Introduction - Shelby County Schools Grade 2 Q2_Dr… · Web viewESL Planning Guide Grade 2 Quarter...

ESL Planning Guide Grade 2 Quarter 2

Introduction

In 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 thestudents’ 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 Abbreviation

English 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



academic success in the content area of

Mathematics

The language of Mathematics

English Language

Development

Standard 4



academic success in the content area of Science

The language of Science

English Language

Development

Standard 5



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.as px

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.


Shelby County ESL weebly: http://shelbycountyesl.weebly.com password: SCS-‐ESL

WIDA: www.wida.us See: Download library

North Carolina Transformed MPIs provide excellent examples of how the CCR standards may be broken down to align with WIDA ACCESS student ability levels. The MPIs may be transformed to fit individual student needs within your classroom http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ ELAs

NJDOE Model ELA Curriculum: http://www.state.nj.us/education/modelcurriculum/ela/ provides additional examples of how MPIs are used within a unit plan.

Additional ESL Resources:

WIDA ELP Search: This form allows educators to search for strands of modelperformance indicators from the WIDA English Language Proficiency Standards, 2007 Edition. Please remember you are encouraged to transform the elements of the MPIs to fit your local curricular goals. https://www.wida.us/standards/ELP_standardlookup.aspx

Reading A- Z‐ provides additional materials to use with Close Reads and within Literacy Stations. https://www.readinga - ‐ z.com/ (ESL teachers must have a password provided by the ESL program)


Beginning with quarter 2, the first story in each quarter’s planning guides will have Model Performance Indicators (MPIs) embedded to illustrate how standards may be deconstructed for differentiation. As these are Model Performance Indicators, the strands are to be used as an example, and may be transformed to best suit the needs of students within your classroom.

Teachers are encouraged to view the MPIs within the first story of each quarter to then reference additional MPIs in order to continually scaffold instruction throughout the year within whole group and small group instruction, as well as Literacy Stations.

North Carolina Department of Public Instruction Transformed ELA MPIs:http://www.livebinders.com/play/play?id=1089921


Essential Question: What is special about animals that live in the ocean?Domain:Civics

Lesson topic: Ocean Life

Anchor Text: Jellies Genre: Informatio nal Text

Paired Selection:

Splash Photograp hy Genre: Informatio nal

Reading Literature & Informational Text• Target Skill: Fact and Opinion (RI.2.8) • Target Strategy: Monitor/ Clarify: Stop and think when you don’t understand something. Find text

evidence to help you figure out what doesn’t make sense (RI.2.2); Re-read for clarification (RI.2.1, RI.2.7)

• Supporting Skills: Author’s Purpose (RI.2.8) Identify the main purpose of a text and what the author wants to answer, explain, or describe.

Foundational Skills• Phonemic Awareness: Add and Delete Phonemes• Phonics/Word Work: Contractions (L.2.2c); Adding inflectional endings: - ed,‐ - ing‐• Fluency: Stress; Use Running Record Form (ELL BLM 10.14)

Speaking and Listening Skill• Identify and discuss facts and opinions in the story; monitor your partners understanding and

clarify any confusing parts (R1.2.1; SL.2.1b, SL.2.1c, SL.2.3, SL.2.6)

Language• Target/Academic Vocabulary (L.2.6): choices, decide, disgusting, drift, millions, simple,

weaker, wrapped• ELL Reader Specific Vocabulary beach, waves, threads, glue, crawls, flower, petals,

stinging; Content-‐specific Words: tide pool, shore, seaweed, rockweeds, barnacle, mussels, crab, starfish, suction cups (L.2.5a): Distinguish shades of meaning among closely related verbs

• Multi- syllable‐ Vocabulary: anemone, tentacles; Multiple-‐meaning Word: pool• Vocabulary Strategies: Use a Thesaurus (L.2.4e); Compound Words (L.2.4d)• Grammar Skill: Past, Present, Future-‐tense Verbs (L.2.1); Adverbs (L.2.1e)

Writing: Informative Writing (W.2.2, W.2.6, W.2.8)• Writing Form: Instructions• Focus Trait: Word Choice: Using exact words to clarify your meaning

ELL Reader: Tide PoolsGenre: Informational Text (RI.2.10)

Lesson 10

ESL Planning Guide Grade 2 Quarter 2Unit 3

Lesson 11

Essential Question: How can people and animals help each other? Domain: Social Relationships

