ELD PLANNER
Quarter 2
Week 1:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
Tasks

3rd Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn-­‐taking rules, asking relevant questions, affirming others, and adding relevant information. 3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade-­‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
It is suggested that teachers use the Leveled Biography from the Social Studies text, Unit 2, entitled Kimberley Stevenot – Basketweaver.
In addition, plans have been created that use the story Making Rugs from HMR Leveled Readers – Theme 2. You can use multiple texts or one
under the document camera.
Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. Students should provide reasons for their opinions in their Quick Writes. The following list is just a guide.
1.
2.
3.
4.
5.
Write down everything you know about Native Americans. Share out.
What is a tradition your family has? Teacher needs to support students by having a definition and/or examples of traditions on the board. You might want
to use the sentence stem. “One tradition my family has is……………………” Share out in some manner.
If you made a basket, who would you give it to and why?
What do you think would be the most difficult part of making a basket and why?
Write down the steps for making a peanut butter and jelly sandwich. Trade with partner and compare each other’s responses.
ELD PLANNER
•
Quarter 2
3rd Grade
Discussion/Vocabulary/ Comprehension – Directly teach routines for holding a discussion. Practicing the discussion routine may take the entire
ELD period all week. If not, the following areas can be taught as time permits:
It would be an easy transition to use one of the Quick Write topics to expand upon for a discussion topic. Teachers should include the use of the following
vocabulary words in guiding the discussions. .
** Use words that name parts of a text such as;
 heading, caption, glossary, photographs, bolded words, main idea, key details
** Use the selection to highlight sequence words and words that connect ideas such as;
 first, next, before, after, - and, so, but
** The following is an example of way your week MAY include.
 Day 1 – Go through the text (Basketweaver) and do a scavenger hunt finding text features such as glossary, headings, captions, etc.
 Day 2 – The following activity may take about 3 days. Read the text, As you read, list the headings on chart paper. Students contribute key
details that belong under each heading as the reading progresses.
 Day 3- Continue reading the text for Basketweaver and activities from Day 2.
 Day 4- Continue reading the text for Basketweaver and activities from Day 2.
 Day 5 – Read Making Rugs with a partner or small group. Each group list 3-5 key details about the weaving. Share out
•
Grammar – Review of the current grammar target would be appropriate for front loading / practice / review at this time.
 Students should use conversation, modeling, real-life dialogue for review of grammar skill. Less paper/pencil and more opportunities for
speaking using correct grammar patterns.
 Use the leveled readers to support grammar skills that are being targeted. For example; Pull out common nouns/proper nouns from the text.
•
Writing – As time permits, you may want the students to work on one of the following writing activities.
 Tell about a tradition your family has. What happens? What do you do? Describe with details.
 Students list steps using sequence words for any activity such as’ getting ready for school or going to bed.
Week 1
ELD PLANNER
Quarter 2
Week 2:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
Tasks

3rd Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn-­‐taking rules, asking relevant questions, affirming others, and adding relevant information. 3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade-­‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
It is suggested that teachers use the Leveled Reader from HMR entitled Sacagawea’s Journey, Theme 1. You will be reading it
throughout the week. You can use multiple texts with the students or just one under the document camera.
Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. Students should provide reasons for their opinions in their Quick Writes. The following list is just a guide.
1. Tell about a time you were brave. Use the sentence frame, “One time I was brave when …….” Have partners share their experiences.
2. Sacagawea lived in the late 1800’s, which was a long time ago. Would you like to go back in time? Why or why not?
3. .If you were to meet Sacagawea, what is one question you would ask her? Partners could then ask each other their questions and role play.
4. Make a list of different character traits that describe Sacagawea. Refer to Character Traits Chart in Appendix B.
5. Make a list of character traits that describe yourself. Share traits with a partner or group.
ELD PLANNER
•
Quarter 2
3rd Grade
Discussion/Vocabulary/ Comprehension – Directly teach routines for holding a discussion. Practicing the discussion routine may take the entire
ELD period all week. If not, the following areas can be taught as time permits:
It would be an easy transition to use one of the Quick Write topics to expand upon for a discussion topic. Teachers should include the use of the following
vocabulary words in guiding the discussions. .
