Unit 4
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understandings:
 A reader can interpret an unknown word in a text by using context clues, pictures, and asking and answering questions.
 A question has an answer and the answer is a statement. Answers to questions will help students understand the text.
Essential Questions:
 What can readers do to understand unknown words found in a text?
ESL Support:
 Teacher Modeling
 Games
 Pictures/Photographs
 Read Alouds
 Guided Reading-Leveled Text/Adaptive Text
 Graphic Organizers
 Digital Tools
 Build on prior knowledge
 Draw connections between course content and real life
 Peer tutoring/buddy
 Choice questions
 Checklist for guiding questions
Standards:
Student Learning Objective
Suggested
Suggested
Suggested
(SLO)
Instructional
Assessments
Resources
Content Objective (CO)
Scaffold Skills
Language Objective (LO)
SLO: 1
SLO: 1
ELP 1: Ask and
 Teacher
 Books recommended from
CCSS: RL.K.4 Ask
CO: Learn about unfamiliar
answer questions
ObservationsScholastic’s Guided Reading Fiction
and answer
words in literature genre leveled about the meaning
Throughout all
Focus 2nd Edition
questions to learn
text/grade leveled text by asking of content-based
SLOs
about unfamiliar
and answering questions.
words and/or
 Digital Resources-Can be used for all
words in literature
answer choice
 See Suggested
Units:
texts.
LO: Ask and answer questions
questions about
Performance
for clarification of unknown
high-frequency,
Tasks throughout
checklist
WIDA ELDS: 1,2
words in a text, read aloud or
unknown words in
individual SLOs
Reading
independently, using a guiding
a leveled text
mailto:www.eslflashcards.com
Listening
questions checklist.
using single words
Formative
Speaking
and short phrases.
Assessments
a4esl.org/
 Tired Questioning
http://www.eslpoint.com/
ELP 2: Ask and
during Read-
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Page 1
answer questions
about the meaning
of content-based
words and/or
answer questions
about key words in
a
leveled text using
pictures, phrases
and short
sentences.
ELP 3: Ask and
answer questions
about the meaning
of key, words in a
leveled text using
simple, related
sentences.
ELP 4: Ask and
answer questions
about the meaning
of key, unknown
words in a gradelevel text using
expanded and
some complex
sentences.
ELP 5: Ask and
answer questions
about the meaning
of unknown words
in a grade-level
text using multiple,
complex
sentences.
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
Alouds- throughout
individual SLOs
Accurate
completion of
Graphic
Organizers (Story
Maps)
www.starfall.com
www.storytimeforme.com
www.gboe.org
www.storylineonline.net
www.brainpop.com



Participation in
Think Pair Share
Summative
Assessments
Document ongoing
progress
Observational
Surveys
www.spellingcity.com
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
Elements of a Story
Explains characters, settings, plot, etc.
using the story of Cinderella. Teacher
support recommended for this site, but
parts of it will work well for K students
learning story elements.
Johnnie’s Story Page
Stories for beginning to advanced
readers.
Speakaboos Stories
Songs, Games, Worksheets & Fun Stuff
Page 2
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
 Unfamiliar Word- Read a page/excerpt from an
 Teacher maintains anecdotal
appropriate literature level text containing an
unfamiliar word.
1. Ask the student the meaning of the word.
2. Ask the student to identify the picture of the word in the text.

