ELD LESSON PLANNER
LANGUAGE
OBJECTIVE
ELD BEGINNING Level
Listening and Speaking ELD Standards
Kindergarten
Answer simple questions.
Theme 2 “Colors All Around”
Writing ELD Standards
Houghton-Mifflin
Reading ELD Standards
Identify the basic sequence of events.
Practice sound letter correspondence.
1 Students will practice sequencing events using adjectives by ….
2 Students will practice making predictions using pronouns by ….
3 Students will practice sequencing events using pronouns by ….
Selection
1
Language Function
What’s My
Favorite Color?
Sequence of Events
In the Big Blue Sea
2
I Went Walking
3
Grammar Form
Vocabulary
Prompts/Questions
Concrete
Adjectives:
first, next, last,
fruit, color,
favorite,
red, yellow,
orange, green,
pears, bananas,
cherries, oranges
(Teacher may act out emptying fruit from a grocery
bag so students can discuss sequence of events.)
-I think about the order
in which things happen. -Used to describe
colors
Making Predictions Subject pronouns:
-I think about what
might happen next
I/you/he/she/it
based on different clues
and information.
-Used to replace
nouns as the
subject of the
sentence
fish, sea, live,
red, orange,
yellow, green,
blue, purple,
black, white,
Subject pronouns:
Sequence of Events
-I think about the order I/you/he/she/it
in which things happen.
-Used to replace
nouns as the
subject of the
sentence
boy, animal, cat,
horse, cow, duck,
pig, dog,
black, brown, red,
green, yellow,
first, next, last
Supplemental Resources: Avenues Unit # 8
What is this?
What color is the pear?
What color is your favorite fruit?
What color are the cherries?
What fruit do you see first/next/last (in
the story)?
What color is the first/next/last fruit (in
the story)?
(Teacher may use pictures for students to
discuss colors, preferences.)
Make a prediction: Where do fish live?
Make a prediction: What color are the
fish in the sea?
What color fish do I/you like?
What color fish does he/she like?
What color is the fish?
(Teacher may use animal pictures for
students to discuss colors, sequence, etc.)
What animal do I/you see?
What animal does he/she see?
What color animal do I/you see?
What color animal does he/she see?
What animal is first/next/last?
Which animal do you see first/next/last?
What is this animal called?
What color is this animal?
LANGUAGE! Picture Cards ___
Responses
This is a ___.
The pear is green.
My favorite fruit is red.
The cherries are red.
I see bananas first (in the story).
The next fruit is yellow.
Fish live in the/a ____.
Yellow fish live in the sea.
I like blue fish.
She likes a purple fish.
It is red.
I see a horse.
She sees a cow.
I see a black cat.
He sees a pink pig.
The ____ is first/next/last.
First/next/last, I see____.
It is a dog.
It is brown.
Other ____________
EL Services Dept. June 2009
ELD LESSON PLANNER
ELD INTERMEDIATE Level
Listening and Speaking ELD Standards
Kindergarten
LANGUAGE
OBJECTIVE
Ask and answer questions using phrases and simple sentences.
Identify the basic sequence of
events.
Theme 2 “Colors All Around”
Writing ELD Standards
Practice sound letter correspondence.
1 Students will practice sequencing events using adjectives by ….
2 Students will practice making predictions using pronouns by ….
3 Students will practice sequencing events using pronouns by ….
What’s My Favorite
Color?
Selection
1
Houghton-Mifflin
Reading ELD Standards
In the Big Blue Sea
2
I Went Walking
3
Language Function
Sequence of Events
Grammar Form
Vocabulary
Prompts/Questions
Responses
Concrete
Adjectives:
first, next, last,
favorite
red, yellow,
orange, green,
fruit, pears,
bananas, cherries,
oranges
(Teacher may act out emptying fruit from
a grocery bag so students can discuss
sequence of events.)
What color is/are the pear/pears?
Is the banana red?
Describe your favorite fruit.
What fruit did you see first/next/last (in
the story)?
What color is the first/next/last fruit (in
the story)?
The pear is green.
The banana is not red.
My favorite fruit is a red apple.
I saw bananas first in the story.
(Teacher may use fish pictures for
students to discuss colors, preferences.)
Make a prediction: Where do fish live?
Make a prediction: Where does it live?
Make a prediction: What color fish live
in the sea?
What color fish do I/you think is pretty?
I think/predict fish live in the/a ____.
I think/predict it lives in the/a _____.
I think/predict yellow fish live in the sea.
