English as a Second Language (ESL) Grade 3
Unit of Study: The Cycle of Seasons
CURRICULUM OVERVIEW
Third Grading Period – Unit 4
Big Idea
Unit Rationale
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.
Moon phases are the changes in how the Moon looks across the nights in a month.
(Avenues, Level D, Vol. 1 Unit 4)
Selection 1: Gluskabe and Old Man Winter
 What hero do you know about?
 If you could talk to winter, what would you say?
 Does the character (Gluskabe) solve the problem? How?
 What does _____ mean? (dangerous, greedy, melt, refuse, stranger, suffer, weather)
 Does your retelling match your partner’s? What was different?
 Do you think Gluskabe is right or wrong to take the summerstick?
 What are some compound words? What are the two words in ____? What word can
you make when you blend the words ____ and ____?
Selection 2: Sky Tree
 Can you give an example of how things in nature change?
 What does _____ mean ( sunlight, breeze, fall, change, branch, cloud, frost,
disappear)
 What do you think the hill looks like in other seasons? How does a tree change with
each season?
 Where can you find information in an art essay? What do captions tell you?
 What (activity) do you like to do? Why do you like to do that activity? Can the activity
be done in more than one season? Why is that a good time to do the activity?
 Can you divide words like fluttered, summer, perfect, silver, winter, and snapper into
parts?
 What are some details about each season regarding plants, animals, and weather?
 Which word (in the selection) tells what something is like (color, size, shape)?
 Which word tells how many and how much? describe and tell how many
 Which word shows where something is, a direction, what time, and many other things?
Which words tell how, where, and when things happen?
Lessons for this Unit
This unit will address the following linguistic domains :
Listening / Speaking
 Oral language development
Reading
 Vocabulary
 Phonics
 Genre and story elements
 Language fluency and comprehension
Writing
 Grammar
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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
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Concepts
Instructional Model & Teacher Directions
The teacher will…
Students will…
English Language Proficiency Standards:
1) Cross-curricular second language acquisition/learning skills. The student is
expected to:
(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 attainment;
(F) use accessible language and learn new and essential language in the process;
(G) demonstrate an increasing ability to distinguish between formal and informal English
and an increasing knowledge of when to use each one commensurate with grade-level
learning expectations
2) Cross-curricular second language acquisition/listening. The student is expected to:
(A) distinguish sounds and intonation patterns of English with increasing ease;
(E) use visual, contextual, and linguistic support to enhance and confirm understanding of
increasingly complex and elaborated spoken language;
(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD,
and CD ROM to build and reinforce concept and language attainment;
(I) demonstrate listening comprehension of increasingly complex spoken English by
following directions, retelling or summarizing spoken messages, responding to
questions and requests, collaborating with peers, and taking notes commensurate with
content and grade-level needs
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 high-frequency
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;
(E) share information in cooperative learning interactions;
(F) ask and give information ranging from using a very limited bank of high-frequency, highneed, concrete vocabulary, including key words and expressions needed for basic
communication in academic and social contexts, to using abstract and content-based
vocabulary during extended speaking assignments.
(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 gradeappropriate academic topics; (build and reinforce concept and language attainment;
(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
(J) respond orally to information presented in a wide variety of print, electronic, audio,
and visual media to build and reinforce concept and language attainment.