Students ask and answer questions about animals
(hyena, scorpion, alligator, platypus) they encounter in
Steve Jenkin’s and Robin Page’s, What Do You Do
With a Tail Like This?
UNIT 4
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understandings:
 A good reader can interpret an unknown word in an informational text by using context clues, pictures, text features, and asking and
answering questions.
 Good readers understand that an answer to a question will help them understand the informational text. When students ask and
answer questions about unknown words in text, they continue to build and strengthen their academic vocabulary.
 Good Readers are aware that there are strategies for solving unknown words.
Essential Questions:
 What can a reader do to understand unknown words in an informational text?
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Page 3
ESL Support:
 Teacher Modeling
 Pictures/Photographs
 Gestures
 Read Alouds
 Guided Reading-Leveled Text/Adaptive Text
 Graphic Organizers- 4 Square Vocabulary (SIOP)
 Digital Tools
 Build on prior knowledge
 Draw connections between course content and real life
 Peer tutoring/buddy
Standards:
SLO: 2
CCSS: RI.K.4 With
prompting and
support, ask and
answer questions to
learn about unfamiliar
words in
informational texts.
WIDA ELDS:
1 -5
Reading
Listening
Speaking
Student Learning Objective
(SLO)
Content Objective (CO)
Language Objective (LO)
SLO: 2
CO: With appropriate ELP
support, learn about unfamiliar
words in informational texts,
across all content areas, by
responding to and generating
questions.
LO: Ask and answer
questions about unfamiliar
words in text, read aloud or
independently, by using
pictures, photographs and
Gestures.
Suggested
Instructional
Scaffold Skills
ELP 1: Ask and
answer questions
about the meaning of
content-based words
and/or answer choice
questions about highfrequency, unknown
words in a leveled
text using single
words and short
phrases.
Suggested
Assessments

See Suggested
Performance Task
Suggested
Resources

Informational Texts

http://www.freeprintable.com/freeprintable-kindergartenworksheets
ELP 2: Ask and
answer questions
about the meaning of
content-based words
and/or answer
questions about key
words in a leveled
text using pictures,
phrases and short
sentences.
ELP 3: Ask and
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answer questions
about the meaning of
key, words in a
leveled text using
simple, related
sentences.
ELP 4: Ask and
answer questions
about the meaning of
key, unknown words
in a grade-level text
using expanded and
some complex
sentences.
ELP 5: Ask and
answer questions
about the meaning of
unknown words in a
grade-level text using
multiple, complex
sentences.
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
 Observations- Students ask and answer questions about
 Teacher maintains anecdotal records/notes
unknown content based/unknown keywords they encounter
in informational texts.
UNIT 4
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
TBOE Approved 8/26/2013
Page 5
Enduring Understandings:
 Students understand and identify points as pieces of information an author gives the reader.
 Students understand and explain how the author gives support to their points.
 Students understand when an author makes a point in a text, they must support the point with evidence in order to demonstrate validity.
Essential Questions:
 What are points in a text?
 How does an author support their points in texts?
 Why is it important for an author to provide evidence to support the points?
ESL Support:
 Teacher Modeling
 Games
 Pictures/Photographs
 Read Alouds
 Guided Reading-Leveled Text/Adaptive Text
 Graphic Organizers
 Digital Tools
 Build on prior knowledge
 Draw connections between course content and real life
 Peer tutoring/buddy
Standards:
Student Learning Objective
Suggested
Suggested
Suggested
(SLO)
Instructional Scaffold
Assessments
Resources
Content Objective (CO)
Skills
Language Objective (LO)
SLO: 3
SLO: 3
ELP 1: Describe the
 See Suggested
 Books recommended from
CCSS: RI.K.8 With
CO: With appropriate ELP
reasons the author
Performance Task
Scholastic’s Guided
prompting and support,
supports, verbally explain the
gives to support his
Reading Fiction Focus 2nd
state reasons an author
reasons author s give to support
point of view using
Edition
gives to support points in
their points in texts.
high-frequency, single
a text.
words in phrases.
LO: Describe the reasons the
WIDA ELDS: 1-5
ELP 2: Describe the
author gives to support his point
Reading
of view using a Graphic
reasons the author
Listening
Organizers.
gives to support his
Speaking
point of view using key
vocabulary in phrases
or short sentences.
ELP 3: Describe the
reasons the author
gives to support his
point of view by using
key vocabulary in
simple, related
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sentences.
ELP 4: Describe the
reasons the author
gives to support his
point of view producing
key vocabulary in
expanded and some
complex sentences.
ELP 5: Describe the
reasons the author
gives to support his
point of view using
precise, vocabulary in
multiple, complex
sentences.
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
 Observations- Ask students how the author supports points made in
 Teacher maintains anecdotal records/notes
the text.
UNIT 4
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understandings:
 Students understand and identify a character as a person or creature in a story.
 Students understand that an adventure or experience is an exciting event the character participates in.
 Students understand two adventures or experiences can be shown to be similar and different (compare/contrast).
 Students understand characters’ adventures or experiences can be compared and contrasted between stories.
Essential Questions:
 How can comparing and contrasting characters’ experiences deepen a reader’s understanding?
ESL Support:
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












