esl pacing guide grade 4 - pemberton.k12.nj.us...grade 4 . mp units unit total* cumulative total**...
TRANSCRIPT
ESL Pacing Guide
Grade 4
MP Units Unit
TOTAL* Cumulative
TOTAL**
MP1 Unit 1 – Folk Heroes and Tall Tales
20 days 20 days
MP1 Unit 2 – Continents
20 days 40 days
MP2 Unit 3 – The Olympic Games
20 days 60 days
MP2 Unit 4 – Native Americans
20 days 80 days
MP3 Unit 5 – Exploring New Cultures
20 days 100 days
MP3 Unit 6 – The Universe
20 days 120 days
MP4 Unit 7 – Inventions
20 days 140 days
MP4 Unit 8 – Transportation
20 days 160 days
MP1-4 ACCESS for ELLS 2.0 (Assessment) & FLEX Days
20 days 180 days
* Unit Total is inclusive of introduction, instruction, unit assessments, projects, etc. for that particular unit. ** Cumulative Total is a running total, inclusive of prior and current units.
Pemberton Township School District Fourth Grade ESL
1 | P a g e
Unit Title: Unit 1: Folk Heroes and Tall Tales (Spotlight)
Stage 1: Desired Results Standards & Indicators: WIDA:
• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies
NJSLS Grade 4 English Language Arts
• RF.4.3 • RF.4.4 • RL.4.1 • RL.4.2 • RL.4.3 • RL.4.4 • Rl.4.5 • RL.4.6 • RL.4.7 • RI.4.1 • RI.4.3 • RI.4.4 • RI.4.6 • RI.4.7 • RI.4.8 • Rl.4.9 • RI.4.10 • SL.4.1 • SL.4.2 • SL.4.3 • L.4.1 • L.4.2 • L.4.3 • L.4.5 • L.4.6 • W.4.1 • W.4.2 • W.4.3
Pemberton Township School District Fourth Grade ESL
2 | P a g e
Standards & Indicators:
• W.4.4 • W.4.5 • W.4.8 • W.4.9
NJSLS Grade 4 Social Studies
• 6.1.4.C.15 • 6.1.8.C.4.b
NJSLS Grade 4 Science
• 3-5-ETS1-1
NJSLS Grade 4 Mathematics • 4.MD.A.3
NJSLS Visual and Performing Arts
• 1.3.P.B.1 • 1.1.2.B.4 • 1.1.5.D.1 • 1.3.8.D.3
NJSLS 21st Century Life and Careers
• CRP11
2016 NJCCCS Technology • 8.1.P.E.1
Pemberton Township School District Fourth Grade ESL
3 | P a g e
Central Idea / Enduring Understanding: Students will…
• Describe personal experiences, things and
actions
• Identify traditional practices
• Make predictions
• Retell/relate past events
• Compare/contrast realistic and nonrealistic events
• Identify details of a story
• Draw conclusions
• Sequence events of a story
• Compare/contrast actions, tools
• Identify literary elements
• Describe sentences
• Define and describe math-related concepts
• Describe spatial and temporal relations
• Explain how things work
• Describe musical instruments
• Describe elements of art
• Compare and contrast modes of transportation
Essential/Guiding Question:
• What is a tall tale?
• Why do people tell tall tales?
• What are the literary elements of a tall tale?
• What is a hero?
• Are tall tale heroes real or make-believe?
• What is hyperbole?
• Why do tall tales make people and actions seem larger than life?
• Can you name some American tall tale
figures?
Pemberton Township School District Fourth Grade ESL
4 | P a g e
Content:
• Theme: Heroes and Tall Tales
• Grammar: prefixes, suffixes, subject-verb agreement, simple present tense, comparative and superlative forms, hyperbole
• Vocabulary Development: daily key vocabulary,
using a dictionary, frontload vocabulary
• Oral Language Development: Echo Reading, act it out, designing a better tool
• Listening Comprehension: connecting, building
background, music and lyrics, The Wabash Cannonball
• Reading Comprehension: folktales, predicting,
fantasy vs. reality, sequencing, elements of an image, literary elements, summarizing, tall tales, simple machines
• Writing Strategies: Oral traditions,
summarizing, writing a tall tale, rules for writing sentences, revising, punctuation
• Literary Response: genre, Author’s purpose,
setting, Finding the area writing
• Phonemic Awareness: vowel pairs ou/ow/oo
Skills(Objectives):
• Genre: Folktales
• Author’s purpose
• Predicting
• Using a Dictionary
• Elements of an Image
• Sequencing
• Fantasy vs. Reality
• Describing the Setting
• Summarizing
• Prefixes and Suffixes
• Point of View
• Writing Tall Tales
• Revising and Editing
• Punctuation
• Hyperbole
• Compare/Contrast
Pemberton Township School District Fourth Grade ESL
5 | P a g e
Stage 2: Assessment Evidence
Performance Task(s):
• Echo Read
• Personal Response Entries
• Graphic Organizers: Prediction Chart Graphic Organizer,3-Column Graphic Organizer, Sequence/Chain of Events Graphic Organizer 2-Column Graphic Organizer
• Oral Responses: family stories
• Listening Comprehension: connecting
• Checking: Responses to critical thinking
questions and check the text for details to support it
• Focusing: Reality vs. fantasy, vocabulary review,
subject-verb agreement
• Reflecting: Paul Bunyan’s actions
• Applying: point of view, lumberjack comparison, tool preference writing
• Writing Paragraphs: oral traditions, lumberjack
paragraph, Paul Bunyan tool preference, writing a tall tale, Railroad paragraph, art writing, family trip writing, focal point writing
Other Evidence:
• Student Practice Books
• Student Writing Samples
• Unit Test
• Final Project – Tall Tale Writing
• Oral Presentation of Published Works
Pemberton Township School District Fourth Grade ESL
6 | P a g e
Stage 3: Learning Plan Learning Opportunities/Strategies: Thematic Library
• Frontload Vocabulary – Students choral read the new vocabulary words
• Author’s Purpose – Review the main purposes
for writing. Have students identify the author’s purpose in The Tale of Johnny Appleseed
Lesson 1 • Thematic Introduction – Using the thematic
book, access prior knowledge as it relates to Folk Heroes and Tall Tales.
• Writing About Oral Traditions – Students write a paragraph describing any oral traditions that their family shares.
Lesson 2
• Frontload Vocabulary – Display and introduce key vocabulary to students.
• Predicting – Using a Prediction Chart graphic
organizer, students predict what the story is going to be about.
• Shared Read – Using Paul Bunyan, students
discuss questions to develop comprehension and language skills relating to sequencing and reality vs. fantasy.
• Describe the Setting – Students use a 3-Column Graphic Organizer to identify and describe the settings of the story.
Resources:
• TE pg. 8g
• The Tale of Johnny Appleseed • TE pg. 8h
• Audio CD Track 1 • Student Book pg. 8-9 and TE pg. 8-9 • TE pg. 10a
• Student Book pg. 10-11 TE. pg. 10a
• Prediction Chart Graphic Organizer • Paul Bunyan by Alexa Culpepper • Student Book pg. 10-11 and TE pg. 10a
• Paul Bunyan by Alexa Culpepper • Student Book pg. 10-19 and TE pg.10b-19
• 3- Column Graphic Organizer • TE pg. 19a
Pemberton Township School District Fourth Grade ESL
7 | P a g e
Learning Opportunities/Strategies: Lesson 3
• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.
• Sound It Out – Students identify and pronounce
words with vowel pairs ou/ow/oo. Lesson 4
• Group Reading – Students reread Paul Bunyan as a group and then in pairs.
• Summarizing – Students use a Sequence/Chain
of Events Graphic Organizer to create a summary of the text.
Lesson 5
• Build Background – Students work to connect key vocabulary with the text.
• Connecting – Students listen to audio and make connections to images from the text.
• Applying – Students write a short essay written
from a different character’s point of view.
Resources:
• Audio CD Track 2 • Student Book pg. 10-19 and TE pg. 20
• TE pg. 20a
• Audio CD Track 2 • Student Book pg. 10-19 and TE pg. 21a
• Sequence/Chain of Events Graphic Organizer • Student Book pg. 21 and TE pg. 21a
• Earth Photo Cards • TE pg.22
• Audio CD Track 3 • Student Book pg. 22 and TE pg. 22
• Student Book pg. 23 and TE pg. 22a
Pemberton Township School District Fourth Grade ESL
8 | P a g e
Learning Opportunities/Strategies: Lesson 6
• Building Background – Students discuss the correlation between the text and key vocabulary.
• Connecting – Students listen to audio and make connections between the passage and the unit theme.
• Focusing – Students complete sentences using subject-verb agreement.
• Applying – Students write a paragraph
comparing a day in the life of a lumberjack with their own.
• Vocabulary Review – Students hypothesize what Babe and Paul would do with their friends using key vocabulary.
Lesson 7
• Build Background – Students discuss how tools are used and why they are needed.
• Connecting – Students read the text independently then work in groups to connect key vocabulary with the unit.
• Focusing – Students revise sentences using the comparative and superlative form.
• Vocabulary Review – Students discuss in pairs the advantages and disadvantages of tools.
Resources:
• TE pg. 24
• Audio CD Track 4 • Student Book pg. 24 and TE pg.24
• Student Book pg. 25 and TE pg. 24
• Student Book pg. 25 and TE pg. 24a
• TE pg. 24a
• School Photo Cards • TE pg. 26
• Student Book pg.26 and TE pg.26
• Student Book pg. 27 and TE pg. 27
• Student Book pg. 27 and TE pg. 26a
Pemberton Township School District Fourth Grade ESL
9 | P a g e
Learning Opportunities/Strategies: Lesson 8
• Access Prior Knowledge – Students review the key components of tall tales.
• Tall Tales – Students read, dissect, and write a tall tale on a hero.
Lesson 9 • Frontload Vocabulary – Review rules for writing
declarative, interrogative, imperative, and exclamatory sentences.
• Rules for Writing Sentences – Students edit and
rewrite declarative, interrogative, imperative, and exclamatory sentences.
• Revising – Students revise tall tale writing piece for correct punctuation based on the sentence.
Lesson 10 • Frontload Vocabulary – Review length, width,
perimeter and area of a polygon.
• Area and Perimeter – Students solve word problems for area and perimeter.
• Paul and Babe’s New Home – Students solve word problems for area and perimeter.
Resources:
• TE pg. 28
• Plot Graphic Organizer • Student Book pg. 28 and TE pg. 28
• TE pg. 30
• Student Book pg. 30-31 and TE pg. 30
• Student Book pg. 31 and TE pg. 31
• TE pg. 32
• Student Book pg. 32-33 and TE pg. 32
• TE pg. 33
Pemberton Township School District Fourth Grade ESL
10 | P a g e
Learning Opportunities/Strategies: Lesson 11
• Frontload Vocabulary – Introduce key vocabulary and have students repeat them back.
• Connecting a Growing Nation – Students read a passage on growth in American railroads. Students research and write a 1 paragraph response to the conditions of railroad workers.
Lesson 12
• Frontload Vocabulary – Students discuss how tools and other items create simple machines.
• Simple Machines – Students research which
simple machine helps improve productivity at specific jobs.
