Post on 05-Jun-2020
Session 1 Session 2 Session 3 Session 4
EL
L1
SWBAT introduce
themselves and request
information (using standard
courtesy question s and
responses )
SWBAT request and provide
information about themselves and
others (using standard courtesy
questions and responses with
adjectives )
SWBAT request and provide
information about themselves (using
standard courtesy questions and
responses )
SWBAT introduce another student
(using standard courtesy questions
and responses )
EL
L2
SWBAT greet, introduce and share
personal information with classmates
(using standard courtesy questions
and responses )
SWBAT greet adults (using standard
courtesy questions and responses )
SWBAT greet adults and introduce
classmates (using standard courtesy
questions and responses )
SWBAT greet and share personal
information with classmates (using
standard courtesy questions and
responses with adjectives )
EL
L3
SWBAT exchange informal and
formal social courtesies with peers
(using adjectives )Session 1
SWBAT make, accept or decline
invitations (using conditional
statements with 'would' and verbs )
SWBAT exchange formal and
informal courtesies and extend
invitations (using verb phrases to
complete conditional sentence stems
with 'could, when' )
ELL1: SWBAT participate in a
performance where they will
introduce themselves or a new
student (using this week's focus
forms )
ELL2: SWBAT participate in a mini
performance introducing
themselves to a new student and/or
introducing a new student to the
class. OR students can write a
dialogue between two characters
(using this week's focus forms )
ELL3: SWBAT politely introduce
and extend an invitation to a peer or
an adult OR sketch a cartoon with
speech bubbles illustrating two
people greeting or extending an
invitation. (using this week's focus
forms)
RELD Unit 1, Section 1 2nd Grade
ELL1/ELL2/ELL3: Greet, Introduce, and Share Personal Information
Interpersonal Communication Standards
Ob
ject
ives
Session 5 Language Benchmark
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 1 2nd Grade
ELL1/ELL2/ELL3: Greet, Introduce, and Share Personal Information
Interpersonal Communication Standards
Ob
ject
ives
EL
L1
Standard courtesy questions and
responses:
Hello! My name is __.
What is your name?
It’s nice to meet you, __.
Goodbye. See you later!
Standard courtesy questions and
responses:
Hi __! How are you?
Hello __! It’s nice to see you.
Adjectives: fine, okay, great
Standard courtesy questions and
responses:
How old are you?
What grade are you in?
Standard courtesy questions and
responses:
This is my friend __.
Hello __. It is nice to meet you!
EL
L2
Hi, I’m __. What’s your name?
It’s nice to meet you.
How old are you?
To use with adults:
Good morning/afternoon, Ms. /Mr.
_____.
Hello, _____! It’s nice to see you
again!
To use with adults:
I would like you to meet my (friend,
brother/sister, cousin),________.
It’s a pleasure to meet you.
How have you been?
It was nice talking to you.
I’ll see you later!
Adjectives: fine, great, good,
wonderful
EL
L3
To use with peers:
Hi, I’m __. What’s your name?
Hi __. I’m __.
It’s __ to meet you.
Adjectives: nice, great, wonderful, a
pleasure
To use with adults:
Good morning /afternoon/ evening,
Ms. _. How are you today?
I’m _, thank you. (thanks for asking)
Have a good day!
Adjectives: well, alright, okay
Vocabulary: students develop of
list of activities they might invite a
friend to do with them at or after
school.
Would you like to _?
I would love to _.
I would but _.
Thanks for asking!
Maybe next time.
Vocabulary: Session 3
Do you think I could _?
Sure!
Okay.
Let me ask the others but I am sure it
will be fine.
Lan
gu
age
Bu
ild
ing
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 1 2nd Grade
ELL1/ELL2/ELL3: Greet, Introduce, and Share Personal Information
Interpersonal Communication Standards
Ob
ject
ives
EL
L1 Hello. My name is __.
What is your name?
Hi __!
How are you?
How old are you?
What grade are you in?
Who is this?
EL
L2
Hi, I’m __. What’s your name? How
old are you?
Good morning/afternoon, Ms. /Mr.
_____.
Hello ______.
Who’s this? How have you been?
I hope to see you again soon!
EL
L3
Hi, I’m __. What’s your name?
Good morning /afternoon/ evening,
Ms. _. How are you today?
Would you like to_? Do you think I could _?
EL
L1
Hello! My name is __.
What is your name?
It’s nice to meet you, __.
It’s nice to meet you too!
Goodbye! See you later
Hi __!
It’s nice to see you.
I am __, thanks for asking.
__, thanks.
How are you?
I am __ years old.
I am in __ grade.
I am __ years old and I am in _
grade.
This is my friend __.
He/She is _ years old.
He/She is in _ grade.
He/She is _ years old and he/she is in
_ grade.
Hello _. It’s nice to meet you.
It’s nice to meet you, too.
EL
L2
Hello, __, I’m __.
It’s nice to meet you.
I am _ years old.
Hello, _. It’s nice to see you again.
It’s nice to see you, too.
I would like you to meet my friend,
_____.
Hello, _____. It’s a pleasure to meet
you.
I’ve been _, thanks.
How have you been?
I’ve been _, thanks.
I hope to see you again soon.
EL
L3
Hello __, I’m __.
It’s __ to meet you.
I’m _.
I’m _, thanks for asking.
I would love to _.
I would but_.
Thanks for asking!
Maybe next time.
Sure!
Okay.
Let me ask the others but I’m sure it
will be fine.
Pro
mp
tsR
esp
on
ses
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 1 2nd Grade
ELL1/ELL2/ELL3: Greet, Introduce, and Share Personal Information
Interpersonal Communication Standards
Ob
ject
ives
EL
L1
Hello! My name is Gladys.
It’s nice to meet you, Gladys!
It’s nice to meet you, too!
Goodbye! See you later!
Hi Gladys!
It’s nice to see you. How are you?
I am fine, thanks for asking.
How are you doing?
Great, thanks!
Goodbye! See you later!
Hi Gladys! It’s nice to see you.
