LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT
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Draft Rev 8-3-15
CURRICULUM MAP – Grades 3-5 – LANGUAGE – LITERACY – CONTENT
“The Common Core State
Standards set requirements not
only for English Language Arts
(ELA) but also for literacy in
History/Social Science, Science,
and Technical subjects.
Just as students must learn to
read, write, speak, listen, and use
language effectively in a variety of
content areas, so too must the
Standards specify the literacy skills
and understandings required for
college and career readiness in
multiple disciplines.”
– Introduction to the CCSS
“Literacy and language are
fundamental elements of every
discipline and must be taught in
ways that further students’
development of their skills, ability,
and knowledge in literacy, language,
and the specific area of study.
Students who are ELs have the
added task of navigating the path
toward mastery of academic literacy
and content knowledge while
simultaneously developing full
proficiency in English as an
additional language”
– CA ELA-ELD Framework, Ch. 1
DISTRICT EXPECTATIONS FOR INSTRUCTION K-5
The CCSS for ELA/Literacy and the new CA ELD Standards are
integrated and interdisciplinary in nature and require new conceptions of
planning curriculum, instruction, and assessment.
 Differentiation of instruction from the outset, using Universal Design
for Learning (UDL) principles to promote engagement and ensure
access and equity for the full continuum of learners including: lowand high-achieving students, students with disabilities, English
Learners, Standard English Learners, and GATE students.
 Systematic Instruction of the Reading Foundational Skills K-5
 Separate time block for Language Development (Designated ELD,
MELD, ALD) as well as integrated throughout the day, connected to
ELA and Content (Integrated ELD, MELD, ALD)
 Application of reading and writing in the context of content
 Utilization of assessments and progress monitoring in a MultiTiered System of Support to support a data based, problem-solving
approach to instructional decision-making.
 Achievement of the SBAC Expectations (Claims & Targets)
CURRICULUM MAP PURPOSE
The overarching focus of the Curriculum Map is on building students’
content knowledge, language proficiency, and literacy skills &
understandings in an integrated way.
Taken as a whole, the Curriculum Map is designed to give teachers
recommendations, resources, and concrete strategies (p.2-3) to
effectively differentiate content and language instruction for all learners,
as well as achieve the CCSS Key Shifts in English Language Arts:



Regular practice with complex texts and their academic language
Reading, writing, and speaking grounded in evidence from texts
Building knowledge through content-rich nonfiction
The Curriculum Map is a cross-curricular frame to:
 Differentiate instruction for the full continuum of learners
 Ensure multiple content areas are addressed
 Develop cross-curricular units of study
 Practice the 3 CCSS writing types in multiple content areas
 Teach the Foundational Skills Continuum K-5
 Foster Language Development (ELD-MELD-ALD), creating
authentic opportunities for developing language skills, including
Speaking and Listening across the content areas
CURRICULUM MAP ORGANIZATION
1. Each instructional block represents a 9-10 week frame to integrate
content and language instruction, and includes standards, anchor
texts, and formative assessments. There is also a problem-based
integrated HSS/Science unit to culminate the year and apply the
content and literacy knowledge acquired throughout the year.
2. Concrete strategies for differentiation are provided with links on
page 2. Recommendations are provided to help teachers best
match pedagogy to the learning needs of diverse students.
3. The anchor texts identified in the Curriculum Map represent
complex grade-level texts addressing the critical thinking skills of
the CCSS for Reading and the CA ELD Standards.
4. The Common Core Reading Foundational Skills run throughout K-5
instruction. Teacher practice must also include the systematic
teaching of the reading skills continuum, and use of texts such as
decodable texts and readers/resources at student’s individual and
instructional level, that support student mastery of the mechanics of
reading, to build fluency, vocabulary, and comprehension.
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CURRICULUM MAP COMPONENTS
Strategies for Differentiating Instruction
Supports for core/universal Tier I instruction, as well as further
differentiation of instruction, with the goal that all student receive highquality standards-aligned instruction, using culturally and linguistically
responsive teaching that meets the full range of student needs.
Year at a Glance Page – Timeline
Three instructional cycles organized around the Universal Themes of
RELATIONSHIPS, CAUSE & EFFECT, and CHANGE,
plus a Culminating Integrated Unit.
Assessments: Also includes periodic and SBAC assessment windows.
Recommended Routines (on timeline): Helpful structures identified to
implement in beginning the year, to develop 21st Century Skills.
Cross-Disciplinary Connections: Seeing the interconnection between
content area study, language development, and literacy skills /&
understandings – with the goal of maximizing instructional efficiency by
utilizing content reading as well as ELA sources.
Grade Level Specific Pages
Anchor Texts: These reading resources Include selections from
Treasures and are growing to include texts from across all content
areas. The texts have been connected to the Universal Themes of
Relationships, Cause & Effect, and Change. Teams of LAUSD
teachers have analyzed and vetted the selections to determine their
qualitative and quantitative text complexity features.
Close Reading Lessons: Teacher teams have developed sample
multi-day Close Reading lessons using Evidence-Based Questions
for the identified Anchor Texts. The lessons serve as a guide which
teachers can refine to address the Reader/Task Considerations for the
full continuum of learners.
Assessment of Reading Foundational Skills: Benchmark and
progress monitoring to ensure students are making progress toward
reading with sufficient accuracy and fluency to support comprehension.
District Interim Assessments: Formative assessments and rubrics
can be used as a guide for backward mapping, to ensure students
receive instruction and practice on the assessed Common Core
standards for Reading, Speaking & Listening, Writing, and Language.
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LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT
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DIFFERENTIATION FOR CULTURALLY RESPONSIVE TEACHING
Differentiated instruction is an approach to teaching and learning for students with different abilities in the same classroom.
The theory behind differentiated instruction is that teachers should vary and adapt their approaches to fit the vast diversity of students in the classroom.
Teachers who differentiate instruction recognize that students differ in many ways, including prior knowledge and experiences, readiness, language, culture, learning preferences, and interests.
They realize they must change the way they teach in order to reach all students. Through differentiated instruction, students will get to the same place, but take different paths.
Universal Strategies for Differentiation
CONTENT
PROCESS
PRODUCT
Content can be differentiated by providing text sets that are varied in length
and content as well as a variety of formats such as poetry, visuals, written
text, media, etc. Varying the levels of complexity and abstractness when
presenting content can differentiate lessons in all subject areas.
Differentiation of content offers students the chance to start at different
places in the curriculum and/or proceed at different paces. The integrated
unit of study allows teachers to differentiate the content based on student
need and preferences.