• Designing a Better Tool – Students design, draw, and describe a simple machine that would help make their work easier.
Lesson 13
• Music and Lyrics – Students discuss the musical instrument families.
• The Wabash Cannonball – Students listen to
audio and make connections with the unit theme.
• Vocabulary Review – Students define musical instruments and identify the instrument family.
Resources:
• Community Photo Cards • TE pg. 34
• Student Book pg. 34-35 and TE pg. 34-35
• TE pg. 36
• Student Book pg. 36-37 and TE pg. 36
• TE pg. 37
• Musical Instrument Photo Cards • TE pg. 38
• Audio CD Track 6 • Student Book pg. 38 and TE pg. 38
• TE pg. 38
Pemberton Township School District Fourth Grade ESL
11 | P a g e
Learning Opportunities/Strategies: Lesson 14
• Frontload Vocabulary – Students identify focal points in pieces of paintings or tall tale heroes.
• Stories in Art – Students create a picture on a
tall tale hero with emphasis on the position and focal point of the hero.
• Vocabulary Review – Students write a paragraph on the focal point of one of the exemplar paintings.
Lesson 15 • Access Prior Knowledge – Students share
results from family interviews on their country.
• Trains in the USA – Students compare and contrast the advantages and disadvantages of traveling by train.
• Published Work – Students write a paragraph reflecting on the best choice for a family vacation.
Lesson 16
• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 1 skills on the checklist.
• Your Tall Tale – Using the 2-Column graphic organizer, students will write a tall tale using the writing process.
• Writing Fair – Students present finished projects to the class.
Resources:
• TE pg. 39a
• Student Book pg. 39 and TE pg. 39a
• TE pg. 39
• Unit 1 Family Interview • TE pg. 40
• Student Book pg. 40 and TE pg. 40
• TE pg. 40a
• Unit 1 Checklist • TE pg. 41a
• 2-Column Graphic Organizer. • Student Book pg. 41 and TE pg. 41a
• TE pg. 41c
Pemberton Township School District Fourth Grade ESL
12 | P a g e
Differentiation Advanced Intermediate Beginner Newcomer
• Individual
presentations
• Lead group discussions
• Independent
reading and research
• Graphic
Organizers
• Open-ended questioning
• Write multiple
paragraphs with consistent spelling, grammar, and punctuation
• Develop
confidence with the writing process
• Group
presentations
• Group discussions
• Guided and independent reading and research
• Graphic Organizers
• Multiple choice and
open-ended questioning
• Repeated practice
with key vocabulary
• Write one
paragraph with consistent spelling, grammar, and punctuation
• Guided and
independent practice with the writing process
• Rhymes, songs,
games, and dramatizations
• Questions with a
one or two word oral response
• Opportunities to
speak with key vocabulary
• Print-rich
environment
• Portable word wall
• Small group instruction and partner work with key and abstract vocabulary
• Teacher support with directions
• Visual aids, realia,
and manipulatives
• Draw and talk aloud to develop writing ideas
• Use of sentence
frames to jumpstart writing
• Rhymes, songs,
games, and pantomime using gestures and facial expressions
• Questions with a yes
or no oral response
• Opportunities to listen to and repeat key vocabulary
• Print-rich
environment with visual cues
• Portable word wall with visual cues
• Small group
instruction with letter/sound acquisition
• Visual aids, realia, and manipulatives
• Small group reading instruction using repetitive text with picture support
• Draw to develop
writing ideas
Pemberton Township School District Fourth Grade ESL
1 | P a g e
Unit Title: Unit 2: Continents (Spotlight)
Stage 1: Desired Results Standards & Indicators: WIDA:
• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies
NJSLS Grade 4 English Language Arts
• RF.4.3 • RF.4.4 • RL.4.1 • RL.4.2 • RL.4.3 • RL.4.4 • RL.4.5 • RL.4.6 • RL.4.7 • RL.4.9 • RL.4.10 • Rl.4.1 • RI.4.3 • RI.4.4 • RI.4.7 • SL.4.1 • SL.4.5 • L.4.1 • L.4.3 • W.4.1 • W.4.2 • W.4.3 • W.4.4 • W.4.5 • W.4.8 • W.4.9 • W.4.10
Pemberton Township School District Fourth Grade ESL
2 | P a g e
Standards & Indicators: NJSLS Grade 4 Social Studies
• 6.1.4.B.3 • 6.1.4.B.4
NJSLS Grade 4 Science
• 4-ESS2-1
NJSLS Grade 4 Mathematics • 4.MD.A.1 • 4.MD.A.2
NJSLS Visual and Performing Arts
• 1.3.P.B.1 • 1.1.2.B.3 • 1.2.2.A.2 • 1.3.5.D.4
NJSLS 21st Century Life and Careers
• CRP5
NJCCCS Technology • 8.1.P.E.1
Pemberton Township School District Fourth Grade ESL
3 | P a g e
Central Idea / Enduring Understanding: Students will…
• Identify places and main idea
• Compare and contrast places, people, and climates
• Describe places, cultures, and actions
• Express likes
• Describe spatial and temporal relations
• Identify cause and effect
• Retell/relate past events
• Hypothesize and speculate
• Make predictions and draw conclusions
• Sequence events in a story
• Explain purpose
• Identify and define sentences
• Explain measuring systems
• Ask informational questions
• Explain latitude and longitude
• Explain and sequence natural processes
• Express, support opinions
• Persuade readers
• Describe elements of art (explain masks)
Essential/Guiding Question:
• What is a continent?
• What are the seven continents?
• What do you know about the different continents? (animals, climate, location, etc.)
• What factors affect the climate in the United
States?
• How do maps and globes help you? Can you find where you live on a map?
• What are the advantages of knowing the
longitude and latitude of a geographic location?
• Are there a lot of different cultures around
the world?
• What country would you like to visit? Why?
• Why are masks important in some cultures?
• What can tourists see/do in your country?
Pemberton Township School District Fourth Grade ESL
4 | P a g e
Content:
• Theme: Continents
• Grammar: adverbs, prepositions, verbs
• Vocabulary Development: daily key vocabulary, using a dictionary, phonetic spelling, frontload vocabulary
• Oral Language Development: echo reading, act
it out, all around the world
• Listening Comprehension: connecting, building background, music and lyrics, I Still Call Australia Home
• Reading Comprehension: non-fiction,
predicting, elements of an image, literary elements, summarizing, reading an image, beyond words
• Writing Strategies: summarizing, revising,
punctuation, reflection writing, likes/dislikes, comparative writing, descriptive writing, types of sentences
• Literary Response: Genre, Author’s purpose,
setting, Antarctica Response, Where in the World?
• Phonemic Awareness: syllabification
Skills(Objectives):
• Genre: Nonfiction
• Author’s Purpose
• Cause/Effect
• Retell
• Draw Conclusions
• Predict
• Main Idea and Detail
• Using a Dictionary
• Elements of an Image
• Sequencing
• Describing the setting
• Summarizing
• Adverbs
• Prepositions
• Point of View
• Writing Informative Pieces
• Revising and Editing
• Punctuation
• Compare/Contrast
• Hypothesize/Speculate
Pemberton Township School District Fourth Grade ESL
5 | P a g e
Stage 2: Assessment Evidence
Performance Task(s):
• Echo Read
• Personal Response Entries
• Graphic Organizers: Prediction Chart Graphic Organizer , Sequence/Chain of Events Graphic Organizer, Main Idea and Details Graphic Organizer
• Oral Responses: All Around the World
• Listening Comprehension: connecting,
frontload vocabulary
• Checking: responses to critical thinking questions and check the text for details to support it
• Focusing: adverbs, prepositions, verbs
• Reflecting: travel preferences
• Applying: travel advice, travel preference
writing, recommendations for our community
• Writing Paragraphs: Antarctica response, travel advice writing, travel preference writing, comparing and contrasting homes, comparing and contrasting climates, home writing, informative piece writing
Other Evidence:
• Student Practice Books
• Student Writing Samples
• Unit Test
• Final Project – Your Informative Writing
• Oral Presentation of Published Works
Pemberton Township School District Fourth Grade ESL
6 | P a g e
Stage 3: Learning Plan Learning Opportunities/Strategies: Thematic Library
• Frontload Vocabulary – Students choral read the new vocabulary words
• Author’s Purpose – Review the main purposes
for writing. Students identify the author’s purpose in Antarctica: The World’s Wildest Continent.
Lesson 1
• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to Continents.
• What Do You Think? – Students brainstorm and write words associated with topics on traveling.
• All Around the World – Using a globe, students identify countries around the world and other details about their country.
Lesson 2
• Frontload Vocabulary – Display and introduce key vocabulary to students.
• Predicting – Using a Prediction Chart graphic
organizer, students predict what the story is going to be about.
• Shared Read – Using The World Awaits,
students discuss questions to develop comprehension and language skills relating to main idea and details, and cause and effect.
• Where in the World? – Students analyze and write about how the setting has changed through the story.
Resources:
• TE pg. 42g
• Antarctica: The World’s Wildest Continent • TE pg. 42h
• Audio CD Track 7 • Student Book pg. 42-43 and TE pg. 42-43 • TE pg. 10a
• TE pg.43
• Student Book pg. 44 TE. pg. 44a
• Prediction Chart Graphic Organizer • The World Awaits by Sean Martin • Student Book pg. 44-45 and TE pg. 44a
• The World Awaits by Sean Martin • Student Book pg. 44-53 and TE pg.44b-53
• TE pg. 53a
Pemberton Township School District Fourth Grade ESL
7 | P a g e
Learning Opportunities/Strategies: Lesson 3
• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.
• Sound It Out – Students identify how many
syllables there are in a variety of unit theme vocabulary.
Lesson 4
• Group Reading – Students reread Paul Bunyan as a group and then in pairs.
• Summarizing – Students use a Sequence/Chain
of Events Graphic Organizer to create a summary of the text.
Lesson 5
• Build Background – Students work to connect key vocabulary with the text.
• Connecting – Students listen to audio and make connections to images from the text.
• Applying – Students write paragraphs
recommending places for tourists to visit in their community.
Resources:
• Audio CD Track 8 • Student Book pg. 44-53 and TE pg. 54
• TE pg. 54a
• Audio CD Track 8 • Student Book pg. 44-53 and TE pg. 55a
• Sequence/Chain of Events Graphic Organizer • Student Book pg. 55 and TE pg. 55a
• TE pg. 56
• Audio CD Track 9 • Student Book pg. 56 and TE pg. 56
• Student Book pg. 57 and TE pg. 56a
Pemberton Township School District Fourth Grade ESL
8 | P a g e
Learning Opportunities/Strategies: Lesson 6
• Building Background – Students discuss the correlation between the text and the key vocabulary.
• Connecting – Students listen to audio and make connections between the passage and the unit theme.
• Focusing – Students complete sentences using prepositions.
• Applying – Students write a paragraph
describing where the student would like to travel and why.
• Vocabulary Review – Students identify if the prepositions in the text refer to time, place, direction, or position.
Lesson 7
• Build Background – Students discuss key vocabulary with their own experience.
• Connecting – Students read the text independently then work in groups to connect key vocabulary with the unit.
• Focusing – Students revise sentences using the correct verb choice.
