English as a Second Language (ESL) Grade 1
Unit of Study: Here Come the Animals!
Second Grading Period – Unit 2 (continued)
CURRICULUM OVERVIEW
Selection 1: Are You an Elephant? Selection 2: Feather and More
Big Idea
To promote authentic communication and integration in the second language (L2)
through the linguistic domains of listening, speaking, reading and writing
commensurate with the student’s level of English.
Unit Rationale
There are many kinds of animals in the world. We know animals by the way they look,
move, or sound. Adult animals are different than baby animals (Avenues, Level B, Vol.
Unit 2)
 What animals do you like? Why?
 What animal are you?
 Who is in the story?
 What is it?”
 What animal did you see once? What was it like?
 What did the ____ (animal) see? (Retell the story.)

This is a _____. Do you know it feels like?

What animal has fur?

What is a fact?

Who am I? Do I have ____? (name of covering)
Lessons for this Unit
This unit will address the following linguistic domains:
Listening / Speaking
 Oral language development
 Building Background
Reading
 Vocabulary
 High Frequency Words
 Concepts of Print
 Genre and story elements
 Reading Strategies
 Language fluency and comprehension
Writing
 Grammar
English Language Proficiency Standards (ELPS)
English Language Proficiency Standards:
1) Cross-curricular second language acquisition/learning skills. The student
is expected to:
(A) use prior knowledge and experiences to understand meanings in English;
(C) use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary;
(E) internalize new basic and academic language by using and reusing it in
meaningful ways in speaking and writing activities that build concept and language
SAISD © 2008-09 – Second Grading Period
TEKS Specificity - Intended Outcome
Second Language Acquisition/Learning Strategies TEKS 1.24
 Compose complete sentences (1.21B2)
 (1.23G)
 use and reuse language and concepts in a different way (1.24F2,3,4,5)
 understand basic structures such as questions, directions (1.25Bi)
 identify people, places, objects, events (1.26A3)
 initiate authentic discourse with peers employing new vocabulary and concepts
(1.26D1,2)
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attainment;
(F) use accessible language and learn new and essential language in the process;
2) Cross-curricular second language acquisition/listening. The student is
expected to:
Concepts
(A) distinguish sounds and intonation patterns of English with increasing ease;
(C) learn new language structures, expressions, and basic and
academic vocabulary heard during classroom instruction and interactions;
(ELPS 3G; TEKS 1.4A2)
Listening/Speaking TEKS 1.1-1.5:
 respond to questions and directions (1.1B2)
 participate in rhymes, songs, and discussions (1.1C)
 listen responsively to stories and text read aloud (1.1E)
 distinguish and produce intonation patterns of English (1.1G2,4)
 infer meaning by making associations of utterances with actions, visual, and context
(1.1H)
 connect experiences and ideas with those of others through speaking and listening
(1.2A);
 choose and adapt spoken language appropriate to the audience, purpose, occasion
(1.3A)
 ask and answer relevant questions and make contributions in small or large group
discussions (1.3C)
 present dramatic interpretations of experiences, stories, poems, or plays (1.3D)
 gain control of grammar when speaking (1.3E)
 employ content area vocabulary in context (1.3F)
 learn vocabulary of categories (1.4A)
 use vocabulary to describe clearly ideas, feelings, and experiences (1.4B)
 infer meaning by making associations of utterances, actions, visuals, and context\
(1.1H)
3) Cross-curricular second language acquisition/speaking. The student is
expected to:
(A) practice producing sounds of newly acquired vocabulary such as long and
short vowels, silent letters, and consonant clusters to pronounce English words in
a manner that is increasingly comprehensible;
(B) expand and internalize initial English vocabulary by learning and using highfrequency English words necessary for identifying and describing people, places,
and objects, by retelling simple stories and basic information represented or
supported by pictures, and by learning and using routine language needed for
classroom communication;
(C) speak using a variety of grammatical structures, sentence lengths, sentence
types, and connecting words with increasing accuracy and ease as more English
is acquired;
(G) express opinions, ideas, and feelings ranging from communicating single
words and short phrases to participating in extended discussions on a variety of