How are you doing?
I am fine, thanks for asking.
How are you doing?
Great, thanks!
How old are you?
I am 7 years old and I am in 2nd
grade.
Hi Gladys! It’s nice to see you.
How are you doing?
Great, thanks!
Who is this?
This is Tina, she is 10 years old and
she is in 5th grade.
Hello, Tina. It’s nice to meet you.
It’s nice to meet you, too.
EL
L2
Hi, I’m Imani. What’s your name?
Hello, Imani. I’m Rachel. It’s nice to
meet you.
How old are you?
I am 8 years old.
How old are you?
I am 8 years old, too.
Good morning, Mr. Garcia.
Hello, Imani!
It’s nice to see you again.
It’s nice to see you, too!
Good morning, Mr. Garcia.
Hello, Imani. Who’s this?
I would like you to meet my cousin,
Eli.
Hello, Eli. It’s a pleasure to meet
you!
It’s a pleasure to meet you, too.
Hello Rachel! It’s nice to see you
again! How have you been?
I’ve been wonderful, thanks.
How have you been?
I’ve been great, thanks.
It was nice talking to you.
I’ll see you later.
EL
L3
Hi, I’m Christian. What’s your
name?
Hi Christian, I’m Lizet. It’s nice to
meet you.
It’s a pleasure to meet you, Lizet.
Good afternoon, Ms. Olsen. How are
you today?
I’m okay. How are you today
Christian?
I’m wonderful, thanks for asking.
Have a great day!
Hi, Christian. Would you like to play
soccer with us?
I would love to, but I have to finish
my homework. Thanks for asking!
Maybe next time.
Hi Marisol.
Hi Christian! How are you today?
Great! Thanks for asking.
Do you think I could play basketball
with you?
Sure!
Okay.
NOTE: There are a variety of examples for vocabulary, prompts, and responses. Choose or add what works best for your students. Incorporate the previous
days' taught forms and vocabulary throughout the week as you build student language toward the application. No one day exists in isolation. Be sure to guide
students in bridging the use of use of this newly taught language throughout their day as many students may not initially see how the language links to other
content areas.
Exam
ple
s
Session 2 Session 3 Session 4
EL
L1
SWBAT tell what they or others
have (using common
classroom nouns)
SWBAT exchange standard courtesy
questions and responses based on
needs and wants (using common
classroom nouns )
SWBAT exchange standard courtesy
questions and responses using
classroom items (common
classroom nouns )
SWBAT request things they need or
want in routine classroom situations
(using nouns and adjectives )
EL
L2
SWBAT ask to borrow a classroom
item (using nouns,
verbs/verb phrases , and
can/may questions)
SWBAT request a classroom item
(using may/could questions and
adjectives )
SWBAT request a food item (using
common food item nouns , would
questions and the adjective 'some')
SWBAT politely request
additional food (using nouns and the
adjective 'another')
EL
L3
SWBAT express needs and make
requests (using precise nouns,
verbs, and modals )
SWBAT express need and make
requests (using expanded sentences
with courtesy phrases and
idiomatic expressions )
SWBAT make requests (using
nouns , expanded sentences, and
idiomatic expressions )
SWBAT express needs and make
requests (using nouns and expanded
sentences)
ELL1: SWBAT role play
borrowing something
from a classmate or teacher (using
this week's focus forms )
ELL2: SWBAT role play
borrowing something from a
classmate or teacher and politely
asking for food OR students can
write their dialogues on a cartoon
strip (using this week's focus forms )
ELL3: SWBAT role plan and write
a dialogue asking to borrow
something or to ask for
something at lunch (using this
week's focus forms )
RELD Unit 1, Section 2 2nd Grade
Interpersonal Communication Standards
ELL1/ELL2/ELL3: Express Needs and Make Requests
Session 1
Ob
ject
ives
Session 5 Language Benchmark
Session 2 Session 3 Session 4
RELD Unit 1, Section 2 2nd Grade
Interpersonal Communication Standards
ELL1/ELL2/ELL3: Express Needs and Make Requests
Session 1
Ob
ject
ives
EL
L1
Nouns: student generated list + a
whiteboard, a marker, a journal, a
ruler, a pass, a computer, a rug, etc.
Standard Courtesy questions and
responses:
What do you need?
What do you want?
Here you go!
Thank you!
You’re welcome.
Please.
Nouns: Session 1
Standard Courtesy questions and
responses:
May I use you __?
Nouns: Session 1 (without article
and possessive)
Standard Courtesy questions and
responses:
May I have __?
Adjectives: cold, hot, hungry, thirsty
Nouns: some food, my jacket, my
sweater, some water, some water, a
snack
EL
L2
Nouns: Expand on student
generated vocabulary list + precise
nouns : construction paper,
whiteboard marker, colored paper,
lined paper, journal, chart paper,
supply box, etc.
Sentences with verbs or verb
phrases: borrow/use
Questions: may, can
Questions with: may, could
Adjectives: an extra
Nouns: common food items in the
cafeteria: pizza, burrito, peas,
salad, croutons, kiwi, teriyaki
chicken, hamburger, shrimp
poppers, fish sticks, etc.
Questions: would
Adjectives: some
Nouns: Session 3
Adjectives: another
EL
L3
Nouns/Verbs: ELL2
Questions: would
Could you loan me _?
Of course you can borrow it _ (now,
when I finish, when I’m done).
Thank you, I appreciate it.
Idiomatic expression: My
pleasure! OR It’s my pleasure!
Nouns: Brainstorm a list of items
that students might request in the
cafeteria at school.
Would you mind (handing, grabbing,
bringing me) a/the _?
Idiomatic expression: have my
heart set on it. I have the taste for _.
Nouns: Session 3
Would you mind (handing me,
grabbing me, bringing me) (another,
an extra, a couple of) _?
Not at all.
Lan
gu
age
Bu
ild
ing
Session 2 Session 3 Session 4
RELD Unit 1, Section 2 2nd Grade
Interpersonal Communication Standards
ELL1/ELL2/ELL3: Express Needs and Make Requests
Session 1
Ob
ject
ives
EL
L1 What do you have?
