ELD Quarter 4
Grade 4
Week 1
ELA Learning Targets:
RI 3: Using the details (both directly from text and
inferred), students will use a graphic organizer to
demonstrate the relationship (or interaction) of
events, procedures, the ideas, and the concepts in
the text.
RI 8: Students will describe in writing the reasons
and evidence the author used to make his/her points.
RI 9: Using textual evidence, students will write
and speak about information gained from two texts
on the same topic.
W 9: Students will apply their knowledge (from
graphic organizers, charts, discussions) of RL
standards and RI standards to the writing of short
answers, paragraph, and/or multi-paragraph essays.
ELD Standards:
Part I: Interacting in Meaningful Ways
1. Exchanging information/ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn‐taking
rules, asking relevant questions, affirming others, and adding relevant information.
Part II: Learning About How English Works
3. Using verbs and verb phrases
Use various verbs/verb types and tenses appropriate for the task and text type for a variety of familiar and
new topics.
4. Using nouns and noun phrases
Expand noun phrases in an increasing variety of ways in order to enrich the meaning of sentences and add
details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with a variety of adverbials to provide details about a variety of familiar and new
activities and processes.
Tasks – This week focuses on grammar. This will support the informational writing done in ELA.
Quick Write – Daily, to start the ELD period
1. Write a sentence that has at least one adjective and one adverb. Label the parts of speech in the sentence.
2. Make a list of 15 verbs. The teacher may want to provide few books from the classroom library for the students to peruse for verbs.
3. Make a list of 15 adverbs, using books as needed.
4. Make a list of 20 nouns. Again, books may be provided.
5. Make a list of 20 adjectives, using books as needed.
Discussion –
 Day 1
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Day 2
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Bring a few students up to share their Quick Write sentences under the document camera or on the board.
Ask the class if they agree with the labeling of each sentence.
 If someone disagrees, they use the proper discussion protocol, “I disagree with _____ because _______.”
 They need to explain why a word is or is not an adjective or adverb.
Teach adjectives and adverbs as needed.
 Adjectives modify nouns and answer, “How many?”, “What kind?”, or “Which one?
 Adverbs modify verbs, adjectives, and other adverbs. They answer, “When?”, “Where?”, or “How?”
Partners compare their Quick Write lists and choose five verbs they think are their best.
Partners form groups of four to combine the two lists of verbs.
Teacher calls on a group to share a verb and writes it on the board.
Each group tries to think of a word that is more specific. Teacher charts those words under the original word.
For example, if the first group says “run”, the other groups may say “race, speed, scamper, scurry, sprint”
Teacher may want to provide a thesaurus for each group.
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ELD Quarter 4
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Day 3
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Day 4
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Day 5
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Grade 4
Repeat the process from yesterday with adverbs.
Repeat the process with nouns.
Repeat the process with adjectives.
Save the papers from this week to use next week.
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ELD Quarter 4
Grade 4
Week 2
ELA Learning Targets:
RI 3: Using the details (both directly from text and inferred),
students will use a graphic organizer to demonstrate the relationship
(or interaction) of events, procedures, the ideas, and the concepts in
the text.
RI 8: Students will describe in writing the reasons and evidence the
author used to make his/her points.
RI 9: Using textual evidence, students will write and speak about
information gained from two texts on the same topic.
W 2: Students will develop the topic with facts, details, quotations,
or other examples related to the topic.
W 9: Students will apply their knowledge (from graphic organizers,
charts, discussions) of RL standards and RI standards to the writing
of short answers, paragraph, and/or multi-paragraph essays.
ELD Standards:
Part I: Interacting in Meaningful Ways
1. Exchanging information/ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by
following turn‐taking rules, asking relevant questions, affirming others, and adding
relevant information.
Part II: Learning About How English Works
3. Using verbs and verb phrases
Use various verbs/verb types and tenses appropriate for the task and text type for a
variety of familiar and new topics.
4. Using nouns and noun phrases
Expand noun phrases in an increasing variety of ways in order to enrich the meaning of
sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with a variety of adverbials to provide details about a variety of
familiar and new activities and processes.
