English as a Second Language (ESL) Grade 5
Unit of Study: Bodies in Motions
CURRICULUM OVERVIEW
Second Grading Period – Unit 3
Big Idea
To promote authentic communication and integration
in the second language (L2) through the linguistic
domains of listening, speaking, reading and writing
commensurate with the student’s level of English.
Unit Rationale
Different muscles are required to do different kinds of activities. The large muscles are used for vigorous activities while
quiet activities use smaller muscles. Our pulse rate measures how fast the heart is beating and how hard it is working
during the different activities that we do throughout the Lesson. (Avenues, Level F, Vol. Unit 3)
 Do you like to dance?
 What kind of steps and movements do dancers do?
 How does a photo-essay present information? What will the captions tell you?
 What does _____ mean? (audience, energy, expression, improve, movement, performance)
 What are some words with the diphthongs /ou/ ou, ow ?
 What pronoun can be used in place of a noun?
 How do you like to exercise?
 What part(s) of your body do you use when you ___ (swim, run, dance, etc.)
 What does _____ mean? (skeleton, heart, oxygen, muscle, joint, nerves, b bone, spinal cord)
 What do the illustration, labels, and captions tell about the article?
 When do you use prepositions / demonstrative pronouns?
 What words have the Long o and Long e sound?
 How does the suffix –ful, -less, -ly, -able, and –y change the meaning of the word?
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
Concepts
English Language Proficiency Standards (ELPS)
TEKS Specificity - Intended Outcome
English Language Proficiency Standards:
1) Cross-curricular second language acquisition/learning skills. The student is expected
to:
(A) use prior knowledge and experiences to understand meanings in English;
(D) speak using learning strategies such as requesting assistance, employing non-verbal cues,
and synonyms and circumlocution (conveying ideas by defining or describing when exact
English words are not known);
(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;
SAISD © 2008-09 – Second Grading Period
ESL Grade 5
Second Language Acquisition/Learning Strategies TEKS 5.21-5.31
 Develop and expand repertoire of learning strategies (5.26A)
 Initiate authentic discourse with peers employing new vocabulary and
concepts (5.28D(1,2)
 Use learning strategies (nonverbal cues) (5.26E)
 Arrange phrases, clauses, and sentences into correct and meaningful
patterns. (5.28F)
 Demonstrate knowledge of nominative case (TEKS 5.30E32a)
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(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, and
(H) develop and expand repertoire of learning strategies such as reasoning inductively or
deductively, looking for patterns in language, and analyzing sayings and expressions
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;
(B) recognize elements of the English sound system in newly acquired vocabulary such as long
and short vowels, silent letters, and consonant clusters;
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; (D) speak
using grade-level content area vocabulary in context to internalize new English words and
build academic language proficiency;
(C) Speak using a variety of grammatical structures, sentence lengths, sentence types, and
connecting words with increasing accuracy and ease as more English is acquired;
(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;
(H) narrate, describe, and explain with increasing specificity and detail as more English is
acquired;
Listening/Speaking TEKS 5.1-5.5
 Listen to models of oral reading (5.3A)
 Demonstrate characteristic of fluent and effective reading (5.7C)
 Connect experiences through speaking and listening (5.4A(1,2)
 Adapt spoken language to audience, purpose, and occasion
(5.5A1,2,3)
 Demonstrate effective communication skills (5.5B)
 Present dramatic interpretations (5.5C)
 Employ English content area vocabulary in context (5.5G)
 Demonstrate characteristics of fluent and effective reading (5.7C)
Reading TEKS 5.6-5.14
 Draw on experiences to bring meanings to words in context (5.9B,
TAKS 1)
 Determine meanings of derivatives by applying meanings of affixes.
(ELPS 4A; TEKS 5.9Hi2
TAKS 1)
 Use knowledge and experience to comprehend (5.10A)
 Use text structure or progression of ideas to locate and recall
information (5.10E
TAKS 1)
 Determine a text’s main (or major) ideas and how those ideas are
supported with details (5.10F)
 Paraphrase and summarize text to recall, inform, or organize ideas
(TEKS 5.10G)
 Draw inferences such as conclusions or generalizations and support
them with text evidence and experience (5.10H,
TAKS 4)
 Represent text information (5.10L,
TAKS 3)
 Recognize the features of genre (5.12D)
 Employ standard usage of parts of speech (5.18Ci3)
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;
(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;
SAISD © 2008-09 – Second Grading Period
ESL Grade 5
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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.
