ELD LESSON PLANNER
Grade 2
LANGUAGE
OBJECTIVE
ELD BEGINNING Level
Listening and Speaking ELD Standards
Ask and answer simple questions.
1 Students will be able to Express Author’s Viewpoint using Pronouns by…
2 Students will be able to Note Details using Adjectives by…
3 Students will be able to Express Problems and Solutions using Auxiliary Verbs by…
Selection
Language Function
Grammar Form
2
Moses Goes to a Concert
The Art Lesson
1
Express
Author’s Viewpoint
(I think about what
the author thinks and
feels about a topic,
subject or
experience.)
-Used to replace
a noun as the
subject.Adjectives
Note Details
(I think of details, or
small parts of
information to give a
clear picture.)
3
The School Mural
Pronouns
you, I, it, he,
she, they
Express Problems
and Solutions
(I think about a
problem and possible
solutions. I make
decisions to solve
problems.)
(ex. big, brown )
-Used to modify a
noun with more
than one
adjective.-
Auxiliary Verbs
can/cannot
may/may not
-Used before a
verb to grant or
deny a request,
give a command
or ask permission.
Supplemental Resources: Avenues Unit # 6
Houghton-Mifflin
Theme 6
Writing ELD Standards
Orally identify w/key
words /phrases sequence of
events
Write one or two sentences
When did you get a new backpack?
Describe your backpack.
What can you do to keep your bedroom
clean?
Vocabulary
Prompts/Questions
Responses
artist, pictures,
school,
everywhere,
author, copy,
practice,
store, class,
sad, mad, , new,
best, collect,
feel/felt draw/drew
Where did you/he/she get the new crayons?
What did you draw? Where did you like to draw?
What did Tommy like to draw?
Where did Tommy like to draw?
Where did Tommy’s mom/dad/grandparents put his
pictures?
Tommy could not use his new crayons. How did he
feel?
How do you know Tommy is an artist?
Does the author think Tommy/he is the best artist in
the school/in the class?
I /she/he got new crayons at the store.
I drew ____. I liked to draw ____.
loud, noisy,
exciting, boring,
tingling, rumbling,
vibrations/
vibrating, banging,
thumping,
field trip, music,
instruments,
drums, cymbals,
marimba, triangle,
concert hall
What music/instruments do you like/ play/ listen
to?
Where did the story happen?
The children took a field trip. Where did they go?
How did the children hear/feel the music?
What instruments did the children play?
I like to listen to ______.
pretty, safe
place, mural, trash,
paint, fix, pull, plant,
pick up, choose,
banner, mural,
following rules,
cleaning up,
handprints,
newspaper story, win
a prize, finish
What can you do to keep your bedroom clean?
Make Some Noise
What sounds did the instruments make?
What can you do to make your school a pretty
place?
How can children help fix up their school?
What can the students choose to make for the
school project?
How may we help our teachers?
What can the students do when someone gets a
handprint on the mural?
What may happen after the children finish the
mural?
LANGUAGE! Picture Cards ___
“Talent Show”
Reading ELD Standards
Tommy liked to draw…
Tommy/ liked to draw his pictures/drawings everywhere.
She/He/They put his pictures …
Tommy/ He felt sad/mad. ( when he could not use his new
crayons.)
Tommy loves to draw./ Tommy draws everywhere.
Yes/No, the author thinks/does not think Tommy/he is the best
artist in the class.
This story happened in a big/large/beautiful concert hall.
The class took a fun exciting/ long boring field trip to a concert
hall.
The children used balloons to feel the music.
The children played on percussion/loud/musical/ instruments.
The instruments made
loud/rumbling/banging/thumping/vibrating sounds.
I can make my bed/pick up my toys/put my clothes away to
keep my bedroom clean.
I can pick up trash/plant flowers/paint a mural to make my
school a pretty place.
Children can help fix up their school. Children can pull
weeds/plant a garden/pick up trash.
The students can choose to make a banner/sing a song/paint a
mural.
We may help our teachers by following the rules/doing our
work/cleaning up.
The students can paint over the handprints/make more
handprints/clean off the handprints.
The newspaper may write a story.
The parents may come to see the mural.
The children may win a prize.
Other ____________
EL Services Dept. June 2009
ELD LESSON PLANNER
ELD BEGINNING Level
Grade 2
Listening and Speaking ELD Standards
Draw inferences about stories
read aloud/ simple sentence to
communicate them
Ask and answer questions.
LANGUAGE
OBJECTIVE
Houghton-Mifflin
Reading ELD Standards
Students will be able to Express Author’s Viewpoint using Pronouns by…
Students will be able to Note Details using Adjectives by…
Students will be able to Express Problems and Solutions using Auxiliary Verbs
by…
Selection Language Function Grammar Form
Vocabulary
Prompts/Questions
artist,
drawing,
Where did you/he/she get your/his/her new crayons?
