SIOUX FALLS SCHOOL DISTRICT
ELL ENGLISH I BASIC
MAY 2008
COURSE DESCRIPTION:
Students in this course will Increase written and spoken
vocabulary, practice paragraph development, read independently and increase
grammar skills.
COURSE GUIDE
1st SEMESTER
THEMATIC UNITS
Bridges to Literature Unit 1 – We All Make
Mistakes (Fiction)
“Midas and the Golden Touch”
“The Green Ribbon”
“The Fish Story”
“The Turtle and the Swans”
Bridges to Literature Unit 2 – Night Moves
(Poetry)
“River Moon”
“Windy Nights”
“Winter Dark”
“The Falling Star”
“Genius”
“Dreams”
Bridges to Literature Unit 3- The Power of Nature
(Nonfiction)
SUGGESTED READING
“The Titanic”
“Volcanoes”
“Hunting Hurricanes”
Bridges to Literature Unit 4 – Unexpected Gifts
(Drama)
“These Shoes of Mine”
“Herbie”
Bridges to Literature Unit 5 – Family Snapshots
(Mixed Genres)
“Sachiko Means Happiness”
“from Childhood”
“Three Hundred Pesos”
“The More the Merrier”
“Phoenix Farm”
Bridges to Literature Unit 10
“The Gift of the Magi”
Bridges to Literature Unit 2 – Night Moves
(Poetry)
SUGGESTED WRITING
“River Moon”
“Windy Nights”
“Winter Dark”
Curriculum Services
1
2ND SEMESTER
“The Falling Star”
“Genius”
“Dreams”
Writing Process
Writing a Paragraph
Writing a Descriptive Paragraph
Writing a Narrative Paragraph
 Write and present poetry
SIGNIFICANT TASKS
 Narrative Paragraph
TEST PREPARATION
 Prepare for yearly assessment
Poetry presentation Rubric
COMMON ASSESSMENT
Narrative Paragraph Rubric
THEMATIC UNITS
Bridges to Literature Unit 6 – Getting the Upper
Hand (Fiction)
“Whitewashing the Fence”
“A Dinner of Smells”
“The Debate in Sign Language”
“Fifteen Minutes”
Bridges to Literature Unit 7 – You Can if you Try
(Nonfiction)
“Kenny Roberts: King of the Road”
“Water Woman”
“Satchel Paige”
Bridges to Literature – Unit 8 (Mixed Genres)
“City Green”
“I am Rosa Parks”
“You Dirty Rat”
Bridges to Literature Unit 9 – Games We Play
SUGGESTED READING
(Poetry)
“Before the Game”
“Karate Kid”
“The Team the Silver Spokes”
“The Sidewalk Racer on the Skateboard”
“Final Score
Bridges to Literature Unit 10 – For the Sake of
Others
(Mixed Genres)
“Allen Jay and the Underground Railroad”
“Harriet Tubman”
“One Grain of Rice”
“Mountain Medicine”
Bridges to Literature Unit 12 – Reader’s Choice
(independent reading)
“Miles”
“The Lindbergh Kidnapping”
Expository Paragraph
SUGGESTED WRITING
 Persuasive Paragraph
 Reviewing a work of Fiction
Curriculum Services
2
 Reviewing a work of Nonfiction
 Biography Project
 Create a visual representation of the fiction or
non-fiction book review
TEST PREPARATION
 Prepare for yearly assessment
COMMON Biography Project Rubric
ASSESSMENT Book Review Rubric
SIGNIFICANT TASKS
Curriculum Services
3
ELL ENGLISH I BASIC CURRICULUM
CONTENT
STANDARD
State
StandardsReading
ESSENTIAL
QUESTIONS
ENDURING
UNDERSTANDING
IMPORTANT TO
KNOW AND DO
ELP 9-12 R.1.1
Students can
use context
clues to
decode words
and to
determine
meaning.
ELP 9-12 R.2.1
Students can
use multiple
strategies to
comprehend
text.
ELP 9-12 R.2.2
Students can
identify main
ideas and
supporting
details in
content area
text.
ELP 9-12 R.2.3
Students can
read for social
and academic
purposes.
How does prior
knowledge
influence
understanding of
new vocabulary?
Recognize high
frequency words
Dolch word list,
strategies for
decoding new
words
How do students
use visual
elements to
support
meaning?
Use visual
elements to
predict, connect
and support
meaning
How does
understanding
text organization
facilitate
comprehension?