Who has __?
What do you need?
What do you want?
May I use your __? May I have __?
May I have __? I am __.
EL
L2
May I use your _, please?
May I borrow your _, please?
May I please have (an extra) _?
Could you give me a _?
What would you like to eat? What would you like?
EL
L3
Would you be willing to let me
borrow?
Could you loan me _? I have my heart set on _.
Would you mind (handing, grabbing,
bringing me) a/the _?
Would you mind (handing me,
grabbing me, bringing me) (another,
an extra, a couple of) _?
EL
L1
I have __.
Who has __?
I want __, please,
I need __, please.
Reply:
Here you go!
Thank you!
You’re welcome.
Yes, you may.
No.
Sure!
Reply:
Thank you!
You’re Welcome.
Okay!
Yes, you may.
Sure!
Thank you!
You’re welcome.
EL
L2
Sure!
Yes, you can use my _.
Sorry I don’t have a _.
Thanks for sharing!
Sure!
You can have it when I’m finished.
Sorry, I don’t have an extra one.
I would like a/some _.
I would like a/some _, but I don’t
want any _.
May I have a/some _, please?
I’d like another _, please.
Are there any _ left?
I would like more please!
EL
L3
Sure! You can borrow it _ (now,
when I finish, when I’m done).
Of course you can borrow it _ (now,
when I finish, when I’m done).
Reply:
Thank you. I appreciate it.
My pleasure.
It’s my pleasure.
No problem.
I’d be glad to.
Reply:
Thank you, I appreciate it.
My pleasure.
It’s my pleasure.
Not at all.
No problem.
I’d be glad to.
Reply:
Thank you, I appreciate it.
My pleasure.
It’s my pleasure.
Pro
mp
tsR
esp
on
ses
Session 2 Session 3 Session 4
RELD Unit 1, Section 2 2nd Grade
Interpersonal Communication Standards
ELL1/ELL2/ELL3: Express Needs and Make Requests
Session 1
Ob
ject
ives
EL
L1
I need a whiteboard, please.
Here you go!
May I use your glue? May I have your snack? I am hungry.
EL
L2
I would like some teriyaki chicken
fingers, but I don’t want any peas.
EL
L3
I have my heart set on cheese pizza.
Would you mind handing me a
slice?
Would you mind bringing me a
napkin?
Would you mind bringing me a
fork?
Would you mind bringing me another
apple?
Would you mind handing me a couple
of napkins?
Exam
ple
s
Session 1 Session 2 Session 3 Session 4
EL
L1
SWBAT state feelings and their
reasons for the feelings (using
adjectives for
emotions and present progressive
verbs )
SWBAT state preferences of activities
and how it makes them feel (using
present tense verbs and adjectives for
emotions )
SWBAT state their favorite activity
and how it makes them feel (using
forms from Session 2 + additional
present progressive verbs)
SWBAT thank a friend for doing an
activity with them (using forms and
polite phrases )
EL
L2
SWBAT explain their feelings (using
adjectives describing
emotions and conjunctions
'because, when' )
SWBAT express preferences for
activities (using present/ past tense
progressive verbs , adjectives ,
conjunctions , and comparatives )
SWBAT express preferences for
activities (using verbs, adjectives,
and comparatives )
SWBAT express appreciation and
give compliments (using
present/past tense progressive verbs
and adjectives )
EL
L3
SWBAT describe emotions
(using adjectives and
conjunctions )
SWBAT express feelings
(using verbs, adjectives,
adverbs and phrases )
SWBAT express preferences
(using adjectives and
complex sentences)
SWBAT express
appreciation and give
compliments (using verbs
and adjectives )
ELL1: SWBAT write a thank-
you note to a friend (using this
week's focus forms and
vocabulary )
ELL2: SWBAT tell or write about
activities they enjoy doing. Or write
a thank-you note to a friend they did
one of these activities with (using
this week's focus forms )
ELL3: SWBAT write about
things they enjoy doing or to write
a thank you note (using this
week's focus forms)
RELD Unit 1, Section 3 2nd Grade
Interpersonal Communication Standards
ELL1/ELL2/ELL3: Express feelings and preferences and Express appreciation and give compliments
Ob
ject
ives
Session 5 Language Benchmark
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 3 2nd Grade
Interpersonal Communication Standards
ELL1/ELL2/ELL3: Express feelings and preferences and Express appreciation and give compliments
Ob
ject
ives
EL
L1
Verbs: laughing, crying, screaming,
smiling, yawning (common core
word: stumbling)
Adjectives for emotions: happy,
sad, mad, scared, calm, angry, glad,
tired, good, (common core words:
miserable, doleful, desperate,
deprived)
Verb: present tense like +
pronoun I
Verbs: reading, writing, running,
playing, etc.
Adjectives for emotions: Session 1 +
any new adj.
Verb: Session 2
Verbs: Session 2 + drawing,
painting, hiding, eating, skating
Adjectives for emotions:
Session 1
Verbs: Session 2 + drawing with,
sharing with, helping, etc.
Polite Phrase: Thank you.
You are __.
Adjectives: kind, good, friendly,
(common core words : generous)
EL
L2
Adjectives describing emotions:
ELL1 + frustrated, surprised,
excited, worried, bored, confused,
curious, relaxed, frightened, glad,
upset, (common core words:
miserable, doleful, desperate,
deprived)
Conjunctions: because, when
Verbs: present/past progressive:
playing _, watching, riding _,
skateboarding, reading, writing,
listening, helping, washing, fixing,
painting, etc.
