Lennon-ESL
11/26/12-11/30/12
Kindergarten
Essential Standard #1: English language
learners communicate for Social and
Instructional purposes within the school
setting
Essential Standard #2: English language
learners communicate information,
ideas and concepts necessary for
academic success in the content area of
Language Arts
CC.K.Rlit.5Recognize common types of
texts (e.g., storybooks, poems).
CC.K.Rinf.5Identify the front cover, back
cover, and title page of a book.
CC.K.Rfou.1Demonstrate understanding
of the organization and basic features of
print.
CC.K.Rfou.2 Demonstrate understanding
of spoken words, syllables, and sounds
(phonemes).
CC.K.Rfou.2.b Demonstrate
understanding of spoken words, syllables,
and sounds (phonemes)
CC.K.L.6 Use words and phrases acquired
through conversations, reading and being
read to, and responding to texts.
CC.K.L.5.c Identify real-life connections
between words and their use (e.g., note
places at school that are colorful).
CC.K.
.
Monday 11/26/12
Tuesday 11/27/12
Wednesday 11/28/12
Thursday 11/29/12
Friday 11/30/12
(1 GROUP OF
KINDERGARTEN STUDENTS
PULLED ON MONDAYS.)
IN CLASSROOMS
Unit 2 Launch-Introduce the
BIG QUESTION-“What do
families do together?”-pgs. T98T101; The Big Book introduces
the unit topic and Big Question
and builds background about key
concepts of the unit-GIO AND
HIS FAMILY,pg. 2. Digital
images library items.
Children begin a unit concept
map related to the Big Question.
T99 evisual x.x/student practice
book pg. 2.1
Big Book Share time-Children
preview the Big Book, learn how
it relates to the unit topic, and
follow along as the teacher reads
"Gio and His Family." T100T105
Children learn about and
practice blending syllables. T112
Children learn to use the
language function: Ask for Help.
T113-Language Song Book pg.8
Work on teacher –recommended
skills.
Work w/ students in Reg.
classroom
Unit 2 Launch-Introduce the
BIG QUESTION-“What do
families do together?”-pgs.
T98-T101; The Big Book
introduces the unit topic and
Big Question and builds
background about key
concepts of the unit-GIO
AND HIS FAMILY,pg. 2.
Digital images library items.
Children begin a unit concept
map related to the Big
Question. T99 evisual
x.x/student practice book pg.
2.1
Big Book Share timeChildren preview the Big
Book, learn how it relates to
the unit topic, and follow
along as the teacher reads
"Gio and His Family." T100T105
Children learn about and
practice blending syllables.
T112
Children learn to use the
language function: Ask for
Help. T113-Language Song
Book pg.8
Work on teacher –
recommended skills.
Work w/ students in Reg.
classroom
Vocabulary-The first set of Key
Words for the Part is
introduced.-baby, brother,
mother, father, grandma,
grandpa. Pronounce, rate (I
know it/don’t know it), define it,
elaborate-connect to self. Use
language frames. Practice book
page 2.2;
Children use Key Words to talk
about the Big Question and then
add ideas to the unit concept
map.-concept map or writing
journals.
Children work independently
and in small groups to practice
and apply skills in activities
related to the unit topic.Writing-objective-Use and write
key words. make a family
picture book-language frame“This is my _____.”
Math-Use key words; use
describing words; classify, count
from one to five.
Work on teacher –recommended
skills.
Work w/ students in Reg.
classroom
Vocabulary-The first set of Key
Words for the Part is
introduced.-baby, brother,
mother, father, grandma,
grandpa. Pronounce, rate (I
know it/don’t know it), define it,
elaborate-connect to self. Use
language frames. Practice book
page 2.2;
Children use Key Words to talk
about the Big Question and then
add ideas to the unit concept
map.-concept map or writing
journals.
Children work independently
and in small groups to practice
and apply skills in activities
related to the unit topic.Writing-objective-Use and write
key words. make a family
picture book-language frame“This is my _____.”
Math-Use key words; use
describing words; classify, count
from one to five.
Work on teacher –recommended
skills.