(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:
(A) learn relationships between sounds and letters of the English language to represent
sounds when writing in English;
(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;
(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.
Writing TEKS 5.16-5.22
 Write to record ideas 5.15A(3)
 Employ standard grammar and usage (5.18Ci)
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)
 speak about personal experiences.
(5.5B)
 speak about a selected topic using the appropriate language for the
audience, purpose, and occasion. (5.5B1,2,3)
 role play (5.5C)
 participate in reading the song and/or chiming in and using gestures.
(5.5B, 5.5G)
 use content area vocabulary (5.5G)
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ask and answer questions about the unit theme.
use body language and gestures to show understanding (5.26E)
speak in meaningful sentences. (5.28 F)
work with a partner, group, or all my class in a cooperative activity.
speak and read with fluency and intonation. (5.7C)
(Reading)
 read words with diphthongs /ou/ ou, ow ; long o and long e. (5.6A)
 read from different types of stories (genres).
 read and explain the meaning of new words.
(5.9B, 5.28D)
 Identify and explain the text features of photo-essay and an
article.(5.12D)
 complete sequence chains to retell the order of events in the
story.
(5.10E)
 read different types of text with intonation and fluency. (5.7C)
 write and define words with the suffix –ful, -less, -ly, -able, and –y (
5.9Hi2
TAKS 1)
 answer comprehension questions about the story.
SAISD © 2008-09 – Second Grading Period
ESL Grade 5
(5.10E, H)
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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)
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write different types of sentences. (5.30E2a)
use pronouns in oral or written narrations/descriptions (5.18C)
use preposition in sentences. (5.18Ci)
write to express an opinion.
 use different types of nouns and correct verb tenses.
 write about things I know.
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:
 asking and answering questions.
 responding with personal information and elaboration.
 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:
 learning the vocabulary for the selection.
 identifying the story elements for a photo-essay and an article.
 answering comprehension questions about story content.
 showing the order of events on a Sequence Chain.
 classifying details on a Word Map.

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:
 writing different types of sentences (statements and commands).
 writing in complete sentences (subject/predicate).
 using pronouns.
 using prepositions.
SAISD © 2008-09 – Second Grading Period
ESL Grade 5
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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.
English as a Second Language (ESL) Grade 5
Unit of Study: Bodies in Motion
Genre: Photo Essay - “Dancing Wheels”: Lessons 1-10
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
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Do you like to dance?
What kind of steps and movements do dancers do?
How does a photo-essay present information? What will the captions tell you?
What does _____ mean? (audience, energy, expression, improve, movement,
performance)
 What are some words with the diphthongs /ou/ ou, ow ?
 What pronoun can be used in place of a noun?
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 (T124e)
 Introduce Unit 3 by building background and vocabulary, pages 120-123 in the student book.
Guide students to play Charades with picture cards F18-32. Charades: This is a game of
pantomime where students have to "act out" a word or phrase without speaking, while the other
members of the team try to guess what the phrase is.
 Write Message for Today(A lot of people like to dance. Do you?) Guide students to discuss
different types of dances and start a web with details about different kinds of dances.
 participate in guessing the unit vocabulary through the game
Charades. (ELPS 3F, 1F; TEKS 5.4A)
 describe and share personal experiences with different kinds of
dances. (ELPS 3F, 1G; TEKS 5.5B)
Language Focus (T124f)
Guide students to use appropriate language to fit the audience, purpose, and occasion.
Organize students to develop a script for teaching dance using the Four Corners Cooperative
Strategy. Students will pick one of the four corners and interact with others in the same corner to
develop and perform the script (Avenues Level D S13 and VRojas)
 work in a cooperative activity Four Corners to develop and perform a
script about the selected topic, teaching a dance.