Tasks – This week focuses on grammar. This will support the informational writing done in ELA.
Quick Write – Daily, to start the ELD period
1. Using your lists from last week, write three sentences that have at least one adjective or one adverb in each sentence.
2. Using your lists, write three sentences with direct objects.
3. Make a list of 15 prepositional phrases.
4. Add a prepositional phrase to each sentence from Monday and Tuesday.
5. Using your lists from last week and this week, write three sentences that have at least two prepositional phrases in each sentence.
Discussion –
 Day 1
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Bring a few students up to share their Quick Write sentences under the document camera or on the board.
Discuss and correct sentences.
Lesson on nouns:
 Nouns have different “jobs”
 They can be subjects or objects
 Examples of objects:
- Direct Object: Maria ate pizza.
- Indirect Object: Linda gave Sondra a book.
- Object of the Preposition: The dog ran down the street.
 Focus on Direct Objects
- Every sentence has a subject (Who or what did it.)
- Every sentence has a verb (What did they do?)
- Some sentences have a Direct Object (What did they __________?)
verb
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Grade 4
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Day 2
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Day 3
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Day 4
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Day 5
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Example: Maria ate pizza.
 Who or what did it? Maria (subject)
 What did she do? ate (verb)
 What did she eat? pizza (direct object)
Practice writing sentences with direct objects.
Lesson on prepositional phrases
 A group of words that generally tell where or when (differentiate from adverbs – one word)
- The dog hobbled into the kitchen in the morning.
 The group of words may also describe a noun (differentiate from adjectives – one word)
- The dog with the broken leg hobbled into the kitchen in the morning.
 Consist of a preposition, an object of the preposition (noun), and often an article (a, an, the)
 Examples:
- down the slide
- under the table
- in a jar
- inside the car
- into the kitchen
- in the morning
 Students identify the preposition, the article, and the object of the preposition in each of the examples
Partners compare their Quick Write lists and choose five prepositional phrases they think are their best.
Partners form groups of four to combine the two lists of prepositional phrases.
Teacher calls on a group to share a prepositional phrase and writes it on a chart. Continue around the room, writing as many different
prepositional phrases as possible.
Save this chart for student reference.
Practice writing sentences with prepositional phrases.
Teacher models how to improve a sentence by substituting more specific words or adding adverbs and prepositional phrases for detail.
Example:
 The boy went to the store. (subject, verb, prepositional phrase)
 The little boy with the chubby cheeks went to the store. (improved the details of the subject with an adjective and a prepositional
phrase)
 The little boy with the chubby cheeks pulled his wagon to the grocery store after lunch. (more specific verb, more specific store,
prepositional phrase to tell when)
Students practice adding detail to some of their sentences from this week.
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ELD Quarter 4
Grade 4
Week 3
ELA Learning Targets:
RI 3: Using the details (both directly from text and
inferred), students will use a graphic organizer to
demonstrate the relationship (or interaction) of
events, procedures, the ideas, and the concepts in
the text.
RI 8: Students will describe in writing the reasons
and evidence the author used to make his/her points.
RI 9: Using textual evidence, students will write
and speak about information gained from two texts
on the same topic.
W 2: Students will develop the topic with facts,
details, quotations, or other examples related to the
topic.
W 9: Students will apply their knowledge (from
graphic organizers, charts, discussions) of RL
standards and RI standards to the writing of short
answers, paragraph, and/or multi-paragraph essays.
ELD Standards:
Part I: Interacting in Meaningful Ways
1. Exchanging information/ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn‐taking
rules, asking relevant questions, affirming others, and adding relevant information.
Part II: Learning About How English Works
3. Using verbs and verb phrases
Use various verbs/verb types and tenses appropriate for the task and text type for a variety of familiar and
new topics.
4. Using nouns and noun phrases
Expand noun phrases in an increasing variety of ways in order to enrich the meaning of sentences and add
details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with a variety of adverbials to provide details about a variety of familiar and new
activities and processes.
Tasks – This week focuses on grammar.
Quick Write – Display a different picture each day. Students write at least three sentences about the picture using prepositional phrases.
