IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary

opportunity.

In order to achieve these ambitious goals, ESL teachers must collectively work with general education teachers to provide our students with a sound foundation in the English language as well as high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Language and literacy development is recognized as a shared responsibility of all of a student’s teachers. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the ESL curriculum planning guides.

Designed with the teacher in mind, the ESL curriculum planning guides focus on literacy teaching and learning, which include the development of foundational skills and instruction in reading, writing, speaking and listening, and language. This planning guide presents a framework for organizing instruction around WIDA Standards, grade-level content, and the TN State Standards (CCR) so that every ELL student acquires English and develops literacy skills that will enable him or her to meet or exceed requirements for college and career readiness. The standards define what to teach within specific grade bands, and this planning guide provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ESL Curriculum guides. ESL teachers will use this guide and the standards as a road map for English Language Development.

The Newcomer/Readiness curriculum provides additional guidance and resources for new immigrant students and those with interruptions in formal education. Newcomer/Readiness materials are designed for use in the first 6 to 9 weeks of enrollment.

How to Use the Curriculum Planning GuidesOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right. To enhance ELL access to instructional tasks requiring complex thinking match the linguistic complexity and instructional support to the students’ level of proficiency. (Gottlieb, Katz, and Ernst-Slavit 2009)

This curriculum guide is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Additional time, appropriate instructional support, and aligned assessments will be needed as ELL acquire both English language proficiency and content area knowledge. The TN Standards for Foundational Skills should be used in conjunction with this guide.

The Five WIDA English Language Development Standards

Standard AbbreviationEnglish Language

Development Standard 1

English language learners communicate for Social and Instructional purposes within the

school setting

Social and Instructional language

English Language Development Standard 2

English language learners communicate information, ideas and concepts necessary for

academic success in the content area of Language Arts

The language of Language Arts

English Language Development Standard 3

English language learners communicate information, ideas and concepts necessary for

academic success in the content area of Mathematics

The language of Mathematics

English Language Development Standard 4

English language learners communicate information, ideas and concepts necessary for

academic success in the content area of Science

The language of Science

English Language Development Standard 5

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social

Studies

The language of Social Studies

Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. Standards 2–5 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).

Throughout this curriculum guide, teachers will see high-quality texts that students should be reading, as well as some resources and tasks to support teachers in ensuring that students are able to reach the demands of the standards in the classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources: http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Essential Question:What is a perfect pet like?Domain: Life ScienceLesson topic: Animal Traits

Anchor Text:Henry and Mudge

Genre:Realistic Fiction

Paired Selection:All in the Family

Genre:Informational

Reading Complex TextsHow the Camel Got His Hump by Rudyard Kipling (Text Exemplar)

Reading Literature & Informational Text Target Skill: Sequence of Events (RL.2.2, RL.2.5) Target Strategy: Infer/Predict (RL.2.7) Supporting Skills: Author’s Word Choice (R.L.2.4): What words does the author use to

describe the birds?Foundational Skills

Phonemic Awareness: Identify phonemes: short vowels a, i (RF.2.3a); Syllables (RF.2.3c) Phonics/Word Work: Singular and Plural nouns (L.2.1b); adding –s Fluency: Word recognition (RF.2.4c). Use Running Record Form (ELL BLM 1.14)

Speaking and Listening SkillDiscuss conversation rules (SL.2.1a); Set a purpose for listening

Sequence of events: Retelling key details from the story (SL.2.2; RL.2.7); Use transition words first, next and last when retelling (SL.2.4; RL.2.5)

Language Target/Academic Vocabulary (L.2.6; RF.2.3f): curly, straight, floppy, drooled, weighed,

stood, collars, row ELL Reader Specific Vocabulary (L.2.5a): pet shop, beak, bird seed, excited Multi-syllable Vocabulary: Mostly one- and two-syllable words (RF.2.3a; RF.2.3c) Vocabulary Strategies: Multiple-meaning word (L.2.5b): pet; Use a dictionary (L.2.2e)

Alphabetical order Grammar Skill: Identify Subjects and Predicates (L.2.1f)

Writing: Narrative“Write About It”

Writing Form: Sentences That Tell a True Story (W.2.3)“Thinking Beyond the Text” – Opinion (W.2.1)

Focus Trait: Ideas – Supporting ideas with details

ESL Grade 2 Planning GuideQuarter 1

Essential questions: How do readers ensure that what they have read they understand? What do readers do when they don’t understand what they’ve read? How do writers write effectively to convey meaning? How do we work as a community of readers and writers in the classroom?