Teacher Modeling
Games
Pictures/Photographs
Read Alouds
Guided Reading-Leveled Text/Adaptive Text
Graphic Organizer- Venn Diagram
Digital Tools
Build on prior knowledge
Draw connections between course content and real life
Peer tutoring/buddy
Choice questions
Gestures
Props
Standards:
SLO: 4 CCSS: RL.K.9
With prompting and
support, compare and
contrast the adventures
and experiences of
characters in familiar
stories, utilizing
pictures clues or other
story props.
WIDA ELDS:
1,2
Reading
Listening
Speaking
Writing
TBOE Approved 8/26/2013
Student Learning Objective
(SLO)
Content Objective (CO)
Language Objective (LO)
SLO: 4
CO: Using familiar stories,
prompting, and ELP supports,
compare and contrast familiar
stories using pictures clues, story
props and appropriate ELP
supports,
LO: Compare and contrast the
adventures and experiences of
characters in stories using
pictures to complete a Venn
Diagram.
Suggested
Instructional Scaffold
Skills
ELP 1: Compare and
contrast the adventures
and experiences of
characters in stories
with pictures and/or
using single words.
ELP 2: Compare and
contrast the adventures
and experiences of
characters in leveled
stories with pictures
and/or using phrases
and short sentences.
Suggested
Assessments

See Suggested
Performance Task
Suggested
Resources

Books recommended from
Scholastic’s Guided
Reading Fiction Focus 2nd
Edition

This Venn Diagram rubric
is a tool for conducting an
assessment of a students’
use of a graphic organizer
to compare and contrast
two things. The page
includes the rubric as well
as strategies for using it.
ELP 3: Compare and
contrast the adventures
Page 8
and experiences of
characters in leveled
stories with pictures
using key vocabulary in
simple, related
sentences.
ELP 4: Compare and
contrast the adventures
and experiences of
characters in leveled
stories using key
vocabulary in
expanded and some
complex sentences.
ELP 5: Compare and
contrast the adventures
and experiences of
characters in stories
using precise
vocabulary in multiple,
complex sentences.
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
 Observation- Ask questions, role-play, use story props, flannel cut Teacher maintains anecdotal records/notes
outs with flannel board, puppets, etc., to compare and contrast the
adventures of characters from two stories that have been read and
reread to the students (e.g., “How are the Three Pigs and the Three
Billy Goats Gruff the same? How are they different?”).
UNIT 4
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understandings:
 Students understand that single spoken words have two parts; onset and rime.
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 Students understand the onset is the word part that comes before the vowel.
 Students understand the rime is the vowel and the letters after it.
 Students demonstrate how to blend an onset and rime to make a word.
 Students demonstrate how to segment a word into onset and rime.
Essential Questions:
 How does awareness of onset and rime support students in the development of phonemic awareness?
ESL Support:
 Teacher Modeling
 Games
 Pictures/Photographs
 Read Aloud
 Guided Reading-Leveled Text/Adaptive Text
 Chart of rhyming words
 Digital Tools
 Build on prior knowledge
 Draw connections between course content and real life
 Peer tutoring/buddy
Standards:
Student Learning Objective
Suggested
Suggested
(SLO)
Instructional Scaffold
Assessments
Content Objective (CO)
Skills
Language Objective (LO)
SLO: 5
SLO: 5
ELP 1: Recognize and
 See Suggested
CCSS: RF.K.2.c Blend
CO: Blend and segment onsets
produce rhyming words
Resources websites
and segment onsets
and rimes of single-syllable
by repeating nursery
and rimes of singlespoken words.
rhymes and rhyming
syllable spoken words.
LO: Demonstrate phonemic
picture cards.
WIDA ELDS: 1,2
awareness of rhyming words
ELP 2: Recognize and
Speaking
through spoken language using
Reading
pictures and photographs.
produce rhyming words
Listening
by reciting nursery
rhymes.
ELP 3: Recognize and
produce known
rhyming words from
nursery rhymes.
ELP 4: Recognize and
produce known
rhyming words.
ELP 5:
Recognize and
TBOE Approved 8/26/2013
Suggested
Resources