Lesson topic: Animal and Human Interactions

Anchor Text: Click, Clack, Moo: Cows That Type Genre: Humorous Fiction

Paired Selection:

Talk About Smart Animals! Genre: Information al Text

ELL Reader: The Smiths and Their AnimalsGenre: Humorous Fiction (RL.2.10)

Reading Complex Texts

Reading Literature & Informational Text

• Target Skill: Conclusions (RL.2.7): Support conclusions with clues from the text• Target Strategy: Infer/Predict (RL.2.7): Infer what the Author means and predict what will happen

next.• Supporting Skills: Author’s Word Choice (RL.2.4)

Foundational Skills• Phonemic Awareness: Syllable Rules• Phonics/Word Work: Base Words and Endings (RF.2.3e): - s,‐ - es‐• Fluency: Expression (RF.2.4b); use Running Record Form (ELL BLM 11.14)

Speaking and Listening Skill• Answer questions to deepen understanding (SL.2.1c); Have partners work together to identify details

about the animals and draw a conclusion about them (RL.2.3). Have partners make at least one inference and one prediction.

Language• Target/Academic Vocabulary (L.2.6): believe, demand, furious, gathered, impatient,

impossible, problem, understand• ELL Reader Specific Vocabulary (L.2.5a): chewed, bone, string, bowl, wheel, wag, pat, okay;

Nouns: swing, scooter, baseball, cap, cupcakes, stapler, night light, flip-‐flops, hammer, plane ticket

• Multi- syllable‐ Vocabulary: furious, attention; Words with prefixes: unhappy, impatient, impossible

• Vocabulary Strategies: Prefixes (L.2.4b; RF.2.3d): un- ,‐ im- ,‐ pre-‐, mis-‐• Grammar Skill: Conclusion and Compound sentences (L.2.1f) using transitional words:

so, and, but

“Thinking Beyond the Text” “Write About It”

Writing: Opinion (W.2.1)

• Writing Form: Persuasive Letter: A persuasive letter presents an opinion (L.2.2b)• Focus Trait: Ideas: stating a clear goal (W.2.7)


Lesson 12

Essential Question: What are different ways to enjoy music?Domain:The Arts

Lesson topic:Music

Anchor Text: Ah, Music! Genre:Information al Text

Paired Selection:

“There’s a Hole at the Bottom of the Sea” Genre: Song

ELL Reader: All Kinds of MusicGenre: Informational Text (RI.2.10)



• Target Skill: Text and Graphic Features (RI.2.5, RI.2.7): Identifying/Using Text and Graphic Features for better comprehension

• Target Strategy: Question (RI.2.1)• Supporting Skills: Fact and Opinion (RI.2.5, RI.2.8)

Foundational Skills• Phonemic Awareness: Substitute Phonemes (RF.2.3c) (long vowels for short vowel

sounds)• Phonics/Word Work: Vowel Digraphs (RF.2.3b; L.2.2d): ai, ay; Plural –s ending rules• Fluency: Rate (RF.2.4b): Adjust Rate to Purpose; Use ELL BLM 12.14

Speaking and Listening Skill• Locate text and graphic features to retell the main idea. Have Children list two or three questions they

have about the summary (SL.2.3).Language

• Target/Academic Vocabulary (L.2.6): concentrate, creative, expression, performance, relieved, tune, vibration, volume

• ELL Reader Specific Vocabulary (L.2.5a): music, families, groups, instruments, performance, string instruments, wind instruments, and drums

• Multi- syllable‐ Vocabulary: Two-‐, Three-‐, and Four-‐syllable words• Vocabulary Strategies: Use a digital dictionary (L.2.4e)• Grammar Skill: Expanding/Rearranging Compound Sentences (L.2.1f)

“Write About It” “Thinking About the Text” “Making Connections”


• Writing Form: Opinion Paragraph• Focus Trait: Voice (W.2.5)


Lesson 13

Essential Question: How are some schools different from each other? Domain: Cultures

Lesson topic: School Differences

Anchor Text: Schools Around the World Genre: Information al Text

Paired Selection:

An American School Genre: Information al

ELL Reader: What School Was Like Long AgoGenre: Informational Text (RI.2.10)



• Target Skill: Main Idea and Details (RI.2.2)• Target Strategy: Analyze/Evaluate: Think carefully and form opinions (RI.2.1, RI.2.3)• Supporting Skills: Text and Graphic Features (RI.2.5, RI.2.7)