Adjectives: Session 1
Conjunctions: but
Comparative: as much as
Verbs: Session 2
Adjectives: Session 1
Comparatives: as much as
Verbs: Session 2
Adjectives: ELL1 + thoughtful,
considerate
EL
L3
Adjectives: synonyms that describe
emotions : frustrated/upset,
surprised/shocked,
worried/preoccupied,
nervous/anxious,
confused/disoriented,
goofy/silly, etc. + ELL1/ELL2
Conjunctions: ELL2
Verbs: auxiliary: could, might, should
Adjectives: Session 1
Adverbs: often, occasionally,
sometimes
Phrases: Crack up, cheer up
Adjectives: Session 1
Complex sentences: would rather,
would prefer
Verbs: Session 2
Adjectives to describe emotions:
Session 1
Adjectives: ELL1/ELL2 + sweet,
generous, caring
Lan
gu
age
Bu
ild
ing
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 3 2nd Grade
Interpersonal Communication Standards
ELL1/ELL2/ELL3: Express feelings and preferences and Express appreciation and give compliments
Ob
ject
ives
EL
L1
How are you feeling? Why?
How do you think he/she feels?
What is he/she doing?
What do you like doing?
Do you like __?
How does it make you feel?
What is your favorite activity?
What is his/her favorite activity?
Thank a friend for doing something
with you.
EL
L2
How do you think he/she feels?
What do you do when you are _?
What do you like doing in your free
time?
What do you like doing in your free
time?
What does your friend like to do in
his/her free time?
Thank a friend for doing a favorite
activity with you.
Tell him/her how it made you feel.
EL
L3
How do you think he/she feels?
What do you do when you are _?
What do you do when you get/are/feel
_?
What do you enjoy doing in your
free time? Tell something you would
like to do and what you would rather
(prefer to) do if you have a choice.
Thank a friend for doing a favorite
activity with you.
Tell him/her how it made you feel.
EL
L1
I feel __.
I feel __ because _.
He/She feel _.
He/She is _.
I like __.
I don’t like __.
It makes me feel __.
My favorite activity is __.
His/Her favorite activity is __.
It makes me feel__.
It makes him/her feel__.
Thank you for __ me.
I liked __.
It makes me feel __.
You are __.
EL
L2
He/She feels _ because _.
When I am _ I _.
I enjoy _____(ing) with ____ but I
don’t like _____.
I like _, but not as much as _.
I enjoy _ better/more than _ because
I get _.
I enjoy/like _ better than _ because I
get _.
He/She enjoys _ better than _
because _.
Thank you for __.
I enjoyed _ better than _.
I hope you liked _ as much as I did!
EL
L3
He’s/She’s probably _ because _.
I imagine he/she is _ that _.
When I am _ I _.
When I _, I
often/occasionally/sometimes _.
I could/might/should _ instead.
I like/enjoy _ but prefer to/would
rather _ if I have a choice.
I like/enjoy _ but prefer to/would
rather _ when I am _.
Thank you for __.
That was _ of you to _.
I enjoy _ but prefer to _.
I appreciated your help!
Pro
mp
tsR
esp
on
ses
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 3 2nd Grade
Interpersonal Communication Standards
ELL1/ELL2/ELL3: Express feelings and preferences and Express appreciation and give compliments
Ob
ject
ives
EL
L1
I feel angry because my sister hit me.
She feels tired.
She is yawning.
I like reading. It makes me feel calm.
Do you like hiding?
No. I don’t like hiding. It makes me
feel scared.
My favorite activity is skating. It
makes me feel happy.
His favorite activity is eating. It
makes him feel good.
Thank you for drawing with me. It
makes me feel very happy.
You are friendly.
EL
L2
He feels bored because he doesn’t
have any friends to play with.
When I am bored I read my books.
I like playing soccer but not as much as
playing basketball.
I enjoy playing tag better than hide and
go seek because I get worried when I
can’t find my friends.
He enjoys riding his bike better than
skateboarding because he gets
worried when he can’t slow down.
I like math better than reading
because I get to play with the math
cubes.
Dear Anthony,
Thank you for reading with me. I
enjoyed reading with you better than
reading alone because we got to
laugh together. I hope you liked the
book as much as I did.
EL
L3
He’s probably anxious because he
can’t find his mom.
I imagine she is shocked that her
parents bought her a puppy.
When I am confused, I ask a lot of
questions.
When I am upset, I often hide in my
room by myself.
I should play outside with my friends.
They cheer me up.
I enjoy playing soccer but prefer to
play football if I have a choice.
I enjoy doing puzzles but would
rather read a book if I have a choice.
I like playing with my friends but
prefer to be alone when I am upset.
Dear Margaret,
Thank you for helping me feed the
turtles. That was kind of you to offer
to help me take care of them. I enjoy
feeding then but prefer to have a
friend help me. I appreciated your
help.
Exam
ple
s
Session 1 Session 2 Session 3 Session 4
EL
L1
SWBAT describe weather
during the 4 seasons (using
nouns and adjectives )
SWBAT describe actions performed during
different seasons (using continuous present tense
verbs and questions with 'do to ')
SWBAT describe activities they
do during different seasons
(using focus vocabulary and
pronouns 'we, they ')
SWBAT describe what others do during
the different seasons (using present
tense verb and subject pronouns 'he,
she' )
EL
L2
SWBAT describe the weather
(using nouns for seasons and
adjectives)
SWBAT describe what they did during different
seasons (use past tense verbs ,
nouns for seasons, and
adjectives )
SWBAT describe events during
previous seasons (using past
tense negative verbs with
'didn’t ', past tense verbs, nouns
and adjectives )
SWBAT describe events during previous
seasons (using past tense negative verbs
with 'didn’t' and adverbs of frequency )
EL
L3
SWBAT describe what the
weather was or wasn’t like in
the 4 seasons (using
adjectives )
SWBAT describe
activities they would typically do during each
season (using the auxiliary verb 'would' )
SWBAT describe what they
used to do in each season but no
longer do now (use the
auxiliary verb 'would' and 'used
to ' with the adverb of time
'now ')
SWBAT describe what they used to do
in each season but no longer do
now, then explain what they are going to
do next year (using auxiliary verbs ,
adverbs of time 'next year' , nouns for
seasons and adjectives )
ELL1: SWBAT describe
what they do during different
times of the year and what
the weather is like (using this
week's focus forms and
vocabulary)
ELL2: SWBAT tell their partner some things they
typically do during
the different seasons (using this week's focus
forms )
ELL3: SWBAT write about
the activities they did with their
family during different times of
the year (using this week's
focus forms )
RELD Unit 1, Section 4 2nd Grade
Express Actions and Time Relationship Standards
ELL1: Describe routine (ongoing) events
ELL2: Describe routine (ongoing) events/ Make and report observations
ELL3: Link experiences and routine activities over time
Ob
ject
ives
Session 5 Language Benchmark
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 4 2nd Grade
Express Actions and Time Relationship Standards
ELL1: Describe routine (ongoing) events
ELL2: Describe routine (ongoing) events/ Make and report observations
ELL3: Link experiences and routine activities over time
Ob
ject
ives
EL
L1
Nouns: spring, summer, fall,
winter
Adjectives: scorching hot,
dry, chilly, cool, crisp,
stormy, drizzly, sunny, rainy,
windy, cloudy, hot, warm,
cold, foggy, snowy, etc.