social and grade-appropriate academic topics;
(H) narrate, describe, and explain with increasing specificity and detail as more
English is acquired;
(I) adapt spoken language appropriately for formal and informal purposes; and
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ESL Grade 1
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
4) Cross-curricular second language acquisition/reading. The student is
expected to:
(A) learn relationships between sounds and letters of the English language and
decode (sound out) words using a combination of skills such as recognizing
sound-letter relationships and identifying cognates, affixes, roots, and base
words;
(B) recognize directionality of English reading such as left to right and top to
bottom.;
(C) develop basic sight vocabulary, derive meaning of environmental print and
comprehend English vocabulary and language structures used routinely in written
classroom materials;
(D) use prereading supports such as graphic organizers, illustrations, and
pretaught topic-related vocabulary and other prereading activities to enhance
comprehension of written text;
(F) use visual and contextual support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop
vocabulary, grasp of language structures, and background knowledge needed to
comprehend increasingly challenging language:\
(G) demonstrate comprehension of increasingly complex English by participating
in shared reading, retelling, or summarizing material, responding to questions,
and taking notes commensurate with content and grade level needs;
(I) demonstrate English comprehension and expand reading skills by employing
basic reading skills such as demonstrating understanding of supporting ideas and
details in text and graphic sources, summarizing text, and distinguishing main
ideas from details commensurate with content area needs;
(5) Cross-curricular second language acquisition/writing. The student is
expected to:
(A) learn relationships between sounds and letters of the English language to
represent sounds when writing in English’
(B) write using newly acquired basic vocabulary and content-based grade-level
vocabulary;
(E) employ increasingly complex grammatical structures in content area writing
commensurate with grade-level expectations, such as: (i) using correct verbs,
tenses, and pronouns/antecedents.
Reading TEKS 1.5-16





know that print moves left-to-right across the page and top-to-bottom (1.5B)
identify initial sound of a word(1.6Di1
recognize high frequency words (1.8E)
read orally from familiar texts with fluency (1.9Ci)
discuss meanings of words and develop vocabulary through meaningful/concrete
experiences (1.11A)
 use prior knowledge (1.12A)
 retell or act out the order of important events in stories (1.12C)
 make and explain inferences (1.12F
TAKS 4)
 participate actively when predictable and patterned selections are read aloud (1.13B)
 understand simple story structure (1.14B)
 recognize features of genres (1.14D
 understand literary terms (1.14F)
 analyze character traits (1.14G
TAKS 3)
TAKS 2)
Writing TEKS 1.17-1.23
 Dictate messages (1.18A)
 Write captions for illustrations (1.18B9)
 Write to record ideas (1.18Ci)
 Use nouns and verbs in sentences (1.21A)
Student TEKS Outcome
” I CAN” statements highlighted in yellow should be displayed for students.
At the end of each unit, the English language learner will understand (listen), speak, read, or
write in English, commensurate with his/her level of English proficiency the following.
I can:
(Listening/Speaking)
 repeat what I hear (1.3A)
 role-play(1.3D).
 name animals and their body parts and covering (1.4B)
 say rhymes and sing songs. (1.1C)
 listen to a story. (1.1E)
 speak correctly. (1.3E)
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ESL Grade 1
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
 talk about things I know. (1.2A)
(Reading)
 read and make sentences with new words (1.8E)
 ask and answer questions about the unit theme. (1.1B2)
 speak and read with fluency and intonation. (1.1G)
 follow steps to learn new words. (1.11A)
 read different types of stories (genres). (1.14D)
 track the words in the story (1.5B)
.
 know the characters and setting of the story. (1.14G)
 answer questions about a story (1.1H)
.
 complete a classification chart. (1.4A)
 read with fluency (1.9C)
(Writing)
 write about things I know. (1.18Ci)
 make a sentence with action words. (1.21A)
 write a caption for a picture. (1.18B9)
Evidence of Learning
The students will develop and demonstrate growth in listening, speaking, reading, and writing, with minimal second language acquisition support, in academic and social settings.