(ELPS 1E; TEKS 5.5A(1,2,3)
Four Corners: Corners of areas of the classroom are designated for focused discussion of four
aspects of a topic. Students individually think about the topic for a short time. Students group into the
corner of their choice and discuss the topic. At least one student from each corner shares about the
corner discussion.
Lesson 2 Vocabulary (T124)
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
SAISD © 2008-09 – Second Grading Period
ESL Grade 5
 role play audience comments. (ELPS 1G; TEKS 5.5C)
 record their own description or explanation of the term in their
vocabulary notebook (Marzano, Step 2) (ELPS 1C, 5B; TEKS 5.27F)
 construct a picture, symbol, or graphic representation of the term
(Marzano, Step 3) (ELPS 1C, 4D; TEKS 5.9A)
Page 5 of 15
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.
Guide students to role play the audience lines Student Book pages 124-125.
Lesson 3
Oral language (T126a)
 Display picture of a family (F21). Guide students to respond to the following: “Dancers do
different steps and movements. How do they move?”
 respond to questions about the steps and movements that dancers
use. (ELPS 3F; TEKS 5.4A)
 explain how the meaning of a word can change when it used in a
special phrase. (ELPS 1H; TEKS 5.26A)
Preview Language (T126d)
 Read aloud the text,”Let’s Dance!” identifying the subject pronouns in the text.
 Teach the strategy of analyzing expressions (How to Learn Language T126c).
Grammar Focus (T126d)
 Teach and model the use of subject pronouns. Guide students to use subject pronouns in a
narration.
Lesson 4
Preview the story: genre and story elements (T126a)
 Introduce the genre of Photo Essay by reading the title of the story. Explain the text features:
captions and setting. Preview key events in the story by using Preview Script (T1126b) and
pointing to pictures. Ask the following questions: How does a photo-essay present information?
What will the captions tell you?
Reading Strategy: Sequence (T126e-f)
 Read the story “Dancing Wheels” aloud or play Tape/CD pausing to teach the text structure and
represent it in sequence chains.
 Guide students to list order of events. (Multi-level Strategies B/I/A T18e)
Lesson 5
Oral Language (T126g)
 Play language song “Dance”” and guide students to create hand movements for the actions.
Writing (T126e)
 Guide students to choose a story picture and to write about it. (Daily Writing T126e)
 substitute a name with the correct pronoun in an oral or written
description. (ELPS 5E; TEKS 5.18C)
 identify and explain the text features. (ELPS 4G, TEKS 5.12D)
 participate in completing Sequence Chains. ELPS 4G, 4J; 5.10E
TAKS 3)
 participate in reading the song and/or chiming in and using gestures.
(ELPS 2FG; TEKS 5.5B, 5.5G)
 write to describe what is happening in the picture and what happened
before and after. (ELPS 5G; TEKS 5.15A(3)
Lesson 6
Vocabulary (T126h)
 add or revising the term in the vocabulary notebook (Marzano, Step
4) (ELPS 4F; TEKS 5.9B)
Review Key Words using Defining Sentences (T125). Allow students to add or revise the term in
the vocabulary notebook. (Marzano, Step 4)
 use the Frayer Model to define the selected key words. (ELPS 4F;
TEKS 5.9B)
Demonstrate the Frayer Model as a strategy to develop understanding of content area reading
vocabulary. Students form hierarchical word relationships by listing essentials, examples, nonessentials, 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)
SAISD © 2008-09 – Second Grading Period
ESL Grade 5
 create concept cards (Tri-bond activity) and work with partner to
identify the concept. (ELPS 4E: TEKS 5.9B)
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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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Tri-bond – (Chen, L. & Mira-Flores, E., 2006) – Create a set of word cards that contain three words on
one side and the larger concept they fit within on the other side. Have students work in partners: one
reads out the front of the card and the other has to try out the concept. Example: Bones, Muscles,
Skeleton, Skull, etc. (VRojas)
Grammar (T131)
 Display examples of sentences with pronouns. Teach and model changing the noun to the
correct pronoun. (English at Your Command page 246-247)
Lesson 7
Phonics (T126-127)
 Introduce diphthongs /ou/ ou, ow (Reading Basics Transparency 69)
 practice using pronouns in a conversation with a partner (Practice
Book, page 46). (ELPS 5E; TEKS 5.28F)
Grammar(T137)
 Teach and model the use of negative words. (English at Your Command page 235).
