School buses transport many students to and from school. A variety of adults help children learn new things and grow in many ways at school. Act our school related activities. Draw a picture from a reading selection about school. Use a sentence frame to write a caption for a picture about school. Answer yes/no questions about school activities. Verbally explain simple school procedures and routines. Draw a picture of their favorite school activity. Name their teacher(s) and some classmates. texts. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Identify the front cover, back cover, and title page of a book. Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. Understand that words are separated by spaces in print. SL.K.3 SL.K.4 SL.K.5 SL.K.6 CCSS.Math K.CC.A.1 K.CC.A.2 K.CC.A.3 K.CC.A.4 K.CC.A.5 K.CC.A.6 CCCS Social Studies 6.1.P.A.1 6.1.P.A.2 6.1.P.A.3 6.1.P.B.1 6.1.P.B.2 6.1.P.D.4
UNIT OVERVIEW Course Title: English as a Second Language – Kindergarten Unit #: UNIT 2 OVERVIEW Unit Title: My Family and Me Unit Description and Objectives: This unit on family strives to build the bridge between home and school and make connections to the students’ prior knowledge. Focus on thematic vocabulary gives English language learners the foundation for future communication and discourse. Essential Questions and Enduring Understandings: Essential Questions: Enduring Understandings/Generalizations Students will understand that: Guiding Questions 1. What do families do together? 1. 1 Families have different structures, but all families enjoy time together. 1.2 The manner in which family time is spent is often dependent upon cultural influences. 1.1 Who are the members of our students’ families (nuclear and extended)? 1.2 What are some activities that families do together? 1.3 What are the cultural influences of family activities and celebrations? 2. How do families share food, meals and daily routines? 2.1 Families share food and meals on a daily basis to meet dietary needs. 2.2 Families share food and meals in special ways on special occasions. 2.3 The food at family celebrations is often dependent upon cultural influences. 2.4 All family meals represent times for communication and bonding. 2.1 How do families share food and meals on a daily basis? 2.2 How do families share food and meals on special occasions? 2.3 How are family meals and celebrations specific to the cultures of our students?
3. How do families feel when they are together? 3.1 Families share and celebrate good times, successes and celebrations. 3.2 Families support each other in times of sadness and difficulty. 3.1 How do families celebrate joyful occasions? 3.2 How do families recognize sorrowful occasions? 3.3 How does family unity enhance times of joy as well as sorrow? 4. What makes a family? 4.1 Families structures vary, but all families share commonalities such as love, caring and respect. 4.1 What are the similarities of families across cultural lines? 4.2 What are the differences of families across cultural lines? CURRICULUM UNIT PLAN Course Title/Grade: English as a Second Language – Kindergarten Primary Core Content Standards referenced With Cumulative Progress Indicators Unit Number/Title: #2 – My Family and Me WIDA Standard 1: The Language for Social & Instructional Purposes WIDA Standard 2: The Language of Language Arts WIDA Standard 3: The Language of Mathematics WIDA Standard 5: The Language of Social Studies Conceptual Lens: Families are the basis of our social interactions. Appropriate Time Allocation (# of Days): 1 year integrated program Topics/Concepts (Incl. time / # days per topic) Critical Content (Students Will Know:) Skill Objectives (Students Will Be Able To:) Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21st C Skills Integration (Specify) NJCCCS w/ CPI Reference Evaluation/ Assessment: What do families do together? (15 school days) Thematic Vocabulary: Mother, father, daughter, son, baby, child, children, sister, brother, grandmother, grandfather, home, Identify pictures of human families. Correctly use thematic vocabulary in relation to visuals and readings of families. Math: Count the number of people in their family, nuclear as well as extended. Demonstrate an understanding of National Geographic Reach A Teachers eBook Student eBook Online Resources Gio and His Family A Big Book A Tasty Treat National Geographic Reach A – Online Resources NGReach.com Sing-with- Me MP3s Read-with-Me MP3s National RL.K.1 RL.K.2 RL.K.3 RL.K.4 RL.K.5 RL.K.6 RL.K.7 RL.K.10 Formative Assessments: Students guess pantomimed family activities. Students draw & label a picture of their family engaged in an activity. Students verbally share
How do families share food and meals? (15 school days) Thematic Vocabulary: Food, meal, kitchen, cook, party, breakfast, lunch, dinner, snack, share, milk, juice, pizza, rice, salad, soup. Concepts: Families share meals. Family meals are opportunities for communication and bonding. activities. Verbally explain how families help each other and give examples. Name the members of their family. Use a graphic organizer to complete a simple family tree. Listen to and comprehend stories about family meals and celebrations. Draw pictures of favorite family foods. Draw pictures of favorite family meals. Use a sentence frame to write captions to drawings. Name and identify favorite family foods. Verbally share and/or Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. Understand that words are separated by spaces in print. With prompting and support, identify the main topic and retell key details of a text. Focus on sound/symbol relationships by reading and chanting along to Alphachant by Lada Kratky. Engage in individualized literacy activities with Raz Kids. K.CC.A.5 K.CC.A.6 CCCS Social Studies 6.1.P.A.1 6.1.P.A.2 6.1.P.A.3 6.1.P.B.1 6.1.P.B.2 6.1.P.D.1 6.1.P.D.2 6.1.P.D.3 6.1.P.D.4
Draw a picture explaining a family tradition. View the National Geographic Online Video: Family. Recall details from the video. Verbally express questions from the video. Unit Modifications for Special Population Students: Struggling Learners Gifted and Talented Students (Challenge Activities) English Language Learners Special Education Students Students demonstrating the need for additional services will receive additional individualized instructional time with the ESL teacher (pull-out), as well as support from the Interventionist and Basic Skill personnel. Students who consistently demonstrate mastery and proficiency on the formative and summative assessments will be evaluated using multiple measures for readiness to exit the ESL program. Target Population Any special modifications that are outlined in the student’s I.E.P. will be followed exactly as written.