.
 At least 80% of the time and commensurate with the students’ English language proficiency levels (Beginning, Intermediate, Advanced), the students will participate in
ESL listening and speaking activities and will demonstrate understanding of the unit theme by:
o asking and answering questions related to the theme.
o responding with personal information and elaboration.
o exhibiting fluency and appropriate intonation.
 At least 80% of the time and commensurate with the students’ English language proficiency levels (Beginning, Intermediate, Advanced), the students will participate in
ESL reading activities focusing on reading and constructing meaning of fiction and nonfiction selections by:
o tracking print and echo reading from the selection.
o learning the vocabulary for the selection.
o identifying the story elements of different types of genres (Animal fantasy: characters and setting; ; Fact BooK: facts).
o completing a classification chart.
 At least 80% of the time and commensurate with the students’ English language proficiency levels (Beginning, Intermediate, Advanced), the students will participate in
ESL writing activities and will demonstrate competence in applying grammatical skills when:
o participating in interactive writing.
o generating sentences using verbs has, have.
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ESL Grade 1
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Genre: Animal Fantasy - “Are You an Elephant”
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
Selection 1






English Language Learners (ELLs) may be at the beginning, intermediate, advanced, or
advanced high stage of English language acquisition in speaking. In order for the ELL to
meet grade-level learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated (communicated,
sequeggfnced, and scaffolded) commensurate with the student's level of *English
language proficiency.
What animals do you like? Why?
What animal are you?
Who is in the story?
What is it?”
What animal did you see once? What was it like?
What did the ____ (animal) see? (Retell the story.)
*The student’s level of English language proficiency is determined by the following
assessments: Woodcock Muñoz Language Survey (WMLS) and the Texas English
Language Proficiency Assessment System (TELPAS). Individual student assessment
results may be accessed via the Crystal Enterprise System by the campus administrator
and/or the LPAC coordinator.
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Students will...
Lesson 1
Oral Language (T66e)
 Write Message for Today I like ____. What animals do you like? Why? Model
the expected student response (I like elephants. Elephants are big. What animals
do you like?) Record student responses in a chart: Animals We Like / Why We
Like Them.
Language Focus (T66f)
Teach and model asking a question beginning with Is and Are and responding with
Yes or No.
 respond to the question by contributing their personal response. (ELPS 1A; TEKS
1.1B2, 1.1C, 1.3C3)
 ask and answer questions using Is and Are and responding with Yes or No. (ELPS
1A; TEKS 1.1B2, 1.1C, 1.3C3)
Close and Assess (T66f): Students take turns asking and answering questions
using Is and Are to begin question about Picture Cards and
Lesson 2
High Frequency Words T66)
 Introduce the new words: are, you, an, no, am, not, Student Book page 67 by
following the steps to Learn New Words page T167 and model using the new
words in a sentence.
 participate in following the steps to learn new words. (ELPS 1C; TEKS 1.11A)
Daily Writing (T66)
 draw an object and complete the sentence frame Are you an elephant? No, I am a
_____. (ELPS 3B; TEKS 1.18C1 )

Provide the question/answer frame: Are you an elephant? No, I am a _____.
Guide students to draw an animal they want to b e that goes with the sentence
frame.
 follow the steps to learning new words (are, you, an, no, am, not) and complete
sentences with the new words, Practice Book page 21. (ELPS 3B; TEKS 1.8E,
1.11A1, 2)
Close and Assess (T66): Listen for the correct use and approximate
pronunciation of the new words.
