ELD Quarter 3
Week 1:
ELA Learning Targets:
RI 6: Students will use a graphic organizer to compare and contrast a
firsthand account and a second hand account of the same event or topic.
Students will describe in writing the differences in focus and information
provided between a firsthand account and a second hand account of the
same event or topic.
RI 7: Given different sources of information (visual, oral, or
quantitative), students will use charts detailing information to explain in
writing how each source of information contributes to the understanding
of the text.
RI 8: Through oral discussions, students will chart the points an author is
making.
Through oral discussions, students will chart the reasons and evidence the
author uses to make his/her points.
RI 9: Using textual evidence, students will participate in a discussion
about information gained from two texts on the same topic.
W 9: Students will write a short answer essay explaining why text
features are important to the understanding of informational text.
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
12. Selecting language resources
a) Use a growing number of general academic and domain‐specific words,
synonyms, and antonyms to create precision and shades of meaning while speaking
and writing.
Part II: 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.
Tasks – this week’s focus is on the discussion protocol
Quick Write – Daily, to start the ELD period - remind students to provide a reason.
1. What is your favorite activity to do when it is cold outside?
2. If you had $1000, what would you do with it?
3. Which would make a better pet, a chicken or a penguin?
4. Would you rather be a famous author, scientist, or artist?
5. Which would you rather be, a librarian or a chef?
Discussion –
 Review how to discuss with a partner. Students partner up and read their quick writes to each other.
1. Partner A reads
2. Partner B responds with, “So what you are saying is that…”
3. Partner A responds with, Yes, that’s right” or “No, not exactly. What I meant was …”
4. Switch roles
 Choose a student to share with the class. Tell the class to listen carefully to see if their ideas are similar or different. Provide sentence frames for the
students to respond:
My idea is similar to _____’s idea. I think __________ because ________.
I disagree with _____’s idea. I think _____ because ____________.
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ELD Quarter 3
Grade 4
Week 2:
ELA Learning Targets:
RI 7: Given different sources of information
(visual, oral, or quantitative), students will use
charts detailing information to explain in writing
how each source of information contributes to the
understanding of the text.
RI 9: Using textual evidence, students will
participate in a discussion about information
gained from two texts on the same topic.
W3: Students will begin research for a multiparagraph historical narrative depicting life as a
Chumash or Gabrielino Native American.
W 9: Students will write short answers, paragraph,
and/or multi-paragraph essay responses as the
application to the RI standards.
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.
7. Evaluating language choices
Describe the specific language writers or speakers use to present or support an idea (e.g., the specific
vocabulary or phrasing used to provide evidence) with prompting and substantial support.
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 II: Learning About How English Works
1. Understanding text structure
Apply increasing understanding of how different text types are organized to express ideas to
comprehending texts and writing texts with increasing cohesion.
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 – Weeks 2-8 will focus on narrative writing. Students should keep all Quick Writes, graphic Organizers, and other writings in a notebook of
some type. They will use these to develop their own narratives later.
This week focuses on character descriptions.
Quick Write –
 Each day, display a different picture. (see Appendix for sample pictures). Students write a description of the character based on the picture.
Discussion Students share with partners following the protocol as in week 1.
Writing/Grammar –
 Read a picture book with strong character description. Examples: A Bad Case of Stripes by David Shannon, Amazing Grace by Mary Hoffman,
Chrysanthemum by Keven Henkes, Koala Lou by Mem Fox, My Rotten Redheaded Older Brother by Patricia Polacco, Tacky the Penguin by Helen
Lester.
 Complete a “Describe a Character” graphic organizer with the students. (see Appendix)
 Choose another book to read. This time, students partner to complete the graphic organizer.
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ELD Quarter 3
Grade 4
Week 3:
ELD Standards:
ELA Learning Targets:
Part I: Interacting in Meaningful Ways
RL 3: Using the details (both
1. Exchanging information/ideas
directly from text and inferred),
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn‐taking rules, asking
students will use a graphic organizer relevant questions, affirming others, and adding relevant information.
to describe character(s), setting(s),
10. Writing
and event(s) in a drama.
b) Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from
RL 6: Students will identify the
notes or graphic organizers).
point of view of the narrator.
Part 2: Learning About How English Works
RL 7: Using a graphic organizer,
1. Understanding text structure
students will compare and contrast
Apply increasing understanding of how different text types are organized to express ideas (e.g., how a narrative is
the descriptive piece of text from a
organized sequentially with predictable stages versus how an explanation is organized around ideas) to comprehending