Foundational Skills• Phonemic Awareness: Match Phonemes• Phonics/Word Work: Vowel Digraphs (RF.2.3b, RF.2.3c): ee, ea; Change

singular nouns to plural/plural to singular• Fluency: Accuracy (RF.2.4b); Self- Correct‐ (RF.2.4c); Use ELL BLM 13.14

Speaking and Listening Skill• Answer in complete sentences; Summarizing: List 3 or 4 important ideas and use them to create

an oral summary (SL.2.3, SL.2.6)

Language• Target/Academic Vocabulary (L.2.6): community, culture, languages, lessons,

special, subjects, transportation, wear• ELL Reader Specific Vocabulary (L.2.5a): writers, teacher, sharp tool, music, sports,

homework• Words Related to Greek Culture: Athens, Ancient Greek Empire, wax block, flute, harp,

Olympic Games• Vocabulary Strategies: Use a Glossary; Using a Dictionary (L.2.4e)• Grammar Skill: Quotation Marks (W.2.5)



• Writing Form: Persuasive Paragraph• Focus Trait: Word Choice


Lesson 14

Essential Question: How can you communicate in different ways?Domain: Communicati on

Lesson topic: Special Ways to Communicate

Anchor Text: Helen Keller Genre: Biography

Paired Selection: Talking Tools

Genre: Information al Text

ELL Reader: Inventor of the TelephoneGenre: Biography (RI.2.10)



• Target Skill: Author’s Purpose: Identify main purpose (RI.2.6)• Target Strategy: Summarize: Retell key points and important ideas in their own words (RI.2.3)• Supporting Skills: Genre: Biography (RI.2.3)

Foundational Skills• Phonemic Awareness: Segment Phonemes• Phonics/Word Work: (RF.2.3a, RF.2.3e, RF.2.3f) Long o: o, oa, ow; Adding final –s: - es,‐

-‐ ies• Fluency: Natural pauses (RF.2.4b). Use ELL BLM 13.14.

Speaking and Listening Skill• Describe key ideas: With a partner, evaluate whether details effectively support the author’s purpose

for writing (SL.2.1c, SL.2.2)

Language• Target/Academic Vocabulary (L.2.6): behavior, curious, darkness, illness, imitate,

knowledge, motion, silence• ELL Reader Specific Vocabulary (L.2.5a): deaf, sounds, hear, speak, voices, liquid, motion,

wire• Multi- syllable‐ Vocabulary: eleven, imitate, curious, electricity, National Geographic

Society, important, magazine; Content-‐Specific Words: telephone, invented, inventor, symbols, Visible Speech, sign language, telegraph, telephone operator

• Vocabulary Strategies: Use a Dictionary (L.2.4e); Suffix –ly (L.2.2d)• Grammar Skill: Using Proper Nouns (L.2.2a)



• Writing Form: Persuasive Essay• Focus Trait: Ideas


Lesson 15

ELL Reader: The Best StudentGenre: Humorous Fiction (RL.2.10)

Essential Question: Why is it important to follow safety rules?Domain: Health and Safety

Lesson topic: Personal Safety

Anchor Text: Office Buckle and Gloria Genre: Humorous Fiction

Paired Selection:

Safety at Home Genre: Readers Theatre



• Target Skill: Cause and Effect (RL.2.1, RL.2.3): Identify cause-and-effect relationships• Target Strategy: Monitor/Clarify (RL.2.2, RL.2.1; RF.2.4c): If something doesn’t make sense, stop

and think in order to clarify• Supporting Skills: Humor (RL.2.7)

Foundational Skills• Phonemic Awareness: Syllables in Spoken Words• Phonics/Word Work: Compound Words; Schwa Vowel Sound (RF.2.3e); Double vowel

patterns• Fluency: Accuracy: Connected Text (ELL BLM 15.14)

Speaking and Listening Skill• Ask questions to clarify comprehension (SL.2.1c, SL.2.3, SL.2.6): In partners, identify cause-and-

effect relationships to create an oral summary

Language• Target/Academic Vocabulary (L.2.6): attention, buddy, enormous, obeys, safety,

shocked, speech, station• ELL Reader Specific Vocabulary (L.2.5a): pencil, name tag, polite, lunch, trash, vote, award;