** Reinforce the use of the words - main idea and key details
** Use the selection to highlight sequence words and words that connect ideas such as;
 first, next, before, after, - and, so, but
** The following is an example of way your week MAY include.
 Day 1 – Read the story Sacagawea’s Journey and discuss as you read.
 Day 2 – Make a list of Sacagawea’s character traits with a partner. Share with group and create a class chart of traits.
 Day 3- Using a Venn Diagram or other Thinking Map/graphic aid, compare explorers of today (ie. astronauts) with Sacagawea. Students
might consider things like clothes, food, travel, environment, etc.
 Day 4- Think of the story from Sacagawea’s point of view. What three things would she say about her experiences? Share out
 Day 5 – Discuss if you took a trip today to the places where Lewis and Clark explored, how would it be different today ? Students could use
a T chart to compare what it would be like then and now.
•
Grammar – Review of the current grammar target would be appropriate for front loading / practice / review at this time.
 Students should use conversation, modeling, real-life dialogue for review of grammar skill. Less paper/pencil and more opportunities for
speaking using correct grammar patterns.
 Use the leveled readers to support grammar skills that are being targeted. For example; pull out common nouns/proper nouns from the text.
•
Writing – As time permits, you may want the students to work on one of the following writing activities.
 Would you liked to have traveled with Sacagawea? Why or why not?
 If you could explore somewhere, where would it be? What would you like to see?
Week 2
ELD PLANNER
Quarter 2
Week 3:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
Tasks

3rd Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn-­‐taking rules, asking relevant questions, affirming others, and adding relevant information. 3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade-­‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
Teachers may want to use one of the Tall Tales that was suggested in the Common Core curriculum guide that has not been used in the regular
classroom.
Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. Students should provide reasons for their opinions in their Quick Writes. The following list is just a guide.
1.
2.
3.
4.
Make a list of activities a person could not do in real life. (ie, breathing under water, etc.) share out
Name a super talent you would like to have and why? Partner share
Using the super talent from Day 2, complete this sentence frame. “One day I was able to _______ so then I ______________.”
Tall tales have examples of exaggeration or stretching the truth. What was stretched in the Tall Tale you read in your class? Which character had a talent
stretched?
5 Do you like REAListic fiction stories better or Tall Tales? Why? Teachers need to make sure students have some background knowledge about what a
REAListic fiction story is.
ELD PLANNER
•
Quarter 2
3rd Grade
Discussion/Vocabulary/ Comprehension – Make sure students follow the protocol for holding discussions. Answers should be given in complete
sentences.
It would be an easy transition to use one of the Quick Write topics to expand upon for a discussion topic. Teachers should include the use of the following
vocabulary words in guiding the discussions. .
** Use words that are specific to Tall Tales such as;
 exaggeration, stretching the truth, fiction, characters, setting, plot, problem, solution, traits
** Use the selection to highlight sequence words and words that connect ideas such as;
 first, next, before, after, - and, so, but
** The following is an example of way your week MAY include.
 Day 1 – Make sure the students understand the difference between truth and stretching the truth, A T-chart could be used to display character
traits and example of how they can be stretched.
Tall | reach to the sun
Teacher needs to guide this activity the first time.
Short| walk under a flower
 Day 2 – Students read a Tall Tale not covered in the regular classroom and discuss as you go. Make sure to point out or solicit all the examples
of exaggeration.
 Day 3- Teacher gives new character traits that could be added to the chart and student pairs come up with exaggerations of their own. Share.
 Day 4- Teacher puts traits on index cards. Students act out using exaggeration. Other students try to guess what the trait is. Teacher needs to
Model the first one. Sample traits – grumpy, strong, silly, etc., could be used.
 Day 5 – Talk with your partner and create a new ending for the Tall Tale. Share out in some manner.
 Additional activity – Match up partner A with partner B. They role play an interview. One becomes a Tall Tale character while the other is
the interviewer who asks questions. This could become a 2 or 3 day activity, if time permits.
•
Grammar – Review of the current grammar target would be appropriate for front loading / practice / review at this time.
 Students should use conversation, modeling, real-life dialogue for review of grammar skill. Less paper/pencil and more opportunities for
speaking using correct grammar patterns.