SAISD © 2008-09 – Third Grading Period
Listening/Speaking TEKS 3.1-3.4
 Participate in rhymes, songs, conversations, and discussions (3.1C)
 Distinguish and produce intonation patterns of English (3.1G2,4)
 Infer meaning by making associations of utterances with actions, visuals,
and context (3.1H)
 Connect experiences and ideas with those of others through speaking and
listening (3.2A)
 Ask and answer relevant questions and make contributions in small or large
group discussions (3.3C)
 Present dramatic interpretations of experiences, stories, poems, or plays
(3.3D)
 Gain control of grammar when speaking (3.3.E)
 Use vocabulary to describe ideas, feelings, and experiences (3.4A)
Reading TEKS 3.5-3.13
 Identify multisyllabic words by using common syllable patterns (TEKS 3.5C
 Read orally from familiar texts with fluency demonstrating accuracy (3.6C1)
 Read from a variety of genres for pleasure or to acquire information from
print (3.7B,
TAKS 1)
 Develop vocabulary by listening to and discussing both familiar and
conceptually challenging selections read aloud (TEKS 3.8A1)
 Develop an extensive vocabulary through reading (3.8B)
 Use prior knowledge to anticipate meaning and make sense of texts (3.9A)
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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
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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;
(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 topicrelated vocabulary and other prereading activities to enhance comprehension of
written text;
(F) use visual and contextual support and 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 area 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;
(J) demonstrate English comprehension and expand reading skills by employing inferential
skills such as predicting, making connections between ideas, drawing inferences and
conclusions from text and graphic sources, and finding supporting text evidence
commensurate with content area needs; and
5) Cross-curricular second language acquisition/writing. The student is expected to:
(B) write using newly acquired basic vocabulary and content-based grade-level
vocabulary;
(C) spell familiar English words with increasing accuracy, and employ English spelling
patterns and rules with increasing accuracy as more English is acquired;
(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; possessive case, and using negative and contractions;
(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting
words to combine phrases, clauses, and sentences in increasingly accurate ways as
more English is acquired; and
(G) narrate, describe, and explain with increasing specificity and detail to fulfill content
area writing needs as more English is acquired.
 Demonstrate knowledge of synonyms (3.8D,
TAKS 1)
 Make and explain inferences from text (3.9F,
TAKS 4)
 Identify similarities and differences across texts. (3.9G
 Produce summaries of text selections. (3.9H,
TAKS 4)
TAKS 1)
 Represent text information (3.9I,
TAKS 3)
 Support interpretations or conclusions with examples drawn from text TEKS
3.10C,
TAKS 4)
 Recognize features of genres (3.11C,
 Recognize plot (3.11J,
TAKS 3)
TAKS 3)
Writing TEKS 3.14-3.20
 Write to record ideas (3.14A)
 Write with more proficient spelling of contractions, compounds, and
homonyms such as hair-hare and bear-bare (3.16Ei2.)
 Edit writing toward standard grammar and usage, including pronoun
agreement (3.17E)
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)
 participate by making contributions in a discussion. (3.1C4, 3.3C)
 ask and answer questions. (3.1B)
 use adjectives to describe (3.3E)
(Reading)
 \read compound words.(3.6C)
 read and explain the meaning of new words. (5C)
 read from different types of stories. (7B)
SAISD © 2008-09 – Third Grading Period
ESL Grade 3- Initial Release Aug 08, V1
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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.
 identify the features of the selected genre (play and art essay). (3.11c)
 read different types of text with intonation and fluency. (3.6Ci)
 draw conclusions. (3.9F1, 3.10C)
 summarize information (3.9H)
 retell a story or summarize the order of events in the story. (9C)
 complete graphic organizers (story map and cycle diagram). (9I)
 answer questions about the story problem. (11J)
(Writing)
 write to record ideas or reflections (3.14A)
 write descriptive sentences. (3.17B1,2)
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 learning the vocabulary for the selection.
o identifying the story elements of different types of genres (play: characters, setting, and stage directions; art essay: illustrations and captions.)
o completing a graphic organizer (Story Map)showing the problem and solution of a story and (Cycle Diagram) to classify details from the text.
o retelling a story or summarizing information.
 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 writing to record ideas.
o writing descriptions.
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ESL Grade 3- Initial Release Aug 08, V1
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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.
Lessons 1-10
Essential Questions
Genre: Folk Tale - “Gluskabe and Old Man Winter”
CURRICULUM GUIDE
Essential Pre-requisite Skills
•
•
•
•
What hero do you know about?
If you could talk to winter, what would you say?
Does the character (Gluskabe) solve the problem? How?
What does _____ mean? (dangerous, greedy, melt, refuse, stranger,
suffer, weather)
• Does your retelling match your partner’s? What was different?
• Do you think Gluskabe is right or wrong to take the summerstick?