Identify main
idea and a few
details of simple,
informational and
narrative text
How does an
understanding of
written material
impact social
and academic
language,
decisions and
academic
development?
Comprehend
short and simple
text
Curriculum Services
WORTH
BEING
FAMILIAR
WITH
VOCABULARY
context
main idea,
details,
characters,
setting,
4
TEXTS
Bridges To
Literature
Level 1
SUPPORTING
MATERIALS
True Stories,
In Good
Company,
Living in the
USA
SIGNIFICANT
TASKS
Poetry
Narrative
Biography
Book Review
ASSESSMENT
FORMATIVE
AND
SUMMATIVE
Poetry
Narrative
Biography
Book Review
ELP 9-12 R.3.1
Students can
use text
structures and
organizational
features to
comprehend
content area
text.
ELP 9-12 R.4.1
Students can
locate sources
and select
information for
a topic.
ELP 9-12.R.4.2
Students can
analyze
sources in
order to
determine
reliability and
credibility.
ELP 9-12 R.4.3
Students can
evaluate text
and organize
information
into a logical
sequence.
ELP 9-12 S1.1
Students can
express needs,
preferences,
and opinions of
self and others
ELP 9-12 W.1.2
Students can
write in
multiple
sentences to
express ideas
and
information on
a single topic.
How does
understanding
text structures
and organization
help readers
access
information?
Identify basic text
structures and
organizational
features
How do students
make decisions
about research
materials?
Identify basic
sources of
information
When is it
important to
challenge
informational
texts?
Recognize a
difference
between fact and
fiction
Why is it
important to
organize ideas
logically and
concisely?
Identify basic
organization of
text
How does writing
influence the
way we think,
act, and perceive
the world?
Write a
paragraph for
specific purposes
and audiences
How do authors
use language to
impact an
audience?
Write personal
information,
simple sentences
to express ideas
through
paragraph
Curriculum Services
Glossary,
index, title,
table of
contents,
heading,
captions,
pages
Research
selected library
resources
library catalog,
data base,
book,
magazine,
periodical,
website
fact, fiction,
nonfiction,
current
sequence,
logical order
Write narrative
and descriptive
paragraphs
complex
sentence,
paragraph,
narrative,
descriptive
main idea,
supporting
details,
conclusion
5
Write Source
ELP 9-12 W.1.3
Students can
arrange ideas
and
information in a
logical
sequence.
How does focus
improve
organization and
effective writing?
Can generate
timelines and
graphic
organizers
ELP 9-12 W.2.1
Students can
use various
strategies and
techniques to
improve writing
quality.
ELP 9-12 W.3.1
Students can
arrange ideas
and
information in a
logical
sequence.
ELP 9-12 S1.1
Students can
express needs,
preferences,
and opinions of
self and others.
How is good
writing defined?
Use one strategy
with classroom
support to
improve the
quality of writing
How do the use
of conventions
impact an
author's
message?
Produce basic
writing
conventions with
classroom
support
Correct subjectverb agreement
How is the
communication
process
impacted by
individual or
cultural
perspective?
How is the
communication
process
impacted by
students' daily
needs?
In what ways
does verbal
communication
affect social and
academic
relationships?
Can speak in
pairs, small
groups
Reinforce
survival
vocabulary
Can ask and
answer simple
questions
Can produce and
answer recall
questions
ELP 9-12 S.1.2
Students can
ask and answer
appropriate
questions.
ELP 9-12 S.1.3
Students can
give all types of
directions.
Curriculum Services
Generate
timelines and
graphic
organizers
timeline,
graphic
organizer
parts of
speech, verb
tenses,
vowels,
consonants
punctuation
marks,
capitalization
Recall
question
Can give simple,
one-two word
directions
6
ELP 9-12 S.2.1
Students can
participate in
and initiate
conversations
and
discussions.
In what ways
does verbal
communication
affect social and
academic
relationships?
Curriculum Services
Can participate in
limited and
guided
conversations
and discussions
Gestures,
nonverbal
communication
7
1ST QUARTER
DESCRIPTION Writing a Narrative Paragraph about a special
place.
PROCESS
 Student will choose a place they know well.
 With teacher’s guidance, students will
develop a word bank to use when writing.
 Students will write a story about their
“special” place
STANDARDS ELP.9-12.W1.1 Students can write for social and
academic purposes.
ELP.9-12.W1.2 Students can write multiple
sentences to express ideas and information on
a single topic.
ELP.9-12.W.2.1 Students can use strategies to
improve the quality of writing.