Unit 1Lesson 1

ELL Reader: Billy, the Pet BirdGenre: Realistic Fiction (CCSS RL.2.10)

Lesson 2ELL Reader: Birthdays Around the WorldGenre: Informational

Essential Question:

What are some things that families like to do together?

Domain:Social Relationships

Lesson topic:Family Time

Anchor Text:My FamilyGenre:

Informational

Paired Selection:Family Poetry“Everybody Says” by Dorothy Aldis“Abuelita’s Lap” by Pat Mora“Grandpa’s Stories” by Langston Hughes

Genre:Poetry

Reading Complex TextsHow the Camel Got His Hump by Rudyard Kipling (Text Exemplar)

Reading Literature & Informational Text Target Skill: Compare and Contrast (RI.2.1) Target Strategy: Question (RI.2.1): Who, What, Where, Why, When, and How Supporting Skills: Informational Text: How do the photographs and text go together?

(RI.2.5, RI.2.7)

Foundational Skills Phonemic Awareness: Identify Phonemes: short vowels (RF.2.3a): o, u, e; Syllables in CVC

words Phonics/Word Work: Singular and Plural nouns; adding –s Fluency: Connected Text; Running Record Form (ELL BLM 2.14)

Speaking and Listening Skill (SL.2.1)Discuss conversation rules (SL.2.1a); Set a purpose for listening

Compare and Contrast: When and how you use informal vs. formal English (L.2.3a) Use comparison words: alike, same, both, different

Language Target/Academic Vocabulary (L.2.6): remembered, porch, crown spend, stuck, visit, cousin,

piano ELL Reader Specific Vocabulary (L.2.5a): birthday party, presents, coin, dresses, candles, ice

cream, dance Multi-syllable Vocabulary: camera, remember, chocolate, potato, music Vocabulary Strategies: Proper nouns for names of countries (L.2.2a): China, India, Ghana,

Germany; Using a Glossary (RI.2.5; L.2.4e) Grammar Skill: Producing Simple Sentences (L.2.1f)

Writing: Narrative (W.2.3)“Write About It”

Writing Form: Write a Friendly Letter: Introduce/Review parts of a letter (L.2.2b)“Thinking About the Text” – Opinion (W.2.1)

Focus Trait: Voice – Adding feeling words to our writing

Lesson 3ELL Reader: CatsGenre: Informational

Essential Question:What do pets need to be healthy and happy?

Domain:Life Science

Lesson topic:Animal Traits

Anchor Text: DogsGenre:Informational

Paired Selection:

Helping Paws

Genre:Informational

Reading Complex TextsHow the Camel Got His Hump by Rudyard Kipling (Text Exemplar)

Reading Literature & Informational Text Target Skill: Author’s Purpose (RI.2.6) Target Strategy: Analyze/Evaluate: How do you decide which details are important? (RI.2.1, RI.2.3) Supporting Skills: Compare and Contrast (RI.2.1)

Foundational Skills Phonemic Awareness: Blend Phonemes; Sort Phonemes; (RF.2.3a; L.2.2a) Long vowels a, i Phonics/Word Work: Long vowel phonemes can be vowel teams (RF.2.3b): ee, ea, oa, ai Fluency: Self-Correct; Running Record Form (ELL BLM 3.12)

Speaking and Listening SkillDiscuss conversation rules (SL.2.1a); Set a purpose for listening

Author’s Purpose: Why author’s write; Analyze/Evaluate (SL.2.1c): What do you think and why?

Use details from the story to support your answer (SL.2.2, SL.2.3)

Language Target/Academic Vocabulary (L.2.6): hairy, litter, canned, clipped, stayed, coat, chews, mammals ELL Reader Specific Vocabulary (L.2.5a): healthy, group, adult, special, scratch, curtains, collar,

fresh, groomer Multi-syllable Vocabulary: animal, chocolate, and important Vocabulary Strategies: Use a Glossary (L.2.4e); Multiple-Meaning Words (L.2.4): coat, group,

collar, litter Grammar Skill: Types of Sentences (L.2.1f): Statement, Command, Question, Exclamation

Writing: Narrative (W.2.3)“Write About It”: Opinion (W.2.1)“Making Connections”

Writing Form: Sentences That Describe Focus Trait: Word Choice – Descriptive words

“Thinking About the Text”: Author’s purpose

Lesson 4ELL Reader: Flora the Fly Saves the SpidersGenre: Humorous Fiction

Essential Question:How do good friends act?