• Vocabulary Review – Students practice key vocabulary by writing sentences.
Resources:
• TE pg. 58
• Audio CD Track 10 • Student Book pg. 58 and TE pg.58
• Student Book pg. 59 and TE pg. 59
• Student Book pg. 59 and TE pg. 58a
• TE pg. 58a
• Home Photo Cards • TE pg. 60
• Student Book pg.60 and TE pg.60
• Student Book pg. 61 and TE pg. 61
• Student Book pg. 61 and TE pg. 60a
Pemberton Township School District Fourth Grade ESL
9 | P a g e
Learning Opportunities/Strategies: Lesson 8
• Access Prior Knowledge – Students review the key components of informative writing.
• Informative Writing – Students, read, dissect, and write an informative piece on the student’s home.
Lesson 9 • Frontload Vocabulary – Review rules for writing
declarative, interrogative, imperative, and exclamatory sentences.
• Types of Sentences – Students edit and rewrite
declarative, interrogative, imperative, and exclamatory sentences.
• Revising – Students revise informative writing piece for correct punctuation based on the sentence.
Lesson 10 • Frontload Vocabulary- Review measuring sizes
and distance.
• Systems of Measurement- Students work to convert measurements (ex. Centimeters to inches).
Resources:
• USA Photo Cards • TE pg. 62
• Main Idea and Details Graphic Organizer • Student Book pg. 62 and TE pg. 62
• TE pg. 64
• Student Book pg. 64-65 and TE pg. 64
• Student Book pg. 65 and TE pg. 65
• TE pg. 66
• Student Book pg. 66-67 and TE pg. 66
Pemberton Township School District Fourth Grade ESL
10 | P a g e
Learning Opportunities/Strategies: Lesson 11
• Frontload Vocabulary - Introduce key vocabulary and students repeat them back.
• Latitude and Longitude – Students read a passage on latitude and longitude. Then students use the information to find specific locations on a globe.
Lesson 12
• Frontload Vocabulary – Students use photo cards to discuss features on Earth’s surface.
• Weathering, Erosion, and Deposition –
Students research natural processes and how it has affected Earth’s surface.
Lesson 13
• Music and Lyrics – Students discuss the songs being sung in unison, as rounds, or in harmony.
• I Still Call Australia Home – Students listen to
audio and make connections with the unit theme.
• Vocabulary Review – Students define musical terms using a dictionary.
Resources:
• TE pg. 68
• Student Book pg. 68-69 and TE pg. 68
• Earth photo cards • TE pg. 70
• Student Book pg. 70-71 and TE pg. 70
• TE pg. 72
• Audio CD Track 12 • Student Book pg. 72 and TE pg. 72
• TE pg. 72
Pemberton Township School District Fourth Grade ESL
11 | P a g e
Learning Opportunities/Strategies: Lesson 14
• Frontload Vocabulary – Students discuss how and why masks are created.
• African Masks – Using a Venn Diagram,
students read about, compare, and create an African mask.
• Vocabulary Review – Students orally define key vocabulary.
Lesson 15
• Access Prior Knowledge – Students share results from family interviews on their country.
• Climate in the United States – Students compare and contrast the climate in the USA and around the world.
• Published Work – Students write a paragraph reflecting on what they learned about their country in this unit.
Lesson 16
• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 2 skills on the checklist.
• Your Informative Writing – Using the Main idea and Details graphic organizer, students will write an informative piece using the writing process.
• Writing Fair – Students present finished projects with the class.
Resources:
• TE pg. 73a
• Venn Diagram • Student Book pg. 73 and TE pg. 73a
• TE pg. 73
• Unit 8 Family Interview • TE pg. 40
• Student Book pg. 74 and TE pg. 74
• TE pg. 74a
• Unit 2 Checklist • TE pg. 75a
• Main Idea and Details Graphic Organizer. • Student Book pg. 75 and TE pg. 75a
• TE pg. 75c
Pemberton Township School District Fourth Grade ESL
12 | P a g e
Differentiation Advanced Intermediate Beginner Newcomer
• Individual
presentations
• Lead group discussions
• Independent
reading and research
• Graphic
Organizers
• Open-ended questioning
• Write multiple
paragraphs with consistent spelling, grammar, and punctuation
• Develop
confidence with the writing process
• Group
presentations
• Group discussions
• Guided and independent reading and research
• Graphic Organizers
• Multiple choice and
open-ended questioning
• Repeated practice
with key vocabulary
• Write one
paragraph with consistent spelling, grammar, and punctuation
• Guided and
independent practice with the writing process
• Rhymes, songs,
games, and dramatizations
• Questions with a
one or two word oral response
• Opportunities to
speak with key vocabulary
• Print-rich
environment
• Portable word wall
• Small group instruction and partner work with key and abstract vocabulary
• Teacher support with directions
• Visual aids, realia,
and manipulatives
• Draw and talk aloud to develop writing ideas
• Use of sentence
frames to jumpstart writing
• Rhymes, songs,
games, and pantomime using gestures and facial expressions
• Questions with a yes
or no oral response
• Opportunities to listen to and repeat key vocabulary
• Print-rich
environment with visual cues
• Portable word wall with visual cues
• Small group
instruction with letter/sound acquisition
• Visual aids, realia, and manipulatives
• Small group reading instruction using repetitive text with picture support
• Draw to develop
writing ideas
Pemberton Township School District Fourth Grade ESL
1 | P a g e
Unit Title: Unit 3: The Olympic Games (Spotlight)
Stage 1: Desired Results Standards & Indicators: WIDA:
• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies
NJSLS Grade 4 English Language Arts
• RF.4.3 • RF.4.4 • RL.4.1 • RL.4.2 • RL.4.3 • RL.4.5 • RL.4.7 • RI.4.1 • RI.4.2 • RI.4.3 • RI.4.4 • RI.4.5 • RI.4.7 • Rl.4.9 • RI.4.10 • SL.4.1 • SL.4.4 • SL.4.5 • SL.4.6 • L.4.2 • L.4.3 • L.4.4 • L.4.6 • W.4.1 • W.4.2 • W.4.3 • W.4.5 • W.4.7
Pemberton Township School District Fourth Grade ESL
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Standards & Indicators:
• W.4.8 • W.4.10
NJSLS Grade 4 Mathematics
• 4.NF.C.7
NJSLS Health and Physical Education • 2.1.4.B.3
NJSLS 21st Century Life and Careers
• CRP4
Pemberton Township School District Fourth Grade ESL
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Central Idea / Enduring Understanding: Students will…
• Identify cause and effect
• Describe actions, people, and things
• Retell/relate past events
• Express and support opinions
• Sequence events of a story
• Sequence and describe sporting competitions
• Draw conclusions
• Describe spatial and temporal relations
• Explain commas
• Compare and contrast people
• Express likes
• Interpret the food pyramid
• Describe elements of art
Essential/Guiding Question:
• Why do athletes participate in the Olympics?
• What do the Olympic rings signify?
• When were the first Olympic Games?
• Where did the first Olympic Games take place?
• Who took part in the Ancient Olympic Games?
• What are some of the events of the winter/summer Olympics?
• What do athletes want to win an Olympic
medal?
• What makes an athlete?
• What is a fable?
• What are the characteristics of a fable?
• Why do people tell fables?
• Do you know any fables from your home country?
• Could you ever confuse a myth with a fable?
Why or why not?
• Which genre do you like more?
Pemberton Township School District Fourth Grade ESL
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Content:
• Theme: The Olympic Games
• Grammar: prefixes, verbs, pronouns
• Vocabulary Development: daily key vocabulary, using a dictionary, frontload vocabulary
• Oral Language Development: Echo Reading, act
it out
• Listening Comprehension: connecting, building background, Music and lyrics, Take Me Out to the Ball Game
• Reading Comprehension: predicting,
sequencing, elements of an image, literary elements, summarizing, draw conclusions, author’s purpose, beyond words, checking, fables, comparing numbers, time lines, Food and Good Health, Bas-Relief
• Writing Strategies: reflecting, summarizing,
revising, punctuation, pronouns, opinion writing, fables, commas, published works
• Literary Response: genre, summarizing
• Phonemic Awareness: consonant blends
Skills(Objectives):
• Genre: Fables
• Author’s Purpose
• Predicting
• Using a Dictionary
• Elements of an Image
• Sequencing
• Drawing Conclusions
• Cause and Effect
• Comparing and Contrasting
• Summarizing
• Writing Fables
• Revising and Editing
• Punctuation
• Commas
• Supporting Opinions
Pemberton Township School District Fourth Grade ESL
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Stage 2: Assessment Evidence
Performance Task(s):
• Echo Read
• Personal Response Entries
• Graphic Organizers: Prediction Chart Graphic Organizer, Cause and Effect Graphic Organizer, Sequence/Chain of Events Graphic Organizer 2-Column Graphic Organizer
• Oral Responses
• Listening Comprehension: connecting
• Checking: Responses to critical thinking
questions and check the text for details to support it
• Focusing: prefixes, pronouns, verbs
• Reflecting: challenges and accomplishments
with writing
• Applying: prefixes, pronouns, verbs
• Writing Paragraphs: reflection writing, accomplishment writing, ceremony writing, fable writing, eating plan, summary, Interview reflection
Other Evidence:
• Student Practice Books
• Student Writing Samples
• Unit Test
• Final Project – Fable Writing
• Oral Presentation of Published Works
Pemberton Township School District Fourth Grade ESL
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Stage 3: Learning Plan Learning Opportunities/Strategies: Thematic Library
• Frontload Vocabulary – Students choral read the new vocabulary words
• Author’s Purpose – Review the main purposes
for writing. Students identify the author’s purpose in Cheering for Anna.
Lesson 1 • Thematic Introduction – Using the thematic
book, access prior knowledge as it relates to The Olympic Games.
• The Games – Students use key vocabulary to write a paragraph on the Olympic Games.
Lesson 2
• Frontload Vocabulary – Display and introduce key vocabulary to students.
• Predicting – Using a Prediction Chart graphic
organizer, students predict what the story is going to be about.
• Shared Read – Using Jesse Owens, students
discuss questions to develop comprehension and language skills relating to author’s purpose and drawing conclusions.
• Discovering Cause and Effect – Students use a Cause and Effect Graphic Organizer to identify and describe problems and the result.
Resources:
• TE pg. 76g
• Cheering for Anna • TE pg. 76h
• Audio CD Track 13 • Cheering for Anna • Student Book pg. 76-77 and TE pg. 76-77 • TE pg. 77
• TE. pg. 78a
• Prediction Chart Graphic Organizer • Jesse Owens by Sophia Jones • Student Book pg. 78 and TE pg. 78a
• Jesse Owens by Sophia Jones • Student Book pg. 78-87 and TE pg.78b-87
• Cause and Effect Graphic Organizer • TE pg. 87a
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 3
• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.
• Sound It Out – Students identify and pronounce
words with consonant blends. Lesson 4
• Group Reading – Students reread Jesse Owens as a group and then in pairs.
• Summarizing – Students use a Sequence/Chain
of Events Graphic Organizer to create a summary of the text.
• Reflecting – Students write a paragraph reflecting on challenges in their own life and what lessons they can learn from Jesse Owen’s story.