drama to its video or audio
texts and writing texts with increasing cohesion.
counterpart that depicts the same
2. Understanding cohesion
portion of text.
a) Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how
W3: Students will continue research
pronouns or synonyms refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion.
for a multi-paragraph historical
3. Using verbs and verb phrases
narrative depicting life as a
Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate for the task, text
Chumash or Gabrielino Native
type, and discipline (e.g., simple past for retelling, timeless present for science explanation) for an increasing variety of
American.
familiar and new topics.
W 9: Students will write short
4. Using nouns and noun phrases
answers, paragraph, and/or multiExpand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause embedding) in order to
paragraph essay responses as the
enrich the meaning of sentences and add details about ideas, people, things, etc.
application to the RI standards.
Tasks: This week focuses on dialogue.
Quick Write – Daily, to start the ELD period
 Rewrite the sentence with the correct punctuation:
1. They won’t bother you he said
2. Which store do you want to go to asked Marie
3. Finish your chores his mother yelled
4. Do you realize how good those cookies smell Joan remarked as she watched Jen take the cookies out of the oven
5. I don't believe you, he said, you never tell the truth
Discussion Students share with partners following the protocol as in week 1.
Writing/Grammar –
 Explain to students that they will be writing narratives over the next few weeks. They will look at the various components of a narrative. One
component is dialogue. Writers make decisions about what dialogue to include by asking, “What could this person have said that would help the reader
understand what my story is really about?”
 Using the dialogue sentences from the Quick Write, students work with a partner to create a paragraph about the character.
Work with students on using noun phrases and a variety of verbs to improve their sentences.
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ELD Quarter 3
Grade 4
Week 4:
ELA Learning Targets:
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 drama.
RL 6: Students will identify the point
of view of the narrator.
RL 7: Using a graphic organizer,
students will compare and contrast
the descriptive piece of text from a
drama to its video or audio
counterpart that depicts the same
portion of text.
W3: Students will continue research
for a multi-paragraph historical
narrative depicting life as a Chumash
or Gabrielino Native American.
W 9: Students will write short
answers, paragraph, and/or multiparagraph essay responses as the
application to the RI standards.
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.
2. Understanding cohesion
a) Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how
pronouns or synonyms refer back to nouns in text) 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 – This week focuses on point of view.
Quick Write –
 Each day, display a different picture. (see Appendix for sample pictures). Students write a description of the character’s Point of View based on the
picture. Instruct students that they are not writing how the character feels, but rather what their point of view is. For example, they can’t say the
character is sad or mad. They should describe what the character is thinking in the picture.
Discussion  Students share with partners following the protocol as in week 1.
Writing/Grammar –
 Using the description from the Quick Write, students work with a partner to create a paragraph.
 Work with students on using adverbs and prepositional phrases correctly to expand their sentences.
 Work on a list of verbs to assist students in making their paragraphs more descriptive.
Comprehension  To assist students in understanding Point of View, read a picture book with a strong example of a character’s perspective. Books you might use are
Chrysanthemum by Kevin Henkes or Diary of a Worm by Doreen Cronin. (Also Diary of a Fly, Diary of a Spider)
 Discuss the character’s point of view with the students. Ask them to provide evidence for their findings.
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ELD Quarter 3
Grade 4
Week 5
ELA Learning Targets:
RL 3: Using the details (both
directly from text and inferred),
students will use a graphic organizer
or draw a picture to describe
character(s), setting(s), and event(s)
in a drama.
RL 6: Students will identify the
point of view of the narrator.
W3: Students will continue research
for a multi-paragraph historical
narrative depicting life as a
Chumash or Gabrielino Native
American.
W 9: Students will write short
answers, paragraph, and/or multiparagraph essay responses as the
application to the RI standards.
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.
2. Understanding cohesion
a) Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how
pronouns or synonyms refer back to nouns in text) 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 – This week focuses on character interaction
Quick Write –
 Each day, display a different picture. (see Appendix for sample pictures). Students write a description of the interaction.
Writing/Grammar –
 Read a picture book with multiple important characters such as one of the Frog and Toad books by Arnold Lobel.
 Discuss ways the characters are the same and different.
 Discuss what was important to each character and what shows how this was important.
 Students partner to complete the sentences:
 Something that was important to __________ was ______________________________.
character 1