Verbs: continuous present: build a
snowman/fort/sand castle, throw snowballs, ski,
swim in the pool, plant flowers, ride a
bike/skateboard, go sledding, go to school/the
park/the beach, do homework, fly a kite, play
outside, visit relatives, splash in puddles/ the pool,
rake leaves etc.
Questions: do
Verbs, Questions:
Session 2
Nouns, Adjectives:
Session 1
Pronouns: we, they
Verbs: Session 2 in third person:
builds a snowman/ sand castle/ fort,
throws snowballs, skis, swims in the
pool, plants flowers, rides a
bike/skateboard, goes sledding, goes to
school/the park/the beach, does
homework, flies a kite, plays outside,
splashes in puddles/ the pool, visits
relatives, rakes leaves etc.
Nouns, Adjectives: Session 1
Pronouns: he/she
Questions: Session 2
EL
L2
Nouns: ELL1
Adjectives: ELL1 + humid,
breezy, partly cloudy, muggy,
overcast, icy, freezing cold,
etc.
Nouns, Adjectives: Session 1
Verbs past tense: built a snowman/fort/sand
castle, threw snowballs, skied, swam in the pool,
planted flowers, rode a bike/skateboard, went
sledding/snowboarding,/ snorkeling/on a fieldtrip/to
school/to the park/to the beach, did homework, flew
a kite, played outside, splashed in puddles/ the pool,
visited relatives, learned to, raked leaves, hiked the
trails, traveled to, watched movies, rested, listened
to, etc.
Verbs: past tense negative:
didn’t + verb (build, throw, ski,
swim, plant, ride, go, fly, play,
splash, rake, hike, travel, watch,
listen, rest, etc.)
Verbs: Session 2
Nouns, Adjectives: Session 1
Verbs: Session 3
Adverbs of Frequency: always, never,
sometimes, usually
EL
L3
Nouns: ELL1
Adjectives: ELL1/ELL2 +
blustery, hazy, damp, dry,
wintry, nippy, gloomy, hazy,
misty, etc.
Verbs: (auxiliary) would +
go skiing, go snowboarding, playing sports (soccer/
football/etc.), traveling to, going on family
vacations, staying at home, playing tag, go to the
amusement parks/ fishing/snorkeling/river
rafting/sailing/ kite flying/ hiking, relaxing,
gardening, rake, go on a fishing trip, plant, hike,
rest, listen, watch, jump, etc.
Verbs: Session 2
Verbs: (auxiliary) used to
Adverbs of time: now
Adverbs of time:
next year
Verbs: Session 2 & 3
Nouns, Adjectives: Session 1
Lan
gu
age
Bu
ild
ing
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 4 2nd Grade
Express Actions and Time Relationship Standards
ELL1: Describe routine (ongoing) events
ELL2: Describe routine (ongoing) events/ Make and report observations
ELL3: Link experiences and routine activities over time
Ob
ject
ives
EL
L1
What are the four seasons?
What is the weather like in
the __?
What do you do in the __? What do we/they do in the __?
What do they do in the __?
What does __ do in the __?
EL
L2
What was the weather like
last __?
What did you do last __? What did you do last __?
Was there something you didn’t
get to do?
What do you do with your family in the
__?
EL
L3
ELL2
What are some things you would typically do
during the __?
What are some things you used
to like to do during the __, but
no longer do now?
What are some things that you used to
like to do during the __, but no longer do
now?
What are your plans for next year?
EL
L1
The four seasons are __, __,
__, and __.
It is __ in the __.
It is __.
I __ in the __.
What do we/they do in the __?
What do they do in the __?
What does __ do in the __?
EL
L2
Last __ the weather was __
and __.
It wasn’t __ and __.
Last, __, it was __ and __.
I __ and __.
I __ and __,last __.
It was __ and __.
Last spring, I __ and __.
I didn’t get to __ because ..
In the __, we ____
We ___and ___.
Sometimes/Usually, ____
EL
L3
Last __, the weather was __
and __. It wasn’t __ and __.
During the __, I would __, __ and __. During the __, I used to like to
__, but now I like to __.
In the __, I/we used to like __. Now,
I/we __. Next year, I’m/we/re ___.
Pro
mp
tsR
esp
on
ses
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 4 2nd Grade
Express Actions and Time Relationship Standards
ELL1: Describe routine (ongoing) events
ELL2: Describe routine (ongoing) events/ Make and report observations
ELL3: Link experiences and routine activities over time
Ob
ject
ives
EL
L1
What is the weather like in
the summer?
The four seasons are winter,
spring, summer, and fall.
It is scorching hot in the
summer.
What do you do in the spring?
It is windy.
I fly a kite in the spring.
What do we do in the summer?
What do they do in the spring?
We splash in the pool in the
summer. It is scorching hot.
They fly a kite in the spring. It
is windy.
What does Cesar do in the winter?
During the winter it is chilly and rainy.
He plays outside and splashes in the
puddles.
EL
L2
What was the weather like
last fall?