Lesson 5
• Build Background – Students work to connect key vocabulary with the text.
• Connecting – Students listen to audio and make connections to images from the text.
• Applying – Students use a dictionary to find
words beginning with prefixes.
Resources:
• Audio CD Track 14 • Student Book pg. 78-87 and TE pg. 88
• TE pg. 88a
• Audio CD Track 14 • Student Book pg. 78-87 and TE pg. 89a
• Sequence/Chain of Events Graphic Organizer • Student Book pg. 89 and TE pg. 89a
• Student Book pg. 89 and TE pg. 89
• TE pg.90
• Audio CD Track 15 • Student Book pg. 90 and TE pg. 90
• Student Book pg. 91 and TE pg. 91a
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 6
• Building Background – Discuss the correlation between the text and the key vocabulary.
• Connecting – Students listen to audio and make connections between the passage and the unit theme.
• Focusing – Students complete sentences using pronouns.
• Applying – Students write a paragraph about
one of the athletes in the first-person perspective.
Lesson 7 • Build Background – Discuss how key vocabulary
words are relevant to the world around us.
• Connecting – Students read the text independently then work in groups to connect key vocabulary with the unit.
• Focusing – Students revise sentences using action verbs.
Lesson 8
• Access Prior Knowledge – Students review the key components of fables.
• Fables – Students read, dissect, and write a tall tale on a hero.
Resources:
• Health Photo Cards • TE pg. 92
• Audio CD Track 16 • Student Book pg. 92 and TE pg.92
• Student Book pg. 93 and TE pg. 93
• Student Book pg. 93 and TE pg. 92a
• TE pg. 94
• Student Book pg.94 and TE pg.94
• Student Book pg. 95 and TE pg. 95
• TE pg. 96
• 2-Column Graphic Organizer • Student Book pg. 96-97 and TE pg. 96-97
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 9
• Frontload Vocabulary – Review rules for using commas.
• Commas – Edit and rewrite sentences using
commas appropriately.
• Revising – Revise fable writing piece for correct punctuation.
Lesson 10 • Frontload Vocabulary – Review decimal and
whole numbers using a number line.
• Comparing Numbers – Using a number line, students solve word problems that compare decimals.
Lesson 11 • Frontload Vocabulary – Introduce key
vocabulary and students sequence the holidays using a time line.
• Time Line – Students read a passage on the time line of the Olympic Games. Students then create a timeline of important events in their lives.
Resources:
• Student Book pg. 98 and TE pg. 98
• Student Book pg. 98-99 and TE pg. 98
• Student Book pg. 99 and TE pg. 99
• TE pg. 100
• Student Book pg. 100-101 and TE pg. 100
• TE pg. 102
• Student Book pg. 102-103 and TE pg. 102-103
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 12
• Frontload Vocabulary – Introduce and discuss with students new vocabulary relating to the food pyramid.
• Food and Good Health – Students research and
design a balanced eating plan for a day based on the food pyramid.
Lesson 13
• Music and Lyrics – Students define and discuss elements of music such as melody, pattern, and parts.
• Take Me Out to the Ball Game – Students listen
to audio and make connections with the unit theme.
• Vocabulary Review – Students listen to musical arrangements to find melody, patterns, and parts.
Lesson 14
• Frontload Vocabulary – Students identify metals used for Olympic medals.
• Bas-relief – Students research and create a bas-
relief Olympic medal using their own design.
• Vocabulary Review – Students match key vocabulary with corresponding phrases.
Resources:
• Health Photo Cards • TE pg. 104
• Student Book pg. 104-105 and TE pg. 104-105
• TE pg. 106
• Audio CD Track 18 • Student Book pg. 106 and TE pg. 106
• TE pg. 106a
• TE pg. 107a
• Student Book pg. 107 and TE pg. 107a
• TE pg. 107
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 15
• Access Prior Knowledge- Students share results from family interviews on their country.
• Going for the Gold – Students compare and contrast events at the Summer Olympic Games and Winter Olympic Games.
• Published Work- Have students write a paragraph reflecting on information provided in the family interview.
Lesson 16
• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 3 skills on the checklist.
• Your Fable – Using the graphic organizer, students write a fable using the writing process.
• Writing Fair – Students present finished
projects to the class.
Resources:
• Unit 3 Family Interview • TE pg. 108
• Student Book pg. 108 and TE pg. 108
• TE pg. 108a
• Unit 3 Checklist • TE pg. 109a
• Earth Photo Cards • Graphic Organizer from pg. 97 • Student Book pg. 109 and TE pg. 109a
• TE pg. 109c
Pemberton Township School District Fourth Grade ESL
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Differentiation
Advanced Intermediate Beginner Newcomer
• Individual presentations
• Lead group
discussions
• Independent reading and research
• Graphic
Organizers
• Open-ended questioning
• Write multiple
paragraphs with consistent spelling, grammar, and punctuation
• Develop
confidence with the writing process
• Group
presentations
• Group discussions
• Guided and independent reading and research
• Graphic Organizers
• Multiple choice and
open-ended questioning
• Repeated practice
with key vocabulary
• Write one
paragraph with consistent spelling, grammar, and punctuation
• Guided and
independent practice with the writing process
• Rhymes, songs,
games, and dramatizations
• Questions with a
one or two word oral response
• Opportunities to
speak with key vocabulary
• Print-rich
environment
• Portable word wall
• Small group instruction and partner work with key and abstract vocabulary
• Teacher support with directions
• Visual aids, realia,
and manipulatives
• Draw and talk aloud to develop writing ideas
• Use of sentence
frames to jumpstart writing
• Rhymes, songs,
games, and pantomime using gestures and facial expressions
• Questions with a yes
or no oral response
• Opportunities to listen to and repeat key vocabulary
• Print-rich
environment with visual cues
• Portable word wall with visual cues
• Small group
instruction with letter/sound acquisition
• Visual aids, realia, and manipulatives
• Small group reading instruction using repetitive text with picture support
• Draw to develop
writing ideas
Pemberton Township School District Fourth Grade ESL
1 | P a g e
Unit Title: Unit 5: Exploring New Cultures (Spotlight)
Stage 1: Desired Results Standards & Indicators: WIDA:
• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies
NJSLS Grade 4 English Language Arts
• RF.4.3 • RF.4.4 • RL.4.1 • RL.4.2 • RL.4.3 • RL.4.5 • RI.4.1 • RI.4.2 • RI.4.3 • RI.4.4 • RI.4.5 • RI.4.6 • RI.4.7 • RI.4.8 • SL.4.1 • SL.4.2 • SL.4.3 • SL.4.5 • SL.4.6 • L.4.1 • L.4.2 • L.4.4 • L.4.5 • L.4.6 • W.4.1 • W.4.3 • W.4.4 • W.4.5
Pemberton Township School District Fourth Grade ESL
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Standards & Indicators: NJSLS Grade 4 Social Studies
• 6.1.4.D.2 • 6.1.4.D.3 • 6.1.4.D.13 • 6.1.4.D.15
NJSLS Grade 4 Mathematics
• 4.MD.A.2
NJSLS Visual and Performing Arts • 1.3.P.B.1 • 1.1.2.B.3 • 1.1.5.D.1 • 1.3.8.D.2
NJSLS 21st Century Life and Careers
• CRP5
Pemberton Township School District Fourth Grade ESL
3 | P a g e
Central Idea / Enduring Understanding: Students will…
• Describe people, actions, environments, and flags
• Identify people, places,
• Retell/relate past events
• Identify cause and effect
• Express likes
• Interpret expressions
• Hypothesize and speculate
• Express, support opinions, and persuade readers
• Explain voice
• Identify monetary units
• Draw conclusions
• Compare/contrast
• Define emigration and explain reasons for emigrating
• Define musical elements
• Identify elements of art
• Explain proportion
• Identify immigration patterns
• Explain transition
Essential/Guiding Question:
• What is culture?
• What are the elements of a culture?
• Are all the cultures the same?
• What makes cultures different from each other?
• What cultures have you read about?
• Why do people emigrate to other countries?
• How does immigration influence American
culture?
• What are some of the elements of your country’s culture?
• How has your family’s culture influenced
American culture?
• How does learning about new cultures help our understanding of the world?
Pemberton Township School District Fourth Grade ESL
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Content:
• Theme: Exploring New Cultures • Grammar: homonyms, idioms, possessive
adjectives
• Vocabulary Development: daily key vocabulary, using a dictionary, frontload vocabulary, using a thesaurus
• Oral Language Development: echo reading, act
it out, Our Culture, reading editorials
• Listening Comprehension: connecting, building background, music and lyrics, The Star-Spangled Banner
• Reading Comprehension: realistic fiction,
predicting, cause & effect, sequencing, elements of an image, literary elements, summarizing, editorials, author’s purpose
• Writing Strategies: summarizing, writing an
editorial, opinion writing, active voice and passive voice, revising, brochures
• Literary Response: Genre, Author’s purpose
• Phonemic Awareness: double consonants
Skills(Objectives):
• Genre: Realistic Fiction
• Author’s Purpose
• Predicting
• Using a Dictionary
• Elements of an Image
• Sequencing
• Cause and Effect
• Compare and Contrast
• Summarizing
• Idioms
• Homonyms
• Opinion Writing
• Writing Tall Editorials
• Revising and Editing
• Active Voice and Passive Voice
• Hyperbole
Pemberton Township School District Fourth Grade ESL
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Stage 2: Assessment Evidence
Performance Task(s):
• Echo Read
• Personal Response Entries
• Graphic Organizers: Prediction Chart Graphic Organizer, Cluster Graphic Organizer, Venn Diagram, Cause & Effect Graphic Organizer, 5Ws & 1H Graphic Organizer
• Oral Responses
• Listening Comprehension: connecting
• Checking: Responses to critical thinking
questions and check the text for details to support it
• Focusing: homonyms, idioms, possessive
adjectives
• Reflecting: Family Immigration Story, Results of Immigration
• Applying: Apprentice writing, Moving writing,
Travel Experience writing
• Writing Paragraphs: summary, family interview, immigrant writing, family immigration story, moving writing, travel experience, brochure
Other Evidence:
• Student Practice Books
• Student Writing Samples
• Unit Test
• Final Project – Editorial Writing
• Oral Presentation of Published Works
Pemberton Township School District Fourth Grade ESL
6 | P a g e
Stage 3: Learning Plan Learning Opportunities/Strategies: Thematic Library
• Frontload Vocabulary – Students choral read the new vocabulary words
• Author’s Purpose – Review the main purposes
for writing. Students identify the author’s purpose in Sandwiches, Sandwiches
Lesson 1 • Thematic Introduction – Using the thematic
book, access prior knowledge as it relates to Exploring New Cultures.
• Welcome to America – Students write a paragraph describing an American Immigrant and the reason they immigrated from their home country.
• Our Culture – Students orally describe their own cultures and how it has influenced their American culture.
Resources:
• TE pg. 144g
• Sandwiches, Sandwiches • TE pg. 144h
• Audio CD Track 25 • Student Book pg. 144-145 and TE pg. 144 • TE pg. 145
• TE pg. 145
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 2
• Frontload Vocabulary – Display and introduce key vocabulary to students.
• Predicting – Using a Prediction Chart graphic
organizer, students predict what the story is going to be about.