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 (T178-179)

Introduce Unit 4 by building background and vocabulary, pages 178-181 in the student
book by discussing the picture of the tree and the change in the leaves. Play the
selection “The Four Seasons” on the Selection Tape/CD and draw a picture to go with
the recording.
 participate in the discussion about changes in the seasons and draw, label, and
compare pictures for the season. (ELPS 3G: TEKS 3.2A)
 describe (orally or written) a hero to a partner. (ELPS 3F; TEKS 3.1C)
Oral Language (T182e)
 Write Message for Today (A hero is someone who helps others. What hero do you know
about?) Guide students to do a quick-draw of the hero in action and including where the
hero lives and to describe the hero to a partner in a Think, Pair, Share activity.
Think, Pair, Share. Think-Pair-Share Students think about their response to a
question, discuss answers in pairs, and share their own or partner’s answer with the class.
(Avenues Level D S13 and VRojas)
Lesson 2
Vocabulary (T182)
Introduce key words (dangerous, greedy, melt, refuse, stranger, suffer, weather) by
using Marzano’s Six Step Process for Teaching New Terms by providing a description,
explanation, or example of the new term (Step 1). The new terms should be given in the
students’ native language. Determine what the students know about the terms. Build an
initial understanding of the terms by using Multi-Level Strategies T182 for Beginning,
Intermediate, and Advanced students.
Introduce key words by using Marzano’s Six Step Process for Teaching New Terms by
providing a description, explanation, or example of the new term (Step 1). The new
terms should be given in the students’ native language. Determine what the students know
about the terms. Build an initial understanding of the terms by using student book pages
182-183. Use the Defining Sentences T213 to restate the meaning of each word. ) (Multilevel Strategies B/I/A T182).
SAISD © 2008-09 – Third Grading Period
 record their own description or explanation of the term in their vocabulary
notebook (Marzano, Step 2) (ELPS 5B; TEKS 3.14A)
 construct a picture, symbol, or graphic representation of the term in their
notebook and on a card (Marzano, Step 3) (ELPS 5B; TEKS 3.1H)
 participate with peers in the activity Wats-it to review words. (ELPS 3J, TEKS
3.21D)
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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
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Guide students to play Wats-it. Students will create word cards with the visual
representation of the given words. The student will write the word on one side and draw a
visual on the other. Collect the cards and divide the students into groups. Line them up
into two lines facing each other. Stand at the end of the line, say “go” and show the first
two students in line the picture side of the card. The student who guesses the word first
wins the card for the team. The game continues until the cards run out. (VRojas)
Lesson 3
Oral language (T184a)
 Display picture of building the snowman (D36) and guide students to role-play a
person talking to winter. “If you could talk to winter, what would you say?”
Preview Language (T184c)
 Read aloud the text,” The Long Winter”, pointing to visuals to identify the characters
and the winter landscape, T184c and emphasizing the pronouns and the referent.
Grammar Focus (T184d)

Teach and model using pronouns to tell who or what does something. Guide students to
practice substituting names and classroom objects with the correct pronoun during InsideOutside Circle activity.
 role-play talking to “winter”. (ELPS 3I; TEKS3.3A)
 participate in a cooperative learning activity to practice using the correct
pronoun by classmate’s names or classroom objects in a sentence and repeat
the sentence with the correct pronoun. (ELPS 3C ; TEKS 3.3E)
Inside/Outside Circle Students in concentric circles rotate to face a partner to answer
the teacher’s questions or those of the partner
Lesson 4
Preview the story: genre and story elements (T184a)
 Introduce the genre, Stage Play, by reading the description. Explain the story
elements: characters, setting, and stage directions. Preview key events in the play by
using Preview Script (T184b) and pointing out the visuals. Ask the following
questions: Who are the characters in the play? What is the setting of the play?
What two ways is a play different from a story?
 Review Literary Terms in plays (T205), English at Your Command! Pages 144-145.
Reading Strategy: Problem and Solution (T184e-f)
 Read aloud or play the recording of the play “Gluskabe and Old Man Winter” pausing
to teach the text structure and represent it on a problem-and-solution map. Does the
character (Gluskabe) solve the problem? How? (Multi-level Strategies B/I/A T184e)
Lesson 5
Oral Language (T184g)
 Play (CD) Big Book Chant, “Through the Year”, page 17. Guide students to choral
read the chant.
