2nd Grade
ELD
Quarter 1 Unit
ELD Quarter 1
Grade 2
Week 1
No ELD
Weeks 2-4 CELDT Prep
www.cde.gov/ta/tg/el/documents/celdtrtqs9-2012.pdf
Vocabulary:
Classmate, from/to, over/under, draw a line, point, sample
Listening: Following Oral Directions:
 Pass out a piece of blank paper. Give the following directions:
 Fold the paper in half three times.
 Number the boxes 1-8.
 Write your first and last name in box one.
 Draw a circle in box two.
 Draw a square in box four.
 Draw a tree in box eight.
 Draw a line from the circle to the square.
 Draw a face inside the circle.
 Play “Simon Says”. Include directions such as “put your hands on top of your desk” , “hold your hands above your desk”, “put your hands behind your back”,
“put your hands on your cheeks”
 Medallion ELD Proficiency Tests book pages 2-3 (directions on page T7), page 32 (T14), pgs 62-63 (T20), etc – show the pages under the ELMO and have a
student come up to follow the directions. Or copy enough for each student and put in page protectors. The students use whiteboard markers to follow the
directions. Keep the pages for future years.
 Place a page of pictures in a sheet protector for each student. Use on several days with different directions each day. Such as, circle the tree. The next day,
put on X on the tree.
 Pass out a piece of paper to the students. Give them directions such as “Draw three triangles. Circle the second triangle. Point to the first triangle. Draw a line
from the third triangle to the first.”
Listening: Teacher Talk:
 Read a short story and ask a question that has three answer choices. An example is on page 19 of the above website. Examples are also in the Medallions
ELD Proficiency Tests book. Show the answer choice pages under the ELMO and have students write the letter of their answer on whiteboards. (If the
teacher does not have whiteboards, paper can be put in sheet protectors to use as whiteboards).
 A teacher tells the class: Suzie will pass out a piece of paper to everyone. Please take your red crayon out of the box while she does that.
 What should the students take out? Paper Crayon
Pencil
 A teacher tells the class: Tomorrow we are going to read a book about a monkey before we go to lunch. If you have any pictures of monkeys, please bring
them to school tomorrow.
 What can the students bring to class tomorrow?
Toy Picture
Parents
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ELD Quarter 1
Grade 2
Listening: Extended Listening:
 An option of how to practice as a class would be to show the answer choice pages under the ELMO and students can write their answers on whiteboards.
 An example is on page 20 of the above website. More examples are in the Medallions ELD Proficiency Tests book.
 Neil Armstrong was the first man to walk on the moon. Most Americans watched him on their televisions. It was a very exciting time. He will forever be
famous for taking those steps.
 Where did Neil Armstrong take his famous steps? College
Park
Moon
Listening: Rhyming:
 Page 20 of the website has an example. The Medallions book also has examples.
 Tell the children two rhyming words and select several students to provide more rhyming words. cat, bat … trim, limb
Speaking: Oral Vocabulary:
 Page 21 of the website has one example. The Medallions book has more. Responses could be choral or individual.
 Choral responses or individual responses…
 Point to various items in the classroom for the students to name. “What is this called?
 Show various picture cards for the students to name.
 Show a picture of a form of transportation and ask the students “What is this used for?”
 Show other pictures and ask “What is this used for?”
 Show a picture of someone doing something and ask “What is this person doing?”
 Tell students “The opposite of a word is another word that does not mean the same thing.” Give them a word and ask what the opposite is.
Speaking: Speech Functions:
 Examples: page 22 of the website and the Medallions book. Responses should be individual
 Give the students a situation and ask what they would say.
 “I’m going to tell you a situation that could happen to you. Tell me what you would say. Your teacher is collecting permission slips to go on a field trip. You
forgot yours at home. You want to call your mom to bring it to the office. What would you ask your teacher?”
Speaking: Choose and Give Reasons:
 Examples: page 23 of the website and the Medallions book
 Responses could be individual oral or have the students use the prompt as a quick write and then say their answer to the class.
 Show two pictures. Ask the students, “Which would you like more _____ or _____? Tell me why. Give me two reasons.”
 Ask the children, (without pictures) “Where would you rather go, to the mountains or to the beach? Tell me why. Give me two reasons.”
Speaking: 4-Picture Narrative:
 Examples: page 24 of the website and the Medallions book (Remember to refer to the rubric before teaching so you can guide children in the correct direction).
 Show four pictures that could tell a story under the ELMO. Then tell partner A to tell partner B a story about the pictures. Give one minute. Then tell partner
B to tell partner A. Give one minute. Choose one student to tell their story to the class. Review the points that made it a good story. For example, it told
something about each picture.