• Shared Read – Using An Wang, Immigrant Inventor, students discuss author’s purpose and cause and effect.
• Changing Technology – Students use a Venn
Diagram to compare and contrast early computers and modern computers.
Lesson 3
• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.
• Sound It Out – Students identify and pronounce
words with double consonants. Lesson 4
• Group Reading – Students reread An Wang, Immigrant Inventor as a group and then in pairs.
• Summarizing – Students use a Cause and Effect
Graphic Organizer to create a summary of the text.
Resources:
• Student Book pg. 146 TE. pg. 146a
• Prediction Chart Graphic Organizer • An Wang, Immigrant Inventor by Daniel
McHenry • Student Book pg. 146 and TE pg. 146a
• An Wang, Immigrant Inventor by Daniel
McHenry • Student Book pg. 146-155 and TE pg.146b-155
• Venn Diagram • TE pg. 155a
• Audio CD Track 26 • Student Book pg. 146-155 and TE pg. 156
• TE pg. 156a
• Audio CD Track 26 • Student Book pg. 146-155 and TE pg. 157a
• Cause and Effect Events Graphic Organizer • Student Book pg. 157 and TE pg. 157a
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 5
• Build Background – Students work to connect key vocabulary with the text.
• Connecting – Students listen to audio and make connections to images from the text.
• Applying – Using a cluster graphic organizer,
students write a short essay about an apprenticeship they would be interested in.
Lesson 6
• Building Background – Students discuss the correlation between the text and vocabulary.
• Connecting – Students listen to audio and make connections between the passage and the unit theme.
• Focusing – Students match idioms from the poem to the correct meaning.
• Applying – Students write a paragraph
discussing their feelings during their own moving experience.
Lesson 7
• Build Background – Students discuss the correlation between the text and the key vocabulary.
• Connecting – Students read the text independently then work in groups to connect key vocabulary with the unit.
• Focusing – Students revise sentences using possessive adjectives.
• Applying – Students write a paragraph about their own or relative’s travel experience.
Resources:
• USA Photo Cards • TE pg.158
• Audio CD Track 27 • Student Book pg. 158 and TE pg.158
• Cluster Graphic Organizer • Student Book pg. 159 and TE pg. 159a
• Home Photo Cards • TE pg. 160
• Audio CD Track 28 • Student Book pg. 160 and TE pg.160
• Student Book pg. 161 and TE pg. 160-161
• Student Book pg. 161 and TE pg. 160a
• Health Photo Cards • TE pg. 162
• Student Book pg.162 and TE pg.162
• Student Book pg. 163 and TE pg. 162-163
• Student Book pg. 163 and TE pg. 162a
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 8
• Access Prior Knowledge – Students review the key components of editorials.
• Editorials – Students read, dissect, and write an editorial on a change they would like to see in your school or community.
Lesson 9
• Frontload Vocabulary – Introduce active and passive voice to students.
• Active Voice and Passive Voice – Students identify and rewrite sentences using active voice and passive voice.
• Revising – Students revise editorial writing piece for correct usage of active voice.
Lesson 10 • Frontload Vocabulary – Students review
monetary units and their relation to one another.
• Currency – Students solve word problems using currency.
• Vocabulary Review – Students use key vocabulary to place a value on currency.
Resources:
• TE pg. 164
• 5Ws & 1H Graphic Organizer • Student Book pg. 164-165 and TE pg. 164-165
• Home Photo Cards • TE pg. 166
• Student Book pg. 166-167 and TE pg. 166
• Student Book pg. 167 and TE pg. 167
• Money Photo Cards • TE pg. 168
• Student Book pg. 168-169 and TE pg. 168
• TE pg. 169
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 11
• Frontload Vocabulary – Introduce key vocabulary and students repeat them back.
• Why People Emigrate – Students read a passage on Emigration and complete questions on patterns in Emigration.
Lesson 12
• Frontload Vocabulary- Introduce and discuss key vocabulary with students.
• Adaptation – Students read a passage on
adaptation and complete a chart on its contents.
Lesson 13
• Music and Lyrics – Students review elements of music such as pitch, parts, melody, pattern, and rhythm.
• The Star-Spangled Banner – Students listen to
audio and make connections with the unit theme.
• Vocabulary Review – Students review music elements using a thesaurus to find synonyms.
Resources:
• TE pg. 170
• Student Book pg. 170-171 and TE pg. 170
• Earth Photo Cards • TE pg. 172
• Student Book pg. 172-173 and TE pg. 172
• TE pg. 174
• Audio CD Track 30 • Student Book pg. 174 and TE pg. 174
• TE pg. 174a
Pemberton Township School District Fourth Grade ESL
11 | P a g e
Learning Opportunities/Strategies: Lesson 14
• Frontload Vocabulary – Introduce vocabulary related to murals to students using the community photo cards.
• Making Murals – Using mural grid, students
create a realistic mural that they would paint in their community.
• Vocabulary Review – Students compare different types of murals completed by Portinari and other artists.
Lesson 15
• Access Prior Knowledge – Students share results from family interviews on their country.
• Coming to America – Students compare and contrast how people adapt when they arrive in America.
• Published Work – Students create a brochure for immigrants newly arrived in America.
Lesson 16
• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 5 skills on the checklist.
• Your Editorial – Using the 5Ws & 1H graphic organizer, students will write an editorial using the writing process.
• Writing Fair – Students present finished projects to the class.
Resources:
• Community Photo Cards • TE pg. 175a
• Student Book pg. 175 and TE pg. 175a
• TE pg. 175
• Unit 5 Family Interview • TE pg. 176
• Student Book pg. 176 and TE pg. 176
• TE pg. 176a
• Unit 5 Checklist • TE pg. 177a
• 5Ws & 1 H Graphic Organizer. • Student Book pg. 177 and TE pg. 177a
• TE pg. 177c
Pemberton Township School District Fourth Grade ESL
12 | P a g e
Differentiation Advanced Intermediate Beginner Newcomer
• Individual
presentations
• Lead group discussions
• Independent
reading and research
• Graphic
Organizers
• Open-ended questioning
• Write multiple
paragraphs with consistent spelling, grammar, and punctuation
• Develop
confidence with the writing process
• Group
presentations
• Group discussions
• Guided and independent reading and research
• Graphic Organizers
• Multiple choice and
open-ended questioning
• Repeated practice
with key vocabulary
• Write one
paragraph with consistent spelling, grammar, and punctuation
• Guided and
independent practice with the writing process
• Rhymes, songs,
games, and dramatizations
• Questions with a
one or two word oral response
• Opportunities to
speak with key vocabulary
• Print-rich
environment
• Portable word wall
• Small group instruction and partner work with key and abstract vocabulary
• Teacher support with directions
• Visual aids, realia,
and manipulatives
• Draw and talk aloud to develop writing ideas
• Use of sentence
frames to jumpstart writing
• Rhymes, songs,
games, and pantomime using gestures and facial expressions
• Questions with a yes
or no oral response
• Opportunities to listen to and repeat key vocabulary
• Print-rich
environment with visual cues
• Portable word wall with visual cues
• Small group
instruction with letter/sound acquisition
• Visual aids, realia, and manipulatives
• Small group reading instruction using repetitive text with picture support
• Draw to develop
writing ideas
Pemberton Township School District Fourth Grade ESL
1 | P a g e
Unit Title: Unit 6: The Universe (Spotlight)
Stage 1: Desired Results Standards & Indicators: WIDA:
• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies
NJSLS Grade 4 English Language Arts
• RF.4.3 • RF.4.4 • RL.4.1 • RL.4.2 • RL.4.9 • RI.4.1 • RI.4.2 • RI.4.3 • RI.4.4 • RI.4.5 • RI.4.7 • RI.4.8 • RI.4.10 • SL.4.1 • L.4.4 • SL.4.4 • L.4.3 • L.4.4 • L.4.5 • L.4.6 • W.4.2 • W.4.3 • W.4.4 • W.4.5
NJSLS Grade 4 Social Studies
• 6.1.4.B.1
Pemberton Township School District Fourth Grade ESL
2 | P a g e
Standards & Indicators: NJSLS Grade 4 Mathematics
• 4.NBT.A.2
NJSLS Grade 4 Science • 4-ESS1-1
NJSLS Visual and Performing Arts
• 1.3.P.B.1 • 1.1.2.B.1 • 1.1.5.D.2 • 1.3.P.D.2
NJSLS 21st Century Life and Careers
• CRP2
Pemberton Township School District Fourth Grade ESL
3 | P a g e
Central Idea / Enduring Understanding: Students will…
• Describe the universe and gravity
• Compare and contrast
• Compare and contrast planets
• Explain the seasons, orbits, and natural events
• Draw conclusions
• Identify the main idea
• Retell/relate past events
• Describe spatial and temporal relations
• Define myths
• Describe dialogue
• Identify place values, types of rocks, and maps
• Describe maps
• Identify action words and descriptive words
• Describe value
• Explain shades and tints
• Describe countries of origin
• Sequence events in a story
Essential/Guiding Question:
• What kinds of things are in the universe?
• What are the laws of the universe?
• What is the solar system?
• What force holds you down to Earth?
• What are constellations? Why do stars look different?
• What types of rocks do you know? How are
they similar and different?
• What is a map? How are different maps useful?
• What is a myth? What are the elements of a
myth?
• How do myths entertain, instruct and explain?
Pemberton Township School District Fourth Grade ESL
4 | P a g e
Content:
• Theme: The Universe
• Grammar: Sequence, synonyms and antonyms, prepositions
• Vocabulary Development: daily key vocabulary,
using a dictionary, frontload vocabulary
• Oral Language Development: echo reading, act it out, reading myths
• Listening Comprehension: connecting, building
background, music and lyrics, Vincent
• Reading Comprehension: realistic fiction, predicting, cause & effect, sequencing, elements of an image, literary elements, summarizing, myths, author’s purpose
• Writing Strategies: summarizing, writing a
myth, descriptive writing, cause and effect, compare and contrast, dialogue, sequencing, revising, editing
• Literary Response: genre, author’s purpose
• Phonemic Awareness: consonant blends
Skills(Objectives):
• Genre: Realistic Fiction
• Author’s Purpose
• Predicting
• Using a Dictionary
• Making Inferences
• Hypothesis
• Fact vs Opinion
• Main Idea and Details
• Draw Conclusions
• Dialogue
• Elements of an Image
• Sequencing
• Cause and Effect
• Compare and Contrast
• Summarizing
• Writing Myths
• Revising and Editing
Pemberton Township School District Fourth Grade ESL
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Stage 2: Assessment Evidence
Performance Task(s):
• Echo Read
• Personal Response Entries
• Graphic Organizers: Prediction Chart Graphic Organizer, 2-Column Graphic Organizer, 3-Column, Venn Diagram, Cause & Effect Graphic Organizer, Main Idea and Details Graphic Organizer
• Oral Responses
• Listening Comprehension: connecting, reuse
and recycle
• Checking: Responses to critical thinking questions and check the text for details to support it
• Focusing: sequencing, synonyms and antonyms,
prepositions
• Reflecting: compare the sky at night and during the day
• Applying: order writing, Impact writing, best
friend comparison
• Writing Paragraphs: summary, family interview, space trip, order writing, best friend comparison, impact writing, myths, painting critique, maps writing
Other Evidence:
• Student Practice Books
• Student Writing Samples
• Unit Test
• Final Project – Myth
• Oral Presentation of Published Works
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Thematic Library
• Frontload Vocabulary – Students choral read the new vocabulary words
• Author’s Purpose - Review the main purposes
for writing. Students identify the author’s purpose in The Star Party
Lesson 1
• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to The Universe.
