kisp 초등영어교육과정

2016 학년도

KISP 초등영어교육과정

KNOWLEDGE

INTEGRITY

SELF-ESTEEM

PASSION

Prepared by Checked by Checked by Approved by

Vice Principal

Approved by

Principal

Marissa Reyes

Nathan Doman

Chu

Beomsuk

Yi Dongbok

Kim

Jongho

KOREAN INTERNATIONAL SCHOOL PHILIPPINES

1. Purpose of ESL

A. General Goal

The general goal of the ESL curriculum is to develop the English language competency of beginning

learners of English to a level where a student may participate meaningfully in an English speaking

classroom environment. The ESL program acts as a bridge to successful learning in the mainstream

classes by building the knowledge and skills, and most importantly, confidence in English ability,

required to meet further educational demands at KISP.

The ESL curriculum focuses on the core learning areas: listening, speaking, reading, writing,

grammar, and vocabulary. Once satisfactory competency has been reached in each of the core

learning areas, the goal is for the student to move to the mainstream classes to continue their

education in English.

B. Specific Goals

Course Objectives

Having followed the ESL course, students should be able to:

1. Understand a wide range of everyday vocabulary.

2. Read with fluency acceptable in a mainstream class at the grade level of the student.

3. Write with proficiency acceptable in a mainstream class at the grade level of the student.

4. Identify the main ideas and some details of a speaker’s dialogue.

5. Express own ideas and opinions clearly.

1) Listening

- listen for gist and details

- listen for description

- listen for stress, rhythm, and intonation

- follow oral directions

- listen for enjoyment and appreciation

- recognize formal and informal language

- listen to a variety of presentations attentively and politely

- evaluate a speaker’s delivery

- expand vocabulary and concepts, as well as obtain information and ideas through

listening to teachers, peers and other sources of information such as audio clips

2) Reading

- develop a knowledge of letter-sound relationships through the study of phonics

- develop phonemic awareness - reinforce proper imitation of pronunciation through music and rhyme

- identify main ideas and details

- develop appreciation for reading

- read independently for their own enjoyment

- read with comprehension

- read aloud with appropriate pace and expression

- read aloud clearly, accurately, and fluently, using appropriate pace and expression

- read aloud with attention to punctuation and appropriate phrasing

- apply knowledge of letter-sound relationships to decode unfamiliar words

- recognize and self-correct errors in pronunciation

- recognize high frequency words accurately

3) Writing

- develop and demonstrate an understanding of English spelling and grammar

- develop and demonstrate an understanding of writing through inclusion of the

writing traits: focus; organization; voice; word choice; sentences; and conventions

- use graphic organizers - draw conclusion

- use compare and contrast

- write a variety of narrative texts such as personal narratives, stories, and

biographies

- write a variety of expository texts such as essays, news stories, and research reports

- write a variety of descriptive texts such as poems, plays and response logs

4) Vocabulary

- study a wide range of grade appropriate vocabulary to empower them to use clear,

precise and appropriate language in academic and everyday life

- learn vocabulary through direct instruction

- learn vocabulary through concrete experiences

- learn vocabulary through reading text

- learn vocabulary through listening to text

- learn vocabulary through an understanding of phonics

- use context clues to construct meaning of unknown words

- develop an understanding of figurative language and idioms

- develop knowledge of academic language to allow analysis of literature

5) Grammar

- develop and demonstrate an understanding of parts of speech such as nouns, verbs

and verb tenses, adjectives, adverbs, pronouns and antecedents, conjunctions, and

prepositions

- develop and demonstrate an understanding of sentence parts such as predicates,

phrases, and clauses

- develop and demonstrate an understanding of sentence fragments and run-on

sentence

- develop and demonstrate an understanding of sentence types such as declarative,

interrogative, exclamatory, imperative

- develop and demonstrate an understanding of sentence structure such as simple,

compound, complex, compound-complex

- formulate questions using who, what, where, when, how, and why

C. Goals for Each Grade Level

The goals outlined in each grade level are intended to develop the student’s proficiency in

English. Each student, guided by his or her teacher, builds upon their existing knowledge of

the English language and aims to obtain the goals set for his or her grade level. The teacher

aims to develop the skills in each student to create a balanced proficiency across all the key

learning areas. The student shall become proficient in listening, speaking, reading, writing,

vocabulary, and grammar so that they may participate successfully in academic and everyday

life situations at the elementary grade level.