 Writing (T184e)
 Guide students to write a new title for each of the play’s four scenes.
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 identify the characters, setting, and stage directions of the play. (ELPS 3H,
TEKS 3.11C,
TAKS 3)
 complete a problem-and-solution story map by identifying the problems, events,
and solution. (ELPS 3B,3J: TEKS 3.11E, J;
TAKS 2)
 participate in choral reading. (ELPS 2F, E; TEKS 3.1C)
 write a new title for each to the play’s four scenes and explain why the titles are
appropriate. (ELPS 3H; TEKS 3.14A)
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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
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Lesson 6
Vocabulary (T184h)
Review Key Words using Defining Sentences (T184h). Allow students to add or
revise the term in the vocabulary notebook. (Marzano, Step 4)
Demonstrate the Frayer Model as a strategy to develop understanding of content
area reading vocabulary. Students form hierarchical word relationships by listing
essentials, examples, non-essentials, and non-examples of a particular word (i.e. knowing
what a concept isn't can help define what it is). Procedure: (a) assign concepts to groups,
(b) explain the attributes of the Frayer Model, (c) complete one with the class, (d) have
students work in pairs to complete their concepts, and (f) have students share and then
display their boards so the concepts can be continuously during the unit of study. (VRojas)
Grammar(T189)
 Guide students to identify nouns within text and substitute the nouns with either
Indefinite it or Subject Pronouns I, you, we. (English at Your Command page 252253).
Lesson 7 Phonics (T184-185)
 Introduce compound words. (Reading Basics Transparency 44) What are some
compound words? What are the two words in ____? What word can you make when
you blend the words ____ and ____?
Grammar(T189 & T202)
 Guide students to identify nouns within text and substitute the nouns with either
Indefinite it or Subject Pronouns I, you, we (English at Your Command page 252253).
 Teach and model possessive pronouns. (English at Your Command page 254-257).
 add or revising the term in the vocabulary notebook (Marzano, Step 4) (ELPS
4C; TEKS 3.8B)
 use the Frayer Model to define the selected key words (T184h). (ELPS 4D;
TEKS 3.8.B)
 select sentences in the text and will rewrite the sentences replacing the noun
with the Indefinite it or Subject Pronouns I, you, we. (ELPS 5E: TEKS 3.3,
3.17E2,3,7,9)
 read, divide, and blend (the parts of the compound word) (ELPS 5C; TEKS
3.6C, 3.16Ei2.)
 select sentences in the text and will rewrite the sentences replacing the noun
with the Indefinite it, Subject Pronouns I, you, we or Possessive Pronouns
(ELPS 5E: TEKS 3.3E, 3.17E2,3,7,9)
Lesson 8 Read Story (184-204)
The following strategies will make the language of the selection fully comprehensible
(Avenues, Level D T184j):
o Use visuals to support meaning.
o Restate words and phrases.
o Act out key events.
o Use gestures and facial expressions.
 follow the text and answering questions (purpose, details, text features, draw
conclusions, make predictions, make inferences, cause and effect, etc. (ELPS
4F, I, J; TEKS 3.9F,
TAKS 4)
Guide students in reading the story to ensure comprehension by using effective
questioning strategies and the questions from the teacher’s guide: purpose, details, text
features, draw conclusions, make predictions, make inferences, cause and effect, etc.
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ESL Grade 3- Initial Release Aug 08, V1
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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.
 participate in a Roundtable activity by finding the evidence in the text to support
his/her judgment in concluding that Gluskabe was right or wrong in taking the
Critical Thinking (T202)
Make and Support Judgments: Allow students to engage in the cooperative activity,
Roundtable, to answer the question: Do you think Gluskabe is right or wrong to take the
summerstick? Guide students to make a judgment and to support it with the text.
Roundtable: Seat students in small groups. Teacher asks a question with many possible
answers. Each student around the table answers the question a different way. Teacher
may ask for the answers to be recorded/. (Avenues, S12)
Guide students to find a synonym or example for the key vocabulary and other
selected words from the story. (Marzano, Step 5)
Lesson 9 Language Fluency (T205a)
 Model reading dialogue (page 202) using intonation and expression. Guide students
to role-play the different visitors in the play.