 Use the Tall Tales to support grammar skills that are being targeted. For example; Pull out verbs from the text.
•
Writing – As time permits, you may want the students to work on one of the following writing activities.
 Write a new ending for a Tall Tale.
 After reading several Tall Tales this week (Common Core and ELD), which one did you like best and why?
Week 3
ELD PLANNER
Quarter 2
Week 4:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
Tasks
3rd Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn-­‐taking rules, asking relevant questions, affirming others, and adding relevant information. 3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade-­‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
Teachers may want to use one of the Tall Tales that was suggested in the Common Core curriculum guide that has not been used in the regular
classroom.

Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. Students should provide reasons for their opinions in their Quick Writes. The following list is just a guide.
1.
2.
Make a list of character traits that could be exaggerated. Teacher puts on chart paper while sharing out.
Using the character trait chart from Day 1, complete the following sentence frame. “A character trait I would exaggerate is ______. My character would
be able to _____________.” Have partner A share with B and reverse.
Choose a character trait from the chart and create a Tall Tale character with an appropriate name. For example; messy > Rumpled Ralph
Which do you prefer to read Tall Tales or nonfiction? Give two reasons why?
Create a question to ask one of the Tall Tale characters you have read about. If time permits, partners could role play and respond.
3.
4.
5.
ELD PLANNER
•
Quarter 2
3rd Grade
Discussion/Vocabulary/ Comprehension – Make sure students follow the protocol for holding discussions. Answers should be given in complete
sentences. *** This section of Week 4 lists the same activities as Week 3. Pick and choose those that worked well or those you weren’t able to complete.
It would be an easy transition to use one of the Quick Write topics to expand upon for a discussion topic. Teachers should include the use of the following
vocabulary words in guiding the discussions. .
** Use words that are specific to Tall Tales such as;
 exaggeration, stretching the truth, fiction, characters, setting, plot, problem, solution, traits
** Use the selection to highlight sequence words and words that connect ideas such as;
 first, next, before, after, - and, so, but
** The following is an example of way your week MAY include.
 Day 1 – Make sure the students understand the difference between truth and stretching the truth, A T-chart could be used to display character
traits and an example of how they can be stretched.
Tall | reach to the sun
Teacher needs to guide this activity the first time.
Short| walk under a flower
 Day 2 – Students read a Tall Tale not covered in the regular classroom and discuss as you go. Make sure to point out or solicit all the examples
of exaggeration.
 Day 3- Teacher gives new character traits that could be added to the chart and student pairs come up with exaggerations of their own. Share.
 Day 4- Teacher puts traits on index cards. Students act out using exaggeration. Other students try to guess what the trait is. Teacher needs to
model the first one. Sample traits – grumpy, strong, silly, etc., could be used.
 Day 5 – Talk with your partner and create a new ending for the Tall Tale. Share out in some manner.
 Additional activity – Match up partner A with partner B. They role play an interview. One becomes a Tall Tale character while the other is
the interviewer who asks questions. This could become a 2 or 3 day activity, if time permits.
•
Grammar – Review of the current grammar target would be appropriate for front loading / practice / review at this time.
 Students should use conversation, modeling, real-life dialogue for review of grammar skill. Less paper/pencil and more opportunities for
speaking using correct grammar patterns.
 Use the Tall Tales to support grammar skills that are being targeted. For example; Pull out verbs from the text.
•
Writing – As time permits, you may want the students to work on one of the following writing activities.
 Write a new ending for a Tall Tale.
 After reading several Tall Tales this week (Common Core and ELD), which one did you like best and why?
Week 4
ELD PLANNER
Quarter 2
Week 5:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
3rd Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn-­‐taking rules, asking relevant questions, affirming others, and adding relevant information. 3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade-­‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
Tasks
Although Trickster Tales and Fairy Tales are also being covered during this period in Common Core, we have chosen to focus on Fables for the
ELD instruction. A suggestion is that a new fable be read each day or every other day, depending on your group. Choose fables that have not been
covered in the regular classroom instruction. You might want to review the sites in the C.C. Emphasis Guide. Another good site for short,
comprehensible fables is: www.kids-pages.com/folders/stories/Aesops_Fables/page1.htm

Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. Students should provide reasons for their opinions in their Quick Writes. The following list is just a guide.