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ESL Grade 1
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 3
Oral language and Vocabulary (T67a-b)
 Organize class into two groups and guide students to find an animal like the
one they drew in Lesson 2 by selecting a Picture Card and ask the question to a
peer Are you a(n) _____?
 Display the text on sentence strips to “What Animal Are You?” and guide the
students to track the print and echo each line.
 Guide students to match word cards to the text on the sentence strips.
Close and Assess (T67B): Students read the displayed words.
Lesson 4
Preview the story: genre and story elements (T68a)
 Display the picture of elephant to introduce the story and set the scene for the
story.
 Introduce and explain the genre of Animal Fantasy and explain that the
characters in the story are animals, pages 68-69. Use Preview Script (T68b) to
preview the key events in the story.
Close and Assess (T68a): Who is in the story? Students will name the animals
in the story.
Lesson 5
Grammar (T68c-d)
 Display “What is it?” to introduce verbs am, is, are. Use sentences in the text
to find the verbs. Guide students to use I, you, she, and they with the verbs
am, is, are in sentences.
 Ask and answer the question about an animal using the sentence frame Are you
a(n) ___? (ELPS 1F; TEKS 1.1B)
 repeat each sentence, make a new sentence, and identify each word. (ELPS 1E;
TEKS 1.11A2)
 read the text and match the words in the text to the word cards (are, you, an, no ,
am, not). (ELPS 3B; TEKS 1.11A)
 identify the characters and setting of the story. (ELPS 4G; TEKS 1.14D
TAKS 3)
 answer questions about the story key events in the story. (ELPS 3B; TEKS 1.8E,
1.11A1, 2)
 answer questions about the animals in the story using verbs am, is, are. (ELPS
5E; TEKS 1.21A)
 practice asking and answering questions (ELPS 3C, TEKS 1.3C)
Language Skill (T68c)
 Model asking and answering a question T68c, How Language Works.
Close and Assess (T68d): The students will use am, is, are in correct and meaningful
patterns.
Lesson 6
Reading and Learning Strategy (T68e-f)
 Read or play selection and pause throughout the selection to identify the details
(T68e).
 Display the Story Map, English at Your Command! Big Book, page 18 and
demonstrate completing the Story Map with the events in the story.
 identify the important events in the story (on a Story Map) and the order the events
appear. (ELPS 4D; TEKS 1.12C)
 select and name one animal and write about it. (ELPS 2C, 5A; TEKS 1.4A, 1.18Ci)
Daily Writing (T68e)
 Guide students to give a name to the animals in the story and to write about
them.
Close and Assess (T68f): Students choose one animal character and arrange
the animals to show the sequence of events.
Lesson 7
Oral Language and (T68g)
 Write Message for Today (Baby animals are cute. Once, I saw a ____.)
 Use Picture Cards (B13-24) to play a question and answer game Are you my
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 respond to the sentence frame with a name of an animal. (ELPS 3B TEKS 1.4B)
 participate in question and answer game and in giving more information on what
they know about the baby and how the adult takes care of it. (ELPS 3B; TEKS
ESL Grade 1
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mother? Guide students to tell what they know about the baby animal and how
the adult animals take care of them.
High Frequency Words (T68h)

Display high frequency words on one set of cards and the letters a, n, and y
on another set of cards. Guide students to do a Word Sort with the words by
placing them under the appropriate letter.
Word Sort: Students make a set of word cards with the high frequency words
and then put them in groups according to number of letters, initial letter, what words
describe, etc
Lesson 8
Read Selection (T68j-85)
1.12A)
 sort the new words (Word Sort) and will chant the words and its spelling. (ELPS
4C; TEKS 1.8E)
 follow the text and answer questions about purpose, details, main idea, draw
conclusions, make predictions, inferences, etc. (ELPS 4I, 4J ; TEKS 1.12Di)
The following strategies will make the language of the selection fully
comprehensible (Avenues, Level B T68j):
 Point to the illustrations
 Shake head to say “no”
 Use facial expressions to show how a character feels
 Summarize events using simple language
Guide students in reading the story to ensure comprehension by asking
comprehension questions from the teacher’s guide about the purpose, details, main
idea, draw conclusions, make predictions, inferences, etc.