 Display and read sentence using subject pronouns: he, she, it, and they. Use English at Your
Command page 246-247 to demonstrate sentences.
 use the words no, not, no one, nobody or never to make (oral or
written) a negative sentence. (ELPS 5Eiii; TEKS 5.30E2a)
 identify diphthongs /ou/ ou, ow . (ELPS 2B, 3A, 4A; TEKS 5.6A)
 read and sort words with diphthongs /ou/ ou, ow . (ELPS 2A, 3A, 4A;
TEKS 5.6A)
 use the pronouns he, she, it, and they in sentences. (ELPS 5E ;
TEKS 5.18Ci3)
Lesson 8
Read Story (T126-150)
The following strategies will make the language of the selection fully comprehensible (Avenues,
Level F T126j):
o Restate words and phrases
o Use facial expressions to show feelings.
o Role-play.
o Demonstrate with gestures, pantomime, and sound effects.
 Read the story aloud to ensure comprehension by retelling, making inferences and comparisons,
making conclusions, identifying cause and effect, giving an opinion, etc.
 Demonstrate making and supporting inferences. Guide students to make inferences during the
Roundtable Learning Structure where 4 students take turns answering the teacher’s questions a
different way (T145). (Avenues, S13)
Roundtable: Seat students in small groups around tables. Teacher asks a question with many
possible answers. Each student around the table answers the question a different way.
 follow the text and answering questions (retelling, making inferences
and comparisons, making conclusions, identifying cause and effect,
giving an opinion, etc.) related to the story. (ELPS 4I. 4J; TEKS 5.10
E, H
TAKS 1, TAKS 4 )
 take turns sharing inferences in a Roundtable Cooperative Structure.
(ELPS 4G; TEKS 5.10H1,2,3
TAKS 2)
 participate in a Pairs Compare activity give examples from literature
or personal experience about the key vocabulary. (ELPS 4C ; TEKS
5.28D1,2)
 record synonyms or examples for key vocabulary words. (Marzano,
Step 5) (ELPS 1D; TEKS 5.9B;
TAKS 1)
Vocabulary (T151b)
Allow students to engage in a Pairs Compare activity to share what they know about each of the
key vocabulary words (T151b) Pairs generate ideas or answers, compare their answers with another
pair, and then see if working together they can come up with additional responses neither pair alone
had. (VRojas)
Pairs Compare: Pairs generate ideas or answers, compare their answers with another pair, and then
see if working together they can come up with additional responses neither pair alone had.
Guide students to find a synonym or example for the key vocabulary and other selected words from
the story. (Marzano, Step 5).
SAISD © 2008-09 – Second Grading Period
ESL Grade 5
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 9
Language Fluency (T151a)
 Play recording or model appropriate pauses between word groups to make ideas clear. Guide
students to echo phrasing and to distinguish between short and long pauses.
Reread story (T126-150)
 Listen for fluency.
Lesson 10
Think and Respond (T152-153)
 Model how to complete the boxes in the sequence chains. (Multi-level Strategies B/I/A T152)
 mark the copy of the selection passage with a slash (/) after a short
pause and (//) after a long pause while listening to a recording of the
passage. (ELPS 2A; TEKS 5.3A, 5.7C)
 read aloud from the text with a partner to practice intonation and to
develop fluency: pausing as appropriate, etc. (ELPS 2A; TEKS 5.3A,
5.7C)
 complete the sequence chain (Practice Book page 51) and share
details with a partner during the Pairs Check activity. (ELPS 4F, 4G;
TEKS 5.10E
TAKS 5.10L
TAKS 3)
Guide students to work in the cooperative activity, Pairs Check to complete the sequence chain.
Students work first in pairs each providing a detail.
Pairs Check Students work first in pairs each doing a problem and receiving coaching and praise from
their partner: then pairs check and celebrate after every two problems.
Extensions
 Write to Express Your Feelings T155c-d
 Use Context Clues T156-157
 Distinguish Fact from Opinion T157a-b
 Hands-on Centers: Make Body Systems Charts, Write About Rights and Services, Make an
Exercise Schedule, and Map Body System Words pages T120f-g
Marzano Step 6: Allow students to play games using the unit vocabulary as a way to review and
use the term.