Pronouns
1
artwork, author,
Where did you/he/ she use your crayons?
(possessive)
displayed
Where did Tommy like to draw his pictures/artwork?
your, my, his, her, hang,
Express
Author’s Viewpoint
advance, ability,
Why did Tommy’s cousins tell him to practice his
upset,
drawing?
( I think about what -Used to express
prefer/preference,
Where were Tommy’s pictures/artwork displayed?
the author thinks and ownership of a
response, thoughts, Which do you think Tommy prefer, to draw or to
feels about a topic,
noun.Idiom = “get your
paint?
subject or
way”
How did Tommy/you feel when he/you could not
experience.)
draw/use his/your new crayons?
The Art Lesson
1
2
3
2
Moses Goes to a Concert
Adjectives
Note Details
(I think of details, or
small parts of
information to give a
clear picture.)
demonstrative
adjectives (this, that,
those, these)
-Used to identify a
specific noun.-
multiple adjectives
(loud, thumping noise)
-Used to describe a
noun with more than
one adjective.-
concert hall,
concert, field trip,
lovely, enormous,
gorgeous, deaf,
young, exciting,
thrilling, banging,
wonderful,
instruments,
musical, rumbling,
thumping,
percussion, chimes,
cymbals, triangle
marimba,
Tell why you think Tommy is an artist?
How did Tommy/the artist get his way at the end of
the story?
Describe these markers/crayons/books. Teacher
chooses an object.
Think about a time you heard a
drum/piano/guitar/horn, what did that instrument
sound like?
Describe that concert hall like?
How can you describe those children at the concert?
What kind of field trip was this?
In what ways did the children feel/hear that music?
Which types of instruments were played at that
concert?
Describe the instruments that those children played.
What sounds did those instruments make?
Theme 6
“Talent Show”
Writing ELD Standards
Following a model, proceed through the writing
process
Have you ever copied your friend’s picture?
Describe these books.
What can you do to make your school a
more attractive place?
Responses
I /she/he got my/her/his new crayons at the store.
I/She/He used my/her/his crayons at _______.
Tommy/He liked to draw his pictures/artwork
everywhere.
They told him to practice to be a real artist.
His pictures/artwork were displayed in the
_________.
He preferred to draw/paint.
___ felt ___ he/I could not draw/use his/my new
crayons. ________________.
I think Tommy is an artist because…
Tommy/the artist got his way at the end of the
story by ___.
These markers/crayons/books are...
That instrument sounded like ________.
It was a beautiful/large/lovely/,
pretty/enormous/gorgeous concert hall.
Those children were
deaf/happy/small/large/young,
deaf/happy/small/large/young at the concert.
It was a/an exciting/thrilling/wonderful/musical,
exciting/thrilling/wonderful/musical field trip.
The children were able to hear/feel that music
through balloons.
Loud percussion/ instruments were played at that
concert.
Those children played loud/rumbling/thumping,
percussion instruments.
Those instruments made ____, _________ sounds.
EL Services Dept. June 2009
The School Mural
3
Express Problems
and Solutions
(I think about a
problem and possible
solutions. I make
decisions to solve
problems.)
Auxiliary Verbs
could, should,
would, might
-Used with other
verbs to
change their
meaning by
express
possibility.-
Supplemental Resources: Avenues Unit # 6
attractive,
pleasant
pull weeds,
clean up, fix up,
follow, choose,
banner, mural,
project, handprint,
newspaper,
Make Some Noise
What could you do to make your school a more
attractive/pleasant place?
How might students help to fix up their school?
What do you think students should do to help their
teachers?
Which idea might the children choose for their school
project?
What would you do if someone got a handprint on
your mural?
What could happen after the students finish the
mural?
LANGUAGE! Picture Cards ___
I could plant flowers/clean up trash/paint
walls/pull weeds to make my school a more
pleasant place.
Students might pull weeds/plant flowers/clean up
trash/paint walls to help fix up their school.
Students should do their work/clean up the
classroom/follow school rules to help their
teachers.
The children might choose to write and sing a
song/make a banner for their school project.
If someone got a handprint on my mural I would
paint over it/wash it off/put more handprints on the
mural.
The newspaper/The parents/The teacher could
write a story/come and visit the mural/give the
students an “A+” after the students/they finish the
mural.
Other ____________
EL Services Dept. June 2009
ELD LESSON PLANNER
ELD BEGINNING Level
Listening and Speaking ELD Standards
Grade 2
LANGUAGE
OBJECTIVE
Ask and answer questions with details.
1
Students will be able to Express Author’s Viewpoint using Pronouns by…
Houghton-Mifflin
Reading ELD Standards
Theme 6
“Talent Show”
Writing ELD Standards
Read text & use detailed sent to
identify main idea & use idea to
draw inferences.
Proceed through the writing process; write
clear & coherent sentences
Tell me about some activities you
participated in by yourself? Tell me why.