Phonological Awareness This document provides
copies of several informal
assessments of phonics
awareness. (Source:
Panhandle Area
Educational Consortium)
The Southeast Educational
Laboratory has developed a
rating of 78 reading
assessments that can be used.
The National Center on
Response to Intervention has
established a standard process
to evaluate the scientific rigor
of commercially available tools
and interventions that can be
used in an RTI context.
(Source: The National Center
on Response to Intervention,
The American Institutes for
Page 10
produce unknown
rhyming words.
Suggested Performance Tasks:
 See Suggested Resource websites
Research).
Stage 2 – Assessment Evidence
Other Evidence:
 Teacher maintains anecdotal records/notes
UNIT 4
Grade level: Kindergarten
SLO 6
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understandings:
 Students understand print has a message.
 Students understand there are different reasons for reading, to gain information or to read for pleasure.
 Students can orally read for a specific purpose.
 A student can explain/and or demonstrate what they read.
Essential Questions:
 How does reading emergent-leveled text with purpose and understanding support reading development?
ESL Support:
 Teacher Modeling
 Choice Questions
 Sentence Frames
 Games
 Pictures/Photographs
 Word/Picture Walls
 Read Alouds
 Guided Reading-Leveled Text/Adaptive Text
 Graphic Organizers
 Digital Tools
 Build on prior knowledge
 Draw connections between course content and real life
 Peer tutoring/buddy
Standards:
Student Learning Objective (SLO)
Suggested
Suggested
Content Objective (CO)
Instructional Scaffold
Assessments
Language Objective (LO)
Skills
SLO: 6
SLO: 6
ELP 1: Read with
 See Suggested
CCSS: RF.K.4 Read
CO: After reading an emergent text,
purpose and
Resources websites
emergent reader
demonstrate comprehension and
demonstrate
texts with purpose
purpose of the text.
comprehension and/or
TBOE Approved 8/26/2013
Suggested
Resources

Books recommended from
Scholastic’s Guided
Reading Fiction Focus 2nd
Edition
Page 11
and understanding.
WIDA ELDS: 1,2
Reading
Writing
Speaking
LO: Read with purpose and
demonstrate comprehension of text
by using Graphic Organizers.
read an emergent
reader and state or
repeat the purpose and
demonstrate
comprehension.
ELP 2: Read with
purpose and
demonstrate
comprehension and/or
read an emergent
reader and state the
purpose and
demonstrate
comprehension.
ELP 3: Read emergent
reader texts with
purpose and
demonstrate
comprehension in
simple sentences.