Process can be differentiated by providing a variety of strategies that meet the
needs of the gifted learner as a way of making meaning of the content. For
example, exploring history by having some students construct dioramas and some
drawing maps while others conduct internet research or live interviews would
provide an array of opportunities for students to learn content through methods that
are of interest to them while learning skills in that area of interest. (ie: learning
centers, mixed ability grouping, etc…)
Product differentiation means that students will have some choice
in how they will demonstrate what they have learned to the teacher,
class, or other audience.
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Utilize pre-tests to assess where individual students need to begin
study of a given topic or unit.
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Provide access to a variety of materials that target different learning
preferences and reading abilities.
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Encourage thinking at various levels of Bloom's taxonomy.
Use a variety of instructional delivery methods to address different
learning styles.
Break assignments into smaller, more manageable parts that include
structured directions for each part.
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Develop activities that target auditory, visual, and kinesthetic learners.
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Establish stations for inquiry-based, independent learning activities.
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Create activities that vary in level of complexity and degree of abstract thinking
required.
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Use flexible grouping to group and regroup students based on factors including
content, ability, and assessment results. Teachers may create skill based or
interest based groups that may be heterogeneous or homogenous in readiness
level.
Thinking Maps: a set of graphic organizer techniques. There are eight
diagram types, visual tools for learning intended to correspond with eight
different fundamental cognitive processes. They provide a common visual
language to information structure, often employed when students take notes.
Teachers may apply Thinking Maps in all content areas and all grade levels.
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Choose broad instructional concepts and skills that lend themselves to
understanding at various levels of complexity.
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Use a variety of assessment strategies, including performancebased and open-ended assessment.
Balance teacher-assigned and student-selected projects.
Offer students a choice of projects that reflect a variety of
learning styles and interests.
Make assessment an ongoing, interactive process.
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LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT
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Draft Rev 8-3-15
Suggested Differentiated Instructional Strategies & Scaffolds
These strategies are suggestions for various subgroups of students. Please note, many of these strategies may be used for different groups, provided they are used with intent of addressing the individual needs of
the student or group. (For example, chunking texts may be used with ELs to access language, with High Achieving students to identify the theme of the text, with SWD to make content manageable, etc.)
Multi-tiered Systems of Support
Universal Design for Learning
Culturally & Linguistically Responsive Teaching
Specific Strategies for Differentiation by Identified Subgroup
HIGH ACHIEVING STUDENTS & GATE
LOW ACHIEVING
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Targeted
Skills- Based
Instruction on
identified
student need
One-one
instruction
Peer Mentoring
Structured
Assignments
Scaffolded
homework
Flexible
Grouping
Create small,
manageable
and achievable
goals
Use of
manipulative
and hands on
materials
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Provide opportunities for gifted children to
interact with other gifted children across
grade levels and schools through
competitions or collaborative projects.
Compacting: Let the students move quickly
through the required curriculum content and
onto more advanced material. Allow for
academic rigor.
Costa’s Three Levels of Questions: Factual,
Interpretive, Evaluative/Universal
Learning Contracts
Depth and Complexity Icons
Address differences in the rate, depth,
novelty, and pace of learning.
Be flexible with the curriculum. Take
advantage of real-life experiences that can be
translated into problem-solving academics for
all students.
Independent projects based on student’s
interests.
Curriculum acceleration. Instruct them to
work ahead to problems of skills that they do
not know.
Team teaching, collaboration, and
consultation with other teachers.
STUDENTS WITH DISABILITIES
Teachers will consider modifications and
adaptations for their students based on the IEP
goals of each student.
● Preview, review, and summarize all new and
previous lessons including vocabulary words
and concepts. Relate new material to previous
lessons and experiences.
● Provide pre-assigned readings and homework
before introducing new material and/or topics.
● Provide a short preview, outline, list of new
vocabulary, and key points for class discussion
and as a guide for parents to help with
homework and review for tests.
● Break learning into smaller steps
● Supply regular, quality feedback
● Total physical response
● Model instructional strategies that students can
follow
● Use of visual aids/realia
● Simple recasting
● Changes in timing or scheduling
● Changes in setting/environment
● Changes in how the curriculum is presented
● Changes in how the student responds
● Co-teaching
ENGLISH LEARNERS
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Language Objectives: Align language
objectives to new CA ELD standards as
well as Unit and ELA goals
Heterogeneous group work
Chunking texts
Providing viewing guides for video
Frontloading essential understandings
Processing grids
Anticipatory sets
Question Answer Relationship
Use of sentence frames
Student partnerships
Word journals
Wait time
Hands-on learning
Sentence frames
Thinking maps
Think-pair-share
Modeling
Frayer model
GLAD Strategies
Activate Prior Knowledge
Inquiry Charts
Pictorial Input Charts
Semantic Clues
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STANDARD ENGLISH LEARNERS
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Allow students maximal time for hearing and using
language in low-risk cooperative and communal
learning environments Collaborative student discussion will reflect
appropriate use of academic vocabulary, as well as
cultural sensitivity
Introduce / utilize academic vocabulary consistently
Model language both orally and in writing
Activate Prior Knowledge Infuse the History and Culture of Students Understand / utilize students’ frames of reference Utilize Culturally Relevant Literature Use literature and samples of students’ oral and
written language to engage them in contrastive
analysis – linguistic, contextual, situational, elicited
Use the revision phase of the Writing Process to
edit for standard English structure Provide opportunities for students to compare and
contrast poetry and songs written in standard and
non-standard language Provide students opportunities to demonstrate their
understanding of academic concepts in varied
formats that reflect their preferred learning styles
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LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT
Draft Rev 8-3-15
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YEAR at a GLANCE – CURRICULUM MAP – Grades 3-5 – LANGUAGE – LITERACY – CONTENT
Cycle
(days)
Approximate Dates
Start Year
(13 days)
Aug 18 – 28
UNIVERSAL THEMES
Recommended
Routines
Cycle 1
(~43 days)
Sep 8 – Nov 6
PA 1
(~5 days)
Nov 2-6
RELATIONSHIPS
Cycle 2
(~48 days)
Nov 9 – Feb 12
PA 2
(~5 days)
Feb 8-12
Cycle 3
(~48 days)
Feb 16 – May 6
CAUSE & EFFECT
SBAC
(~34 days)
Mar 9 – Jun 10
CHANGE
Integrated Unit
(~20+ days)
May 9 – Jun 10
Integrated Unit
CROSS-DISCIPLINARY (CONTENT) CONNECTIONS - WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO ACROSS THE DISCIPLINES
ACCESS &
EQUITY
Recommended
Routines for
Classroom
Environment
 Community
Structure
 Collaboration
Practices
 Communication
Protocols
 Content
Supports
Planning for and
supporting full
continuum of
learners:
 Universal
Design for
Learning
 Multi-Tiered
System of
Supports
 Culturally &
Linguistically
Responsive
Teaching
DISCIPLINES/CONTENT
LITERACY SKILLS & UNDERSTANDINGS
SCIENCE FOSS Program Modules (ONE PER CYCLE):
READING SHORT & EXTENDED TEXTS – Anchor texts from all disciplines
PHYSICAL – LIFE – EARTH
Read closely and analytically to comprehend a range of increasingly complex literary & informational texts.