Reread story (T184-204)
 Use recording for pages 191-192 to demonstrate the contrast the intonation used in
the statements, questions, and exclamations. Explain the end mark cues for each
type of sentence.
Lesson 10 Think and Respond (T206-207)
 Review definition of problem, events, and solution using pages 186-187, 188-203,
and 204 to relate to the terms. Guide students to complete the problem and solution
chart. (Multi-level Strategies B/I/A T206)
 Guide students to retell and compare the story. Does your retelling match your
partner’s? What was different?
summerstick. (ELPS 4J, TEKS 3.10C,
TAKS 4)
 record synonyms or examples for key vocabulary words. (Marzano, Step 5)
(ELPS 1D; TEKS 3.8D;
TAKS 1)
 role-play the dialogue. (ELPS 2A ; TEKS 3.3D)
 read aloud with a partner to contrast the intonation between statements,
questions, and exclamations. (Passages pages 193-195, 198, and 202-203)
(ELPS 2A; TEKS 3.6C, 3.8A1)
 complete the graphic organizer (Practice Book page 59) identifying the problem,
event, and solution . (ELPS 4D; TEKS 3.9C
TAKS 1,3)
 retell the story to a partner and compare if the stories were the same or
different. (ELPS 4G; TEKS 3.9C
TAKS 1,3)
Extensions
 Give Messages page T208c
 Create the Water Cycle T209a
 Write a Description T209c
 Make Inferences T210
 Antonyms and Synonyms T211a
 Hands-on Centers: Identify Seasonal Characteristics, Plan a Trip, Calculate Average
Rainfall, Write Dialogue T178f-g
Marzano Step 6: Allow students to play games using the unit vocabulary as a way to
review and use the term.
Vocabulary
 weather
 suffer
 refuse
 melt
 dangerous
SAISD © 2008-09 – Third Grading Period
Resources:
 Hampton Brown Avenues, Third Grade Level D Unit 4
 Big Book
 Unit 4 Picture Cards: D36 – D47
 Reading Basics: Transparencies 44, 62 and 63
 English at Your Command!
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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.
 stranger
 greedy
 Practice Book
 Leveled Books: Beginning level: In the Yard; Fluent reader: The Wind Eagle
Textbook: Avenues Level D
Cognates
 human/humano
 north/norte
District Resources
Print Resources
Internet Resources Online Resources: Avenues eTools
Media Resources:
 Language Songs CD 1
 Selection Readings CD1 or Tape 4
 Kidspiration: Vocabulary and Writing Software
Evidence of Learning
Differentiation
Use Multi-Level Strategies to provide practice for
students at all proficiency levels (Beginner, Intermediate,
or Advanced):
 Lesson 2: Key Vocabulary T182
 Lesson 4: Strategy: Problem and Solution T184e
 Lesson 8: Reading Options (Beginning Reader, Onlevel, and Advanced) T184i
 Lesson 10: Think and Respond T207
Interims/TELPAS Reading/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Unit 4 Progress Test:
Beginner level
Intermediate / Advanced level
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ESL Grade 3- Initial Release Aug 08, V1
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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.
Lessons 1-10
Genre: Science Article “Sky Tree”
Essential Questions
 Can you give an example of how things in nature change?
 What does _____ mean ( sunlight, breeze, fall, change, branch, cloud, frost, disappear)
 What do you think the hill looks like in other seasons? How does a tree change with each
season?
 Where can you find information in an art essay? What do captions tell you?
 What (activity) do you like to do? Why do you like to do that activity? Can the activity be
done in more than one season? Why is that a good time to do the activity?
 Can you divide words like fluttered, summer, perfect, silver, winter, and snapper into
parts?
 What are some details about each season regarding plants, animals, and weather?
 Which word (in the selection) tells what something is like (color, size, shape)?
 Which word tells how many and how much? describe and tell how many
 Which word shows where something is, a direction, what time, and many other
things?