The Florida Center for
Reading Research has
student center activities
that are broken down into
each of the five
components of reading.
They are designed for
students in the
Kindergarten through First
Grade. The center
activities on fluency focus
on: letter recognition,
letter-sound
correspondence, high
frequency words and oral
reading.
ELP 4: Read with
purpose and
demonstrate
comprehension of an
emergent reader in
expanded and some
complex sentences.
ELP 5: Orally explain
the purpose and
demonstrate
comprehension of an
emergent reader in
multiple, complex
sentences.
Suggested Performance Tasks:
 See Suggested Resources websites
TBOE Approved 8/26/2013
Stage 2 – Assessment Evidence
Other Evidence:
 Teacher maintains anecdotal records/notes
Page 12
UNIT 4
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understandings:
 Young writers revise their work to help the reader understand events or ideas more clearly.
 Young writers understand that revisions make changes to their writing pieces.
 Young writers understand revision suggestions can come from peers and adults.
Essential Questions:
 What are revisions in a piece of writing? Why are revisions needed in writing?
 How can young writer, with support from adults and peers, strengthen their writing?
ESL Support:
 Teacher Modeling
 Games
 Pictures/Photographs
 Read Aloud
 Guided Reading-Leveled Text/Adaptive Text
 Graphic Organizer
 Digital Tools
 Build on prior knowledge
 Draw connections between course content and real life
 Peer tutoring/buddy
Standards:
SLO: 7
CCSS: W.K.5 With
guidance and support,
add details to strengthen
writing (e.g., adding the
names of characters to a
story) in response to
questions and
suggestions from peers
WIDA ELDS: 2
Writing
TBOE Approved 8/26/2013
Student Learning Objective (SLO)
Content Objective (CO)
Language Objective (LO)
SLO: 7
CO: With appropriate ELP supports,
and from questions and
suggestions from peers, add details
to strengthen writing pieces
LO: Add details to writing after
exchanging ideas by using Visuals,
Graphic Organizers and
suggestions from peers.
Suggested
Instructional
Scaffold Skills
ELP 1: Add details to
writing after
exchanging ideas with
peers and/or answer
wh – questions in
English and add oneword or picture details
to writing.
ELP 2: Add details to
writing after
exchanging ideas with
Suggested
Assessments

See Suggested
Resources links
Suggested
Resources

Kindergarten Writing
Assessment – This sample
assessment rubric
encompasses four levels
of kindergarten writing
development.

Kindergarten Writing
Rubric – To access the
sample writing rubric, click
on the link “K5 Star Writing
Page 13
Listening
Speaking
peers and/or using
key vocabulary in
short phrases to add
one or two-word
details.
ELP 3: Add details to
writing after
exchanging ideas with
peers using key
vocabulary in simple,
related sentences.
Rubric-a-doc” (pdf).

Writing Assessment – This
site includes an
introduction to 6+1 Trait
Writing, customized
rubrics, student selfassessment, and peer
editing.
ELP 4: Add details to
writing after
exchanging ideas with
peers using key
vocabulary in
expanded and some
complex sentences.
ELP 5: Add details to
writing after
exchanging ideas with
peers using precise
vocabulary in multiple,
complex sentences.
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:

Kindergarten Writing Assessment – This sample assessment rubric
 Teacher maintains anecdotal records/notes
encompasses four levels of kindergarten writing development.

Kindergarten Writing Rubric – To access the sample writing rubric,
click on the link “K5 Star Writing Rubric-a-doc” (pdf).

Writing Assessment – This site includes an introduction to 6+1 Trait
Writing, customized rubrics, student self-assessment, and peer
editing.
UNIT 4
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Page 14
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understandings:
 Information is located in a source or from a student’s experiences to answer a question. Writers use and cite sources to write accurate
information.
Essential Questions:
 How can kindergarten students find answers to questions?
 How can a source lead students to the correct answer?
ESL Support:
 Teacher Modeling
 Games
 Pictures/Photographs
 Read Alouds
 Guided Reading-Leveled Text/Adaptive Text
 Graphic Organizers
 Digital Tools
 Build on prior knowledge
 Draw connections between course content and real life
 Peer tutoring/buddy
 Pictures/Word Walls
Standards:
SLO 8:
CCSS: W.K.8 With
guidance and support
from adults, recall
information from
experiences or gather
information from
provided sources
(e.g., magazines,
websites) to answer a
question.
Student Learning Objective (SLO)
Content Objective (CO)
Language Objective (LO)
SLO 8:
CO: With appropriate adult support
and different medias, remember
information from experiences or
information obtained from the
sources.
Suggested
Instructional Scaffold
Skills
ELP 1: Recall an event
to answer questions
and/or answer yes/no
questions by using
illustrations or single
words.
LO: Recall information from
experiences to answer questions
using a model and a Graphic
Organizers.
ELP 2: Recall an
event and answer
questions and/or use
illustrations and
phrases to complete
Sentence Frames.
WIDA ELDS: 1,2
TBOE Approved 8/26/2013
Suggested
Assessments