HISTORY - SOCIAL SCIENCE
LANGUAGE – Development of Mainstream and Academic Language in Context
ARTS DANCE – MUSIC – THEATER – VISUAL ARTS
SPEAKING & LISTENING
Understand the conventions of English and adapt spoken and written language to a variety of registers and purposes.
HISTORICAL ANALYSIS SKILLS, LESSON RESOURCES
Employ effective speaking & listening skills for a range of purposes and audiences.
LANGUAGE DEVELOPMENT
WRITING & REVISING BRIEF TEXTS – Narrative, Informative/Explanatory, Opinion
DESIGNATED ENGLISH LANGUAGE DEVELOPMENT
English Learners
Protected time – Teachers focus on CA ELD Standards to build into and
from content instruction, to develop the critical English language skills,
knowledge, and abilities needed for content learning in English.
Produce effective writing for a range of purposes and audiences.
COMPOSING FULL TEXTS – Narrative, Informative/ Explanatory, Opinion
Produce effective writing for a range of purposes and audiences.
MAINSTREAM ENGLISH & ACADEMIC ENGLISH LANGUAGE DEVELOPMENT
MELD (EO, IFEP) & AELD (EO, IFEP, RFEP)
RESEARCH & INQUIRY
Protected time – Teachers build into and from content instruction to
develop students’ skills, knowledge, and abilities in the mainstream
academic English language structures, vocabulary and registers needed
for ELA and content learning.
DIGITAL LITERACY
Engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.
Use technology and digital media strategically & responsibly to enhance skills and understanding across disciplines.
INTEGRATED
UNIT
HSS/SCIENCE
Culminating
Integrated Unit
with
Project-Based
Learning
Science texts
&
investigations
HSS primary &
secondary
sources
Oral
Presentation
Performance
Task
READING FOUNDATIONAL SKILLS (Reinforced across the disciplines)
Students demonstrate increasing awareness and competence in print concepts, phonological awareness, phonics,
word recognition, fluency. Lexile Ranges: Grade 2-3 (420-820) Grade 4-5 (740-1010)
INTEGRATED ENGLISH LANGUAGE DEVELOPMENT (Reinforced across the disciplines) CA ELD and Common Core / Content Standards as Guidance
In the context of learning
content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose.
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LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT
Draft Rev 8-3-15
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– Cycle 1: Sep 8 – Nov 6
RELATIONSHIPS
Everything and/or everyone exists in relation to something or someone else.
The factors within a relationship interact and develop differently depending on the context, and affect one another in ways that can be positive, negative or neutral.
Nov 2-6
IA 1
WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS)
DISCIPLINES (CONTENT)
LANGUAGE DEVELOPMENT
Science Standards
HSS Standards
Arts Standards
Teach 1 FOSS Program
Module per Cycle
Grade 3 Year’s
Topic:
Cycle 1:
All FOSS modules address
CONTINUITY
& CHANGE
Investigation &
Experimentation:
Set 5: 5a, 5b, 5c, 5d, 5e
MATTER & ENERGY
Physical Science:
Set 1 – Energy & Matter: 1a,
1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i
Set 2 – Light: 2a, 2b, 2c, 2d
STRUCTURES OF LIFE
Life Science:
Set 3: 3a, 3b, 3c, 3d, 3e
SUN, MOON, & STARS
Earth Science:
Set 4: 4a, 4b, 4c, 4d, 4e
MUSIC
TBD
DANCE
Cycle 1:
PHYSICAL &
HUMAN
GEOGRAPHY OF
LOCAL REGION
THEATER
3.1.1, 3.1.2
VISUAL ARTS
NATIVE INDIAN
NATIONS
IN LOCAL
REGIONS
3.2.1, 3.2.2, 3.2.3,
3.2.4
TBD
TBD
LITERACY SKILLS & UNDERSTANDINGS
CA ELD Standards
Common Core ELA Standards
SBAC Claims & Targets Gr 3
LAUSD is phasing in the
District’s transition to the
new California English
Language Development
Standards and
ELA-ELD Framework.
Read and analyze increasingly complex texts
from a variety of sources.
READING
SHORT & EXTENDED
TEXTS
Interim
Assessment 1
Cycle 1 - L1, L2, L3, L4, L5, L6
LANGUAGE
Question, discuss, retell, recount, paraphrase
Learn technology tools and applications
SPEAKING & LISTENING
W3a, W3b,
W3c, W3d
L1d, L1e, L1i,
L2a, L2b,
L2c, L2d, L2f
L3a, L6
CA ELD STANDARDS:
Part I = Interacting in
Meaningful Ways
RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL8, RL9
RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9
LANGUAGE Scope & Sequence
SL1, SL2, SL3, SL4, SL5, SL6, W8
Part II =
How English Works
TBD
Part III = Using
Foundational Skills
Sample Arts
Performance
Tasks
As this Curriculum map
evolves, more specificity
will be included regarding
ELD instruction, both
Integrated and Designated.
NARRATIVE
W3a-d, W4, W5, W8, W9
INFORMATIVE EXPLANATORY
W2a-d, W3b, W4, W5, W8, W9
THEME INQUIRY & PRESENTATION
RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4
DIGITAL LITERACY
ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d
WRITING & REVISING
BRIEF TEXTS
COMPOSING
FULL TEXTS
RESEARCH & INQUIRY
DIGITAL LITERACY
FOUNDATIONAL SKILLS
Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4
California ELD Standards Part III = Using Foundational Skills
NARRATIVE
Performance
Task
Students draw
information from
one or more
sources, use a
graphic
organizer to
collect ideas and
evidence for
writing, then
draft and edit a
written
narrative.
DIBELS - TRC
MOY – Dec.
INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance
In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose.
ANCHOR TEXTS and SAMPLE LESSONS: Cycle 1
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Lexile Ranges: Grade 2-3 (420-820)
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LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT
Draft Rev 8-3-15
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Grade 4 – Cycle 1: Sep 8 – Nov 6
RELATIONSHIPS
Everything and/or everyone exists in relation to something or someone else.
The factors within a relationship interact and develop differently depending on the context, and affect one another in ways that can be positive, negative or neutral.
Nov 2-6
IA 1
WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS)
DISCIPLINES (CONTENT)
LANGUAGE DEVELOPMENT
Science Standards
HSS Standards
Arts Standards
Teach 1 FOSS Program
Module per Cycle
Grade 4 Year’s
Topic:
Cycle 1:
All FOSS modules address
CALIFORNIA: A
CHANGING
STATE
Investigation &
Experimentation:
Set 6: 6a, 6b, 6c, 6d, 6e, 6f
MAGNETISM &
ELECTRICITY
Physical Science:
Set 1: 1a, 1b, 1c, 1d,
1e, 1f, 1g
Cycle 1:
LAND & EARLY
PEOPLE
4.1.1, 4.1.2, 4.1.3,
4.1.4, 4.1.5
ENVIRONMENTS
Life Science:
EARLY
CALIFORNIA
Set 2: 2a, 2b, 2c
Set 3: 3a, 3v, 3c, 3d
4.2.1, 4.2.2, 4.2.3,
4.2.4, 4.2.5, 4.2.6,
4.2.7, 4.2.8
SOLID EARTH
Earth Science:
Set 4: 4a, 4b
Set 5: 5a, 5b, 5c
MUSIC
TBD
DANCE
TBD
THEATER
TBD
VISUAL ARTS
TBD
Sample Arts
Performance
Tasks
LITERACY SKILLS & UNDERSTANDINGS
CA ELD Standards
Common Core ELA Standards
SBAC Claims & Targets Gr 4
LAUSD is entering the
transition year to the new
California English
Language Development
Standards (CELDS).
Read and analyze increasingly complex texts
from a variety of sources.
READING
SHORT & EXTENDED
TEXTS
As this Curriculum map
evolves, more specificity
will be included regarding
ELD instruction, both
Integrated and Designated.
RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL8, RL9
RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9
LANGUAGE Scope & Sequence
Cycle 1 - L1, L2, L3, L4, L5, L6
LANGUAGE
Question, discuss, retell, recount, paraphrase
Learn technology tools and applications
SPEAKING & LISTENING
SL1, SL2, SL3, SL4, SL5, SL6, W8
NARRATIVE
CELDS Part I =
Interacting in
Meaningful Ways
W3a, W3b, W3c, W3d, L3a
CELDS Part II =
How English Works
W3a-d, W4, W5, W8, W9
CELDS Part III =
Using Foundational
Skills
NARRATIVE
INFORMATIVE EXPLANATORY
W2a, W2b, W2c, W2d, W9
WRITING & REVISING
BRIEF TEXTS
INFORMATIVE EXPLANATORY
W2a-d, W3b, W4, W5, W8, W9
COMPOSING
FULL TEXTS
THEME INQUIRY & PRESENTATION
RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4
DIGITAL LITERACY
ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d
RESEARCH & INQUIRY
DIGITAL LITERACY
FOUNDATIONAL SKILLS
Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4
California ELD Standards Part III = Using Foundational Skills
Interim
Assessment 1
NARRATIVE
Performance
Task
W3a, W3b,
W3c, W3d,
W3e, L1b, L1c,
L1f, L1g, L2a,
L2b, L2d,
L2f (gr3),
L3a, L3b, L6
Students draw
information from
one or more
sources, use a
graphic
organizer to
collect ideas and
evidence for
writing, then
draft and edit a
written
narrative.
DIBELS - TRC
MOY – Dec.
INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance
In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose.
Grade 4 ANCHOR TEXTS and SAMPLE LESSONS: Cycle 1
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Lexile Ranges: Grade 4-5 (740-1010)
6
LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT
Draft Rev 8-3-15
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– Cycle 1: Sep 8 – Nov 6
RELATIONSHIPS
Everything and/or everyone exists in relation to something or someone else.
The factors within a relationship interact and develop differently depending on the context, and affect one another in ways that can be positive, negative or neutral.
Nov 2-6
IA 1
WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS)
DISCIPLINES (CONTENT)
Science Standards
HSS Standards
Teach 1 FOSS Program
Module per Cycle
Grade 5 Year’s
Topic:
U.S. HISTORY &
All FOSS modules address
GEOGRAPHY:
Investigation &
MAKING
OF A NEW
Experimentation:
NATION
Set 6: 6a, 6b, 6c, 6d, 6e
Set 1: 1a, 1b, 1c, 1d, 1e, 1f,
1g, 1h, 1i
Set 2: 2a, 2b, 2c, 2d,
2e, 2f, 2g
WATER PLANET
Earth Science:
Set 4: 4a, 4b, 4c, 4d, 4e
Set 5: 5a, 5b, 5c
Arts Standards
Cycle 1:
MUSIC
DANCE
Cycle 1:
EXPLORATION,
GEOGRAPHY
5.1.1, 5.1.2, 5.1.3
NATIVE AMERICANS
5.2.1, 5.2.2, 5.2.3,
5.2.4
5.3.1, 5.3.2, 5.3.3,
5.3.4, 5.3.5, 5.3.6
THEATER
TBD
VISUAL ARTS
TBD
Common Core ELA Standards
SBAC Claims & Targets Gr 5
LAUSD is transitioning to
the new California English
Language Development
Standards (CELDS).
Read and analyze increasingly complex texts
from a variety of sources.
READING
SHORT & EXTENDED
TEXTS
As this Curriculum map
evolves, more specificity
will be included regarding
ELD instruction, both
Integrated and Designated.