Domain:Social Relationships

Lesson topic:Getting Along with Others

Anchor Text:Diary of a SpiderGenre:

Humorous Fiction

Paired Selection:

A Swallow and a SpiderGenre: Fable

Reading Complex Texts

Reading Literature & Informational Text Target Skill: Cause and Effect (RL.2.7) Target Strategy: Summarize (RL.2.7): Stop to tell important events that have happened as you read Supporting Skills: Personification (RL.2.4)

Foundational Skills Phonemic Awareness: Segment, Substitute Phonemes; Sort Phonemes; Long vowels

(RF.2.3a): o, u, e Phonics/Word Work: Suffixes (L.2.4c) –ed, -es; spelling changes Fluency: Intonation (RF.2.4b); Running Record Form (ELL BLM 4.14)

Speaking and Listening Skill Cause and Effect (SL.2.1b): Work in partners to illustrate and then explain a cause and

effect relationship. Use words (SL.2.6): because, so

Language Target/Academic Vocabulary (L.2.6): breeze, dangerous, insects, judge, rotten, scare,

screaming, sticky ELL Reader Specific Vocabulary (L.2.5a): ice cream, silly, book bag, lunch, water fountain

gym class; Science term arthropod Multi-syllable Vocabulary: arthropod, dangerous; Compound words: classroom, everyone,

baseball Vocabulary Strategies: Context Clues (L.2.4a; RF.2.4c); Multiple Entries Grammar Skill: Types of Nouns (L.2.1); Irregular Verbs (L.2.1d)

Writing: Narrative (W.2.3)“Write About It”

Writing Form: Personal Story (W.2.8) Focus Trait: Ideas: Details should support the main idea

“Thinking Beyond the Text”: Opinion (W.2.1)- use text evidence to support your opinion Research/Media Literacy Skill: Brainstorming

Lesson 5ELL Reader: Foster’s Famous FarmGenre: Realistic Fiction

Essential Question:How is a school like a community?

Domain:Community

Lesson topic:Places Around Town

Anchor Text:Teacher’s PetsGenre:Realistic Fiction

Paired Selection:See Westburg by Bus!

Genre:Informational

Reading Complex TextsHow the Camel Got His Hump by Rudyard Kipling (Text Exemplar)

Reading Literature & Informational Text Target Skill: Story Structure (RL.2.5) Target Strategy: Visualize (RL.2.7): Picture what is happening as you read. Supporting Skills: Author’s Word Choice (RL.2.4)

Foundational Skills Phonemic Awareness: Identify the sound/spellings for consonant blends with r, l, s Phonics/Word Work: Segment longer words by syllables Fluency: Phrasing: Punctuation; Running Record (ELL BLM 5.14)

Speaking and Listening Skill Story Structure (RL.2.1; SL.2.1b): In partners, retell the characters, setting, and plot of

Foster’s Famous Farm.

Language Target/Academic Vocabulary (L.2.6): bursting, noises, noticed, quiet, share, sprinkled,

suddenly, wonderful ELL Reader Specific Vocabulary (L.2.5a): strange, guess, CDs, drew, funny, famous;

Challenging animal names: dachshund, tarantula, iguana Multi-syllable Vocabulary: Unfamiliar words: bursting, lizard, footprints, pretended Vocabulary Strategies: Use a digital dictionary; Base words and endings (L.2.4c): -ed, -ing Grammar Skill: Singular and Plural Nouns

Writing: Narrative (W.2.3)“Write About It”

Use Time-order Words: first, next, then, last Writing Form: Personal Story Focus Trait: Sentence Fluency

“Thinking About the Text”” – Opinion Research/Media Literacy Skill: Finding Information

Unit 2Lesson 6

ELL Reader: Bees at WorkGenre: Informational Text (RI.2.10)

Essential Question:What are animal homes like?Domain:Life Science

Lesson topic:Animal Homes

Anchor Text:Animals Building HomesGenre:Informational

Paired Selection:Whose Home Is This?