See Suggested
Performance Task
Suggested
Resources

Graphic Organizers
Page 15
Speaking
Writing
Listening
ELP 3: Recall an
event and answer
questions using key
vocabulary in simple,
related sentences.
ELP 4: Recall a wellelaborated event and
answer questions using
key vocabulary in
expanded and some
complex sentences.
ELP 5: Recall a wellelaborated event and
answer questions using
precise vocabulary in
multiple, complex
sentences.
Suggested Performance Tasks:
 Accurate completion of a Graphic Organizer
Stage 2 – Assessment Evidence
Other Evidence:
 Teacher maintains anecdotal records/notes
UNIT 4
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understandings:
 Kindergarten students produce and expand complete sentences in shared language activities.
Essential Questions:
 How can shared language activities assist students in their language development?
ESL Support:
 Teacher Modeling
 TPR
 Choral Reading
 Songs/Chants
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







Games
Pictures/Photographs
Read Alouds
Guided Reading-Leveled Text/Adaptive Text
Graphic Organizers
Digital Tools
Build on prior knowledge
Draw connections between course content and real life
Peer tutoring/buddy
Standards:
Student Learning Objective (SLO)
Content Objective (CO)
Language Objective (LO)
SLO: 9
SLO: 9
CCSS: LK 1.f Produce
CO: Produce and expand complete
and expand complete
sentences in shared language
sentences in shared
activities.
language activities.
LO: Communicate using complete
WIDA ELDS: 1,2
sentences by participating in shared
Listening
language activities.
Speaking
Writing
Suggested
Instructional
Scaffold Skills
ELP 1:
Participate in shared
language activities
using high-frequency
single words in key
phrase patterns.
Suggested
Assessments

See Suggested
Performance Task
Suggested
Resources

Kung-Fu SentencesStudents reorder phrases
to produce coherent
sentences. Some of the
sentences also contain
prepositional phrases
ELP 2: Participate in
shared language
activities using
pictures and key
vocabulary in phrases
and short sentences.
ELP 3: Participate in
shared language
activities expressing
related ideas using
key vocabulary in
multiple, simple
sentences.
ELP 4: Participate in
shared language
activities expressing
organized ideas using
key vocabulary in
multiple, complex
sentences.
ELP 5: Participate in
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Page 17
shared language
activities expressing
clear and coherent
ideas using precise,
vocabulary in multiple,
complex sentences.
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
 During shared language activities, teachers use “questioning” words
 Teacher maintains anecdotal records/notes
to support and scaffold student use of complete sentences; teachers
set the expectations that “this is a whole sentence class”.
Kindergarten students learn to recognize when sentences are
complete and when they are not. They demonstrate this recognition
as they routinely produce complete sentences that contain nouns and
verbs and describing words as well as the most frequently occurring
prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
Unit 4
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understandings:
 Kindergarteners can identify new meanings for familiar words and, then, use these new meanings during oral discussions and in their writing (e.g.,
bat is used in baseball, but in the read-aloud, Stellaluna, a bat is a flying mammal similar to, but not exactly like, a bird).
Essential Questions:
 What familiar words do students know and can apply new varied meaning to?
ESL Support:
 Teacher Modeling
 Gestures
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








Games
Pictures/Photographs
Read Alouds
Guided Reading-Leveled Text/Adaptive Text
Graphic Organizesr
Digital Tools
Build on prior knowledge
Draw connections between course content and real life
Peer tutoring/buddy
Standards:
Student Learning Objective (SLO)
Content Objective (CO)
Language Objective (LO)
SLO: 10
SLO: 10
CCSS: L.K.4.a
CO: Accurately apply identified
Identify new
new meanings for familiar words.
meanings for familiar
words (e.g., knowing
LO: Identify new meanings of words
fly is a bug and
with guidance and support by
learning flies is
relating real-life objects to the
something an airplane familiar word.
does) and apply them
accurately.
WIDA ELDS: 1,2
Listening
Speaking
Reading
Writing
Suggested
Instructional
Scaffold Skills
ELP 1: Identify
everyday familiar
words and objects
with new and varied
meanings by using
gestures, pictures or
single word in English
Suggested
Assessments