 Which words tell how, where, and when things happen?
CURRICULUM GUIDE
Essential Pre-requisite Skills
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 (T212e)
 Write Message for Today (Many things change in nature. How many can you think of?)
and display photos of seasonal changes. Guide students to describe what they see and
record details of description in a chart.
 describe seasonal changes. (ELPS 3B: TEKS 3.1C4, 3.3C, 3.9A)
Language Focus (T212f)
 Teach and model using words to describe color, size, and shape. Organize Roundtable
groups to describe a nature picture and record choice of words.
Roundtable Students in teams take turns writing, drawing, pasting, (1 paper, 1 pencil per
team). Rotating Recorder: Students take turns recording team responses. Simultaneous
Roundtable: RoundTable with more than one recording sheet passed at once. (4 papers, 4
pencils per team) (VRojas)
Lesson 2
Vocabulary (T212)
Introduce key words (sunlight, breeze, fall, change, branch, cloud, frost, disappear) by
using Marzano’s Six Step Process for Teaching New Terms by providing a description,
explanation, or example of the new term (Step 1). The new terms should be given in the
students’ native language. Determine what the students know about the terms.
 describe a nature picture in a Roundtable group and record the words
used. (ELPS 3E ; TEKS 3.3C 3.9G)
 record their own description or explanation of the term in their vocabulary
notebook (Marzano, Step 2) (ELPS 5B; TEKS 3.14A1)
 construct a picture, symbol, or graphic representation of the term in their
notebook and on a card (Marzano, Step 3) (ELPS 5B; TEKS 3.1H)
Build an initial understanding of the terms by using Multi-Level Strategies T213 for
SAISD © 2008-09 – Third Grading Period
ESL Grade 3- Initial Release Aug 08, V1
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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.
Beginning, Intermediate, and Advanced students. Introduce key words by using Marzano’s Six
Step Process for Teaching New Terms by providing a description, explanation, or example
of the new term (Step 1). The new terms should be given in the students’ native language.
Determine what the students know about the terms. Build an initial understanding of the terms
by using student book pages 212-213. Use the Defining Sentences T213 to restate the meaning
of each word. ) (Multi-level Strategies B/I/A T212).
Guide students to play Wats-it to review key words.
Wats-it Students will create word cards with the visual representation of the given words. The
student will write the word on one side and draw a visual on the other. Collect the cards and
divide the students into groups. Line them up into two lines facing each other. Stand at the end
of the line, say “go” and show the first two students in line the picture side of the card. The
student who guesses the word first wins the card for the team. The game continues until the
cards run out. (VRojas)
Lesson 3
Oral language (T214a)
 Display picture of children riding a sled down a hill (D38) and guide students to respond to
the question, What do you think the hill looks like in other seasons? How does a tree
change with each season? List responses on a chart.
Preview Language (T214c)
 Read aloud the text, ”The Tree” pointing to visuals on pages 216 to identify things and to
pantomime the description. Review the key words by listing the words and giving one
description about it. The student repeats the description and then adds to the description,
and so on. (How to Learn Language T214c).
Grammar Focus (T214d)
 Teach and model identifying adjectives in a sentence T214d. Guide students to draw a
picture of a tree on a hill and to describe their picture to their partner. The partners will
draw a picture for each other’s description and then compare it.
Lesson 4
Preview the story: genre and story elements (T214a)
 Introduce the genre of Art Essay using pages 214-215 to explain that the selection is
nonfiction and gives a lot of information. Explain that the illustrations and captions
additional information about the topic. Use Preview Script (T214b) and visuals and the
following questions: Where can you find information in an art essay? What do captions
tell you?
Reading Strategy: Classify Details (T214e-f)
 Read the art essay aloud or play its recording pausing during sections to classify details
from the text and the illustrations. Record details that tell what, when, where, and how on
the Cycle Diagram (T214f).
Lesson 5
Oral Language (T214g)
 Write Message for Today (In the _____, I like to _________. What (activity) do you like to
do?) Guide students to complete the sentence and to contribute in a roundtable
discussion: Why do you like to do that activity? Can the activity be done in more than one
season? Why is that a good time to do the activity?