-I think about the order
in which things happen. -Used to describe
colors
Making Predictions Subject pronouns:
-I think about what
might happen next
I/you/he/she/it
based on different clues
and information.
-Used to replace
nouns as the
subject of the
sentence
fish, sea,
red, orange,
yellow, green,
pink, blue,
purple, black,
white, striped,
spotted, think,
predict
Subject pronouns:
Sequence of Events
-I think about the order
in which things happen. I/you/he/she/it
horse, cow, duck,
pig, dog, black,
brown, pink,
first, next, last,
hugged, walked,
looked, jumped,
kissed
-Used to replace
nouns as the
subject of the
sentence
Supplemental Resources: Avenues Unit # 8 “Oink! Quack! Moo!”
What color fish does he/she like?
Do you see a striped fish?
Does he/she see a spotted fish?
(Teacher may use animal pictures for
students to discuss colors, etc.)
What animal do/did I/you/he/she see?
What animal did the boy see
first/next/last?
What animal did the boy hug/kiss?
LANGUAGE! Picture Cards ___
The next fruit in the story is yellow.
I think/predict it lives in the sea.
I think blue fish are pretty.
She likes purple fish.
Yes/No. I do/do not see a striped fish.
Yes/No. He does/does not see a spotted fish.
She sees/saw a horse.
The boy saw the green duck first/next/last.
OR First/second/ third, the boy saw the
green duck.
The boy hugged/kissed the _____.
Other ____________
EL Services Dept. June 2009
ELD LESSON PLANNER
LANGUAGE
OBJECTIVE
ELD ADVANCED Level
Listening and Speaking ELD Standards
Kindergarten
Ask and answer instructional questions using simple sentences.
1 Students will practice sequencing events using adjectives by ….
Theme 2 “Colors All Around”
Writing ELD Standards
Houghton-Mifflin
Reading ELD Standards
Identify the basic sequence of events.
Practice sound letter correspondence.
2 Students will practice making predictions using pronouns by ….
3 Students will practice sequencing events using pronouns by ….
Selection
What’s My
Favorite Color?
1
In the Big Blue Sea
2
I Went Walking
3
Language Function
Sequence of
Events
-I think about the
order in which
things happen.
Grammar Form
Vocabulary
Prompts/Questions
Concrete
Adjectives:
first, next, last,
then,
favorite,
red, yellow,
orange, green,
pears, bananas,
cherries, oranges
(Teacher may act out emptying fruit from a grocery
bag so students can discuss sequence of events.)
-Used to describe
colors
Making
Predictions
-I think about what
might happen next
based on different
clues and
information.
Subject pronouns:
Sequence of
Events
-I think about the
order in which
things happen.
Subject pronouns:
I/you/he/she/it
-Used to replace
nouns as the
subject of the
sentence
I/you/he/she/it
fish, sea, dive,
swim, red,
orange, yellow,
green, blue,
purple, black,
white, striped,
spotted, think,
predict
horse, cow,
duck, pig, black,
brown, red,
green, pink,
yellow, first,
next, then, last
-Used to replace
nouns as the
subject of the
sentence
Supplemental Resources: Avenues Unit #8 “Oink! Quack! Moo!”
What color is/are the pear/pears?
Is the banana red?
Describe your favorite fruit.
What fruit did you see first/next/last (in the
story)?
What color is the first/next/last fruit (in the
story)?
(Teacher may use fish pictures for students to
discuss colors, preferences, etc.)
Make a prediction: Where do you think fish
live?
Make a prediction: What color fish live in the
sea?
What color fish do you think you/we will see?
Do you think/predict you/we will see a
striped/spotted fish?
Do you think/predict the red/striped fish will
dive/swim?
(Teacher may use animal pictures for students
to discuss colors, etc.)
What animal do/did I/you/he/she see?
What animal did the boy see first/next/last?
What animal did the boy/he/Luke hug/kiss?
Describe your favorite animal.
LANGUAGE! Picture Cards ___
Responses
The pear is green.
No, the banana is not red. The banana is
yellow.
My favorite fruit is a red apple.
I saw yellow bananas first.
The next fruit is yellow.
I think/predict fish live in the/a ____.
I think/predict yellow fish live in the sea.
I think I/we will see _____.
Yes/No. I think/predict I/we will see a
striped/spotted fish.
Yes/No, I think/predict the red/striped fish
will/will not dive/swim.
She sees/saw a brown horse.
The boy sees/saw the green duck
first/next/last.
OR First/second/ third, the boy sees/saw
the green duck.
He hugged the pink pig.
My favorite animal is a black dog.
Other ____________
EL Services Dept. June 2009