Work w/ students in Reg.
classroom
Vocabulary-The first set of Key
Words for the Part is
introduced.-baby, brother,
mother, father, grandma,
grandpa. Pronounce, rate (I
know it/don’t know it), define it,
elaborate-connect to self. Use
language frames. Practice book
page 2.2;
Children use Key Words to talk
about the Big Question and then
add ideas to the unit concept
map.-concept map or writing
journals.
Children work independently
and in small groups to practice
and apply skills in activities
related to the unit topic.Writing-objective-Use and write
key words. make a family
picture book-language frame“This is my _____.”
Math-Use key words; use
describing words; classify, count
from one to five.
Work on teacher –recommended
skills.
Work w/ students in Reg.
classroom
1st Grade
Essential Standard #1: English language
learners communicate for Social and
Instructional purposes within the school
setting
Essential Standard #2: English language
learners communicate information,
ideas and concepts necessary for
academic success in the content area of
Language Arts
CC.1.SL.4 Describe people, places, things,
and events with relevant details,
expressing ideas and feelings clearly.
CC.1.L.1 Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
CC.1.L.5.b Define words by category and by
one or more key attributes (e.g., a duck is a
bird that swims; a tiger is a large cat with
stripes).
CC.1.L.1.f Use frequently occurring
adjectives.
CC.1.L.5.c Identify real-life connections
between words and their use (e.g., note places
at home that are cozy).
IN CLASSROOMS
The Build Background Video
introduces the unit topic and
Big Question-WHEN IS
SOMETHING ALIVE?- and
builds background about key
concepts of the unit-SHOOT
FOR THE SUN-student book
ppgs 66-67. View video.
Answer questions-T66-T67.
Children create products that
express what they know about
the Big Question.-Children
discuss and draw a picture of
something that is alive-think
about one thing that is alive;
how it moves; what it can do.
Children begin a unit
concept map related to the
Big Question.-evisual 2.1,
student practice book page
2.1
Children preview the Big
Book and learn how it
relates to the unit topic.
Children follow along as the
teacher reads the Big BookZINA, THE WOODEN
PUPPET-T68b-T68f
recommended skills.
Work w/ students in Reg.
classroom
The Build Background Video
introduces the unit topic and Big
Question-WHEN IS
SOMETHING ALIVE?- and
builds background about key
concepts of the unit-SHOOT
FOR THE SUN-student book
ppgs 66-67. View video. Answer
questions-T66-T67.
Children create products that
express what they know about
the Big Question.-Children
discuss and draw a picture of
something that is alive-think
about one thing that is alive;
how it moves; what it can do.
Children begin a unit concept
map related to the Big
Question.-evisual 2.1, student
practice book page 2.1
Children preview the Big Book
and learn how it relates to the
unit topic.
Children follow along as the
teacher reads the Big BookZINA, THE WOODEN
PUPPET-T68b-T68f
Work on teacher –recommended
skills.
Work w/ students in Reg.
classroom
The content Key Words for the
Part are introduced-breathe, eat,
move, drink, living, nonliving,
list , am can not- Children use
content Key Words to talk about
the Big Question.
Children learn to use the
language function: Describe.
Children listen and sing-“I
Love My Bike.”-student bookpag68-69.
Language of the day-“What do
I know about living things?” I
know that living things
_____.”
“The _______ (is, is not) alive.
It can (not) ________.” “I am
living. I can ________.
Something that is nonliving
can not _________.”
Children use Key Words to
respond to a question related to
the lessons of the Day-What
does your favorite place look
like? My favorite place is
_______. It has ________.
Children us adjectives that
describe. Student practice
master-2.3.T71a
The academic Key Words for
the Part are introduced. Children
use academic vocabulary as they
talk together-alive, energy,
health, food, exercise-digital
image cards.T71
Work on teacher –recommended
skills.
Work w/ students in Reg.
classroom
The content Key Words for the
Part are introduced-breathe, eat,
move, drink, living, nonliving,
list , am can not- Children use
content Key Words to talk about
the Big Question.
Children learn to use the
language function: Describe.