1. Name a time when someone tricked you or you tricked someone else Explain what happened. Share out
2. Put the moral of the previous day’s moral on the board. Have students explain in their own words the meaning of the moral. This could be done on each
day following a new fable and moral that was read.
3. Do you agree with the character’s _________ actions? Why or why not? Possible sentence stems; “I agree with ____’s actions because_____________ or
disagree with ____’s actions because_____________.”
4. Repeat either activity from day 2 or 3.
5. Which fable was your favorite and why?
ELD PLANNER
•
Quarter 2
3rd Grade
Discussion/Vocabulary/ Comprehension – Make sure students follow the protocol for holding discussions. Answers should be given in complete
sentences.
It would be an easy transition to use one of the Quick Write topics to expand upon for a discussion topic. Teachers should include the use of the following
vocabulary words in guiding the discussions. .
** Use words that are specific to Fables such as;
 character, traits, moral, lesson, message, fable, and any words specific to a fable such as greed, laziness, etc.
** Use the selection to highlight sequence words and words that connect ideas such as;
 first, next, before, after, - and, so, but
** The following is an example of way your week MAY include.
 Day 1 – Chart the different elements of a fable. Read one to students and discuss as you read. Make sure to identify characters, setting,
problem, moral or lesson. * Teacher may want to create a morals chart drawn from each fable’s lesson that can be referenced back to quickly
throughout the two weeks fables are emphasized.
 Day 2 – Teacher reads another fable. Have partners create a list of character traits for each character in the fable. Share out
 Day 3- Teacher reads another fable. Have small groups or partners come up with the moral/lesson after discussing. Share out from each group.
Student pairs could write their moral s down, they could be posted, and then the groups come up and share with the larger group
 Day 4- Reveal the moral of the lesson from Day 3. Elicit from students the clues in the fable that point to the moral of the story.
 Day 5 – Compare/contrast two fables using a Venn Diagram or other Thinking Map. Do this as a group together.
•
Grammar – Review of the current grammar target would be appropriate for front loading / practice / review at this time.
 Students should use conversation, modeling, real-life dialogue for review of grammar skill. Less paper/pencil and more opportunities for
speaking using correct grammar patterns.
 Use the Fables to support grammar skills that are being targeted. For example; Zero in on adjectives from the text.
•
Writing – As time permits, you may want the students to work on one of the following writing activities.
 Refer to the list of morals that was kept. Students rewrite the moral of each fable in their own words.
 Tell about which character you would want as a friend and why?
Week 5
ELD PLANNER
Quarter 2
Week 6:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
Tasks

3rd Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn-­‐taking rules, asking relevant questions, affirming others, and adding relevant information. 3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade-­‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
Although Trickster Tales and Fairy Tales are also being covered during this period in Common Core, we have chosen to focus on Fables for the
ELD instruction. A suggestion is that a new fable be read each day or every other day, depending on your group. Choose fables that have not been
covered in the regular classroom instruction. You might want to review the sites in the C.C. Emphasis Guide. Another good site for short,
comprehensible fables is: www.kids-pages.com/folders/stories/Aesops_Fables/page1.htm
Week 6 will continue with many of the same activities
as Week 5. New fables should be read. Some new activities have been added. Teachers should continue to add to the morals and/or fable charts.
Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. Students should provide reasons for their opinions in their Quick Writes. The following list is just a guide.
1.
2.
3.
Teacher writes the moral from the first fable that will be read this week. Students write down what they think it means in their own words. Share.
Repeat any of the activities from the Quick Write section in Week 5 that worked well or seem appropriate.
Look over the chart with all the morals introduced over the two weeks. Which moral do you think is the most important and why? Share your opinion
with a table partner. (maybe the class)
ELD PLANNER
•
Quarter 2
3rd Grade
Discussion/Vocabulary/ Comprehension – Make sure students follow the protocol for holding discussions. Answers should be given in complete
sentences.
It would be an easy transition to use one of the Quick Write topics to expand upon for a discussion topic. Teachers should include the use of the following
vocabulary words in guiding the discussions. .