Discussion –
 Day 1
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Day 2
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Students work with a partner to label the parts of speech in their sentences.
Call on a few students to share the sentences.
Point out the parts of speech.
Teacher reviews how to improve a sentence by substituting more specific words or adding adverbs and prepositional phrases for detail.
Students practice adding details to their sentences.
Repeat the process from yesterday with the new sentences.
Days 3-5
 Repeat the process as necessary with the new sentences each day.
 Students follow the process independently when able.
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ELD Quarter 4
Week 4
ELA Learning Targets:
RL 1: Students will refer to the details and
examples of the text when drawing an
inference.
RL 2: Students will use the details (both
directly from text and inferred) to identify the
theme.
Students will use the details (both directly
from text and inferred) to write a summary.
RL 3: Using the details (both directly from
text and inferred), students will use a graphic
organizer to describe character(s), setting(s),
and event(s) in a story.
W 9: Students will apply their knowledge
(from graphic organizers, charts, discussions)
of RL standards and RI standards to the
writing of short answers, paragraph, and/or
multi-paragraph essays.
Grade 4
ELD Standards:
Part I: Interacting in Meaningful Ways
1. Exchanging information/ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn‐taking rules,
asking relevant questions, affirming others, and adding relevant information.
8. Analyzing language choices
Distinguish how different words with related meanings (e.g., fun versus entertaining versus thrilling, possibly
versus certainly) and figurative language produce shades of meaning and different effects on the audience.
Part 2: Learning About How English Works
3. Using verbs and verb phrases
Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate for the
task, text type, and discipline (e.g., simple past for retelling, timeless present for science explanation) for an
increasing variety of familiar and new topics.
4. Using nouns and noun phrases
Expand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause embedding)
in order to enrich the meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with a variety of adverbials to provide details about a variety of familiar and new activities
and processes.
Tasks: This week focuses on vocabulary.
Quick Write – Shades of meaning
Day 1: Add the following words in the correct order to the sequence: mean, annoying, cruel.
bothersome → __________ → __________ → __________ → vicious
Day 2: Add the following words in the correct order to the sequence: scared, terrified, worried.
concerned → __________ → __________ → __________ → hysterical
Day 3: Add the following words in the correct order to the sequence: entertaining, pleasing, thrilling.
__________ → enjoyable→ fun → __________ → __________
Post a set of antonyms. Students add words before, between, and after the antonyms to show subtle differences between word meanings.
Day 4: cold – hot (Example: freezing – cold – chilly - cool – lukewarm – warm – hot – scorching)
Day 5: whispered – yelled
Discussion:
 Each day, use the discussion routine to compare answers to the quick write.
 The Shades of Meaning words are great for discussion because there are often disagreements between two words in a line. For instance, which is more
intense: cruel or vicious? There is no definitive answer, but students need to provide examples to defend their position.
Writing:
 Students practice writing sentences using words from the Shades of Meaning activities.
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ELD Quarter 4
Week 5
ELA Learning Targets
RL 1: Students will refer to the details and
examples of the text when drawing an inference.
RL 2: Students will use the details (both directly
from text and inferred) to identify the theme.
Students will use the details (both directly from
text and inferred) to write a summary.
RL 3: Using the details (both directly from text
and inferred), students will use a graphic
organizer to describe character(s), setting(s), and
event(s) in a story.
W 9: Students will apply their knowledge (from
graphic organizers, charts, discussions) of RL
standards and RI standards to the writing of
short answers, paragraph, and/or multiparagraph essays.
Grade 4
ELD Standards:
Part I: Interacting in Meaningful Ways
1. Exchanging information/ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn‐taking
rules, asking relevant questions, affirming others, and adding relevant information.
10. Writing
b) Write increasingly concise summaries of texts and experiences using complete sentences and key words
(e.g., from notes or graphic organizers).
Part 2: Learning About How English Works
3. Using verbs and verb phrases
Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate for
the task, text type, and discipline (e.g., simple past for retelling, timeless present for science explanation) for
an increasing variety of familiar and new topics.
4. Using nouns and noun phrases
Expand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause
embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with a variety of adverbials to provide details about a variety of familiar and new activities
and processes.