Children listen and sing-“I
Love My Bike.”-student bookpag68-69.
Language of the day-“What do
I know about living things?” I
know that living things
_____.”
“The _______ (is, is not) alive.
It can (not) ________.” “I am
living. I can ________.
Something that is nonliving
can not _________.”
Children use Key Words to
respond to a question related to
the lessons of the Day-What
does your favorite place look
like? My favorite place is
_______. It has ________.
Children us adjectives that
describe. Student practice
master-2.3.T71a
The academic Key Words for
the Part are introduced. Children
use academic vocabulary as they
talk together-alive, energy,
health, food, exercise-digital
image cards.T71
Work on teacher –recommended
skills.
Work w/ students in Reg.
classroom
2nd grade Essential Standard #1:
English language learners communicate
for Social and Instructional purposes
within the school setting
Essential Standard #2: English language
learners communicate information,
ideas and concepts necessary for
academic success in the content area of
Language Arts
CC.2.L.1Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
CC.2L.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
CC.2 8. Recall information from experiences
or gather information from provided sources
to answer a question.
CC.2.SL.3 Ask and answer questions about
what a speaker says in order to clarify
comprehension, gather additional
information, or deepen understanding of a
topic or issue.
CC.2.L.6 Use words and phrases acquired
through conversations, reading and being
read to, and responding to texts, including
using adjectives and adverbs to describe (e.g.,
When other kids are happy that makes me
happy).
IN CLASSROOMS
The Build Background
Interactive introduces the unit
topic and Big QuestionWHAT DOES IT TAKE TO
SURVIVE? and builds
background about key
concepts of the unitSTAYING ALIVE-pgs. 6667, T66-T67; view video, ans.
Questions.
Children express what they
know about the Big Questionstudents discuss animal
picture cards.
Children begin a unit concept
map related to the Big
Question.-evisual 2.1 ,
student practice book-2.1,
Children follow along as the
teacher reads the Big Book-A
FROG HAS A STICKY
TONGUE.
Work on teacher –
recommended skills.
Work w/ students in Reg.
classroom
The Build Background
Interactive introduces the unit
topic and Big Question-WHAT
DOES IT TAKE TO
SURVIVE? and builds
background about key concepts
of the unit-STAYING ALIVEpgs. 66-67, T66-T67; view
video, ans. Questions.
Children express what they
know about the Big Questionstudents discuss animal picture
cards.
Children begin a unit concept
map related to the Big
Question.-evisual 2.1 , student
practice book-2.1,
Children follow along as the
teacher reads the Big Book-A
FROG HAS A STICKY
TONGUE.
Work on teacher –recommended
skills.
Work w/ students in Reg.
classroom
Children learn to use the
language function: Describe.
Language picture cards-When is
it good to blend in? It is good to
blend in ________________.
Listen and sing “Where Can My
Butterfly Be?”pgs68-69
Cards #19-28.
Vocabulary-animals, insects,
color, shape, size, hide, habitats.
Children use Key Words to
respond to a question related to
the lessons of the day.-Language
of the Day-“How do animals and
insects move? A ______can
________.
Grammar –ACTION VERB
WEB; evisual 2.4 subject verb
agreement..practice book page
2.3T71a
Academic vocabularyadaptation, defend, hide,
survive, safe-T71. Student book
pg. 71
Work on teacher –recommended
skills.
Work w/ students in Reg.
classroom
Children learn to use the
language function: Describe.
Language picture cards-When is
it good to blend in? It is good to
blend in ________________.
Listen and sing “Where Can My
Butterfly Be?”pgs68-69
Cards #19-28.
Vocabulary-animals, insects,
color, shape, size, hide, habitats.
Children use Key Words to
respond to a question related to
the lessons of the day.-Language
of the Day-“How do animals and
insects move? A ______can
________.
Grammar –ACTION VERB
WEB; evisual 2.4 subject verb
agreement..practice book page
2.3T71a
Academic vocabularyadaptation, defend, hide,
survive, safe-T71. Student book
pg. 71
Work on teacher –recommended
skills.
Work w/ students in Reg.
classroom