What are some of the characteristics of farm animals? (15 school days) in communities. Farm animals benefit humans and support human life. Thematic Vocabulary: Big, little, fast, slow, loud, quiet, ears, nose, feet, tail, Imitate animals using movement and sound. Create illustrations to retell the story. Use a sentence frame to write a caption. Use a Picture Dictionary to identify, draw and name animals. Use a graphic organizer to retell the events of the story. Verbally problem-solve the conflict in the story. Use action words (verbs) to describe the actions of animals, in isolation and in sentences. Compare and contrast animal movements. Identify and differentiate between farm animals using animal figurines as well as visual resources. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Identify the front cover, back cover, and title page of a book. Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. Understand that words are separated by spaces in print. Computers Laptop Computer Projector AlphaChant CD CD Player Skills RF.K.1a RF.K.1b RF.K.1c CCSS.ELA- Writing W.K.1 W.K.2 W.K.3 & Listening SL.K.1a SL.K.1b SL.K.2 SL.K.3 SL.K.4 SL.K.5 SL.K.6 CCSS.Math K.CC.A.1 K.CC.A.2 K.CC.A.3 K.CC.A.4 K.CC.A.5 K.CC.A.6 CCSS.Science 5.3.P.A.1 5.3.P.A.2 5.3.2.A.1 5.3.P.B.1 5.3.P.D.1 Students demonstrate understanding of thematic vocabulary through various modes depending upon language proficiency, including pointing, matching, reading, writing.
head, wings, legs, hoof. Concepts: Farm animals look, act and sound different but they are all living creatures with common features. Make predictions about the characteristics of farm animals. Produce verbal statements about farm animals in complete sentences. Answer Wh- questions about farm animals either thru pointing, gestures or verbal responses. Use graphic organizers to: Categorize farm animals (wings, legs, tails, etc.). Compare/contrast farm animals. Verbally describe the characteristics of farm animals. “Pair & share” specific information about farm animals. Draw a farm animal and use a sentence frame to write a caption about a distinct characteristic. Using oral sentence With prompting and support, identify the main topic and retell key details of a text. Read Rosie’s Walk to teach and illustrate prepositions of location. Focus on sound/symbol relationships by reading and chanting along to Alphachant by Lada Kratky. Engage in individualized literacy activities with Raz Kids. Science: Investigate and compare the basic physical characteristics of animals. Observe similarities and differences in the needs of animals. Differentiate between living and nonliving things. Group living things according to the characteristics they share. Observe and describe how
moo, neigh, gallop, buzz, dance, prance. Concepts: Farm animals experience the cycle of life on farms with the help of farmers. teacher reads aloud. Set a purpose for reading. Chose a farm or animal activity a draw a descriptive picture with a caption using a sentence frame. Use a graphic organizer to draw the stages of a farm animal’s life. Answer yes/no questions about farm activities. Ask each other questions about farm animals and their actions and activities. Unit Modifications for Special Population Students: Struggling Learners Gifted and Talented Students (Challenge Activities) English Language Learners Special Education Students Students demonstrating the need for additional services will receive additional individualized instructional time with the Students who consistently demonstrate mastery and proficiency on the formative and summative assessments will be Target Population Any special modifications that are outlined in the student’s I.E.P. will be followed exactly as written.