** Use words that are specific to Fables such as;
 character, traits, moral, lesson, message, fable, and any words specific to a fable such as greed, laziness, etc.
** Use the selection to highlight sequence words and words that connect ideas such as;
 first, next, before, after, - and, so, but
** The following is an example of way your week MAY include.
 Day 1 – Follow the suggestions from Week 5.
 Day 2 – Follow the suggestions from Week 5.
 Day 3- Follow the suggestions from Week 5.
 Day 4- Follow the suggestions from Week 5.
 Day 5 – Depending on your group of students, you could continue to Compare/Contrast 2 fables as a group… or students could work in partners
to complete this activity, since they have had previous experience.
•
Grammar – Review of the current grammar target would be appropriate for front loading / practice / review at this time.
 Students should use conversation, modeling, real-life dialogue for review of grammar skill. Less paper/pencil and more opportunities for
speaking using correct grammar patterns.
 Use the Fables to support grammar skills that are being targeted. For example; Zero in on adjectives from the text.
•
Writing – As time permits, you may want the students to work on one of the following writing activities.
 Refer to the list of morals that was kept. Students rewrite the moral of each fable in their own words.
 Tell about which character you would want as a friend and why?
 Have students discuss the following; “Who do you think was the most likeable character in all? Why do you think that?”
 For more advanced groups…. Have partners write their own fable. This activity would be for higher functioning EL students.
Week 6
ELD PLANNER
Week 7:
Quarter 2
3rd Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn-­‐taking rules, asking relevant questions, affirming others, and adding relevant information. 3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade-­‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
Teachers will be reading at least two Native American legends per week to the class. There are a large number of sites available for access to
these legends. One resource is listed in the Common Core Emphasis Guide. Other selections can be made at the following websites;
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
Tasks
www.apples4theteacher.com/native-american/short-stories and http://www.worldoftales.com/North_American_folktales.html
http://prettymoonspage.webs.com/nativeamericanstories.htm Some popular children’s stories that are Native American legends
are: The Legend of Bluebonnet, Arrow to the Sun, The Rough Face Girl, and Legend of the Indian Paintbrush.

Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. Students should provide reasons for their opinions in their Quick Writes. The following list is just a guide.
1.
2.
3.
Make a list of things you know about Native Americans. Share out with a partner or group.
List the title of the N.A. legend you will read to the class. Have the students complete this sentence stem. “I think this story will be about_________.”
Direct the students to make a list of things (tools, animals, shelters, environment) that are part of a Native American’s life. The focus is for students to discover
that the Native Americans used things from nature. Teacher may need to clarify or start each list, depending on your group’s level.
Did you like the legend you heard yesterday? Give two reasons why.
Which character from this week’s legends did you think was the most interesting? Give an example why you thought this.
4.
5.
ELD PLANNER
•
Quarter 2
3rd Grade
Discussion/Vocabulary/ Comprehension – Make sure students follow the protocol for holding discussions. Answers should be given in complete
sentences.
It would be an easy transition to use one of the Quick Write topics to expand upon for a discussion topic. Teachers should include the use of the following
vocabulary words in guiding the discussions. .
** Use words that are specific to Fables such as;
 legend, character, setting, hero, nature, journey, quest, sacrifice, gift
** Use the selection to highlight sequence words and words that connect ideas such as;
 first, next, before, after, - and, so, but
** The following is an example of way your week MAY include.
 Day 1 – As a group, create a Native American legend elements chart. List the common traits of Native American legends.
 Day 2 – Teacher reads a Native American legend. Before you read, have partners predict what the legend will be about based on the title. After
reading - Have partners discuss how close the predictions were. Talk about whose point of view the story was told from. (Someone in
the story or outside of the story? (Oftentimes a legend is told by a narrator outside of the story.)
 Day 3- Teacher reads another Native American legend. Before you read, have partners predict what the legend will be about based on the title.
After reading, have partners discuss how close their predictions were. Talk about whose point of view the story was told from. Someone
in the story or outside of the story? (Oftentimes a legend is told by a narrator outside of the story.)
 Day 4- Compare/contrast the two legends that were read using a Venn Diagram or other Thinking Map. Have partners share ideas with
each other before they share with the large group. Teacher can record answers.