This character showed this by __________________________________________.

Something that was important to _________ was ______________________________.

This character showed this by __________________________________________.

This was the same as/different from _________ because _________________________.
character 2
character 1
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ELD Quarter 3

Grade 4
Using the same book, generate a list of adjectives that describe the characters. Work on specific words, not nice, bad, mean, etc.
 Find an example in the text that demonstrates each character’s traits – something the character thought, said, did, or something he/she said or
did to another character in the story.
 Partners complete the paragraph:
A word that describes _______ is _________. The author showed this by the character’s thoughts, words, actions, and interactions
character
with other characters. One example of ______________________ is ___________________________________________.
thought, word, action, interaction
Another example of _______________________ that shows this trait is _________________________________________.
thought, word, action, interaction

Using Island of the Blue Dolphins, follow the same process with Karana and Rontu.
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ELD Quarter 3
Week 6
ELA Learning Targets:
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 drama.
W3: Students will continue
research for a multi-paragraph
historical narrative depicting life as
a Chumash or Gabrielino Native
American.
W 9: Students will write short
answers, paragraph, and/or multiparagraph essay responses as the
application to the RI standards.
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.
2. Understanding cohesion
a) Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how
pronouns or synonyms refer back to nouns in text) 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 – This week focuses on setting.
Quick Write –
 Each day, display a picture of a scene. See Appendix for samples.
 Students write a short description of the scene.
Discussion  Students share with partners following the protocol as in week 1.
Writing/Grammar –
 Students find examples of different settings in Island of the Blue Dolphins such as the village, the beach, her new house, and the cave.
 Discuss examples of similes, personification, and imagery.
 Partners complete the graphic organizer, Picturing the Setting. (see Appendix)
 Students share their findings with the class.
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ELD Quarter 3
Grade 4
Week 7
ELA Learning Targets:
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
drama.
RL 6: Students will identify the point
of view of the narrator.
RL 7: Using a graphic organizer,
students will compare and contrast the
descriptive piece of text from a drama
to its video or audio counterpart that
depicts the same portion of text.
W3: Students will continue research for
a multi-paragraph historical narrative
depicting life as a Chumash or
Gabrielino Native American.
W 9: Students will write short answers,
paragraph, and/or multi-paragraph
essay responses as the application to the
RI standards.
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
a) Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively
(e.g., joint construction of texts with an adult or with peers) and with increasing independence using appropriate text
organization. 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.
2. Understanding cohesion
a) Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how
pronouns or synonyms refer back to nouns in text) 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 last two weeks focus on creating narrative pieces.
Quick Write –
 Each day, students look through their work from the past few weeks to generate parts of a narrative.
1. Decide on two characters and a setting for your story.
2. Describe the two characters. What is their relationship?
3. Describe the setting.
4. Write a conversation between your two characters.
5. Write an introductory paragraph for a narrative. It must introduce your characters and the setting.
Discussion Students share with partners following the protocol as in week 1.
The entire time should focus on improving their writing. The teacher provides input as needed. By the end of the week, the students have an introductory
paragraph to start their narrative.
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ELD Quarter 3
Week 8
ELA Learning Targets:
RI 6: Students will use a graphic organizer to
compare and contrast a firsthand account and a
second hand account of the same event or topic.
Students will describe in writing the differences in
focus and information provided between a firsthand
account and a second hand account of the same
event or topic.
RI 7: Given different sources of information
(visual, oral, or quantitative), students will use
charts detailing information to explain in writing
how each source of information contributes to the
understanding of the text.
RI 8: Through oral discussions, students will chart
the points an author is making.
Through oral discussions, students will chart the
reasons and evidence the author uses to make
his/her points.
RI 9: Using textual evidence, students will
participate in a discussion about information gained
from two texts on the same topic.
W3: Students will continue research for a multiparagraph historical narrative depicting life as a
Chumash or Gabrielino Native American.
W 9: Students will write short answers, paragraph,
and/or multi-paragraph essay responses as the
application to the RI standards.
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
a) Write longer literary and informational texts (e.g., an explanatory text on how flashlights work)
collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing
independence using appropriate text organization. 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.
2. Understanding cohesion
a) Apply growing understanding of language resources for referring the reader back or forward in text
(e.g., how pronouns or synonyms refer back to nouns in text) 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 – The students will be writing a narrative this week based on the paragraph they finished last week. You may want to use the graphic organizer
that is in the Language Arts unit to help them organize it.
Writing –
 Begin with the graphic organizer.
 Students work on the first body paragraph. This is the first detail paragraph on the graphic organizer. They need a problem and details to
support it. They should read it to a partner.
 Students work on the second body paragraph. This is the second detail paragraph. The character needs to solve the problem. Again read it to a
partner.
 Students work on the concluding paragraph. This includes the result of the character’s actions and an end to the story.
 Students read their original paragraphs and their graphic organizers to their partners.
 Students write their narrative.
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