CELDS Part I =
Interacting in
Meaningful Ways
CELDS Part II =
How English Works
Sample Arts
Performance
Tasks
LITERACY SKILLS & UNDERSTANDINGS
CA ELD Standards
RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL8, RL9
RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9
TBD
TBD
MIXTURES &
SOLUTIONS
Physical Science:
LIVING SYSTEMS
Life Science:
LANGUAGE DEVELOPMENT
LANGUAGE Scope & Sequence
Cycle 1 - L1, L2, L3, L4, L5, L6
LANGUAGE
Question, discuss, retell, recount, paraphrase
Learn technology tools and applications
SPEAKING & LISTENING
SL1, SL2, SL3, SL4, SL5, SL6, W8
NARRATIVE
INFORMATIVE EXPLANATORY
W2a, W2b, W2c, W2d, W9
WRITING & REVISING
BRIEF TEXTS
INFORMATIVE EXPLANATORY
W2a-d, W3b, W4, W5, W8, W9
COMPOSING
FULL TEXTS
W3a, W3b, W3c, W3d, L3a
NARRATIVE
W3a-d, W4, W5, W8, W9
THEME INQUIRY & PRESENTATION
CELDS Part III =
Using Foundational
Skills
RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4
DIGITAL LITERACY
ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d
RESEARCH & INQUIRY
DIGITAL LITERACY
FOUNDATIONAL SKILLS
Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4
California ELD Standards Part III = Using Foundational Skills
Interim
Assessment 1
NARRATIVE
Performance
Task
W3a, W3b,
W3c, W3d,
W3e,
L1a, L1b, L1c
L2b (gr4), L2c,
L2f (gr3),
L3a, L6
Students draw
information from
one or more
sources, use a
graphic
organizer to
collect ideas and
evidence for
writing, then
draft and edit a
written
narrative.
DIBELS - TRC
MOY – Dec.
INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance
In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose.
ANCHOR TEXTS and SAMPLE LESSONS: Cycle 1
The links in this document function best using Firefox or Chrome internet browsers.
Lexile Ranges: Grade 4-5 (740-1010)
7
LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT
Draft Rev 8-3-15
The links in this document function best using Firefox or Chrome internet browsers.
– Cycle 2: Nov 9 – Feb 12
CAUSE & EFFECT
Feb 6-12
IA 2
Actions and events have causes and effects. Cause and effect relationships may be used to explain and interpret change.
WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS)
DISCIPLINES (CONTENT)
Science Standards
Scientific knowledge assumes an
order and consistency in natural
systems. Events have causes,
sometimes simple, sometimes multifaceted. A major activity of science
is investigating and explaining
causal relationships that can be
tested across given contexts and
used to predict and explain events in
new contexts.
Teach 1 FOSS Program
Module per Cycle
All FOSS modules address
Investigation &
Experimentation:
Set 5: 5a, 5b, 5c, 5d, 5e
MATTER & ENERGY
Physical Science:
Set 1 – Energy & Matter: 1a, 1b,
1c, 1d, 1e, 1f, 1g, 1h, 1i
Set 2 – Light: 2a, 2b, 2c, 2d
STRUCTURES OF LIFE
Life Science:
Set 3: 3a, 3b, 3c, 3d, 3e
SUN, MOON, & STARS
Earth Science:
LANGUAGE DEVELOPMENT
HSS Standards
Arts Standards
Grade 3 Year’s
Topic:
Cycle 2:
CONTINUITY
& CHANGE
Students identify and
interpret the multiple
causes and effects of
historical events.
Arts Instructional
Connections
Gr 3
LITERACY SKILLS & UNDERSTANDINGS
CA ELD Standards
Common Core ELA Standards
SBAC Claims & Targets Gr 3
Blueprint
LAUSD is phasing in the
District’s transition to the
new California English
Language Development
Standards and
ELA-ELD Framework.
Read and analyze increasingly complex texts
from a variety of sources.
READING
SHORT & EXTENDED
TEXTS
Periodic
Assessment 2
CA ELD STANDARDS:
Part I = Interacting in
Meaningful Ways
Cycle 2:
Sample Arts
OUR COMMUNITY Performance Tasks
Part II =
Gr 3
OVER TIME
How English Works
examples:
Part III = Using
Founding of Los
Foundational
Skills
Angeles
Change in Our
As this Curriculum map
Community
evolves, more specificity
3.3, 3.3.1, 3.3.2,
will be included regarding
3.3.3
ELD instruction, both
Integrated and Designated.
HSS Model Lessons
RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9
RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9
LANGUAGE Scope & Sequence
Cycle 1 - L1, L2, L3, L4, L5, L6
LANGUAGE
Question, discuss, retell, recount, paraphrase
Learn technology tools and applications
SPEAKING & LISTENING
SL1, SL2, SL3, SL4, SL5, SL6, W8
OPINION
W1a-b-c-d
INFORMATIVE –
EXPLANATORY
W2a-b-c-d
NARRATIVE
W3a-b-c-d
GENERAL WRITING STANDARDS
W4, W5, W6, W7, W8, W10
THEME INQUIRY & PRESENTATION
RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4
DIGITAL LITERACY
ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d
WRITING & REVISING
BRIEF TEXTS
COMPOSING
FULL TEXTS
RESEARCH & INQUIRY
DIGITAL LITERACY
INFORMATIVE
Draw info from one
or more PRIMARY
SOURCE,
TEXTUAL, VIDEO,
and/or IMAGE
sources; work
collaboratively in to
answer questions;
annotate text/take
notes; use graphic
organizer to collect
ideas and evidence;
independently draft,
edit, and proofread
an informative/
explanatory text.
W2a, W2b,
W2c, W2d; W4;
W8
L1d, L1e, L1i
L2a, L2b/c(Gr13), L2e, L2f
L3a; L6
Set 4: 4a, 4b, 4c, 4d, 4e
FOUNDATIONAL SKILLS
Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4
California ELD Standards Part III = Using Foundational Skills
DIBELS - TRC
MOY – Dec 19
INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance
In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose.
ANCHOR TEXTS and SAMPLE LESSONS: Cycle 2
The links in this document function best using Firefox or Chrome internet browsers.
Lexile Ranges: Grade 2-3 (420-820)
8
LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT
Draft Rev 8-3-15
The links in this document function best using Firefox or Chrome internet browsers.
Grade 4 – Cycle 2: Nov 9 – Feb 12
CAUSE & EFFECT
Feb 6-12
IA 2
Actions and events have causes and effects. Cause and effect relationships may be used to explain and interpret change.
WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS)
DISCIPLINES (CONTENT)
Science Standards
Scientific knowledge assumes an
order and consistency in natural
systems. Events have causes,
sometimes simple, sometimes multifaceted. A major activity of science
is investigating and explaining
causal relationships that can be
tested across given contexts and
used to predict and explain events in
new contexts.