See Suggested
Performance Task
Suggested
Resources
mailto:www.eslflashcards.com
a4esl.org/
http://www.eslpoint.com/
www.starfall.com
www.storytimeforme.com
ELP 2: Identify
everyday familiar
words and objects
with new and varied
meanings using
gestures, pictures,
and phrases in
English.
www.gboe.org
www.storylineonline.net
www.brainpop.com
www.spellingcity.com
www.tumblebooks.com
ELP 3: Identify
everyday familiar
words and objects
with new and varied
meanings using
pictures and simple,
related sentences.
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
ELP 4: Identify
everyday familiar
words and objects
with varied meanings
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using expanded and
some complex
sentences.
ELP 5: Identify
everyday familiar
words and objects
with varied meanings
using multiple,
complex sentences
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
 During readings or discussions, point out examples of multiple
 Teacher maintains anecdotal records/notes
meanings of words (e.g., “In this story, the author uses the word flag
meaning to get to rabbit’s attention. What other meaning does the
word flag have?”) Observe if students participate when revisiting the
story.
UNIT 4
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understandings:
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

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites/antonyms.
When given words orally, kindergarten students (with appropriate ELD support) can provide a word that means the opposite of the word given
(e.g., up/down; big/little) and can provide descriptions such as “Jose walked up the stairs, but I walked down.” “Roberto is little, but his Papppi is
big.
Essential Questions:
 What are action words (verbs) and describing words (adjectives)?
 How does making connections with these parts of speech help me know their opposites?
ESL Support:
 Teacher Modeling
 Games- Charades, Simone Says
 Pictures/Photographs
 Read Alouds
 Guided Reading-Leveled Text/Adaptive Text
 Graphic Organizers
 Digital Tools
 Build on prior knowledge
 Draw connections between course content and real life
 Peer tutoring/buddy
 Gestures
 TPR
 Choral Reading
 Songs/Chants
Standards:
Student Learning Objective (SLO)
Suggested
Suggested
Suggested
Content Objective (CO)
Instructional
Assessments
Resources
Language Objective (LO)
Scaffold Skills
SLO: 11
SLO: 11
ELP 1: Make
 See Suggested
 In this activity at The
CCSS: L.K.5.b With
CO: With appropriate ELP support,
connections between
Performance Task
PBS Kids website,
guidance and support,
identify the meaning of common
frequently occurring
students click on a
identify the meaning of
verbs and adjectives and associate
verbs and adjectives
word, you hear the
frequently occurring
them to their antonyms.
to their antonyms
word, and then the word
verbs (e.g., walk) and
using pictures and
does whatever it
LO: Make connections between
adjectives (e.g., big)
single words in phrase
and relate them to their frequently occurring verbs and
patterns.
represents. Then,
ELP 2: Make
antonyms (e.g., walkadjectives to their antonym by using
students can act out the
run; big-small).
TPR and shared language activities.
connections between
meanings.
frequently occurring
WIDA ELDS:
verbs and adjectives
 Verbs: What ARE You
1,2
to their antonyms
Doing? This site has a
Reading
using pictures and
variety of activities that
Writing
phrases or short
Listening
sentences that
will engage students in
Speaking
represent a word and
real-life connections and
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its opposite.
verb usage
ELP 3: Make
connections between
frequently occurring
verbs and adjectives
to their antonyms
using multiple, simple
sentences.
ELP 4: Make
connections between
frequently occurring
verbs and adjectives
to their antonyms
using expanded and
some complex
sentences.
ELP 5: Make
connections between
frequently occurring
verbs and adjectives
to their antonyms
using multiple,
complex sentences.
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
 After reading and rereading books and poetry on opposites such
 Teacher maintains anecdotal records/notes
as Olivia’s Opposites [Ian Falconer], copy familiar opposite word
pairs; have each child choose a pair to illustrate for a class book).
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