Lesson 9
Oral Language Development (T85a)
 echo the text modeling the intonation for statements and questions. (ELPS2A;
TEKS 1.5AI, 1.1G2, 4
Language Fluency (T85a)
 Model intonation for statements and questions.
Reading for Fluency (T85a)
 Reread story pointing to each word. Play recording and guide students to read
aloud with the recording as they track the print and drop their voices at the
period.
High Frequency Words (T85b)
 Introduce the new words: have, do, does following the Steps page T85b and
model using the new words in a sentence.
Close and Assess (T85b): The student jears the word, holds up the
corresponding word card, and uses word in a sentence.
Lesson 10
Reading Strategy (T86-87)
 Display the details web (English at Your Command!, Big Book page 18) and
write the title. Guide students to tell what animals the baby elephant saw and
draw the animals on the story map.
 Guide students to answer questions about the story.
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 follow along with the recording to practice fluency. (ELPS 2A; TEKS 1.9Ci)
 follow the steps to learning new words (high frequency words) and complete
sentences with the new words, Practice Book page23-24. ELPS 3B; TEKS 1.8E,
1.11A1, 2)
 retell the story of the baby elephant to a partner. (ELPS 4G ; TEKS 1.12C TAKS
1,3)
 draw a picture and write about their favorite part of the story, Practice Book page
25. (ELPS 5B; TEKS 1.18C)
ESL Grade 1
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
 Guide students to write about their favorite part of the story.
 work with a partner to answer the questions page 29 in the Student Book. (ELPS
1G; TEKS 1.3C2,3)
Close and Assess (T86): Students will tell the sequence of what they do in the
morning before they go to school.
Extensions: This is a 10-Lesson teaching plan; however the following activities
are included and should be addressed as time permits during the nine week
grading period.
 Role Play (T72-73)
 Animals That Fly (T76-77)
 Evaluate Illustrations (T82-83)
 Negative Sentences (T85)
 Draw Conclusions (T85)
 Play a Name Game (T88a)
 Make a Chart: Living and Non-living (T89a)
 Make a Baby Animal Page (89C)
 Sequence (T90)
 Use a Table of Contents (T91a)
Vocabulary
 her
 in
 on their
 and
 the
 have
 do
 does
Resources:
 Hampton Brown Avenues, First Grade Level B Unit 2
 Language Songs Big Book
 Puppet
 Unit 2 Picture Cards: B13-B24
 English at Your Command! Big Book
 Practice Book
 Leveled Books: Beginning level: Say Hello! ; Fluent reader: I See Tails
Textbook: Avenues Level B
Cognates
District Resources
 elephant/elefante
 no/no
False cognates
 bat not bate, but murciélago
Print Resources
Internet Resources Online Resources: Avenues eTools
Media Resources:
 Language Songs CD 1
 Selection Readings CD1 or Tape 2
 Kidspiration: Vocabulary and Writing Software
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ESL Grade 1
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
Use Multi-Level Strategies to provide practice for
students at all proficiency levels (Beginner,
Intermediate, or Advanced):
 Lesson 2: High Frequency Words T66
 Lesson 6: Sequence T68e
 Lesson 8: Reading Options (Beginning Reader,
On-level, and Advanced) T68i
 Lesson 10: Think and Respond T86
Interims/TELPAS Reading/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Lesson 1 (T66f): Hold up each Picture Card and students
name the animals.
Lesson 2 (T66): Listen for the correct use and
approximate pronunciation of the new words.
Lesson 3 (T67B): Students read the displayed words.
Lesson 4 (T68a): Who is in the story? Students will name
the animals in the story.