Teach 1 FOSS Program
Module per Cycle
All FOSS modules address
Investigation &
Experimentation:
Set 6: 6a, 6b, 6c, 6d, 6e, 6f
MAGNETISM &
ELECTRICITY
Physical Science:
Set 1: 1a, 1b, 1c, 1d, 1e, 1f, 1g
ENVIRONMENTS
Life Science:
Set 2: 2a, 2b, 2c
Set 3: 3a, 3v, 3c, 3d
SOLID EARTH
Earth Science:
Set 4: 4a, 4b
Set 5: 5a, 5b, 5c
LANGUAGE DEVELOPMENT
HSS Standards
Arts Standards
Grade 4 Year’s
Topic:
Cycle 2:
CALIFORNIA: A
CHANGING
STATE
MUSIC
Students identify and
interpret the multiple
causes and effects of
historical events.
Cycle 2:
CALIFORNIA
STATEHOOD
examples:
Gold Rush
Transcontinental
Railroad
Immigration/
Migration
4.3, 4.4.1, 4.4.2,
4.4.3, 4.4.4
DANCE
THEATER
VISUAL ARTS
Sample Arts
Performance
Tasks Gr 4
LITERACY SKILLS & UNDERSTANDINGS
CA ELD Standards
Common Core ELA Standards
SBAC Claims & Targets Gr 4
Blueprint
LAUSD is entering the
transition year to the new
California English
Language Development
Standards (CELDS).
Read and analyze increasingly complex texts
from a variety of sources.
READING
SHORT & EXTENDED
TEXTS
Periodic
Assessment 2
As this Curriculum map
evolves, more specificity
will be included regarding
ELD instruction, both
Integrated and Designated.
CELDS Part I =
Interacting in
Meaningful Ways
RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9
RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9
LANGUAGE Scope & Sequence
Cycle 1 - L1, L2, L3, L4, L5, L6
LANGUAGE
Question, discuss, retell, recount, paraphrase
Learn technology tools and applications
SPEAKING & LISTENING
SL1, SL2, SL3, SL4, SL5, SL6, W8
OPINION
W1a-b-c-d
INFORMATIVE –
EXPLANATORY
W2a-b-c-d
NARRATIVE
W3a-b-c-d
GENERAL WRITING STANDARDS
W4, W5, W6, W7, W8, W9, W10
CELDS Part II =
How English Works
THEME INQUIRY & PRESENTATION
RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4
CELDS Part III =
Using Foundational
Skills
WRITING & REVISING
BRIEF TEXTS
COMPOSING
FULL TEXTS
RESEARCH & INQUIRY
DIGITAL LITERACY
ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d
DIGITAL LITERACY
FOUNDATIONAL SKILLS
Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4
California ELD Standards Part III = Using Foundational Skills
INFORMATIVE
Draw info from one
or more PRIMARY
SOURCE,
TEXTUAL, VIDEO,
and/or IMAGE
sources; work
collaboratively in to
answer questions;
annotate text/take
notes; use graphic
organizer to collect
ideas and evidence;
independently draft,
edit, and proofread
an informative/
explanatory text.
W2a, W2b,
W2c, W2e; W4;
W8
L1c, L1e, L1f,
L1g
L2a, L2b/c(Gr14), L2d
L3a, L3b; L6
DIBELS - TRC
MOY – Dec 19
INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance
In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose.
Grade 4 ANCHOR TEXTS and SAMPLE LESSONS: Cycle 2
The links in this document function best using Firefox or Chrome internet browsers.
Lexile Ranges: Grade 4-5 (740-1010)
9
LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT
Draft Rev 8-3-15
The links in this document function best using Firefox or Chrome internet browsers.
– Cycle 2: Nov 9 – Feb 12
CAUSE & EFFECT
Feb 6-12
IA 2
Actions and events have causes and effects. Cause and effect relationships may be used to explain and interpret change.
WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS)
DISCIPLINES (CONTENT)
LANGUAGE DEVELOPMENT
Science Standards
HSS Standards
Arts Standards
Scientific knowledge assumes an
order and consistency in natural
systems. Events have causes,
sometimes simple, sometimes multifaceted. A major activity of science
is investigating and explaining
causal relationships that can be
tested across given contexts and
used to predict and explain events in
new contexts.
Grade 5 Year’s
Topic:
U.S. HISTORY &
GEOGRAPHY:
MAKING OF A NEW
NATION
Cycle 2:
Teach 1 FOSS Program
Module per Cycle
Students identify and
interpret the multiple
causes and effects of
historical events.
All FOSS modules address
Investigation &
Experimentation:
Set 6: 6a, 6b, 6c, 6d, 6e
MIXTURES & SOLUTIONS
Physical Science:
Set 1: 1a, 1b, 1c, 1d, 1e, 1f, 1g,
1h, 1i
LIVING SYSTEMS
Life Science:
Set 2: 2a, 2b, 2c, 2d,
2e, 2f, 2g
WATER PLANET
Earth Science:
Cycle 2:
EARLY AMERICA
examples:
Colonial Period
American
Revolution
5.4, 5.5, 5.6
MUSIC
DANCE
THEATER
VISUAL ARTS
Sample Arts
Performance
Tasks Gr 5
LITERACY SKILLS & UNDERSTANDINGS
CA ELD Standards
Common Core ELA Standards
SBAC Claims & Targets Gr 5
Blueprint
LAUSD is transitioning to
the new California English
Language Development
Standards (CELDS).
Read and analyze increasingly complex texts
from a variety of sources.
READING
SHORT & EXTENDED
TEXTS
Periodic
Assessment 2
As this Curriculum map
evolves, more specificity
will be included regarding
ELD instruction, both
Integrated and Designated.
CELDS Part I =
Interacting in
Meaningful Ways
RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9
RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9
LANGUAGE Scope & Sequence
Cycle 1 - L1, L2, L3, L4, L5, L6
LANGUAGE
Question, discuss, retell, recount, paraphrase
Learn technology tools and applications
SPEAKING & LISTENING
SL1, SL2, SL3, SL4, SL5, SL6, W8
OPINION
W1a-b-c-d
NARRATIVE
W3a-b-c-d
GENERAL WRITING STANDARDS
W4, W5, W6, W7, W8, W10
CELDS Part II =
How English Works
CELDS Part III =
Using Foundational
Skills
INFORMATIVE –
EXPLANATORY
W2a-b-c-d
THEME INQUIRY & PRESENTATION
RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4
WRITING & REVISING
BRIEF TEXTS
COMPOSING
FULL TEXTS
RESEARCH & INQUIRY
DIGITAL LITERACY
ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d
Set 4: 4a, 4b, 4c, 4d, 4e
Set 5: 5a, 5b, 5c
DIGITAL LITERACY
FOUNDATIONAL SKILLS
Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4
California ELD Standards Part III = Using Foundational Skills
INFORMATIVE
Draw info from one
or more PRIMARY
SOURCE,
TEXTUAL, VIDEO,
and/or IMAGE
sources; work
collaboratively in to
answer questions;
annotate text/take
notes; use graphic
organizer to collect
ideas and evidence;
independently draft,
edit, and proofread
an informative/
explanatory text.