• A Trip into Space – Students write a paragraph describing what a trip in to space would be like.
• Space Riddles – Students create riddles about key vocabulary.
Lesson 2
• Frontload Vocabulary – Display and introduce key vocabulary to students.
• Predicting – Using a Prediction Chart graphic
organizer, students predict what the story is going to be about.
• Shared Read – Using Our World and Beyond,
students discuss questions to develop comprehension and language skills relating to making inferences and comparing and contrasting.
• What Do You Think? – Students use a 2-column graphic organizer to separate fact from fiction.
Resources:
• TE pg. 178g
• The Star Party • TE pg. 178h
• Audio CD Track 31 • The Star Party • Student Book pg. 178-179 and TE pg. 178 • TE pg. 179
• TE pg. 179
• Universe Photo Cards • TE. pg. 180a
• Prediction Chart Graphic Organizer • Our World and Beyond by Roberto Espinella • Student Book pg. 180 and TE pg. 180a
• Our World and Beyond by Roberto Espinella • Student Book pg. 180-189 and TE pg.180b-189
• 2-Column Graphic Organizer • TE pg. 189a
Pemberton Township School District Fourth Grade ESL
7 | P a g e
Learning Opportunities/Strategies:
Lesson 3 • Echo Read the Story – Students track print as
they read and focus fluency on pronunciation and intonation.
• Sound It Out – Students identify and pronounce
words with consonant blends. Lesson 4
• Group Reading – Students reread Our World and Beyond as a group and then in pairs.
• Summarizing – Students use a Main Idea and
Details Graphic Organizer to create a summary of the text.
Lesson 5
• Build Background – Students work to connect key vocabulary with the text.
• Connecting – Students listen to audio and make connections to images from the text.
• Applying – Students write a paragraph about
what locations they pass on the way to school in order.
Resources:
• Audio CD Track 32 • Student Book pg. 180-189 and TE pg. 190
• TE pg. 190a
• Audio CD Track 32 • Student Book pg. 180-189 and TE pg. 191a
• Main Idea and Details Graphic Organizer • Student Book pg. 191 and TE pg. 191a
• Science and the Universe Photo Cards • TE pg.192
• Audio CD Track 33 • Student Book pg. 192 and TE pg.192
• Student Book pg. 193 and TE pg. 193a
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 6
• Building Background – Students discuss the correlation between the text and the key vocabulary.
• Connecting – Students listen to audio and make connections between the passage and the unit theme.
• Focusing – Students complete sentences using synonyms and antonyms.
• Applying – Students write a paragraph about
their similarities and differences with their best friend.
Lesson 7
• Build Background – Students discuss the correlation between the text and the key vocabulary.
• Connecting – Students read the text independently then work in groups to connect key vocabulary with the unit.
• Focusing – Students revise sentences using prepositions.
• Applying – Students write a paragraph about a good or bad experience that had a big impact on the lives of others.
Lesson 8 • Access Prior Knowledge – Students review the
key components of myths.
• Myths – Students read, dissect, and write a possible myth for natural events.
Resources:
• People Photo Cards • TE pg. 194
• Audio CD Track 34 • Student Book pg. 194 and TE pg.194
• Student Book pg. 195 and TE pg. 194-195
• Venn Diagram • Student Book pg. 195 and TE pg. 194a
• Earth Photo Cards • TE pg. 196
• Student Book pg.196 and TE pg.196
• Student Book pg. 197 and TE pg. 197
• Student Book pg. 197 and TE pg. 196a
• TE pg. 198
• 3-Column Graphic Organizer • Student Book pg. 198-199 and TE pg. 198-199
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 9
• Frontload Vocabulary - Introduce students to conversation and the use of commas, quotation marks, and words that indicate someone is speaking.
• Dialogue - Students identify and rewrite
sentences using dialogue and appropriate punctuation.
• Revising – Students revise myths for correct usage of dialogue.
Lesson 10
• Frontload Vocabulary – Students review numbers with large place values.
• Place Value – Students solve problems using place value.
• Vocabulary Review – Students use flashcards to review place value key vocabulary.
Lesson 11
• Frontload Vocabulary – Introduce key vocabulary and students repeat them.
• Map Skills – Students read a passage and complete questions on map skills.
Resources:
• Community Photo Cards • TE pg. 200
• Student Book pg. 200-201 and TE pg. 200
• Student Book pg. 201 and TE pg. 201
• TE pg. 202
• Student Book pg. 202-203 and TE pg. 202
• TE pg. 203
• Earth Photo Cards • TE pg. 204
• Student Book pg. 204-205 and TE pg. 204
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 12
• Frontload Vocabulary - Introduce and discuss key vocabulary with students.
• Types of Rock – Students read a passage on
types of rocks and complete a chart on its contents.
Lesson 13
• Music and Lyrics – Students review how songs can be sung in rounds, duets, parts, harmony, and unison.
• Vincent – Listen to audio and make connections
with the unit theme.
• Vocabulary Review – Students review music elements by singing songs in rounds and unison.
Lesson 14
• Frontload Vocabulary – Introduce students to vocabulary related to movement using Vincent van Gogh’s painting The Starry Night.
• Contrast and Movement – Students create a
sketch of the night sky incorporating lines and swirls to give the illusion of movement.
• Vocabulary Review – Students write a one-paragraph critique of a painting with movement.
Resources:
• TE pg. 206
• Student Book pg. 206-207 and TE pg. 206
• TE pg. 208
• Audio CD Track 36 • Student Book pg. 208 and TE pg. 208
• TE pg. 208a
• TE pg. 209a
• Student Book pg. 209 and TE pg. 209a
• TE pg. 209
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 15
• Access Prior Knowledge – Students share results from family interviews on their country.
• Mapping Our Country – Students compare and contrast the purpose and uses of different kinds of maps.
• Published Work – Students write a one paragraph response to how a political and a physical map would help them on a road trip across their native country.
Lesson 16
• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 6 skills on the checklist.
• Your Myth – Using the Sequence/Chain of Events graphic organizer, students will write a myth using the writing process.
• Writing Fair – Students present finished projects to the class.
Resources:
• Unit 6 Family Interview • TE pg. 210
• Student Book pg. 210 and TE pg. 210
• TE pg. 210a
• Unit 6 Checklist • TE pg. 211a
• Sequence/Chain of Events Graphic Organizer. • Student Book pg. 211 and TE pg. 211a
• TE pg. 211c
Pemberton Township School District Fourth Grade ESL
12 | P a g e
Differentiation Advanced Intermediate Beginner Newcomer
• Individual
presentations
• Lead group discussions
• Independent
reading and research
• Graphic
Organizers
• Open-ended questioning
• Write multiple
paragraphs with consistent spelling, grammar, and punctuation
• Develop
confidence with the writing process
• Group
presentations
• Group discussions
• Guided and independent reading and research
• Graphic Organizers
• Multiple choice and
open-ended questioning
• Repeated practice
with key vocabulary
• Write one
paragraph with consistent spelling, grammar, and punctuation
• Guided and
independent practice with the writing process
• Rhymes, songs,
games, and dramatizations
• Questions with a
one or two word oral response
• Opportunities to
speak with key vocabulary
• Print-rich
environment
• Portable word wall
• Small group instruction and partner work with key and abstract vocabulary
• Teacher support with directions
• Visual aids, realia,
and manipulatives
• Draw and talk aloud to develop writing ideas
• Use of sentence
frames to jumpstart writing
• Rhymes, songs,
games, and pantomime using gestures and facial expressions
• Questions with a yes
or no oral response
• Opportunities to listen to and repeat key vocabulary
• Print-rich
environment with visual cues
• Portable word wall with visual cues
• Small group
instruction with letter/sound acquisition
• Visual aids, realia, and manipulatives
• Small group reading instruction using repetitive text with picture support
• Draw to develop
writing ideas
Pemberton Township School District Fourth Grade ESL
1 | P a g e
Unit Title: Unit 7: Inventions (Spotlight)
Stage 1: Desired Results Standards & Indicators: WIDA:
• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies
NJSLS Grade 4 English Language Arts
• RL.4.1 • RL.4.2 • RL.4.3 • RL.4.7 • RL.4.10 • RI.4.2 • RI.4.3 • RI.4.4 • RI.4.5 • RI.4.7 • RI.4.9 • SL.4.1 • SL.4.2 • SL.4.4 • L.4.4 • L.4.6 • W.4.1 • W.4.2 • W.4.4 • W.4.5
NJSLS Grade 4 Social Studies
• 6.1.4.C.4 • 6.1.4.C.12
NJSLS Grade 4 Mathematics
• 4.OA.A.3
Pemberton Township School District Fourth Grade ESL
2 | P a g e
Standards & Indicators: NJSLS Grade 4 Science
• 4-PS3-2 NJSLS Visual and Performing Arts
• 1.3.P.B.1 • 1.1.2.B.4 • 1.1.5.D.2 • 1.3.P.D.2
NJSLS 21st Century Life and Careers
• CRP6
Pemberton Township School District Fourth Grade ESL
3 | P a g e
Central Idea / Enduring Understanding: Students will…
• Identify inventions
• Describe and explain inventions
• Describe people, buildings, and actions
• Explain character traits
• Compare and contrast
• Retell/relate past events
• Define headlines
• Identify bylines and phrases
• Interpret context clues
• Identify and sequence math operations
• Define manufacturing
• Define electric circuits
• Define proportion
• Describe elements of art
• Define computerized manufacturing
Essential/Guiding Question:
• What is an invention?
• How do inventions help people?
• What do all inventions help in common?
• What famous inventor do you know? What were their inventions?
• What characteristics are important for an
inventor to have in order to be innovative and successful?
• How would your life be different without
inventions?
• What inventions should be created for the future? Why?
• What are the most important inventions to
mankind?
• What makes a news article different from other types of writing?
Pemberton Township School District Fourth Grade ESL
4 | P a g e
Content:
• Theme: Inventions • Grammar: contractions, possessive,
coordinating conjunctions
• Vocabulary Development: daily key vocabulary, using a thesaurus, frontload vocabulary
• Oral Language Development: echo reading, act
it out, read news articles
• Listening Comprehension: connecting, building background, music and lyrics, Oh, Ben Franklin
• Reading Comprehension: nonfiction, predicting,
drawing conclusions, sequencing, elements of an image, literary elements, summarizing, news articles, author’s purpose, main idea and details, context clues
• Writing Strategies: summarizing, writing a news
article, descriptive writing, compare and contrast, context clue, sequencing, revising, editing
• Literary Response: genre, author’s purpose
• Phonemic Awareness: suffixes -tion and -ion
Skills(Objectives):
• Genre: Nonfiction
• Author’s Purpose
• Predicting
• Using a Thesaurus
• Hypothesis
• Main Idea and Details
• Draw Conclusions
• Context Clues
• Elements of an Image
• Sequencing
• Cause and Effect
• Compare and Contrast
• Summarizing
• Writing News Articles
• Revising and Editing
Pemberton Township School District Fourth Grade ESL
5 | P a g e
Stage 2: Assessment Evidence
Performance Task(s):
• Echo Read
• Personal Response Entries
• Graphic Organizers: Prediction Chart Graphic Organizer, 2-Column Graphic Organizer, Sequence/Chain of Events Graphic Organizer
• Oral Responses
• Listening Comprehension: connecting, reuse
and recycle, Oh Ben Franklin
• Checking: Responses to critical thinking questions and check the text for details to support it
• Focusing: contractions, possessives,
coordinating conjunctions
• Reflecting: Explain how Garrett Morgan’s invention has influenced your life.