ELP.9-12.W.3.1 Students can use standard
writing conventions to express ideas and
information.
3RD
QUAR
TER
DESCRIPTION Write and present poetry.
PROCESS
 Following unit 2 in BTL, have students write
their own poetry.
 Create a visual for poem.
 Present to class.
STANDARDS ELP.9-12.S.2.2 Students can use vocabulary to
express ideas clearly in formal and informal
situations.
ELP.9-12.W1.1 Students can write for social and
academic purposes.
ELP.9-12.W.2.1 Students can use strategies to
improve the quality of writing.
2ND QUARTER
ELL ENGLISH I BASIC
SIGNIFICANT TASKS
DESCRIPTION
PROCESS
Curriculum Services
Biography Project
 Students will choose a person to research.
 With teacher’s guidance, students will
generate 10 questions to answer about their
8
STANDARDS
person.
 Students will read from a book to find
information to answer the questions they
formulated.
 Students will choose a shape that represents
the person they researched and make 12
copies of that shape.
 On the first page students will write the name
of the book they read and the author
 Page 2 should have the famous person’s
birth and death (if applicable).
 On pages 3-11, students will write key pieces
of information that answer the 10 questions.
 On page 12, students will write why the
person they researched is well-known.
 The pages of this book will be put together
with a book ring provided by the teacher.
 ELP 9-12 R.2.1 Students can use multiple strategies to





4TH QUARTER

comprehend text.
ELP 9-12 R.2.2 Students can identify main ideas and
supporting details in content area text.
ELP 9-12 R.2.3 Students can read for social and
academic purposes.
ELP 9-12 R.4.1 Students can locate sources and select
information for a topic.
ELP 9-12 R.4.3 Students can evaluate text and organize
information into a logical sequence
ELP 9-12 W.1.2 Students can write in multiple sentences
to express ideas and information on a single topic.
ELP 9-12 W.3.1 Students can arrange ideas and
information in a logical sequence.
DESCRIPTION Visual Representation of Fiction or Non-Fiction
Book Review
PROCESS
 After writing book review, students will
determine presentation format i.e.
PowerPoint, poster, etc.
 Create visual following rubric guidelines
 Present final project to the class.
 ELP 9-12 S1.1 Students can express needs,
STANDARDS
Curriculum Services


preferences, and opinions of self and others
ELP 9-12 S1.1 Students can express needs,
preferences, and opinions of self and others
ELP 9-12 W.3.1 Students can arrange ideas and
information in a logical sequence.
9
ELL ENGLISH I BASIC
COMMON ASSESSMENTS
Oral Presentation Rubric : Poetry Presentation
Teacher Name:
_______________________________________
Student Name:
________________________________________
4
3
2
Preparedness
Student is
completely prepared
and has obviously
rehearsed.
Student seems
pretty prepared but
might have needed a
couple more
rehearsals.
The student is
Student does not
somewhat prepared, seem at all prepared
but it is clear that
to present.
rehearsal was
lacking.
Uses Complete
Sentences
Always (80-100% of Mostly (60-80%)
time) speaks in
speaks in complete
complete sentences. sentences.
CATEGORY
Posture and Eye Stands up straight,
looks relaxed and
Contact
Volume
1
Sometimes (40Rarely speaks in
60%) speaks in
complete sentences.
complete sentences.
Stands up straight
and establishes eye
confident.
contact with
Establishes eye
everyone in the room
contact with
during the
everyone in the room presentation.
during the
presentation.
Sometimes stands
up straight and
establishes eye
contact.
Slouches and/or
does not look at
people during the
presentation.
Volume is loud
enough to be heard
by all audience
members throughout
the presentation.
Volume is loud
enough to be heard
by all audience
members at least
80% of the time.
Volume is loud
enough to be heard
by all audience
members at least
70% of the time.
Volume often too
soft to be heard by
all audience
members.
Listens intently but
has one distracting
noise or movement.
Sometimes does not
appear to be
listening but is not
distracting.
Sometimes does not
appear to be
listening and has
distracting noises or
movements
Listens to Other Listens intently.
Does not make
Presentations
distracting noises or
movements.
Curriculum Services
10
6+1 Trait Writing Model : Narrative Paragraph
Teacher Name:
_______________________________________
Student Name:
________________________________________
4
3
2
1
Capitalization &
Punctuation
(Conventions)
Writer makes 1 or 2
errors in
capitalization or
punctuation, so the
paper is
exceptionally easy to
read.
