL charts
Make predictions
Brainstorm
Make inferences
Use imagery
Academic words and language
Sound out
Make predictions
Brainstorming
Make inferences
Use of imagery
Using internet resources such as Brain Pop Jr., Study Island and other approved websites
X. Suggested ESL Curriculum Guide K-5
Fall Units
Entering~ Emerging K~5
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Basic Needs and Wants
Communities (throughout the year)
Pilgrims
Fall Holidays
Developing~ Bridging K~5
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Lenni Lenape and Native Americans
Christopher Columbus and other Explorers
Colonial Life (project making a booklet about colonial life)
Winter Units
Entering~ Emerging K~5
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Map and Globe Skills ( throughout the year)
National Symbols
Winter Holidays
Developing ~ Bridging K~5
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Elections and Government
Black History Month and Famous Black Americans
Biography reports on a famous American
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Map Skills
Spring Units
Entering~ Emerging K~5
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Friends and Family
Jobs
Plant and Animal Life Cycle
All About Books
Developing~ Bridging K~5
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US State Reports
Map Skills
Earth Day
Timelines
XI. EVALUATION
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Teacher Observation
MAC 11 test given to entering students
ACCESS test given in the spring of each year
Wordly Wise Books commercial tests (for level 1 and beyond)
Writing samples
The MAC 11 Test of English Language Proficiency is given to every ESL student upon
entering the program. This test offers a comprehensive assessment of English language skills
for non-native speakers of English. The MAC11 tests assess the students skills needed to
communicate and function in English speaking classrooms. The language areas coved by the
test are:
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Speaking
Listening
Reading
Writing
Comprehension
The Wida-ACCESS Test for ELLS is given each spring to students identified to be ESL
students by the MAC11. The ACCESS for Ells is a standards- based assessment. This test
exceeds the No Child Left behind requirements. It reports the growth needed for fulfilling the
NCLB requirements. The test generates parent (in their native language) and teacher reports to
serve as a support for instruction and learning. More information on the WIDA –ACCESS test
can be found at: http://www.wida.us/assessment/ACCESS/
XII. RESOURCES and MATERIALS
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The Wordly Wise 3000 program levels K-2 (The Wordly Wise Program by Kenneth
Hodkinson and Sandra Adams, School Specialty Inc. 2012) is a vocabulary program designed
to meet the Common Core and state standards for vocabulary and reading comprehension.)
Marzano, Robert, Building Academic Vocabulary, ASCD, 2008
Non fiction books from the Madison Public School libraries
Brain Pop www.brainpopjr.com
Study Island www.studyisland.com
Rosetta Stone http://madisonboe.rosettastoneclassroom.com
The Magic School Bus Video Library
WIDA www.wida.org
CCSS http://www.corestandards.org/
Colorin Colorado www.colorincolorado.org
Understanding Language http://ell.stanford.edu
www.manythings.org
Starfall www.starfall.com
ESL Café www.eslcafe.com
Wordly Wise website www.wordlywise3000.com
English Club.net www.englishclub.net
Renzulli Learning www.renzullilearning.com
Tumble Books www.tumblebooks.com
Resources for Unit and Lesson Planning
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http://www.wida.us
http://www.corestandards.org/
https://www13.state.nj.us/NJCCCS/
http://www.esldesk.com/vocabulary/py/academic
http://www.grantwiggins.org/
www.state.nj.us/education/bilingual/
www.enchantedlearning.com
XII. K-5 English as Second Language Teacher Responsibilities
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Demonstrating an understanding of the connections between the content that was previously,
the current, and the content that remains to be learned in the future
Creating an environment of respect and rapport
Establishing a culture for learning
Managing classroom procedures to maintain focus on instructional time
Making learning goals and instructional procedures clear to students
Creating or selecting teaching methods, learning activities, and instructional materials or other
resources that are appropriate for the students and are aligned with the goals of the unit/lesson
Extending the students thinking process
Making the content comprehensible for students and monitoring students’ understanding of
content
Differentiating instruction
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Using instructional time effectively
Becoming familiar with the relevant aspects of students’ background, knowledge, and
experiences
Making the physical environment as safe and conductive to learning as possible
Maintaining accurate records and state reports on time
Communicating with families, attending back to school nights, parent conferences when
needed, providing families with information on student growth through progress reports,
providing families with information on the ESL program and program goals
Participating in the professional community, communicating with classroom teachers. sending
out Teacher to Teacher forms four times a year
Attending Madison district workshops, TESOL workshops and NJDOE/WIDA workshops
Following school and district regulations