Lesson 5 (T68d): The students will use am, is, are in
correct and meaningful patterns.
Lesson 6 (T68f): Students choose one animal character
and arrange the animals to show the sequence of events.
Lesson 9 (T85b): The student hears the word, holds up
the corresponding word card, and uses word in a
sentence.
Lesson 10 (T86): Students will tell the sequence of what
they do in the morning before they go to school.
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ESL Grade 1
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Selection 2
Essential Questions
Genre: Fact Book – “Feathers and More”
CURRICULUM GUIDE
Essential Pre-requisite Skills
This is a _____. Do you know it feels like?
What animal has fur?
What is a fact?
Who am I? Do I have ____? (name of covering)
English Language Learners (ELLs) may be at the beginning, intermediate, advanced, or
advanced high stage of English language acquisition in speaking. In order for the ELL to
meet grade-level learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's level of *English language
proficiency.
*The student’s level of English language proficiency is determined by the following
assessments: Woodcock Muñoz Language Survey (WMLS) and the Texas English
Language Proficiency Assessment System (TELPAS). Individual student assessment
results may be accessed via the Crystal Enterprise System by the campus administrator
and/or the LPAC coordinator.
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Students will...
Lesson 1
Oral Language (T92e)
 Write Message for Today This is a _____. Do you know it feels like? Point to an
animal covering on Student Book page 65 or to a real sample of one. Guide
students to complete a class chart listing various animal coverings, the name of
the animal, and the word that describes how it feels.
Language Focus (T92e)
 Teach and model how to give information by telling what something is and what it
does. (T92f).
 respond to the question by naming the animal covering, the animal, and how it feels.
(ELPS 1A; TEKS 1.1C, 1.3C3)
 use animal picture cards and action verbs to give information about the animals..
(ELPS 1E; TEKS 1.3C)
Close and Assess (T92ff): Students will hear a statement and a question about
an animal and will distinguish which of the two gives information and then make
another statement about the animal.
Lesson 2
High Frequency Words and Writing (T92)
 follow the steps to learning new words (high frequency words) and complete
sentences with the new words, Practice Book page 29. (ELPS 3B; TEKS 1.8E,
1.11A1, 2)
 Display and read “My New Cat”, Student Book pages 92-93. Introduce the new
words: has, keeps, warm, a, help (T93), follow the Steps page T93 and model
using the new words in a sentence.
 Reread story and guide student to track the print.
 track the print as the story is reread. (ELPS 4B;TEKS 1.5B)
Daily Writing (T92)
Provide the sentence frame A ____ has fur. It keeps her warm. the students will draw
an animal that has fur and will write the sentence frame
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 write a caption (sentence frame) to accompany a drawing of the animal. (ELPS 5B ;
TEKS 1.18B9)
ESL Grade 1
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Close and Assess (T34): Echo reads each line and points to the word.
Lesson 3
Oral language and Vocabulary (T93a-b)
 Display the alphabet and the bear animal picture cards and will write the word
bear by the letter b. Guide students to name other animals and the teacher will
write that name by the appropriate letter.
 Display and read, the text to “My New Cat”. Guide the students to track the print
and echo each line. Pause after lines 1, 3, 5, and 7 and have students clap when
they hear the new words: has, keeps, warm, a, help
Close and Assess (T35b): Read or echo the new words.
Lesson 4
Preview the story: genre and story elements (T94a)
 Introduce and explain the genre (non-fiction) of a Fact Book explaining that the
fact book will tell the reader about things that are real. Read the chart, Student
Book pages 94, and identifying the statement A bird has feathers. as being a fact.
Use Preview Script (T94) to preview the key information in the selection.
Close and Assess (T94a): Answer the questions about reading a Fact Book
(chart) and explaining how they know the answers.