Genre:Informational

Reading Complex TextsHow the Camel Got His Hump by Rudyard Kipling (Text Exemplar)

Reading Literature & Informational Text Target Skill: Text and Graphic Features (RI.2.5): How do headings help me understand the

information? Target Strategy: Question (RI.2.1): think of questions as you read. Find evidence to answer your

questions. Supporting Skills: Using Context (RI.2.4; L.2.4a)

Foundational Skills Phonemic Awareness (RF.2.3f, L.2.2d): Identify Phonemes: Final Blends: nd, ng, nk, nt, ft,

xt, mp Phonics/Word Work: Comparatives: adding –er, -est Fluency (RF. 2.4b): Expression; Running Record (ELL BLM 6.14)

Speaking and Listening Skill Have partners ask and answer questions about the photographs to deepen understanding

(RI.2.1, RI.2.5, RI.2.10; SL.2.1b, SL.2.1c)

Language Target/Academic Vocabulary (L.2.6): beaks, branches, break, deepest, hang, pond, shaped,

winding ELL Reader Specific Vocabulary (L.2.5a): male, biggest, sugary, flowers, powder, attack,

sting; Content related words: hive, queen bees, worker bees, drones, nectar, pollen, wax, cells, stinger

Multi-syllable Vocabulary: family, important, animals, beautiful Vocabulary Strategies: Use a Dictionary (L.2.4e); Base Words and Prefixes (L.2.4b):

Introduce: un-, re-; Compound words (L.2.4d): inside, outside, sometimes, something, someday

Grammar Skill: Collective (L.2.1a) vs. Plural Nouns (L.2.1b)

Writing: Informative (W.2.2)“Write About It”

Writing Form: Informational Paragraph (W.2.2) – Topic Sentence“Thinking Beyond the Text”

Focus Trait: Ideas Research/Media Literacy Skills: Research Starts with a Question

Lesson 7ELL Reader: Luz and the GardenGenre: Realistic Fiction (RL.2.10)

Essential Question:What can you learn from a planting a garden?Domain:Life Science

Lesson topic:Agriculture

Anchor Text:The Ugly VegetablesGenre:

Realistic Fiction

Paired Selection:They Really Are GIANT!

Genre:Informational Text

Reading Complex TextsHow the Camel Got His Hump by Rudyard Kipling (Text Exemplar)

Reading Literature & Informational Text Target Skill: Conclusions (RL.2.7) Target Strategy: Analyze/Evaluate: Find details that support the conclusion. (R.L.2.1, RL.2.7) Supporting Skills: Story Structure (RL.2.5)

Foundational Skills Phonemic Awareness: (R.F.2.3f) Sort Phonemes; Identify Final phonemes; Words with

Double Consonants and ck (L.2.2d) Phonics/Word Work: Syllable Rules: between double consonants (R.F.2.3f) Fluency: Accuracy: Connected Text; Running Record (ELL BLM 7.14)

Speaking and Listening Skill Students identify two or three details from the story. Then use the details to orally draw a

conclusion. (RL.2.7; SL.2.1a, SL.2.1b, SL.2.1c)

Language Target/Academic Vocabulary (L.2.6): blooming, muscles, nodded, plain, scent, shovels,

tough, wrinkled ELL Reader Specific Vocabulary (L.2.5a): sidewalk, parking lot, vegetable, pizza, salad,

watering can, plot, rake, soil, seeds, plant food, weeds Vegetable names: peppers, lettuce, tomatoes, carrots, squash, pumpkins, onions (L.2.5a) Vocabulary Strategies: Dictionary skills (L.2.4e) Discuss Example Sentences (punctuation

and style of sentences; L.2.2); Homophones (L.2.4a) Grammar Skill: Proper Nouns (L.2.2a); Words with suffixes: gardeners, friendly, colorful

Writing: Informative (W.2.2)“Thinking Beyond the Text” – Friendly Letter (L.2.2b)

Writing Mode: Informative Writing (W.2.2)“Write About It”

Writing Form: Summary Paragraph (W.2.2) Focus Trait: Organization

Lesson 8ELL Reader: The WindGenre: Informational Text (RI.2.10)

Essential Question:How can some storms be dangerous?Domain:Earth Science

Lesson topic:Weather

Anchor Text:Super StormsGenre:Informational Text

Paired Selection:Weather Poems: “Night Drumming for Rain”“Who Has Seen the Wind”“Weather”