<ESL 1> Grades 1-2

Students will learn to:

A. Listening

- distinguish words that rhyme

- recognize initial, final, medial, and variant consonants

- identify pictures, object description and actions through listening

- recognize short and long vowels

- recognize digraphs and consonant blends

- listen for main idea and details

- listen attentively and politely to teachers and peers

B. Speaking

- form and answer questions

- give directions and instructions

- use speech to communicate needs such as borrowing classroom items, requesting

permission to go to the clinic or bathroom, etc. - pronounce short vowels, consonant sounds, CVC words

- properly recite poems and chants through imitation

- talk about specific topics presented in the class

C. Reading

- use visual clues

- use prior knowledge in making inferences about the stories

- read short stories and simple poems and chants

- follow instructions through reading

- Students learn to role-play and dramatize

- comprehend the stories read and relate their own experiences according to the theme of the

story

- identify main idea and details

- use pictures and context clues

- distinguish fact from opinion

- use compare and contrast

- make predictions

- arrange in sequence

- infer meaning

- recognize key words

- make associations

D. Writing

- properly write the letters of the English Alphabet (upper and smaller case)

- write short words to phrases

- write the correct spelling of the different words in the book

- use proper capitalization and punctuation

- write legibly

- write sentences and paragraphs

- use Venn Diagram

- write short personal narratives

- write and answer questions

- identify parts of a paragraph

E. Vocabulary

- use words to identify objects in their immediate environment

- arrange words in alphabetical order

- use sound-letter knowledge to spell words independently

- spell high frequency vocabulary with accuracy

- list synonyms and antonyms for vocabulary

- recognize and produce simple rhyming words


- understand figurative language and idioms

F. Grammar

- distinguish phrases from sentences

- identify subjects and predicates

- identify parts of a sentence

- use capitalization for starting a sentence, proper nouns, and titles

- identify types of sentences such as declarative, interrogative, command, and

exclamatory sentences

- learn the different parts of speech such as nouns, pronouns, adjectives, verbs, adverbs,

and preposition

- understand kinds of sentences according to structure such as: simple and compound

sentences

<ESL 2> Grades 3-4

A. Listening





- listen critically to distinguish fact from opinion and to analyze and evaluate ideas,

information, and experiences

- interpret a speaker’s purpose, perspective, persuasive techniques, verbal and

nonverbal messages and use of rhetoric devices

- recognize consonant patterns wr, kn, gn, st, mb

B. Speaking

- ask and answer questions properly


- speak with confident command of English conventions

- use appropriate language for formal and informal settings

- speak clearly, accurately, and fluently using proper intonation, volume, pitch in a

variety of situations such as debate, interview, and role-play

- use speech to retell, paraphrase, and explain information

- use speech to communicate needs and share ideas and experience

- participate in conversations and discussions, and express opinions clearly

C. Reading

- analyze character, setting and theme in stories

- read a poem, fable, thank-you note, short story, fairy tale, magazine and newspaper

article, friendly letter

- follow the sequence of events

- identify sequence of events in a story correctly

- compare and contrast characters in stories

- identify the main idea and supporting details

- obtain information from maps

- read and analyze a persuasive advertisement

- use an encyclopedia to check facts

- analyze the cause and effect of events in stories











D. Writing

- write a paragraph: descriptive, narrative, opinion, cause and effect, problem-solution,

comparison and contrast, biographical, and autobiographical - form sentences correctly

- use reference texts to check facts

- write a fable, poem, letter - identify the author’s purpose for writing a text

- draw conclusions about events


- develop and demonstrate an understanding of writing through inclusion of the writing traits:

focus, organization, voice, word choice, sentences, and conventions

- develop and demonstrate an understanding of the parts of speech and apply them in writing