• Applying: Brakes opinion, invention
comparison, elevators
• Writing Paragraphs: summary, Unit 7 Interview, inventions, Brakes opinion, assembly line writing, elevators writing, news article
Other Evidence:
• Student Practice Books
• Student Writing Samples
• Unit Test
• Final Project – News Article
• Oral Presentation of Published Works
Pemberton Township School District Fourth Grade ESL
6 | P a g e
Stage 3: Learning Plan Learning Opportunities/Strategies: Thematic Library
• Frontload Vocabulary – Students choral read the new vocabulary words
• Author’s Purpose – Review the main purposes
for writing. Students identify the author’s purpose in Microscopes: Windows on Hidden Worlds.
Lesson 1 • Thematic Introduction – Using the thematic
book, access prior knowledge as it relates to Inventions.
• Imagine – Students write a paragraph describing an invention that they believe had a significant impact on the world.
• Innovative Inventors – Students use key vocabulary to describe important characteristics of inventors.
Resources:
• TE pg. 212g
• Microscopes: Windows on Hidden Worlds • TE pg. 212h
• Audio CD Track 37 • Student Book pg. 212-213 and TE pg. 212 • TE pg. 213
• TE pg. 213
Pemberton Township School District Fourth Grade ESL
7 | P a g e
Learning Opportunities/Strategies: Lesson 2
• Frontload Vocabulary – Display and Introduce key vocabulary to students.
• Predicting – Using a Prediction Chart graphic
organizer, students predict what the story is going to be about.
• Shared Read – Using A Great Inventor, students
discuss questions to develop comprehension and language skills relating to main idea and drawing conclusions.
• Sequencing – Students use a Sequence/Chain of Events graphic organizer to separate fact from fiction.
Lesson 3
• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.
• Checking – Students answer reading comprehension questions.
• Sound It Out – Students identify and pronounce
words with the suffixes -ion and -tion. Lesson 4
• Group Reading – Students reread A Great Inventor as a group and then in pairs.
• Summarizing – Students use a 2-Column
Graphic Organizer to create a summary of the text.
Resources:
• Science and Universe Photo Cards • TE. pg. 214a
• Prediction Chart Graphic Organizer • A Great Inventor by Ana Santo • Student Book pg. 214 and TE pg. 214a
• A Great Inventor by Ana Santo • Student Book pg. 214-233 and TE pg.214b-223
• Sequence/Chain of events Graphic Organizer • TE pg. 223a
• Audio CD Track 38 • Student Book pg. 214-233 and TE pg. 224
• TE pg. 224
• TE pg. 224a
• Student Book pg. 214-233 and TE pg. 225a
• 2-Column Graphic Organizer • Student Book pg. 225 and TE pg. 225a
Pemberton Township School District Fourth Grade ESL
8 | P a g e
Learning Opportunities/Strategies: Lesson 5
• Build Background – Students work to connect key vocabulary with the text.
• Connecting – Students listen to audio and make connections to images from the text.
• Applying – Students write a paragraph the
importance of the brakes invention. Lesson 6
• Building Background – Students discuss the correlation between the text and vocabulary.
• Connecting – Students listen to audio and make connections between the passage and the unit theme.
• Focusing – Students complete sentences using possessives.
• Applying – Students write a paragraph the
prevalence and uses of elevators.
Lesson 7 • Build Background – Students discuss the
correlation between the text and the key vocabulary.
• Connecting – Students read the text independently then work in groups to connect key vocabulary with the unit.
• Focusing – Students revise sentences using coordinating conjunctions.
• Applying – Students write a paragraph defending which invention is more important, a windshield wiper or a three-way traffic signal.
Resources:
• Community Photo Cards • TE pg.226
• Audio CD Track 39 • Student Book pg. 226 and TE pg.226
• Student Book pg. 227 and TE pg. 227a
• Community Photo Cards • TE pg. 228
• Audio CD Track 40 • Student Book pg. 228 and TE pg.228
• Student Book pg. 229 and TE pg. 229
• Student Book pg. 229 and TE pg. 228a
• Community Photo Cards • TE pg. 230
• Student Book pg.230 and TE pg.230
• Student Book pg. 231 and TE pg. 231
• Student Book pg. 231 and TE pg. 231
Pemberton Township School District Fourth Grade ESL
9 | P a g e
Learning Opportunities/Strategies: Lesson 8
• Access Prior Knowledge – Students review the key components of news articles.
• News Articles – Students, read, dissect, and write a news article.
Lesson 9
• Frontload Vocabulary – Introduce students to key vocabulary related to context clues.
• Context Clues – Students identify and rewrite
sentences using context clues.
• Revising – Students revise news articles for correct usage of context clues.
Lesson 10 • Frontload Vocabulary – Introduce students to
key vocabulary relating to order of operations.
• Order of Operations – Students solve problems using order of operations.
• Vocabulary Review – Students explain the order of operations necessary to solve each problem.
Resources:
• TE pg. 232
• 2-Column Graphic Organizer • Student Book pg. 232-233 and TE pg. 232-233
• Health Photo Cards • TE pg. 234
• Student Book pg. 234-235 and TE pg. 234
• Student Book pg. 235 and TE pg. 235
• Home Photo Cards • TE pg. 236
• Student Book pg. 236-237 and TE pg. 236
• TE pg. 237
Pemberton Township School District Fourth Grade ESL
10 | P a g e
Learning Opportunities/Strategies: Lesson 11
• Frontload Vocabulary – Introduce students to key vocabulary and have students use a dictionary to define each word.
• Mass-Produced Automobiles – Students read a passage and answer comprehension questions on mass-produced automobiles.
Lesson 12
• Frontload Vocabulary – Introduce and discuss key vocabulary with students.
• Electric Circuits – Students read a passage on
electric circuits and complete comprehension questions on the text.
Lesson 13 • Music and Lyrics – Students review instrument
families.
• Oh, Ben Franklin – Students listen to audio and make connections with the unit theme.
• Vocabulary Review – Students review instrument families and when each instrument should be used.
Resources:
• Community Photo Cards • TE pg. 238
• Student Book pg. 238-239and TE pg. 238
• Home Photo Cards • TE pg. 240
• Student Book pg. 240-241 and TE pg. 240
• Musical Instrument Photo Cards • TE pg. 242
• Audio CD Track 42 • Student Book pg. 242 and TE pg. 242
• TE pg. 242a
Pemberton Township School District Fourth Grade ESL
11 | P a g e
Learning Opportunities/Strategies: Lesson 14
• Frontload Vocabulary – Introduce and define vocabulary related to diagrams with students.
• Diagrams – Students create a diagram of the
invention they discussed in the Unit 7 interview.
• Vocabulary Review – Students create a diagram of themselves as a robot to scale.
Lesson 15
• Access Prior Knowledge – Students share results from Unit 7 interviews on their country.
• Manufacturing in the USA – Students compare manufacturing in the USA and abroad.
• Published Work – Students write a one paragraph description of a product manufactured in their parents’ home country.
Lesson 16
• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 7 skills on the checklist.
• Your News Article – Using the 2-Column graphic organizer, students will write a news article using the writing process.
• Extra! Extra! Read All About It! – Students present finished projects to the class.
Resources:
• People Photo Cards • TE pg. 243a
• Student Book pg. 243 and TE pg. 243a
• TE pg. 243
• Unit 7 Interview • TE pg. 244
• Student Book pg. 244 and TE pg. 244
• TE pg. 244a
• Unit 7 Checklist • TE pg. 245a
• 2-Column Graphic Organizer. • Student Book pg. 245and TE pg. 245a
• TE pg. 245c
Pemberton Township School District Fourth Grade ESL
12 | P a g e
Differentiation Advanced Intermediate Beginner Newcomer
• Individual
presentations
• Lead group discussions
• Independent
reading and research
• Graphic
Organizers
• Open-ended questioning
• Write multiple
paragraphs with consistent spelling, grammar, and punctuation
• Develop
confidence with the writing process
• Group
presentations
• Group discussions
• Guided and independent reading and research
• Graphic Organizers
• Multiple choice and
open-ended questioning
• Repeated practice
with key vocabulary
• Write one
paragraph with consistent spelling, grammar, and punctuation
• Guided and
independent practice with the writing process
• Rhymes, songs,
games, and dramatizations
• Questions with a
one or two word oral response
• Opportunities to
speak with key vocabulary
• Print-rich
environment
• Portable word wall
• Small group instruction and partner work with key and abstract vocabulary
• Teacher support with directions
• Visual aids, realia,
and manipulatives
• Draw and talk aloud to develop writing ideas
• Use of sentence
frames to jumpstart writing
• Rhymes, songs,
games, and pantomime using gestures and facial expressions
• Questions with a yes
or no oral response
• Opportunities to listen to and repeat key vocabulary
• Print-rich
environment with visual cues
• Portable word wall with visual cues
• Small group
instruction with letter/sound acquisition
• Visual aids, realia, and manipulatives
• Small group reading instruction using repetitive text with picture support
• Draw to develop
writing ideas
Pemberton Township School District Fourth Grade ESL
1 | P a g e
Unit Title: Unit 8- Transportation (Spotlight)
Stage 1: Desired Results Standards & Indicators: WIDA:
• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4- The Language of Science • 5- The Language of Social Studies
2016 NJSLS Grade 4 English Language Arts
• RL.4.2 • RI.4.1 • RI.4.2 • RI.4.3 • RI.4.4 • RI.4.5 • RI.4.7 • RI.4.8 • RI.4.10 • SL.4.1 • SL.4.2 • SL.4.4 • L.4.1 • L.4.2 • L.4.6 • W.4.1 • W.4.2 • W.4.3 • W.4.4 • W.4.5
2016 NJSLS Grade 4 Social Studies
• 6.1.4.D.3 • 6.1.4.C.15 • 6.1.8.C.4.b
2016 NJSLS Grade 4 Mathematics
• 4.OA.A.3
Pemberton Township School District Fourth Grade ESL
2 | P a g e
Standards & Indicators: 2016 NJSLS Grade 4 Science
• 4-PS3-1 2016 NJSLS Visual and Performing Arts
• 1.3.P.B.1 • 1.1.2.B.3 • 1.1.5.D.2 • 1.3.2.D.1
2016 NJSLS 21st Century Life and Careers
• CRP5 • CRP11
2016 NJSLS Technology
• 8.1.P.E.1
Pemberton Township School District Fourth Grade ESL
3 | P a g e
Central Idea / Enduring Understanding:
• Describe modes of transportation
• Identify action words and modes of transportation
• Compare and contrast modes of transportation
• Identify and explain cause and effect
• Retell/relate past events
• Express and support opinions
• Describe people, actions, and things
• Identify parts of a hot-air balloon
• Sequence directions
• Define transitional words and phrases
• Define math-related concepts
• Compare and contrast
• Define optical illusion
• Explain persistence of vision
• Explain why people migrate
• Explain benefits of modern transportation
• Describe inventions
Essential/Guiding Question:
• What are modes of transportation?