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Reading: Word Analysis, Fluency, and Vocabulary:
 Keep in mind the CELDT tests end of year standards. If you would like to show questions in these sections, it is best to just discuss the format of the
questions. It is understandable if the students are unable to answer all of the questions correctly.
Reading: Comprehension:
 Page 27 on the website has an example. The Medallions book has better examples.
 One day of practice would be best. Copy one of the stories with the answer choices. Do it together, ensuring that the students are taught how to refer back to
the story to find the answers to the questions.
Writing: Grammar and Structure:
 Examples: page 28 of the website, the Medallions book
 Be selective in choosing questions to practice, as these are the end of the year standards. Practice should be designed to teaching the format of the questions.
Writing: Sentences:
 Examples: page 28 of the website, the Medallions book
 Show a picture under the ELMO. Students need to write one sentence to describe what is happening in the picture. (Remember to refer to the rubric before
teaching so you can guide children in the correct direction). Show various examples of what students wrote to discuss good points.
Writing: Short Composition:
 Examples: page 32 of the website, the Medallions book
 Show 4 pictures that could tell a story. Have the students write a story. (Remember to refer to the rubric before teaching so you can guide children in the
correct direction). Show various examples of what students wrote to discuss good points. (The pictures used for the 4-picture narrative could be used here
too).
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ELD Quarter 1
Grade 2
ELA Learning Targets:
Week 5
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
3. Offering opinions
7. Evaluating language choices
11. Supporting opinions
CELDT testing
*Speaking is assessed individually. Check school site’s schedule.
Day 1 – Listening (20 – 30 minutes)
Day 2 – Reading (60 minutes)
Day 3 – Writing, section 1 (30 minutes)
Day 4 – Writing, section 2 (30 minutes)
Day 5 – Great day to begin teaching the discussion routine (as seen below)
Tasks
A part of ELD needs to be improving oral language. Spending time to develop oral language through partner sharing can be beneficial. In order to maximize
your time, it is key to teach the children how you’d like them to communicate with each other. Practicing discussion routines may take the entire ELD time for
one week. If not, the tasks following the discussion routines can be taught.
Label desks with an A and a B, so students can quickly know when it will be their time to talk. Explain to the students that no matter where they are sitting they will
know if they are partner A or partner B.
Create a classroom chart, as a class, about what good listening looks like and/or rules for having a successful discussion.
Example:
Good listeners:
Successful discussions:






look at who is speaking.
listen without interrupting or moving around.
nod their head when they agree.
ask a question to find out more; when appropriate.
have one person speaking at a time.
have good listeners.
Practice having a partner discussion. Tell the students…
 You will give them a topic to discuss with their partner.
 Only one partner will be speaking at a time.
 They will have a set amount of time to share. (The time will be based on the subject you give).
 You will decide who goes first.
 When time is up, they must stop talking and look at you.
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Grade 2
Example:
 Would you rather be able to fly or walk through walls? Why?
 You have 10 seconds to tell your partner. Partner B tell partner A.
 Stop. Eyes on me.
 Now partner A tell partner B.
 Stop. Eyes on me. Who would like to tell me what their partner said? (Choose various students to tell what their partner said. If they cannot remember what
their partner said or are wrong about what their partner said, tell them to ask their partner again and then tell you. Wait while they ask their partner to repeat it)
Remind children to use complete sentences when speaking.
- You could also choose a student to share what their partner said, instead of asking for volunteers.
- Point out the parts of the sharing that were correct. (For example, “Thank you for starting your sentence with ‘my partner said’”, “Thank you for saying it
in a complete sentence.”
Other possible discussion topics:
 Where is your favorite place to visit? Why is it your favorite?
 Which are better, cats or dogs? Why?
 What do you like to do in your free time? Why?
 What do you do at recess?
 If you were the teacher, what is one rule you would change? Why would you change it?
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ELD Quarter 1
Grade 2
Week 6
ELA Learning Targets:
 Ask and answer 5 W’s & H questions to determine key details
orally and in writing.
 Actively participate in whole class discussions and read alouds
to chart characters, setting, challenges, moral, problem, and
solution of a story.
 Orally or in writing, retell a story using temporal words and key
details in sequence.
 Identify major events in stories.
 Identify challenges within major events.
 State an opinion and supply reasons that support their opinion.
Tasks:
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
3. Offering opinions
6. Reading/viewing closely
7. Evaluating language choices
11. Supporting opinions
12. Selecting language resources
Part II: Learning About How English Works
3. Using verbs and verb phrases
4. Using nouns and noun phrases
Quick Write:
 Who is your favorite character in Charlotte’s Web so far? Why?