W2a, W2b, W2c,
W2e; W4; W8
L1c(Gr4&5), L1d,
L1f(Gr4), L1g(Gr4)
L2a(Gr4),
L2b(Gr4&5), L2d,
L2e; L3a, L3b; L6
DIBELS - TRC
MOY – Dec 19
INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance
In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose.
ANCHOR TEXTS and SAMPLE LESSONS: Cycle 2
The links in this document function best using Firefox or Chrome internet browsers.
Lexile Ranges: Grade 4-5 (740-1010)
10
LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT
– Cycle 3: Feb 16 – May 6
Draft Rev 8-3-15
The links in this document function best using Firefox or Chrome internet browsers.
CHANGE
(SEE OPTIONS FOR APRIL 27–JUNE 4 IN FAR RIGHT COLUMN)
Humans observe and study change in order to make sense of our world.
WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS)
DISCIPLINES (CONTENT)
Science Standards
HSS Standards
“Much of science…has to do
with understanding how change
occurs in nature and in social
and technological systems….
Constancy, often in the midst of
change, is also the subject of
intense study in science.”
Students explain how
the present is
connected to the past,
identifying both
similarities and
differences between the
two, and how some
things change over time
and some things stay
the same.
American Association for the
Advancement of Science, (2009),
Benchmarks for Science Literacy
Teach 1 FOSS Program
Module per Cycle
All FOSS modules address
Investigation &
Experimentation:
Set 5: 5a, 5b, 5c, 5d, 5e
MATTER & ENERGY
Physical Science:
Set 1 – Energy & Matter: 1a, 1b,
1c, 1d, 1e, 1f, 1g, 1h, 1i
Set 2 – Light: 2a, 2b, 2c, 2d
STRUCTURES OF LIFE
Life Science:
Set 3: 3a, 3b, 3c, 3d, 3e
SUN, MOON, & STARS
Earth Science:
Set 4: 4a, 4b, 4c, 4d, 4e
LANGUAGE DEVELOPMENT
Arts Standards
Cycle 2:
Arts Instructional
Connections
Gr 3
CA HSS Framework
Year’s Topic:
CONTINUITY
& CHANGE
Cycle 3:
GOVT AND CIVIC
RESPONSIBILITY
3.4
Rules & Laws
Local & National
Landmarks
3 Branches of
Government
American Heroes
ECONOMICS OF
LOCAL REGION
3.5
Sample Arts
Performance Tasks
Gr 3
LITERACY SKILLS & UNDERSTANDINGS
CA ELD Standards
Common Core ELA Standards
SBAC Claims & Targets Gr 3
LAUSD is phasing in the
District’s transition to the
new California English
Language Development
Standards and
ELA-ELD Framework.
Read and analyze increasingly complex texts
from a variety of sources.
READING
SHORT & EXTENDED
TEXTS
CA ELD STANDARDS:
Part I = Interacting in
Meaningful Ways
Part II =
How English Works
RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9
RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9
LANGUAGE Scope & Sequence
Cycle 1 - L1, L2, L3, L4, L5, L6
LANGUAGE
Question, discuss, retell, recount, paraphrase
Learn technology tools and applications
SPEAKING & LISTENING
SL1, SL2, SL3, SL4, SL5, SL6, W8
OPINION
W1a-b-c-d
INFORMATIVE –
EXPLANATORY
W2a-b-c-d
NARRATIVE
W3a-b-c-d
Part III = Using
Foundational Skills
GENERAL WRITING STANDARDS
W4, W5, W6, W7, W8, W10
As this Curriculum map
evolves, more specificity
will be included regarding
ELD instruction, both
Integrated and Designated.
THEME INQUIRY & PRESENTATION
RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4
WRITING & REVISING
BRIEF TEXTS
Gr 3 does
integrated unit
May 9 – Jun 10
GR 3
GR 3 UNIT
TBD
HSS/SCIENCE
Culminating
Integrated Unit
with
Project-Based
Learning
Science texts &
investigations
COMPOSING
FULL TEXTS
HSS primary &
secondary
sources
RESEARCH & INQUIRY
Oral
Presentation
Performance Task
DIGITAL LITERACY
ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d
DIGITAL LITERACY
FOUNDATIONAL SKILLS
Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4
Gr 3 takes SBAC
Mar 9 – June 10
California ELD Standards Part III = Using Foundational Skills
DIBEL-TRC EOY
Jun 3 **
ELs by May 29
INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance
In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose.
ANCHOR TEXTS and SAMPLE LESSONS: Cycle 3
The links in this document function best using Firefox or Chrome internet browsers.
Lexile Ranges: Grade 2-3 (420-820)
11
LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT
Draft Rev 8-3-15
The links in this document function best using Firefox or Chrome internet browsers.
Grade 4 – Cycle 3: Feb 16 – May 6
CHANGE
Gr 4 takes SBAC
Mar 9 – June 10
Humans observe and study change in order to make sense of our world.
WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS)
DISCIPLINES (CONTENT)
LANGUAGE DEVELOPMENT
Science Standards
HSS Standards
“Much of science…has to do
with understanding how change
occurs in nature and in social
and technological systems….
Constancy, often in the midst of
change, is also the subject of
intense study in science.”
Students explain how
the present is
connected to the past,
identifying both
similarities and
differences between the
two, and how some
things change over time
and some things stay
the same.
THEATER
Year’s Topic:
VISUAL ARTS
American Association for the
Advancement of Science, (2009)
Teach 1 FOSS Program
Module per Cycle
All FOSS modules address
Investigation &
Experimentation:
Set 6: 6a, 6b, 6c, 6d, 6e, 6f
MAGNETISM &
ELECTRICITY
Physical Science:
Arts Standards
Cycle 2:
MUSIC
DANCE
CA HSS Framework
CALIFORNIA:
A CHANGING
STATE
Cycle 3:
CENTURY
CALIFORNIA
Set 1: 1a, 1b, 1c, 1d, 1e, 1f, 1g
ex: Dust Bowl
ENVIRONMENTS
Effects
of WWII
Life Science:
Industry
Set 2: 2a, 2b, 2c
Set 3: 3a, 3v, 3c, 3d
4.4.5, 4.4.6, 4.4.7,
4.4.8, 4.4.9
SOLID EARTH
Earth Science:
STATE & FEDERAL
Set 4: 4a, 4b
GOVERNMENT
Set 5: 5a, 5b, 5c
4.5
20TH
Sample Arts
Performance
Tasks Gr 4
LITERACY SKILLS & UNDERSTANDINGS
Gr 4 does
integrated unit
May 9 – Jun 10
CA ELD Standards
Common Core ELA Standards
SBAC Claims & Targets Gr 4
LAUSD is entering the
transition year to the new
California English
Language Development
Standards (CELDS).