Genre:Poetry

Reading Complex Texts A Tree is a Plant by Clyde Robert Bulla

Reading Literature & Informational Text Target Skill: Main Ideas and Details (RI.2.2) Target Strategy: Visualize: Picture what is happening as you read. (RI.2.7) Supporting Skills: Cause and Effect (RI.2.3)

Foundational Skills Phonemic Awareness: Substitute Phonemes; Syllables in Spoken Words Phonics/Word Work: Consonant Digraphs (RF.2.3b, RF.2.3e; L.2.2b): th, sh, wh, ch, tch, ph;

Base Words and Endings: -s, -ed, -ing; Homographs: wind Fluency: Rate (RF.2.4b); Running Record (ELL BLM 8.14)

Speaking and Listening Skill Use illustrations to orally describe key details, and in pairs identify the main idea. (SL.2.1a,

SL.2.1c; RI.2.1, RI.2.2, L.2.6

Language Target/Academic Vocabulary (L.2.2b, L.2.6): bend, beware, damage, equal, flash, pounding,

prevent, reach ELL Reader Specific Vocabulary (RF.2.3e; L.2.5a): gentle, strong, train, radio; Content-

specific words: weather vane, direction, speeds, windmill, wind tower, tornado, lightning, storm warnings

Multi-syllable Vocabulary: different, direction, electricity, tornado, dangerous, television Vocabulary Strategies: Use a Glossary (L.2.4e); Compound Words (L.2.4d); Multiple-

meaning words: arms, waves Grammar Skill: What is a Verb? (L.2.1)

Writing: Informative Writing (W.2.2)“Write About It”

Writing Form: Informational Paragraph“Thinking Beyond the Text” – Opinion

Focus Trait: Voice

Ever

y Q

uart

er Cite Evidenc

e

Analyze Content

Study and Apply

Grammar

Study and Apply

Vocabulary

Conduct Discussions

Report Findings

RL/RI.2.1

RL 2.2-7, 9RI.2.2-9SL.2.2-3

L.2.1-3, SL.2.6 L.2.4-6 SL.2.1 SL.2.4-6

Reading Foundational Skills

Lesson 9ELL Reader: How People Got FireGenre: Folktale (RL.2.2)

Essential Question:How can stories help you learn a lesson?Domain:Cultures

Lesson topic:Traditional Tales

Anchor Text:How Chipmunk got His StripesGenre:Folktale

Paired Selection:

Why Rabbits Have Short TailsGenre:Traditional Tale

Reading Complex Texts A Tree is a Plant by Clyde Robert Bulla

Reading Literature & Informational Text Target Skill: Understanding Characters (RL.2.3) Target Strategy: Summarize Supporting Skills: Author’s Word Choice (RL.2.4)

Foundational Skills Phonemic Awareness: Add Phonemes; Syllables in CV-words (RF.2.3c) (long vowel sounds) Phonics/Word Work: Base Words and Endings (RF.2.3e): -ed, -ing; Long /i/ sound

spellings: i_e Fluency: Phrasing: Punctuation (ELL BLM 9.14)

Speaking and Listening Skill Identify and discuss how characters feel, say, and do in the story in order to understand their traits

(SL.2.1a, SL.2.1b, SL.2.1c; RL.2.1, RL.2.3).

Language Target/Academic Vocabulary (L.2.6): brag, curled, direction, healed, height, tease, toward,

tunnel ELL Reader Specific Vocabulary (L.2.5a): cold, snow, burn out, guard, brag, tease; Name of

mythological characters: Fire Beings; Animal names: coyote, squirrel, chipmunk, frog Vocabulary Strategies: Use a digital dictionary (L.2.4e); Synonyms (L.2.5b) Grammar Skill: Present tense Verbs; Words with Suffixes: -ly, -ry

Writing: Informative Writing (W.2.2)“Write About It” – Summarize“Thinking Beyond the Text” – Understanding Characters: Opinion (W.2.1)

Writing Form: Instructions: using sequence words Focus Trait: Ideas

Phonics and Word Recognition Fluency

Decoding, Phonics, and Word Recognition RF.2.1-3

Base Words and Endings –ed, -ing Long i Long e Sound for y Changing y to an i Words with ar R-Controlled Vowels or, ore Words with er Words with ir, ur Homophones Base Words and Endings –er, -est Suffixes –y, -ly, -ful Final Stable Syllables –tions, -ture High frequency words taught the nine weeks. High frequency words taught the nine

weeks.