SAISD © 2008-09 – Third Grading Period
 participate with peers in the activity Wats-it to review words. (ELPS 3J,
TEKS 3.21D)
 make predictions about seasonal changes (tree, hill, etc.). (ELPS 4J;
TEKS 3.1H)
 add adjectives to a sentence. (ELPS 5G ; TEKS 3.3E)
 listen to a description and draw a picture based on the description.
(ELPS 2I; TEKS 2A)
 answer questions about the text features. (ELPS 4I ; TEKS 3.11C)
 give details (orally) about each of the seasons and explain why each
detail belongs with that season. (ELPS 1E; TEKS 3.8A)
 participate in a roundtable discussion about favorite seasonal activities.
(ELPS 1F, 3A; TEKS 3.1C4, 3.3C, 3.4A)
ESL Grade 3- Initial Release Aug 08, V1
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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.
Writing (T214e)
 Guide students to select a painting from the art essay and to write a new caption for it.)
 write a new caption for a selected painting from the essay. (ELPS 5B,
5F: TEKS 3.14A1)
Lesson 6
Vocabulary (T214h)
Review Key Words using Defining Sentences (T213) and demonstrate the Frayer Model
as a strategy to develop understanding of content area reading vocabulary. Students form
hierarchical word relationships by listing essentials, examples, non-essentials, and nonexamples of a particular word (i.e. knowing what a concept isn't can help define what it is).
Procedure: (a) assign concepts to groups, (b) explain the attributes of the Frayer Model, (c)
complete one with the class, (d) have students work in pairs to complete their concepts, and (f)
have students share and then display their boards so the concepts can be continuously during
the unit of study. (VRojas)
 add or revise the term in the vocabulary notebook (Marzano, Step 4)
(ELPS 4; TEKS 3.8B)
Grammar (T222)
 Teach and model using (number) adjectives that tell how many or how much (a lot, many,
several, much, some, few, etc. English at Your Command! Page 263).
 use number adjectives in oral and written sentences to describe
something in the room or in a picture. (Practice Book page 64) (ELPS
5B, 5G; TEKS 3.14A)
 identify words with r-controlled syllables. (ELPS 3A, 4A; TEKS 3.5C)
Lesson 7
Phonics (T214-215)
 Introduce R-Controlled syllables types. (Reading Basics Transparencies 62 and 63).
Grammar (T225)
 Teach and model using prepositions to show place, direction, time, and many uses.
Illustrate the use of the prepositions within the text pages 220,223,224, and 225 and
record on a Prepositions Chart.
 Teach and model using adverbs. Read sentences from the text and identify the words
(adverbs) that tell how, where, and when things happen. Guide students to add adverbs to
sentences. (English at Your Command? page 282)
Lesson 8 Read Story (213-230)
The following strategies will make the language of the selection fully comprehensible
(Avenues, Level D T1214j):
 Point to details in the paintings.
 Use visuals to restate difficult concepts.
 Demonstrate with gestures and pantomime.
 Summarize key information frequently in simple language.
Guide students in reading the story to ensure comprehension by using effective questioning
strategies and the questions from the teacher’s guide about the text features; set the purpose,
making inferences, identifying details, conclusions, making comparison, summarizing, cause
and effect etc.
 use the Frayer Model to define the selected key words. (ELPS 4D;
TEKS 8.B, 3.24I)
 read words with r-controlled syllables, divide the words into parts, and
sort words into two groups words/syllables. (ELPS 3A, 4A: TEKS 3.5C)
 use prepositions (from the chart) to give an oral/written description of the
art in the selection. (ELPS 3H; TEKS 3.3E, 3.3G)
 add adverbs to selected sentences from the text. (Practice Book page
65) (ELPS : TEKS 5F; 3.3E)
 follow the text and answer questions about features: set the purpose,
making inferences, identifying details, conclusions, making comparison,
summarizing, cause and effect etc. (ELPS 4G, 4I. 4J; TEKS 3.9F, 3.9G;
TAKS 4)
 identify the adjectives in a selection, categorize the words in a Sensory
Adjectives Chart, and use the words from the chart to describe their own
illustration. (ELPS 5G; TEKS 3.3E)
Literary Analysis (T231)
Review that an adjective describes or telll about a noun. Read aloud from the selection as
students listen for words that describe how things look, feel, and smell. Guide the students to
illustrate their favorite outdoor activity using some of the adjectives from the selection.