 Who are friends in Charlotte’s Web? How do you know they are friends?
 Would you describe Wilbur as bossy, friendly, or lucky? Why?
 Write three questions you would like to ask Wilbur about his life on the farm.
 Why did the sheep tell Wilbur he would be killed at Christmastime?
Discussion: Use the partner discussion routine, as outlined in week 4, for discussions about the Quick Write. Another option would be posing a discussion question to
the class and allowing them to partner share before sharing their own opinions.
*Discussions are wonderful opportunities to further build academic vocabulary.
Vocabulary:
 Discuss words that are similar to “walk”, but used in different contexts.
 Create a shades of meaning chart for walk and run:
Example: Creep – Tiptoe – Stroll – Walk – Jog – Run – Sprint
Comprehension:
 Over the course of this week and next, read sections of Henry and Mudge and the Starry Night from HMR. Discuss as you read. The following are possible
activities to do as you read:
 Discuss characters, setting, and important events.
 Discuss character relationships. (For example, Henry and Mudge are friends. I know they are friends because _____.)
 Discuss activities Henry and Mudge did together. (They like to _____ together.) Focus on the verbs in present and past tense.
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Grade 2
Grammar / Writing:
 Verb practice: Display the sentence “I walk to school every day.” Label the verb (V). Display “Yesterday, I ______________ to school.” Review regular past
tense verbs; adding “ed”. (You can use words from the shades of meaning)
 Display “Every day I ______________ to school.” Use words from the shades of meaning to discuss what each word means.
 Review what a sentence is; a group of words that tell who or what did something. Display 3-5 sentences from Charlotte’s Web or Henry and Mudge. Label the
verb (V). Divide the subject and predicate. Circle the subject. Underline the predicate.
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ELD Quarter 1
Grade 2
Week 7
ELA Learning Targets:
 Ask and answer 5 W’s & H questions to determine key details
orally and in writing.
 Actively participate in whole class discussions and read alouds
to chart characters, setting, challenges, moral, problem, and
solution of a story.
 Orally or in writing, retell a story using temporal words and key
details in sequence.
 Identify major events in stories.
 Identify challenges within major events.
 State an opinion and supply reasons that support their opinion.
Tasks:
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
3. Offering opinions
6. Reading/viewing closely
7. Evaluating language choices
11. Supporting opinions
12. Selecting language resources
Part II: Learning About How English Works
3. Using verbs and verb phrases
4. Using nouns and noun phrases
Quick Write:
 Would you like to go camping with Henry and Mudge? Why or why not?
 Would you like Mudge as a pet? Why or why not?
 Who is your favorite character in Charlotte’s Web so far? Why?
 Which word best describes Charlotte: brave, giving, or clever? Why?
 Which character from Charlotte’s Web would you like to meet? Why?
Discussion: Use the partner discussion routine, as outlined in week 4, for discussions about the Quick Write. Another option would be posing a discussion question to
the class and allowing them to partner share before sharing their own opinions.
*Discussions are wonderful opportunities to further build academic vocabulary.
Vocabulary:
 Discuss words that are similar to “look”, but used in different contexts. (ELs often confuse when to use “look” and when to use “watch”). I watch movies at
the theatre. I look at my teacher when she is talking. I see my friend over there.
 Discuss different emotions and times when those emotions would be felt. Create a shades of meaning chart for mad and happy:
Example: Furious – Angry – Mad – Calm – Glad – Cheerful – Happy – Excited – Elated
 To further help the student understand the words, you could draw faces of each emotion and/or have them make faces with their partner to show each
emotion.
Comprehension:
 Continue working with Henry and Mudge.
 List major events out of order. Students can work together to put the events in order.
 Retell the story.
 If students need more practice with sequencing, as a class list the events of the school day in order.
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ELD Quarter 1
Grade 2
Grammar / Writing:
 Review what a sentence is; a group of words that tell who or what did something. Display 3-5 sentences from Charlotte’s Web or Henry and Mudge. Label the
verb (V). Divide the subject and predicate. Circle the subject. Underline the predicate.
 Verb practice: Display the sentence “I walk to school every day.” Label the verb (V). Display “Yesterday, I ______________ to school.” Review regular past
tense verbs; adding “ed”.
 You can also use the sentences:
I talk to my friends at recess. Yesterday, I ______ to my friends at recess.
I play with my friends at recess. Yesterday, I _____ with my friends at recess.
