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Term Plan
ESL Grades 3-5
N.B. This plan was designed for a two-hour daily reading block for students at ELP levels 1-3. It is
my strong recommendation that teachers with students at levels this low lobby for pull-out for
the entire ELA block. Even with two hours, I don’t believe that teachers will be able to work with
students on both grammar and phonics on a daily basis. I recommend alternating these (phonics
three days a week and grammar two days a week). I also alternated Centers/Guided Reading
with Writer’s Workshop. Another option would be to alternate Reader’s and Writer’s.
N.B.* Prior to the start of instruction, LCD specialist has FOUR weeks to administer the
WAPT and give any other benchmark assessments (DRA, core phonics, math diagnostic,
etc)
COURSE OVERVIEW & TIMING
This section is designed to help you see the flow of your units across the entire
school year.
Unit Unit Length
Unit 1: Classroom Community 1 week
Unit 2: What’s in a Story? 3 weeks
Unit 3: So Much to Learn! (Introducing Non-Fiction) 6 weeks
Unit 4: Getting to Know You (Character Traits) 4 weeks
Unit 5: Style Matters (Genres) 6 weeks
Unit 6: What’s the Big Idea? (Author’s Purpose) 4-6 weeks
Unit 7: My Sources Report 4 weeks
Unit 6: What’s the Big Idea? (Author’s Purpose) Unit Length: 4-6 Weeks
Anchor Text(s): Writing Product(s): BCRs
-Persuade: Instep Readers (Rigby Wright)
-Persuade: Times for Kids (http://www.timeforkids.com/TFK/)
-Inform: The Discovery of the Americas (Betsy and Giulio
Maestro)
-Entertain: The True Story of the Three Little Pigs (Jon Sciezka)
Reading Comprehension: Model Performance Indicators: Vocabulary:
-3.LD-V.12. Use context of the -ELP 1: Match labels or identify facts from -SWBAT use and discuss
sentence to determine the illustrations and phrases. vocabulary of author’s purpose:
intended meaning of an -ELP 2: Identify author’s purpose with support of author’s purpose, entertain,
unknown word or a word with word box and explain choice in short phrase. inform, persuade, theme, moral,
multiple meanings. -ELP 3: Identify author’s purpose with support of lesson, meaning, message,
-4.IT-E.2. Distinguish fact from word box and explain choice in simple sentences view, comment on life
opinion. -SWBAT use and discuss
-4.IT-A.8. Identify what the vocabulary of how texts are
author is arguing or trying to organized: organize, evidence,
persuade the reader to think or chronological order, expository,
do. summarize, (review: main idea,
-5.LT-T.3. Identify the theme details)
(moral, lesson, meaning, - SWBAT use assorted Tier 2
message, view, or comment on vocabulary chosen from Guided
life) of a literary selection. Reading stories by teacher
-5.IT-E.1. Identify the author’s
purpose and summarize the
critical details of expository
text, maintaining chronological
or logical order.
-5.IT-DP.6. Interpret details from
text to complete a task, solve a
problem, or perform
procedures.
-Suggested Pacing
Week 1: fact/opinion
Week 2: entertain, inform,
persuade, teach
Week 3: identify the theme
Week 4: Compare the moral
lessons
Fundations: Writing Process and Craft: Grammar:
- Unit 6: Two-syllable words with -BCRS: 4.W-E.5. Write interpretations or -SWBAT use regular past tense
V-E syllables explanations of a literary or informational text correctly when speaking and
Suffix – ive that organize ideas and use evidence from the writing (The Frog Who Stirred
Trick words: right, place, text as support. Cream)
together -SWBAT use prepositions
- Unit 7: open syllable; L,K,S correctly when speaking and
acorn, me, hi, no, pupil, flu, cry writing (Juan Bobo)
Trick words: why, large, change
Unit 7: My Sources Report Unit Length: 4 weeks
Anchor Text(s): To promote understanding of non-fiction, and Writing Product(s): Research Report
teach asking questions: The Comprehension Toolkit:
Language and Lessons for Active Literacy
By Stephanie Harvey, Anne Goudvis
Reading Comprehension: Model Performance Indicators: Vocabulary:
-5.LD-O.6. Organize ideas into -ELP 1: Respond to illustrated research using -SWBAT use and discuss
presentations that provide a words or phrases based on models in round vocabulary of research:
beginning, middle, and end, tables with peers. research, steps, conduct
using various delivery strategies -ELP 2: List information from illustrated research research, report research,
(volume, pitch, phrasing, pace, using phrases or short sentences based on formulate open-ended
gestures) to communicate models in round tables with peers. questions, locate resources,
meaning. -ELP 3: Describe research using related evaluate relevance,
-5.LD-Q.3. Make inferences and sentences in a paragraph based on models in communicate information.
draw conclusions based on the round tables with peers. -- SWBAT use assorted Tier 2
ideas presented in an oral vocabulary chosen from Guided
report. Reading stories by teacher
-4.R.1. Identify and apply steps
in conducting and reporting
research.
•Define the need for
information and formulate open-
ended research questions.
•Initiate a plan for searching for
information.
•Locate resources.
•Evaluate the relevance of the
information.
•Use computer input devices
effectively (e.g., keyboard,
touch screens, glide pads,
mouse, launch-and-quit
applications).
•Interpret, use, and
communicate the information.
Fundations: Writing Process and Craft: Grammar:
-Unit 7: suffixes y, ly, ty -3.W-E.3. Write up information on a topic of their -SWBAT use irregular past tense
Trick words: city, every, family choice (e.g., an animal, a fish) that includes verbs correctly when speaking
- Unit 8: r-controlled sounds ar, •clear focus, and writing (The Brother Who
or •ideas in sensible order, and Gave Rice)
Trick words: world, answer, eye •sufficient supporting detail. -SWBAT use future tense
correctly when speaking and
writing (Mouse Deer Be Quick)