E. Vocabulary

- spell compound words

- look words up in alphabetical order

- recognize base words and endings

- identify common synonyms and antonyms

- use a dictionary to find the meaning a word












F. Grammar







- develop and demonstrate an understanding of sentence fragments and run-on sentence

- develop and demonstrate an understanding of parts of speech such as nouns, verbs and

verb tenses, adjectives, adverbs, pronouns and antecedents, conjunctions, and

prepositions

<ESL 3> Grades 5-6

A. Listening





- listen critically to distinguish fact from opinion and to analyze and evaluate ideas,

information, and experiences

- interpret a speaker’s purpose, perspective, persuasive techniques, verbal and

nonverbal messages and use of rhetoric devices

- recognize short and long vowels, vowel pairs, clusters, and diphthongs

B. Speaking

- ask and answer questions properly


- speak with confident command of English conventions

- use appropriate language for formal and informal settings

- speak clearly, accurately, and fluently using proper intonation, volume, pitch in a

variety of situations such as debate, interview, and role-play

- use speech to retell, paraphrase, and explain information

- use speech to communicate needs and share ideas and experience

- participate in conversations and discussions, and express opinions clearly

- talk about the lessons from the story

- talk about opinions and preferences

C. Reading

- analyze character, setting, theme, plot, and author’s purpose in stories

- read a poem, fable, short story, fairy tale, magazine and newspaper article, friendly

letter, informational text, reader’s theater, and biography

- follow the sequence of events

- identify sequence of events in a story correctly

- compare and contrast characters in stories

- identify the main idea and supporting details

- obtain information from maps

- read and analyze a persuasive advertisement

- use an encyclopedia to check facts

- analyze the cause and effect of events in stories











- use maps, charts, and diagrams to interpret and draw conclusions

D. Writing

- write a paragraph: descriptive, narrative, opinion, cause and effect, problem-solution,

comparison and contrast, biographical, and autobiographical - form sentences correctly

- use reference texts to check facts

- write a fable, poem, letter, essay, story, letter - identify the author’s purpose for writing a text

- draw conclusions about events


- develop and demonstrate an understanding of writing through inclusion of the writing traits:

focus, organization, voice, word choice, sentences, and conventions

- develop and demonstrate an understanding of the parts of speech and apply them in writing

E. Vocabulary

- spell compound words

- look words up in alphabetical order

- recognize base words and endings

- identify common synonyms and antonyms, homonyms and homographs

- use a dictionary to find the meaning a word












F. Grammar







- develop and demonstrate an understanding of sentence fragments and run-on sentence

- develop and demonstrate an understanding of parts of speech such as nouns, verbs and

verb tenses, adjectives, adverbs, pronouns and antecedents, conjunctions, and

prepositions

ESL 1 ANNUAL TEACHING PLAN A. Semester One Teaching Plan

ESL 1 Marissa Reyes Abbreviations: (J) Textbook: Journeys 1.1 (SB) Skills Books: Schoolhouse and (WS) Write Source

Mth Wk Date P. Unit Text Content Learning Activities

Mar.

1 1-4 - - - Entrance Ceremony/Student Orientation ESL Assessment Test

-

2 7-11 Unit1

Ready For School

BP 1 pp. 2-13 WB pp.1-9 WS pp. 71-72 SB (Tan) pp. 1-20

THEME: Classroom Objects

Classroom objects

Nouns: singular and plural

Articles: a , an

Subject pronouns: It, This

Phonics: Auditory discrimination - words that rhyme

Phonics: Initial consonants

Numbers 1-10

Verb: is/are

Students: - watch and listen to talking flashcards: School Things - listen and sing to a song: “What’s this?” - identify school objects - play a game: Bring Me - watch and listen to talking flashcards: Numbers - listen and sing to a song: “Noun Song” - list nouns around the classroom - answer worksheets - do initial consonants sound activities - answer skills book

3 14-18

Unit2 People We

Love

BP 1 pp. 14-25

WB pp. 11-20 WS pp. 73-74 SB (Lime) pp.