Read and analyze increasingly complex texts
from a variety of sources.
READING
SHORT & EXTENDED
TEXTS
MEDIANA
CITY
Cycle 1 - L1, L2, L3, L4, L5, L6
LANGUAGE
Question, discuss, retell, recount, paraphrase
Learn technology tools and applications
HSS/SCIENCE
Culminating
Integrated Unit
with
SPEAKING & LISTENING
As this Curriculum map
evolves, more specificity
will be included regarding
ELD instruction, both
Integrated and Designated.
CELDS Part I =
Interacting in
Meaningful Ways
CELDS Part II =
How English Works
RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9
RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9
LANGUAGE Scope & Sequence
SL1, SL2, SL3, SL4, SL5, SL6, W8
OPINION
W1a-b-c-d
INFORMATIVE –
EXPLANATORY
W2a-b-c-d
NARRATIVE
W3a-b-c-d
GENERAL WRITING STANDARDS
W4, W5, W6, W7, W8, W9, W10
THEME INQUIRY & PRESENTATION
RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4
CELDS Part III =
Using Foundational
Skills
WRITING & REVISING
BRIEF TEXTS
COMPOSING
FULL TEXTS
RESEARCH & INQUIRY
DIGITAL LITERACY
ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d
Project-Based
Learning
Science texts &
investigations
HSS primary &
secondary
sources
Oral
Presentation
Performance
Task
DIGITAL LITERACY
FOUNDATIONAL SKILLS
Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4
GR 4
California ELD Standards Part III = Using Foundational Skills
DIBEL-TRC EOY
Jun 3 **
ELs by May 29
INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance
In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose.
Grade 4 ANCHOR TEXTS and SAMPLE LESSONS: Cycle 3
The links in this document function best using Firefox or Chrome internet browsers.
Lexile Ranges: Grade 4-5 (740-1010)
12
LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT
Draft Rev 8-3-15
The links in this document function best using Firefox or Chrome internet browsers.
– Cycle 3: Feb 16 – May 6
CHANGE
Gr 5 takes SBAC
Mar 9 – June 10
Humans observe and study change in order to make sense of our world.
WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS)
DISCIPLINES (CONTENT)
Science Standards
HSS Standards
“Much of science…has to do
with understanding how change
occurs in nature and in social
and technological systems….
Constancy, often in the midst of
change, is also the subject of
intense study in science.”
Students explain how
the present is
connected to the past,
identifying both
similarities and
differences between the
two, and how some
things change over time
and some things stay
the same.
American Association for the
Advancement of Science, (2009)
Teach 1 FOSS Program
Module per Cycle
Arts Standards
Cycle 2:
MUSIC
DANCE
THEATER
CA HSS Framework
Year’s Topic:
U.S.
HISTORY &
Investigation &
Experimentation:
GEOGRAPHY:
Set 6: 6a, 6b, 6c, 6d, 6e
MAKING OF A NEW
MIXTURES & SOLUTIONS
NATION
Physical Science:
Cycle 3:
Set 1: 1a, 1b, 1c, 1d, 1e, 1f, 1g,
CONSTITUTION
&
1h, 1i
GOVERNMENT
LIVING SYSTEMS
5.7
Life Science:
WESTWARD
Set 2: 2a, 2b, 2c, 2d, 2e, 2f, 2g
EXPANSION 5.8
WATER PLANET
LOCATIONS OF
Earth Science:
STATES
& NAMES
Set 4: 4a, 4b, 4c, 4d, 4e
OF CAPITOLS 5.9
Set 5: 5a, 5b, 5c
All FOSS modules address
LANGUAGE DEVELOPMENT
VISUAL ARTS
Sample Arts
Performance
Tasks Gr 5
LITERACY SKILLS & UNDERSTANDINGS
Gr 5 does
integrated unit
Apr 27 – Jun 4
CA ELD Standards
Common Core ELA Standards
SBAC Claims & Targets Gr 5
LAUSD is transitioning to
the new California English
Language Development
Standards (CELDS).
Read and analyze increasingly complex texts
from a variety of sources.
READING
SHORT & EXTENDED
TEXTS
SPACE
COLONY
Cycle 1 - L1, L2, L3, L4, L5, L6
LANGUAGE
Question, discuss, retell, recount, paraphrase
Learn technology tools and applications
HSS/SCIENCE
Culminating
Integrated Unit
with
SPEAKING & LISTENING
As this Curriculum map
evolves, more specificity
will be included regarding
ELD instruction, both
Integrated and Designated.
CELDS Part I =
Interacting in
Meaningful Ways
RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9
RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9
LANGUAGE Scope & Sequence
SL1, SL2, SL3, SL4, SL5, SL6, W8
OPINION
W1a-b-c-d
NARRATIVE
W3a-b-c-d
GENERAL WRITING STANDARDS
W4, W5, W6, W7, W8, W10
CELDS Part II =
How English Works
CELDS Part III =
Using Foundational
Skills
INFORMATIVE –
EXPLANATORY
W2a-b-c-d
THEME INQUIRY & PRESENTATION
RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4
WRITING & REVISING
BRIEF TEXTS
COMPOSING
FULL TEXTS
RESEARCH & INQUIRY
DIGITAL LITERACY
ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d
Project-Based
Learning
Science texts &
investigations
HSS primary &
secondary
sources
Oral
Presentation
Performance
Task
DIGITAL LITERACY
FOUNDATIONAL SKILLS
Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4
GR 5
California ELD Standards Part III = Using Foundational Skills
DIBEL-TRC EOY
Jun 3 **
ELs by May 29
INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance
In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose.
ANCHOR TEXTS and SAMPLE LESSONS: Cycle 3
The links in this document function best using Firefox or Chrome internet browsers.
Lexile Ranges: Grade 4-5 (740-1010)
13