Vocabulary
 energy
 expression
 audience
 movement
 performance
 improve
Resources:
 Hampton Brown Avenues, Fifth Grade Level D Unit 3
 Language Songs Big Book
 Unit 3 Picture Cards: F18 – F32
 Reading Basics: Transparency 69
 English at Your Command!
 Practice Book
 Leveled Books: Beginning level: Hoops with Swoopes; Fluent
reader: Body Works
Cognates
 director/director
 area/área
 attention/atención
 circle/círculo
 massive/masivo
 moments/momentos
 pause/pausar
 rhythmic/rítmico
 choreographer/coreógrafo
SAISD © 2008-09 – Second Grading Period
Textbook: Avenues Level F
District Resources
Print Resources
Internet Resources Online Resources:
ESL Grade 5
Avenues eTools
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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.
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Media Resources:
 Language Songs CD 1
 Selection Readings CD1 or Tape3
 Kidspiration: Vocabulary and Writing Software
muscle control/
control muscular
portion/porción
condition/condición
normal/normal
prediction/prediction
hospital/hospital
program/programa
invite/invitar
concentration/concentración
studio/estudio
position/posición
invitation/invitación
movement/movimiento
reporters/reporteros
practice/practicar
demonstrate/
demostrar
scene/escena
False cognates
 audience not audiencia but público
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 T124
 Lesson 4: Strategy:SequenceT126e
 Lesson 8: Reading Options (Beginning Reader, Onlevel, and Advanced) T126i
 Lesson 10: Think and Respond T152
SAISD © 2008-09 – Second Grading Period
Interims/TELPAS Reading/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Unit 3 Progress Test:
Beginner level
ESL Grade 5
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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.
Intermediate level
Advanced level
SAISD © 2008-09 – Second Grading Period
ESL Grade 5
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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.
English as a Second Language (ESL) Grade 5
Unit of Study: Bodies in Motion
Genre: Science Article - “Moving” Lessons 1-10
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills

How do you like to exercise?
 What part(s) of your body do you use when you ___ (swim, run, dance,
etc.)
 What does _____ mean? (skeleton, heart, oxygen, muscle, joint, nerves, b
bone, spinal cord)
 What do the illustration, labels, and captions tell about the article?
 When do you use prepositions / demonstrative pronouns?
 What words have the Long o and Long e sound?
How does the suffix –ful, -less, -ly, -able, and –y change the meaning of the
word?
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 (T158e)
 Write Message for Today: My favorite way to exercise is to _____. How do you like to exercise?
Display pictures of sports activities (F18-32). Record student responses on a web and encourage
students to share something they like about the sports or activities.
 participate in a discussion discussing how they like to exercise.
(ELPS 1A, TEKS 5.10A)
 participate in the Jigsaw strategy. (ELS 3E; TEKS 5.28D1,2)
Language Focus (T40f)
Organize students to use a Jigsaw strategy (page S12) to define and explain a selected sport.
Students are grouped evenly into “expert groups”. Each group studies one topic (sport) and become an
expert in that topic. Students are regrouped so that each group has one member from each of the expert
groups. Experts report on their topic study to the group. (Avenues Level D S13 and VRojas)
Lesson 2
Vocabulary (T158)
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. Model reading the chant
Student Book pages 158-159.
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)
SAISD © 2008-09 – Second Grading Period
ESL Grade 5
 record their own description or explanation of the term in their
vocabulary notebook (Marzano, Step 2) (ELPS 5B; TEKS 5.9E,
5.15A)
 construct a picture, symbol, or graphic representation of the term
in their notebook and on a card (Marzano, Step 3) (ELPS 5F;
TEKS 5.9B)
 participate with peers in the activity Wats-it. (ELPS 3E, TEKS
5.6A)
Page 11 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 3
Oral language (T160a)
 Display picture of the swimmer (F24) and guide students to describe what they see. Start the
sentence, When I swim I use ____. Have students repeat the sentence adding more until it becomes
too long to remember.