Writer makes 3 or 4
errors in
capitalization or
punctuation, but the
paper is still easy to
read.
Writer makes a few
errors in
capitalization and/or
punctuation that
catch the reader's
attention and
interrupt the flow.
Writer makes
several errors in
capitalization and/or
punctuation that
catch the reader's
attention and greatly
interrupt the flow.
Grammar &
Spelling
(Conventions)
Writer makes 3-4
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 5-6
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 7-8
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes more
than 8 errors in
grammar or spelling
that distracts the
reader from the
content.
Word Choice
Writer uses vivid
words and phrases
Writer uses vivid
words and phrases
but occasionally the
words are used
inaccurately or seem
overdone.
Writer uses words
that communicate
clearly, but the
writing lacks vivid
words or phrases
Writer uses a limited
vocabulary.
Content
Relevant, telling,
quality details give
the reader important
information that goes
beyond the obvious
or predictable.
Supporting details
and information are
relevant, but one key
issue or portion of
the storyline is
unsupported.
Supporting details
and information are
relevant, but several
key issues or
portions of the
storyline are
unsupported.
Supporting details
and information are
typically unclear or
not related to the
topic.
Penmanship
(Conventions)
Paper is neatly
written or typed with
1 or2 distracting
corrections.
Paper is neatly
written or typed with
3 or 4 distracting
corrections
The writing is
generally readable,
but the reader has to
exert quite a bit of
effort to figure out
some of the words.
Many words are
unreadable OR there
are several
distracting
corrections.
CATEGORY
Curriculum Services
11
Biography Rubric
Student name: _________________
Category
Questions
Cover-page
1/page 12
Pages 2-11
Capitalization
and
punctuation
4
3
2
1
Student
generated at
least 10
questions.
Student included
all required
information.
Student
generated 8-9
questions.
Student
generated 6-7
questions.
Student
generated 0-5
questions.
Student is
missing one
piece of required
information.
Student
answered all ten
questions. (One
question per
page)
Writer makes 1
or 2 errors in
capitalization or
punctuation,
Student
answered 8-9
questions.
Student is
missing two
pieces of
required
information.
Student
answered 6-7
questions.
Student is
missing more
than two pieces
of required
information.
Student
answered 0-5
questions.
Writer makes a
few errors in
capitalization
and/or
punctuation
Writer makes 7-8
errors in
grammar or
spelling that
distract the
reader from the
content.
Writer makes
several errors in
capitalization
and/or
punctuation
Writer makes
more than 8
errors in
grammar or
spelling that
distracts the
reader from the
content.
Grammar and Writer makes 3-4
errors in
spelling
grammar or
spelling that
distract the
reader from the
content.
Curriculum Services
Writer makes 3
or 4 errors in
capitalization or
punctuation
Writer makes 5-6
errors in
grammar or
spelling that
distract the
reader from the
content.
12
Multimedia Project : Visual Presentation
Teacher Name:
_______________________________________
Student Name:
________________________________________
4
3
2
1
Content
Covers topic indepth with details
and examples.
Subject knowledge
is excellent.
Includes essential
knowledge about the
topic. Subject
knowledge appears
to be good.
Includes essential
information about
the topic but there
are 1-2 factual
errors.
Content is minimal
OR there are several
factual errors.
Attractiveness
Makes excellent use
of font, color,
graphics, effects,
etc. to enhance the
presentation.
Makes good use of
font, color, graphics,
effects, etc. to
enhance to
presentation.
Makes use of font,
color, graphics,
effects, etc. but
occasionally these
detract from the
presentation
content.
Use of font, color,
graphics, effects etc.
but these often
distract from the
presentation content.
Organization
Content is well
organized using
headings or bulleted
lists to group related
material.
Uses headings or
bulleted lists to
organize, but the
overall organization
of topics appears
flawed.
Content is logically
organized for the
most part.
There was no clear
or logical
organizational
structure, just lots of
facts.
Mechanics
1-2 misspellings or
grammatical errors.
Three or fewer
misspellings and/or
mechanical errors.
Four misspellings
and/or grammatical
errors.
More than 4 errors in
spelling or grammar.
Presentation
Well-rehearsed with
smooth delivery that
holds audience
attention.
Rehearsed with fairly
smooth delivery that
holds audience
attention most of the
time.
Delivery not smooth, Delivery not smooth
but able to maintain and audience
interest of the
attention often lost.
audience most of the
time.
CATEGORY
Date :
Curriculum Services
_____________________________________
13