Fluency RF 2.4 Current goal 74-84 word per minute Read grade level text with accuracy. Read smoothly and at an appropriate

rate. Read with expression. Read with attention to punctuation

*After selecting the standards targeted for instruction, texts and writing tasks with clear opportunities for teaching these selected standards should be chosen. These standards are constant and should be taught throughout each quarter.

NOTE: The following additions to original K-5 curriculum guides are provided in order to give teachers resources, which will address WIDA standards 3-5 pertaining to Math, Science, and Social Studies. Teachers will be able to draw upon these resources in order to identify and teach tier 2 words more effectively.

ESL Planning Guide Grade 2 Quarter 1

Grade _2 Unit: __1__ Lesson: __1__Overarching

Questions:Question 1- What is a perfect pet like?Question 2- How do pets' body parts help them live? (i.e. nose for breathing, claws for scratching)Question 3- How do you care for a pet?

Text 1 Text 2 Additional Resources/ Links“Billy,the Pet Bird” “Animals, Animals (E, H,K)”

Journeys ELL Reader ReadingA-Z.com1.1 Task 1 Sequence of EventsUse transition words (first, next, last) when retelling

1.2 Task 2 Infer/PredictWhat might happen next? Cite evidence.

122.1 Task 1 Science -Identify Living

Things (vs non-living)Tell how they use their parts to live

2.2 Task 2 Science- Animal TraitsIdentify parts of animals that help them eat, drink and breathe.

ReadingA-Z.com ELL Resources:1 Picture Cards, Animals, Pets;2345678 "Animals, Animals" Guided Reading Plan with resources. Discussion Cards for Higher Order Questioning.

Online sorting game: http://www.firstschoolyears.com/scienceresources/games/ourselves/living/living.htm

Culminating Assessment (True Narative Writing) : about My Pet OR The Pet I Want.Make an Illustration showing My Pet OR The Pet I Want; Label parts for eating, drinking, breathing, moving.Write a story about how you care for the pet. Use details about the pet's traits (eating, drinking, etc.)

ESL Planning Guide Grade 2 Quarter 1

Grade _2 Unit: __1__ Lesson: __2__Overarching

Questions:Question 1- What are some things that families like to do together?Question 2- Do families in different countries have different celebrations?Question 3- Do families in different countries celebrate any customs the same way?Question 4: Are any family traditions in the US like another country's traditions? If so, why?

Text 1 Text 2 Additional Resources/ Links“Birthdays Around the World” “Friends Around the World (H,K,P)”

Journeys ELL Reader ReadingA-Z.com1.1 Task 1 Compare & ContrastUse comparison words: alike, same, both different

1.2 Task 2 QuestionWho, What, When, Where, Why and How

2.1Task 1 Social Studies-33.1 Compare family traditions and

customs.Share a family tradition or special food.

2.2 Task 2 Social Studies-Compare U.S. cultures in family traditions, customs, and holidays. Share a family tradition.

2.3 Task 3 Social Studies-Compare how maps and globes depict information.Locate the countries from the texts on a map and also a globe.

Read Aloud Library book: "Me on the Map" by Joan Sweeny. Walks you through using a map and a globe.

ReadingA-Z.com Guided Lesson Plan with activities and resources. Discussion Cards for Higher Order Questions.910

Culminating Assessment (Research Writing).Use a Graphic Organizer and the two texts to make a T-Chart listing the countries and celebrations in both texts. Some parts might be written in to scaffold this research writing.

ESL Planning Guide Grade 2 Quarter 1

Grade _2 Unit: __1__ Lesson: __3__Overarching

Questions:Question 1- What do pets need to be healthy and happy?Question 2- What traits do baby animals get from their parents?Question 3- What are some ways pets help their owners?Question 4-What are the stages of an animal's life cycle?

Text 1 Text 2 Additional Resources/ Links“Cats” “Chickens in My Backyard”

Journeys ELL Reader ReadingA-Z.com1.1 Task 1 Author's PurposeWhy do authors write? DIscuss,.