Last fall the weather was
partly cloudy and windy.
It wasn’t sunny and warm.
What did you do last fall?
Last fall, it was windy and crisp. I raked the leaves
and visited relatives. I raked the leaves and visited
relatives, last fall. It was partly cloudy and windy.
Last spring, I played outside
and went to the park. I didn’t
get to fly a kite because it
wasn’t windy.
What do you do with your family in the
summer?
In the summer, we usually go visit our
relatives in California. We drive up
together and always stop at my uncle’s
house on the way. Sometimes we stop
in Santa Barbara for lunch.
EL
L3
What was the weather like
last fall?
Last winter, the weather was
blustery and chilly. It wasn’t
snowy and wet..
What are some things you would typically do
during the fall?
During the fall, I would rake the leaves, make a
pile, and then jump in them.
What are some things you used
to like to do during the winter,
but no longer do now?
During the winter, I used to like
to go skiing, but now I like to
go snowboarding.
What are some things that you used to
like to do during the spring, but no
longer do now?
In the spring, I used to like to garden
with my mom, but now I like to go
fishing with my dad. Next year, I’m
going on a fishing trip.
Exam
ple
s
Session 1 Session 2 Session 3 Session 4
EL
L1
SWBAT tell what they wear depending on the
weather (using common clothing singular
/plural nouns , possessive pronouns ,
and conjunction 'or ')
SWBAT tell what they were wearing
during certain weather (using past
progressive
verb 'was ', Session 1 nouns , and
adjectives )
SWBAT tell what they were wearing
during a specific season (using focus
vocabulary and descriptive
adjectives )
SWBAT tell what they are
wearing during different
seasons (using focus
vocabulary and conjunction
'and' )
EL
L2
SWBAT explain what clothing they wear in
different season (using nouns for articles of
clothing and seasons; and adverbs of frequency )
SWBAT explain when they wear
certain
types of clothing (using nouns for
clothing, 'when ' questions, adjectives
and conjunctions )
SWBAT explain why they wear
certain clothing at different times of
the year (using nouns for clothing,
adjectives , past tense positive and
negative statements 'wasn’t/was ', and
conjunctions)
SWBAT explain why a person
is wearing a certain type of
clothing (using auxiliary verbs,
nouns, and adjectives )
EL
L3
SWBAT explain which clothing they wear in
each season or month and how frequently (using
clothing, seasons, and months of the year
nouns ; and adverbs of frequency)
SWBAT describe what they would
wear in different types of weather
(using 'if' ' conditional statements;
auxiliary verbs ; clothing, weather,
and season nouns ; and adjectives )
SWBAT qualify the reason to wear
or not to wear certain articles of
clothing in different seasons because
of the weather (using positive
/negative future tense statements, 'I
think and I don’t think')
SWBAT make and explain
predictions about the weather
and then explain which
clothing to wear (using
positive/negative future tense
verbs , auxiliary verbs , nouns
and adjectives )
ELL1: SWBAT draw a picture of themselves
and describe what they are
wearing for each different
season (using this week's focus forms and
vocabulary )
ELL2: SWBAT explain why they,
or a friend, wear certain clothing
(using this week's focus forms and
vocabulary)
ELL3: SWBAT forecast the
weather and tell a partner what they
might wear to school tomorrow
(using this week's focus forms )
RELD Unit 1, Section 5 2nd Grade
Express Actions and Time Relationship Standards
ELL1: Make and report observations
ELL2: Explain cause and effect relationships
ELL3: Make and explain predictions about actions or events
Ob
ject
ives
Session 5 Language Benchmark
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 5 2nd Grade
Express Actions and Time Relationship Standards
ELL1: Make and report observations
ELL2: Explain cause and effect relationships
ELL3: Make and explain predictions about actions or events
Ob
ject
ives
EL
L1
Nouns: articles of clothing; a shirt, pants, a
dress, shorts, a jacket, a sweater, shoes, a
swimsuit, a hat, a scarf, a t-shirt, a long sleeved
shirt, jeans, sweatshirt, sweatpants, socks,
boots, sandals, flip flops, tennis shoes, a bathing
suit, etc.
Adjectives: windy, hot, warm, cool, crisp,
raining, cloudy, stormy, etc.
Conjunction: or (matrix)
Nouns, Adjectives:
Session 1
Verb: past progressive: was
Nouns: Session 1 + spring, summer,
fall, winter
Verb: Session 2
Adjectives: (size, color, pattern,
texture ) extra small, extra large,
striped, checkered, solid, printed,
tight, loose, comfortable, simple,
plain, fancy, shiny, stained, soft,
warm, fuzzy, etc.
Nouns, Adjectives:
Session 1
Verb: Session 2
Conjunction: and
EL
L2
Nouns: articles of clothing: ELL1 + tank top,
blouse, (a pair of) pants, jeans, a sun dress, a
windbreaker, a wool sweater, thick socks, rain
boots, hiking boots, cap, etc.
Nouns: spring, summer, fall, winter
Adverbs: usually, always, sometimes
Nouns: Session 1
Adjectives: hot, humid, windy, cool,
partly, rainy, cloudy, muggy, cold,
warm, etc.
Conjunction: when (matrix)
Questions: when
Nouns: Session 1
Adjectives: Session 2
Past tense positive and negative
statements: wasn’t /was
Conjunction: so (matrix)
Verbs: (auxiliary) must
Nouns: Session 1
Adjectives: Session 2
EL
L3
Nouns: articles of clothing: ELL1/ELL2 +
long/short sleeved shirt, pleated skirt, hooded
sweatshirt, collared shirt, corduroy pants, rain
jacket, cardigan, overalls, baseball hat, suit, etc.