• What do different modes of transportation allow people to do?
• Why do people use transportation?
• What is the oldest form of land travel?
• How did the invention of the wheel change
the world?
• How did automobiles change lives?
• How are people working to improve modes of transportation?
• What types of transportation will be invented
in the future?
Pemberton Township School District Fourth Grade ESL
4 | P a g e
Content:
• Theme: Transportation
• Grammar: past-tense verbs, future verbs, spelling rules
• Vocabulary Development: daily key vocabulary,
using a thesaurus, frontload vocabulary
• Oral Language Development: echo reading, act it out, reading How-to Articles
• Listening Comprehension: connecting, building
background, music and lyrics, I’ve Been Working on the Railroad
• Reading Comprehension: nonfiction, predicting,
drawing conclusions, sequencing, elements of an image, literary elements, summarizing, How-to articles, author’s purpose, main idea and details, transitional words, author point of view, sequence
• Writing Strategies: summarizing, writing a how-
to article, descriptive writing, compare and contrast, transition words, sequencing, revising, editing
• Literary Response: genre, author’s purpose
• Phonemic Awareness: prefix sub- and trans-
Skills(Objectives):
• Genre: Nonfiction
• Author’s Purpose
• Predicting
• Using a Thesaurus
• Making Inferences
• Main Idea and Details
• Author’s Point of View
• Draw Conclusions
• Transitional Words
• Elements of an Image
• Sequencing
• Cause and Effect
• Compare and Contrast
• Summarizing
• Writing How-to Articles
• Revising and Editing
Pemberton Township School District Fourth Grade ESL
5 | P a g e
Stage 2: Assessment Evidence
Performance Task(s):
• Echo Read
• Personal Response Entries
• Graphic Organizers: Prediction Chart Graphic Organizer, 4-Column Graphic Organizer, Venn Diagram, Sequence/Chain of Events Graphic Organizer
• Oral Responses
• Listening Comprehension: connecting, reuse
and recycle, I’ve Been Working on the Railroad
• Checking: Responses to critical thinking questions and check the text for details to support it
• Focusing: future verbs, spelling rules, past-tense
verbs
• Reflecting: Commuter Transportation Preference
• Applying: Family Vacation Journal, Unusual
modes of transportation, TGV Ride
• Writing Paragraphs: summary, Unit 8 Interview, How-to Article, Family Vacation Journal, unusual modes of transportation, TGV Ride, immigration writing, comparing modes of transportation, long distance trip
Other Evidence:
• Student Practice Books
• Student Writing Samples
• Unit Test
• Final Project – How- to Article
• Oral presentation of published works
Pemberton Township School District Fourth Grade ESL
6 | P a g e
Learning Opportunities/Strategies: Thematic Library
• Frontload Vocabulary- Have students choral read the new vocabulary words
• Author’s Purpose- Review the main purposes for
writing. Have students identify the author’s purpose in The First Great Road Trip.
Lesson 1 • Thematic Introduction – Using the thematic
book, access prior knowledge as it relates to Transportation.
• Let’s Go -Students write a story about taking a long-distance trip with a friend.
• On the Move- Students use a dictionary and thesaurus to brainstorm action words related to travel.
Lesson 2
• Frontload Vocabulary – Display and Introduce key vocabulary to students.
• Predicting – Using a Prediction Chart graphic
organizer, students predict what the story is going to be about.
• Shared Read – Using Modes of Transportation,
students discuss questions to develop comprehension and language skills relating to sequence and author’s point of view.
• Compare and Contrast – Students use a Venn Diagram to compare modes of transportation.
Resources:
• TE pg. 246g
• The First Great Road Trip • TE pg. 246h
• Audio CD Track 43 • Community Photo Card • Student Book pg. 246-247 and TE pg. 246
• Student Book pg. 247 and TE pg. 247
• TE pg. 247
• Student Book pg. 248 and TE. pg. 248a
• Prediction Chart Graphic Organizer • Modes of Transportation by Adam Gold • Student Book pg. 248 and TE pg. 248a
• Modes of Transportation by Adam Gold • Student Book pg. 248-257 and TE pg.248b-257
• Venn Diagram • TE pg. 257a
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 3
• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.
• Checking – Students answer reading comprehension questions.
• Sound It Out – Students identify and pronounce
words with the prefixes sub- and trans-. Lesson 4
• Group Reading – Students reread Modes of Transportation as a group and then in pairs.
• Summarizing – Students use a 4-Column
Graphic Organizer to create a text summary.
Lesson 5 • Build Background – Students work to connect
key vocabulary with the text.
• Connecting – Students listen to audio and make connections to images from the text.
• Applying – Students write a journal entry
pretending to be on a family vacation.
Resources:
• Audio CD Track 44 • Student Book pg. 248-257 and TE pg. 258
• TE pg. 258
• TE pg. 258a
• Audio CD Track 44 • Student Book pg. 248-257 and TE pg. 259a
• 4-Column Graphic Organizer • Student Book pg. 259 and TE pg. 259a
• Community Photo Cards • TE pg.260
• Audio CD Track 45 • Student Book pg. 260 and TE pg.260
• Student Book pg. 261 and TE pg. 260a
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 6
• Building Background – Discuss the correlation between the text and the key vocabulary.
• Connecting – Students listen to audio and make connections between the passage and the unit theme.
• Focusing – Students revise sentences focus on spelling rule errors.
• Applying – Students write a paragraph on
unusual modes of transportation. Lesson 7
• Build Background – Discuss the correlation between the text and the key vocabulary.
• Connecting – Students read the text independently then work in groups to connect key vocabulary with the unit.
• Focusing – Students revise sentences using future verbs.
• Applying – Students write a paragraph describing what a ride on the TGV would feel like.
Lesson 8
• Access Prior Knowledge – Students review the key components of How-to Articles.
• A How-to Article – Students read, dissect, and write a How-to Article.
Resources:
• Earth Photo Cards • TE pg. 262
• Audio CD Track 46 • Student Book pg. 262 and TE pg.262
• Student Book pg. 263 and TE pg. 263
• Student Book pg. 263 and TE pg. 262a
• Earth Photo Cards • TE pg. 264
• Student Book pg.264 and TE pg.264
• Student Book pg. 265 and TE pg. 265
• Student Book pg. 265 and TE pg. 264a
• TE pg. 266
• Sequence-Chain of Events Graphic Organizer • Student Book pg. 266 and TE pg. 266-267
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 9
• Frontload Vocabulary – Introduce key vocabulary related to context clues to students.
• Transitional Words – Identify and rewrite
sentences using transitional words.
• Revising – Revise How-to Articles for correct usage of transitional words.
Lesson 10 • Frontload Vocabulary – Introduce key
vocabulary relating to algebraic expressions to students.
• Algebraic Expression – Students solve problems using variables.
• Vocabulary Review – Students create their own algebraic expressions and function machines.
Lesson 11
• Frontload Vocabulary – Introduce key vocabulary using a map of the United States.
• Western Movement – Students read a passage and answer comprehension questions on western expansion.
Resources:
• Health Photo Cards • TE pg. 268
• Student Book pg. 268-269 and TE pg. 268
• Student Book pg. 269 and TE pg. 269
• Home Photo Cards • TE pg. 270
• Student Book pg. 270-271 and TE pg. 270
• TE pg. 271
• TE pg. 272
• Student Book pg. 272-273 and TE pg. 272-273
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 12
• Frontload Vocabulary – Introduce and discuss key vocabulary to students.
• Magnets and Electromagnets – Students read a
passage and answer comprehension questions on magnets.
Lesson 13
• Music and Lyrics – Students review instrument that can emulate other sounds.
• I’ve Been Working on the Railroad – Students
listen to audio and make connections with the unit theme.
• Vocabulary Review – Students review instrument vocabulary and write a sentence about each instrument
Lesson 14
• Frontload Vocabulary – Introduce and define vocabulary related to optical illusions to students.
• Optical Illusion – Students create a flip book
with the optical illusion of an object moving.
• Vocabulary Review – Students create another optical illusion for a partner.
Resources:
• TE pg. 274
• Student Book pg. 274-275 and TE pg. 274
• Musical Instrument Photo Cards • TE pg. 276
• Audio CD Track 48 • Student Book pg. 276 and TE pg. 276
• TE pg. 276a
• TE pg. 277a
• Student Book pg. 277 and TE pg. 277a
• TE pg. 277
Pemberton Township School District Fourth Grade ESL
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Learning Opportunities/Strategies: Lesson 15
• Access Prior Knowledge – Students share results from Unit 8 interviews on their country.
• Modern Migration – Students read a passage on Migration and answer comprehension questions.
• Published Work – Have students write an email to a family member explaining why they migrated.
Lesson 16
• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 7 skills on the checklist.
• Your How-to Article – Using the Sequence/Chain of Events graphic organizer, students will write a How- to Article on a new mode of transportation in the year 2050.
• Extra! Extra! Read All About It! – Present finished projects with the class.
Resources:
• Unit 8 Interview • TE pg. 278
• Student Book pg. 278 and TE pg. 278
• TE pg. 278a
• Unit 8 Checklist • TE pg. 279a
• Sequence/Chain of Events Graphic Organizer. • Student Book pg. 279 and TE pg. 279a
• TE pg. 279c
Pemberton Township School District Fourth Grade ESL
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Differentiation Advanced Intermediate Beginner Newcomer
• Individual
presentations
• Lead group discussions
• Independent
reading and research
• Graphic
Organizers
• Open-ended questioning
• Write multiple
paragraphs with consistent spelling, grammar, and punctuation
• Develop
confidence with the writing process
• Group
presentations
• Group discussions
• Guided and independent reading and research
• Graphic Organizers
• Multiple choice and
open-ended questioning
• Repeated practice
with key vocabulary
• Write one
paragraph with consistent spelling, grammar, and punctuation
• Guided and
independent practice with the writing process
• Rhymes, songs,
games, and dramatizations
• Questions with a
one or two word oral response
• Opportunities to
speak with key vocabulary
• Print-rich
environment
• Portable word wall
• Small group instruction and partner work with key and abstract vocabulary
• Teacher support with directions
• Visual aids, realia,
and manipulatives
• Draw and talk aloud to develop writing ideas
• Use of sentence
frames to jumpstart writing
• Rhymes, songs,
games, and pantomime using gestures and facial expressions
• Questions with a yes
or no oral response
• Opportunities to listen to and repeat key vocabulary
• Print-rich
environment with visual cues
• Portable word wall with visual cues
• Small group
instruction with letter/sound acquisition
• Visual aids, realia, and manipulatives
• Small group reading instruction using repetitive text with picture support
• Draw to develop
writing ideas