 Start a class chart (and/or have the students keep a chart in the back of their Quick Write Book) for the 3 sounds for the suffix _ed. Add to it as the students
discover words.
duck
played
tiger
walked
talked
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/ed/
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ELD Quarter 1
Grade 2
Week 8
ELA Learning Targets:
 Ask and answer 5 W’s & H questions to determine key details
orally and in writing.
 Actively participate in whole class discussions and read alouds
to chart characters, setting, challenges, moral, problem, and
solution of a story.
 Orally or in writing, retell a story using temporal words and key
details in sequence.
 Identify major events in stories.
 Identify challenges within major events.
 State an opinion and supply reasons that support their opinion.
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
3. Offering opinions
6. Reading/viewing closely
7. Evaluating language choices
11. Supporting opinions
12. Selecting language resources
Part II: Learning About How English Works
3. Using verbs and verb phrases
4. Using nouns and noun phrases
Tasks:
Quick Write:
 Which Charlotte’s Web character is the most clever? Provide evidence from the story.
 Write three questions you would ask Charlotte.
 Describe Wilbur’s farm.
 Would you like to visit Wilbur’s farm? Why or why not?
 Write about a time you felt excited.
Discussion: Use the partner discussion routine, as outlined in week 4, for discussions about the Quick Write. Another option would be posing a discussion question to
the class and allowing them to partner share before sharing their own opinions.
Vocabulary:
 Review different words for “said”. Create a shades of meaning chart for said.
Mumbled – Whispered – Told – Said – Explained – Expressed – Yelled – Shouted – Screamed
 You could take the students outside for them to practice speaking in each way.
Comprehension:
 Over the course of this week and next, read sections of Officer Buckle and Gloria from HMR. Discuss as you read. The following are possible activities to do
as you read:
 Discuss characters, setting, and important events.
 Discuss character relationships. (For example, Officer Buckle and Gloria are friends. At the end, Officer Buckle and Gloria realize they work best
together.) Ask students “how do you know?” and they need to provide evidence from the story to support their answers.
 Discuss what the problem is at various points in the story.
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Grade 2
Grammar / Writing:
 Sentence building activity:
 Pass out a piece of white construction paper, or a piece of Xerox paper, to each student. Keep the paper horizontal and fold it to make three columns.
 In the first column, list The A An
 Label the second column, Adjectives. The third column is Nouns.
 Flip the paper over and label the columns as Verbs Adverbs Where
 Go back to the front of the paper and review with students what a noun is. Tell the students to think of at least three nouns. Call on one student at a
time to give a noun and write on the paper. (Each student needs to name a different noun, so you the class will have a list of around 30 nouns when
done. Assist as needed.)
 Repeat for each column. (This activity will probably take a few class periods. The adverb column might need to wait until next week.)
 Have students keep the papers somewhere safe so they can use them to create sentences.
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ELD Quarter 1
Grade 2
Week 9
ELA Learning Targets:
 Ask and answer 5 W’s & H questions to determine key details
orally and in writing.
 Actively participate in whole class discussions and read alouds
to chart characters, setting, challenges, moral, problem, and
solution of a story.
 Orally or in writing, retell a story using temporal words and key
details in sequence.
 Identify major events in stories.
 Identify challenges within major events.
 State an opinion and supply reasons that support their opinion.
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
3. Offering opinions
6. Reading/viewing closely
7. Evaluating language choices
11. Supporting opinions
12. Selecting language resources
Part II: Learning About How English Works
3. Using verbs and verb phrases
4. Using nouns and noun phrases
Tasks:
Quick Write:
 Which Charlotte’s Web character is nicest? Provide evidence from the story.
 Write three questions you would ask Templeton.
 Describe Templeton’s day. (Where does he go? What does he do? Who does he interact with?)
 In your opinion, which character is more important, Officer Buckle or Gloria? Why?
 Write about a time a friend helped you.
Discussion: Use the partner discussion routine, as outlined in week 4, for discussions about the Quick Write. Another option would be posing a discussion question to
the class and allowing them to partner share before sharing their own opinions.
Vocabulary:
 Review words that you feel the children are having difficulty understanding and using correctly.
Comprehension:
 Continue working with Officer Buckle and Gloria from HMR. Discuss as you read. The following are possible activities to do as you read:
 Discuss what the problem is at various points in the story.
 Discuss how each problem gets solved.
 Create a list of events. Give it to the children out of order. They can work with a partner to put the events in the correct order. They can then use that
sheet to retell the story.
Grammar / Writing:
 Review adjectives, nouns, verbs, adverbs, subject, and predicate.
 Create sentences using the chart the class made last week. Choose one word from each column to write an interesting sentence.
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