Nouns: seasons, months
Adverbs of frequency: usually, frequently,
rarely, seldom, often
Verbs: conditional statement: if +
present tense
Verb: auxiliary; might, would
Nouns: Session 1
Adjectives: ELL2
Verbs: positive/negative future
tense statements;
I (don’t) think
Nouns, Adverbs of frequency:
Session 1
Conjunction: since
Nouns: Session 1
Adjectives: Session 2
Verbs : Session 3
Verbs: (auxiliary);
ELL2 + could
Lan
gu
age
Bu
ild
ing
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 5 2nd Grade
Express Actions and Time Relationship Standards
ELL1: Make and report observations
ELL2: Explain cause and effect relationships
ELL3: Make and explain predictions about actions or events
Ob
ject
ives
EL
L1 What do you wear if it is __? What were you wearing when it was
__?
What were you wearing during the
__? Session 3
EL
L What do you __wear in the __? When do you wear __? Explain why you chose to wear what
you’re wearing.
Why is he/she wearing ___?
EL
L3
ELL2 +
Do you ___ wear in the __?
If it is __what would you wear?
Session 2
Forecast the weather based on
the season and tell what you do
or don’t think your friend will
wear.
EL
L1
I wear my __ or my __ when it is __. I was wearing ___when it was __.
I was wearing __ and __ when it was
__.
I was wearing my __ __ during the
__.
During the __, I was wearing my __
__.
I was wearing my __ __ and
__ __ during the __.
During the __, I was wearing
my __ __ and __ __.
EL
L2
I __wear __ in the __.
In the __, I __ wear __.
I wear __ when it’s __ outside.
When it’s __ outside, I wear __.
It wasn’t __outside, so I wore __.
It was ___ so I wore __.
It must be __ because he/she is
wearing __ and __.
EL
L3
ELL2 +
What do you __ wear in __?
If it is __, I might wear __ and __.
I might wear __ and __ if it is __.
Since it is __ __ in the __, I (don’t)
think I’ll wear __.
I (don’t) think I’ll wear __, since it is
__ __ in the __.
Since it has been __, I (don’t)
think that he/she __ wear __
with __.
Pro
mp
tsR
esp
on
ses
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 5 2nd Grade
Express Actions and Time Relationship Standards
ELL1: Make and report observations
ELL2: Explain cause and effect relationships
ELL3: Make and explain predictions about actions or events
Ob
ject
ives
EL
L1
What do you wear if it is cool?
I wear my sweater or my sweatshirt when it is
cool.
What were you wearing when it was
hot?
I was wearing a tank top when it was
hot.
I was wearing a swimsuit and flip
flops when it was hot.
What were you wearing during the
summer?
I was wearing my striped T-shirt
during the summer.
During the summer, I was wearing
my checkered shorts.
What were you wearing during
the summer?
I was wearing my blue flip
flops and checkered bathing
suit during the summer.
During the winter, I was
wearing my tight boots and war
sweatshirt.
EL
L2
What do you usually wear in the winter?
I usually wear a jacket in the winter.
In the winter, I always wear thick socks.
When do you wear sweatpants?
I wear sweatpants when it’s cool
outside.
When it’s cool outside, I wear
sweatpants.
It wasn’t warm outside, so I wore a
windbreaker.
It was rainy outside so I wore rain
boots.
It must be humid because he is
wearing a tank top and shorts.
EL
L3
What do you often wear in the winter?
What do you rarely wear in July?
I often wear a rain jacket in the winter.
I rarely wear a hooded sweatshirt in July.
In the summer, I never wear corduroy pants
If it’s windy, what would you wear?
If it is July, what would you wear?
If it is spring, what would you wear?
If it is windy, I might wear a
windbreaker.
I might wear flip flops if it is hot.
If it’s fall, what do you think you’ll
wear?
Since it is seldom rainy in the fall, I
don’t think I’ll wear a rain jacket.
I think I’ll wear a cap, since it is
frequently sunny in the summer.
Since it’s been cool, I think that
she could wear overalls with a
long sleeve shirt.
Exam
ple
s
Session 1 Session 2 Session 3 Session 4
EL
L1
SWBAT tell what clothing item they need (using
nouns , adjectives and routine 'can ' questions)
SWBAT request and tell
what item of clothing they
need (using related
vocabulary and present tense
verb 'be' )
SWBAT request and tell what
help they need when getting
dressed (using present tense
verbs )
SWBAT request and tell
where an item of
clothing is (using
present tense verb 'be ';
and possessive pronouns
my, your )
EL
L2
SWBAT request help locating specific items of
clothing (using clothing nouns , 'will ' questions and
adjectives )
SWBAT request help putting
on items of clothing (using
nouns, present tense verbs,
adjectives and 'can '
questions)
SWBAT request
assistance locating articles
of clothing (using nouns and
questions )
SWBAT locate the
owner of articles of
clothing. (use nouns ,
'whose ' questions, and
possessive pronouns)
EL
L3
SWBAT identify clothing they need based on the
weather (using articles of clothing, weather and
seasons nouns and adjectives )
SWBAT describe clothing
and request assistance
locating specific articles of
clothing (using past tense
verbs, auxiliary verbs, nouns
and adjectives )
SWBAT request assistance to
describe location of clothing items
in the house (using nouns,
auxiliary verbs )
SWBAT ask for
clarification about items
of clothing and who the
clothing belongs to
(using nouns,
demonstrative and
possessive pronouns
and contractions )
SWBAT request assistance locating or putting on
articles of clothing (using this week's focus forms
and vocabulary )
SWBAT request assistance
locating or putting on articles
of clothing (using this week's
focus forms )
SWBAT request assistance
locating or putting on articles of
clothing (using this week's focus
forms )
RELD Unit 1, Section 6 2nd Grade
Interpersonal Communication Standards
ELL1/ELL2/ELL3: Request assistance and clarification
Session 5 Language Benchmark
Ob
ject
ives
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 6 2nd Grade
Interpersonal Communication Standards
ELL1/ELL2/ELL3: Request assistance and clarification
Ob
ject
ives
EL
L1
Nouns: a t-shirt, a long sleeved shirt, jeans, sweatshirt,
sweatpants, socks, boots, sandals, flip flops, tennis shoes,
a bathing suit, pants, dress, shorts, jacket, sweater, shoes,
swimsuit, hat, scarf, etc.