Preview Language (T160c)
 Read aloud the text ”Your Bones” pointing to the visual of a skeleton on page 163 and using body
language and gestures to convey meaning. Explain how body language
Grammar Focus (T160d)
 Teach and model writing sentences with the subject pronouns I, you, he, she, it, we, you, they and
pointing out the possessive pronouns.
Lesson 4
Preview the story: genre and story elements (T160a)
 Introduce the genre, Science Article, using page 160b. Explain the text features: illustration, labels,
and captions. Guide students to work with a partner to point out the text features.
Reading Strategy: Classify Details (T160e-f)
 Read the science article aloud and pause to classify details from the illustrations and the text by
modeling with a think aloud. Guide students to complete a Word Map to record details. Use Multi-level
Strategies B/I/A (T160e).
Lesson 5
Oral Language (T160g)
 Display Big Book Song “Dance” and read or play CD recording.
Writing (T160e)
 Guide students to select a picture from the article and write about the movements of an athlete or
dancer.
Lesson 6
Vocabulary (T160h)
Review Key Words using Defining Sentences (T159) 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 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)
Tri-bond – (Chen, L. & Mira-Flores, E., 2006) – Create a set of word cards that contain three words on one
side and the larger concept they fit within on the other side. Have students work in partners: one reads out
the front of the card and the other has to try out the concept. Example: Bones, Muscles, Skeleton, Skull,
etc. (VRojas)
 contribute to discussion with the appropriate vocabulary. (ELPS
1D; TEKS 5.5G)
 demonstrate how to use body language to show understanding .
(ELPS 1B ; TEKS 5.26E)
 write sentences about the pictures cards F18-32 using subject
and possessive pronouns. (ELPS 5Ei; TEKS 5.18C)
 work with a partner to identify the caption and the label for each
illustration. (ELPS 3E; TEKS 5.12D)
 classify details on a Word Map (with a partner). (ELPS 4D;TEKS
5.10E,
TAKS 3)
 take turns in telling how different parts of the body help them
move. (ELPS 3H; TEKS 5.5 G)
 write a about the movements of an athlete or dancer from the
article. (ELPS 5F; TEKS 5.15A3)
 add or revise the term in the vocabulary notebook (Marzano,
Step 4) (ELPS 4F; TEKS 5.9B)
 use the Frayer Model to define the selected key words. (ELPS
4F; TEKS 5.9B)
 create concept cards (Tri-bond activity) and work with partner to
identify the concept. (ELPS 4E: TEKS 5.9B)
 use demonstrative pronouns (this, that, these, those) to describe.
(ELPS 5F; TEKS 5.30E3)
Grammar (T167)
Teach and model using demonstrative pronouns (this, that, these, those) and English at Your
Command pages 243.
SAISD © 2008-09 – Second Grading Period
ESL Grade 5
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 7
 identify long o and long e words. (ELPS 2B, 3A, 4A; TEKS 5.6A)
Phonics (T160-161)
 Introduce short a short u (Reading Basics Transparencies 36 and 42)
 read and sort words with the long o and long e sound. (ELPS
3A, 4A 5A ; TEKS 5.6A)
 list prepositional phrases and use the phrases in sentences
adding elaboration. (ELPS 3C; TEKS 5.18Ci3)
 identify the word the object pronouns stands for and write
sentences using the object pronoun. (ELPS 3C, TEKS 5.18Ci)
Grammar(T167, 173)
 Teach and model identifying prepositions using examples found in English at Your Command pages
272.
 Teach and model using object pronouns using examples found in English at Your Command pages
248.
Lesson 8
Read Story (T161-173)
The following strategies will make the language of the selection fully comprehensible (Avenues, Level
D T160j):
 Point to body parts in diagrams and find corresponding parts on real bodies
 Restate and define words and phrases
 Demonstrate with movements and facial expressions
Read the story aloud to ensure comprehension by using effective questioning strategies from the
teacher’s guide about setting the purpose, details, paraphrase, cause and effect, make comparisons, etc.
 follow the text and answering questions (setting the purpose,
details, paraphrase, cause and effect, make comparisons, etc.)
related to the article. (ELPS 4I. 4J; TEKS 5.10 E, F, G H
TAKS 1, TAKS 4 )

 write and define words with the suffix –ful, -less, -ly, -able, and –
y (Practice Book page 58. (ELPS 4A; TEKS 5.9Hi2
TAKS 1)

 participate in a Think, Pair, Share activity and identifying
synonyms for selected words and review other meanings for the
same word. (Marzano, Step 5) (ELPS 1D; TEKS 5.9B;
TAKS 1)
Vocabulary (T173)

Explain and demonstrate adding a suffix to a word to change its meaning.