Tasks: This week focuses on comprehension.
Quick Write –
Day 1: What does Tio Luis want? How will this affect Esperanza?
Day 2: What brave act does Miguel do? What does this tell us about him?
Day 3: Esperanza is learning what it means to be poor. Give examples from the book to show her feelings.
Day 4: Compare and contrast a character from Esperanza Rising and a character from ____________. (choose a story you are reading in ELD)
Day 5: (Choose a comprehension question from the story you are reading.)
Discussion – Each day, students share their quick writes with a partner and then discuss with the class.
Comprehension/Writing –
 The appendix has several lessons on stories from the HMR Medallions reading book. These stories feature characters experiencing cultural changes.
Characters can be compared to those in Esperanza Rising.
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ELD Quarter 4
Weeks 6-8
ELA Learning Targets:
RL 1: Students will refer to the details and
examples of the text when drawing an inference.
RL 2: Students will use the details (both directly
from text and inferred) to identify the theme.
Students will use the details (both directly from
text and inferred) to write a summary.
RL 3: Using the details (both directly from text
and inferred), students will use a graphic
organizer to describe character(s), setting(s), and
event(s) in a story.
W 9: Students will apply their knowledge (from
graphic organizers, charts, discussions) of RL
standards and RI standards to the writing of short
answers, paragraph, and/or multi-paragraph
essays.
Grade 4
ELD Standards:
Part I: Interacting in Meaningful Ways
1. Exchanging information/ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn‐taking
rules, asking relevant questions, affirming others, and adding relevant information.
10. Writing
b) Write increasingly concise summaries of texts and experiences using complete sentences and key words
(e.g., from notes or graphic organizers).
Part 2: Learning About How English Works
1. Understanding text structure
Apply increasing understanding of how different text types are organized to express ideas (e.g., how a
narrative is organized sequentially with predictable stages versus how an explanation is organized around
ideas) to comprehending texts and writing texts with increasing cohesion.
3. Using verbs and verb phrases
Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate for
the task, text type, and discipline (e.g., simple past for retelling, timeless present for science explanation) for
an increasing variety of familiar and new topics.
4. Using nouns and noun phrases
Expand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause
embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.
Tasks – These three weeks focus on character, using a Two-Voice Poem model.
Quick Write – (remind students to find evidence from the text to support their descriptions)
 Day 1 - Write 2-3 sentences to describe Esperanza from Esperanza Rising.
 Day 2 - Write 2-3 sentences to describe Mama.
 Day 3 – Write 2-3 sentences to describe Abuelita.
 Day 4 - Write 2-3 sentences to describe Miguel.
 Day 5 - Write 2-3 sentences to describe Isabel.
 After day 5, you may continue to post quick writes about characters, or move directly into the Two-Voice Poem activities.
Discussion – Each day, students share their quick writes with a partner and then discuss with the class.
Comprehension/Writing/Grammar –
 Explain a two-voice poem: “A two-voice poem is written for two people to perform. The poetry usually has two columns—one for each person who is
reading the poem. Each person reading the poem reads the text in one of the columns. Sometimes, the poet wants the two readers to say something at the
same time, so the poet writes the words on the same line in each column. These poems often sound like a dialogue for two people.”
 On the document camera, show students the sample Two-Voice Poem: “I Am an Immigrant” (see Appendix)
 Ask students to turn and talk, then share out, about what they notice about the structure of the poem.
 Bring a student up to read the poem with you. You can be Miriam and the student can be Lupita. Remember that the parts in the middle are
read together.
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Grade 4
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Create a Two-Voice Poems anchor chart with criteria for success. Be sure students have included the following:
 The two voices speak together for things that are similar.
 Each voice is clear, distinct, and consistent.
 The writer balances the lines said separately and those read together.
 The writer uses figurative language to make the writing engaging.
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Divide the class in half. Using “I Am an Immigrant”, one half of the class is Miriam, the other half is Lupita. Practice reading with feeling.
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Write a Two-Voice Poem with the class using how different Esperanza’s perspective on the camp was from Isabel’s in chapter 7.