Lesson 5
Grammar (T94c-d)
 Display the text, “What Do Animals Have?” to teach the verbs has, have. Teach
and Model the verbs has, have with the sentences on the Verb Chart. (T105b)
 Teach and model asking questions with Do /Does and have (T105b).
 name animals they know. (ELPS 1F; TEKS 1.6Di1)
 echo read and clap when hearing or saying the new word (has, keeps, warm, a,
help). (ELPS 4C; TEKS 1.8Ei)
 answer questions about the selection during the Picture Walk. (ELPS 4F; TEKS
1.12A)
 use has or have to answer questions about an animal they drew or have selected
from picture cards. (Practice Book pages 30-32) (ELPS 3C; TEKS 1.3E)
Language Skill (T94c)
 Model using a language pattern, A ____ has _____. , to tell about other animals.
(How Language Works T94c)
 use the language pattern, A ____ has _____. , to tell about other animals. (ELPS
3C; TEKS 1.3E)
 participate in the activity Who Am I? asking the following Do I have ____? or
answering the classmates question. (ELPS 2B ; TEKS 1.3C)
Who Am I? The teacher tapes a drawing or picture of an animal to the back of
each student. The students walk around to a classmate and ask a question about their
picture using the sentence frames: Do I have ____? The partner answers: Yes/No you
have __. If yes, the students with the picture may guess I am a ____. (Teacher may
limit how many classmates the student can ask before guessing the picture.)
Who Am I? Students attempt to determine their secret identity (taped on their back) by
circulating asking “yes-no" questions of classmates. They are allowed three questions
per classmate (or unlimited questions until they receive a no response). They then find
a new classmate to question. When the student guesses his/her identity, he/she
becomes a consultant to give clues to those who have not yet found their identity.
Close and Assess (T95d): Students will use has or have to tell about animals on
pages 64-65 in the student book.
SAISD © 2008-09 – Second Grading Period
ESL Grade 1
Page 11 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 6
Reading and Learning Strategy (T94e-f)
 classify animals (using a chart) by their covering. (ELPS 1C; TEKS 1.11A)
 Read or play selection, Feathers or and More, pausing throughout the selection to
classify the animals. Display the Classification Chart, English at Your Command!
Big Book, page 19 and demonstrate completing the chart. Guide students to
classify the animal (on the chart) they know by their covering.
 write the names of the animals they know in a journal.
(ELPS 5B; TEKS 1.1.18C1)
Daily Writing (T94e)
Start a list in a journal of animal names they know.
Close and Assess (T94f): Students name or point the animal and its covering.
Lesson 7
Oral Language and High Frequency Words (T94g)
 Display Big Book Song, “Can You Roar?” and play the song. Using self-stick
notes change the word roar to another action word (walk, run, jump, etc.) so
students can demonstrate the action.
 Guide students to change the song by changing the name of the animal and
adding its movements.
 demonstrate action verbs (walk, run, jump, etc ) (ELPS 2C; TEKS 1.1C)
 create a new version of the song by changing the name of the animal and its
movements. (ELS 2C; TEKS 1.3F)
 make up a riddle for the words a, has, help, keeps, warm. (ELPS 1A ; TEKS 1.8E)
High Frequency Words and Writing (T95g)
 Display word cards a, has, help, keeps, warm and guide students to make up
riddles for the words.
Lesson 8
Read Selection (T95-105)
 follow the text and answer questions about the purpose, classify, detail, labels, make
inferences, drawing conclusions, inferences, main idea, etc (ELPS 4I, 4J ; TEKS
1.12F
The following strategies will make the language of the selection fully
comprehensible (Avenues, Level B T94j):
 Point to the visuals or display real objects.
 Use labels to tie terms in the text to the visuals.
 Demonstrate animal actions with gestures and pantomime.
 Restate the text.
Guide students in reading the story to ensure comprehension by asking
comprehension questions from the teacher’s guide about the purpose, classify, detail,
labels, make inferences, drawing conclusions, inferences, main idea, etc.