1.2 Task 2 Analyze/EvaluateHow do you decide what details are important?

2.144.1 Task 1 Science -Identify physical

characteristics passed on by the parent.

2.2 Task 2 Science -Use a graphic organizer to show the characteristics passed on by the parent.

2.3 Task 3 Science- Tell the life cycle of an animal (chicken, cat, dog).

111213ReadingA-Z.com Guided Reading Lesson Plan with resources, for "Chickens in My Backyard". Discussion Cards for Higher Order Questioning.

Animals & babies: http://www.manythings.org/wbg/animal_babies-jw.html

Life cycles: http://schools.dcsdk12.org/education/components/screpbook/default.php?secondetailid=128972

Videos: discoveryeducation.com

Culminating Assessment (Opinion Writing) Use a graphic organizer to write an opinion statement telling: Which pet is better, a cat or chicken? Tell 3 reasons, with supporting details, to support your answer. Write a closing statement telling your opinion. Share your opinion and reasons with the class. Make a class T-Chart combining reasons for liking Cats vs. Chickens as Pets.

ESL Planning Guide Grade 2 Quarter 1

Grade _2 Unit: __1__ Lesson: __4__Overarching

Questions:Question 1- How do good friends act?Question 2- How do good citizens help each other with problems?Question 3- Can you make bad times better with a good deed?

Text 1 Text 2 Additional Resources/ Links“Flora the Fly Saves the Spiders” “Mike's Good Bad Day (I)”

Journeys ELL Reader ReadingA-Z.com1.1 Task 1 Cause & EffectWork with a partner to illustrate and then explain a cause and effect relationship. Use words: because, so

1.2 Task 2 SummarizeStop to tell important events that have happened as you read.

2.155.1 Task 1 Social Studies -Good citizens

help others. Tell about what was good and bad about Mike's day.

2.2 Task 2

141516ReadingA-Z.com, Guided Reading Lesson Plan, "Mike's Good Bad Day", with resources. Discussion Cards for Higher Order Questions.

Foldables: http://bainbridgeclass.com/causeandeffect.pdf

Culminating Assessment (Writing complex sentences with because or so that show cause and effect.) Make a Cause and Effect Foldable that shows Cause and Effect sentences about events from both texts. Illustrate the sentences.

ESL Planning Guide Grade 2 Quarter 1

Grade _2 Unit: __1__ Lesson: __5__Overarching

Questions:Question 1- How is a school like a community?Question 2- Can we learn from people who are different in our community?Question 3- Can we use attributes of shapes to make animal puzzles?Question 4- Is Geometry useful in every day life?

Text 1 Text 2 Additional Resources/ Links“Foster's Famous Farm” “Li's Tangram Animals " (G)

Journeys ELL Reader ReadingA-Z.com1.1 Task 1 Story StructureWith a partner, retell the characters, setting and plot of Foster's Famous Farm

1.2 Task 2 VisualizePicture what is happening next.

2.166.1 Task 1 Social Studies -Culture of a

communityLearn about a geometry puzzle from a far away place, China.

2.2 Task 2 Social Studies- People and places in a community: You can help people who are new to your community. They can benefit you.2.3 Task 3 - Math -Geometry -Work with shapes and their attributes, to make tangram animals.

ReadingA-Z.com, Guided Reading Lesson Plan, "Li's Tangram Animals", with resources. Discussion Cards for Higher Order Questions.

Videos- Discoveryeducation.com1718

Culminating Assessment (Personal Story Writing) Use geometric shapes to make a tangram animal (like in "Li's Tangram Animals". Make an animal that would be a "scarecrow" in a garden. Write about how you saved the day because your "scarecrow" saved the garden's vegetables. Use the words: first, next, then and, last to tell the events.

ESL Planning Guide Grade 2 Quarter 1

Grade _2 Unit: __1__ Lesson: __6__Overarching

Questions:Question 1- What are animal homes like?Question 2- How do bees work together to make honey?Question 3- How do animal homes help them survive?Question 4: What stages do animals go through as they grow?

Text 1 Text 2 Additional Resources/ Links“Bees at Work” “What Lives in This Hole? (H,K, N)”

Journeys ELL Reader ReadingA-Z.com1.1 Task 1 Text and Graphic FeaturesHeadings help you understand information. Ask and answer questions with partners about the photographs.

