ESL Planning Guide Grade 3 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 Guides
Our 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 StandardsThe 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.
WIDA ELP Search: This form allows educators to search for strands of model performance 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
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.
An entire transformed MPI in all four domains as provided by North Carolina DPI for Reading Literature 1.3 Describe characters, settings, and major events in a story using key details is shown below.
North Carolina Transformed MPIs: http://www.livebinders.com/play/play?id=1089921
Lesson 11 / ELL Reader: The Special Games of the ParalympicsGenre: Informational Text
Anchor Text Technology Wins the Game Genre: Informational Text
Paired Selection Science for Sports Fans Genre: Informational Text / Reading Literature Informational Text
• Target Skill: Sequence of Events RI.3.8
• Target Strategy: Question
Foundational Skills
• Decoding: Vowel Diphthongs oi, oy RF.3.3-‐RF.3.4
• Fluency: Phrasing
Speaking and Listening Skill SL.3.3
• Answer questions with appropriate elaboration and detail
Language L.3.4-‐L.3.6
• Target/Academic Vocabulary: contribute, athletes, improve, power, flexible, process, compete, fraction
• Domain Specific Vocabulary: disabilities, amputated, amputee, artificial limbs, compete, athletes, Olympic Games, wheelchair basketball, rowing, skiing, ice sledge hockey, puck
• Multi-‐syllable Vocabulary: patient, wheelchairs, practice, records, medals, schedule
• Vocabulary Strategies: Suffixes -‐less, -‐ful, -‐ous
• Grammar Skill: Plural nouns L.3.1b
Writing: Inform W.3.2
• Imagine that you are a reporter. Choose one athlete from the book to interview. What would you ask him or her? Write three questions, and then write what you think the athlete’s answers would be. Include details from the book. ELL Blackline Master p. 6
• Writing Form Cause-‐and-‐Effect Paragraph
• Focus Trait Word Choice: Cause-‐and-‐Effect Signal Words
Essential questions: How do authors reveal the theme of a story? Why do trickster tales have certain features that make it possible for good readers to identify them? What is a moral, and how do authors reveal the moral through the characters’ actions and words?
Lesson 12 / ELL Reader: Rabbit and the Squash
Genre: Trickster tale
Anchor Text Tops and Bottoms Genre: Trickster Tale
Paired Selection Goodness Grows in Gardens Genre: Informational Text / Reading
Complex Texts
• Target Skill: Theme RL.3.2
• Target Strategy: Visualize
Foundational Skills
• Decoding: Homophones/Words Ending in –er and –le RF.3.3/4
• Fluency: Stress
Speaking and Listening Skill
• Interpret Information Presented Orally SL.3.1
Language
• Target/Academic Vocabulary: risky, grunted, crops, profit, scowled, plucked, tugged, hollered
• Domain Specific Vocabulary: squash, peeked, humming, squeaky
• Multi-‐syllable Vocabulary: vegetables, peppers, angry, surprised
• Vocabulary Strategies: Idioms
• Grammar Skill: Writing Quotations L.3.2.c
Writing: Opinion W.3.1
• ELL Black line master p. 6: At the end of the tale, Rabbit runs away because he thinks his chair and pillow can talk. What do you think he will do when he knows that Beaver and Squirrel tricked him? Use details from the story to support your answer.
• Writing Form Compare-‐and-‐Contrast Paragraph Focus Trait
• Word Choice: Compare-‐and-‐Contrast Signal Words
Essential questions: What are some signal words that help good readers identify comparing and contrasting? How do good readers use the compare and contrast story structure to understand what they read?
Lesson 13 / ELL Reader: Tuk the Hunter Genre: Legend
Anchor Text Yonder Mountain: A Cherokee Legend Genre: Legend
Paired Selection The Trail of Tears
Genre: Informational Text / Reading Complex Texts
• Target Skill: Compare and Contrast RL.3.9
• Target Strategy: Analyze/Evaluate
Foundational Skills
• Decoding: Contractions with n’t, ‘d, ‘ve RF.3.3/4
• Fluency: Reading Rate
Speaking and Listening Skill
• Ask questions SL.3.3
Language
• Target/Academic Vocabulary: peak, examined, fondly, steep, rugged, pausing, mist, pleaded
• Domain Specific Vocabulary: ice, snow, sled dogs, igloo, ice peak, polar bear, spear
• Multi-‐syllable Vocabulary: unharnessed, overjoyed, faraway, directions, landscape
• Vocabulary Strategies: Homophones and Homographs
• Grammar Skill: Subject-‐Verb Agreement L.3.1.f
Writing: Opinion W.3.1
• ELL Black line master p. 6 At the end of the story, Tuk’s father tells him: “You are a great artist, but you are also a brave hunter.” Do you agree that Tuk is a great artist and a rave hunter? Why or why not? Use details from the story.
• Writing Form: Informative Paragraph
• Focus Trait Organization: Group-‐Related Information
Lesson 14
Anchor Text Aero and Officer Mike Genre:
ELL Reader: Dogs that Help People Genre: Informational Text
Reading Complex Texts
• Target Skill: Author’s Purpose RI.3.6
• Target Strategy: Summarize
Foundational Skills
Informational • Decoding: Words with ar, or, ore RF.3.3/4
Text
• Fluency: Accuracy
Speaking and Listening Skill
Paired Selection Kids and Critters Genre:
• Determine the main ideas and supporting details SL.3.2
Language
Target/Academic Vocabulary: lying, loyal, partners, shift, quiver, patrol, ability, snap
Informational • Domain Specific Vocabulary: seeing-‐eye dog/guide dog
Text
• Multi-‐syllable Vocabulary: disability, interesting, comfortable, independent, differently
• Vocabulary Strategies: Prefixes in-‐, im-‐
• Grammar: Pronoun-‐verb Agreement L.3.1.f
Writing: Inform/Explain W.3.2
•ELL Black line master p. 6 On p. 12 the author included an inset box with the heading “More Dogs That Help.” Why do you think the author chose to include this information? What did you learn from reading the inset text? Do you think inset boxes are helpful or not helpful in nonfiction? Why?
• Writing Form Prewrite an Explanatory Essay
• Focus Trait Ideas: Choosing a Topic
How do authors use the characters’ words and actions to reveal their character traits to the reader? How do good readers use this information to understand how characters are connected to the plot and sequence of a story?Lesson 15 / ELL Reader: Carlo Watches the Boys
Genre: Humorous Fiction
Anchor Text The Extra-‐ good Sunday Genre: Humorous Fiction
Paired Selection Imagine a Recipe Genre: Informational Text / Reading Complex Texts
• Target Skill: Understanding Characters RL.3.3/ RL.3.6
• Target Strategy: Infer/Predict
Foundational Skills
• Decoding: Words with er, ir, ur, or RF.3.3/4
• Fluency: Expression
Speaking and Listening Skill
• Hold a Group Discussion SL.3.1
Language
Target/Academic Vocabulary: anxiously, degrees, tense, ingredients, recommended, remarked, festive, cross
• Domain Specific Vocabulary: possessives
• Multi-‐syllable Vocabulary: neighborhood, ingredients, relaxing, supplies, temperature, recommended
• Vocabulary Strategies: Using a thesaurus
• Grammar Skill: Verb Tenses L.3.1.e
Writing: Opinion W.3.1
• ELL Blackline Master p. 6 This story has a big problem that Carlo and Dora must solve. Do you think they did a good job solving the problem? Why or why not? Use details from the story to support your opinion.
• Writing Form Draft an Explanatory Essay
• Focus Trait Voice: Using Formal Language