How do communities and countries share planet Earth? (15 days) Thematic Vocabulary: World, Earth, countries, continents, land, oceans, seas, equator, culture, language. Concepts: The continent of North America is of the great land masses that sustains human life on planet Earth. People all over the world share similar needs and wants. People all over the world share similar characteristics. Languages and life styles vary from between countries. We all share responsibility for national holidays, with the help of sentence starters, sentence frames and word banks. Listen to, read and comprehend stories about global awareness. Identify an outline of a map of North America. Differentiate between land and water on a globe or map of the World. Identify and name their country of family heritage. Identify and name the language of their family heritage. Draw a picture of a family cultural celebration (Ramadan, Dawali, Chinese New Year, Eid al Adha, Christmas, etc.) and with the help of a sentence frame write a caption. Express individuality and cultural diversity. Learn about and respect other cultures within the classroom and community.
the care of our planet. Write a story about a family cultural celebration with the help of sentence starters, sentence frames and a word bank. Brainstorm the names of various languages. Use a T Chart graphic organizer to differentiate between universal needs and wants. Brainstorm a list of ways demonstrate stewardship of planet Earth. Unit Modifications for Special Population Students: Struggling Learners Gifted and Talented Students (Challenge Activities) English Language Learners Special Education Students Students demonstrating the need for additional services will receive additional individualized instructional time with the ESL teacher (pull-out), as well as support from the Interventionist and Basic Skill personnel. Students who consistently demonstrate mastery and proficiency on the formative and summative assessments will be evaluated using multiple measures for readiness to exit the ESL program. Target Population Any special modifications that are outlined in the student’s I.E.P. will be followed exactly as written.
UNIT OVERVIEW Course Title: Unit #: UNIT 5 OVERVIEW Unit Title: Unit Description and Objectives: Click here and type Description PLEASE NOTE THAT THE NEXT THREE PAGES ARE NEEDED FOR EACH UNIT. THEREFORE WE HAVE ADDED TEN OF THESE UNITS FOR YOU (UNITS 1 THROUGH 10) WHICH INCLUDE THE UNIT OVERVIEW, THE GRAPHIC ORGANIZER, AND THE CURRICULUM UNIT PLAN. IF NECESSARY, PLEASE DELETE ANY UNITS NOT USED. BUT BE CAREFUL WHEN DELETING BECAUSE THE LAST TWO PAGES ARE NECESSARY FOR THE COMPLETION OF EACH COURSE OF STUDY (“Cross Content Standards Analysis” page and “Department of Student Personnel Services – Curriculum Modifications” page.) THIS DOCUMENT IS SAVED AS A TEMPLATE. PLEASE DO A SAVE AS ON YOUR COMPUTER AND COPY BACK TO THE ORIGINAL DISK PROVIDED TO YOU. Essential Questions and Enduring Understandings: Essential Questions: Enduring Understandings/Generalizations Students will understand that: Guiding Questions 1. 1. 1.1 1.2 1.3 Etc. 2. 2. 2.1 2.2 2.3
UNIT OVERVIEW Course Title: Unit #: UNIT 9 OVERVIEW Unit Title: Unit Description and Objectives: Click here and type Description PLEASE NOTE THAT THE NEXT THREE PAGES ARE NEEDED FOR EACH UNIT. THEREFORE WE HAVE ADDED TEN OF THESE UNITS FOR YOU (UNITS 1 THROUGH 10) WHICH INCLUDE THE UNIT OVERVIEW, THE GRAPHIC ORGANIZER, AND THE CURRICULUM UNIT PLAN. IF NECESSARY, PLEASE DELETE ANY UNITS NOT USED. BUT BE CAREFUL WHEN DELETING BECAUSE THE LAST TWO PAGES ARE NECESSARY FOR THE COMPLETION OF EACH COURSE OF STUDY (“Cross Content Standards Analysis” page and “Department of Student Personnel Services – Curriculum Modifications” page.) THIS DOCUMENT IS SAVED AS A TEMPLATE. PLEASE DO A SAVE AS ON YOUR COMPUTER AND COPY BACK TO THE ORIGINAL DISK PROVIDED TO YOU. Essential Questions and Enduring Understandings: Essential Questions: Enduring Understandings/Generalizations Students will understand that: Guiding Questions 1. 1. 1.1 1.2 1.3 Etc.
2. 2. 2.1 2.2 2.3 Etc. Add rows as necessary by tabbing across: Cells will expand as necessary. CURRICULUM UNIT PLAN Course Title/Grade: Primary Core Content Standards referenced With Cumulative Progress Indicators Unit Number/Title: Conceptual Lens: Appropriate Time Allocation (# of Days): Topics/Concepts (Incl. time / # days per topic) Critical Content (Students Will Know:) Skill Objectives (Students Will Be Able To:) Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21st C Skills Integration (Specify) NJCCCS w/ CPI Reference Evaluation/ Assessment: Click here to begin typing. Word will wrap the text automatically. Tab across to begin a new line. (2003 Users) Use the numbering or bullet button on the Formatting toolbar to add automatic numbers or bullets. (2007 Users) Use the Home Ribbon or Bbullet Button to add automatic numbers or bullets. 10 pages of Curriculum Unit Plans have been created. Delete those Unit Plan pages that you do not need (highlight all the text on the page and press Delete). Delete these instructions after you have read them. (Must Include & Specify Interdisciplinary Connections in Italics) (Specify Title, Chapter, Page Numbers, as Applicable) Formative Assessments: (Specify evaluation methods and criteria with frequency. Include Benchmark Assessments) Summative Assessment(s)