 Begin by making a t-chart for Esperanza and Isabel. List statements each girl might say about the camp. At the bottom, list statements
they both might say about themselves.
 Choose statements to place on the Two-Voice Poem graphic organizer. (see the appendix)
 Partners practice reading it.
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Choose a character: Tell students that today they need to choose which character they want to compare and contrast to Esperanza in their own
two-voice poem.
 Students should use their notes regarding the following characters:
 Esperanza
 Mama
 Abuelita
 Miguel
 Isabel
 Marta
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Give students 10 minutes to work on their own.
After 10 minutes, ask students to choose the character they want to compare/contrast with Esperanza. Give each student two sticky notes.
On one sticky note, students should write how their character is similar to Esperanza, citing a page number that has evidence.
On the second sticky note, students should write how their character is different from Esperanza, citing a page number that has evidence.
Match up partners or triads based on the character they want to compare/contrast with Esperanza.
In their partnerships or triads, ask students to share their sticky notes:
 “How is this character similar to Esperanza? What is your evidence?”
 “How is this character different from Esperanza? What is your evidence?”
Encourage them to focus in particular on how the two characters respond to challenges.
Distribute the Two-Voice Poem graphic organizer (two-sided).
 Using their sticky notes and the book, students will complete Side A of the graphic organizer, including reference to specific excerpts from the
text or page numbers. Tell them you need to sign off on Side A before they proceed.
 After the students have collected a rich set of evidence about both characters, they may begin creating their rough drafts (Side B of the graphic
organizer). Tell students that their poems should include direct quotes from the novel, as well as paraphrases and their own inferences (give
examples to define paraphrase and inference). Model as needed.
 Circulate to listen in and support as needed. Identify a few groups who have some strong draft lines on Side B, so you can call on these students
during the sharing at the end of this lesson.
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Grade 4
Tell them they will have a bit more time the next day to work on their draft poem before they get some feedback from peers. Remind them that
the poem does not have to be perfect or polished: the purpose is to think more carefully about Esperanza and the other characters, in order to
understand important events and ideas in the novel.
Invite a few students to share out lines from their draft poem.
Ask peers to offer one piece of specific praise. “I like how you_______________________________”
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Review the anchor chart: Two-Voice Poems. Ask students to quickly turn and talk about the criteria.
 Give students time to continue to draft their poem.
 Circulate to support as needed. Remind students that the purpose is not to write a perfect poem, but to think about how the characters are
similar and different, and what that tells us about themes in the novel.
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Peer Critique: Praise-Question-Suggest Protocol
 Bring the class back together for a brief model of how to conduct a critique session using the Praise-Question-Suggest protocol.
 Remind students of the norms for giving feedback—be kind, be helpful, and be specific.
 Do a very quick 5-minute model: Have one group share a few lines from their draft poem and move through the three steps of the
protocol: giving a praise, then a question, then a suggestion. Make sure that the feedback is specific enough so that the student would be
able to know exactly what to do to revise. Coach as needed to ensure students understand the process and the type of feedback that is
expected.
 Tell students that they have time now to briefly critique their partner’s work. Give each writing team 5 minutes to read their poem and
receive feedback. Once they each have had the opportunity to go through the protocol, have each person go through the protocol one
more time with someone else in the class.
 Circulate as needed, offering support and redirection. Make sure students are giving feedback that is specific enough.
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Revising Two-Voice Poem
 Give students time to revise their work based on the feedback they just received. Circulate to support as needed.
 Tell students that tomorrow, they will have a bit more time to finish their poems, and then will get to perform them in front of the class.
 Remind students that the goal is not a perfect poem; they are simply showing what they understand about the characters in the novel in a
creative way.
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Finalizing and Performing Two-Voice Poems
 Give students 10 minutes to revisit their two-voice poems with their writing partners, possibly revising based on the discussion about big
metaphors and themes.
 After about 10 minutes, invite some groups to perform their two-voice poems for the class.
 After each performance, ask students in the audience to offer one piece of specific praise about the content of the poem.
 Repeat each day until everyone has performed.
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