Allow students to engage in a Think, Pair, Share activity and find a synonym for the unit vocabulary
and other selected words from the story. (Marzano, Step 5).
Lesson 9
Language and Reading Fluency (T173a)
 Model appropriate phrasing (student book page 163) and provide opportunity for students to echo.
Point out that a comma and the end punctuation signal pauses. Listen to Track 19 and have students
identify the short or long pause by keeping track and recording with a / or // if it is a short pause
(comma) or a longer pause (period).
Reread story (T161-173)
 Listen for fluency.
Lesson 10 Think and Respond (T174-175)
 Review classifying details by forming groups of four and guiding students to select a word and to set
up a word map for the word, Student Book page 174. (Multi-level Strategies B/I/A T174)
 listen to a recording of a selection passage and identifying the
pause as one due to a comma (/) or a period (//) in the selection
and recording the pauses with a / or // on a sheet of paper and
comparing marks with a partner. (ELPS 1F; TEKS 5.29J1)
 reread the story aloud to develop vocabulary and fluency. (ELPS
4F; TEKS 5.9A)
 make a word map for selected words. (ELPS 5D; TEKS 5.10L,
TAKS 3 )
 give an oral report about the selected word. (ELPS 5D; TEKS
5.10E,
SAISD © 2008-09 – Second Grading Period
ESL Grade 5
TAKS 3 )
Page 13 of 15
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.
Extensions
 Write to Inform T177c-d
 Use Pronouns T178-179
 Use Suffixes T179a-b
 Hands-on Centers: Make Body Systems Charts, Write About Rights and Services, Make an Exercise
Schedule, and Map Body System Words pages T120f-g
Marzano Step 6: Allow students to play games using the unit vocabulary as a way to review and use
the term.
Vocabulary
 skeleton
 heart
 oxygen
 muscle
 joint
 nerves
 bone
 spinal cord
Resources:
 Hampton Brown Avenues, Fifth Grade Level D Unit 3
 Language Songs Big Book
 Unit 3 Picture Cards: F18 – F32
 Reading Basics: Transparencies 36 and 42
 English at Your Command!
 Practice Book
 Leveled Books: Beginning level: Hoops with Swoopes; Fluent
reader: Body Works
Cognates
 nerves/nervios
 muscles/músculos
 skeleton/esqueleto
 delicate/delicado
 minerals/minerals
 calcium/calico
 cells/células
 total/total
 ligaments/ligamentos
 vertebrae/ vértebras
 paralyzed/paralizado
 cartilage/cartílago
 tendos/tendons
 athlete/atleta
 biceps/bíceps
 triceps/tríceps
 facial/facial
 energy/energía
 oxygen/oxígeno
 vitamins/vitaminas
 science article/artículo de ciencias
Textbook: Avenues Level F
SAISD © 2008-09 – Second Grading Period
District Resources
Print Resources
Internet Resources Online Resources:
Avenues eTools
Media Resources:
 Language Songs CD 1
 Selection Readings CD1 or Tape3
 Kidspiration: Vocabulary and Writing Software
ESL Grade 5
Page 14 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
Use Multi-Level Strategies to provide practice for
students at all proficiency levels (Beginner, Intermediate,
or Advanced):
 Lesson 2: Key Vocabulary T158
 Lesson 4: Strategy: Classify Details T160e
 Lesson 8: Reading Options (Beginning Reader, Onlevel, and Advanced) T160i
 Lesson 10: Think and Respond T174-175
Interims/TELPAS Reading/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Unit 3 Progress Test:
Beginner level
Intermediate level
Advanced level
SAISD © 2008-09 – Second Grading Period
ESL Grade 5
Page 15 of 15
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.