Describe a park you like to go to.
What do you think you ought to do to
maintain an attractive school?
Students will be able to Note Details using Adjectives by…
Students will be able to Express Problems and Solutions using Auxiliary Verbs
by…
Selection Language Function Grammar Form
Vocabulary
Prompts/Questions
2
3
1
The Art Lesson
Reflexive
Pronouns
Express
Author’s Viewpoint
( I think about what
the author thinks and
feels about a topic,
subject or
experience.)
2
yourself, myself,
himself, themselves,
their
-used to reflect
action back to
the noun or
pronoun just
named.-
Moses Goes to a Concert
Adjectives
Clauses
Note Details
(I think of details, or
small parts of
information to give a
clear picture.)
introduced by relative
pronouns (clause that
modifies noun or
pronoun)
Responses
artist/artistic
activities, enjoy,
participate in,
participation,
collect, author,
upset, angry,
advance, ability,
displayed,
prefer/preference
thoughts,
viewpoint,
opinions
Tell me about some activities you participated in
by yourself? Tell me why.
Tell me something about yourself that I do not
know.
What did your brother/sister do by
himself/herself?
What did the artist enjoy doing by himself?
Tell me why you think the author believes the
parents are proud of their son?
Did the author think that most second graders
could draw by themselves?
Did you think the author came up with the story
ideas by himself?
Would you prefer to draw a picture by yourself or
with a friend? Tell me why?
Do you believe the author wrote the story about
himself?
I participated in __________ by myself because_____.
Setting, location,
characters, concert
hall, concert, deaf,
sign language,
percussionist,
Instruments,
vibrations,
rumbling,
thumping, banging
Describe a park you like to go to.
Fairmont Park, which is in Riverside, is my favorite because …
I go to Sally’s, who is my cousin, for vacation.
The concert hall, which was large, which held a lot of people, which
had a lot of seats of this story.
The children, who were deaf, who were in Moses’ class/who went
to the concert, were in this story.
Moses, who went to the concert, was in this story.
Mr. Samuels, who was the teacher/who knew sign language/who
knew the percussionist was in the story.
The children experienced vibrations, which was the music/which
was the sound.
The children met Ms. Elwyn, who was a friend of Mr. Samuels/who
was in the concert/who was the percussionist/who played the
instruments at the concert.
A _____________, which is a percussion instrument, was played at
the concert.
I can describe the sounds made by the
drums/cymbals/chimes/marimbas, which are percussion
instruments, as loud/rumbling/thumping/banging.
Where do you go on vacation?
What was the setting/location of this story?
Identify the characters in this story?
Where did the children go in this story?
Describe the children’s experience at the concert?
Who did the children meet at the concert?
Name an instrument that was played at the
concert.
How can you describe the sounds made by the
percussion instruments?
I…
My brother/sister did ______ by himself/herself.
The artist enjoyed drawing/ coloring/ painting by himself.
I think the author believes the parents are proud of their son because
they display/collect/enjoy the drawings.
Yes/ No the author did/did not think that most second graders could
draw by themselves.
Yes/No I did/did not think the author came up with the story ideas
by himself.
I would prefer to draw a picture by myself /with a friend
because_____.
I believe/I do not believe the author wrote the story about himself
because…
EL Services Dept. June 2009
The School Mural
3
Express Problems
and Solutions
(I think about a
problem and possible
solutions. I make
decisions to solve
problems.)
Auxiliary Verbs
Modals:ought,
will/shall
Prefer to/would
rather
-Used to modify
the meaning of a
clause or sentence
regarding
possibility or
intention.-
Attractive, debris,
exterior, beautify,
campus, conclude,
finished,
accidentally
What would you prefer to do weed the
garden or paint the exterior to beautify your
school?
What do you think you ought to do to
maintain an attractive school?
Which would you rather do to help your
teacher: clean up the classroom, do your
work, help other students, or follow all
school rules?
Which idea shall/will the children select to
complete their school project?
What ought the students to do when
someone accidentally puts a handprint on
their mural?
What would the students rather have happen
when they are finished with their mural?
Supplemental Resources: Avenues Unit # 6
Make Some Noise
I would prefer to weed the garden/paint the exterior to
beautify my school rather than paint a mural/plant attractive
flowers.
I think I ought to clean up trash every recess/pull weeds
around the campus/help plant flowers/help clean the
cafeteria to maintain an attractive school.
I would rather clean up the classroom/do my work/help
other students/follow all school rules to help my teacher.
The children shall/will select writing and singing a
song/making a banner/painting a mural to conclude their
school project.
When someone accidentally puts a handprint on their mural,
the students ought to paint over it/wash it off/add more
handprints.
When they are finished with their mural, the students would
rather have the newspaper write a story about it/their parents
come and see it/the teacher give them an “A+”/the principal
give them an award.
LANGUAGE! Picture Cards ___
Other ____________
EL Services Dept. June 2009