SAISD © 2008-09 – Third Grading Period
ESL Grade 3- Initial Release Aug 08, V1
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.
 record synonyms or examples for key vocabulary words. (Marzano, Step
Guide students to find a synonym or example for the key vocabulary and other selected
words from the story. (Marzano, Step 5)
Lesson 9
Language and Reading Fluency (T231a)
 Model different ways to begin sentences (using the words in and at ) to tell about time
represented in the paintings on student book pages 218, 220, 225.
Reread story (T213-230)
 Read or play the recording for page 216 and listen for fluency as student echo read.
Lesson 10
Think and Respond (T232-233)
 Read aloud the introductory sentences for each season. Guide students to complete each
section of the cycle diagram with details about the plants, animals, and weather for each
season. (Multi-level Strategies B/I/A T232)
 Guide students to use the information from the cycle diagram to write a summary
statement about each season.
Extensions
 Play a Seasons Game page T235a
 Write to Entertain page 235c
 Use Pronouns T236
 Prefixes T237a-b
 Hands-on Centers: Identify Seasonal Characteristics, Plan a Trip, Calculate Average
Rainfall, Write Dialogue T178f-g
5)
(ELPS 1D; TEKS 3.8D;
TAKS 1)
 use expressions of time (in and at) to tell about other paintings or
pictures. (ELPS 1G; TEKS 3.1G2,4, 3.4A)
 echo read a passage. (ELPS 2A; TEKS 1C)
 listen to a passage and identify the short pauses (/) and long pauses (//)
in the selection. (ELPS 1F; TEKS 3.6C1)
 complete the cycle diagram (Student Book page 232 or Practice book
pages 67-68). (ELPS 4D; TEKS 3.9I,
TAKS 3)
 write a summary statement for each season. (ELPS 5G; TEKS 3.9H,
TAKS 1)
Marzano Step 6: Allow students to play games using the unit vocabulary as a way to
review and use the term.
Vocabulary
 sunlight
 breeze
 fall
 change
 branch
 cloud
 frost
 disappear
Cognates




moment/momento
capture/capturer
form/formar
disappear/desaparecer
Resources:
 Hampton Brown Avenues, Third Grade Level D Unit 4
 Big Book
 Unit 4 Picture Cards: D36 – D47
 Reading Basics: Transparencies 44, 62 and 63
 English at Your Command!
 Practice Book
 Leveled Books: Beginning level: In the Yard; Fluent reader: The Wind
Eagle
Textbook: Avenues Level D
District Resources
Print Resources
Internet Resources Online Resources: Avenues eTools
Media Resources:
SAISD © 2008-09 – Third Grading Period
ESL Grade 3- Initial Release Aug 08, V1
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.
 Language Songs CD 1
 Selection Readings CD1 or Tape 4
 Kidspiration: Vocabulary and Writing Software
Evidence of Learning
Differentiation
Use Multi-Level Strategies to provide practice for
students at all proficiency levels (Beginner, Intermediate,
or Advanced):
 Lesson 2: Key Vocabulary T212
 Lesson 4: Strategy: Goal and Outcome T214e
 Lesson 8: Reading Options (Beginning Reader, Onlevel, and Advanced) T214i
 Lesson 10: Think and Respond T232
Interims/TELPAS Reading/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Unit 4 Progress Test:
Beginner level
The plant has _______ leaves.
a)
b)
c)
d)
on
walk
three
threes
Intermediate level
The next day, I see ____ birds.
a)
b)
c)
d)
two
man
look
fives
Advanced level
Choose the best way to write the underlined part, or
choose “Correct as it is.”
They is very cold and deep.
a) It
b) He
c) We
d) Correct as it is
SAISD © 2008-09 – Third Grading Period
ESL Grade 3- Initial Release Aug 08, V1
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.