Content-‐Specific Words: classroom, librarian, library books, partner reading, science class, fire drill, student, field trip

• Multi- syllable‐ Vocabulary (RF.2.3f): attention, museum, enormous, tomorrow• Vocabulary Strategies: Root Words (RL.2.3d; L.2.4c); Review Compound

Words (L.2.4d)• Grammar Skill: Abbreviations

“Think Beyond the Text” “Write About It”

Writing: Opinion

• Writing Form: Persuasive Essay• Focus Trait: Organization


Unit 4

Lesson 16ELL Reader: Ms. Hawkins and the Bake SaleGenre: Realistic Fiction (RL.2.10)

Essential Question: How can helping others make you feel good?

Domain: Civics Lesson topic : Helping Others

Anchor Text: Mr. Tanen’s Tie Trouble Genre:

Realistic Fiction

Paired Selection:

The Jefferson Daily News Genre: InformationalText


Reading Literature & Informational Text• Target Skill: Story Structure (RL.2.5)• Target Strategy: Infer/Predict• Supporting Skills: Understanding Character (RL.2.3, RL.2.7)

Foundational Skills• Phonemic Awareness: Syllables in Spoken Words• Phonics/Word Work: Base Words and Endings: - ed,‐ - ing‐ (RF.2.3e, RF.2.3f; L.2.2d)• Fluency: Rate: Use ELL BLM 16.14 (RF.2.4b)

Speaking and Listening SkillRecount characters and plot details (SL.2.2, SL.2.4; RL.2.1)

Language• Target/Academic Vocabulary (L.2.6): account, budget, chuckled, disappointed, fund,

received, repeated, staring• ELL Reader Specific Vocabulary (L.2.5a): car wash, softball, game, bake sale, cookies, pie,

muffins, cupcakes; Content-‐specific words: bake, baking, oven, baker, mix, batter, timer• Multi- syllable‐ Vocabulary (RF.2.3c): science, museum, everyone,

tomorrow, disappointed, wonderful• Vocabulary Strategies: Use a Digital Dictionary (L.2.4e); Homographs (L.2.4a;

RF.2.4c)• Grammar Skill: Pronouns (L.2.1c)

Writing: Narrative (W.2.3)“Think Beyond the Text” (W.2.1) “Write About It”Writing Form: Story Paragraph Focus Trait: Idea


Lesson 17ELL Reader: The Summer of Baseball ParksGenre: Realistic Fiction (RL.2.10)

Essential Question: Why is it important to keep trying even if something is difficult to do? Domain: Values Lesson topic : Never Give Up

Anchor Text: Luke Goes to BatGenre:

Realistic Fiction

Paired Selection:

Jackie Robinson Genre: Informational Text


Reading Literature & Informational Text• Target Skill: Sequence of Events (RL.2.2)• Target Strategy: Visualize (RL.2.7)• Supporting Skills: Formal and Informal Language (L.2.3a)

Foundational Skills• Phonemic Awareness: Segment Phonemes• Phonics/Word Work: Long i (i, igh, ie, y )(RF.2.3a, RF.2.3b, RF.2.3c); Identifying

Compound Words• Fluency: Stress: Use ELL BLM 17.14 (RF.2.4b)

Speaking and Listening SkillUse complete sentences to answer questions (SL.2.1a, SL.2.2, SL.2.6)

Language• Target/Academic Vocabulary (L.2.6): cheered, curb, extra, final, hurried, position,

practice, roared• ELL Reader Specific Vocabulary (L.2.5a): Grandpa, close, favorite, exciting, score, missed;

Content-‐Specific Words: baseball park, batter, field• Compound Words (RF.2.3f): homework, newspaper, baseball, afternoon, rooftops,

grandson• Proper Nouns related to baseball: Shea Stadium, Ebbets Field, Dodgers, Fenway Park,

Boston, Wrigley Field, Chicago, Green Monster, Cubs, Mets, Citi Field, Yankee Stadium, New York, Nationals Park, Washington

• Vocabulary Strategies: Antonyms (L.2.4a); Multiple Entries• Grammar Skill: Subject- Verb‐ Agreement

Writing: Narrative (W.2.3)“Think Beyond the Text” “Write About It”Writing Form: Story Paragraph Focus Trait: Voice

Introduction - Shelby County Schools Grade 2 Q2_Dr… · Web viewESL Planning Guide Grade 2 Quarter...

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