1.2 Task 2 QuestionThink of questions as you read. Find evidence to answer your questions.

2.177.1 Task 1 Science-Compare and

Contrast animals and how they survive

Cite evidence from book's photoraphs to support.

2.2 Task 2 Science-Animal TraitsEvery animal grows and goes through stages.

ReadingA-Z.com, Guided Reading Lesson Plan, "What LIves in this Hole?", and resources. Discussion Cards for Higher Order Questioning.

Videos: DIscoveryeducation.com1920

Culminating Assessment (Writing an Informational Paragraph) Write an informational paragraph about what animals might live near a garden. Write a topic sentence and then 3 facts with details about animal homes near a garden. Write a closing sentence.

ESL Planning Guide Grade 2 Quarter 1

Grade _2 Unit: __1__ Lesson: __7__Overarching

Questions:Question 1- What can you learn from planting a garden?Question 2- What are the stages of a plant's life cycle?Question 3 - Where do seeds come from?

Text 1 Text 2 Additional Resources/ Links“Luz and the Garden” “Grow Tomatoes in 6 Steps”

Journeys ELL Reader ReadingA-Z.com1.1 Task 1 ConclusionsStudents identify 2 or 3 details from story. Then use details to orally draw a conclusion.

1.2 Task 2 Analyze/EvaluateFind details that support the conculsion.

2.188.1 Task 1 Science- Identify stages of a

plant's life cycle.All living things have in common: birth, growth, reproduction, death.

2.2 Task 2 Science - Describe seeds and where they come from. Label the Life Cycle of a Tomato Plant. Tell the story of it, from Seed to Seed.

212223ReadingA-Z.com, Guided Lesson Plan, "Grow Tomatoes in 6 Steps", and resources. Discussion Cards for Higher Order Questioning.

Videos: Discoveryeducation.com

Culminating Assessment (Writing a Friendly Letter) - Use a graphic organizer to plan a friendly letter to thank Li for helping with your garden. Talk about the problem when animals living nearby were eating the new tomatoes. Thank him for the scarecrow idea for the garden. Offer to share some garden tomatoes with him. Illustrate the letter with a picture of your "tangram scarecrow" (from Lesson 5) in your healthy garden.

ESL Planning Guide Grade 2 Quarter 1

Grade _2 Unit: __2__ Lesson: __8__Overarching

Questions:Question 1- How can storms be dangerous?Question 2-When can wind be important?

Text 1 Text 2 Additional Resources/ Links ”The Wind” ‘’ I Fly Hot Air Balloons’’

Journeys ELL Reader ReadingA-Z.com SCIENCE; OBJECTS IN THE SKY/ ATMOSPHERE1.3 Task 1 Main Idea –

CITE evidence1.4 Task 2 VisualizeWhat might happen next? Cite evidence.

[

8.2 Task 1 How do they stay up?Tell what is needed

8.3 Task 2 UsageI can explain how wind is important.

Hhttp://science.lotsoflessons.com/4seasons.htm/http:// www.weatherwizkids.com/

Reading A-Z, picture cards, Oxford dictionary. http://www.firstschool years.com/science

Culminating Assessment (Writing) Use foldables to show cause and effects of wind. Illustrate how wind is important and write 5 sentences stating your opinion.

ESL Planning Guide Grade 2 Quarter 1

Grade _2 Unit: __2__ Lesson: _9Overarching

Questions:Question 1- How can stories help you learn a lesson?Question 2- Why have these stories been retold over the years?

Text 1 Text 2

“Legend of the Indian Paintbrush”

Additional Resources/ Links

SOCIAL STUDIES: CULTURE

“How People Get Fire?”

“Journeys ELL Reader1.5 Task 1 Characters- what are they

like? What do they do?

1.2. Summarize Stop and tell important events that have happened as you read.

8.4 Task 1 Can explain the importance of learning about other diverse cultures and their traditions.

8.5 Task 2 I can write a paragraph about a specific belief shared from one generation to another.

Book: Legend of the Indian Paintbrush by Tomie dePaola

Reading A-Z.com ELL resources: picture cards, Animals

www.Aesopsfables.comwww.tnhistoryforkids.org/peopleNational Amerian Folktales.

ESL Planning Guide Grade 2 Quarter 1Culminating Assessment (Writing) write a comparison of the animals in “How People Get Fire and Legend of the Indian Paintbrush.