Lesson 9
Language Fluency (T105c)
 Play recording of selection and pause after each page so students can echo the
text and the reader’s expression.
 echo the text modeling the expression. (ELPS2A; TEKS 1.5AI, 1.1G2, 4)
Reading for Fluency (T95-105)
 Reread story and guide students to track the print and reread the text. Model
dropping voice at the period and pausing between sentences.
High Frequency Words (T105d)
SAISD © 2008-09 – Second Grading Period
 participate with a partner in sorting words and explaining how the words were sorted
ESL Grade 1
Page 12 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
 Review the words for Unit 2 and guide students to guess the words that rhyme
and to sort words into groups.
with Unit 2 word. (ELPS 4C; TEKS 1.8E)
Word Sort: Students make a set of word cards with the high frequency words
and then put them in groups according to number of letters, initial letter, what words
describe, etc.
Close and Assess (T105d): Students will identify Unit 2 words one at a time.
Lesson 10
Reading Strategy (T106-107)
 Display the classification chart (English at Your Command!, Big Book, adding the
four category heads. Guide students to tell where to write the names of each
animal and to tell how the animals are alike.
 Guide students to put on a show with a partner using the animal puppets in
Practice Book page 33-34.
 give details on how two animals are alike. (ELPS 3G; TEKS 1.4A2)
 role play using the paper puppet (Practice Book pages 33-34) telling about the
animal. (ELPS 1F; TEKS 1.13D2)
Close and Assess (T106b): Students will sort animal pictures into four piles
naming the animal and the animal’s covering: animals with feathers, fur, shell,
and scales.
Extensions: This is a 10 Lesson teaching plan; however the following activities
are included and should be addressed as time permits during the nine week
grading period.
 Play I Spy (T98-99)
 Sort animals (T108b)
 Make an Animal Poster (T109c)
 Action Words (T110)
 Numbers, colors, and Shapes (T111a-b)
Vocabulary
 has
 keeps
 warm
 a
 help
Cognates
 move/mover
 animals/animals
 tiger/tigre
False cognates
 scales not escales, but escamas
Resources:
 Hampton Brown Avenues, First Grade Level B Unit 2
 Language Songs Big Book
 Puppet
 Unit 2 Picture Cards: B13-B24
 English at Your Command! Big Book
 Practice Book
 Leveled Books: Beginning level: Say Hello! ; Fluent reader: I See Tails
Textbook: Avenues Level B
District Resources
Print Resources
Internet Resources Online Resources: Avenues eTools
SAISD © 2008-09 – Second Grading Period
ESL Grade 1
Page 13 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Media Resources:
 Language Songs CD 1
 Selection Readings CD1 or Tape 2
 Kidspiration: Vocabulary and Writing Software
Evidence of Learning
Differentiation
Interims/TELPAS Reading/Benchmarks
Use Multi-Level Strategies to provide practice for
students at all proficiency levels (Beginner, Intermediate,
or Advanced):
 Lesson 2: High Frequency Words T92
 Lesson 6: Classify T94e-f
 Lesson 8: Reading Options (Beginning Reader, Onlevel, and Advanced) T94i
 Lesson 10: Think and Respond T106
Lesson 1 (T92f): Students will hear a statement and a
question about an animal and will distinguish which
of the two gives information and then make another
statement about the animal.
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Lesson 2 (T34): Echo reads each line and points to
the word.
Lesson 3 (T93b): Read or echo the new words.
Lesson 4 (T94a): Read or echo the new words.
Lesson 5 (T95d): Students will use has or have to tell
about animals on pages 64-65 in the student book.
Lesson 6 (T94f): Students name or point the animal
and its covering.
Lesson 9 (T105d): Students will identify Unit 2 words
one at a time.
Lesson 10 (T106b): Students will sort animal pictures
into four piles naming the animal and the animal’s
covering: animals with feathers, fur, shell, and scales.
SAISD © 2008-09 – Second Grading Period
ESL Grade 1
Page 14 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.