Adjectives: windy, hot, warm, cool, crisp, raining,
cloudy, stormy, sunny, etc.
Question: can
Can you help me?
Nouns, Adjectives: Session 1
Verbs: (present tense) be:
is, are
Question: can
Can you help me find my __?
Nouns: Session 1
Verbs: (present tense) tie, zip up,
button up, put on, take off, find, etc.
Questions: Session 1 & 2
Nouns: Session 1
Verbs: Session 3
Questions: Session 1 & 2
EL
L2
Nouns: ELL1 + tank top, blouse, (pair of) pants, sun
dress, windbreaker, wool sweater, thick socks, rain boots,
hiking boots, beanie, cap, etc.
Question: will
Will you help me find my __?
Adjectives: ELL1 +
humid, partly cloudy, rainy, cloudy, muggy, cold, etc.
Nouns, Adjectives:
Session 1
Verbs: ( present tense); buckle,
lace up, strap, tie, pull up, pull
down, roll up, zip up, button up,
put on, take off, find, etc.
Question: Session 1 + can
Nouns: Session 1 + closet, bedroom,
living room, back pack, hanger,
floor, laundry basket, etc.
Questions: where
Where is/are my __?
Do you know where my __is/are?
Alternate question:
Have you seen my __?
Pronouns: (possessive) ;
mine, his, hers
Nouns: Session 1
Questions: whose (matrix)
EL
L3
Nouns: (articles of clothing) ELL1/ELL2 + short sleeved
shirt, pleated skirt, hooded sweatshirt, collared shirt,
corduroy pants, dress, sun dress, shorts, rain jacket, wool
sweater, cardigan, overalls, sweatshirt, windbreaker,
sweatpants, thick socks, rain boots, hiking boots, sandals,
flip flops, tennis shoes, baseball hat, suit, cap, scarf, etc.
Adjectives: ELL1/ELL2 + blustery, hazy, damp, dry,
wintry, nippy, gloomy, hazy, misty, etc.
Question (to request help) : Could you please help me?
Verbs: ELL2
Nouns: Session 1
Questions: (to request help):
Will/Can you help me __ my
___?
Verbs: (positive/negative future
tense statements):
I (don’t) think
Adverbs of frequency: Session 1
Nouns: Session 1
Conjunction: since
Nouns: Session 1
Pronouns: (possessive)
yours, mine, his, hers,
(matrix-intermediate)
Ask and answer tag
questions:
Those __aren’t __, are
they?
These __ aren’t __, are
they?
Lan
gu
age
Bu
ild
ing
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 6 2nd Grade
Interpersonal Communication Standards
ELL1/ELL2/ELL3: Request assistance and clarification
Ob
ject
ives
EL
L1
Can you help me, please?
What do you need?
It is ___.
Can you help me find my __?
I can’t find my __. Can you
help me?
Can you help me __ my __? Can you help me, please?
What do you need?
Can you help me __
my__?
EL
L2
The weather is __.
Will you help me find my __?
It’s __ outside.
Can/Will you help me __ my
__?
Where is/are my __?
Do you know where my __ is/are?
Have you seen my __?
Whose__ is this?
Whose __ are these?
EL
L3
ELL1/ELL2
Will/Can you help me find my
__ and __?
Can/Could/Will you help me find my
__?
Those __ aren’t __, are
they?
These __ aren’t __, are
they?
I think they’re __’s
EL
L1
It is __.
I need my ___.
Your __ is/are here.
Sure!
Here they are!
Here it is!
Sure, I can help you.
No, I can’t help you.
Of course, I can help.
No, I’m sorry I can’t help
you.
EL
L2
Yes/Sure, I’ll help you find your __.
No, I won’t help you find your __.
Sure/No, I can/can’t help you
__ your __.
Thanks.
They’re in/on the __.
Your __ is /are in/on the ___.
It’s ____.
They’re ___
EL
L3
I need my __ and __.
The weather is __ and __.
Sure/No, I can/can’t help you. It’s ____, isn’t it?
They’re ___, aren’t they?
Yes, they’re __?
No, they aren’t__, they’re
__.
Pro
mp
tsR
esp
on
ses
Session 1 Session 2 Session 3 Session 4
RELD Unit 1, Section 6 2nd Grade
Interpersonal Communication Standards
ELL1/ELL2/ELL3: Request assistance and clarification
Ob
ject
ives
EL
L1
Can you help me, please?
What do you need?
It is cool.
I need my sweatpants.
It is crisp. Can you help me
find my socks?
I can’t find my socks. Can you
help me?
It is chilly. Can you help me
find my socks?
Sure, here they are!
Thank you.
Can you help me tie my boots?
What do you need?
Can you help me tie my boots?
Sure, I can help you.
Thanks.
Can you help me find my
hat?
Can you help me, please?
What do you need?
It is sunny. Can you help
me find my hat?
Of course, I can help you.
EL
L2
The weather is cool.
Will you help me find my long sleeved shirt?
Sure, I’ll help you your long sleeved shirt.
No, I won’t help you find your long sleeved shirt.
Can you help me roll up my
sleeves?
It’s warm outside. Can you
help me roll up my sleeves?
Sure, I can help you roll up
your sleeves.
Where are my sweatpants?
Do you know where my sweatpants
are?
Have you seen my sweatpants?
They’re on the floor.
Your sweatpants are on the floor
Whose sun dress is this?
Whose boots are these?
It’s hers.
They’re mine.
EL
L3
Could you please help me?
What do you need?
The weather is hot and muggy. I need my tank top and
shorts.
Will you help me find my
blouse and pleated skirt?
Will you help me find my long
sleeved shirt and overalls?
Sure, I can help you . . .
Can you help me find my sweater?
Can you help me find my shorts?
It’s under the coffee table, isn’t it?
They’re in the bathroom, aren’t they?
Those hiking boots aren’t
hers, are they?
These flip flops aren’t
yours, are they?
Yes, they’re hers.
No, they aren’t mine,
they’re his.
Exam
ple
s