 Day 5 – Discuss how the legends ending could have changed. What would have happened if the hero wasn’t successful? What would the story
be like if two characters traded places? , etc.
• Grammar – Review of the current grammar target would be appropriate for front loading / practice / review at this time.
 Students should use conversation, modeling, real-life dialogue for review of grammar skill. Less paper/pencil and more opportunities for
speaking using correct grammar patterns.
 Use the legends to support grammar skills that are being targeted. For example; focus on plural nouns in the story.
•
Week 7
Writing – As time permits, you may want the students to work on one of the following writing activities.
 Write a new ending to one of the legends.
 Write about why you would like one of the characters to be your friend.
ELD PLANNER
Week 8:
Quarter 2
3rd Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn-­‐taking rules, asking relevant questions, affirming others, and adding relevant information. 3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade-­‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
Teachers will be reading at least two Native American legends per week to the class. There are a large number of sites available for access to
these legends. One resource is listed in the Common Core Emphasis Guide. Other selections can be made at the following websites;
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
Tasks
www.apples4theteacher.com/native-american/short-stories and http://www.worldoftales.com/North_American_folktales.html
http://prettymoonspage.webs.com/nativeamericanstories.htm Some popular children’s stories that are Native American legends
are: The Legend of Bluebonnet, Arrow to the Sun, The Rough Face Girl, and Legend of the Indian Paintbrush.

Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. Students should provide reasons for their opinions in their Quick Writes. The following list is just a guide.
1.
Post the title of the day’s legend on the board. Have the students make a prediction as to what the legend will be about. You might use this sentence
stem, “I think this Native American legend will be about__________.”
List the characters from yesterday’s legend. Write at least one adjective that describes each character.
Post the title of the day’s new legend on the board. Have the students make a prediction as to what the legend will be about.
Make a list of some of the common traits the heros/characters in the legends have.
Think of all the Native American legends you have heard over the last two weeks. Which did you like best and why?
2.
3.
4.
5.
ELD PLANNER
•
Quarter 2
3rd Grade
Discussion/Vocabulary/ Comprehension – Make sure students follow the protocol for holding discussions. Answers should be given in complete sentences.
It would be an easy transition to use one of the Quick Write topics to expand upon for a discussion topic. Teachers should include the use of the following
vocabulary words in guiding the discussions. .
** Use words that are specific to Fables such as;
 legend, character, setting, hero, nature, journey, quest, sacrifice, gift
** Use the selection to highlight sequence words and words that connect ideas such as;
 first, next, before, after, - and, so, but
** The following is an example of way your week MAY include.
 Day 1 – Read another Native American legend. Put the title on the board before you begin to read and have the students make a prediction
about what they think the story will be about (orally) Read the legend and discuss.
 Day 2 – Divide the students up into groups that are a size that match the number of characters that were in the legend from Day 1. (ie. four
characters, four in each group) Each student becomes a character from the story and tells the others their opinion about what happened.
The teacher may need to model this first.
 Day 3- Read another Native American legend. Put the title on the board before you begin to read and have the students make a prediction
about what they think the story will be about (orally) Read the legend and discuss
 Day 4- Divide the students up into groups that are a size that match the number of characters that were in the legend from Day 1. (ie. four
characters, four in each group) Each student becomes a character from the story and tells the others their opinion about what happened.
 Day 5 – Four Corners Activity- Have the title of the four Native American legends from the past two weeks posted in each corner of the room.
Students move to their favorite legend. When the group is together, they each tell the others why it was their favorite. As an extension,
you could do the same activity, but have the students move to the legend that was their least favorite. They will explain why they did not
like that legend.
•
Grammar – Review of the current grammar target would be appropriate for front loading / practice / review at this time.
 Students should use conversation, modeling, real-life dialogue for review of grammar skill. Less paper/pencil and more opportunities for
speaking using correct grammar patterns.
 Use the legends to support grammar skills that are being targeted. For example; focus on possessive nouns in the story.
•
Writing – As time permits, you may want the students to work on one of the following writing activities.
 Students write an acrostic poem using the name of their favorite character.
 Write three questions you would ask your favorite character.
 Write three questions you would ask the character you thought was the meanest, etc.
Week 8