1-25

THEME: Family Members

members of the family

contractions (he’s/she’s/it’s)

nouns

subject pronouns (he, she, it, they)

verb be: have/has

this is/that is

who; how many

Phonics: Final, medial, and variant consonants

Students: - watch and listen to talking flashcards: Family

Members - listen and sing to a song: We are the Family - identify members of the family - review contractions - answer worksheets - make a family portrait and describe family members - talk about family

4 21-23 Unit 3:

Head to Toes

BP 1 pp. 26-37 WB pp.21-29 WS pp. 71-72 SB (Rose) p. 1

THEME: Parts of the Body parts of the body

colors

numbers

descriptive adjectives

simple present

subject pronouns

questions: does as auxiliary verb

singular and plural nouns

have, has

Students: - watch and listen to video: Learn Body Parts - listen and sing to a song: This is Me - identify parts of the body - fill in the missing body parts - read, respond, and discuss story: - answer worksheets - make a family portrait and describe family members - talk about family

- Discuss descriptive adjectives (PPT). Give worksheet

Phonics: Consonant blends - words that start with br, cr, dr, fr, gr, pr, tr

Story: Character and setting Narrative Comprehension questions

- Review subject pronouns. Game: “Guess who?” - verbs with –s - Identify descriptive adjectives by identifying colors, numbers, and describing words - Describe the pictures - Song: Adjectives Song - Identify subject pronouns - Write simple sentences using the pattern: Subject pronoun+LV+adj+noun

5 28-

30, 1

Unit 4: Things I

Wear

BP1 pp. 38-49 WB pp. 31-40 SB (Rose) p. 2

THEME: Clothing

clothes

colors

likes and dislikes


simple present

present progressive

favorites

like/love

question: what

Phonics: Consonant blends - words that start with bl, cl, fl, gl, pl, sl


Students: - watch and listen to video: Read Clothing Words! - listen and sing to a song: Clothes Song, What Can

You Do? - Identify the different kinds of clothing (who uses them and when to use them) - Review adjectives - Guess who? (game) - Discuss verbs as action words - read, respond, and discuss story: - answer worksheets

- write simple sentences about the pictures - talk about likes and dislikes in clothing

Apr. 6 4-8 Unit 5:

At Home

BP1 pp. 50-61 WB pp. 41-50 SB (Rose) p. 3-

5 WS pp. 75-76

THEME: Rooms in a House; Home Activities

rooms in a house

actions done in the different rooms in the house

family members

shapes

verbs

simple present

present progressive

prepositions

questions: what, where, how many

Phonics: Consonant blends - words that start with sc, sk, sm, sn, sp, st, sw

Story:

Students: - watch and listen to video: Beaver Song – Rooms in a

House

- listen and sing to a song: Where is it? - Identify the rooms in the house - Review contractions and pronouns - What are they doing? (Verbs in the present

progressive) - Song: Where is it? (prepositions: in, on, under) - Play a game: Simon Says - Discuss prepositions - read, respond, and discuss story: - answer worksheets - Write complete sentences answering the question where

Character and setting Narrative Comprehension questions

- write about favorite room in the house

7 11-15

Unit 6: On the Farm


7 WS pp. 75-76

THEME: Farm Animals

farm animals

animal sounds

verbs


singular and plural nouns

use of it’s/they’re

questions: when

Phonics: Consonant blends - words that start with qu, kw, ft, lt, nt, st


Students: - listen and sing to a song: The Farm Song - identify the different farm animals mentioned in the

song - play a game: Charades (guess the animal) - Discuss the difference between it’s and they’re - read, respond, and discuss story: - answer worksheets - talk about farm animals - write about favorite animal

8 18-22

Unit 7: Celebration

s


10

THEME: Birthdays

birthdays/birth dates

food and celebrations

likes and dislikes

days of the week

simple present (verbs with –s)

questions: when, how old

do, does

have, has

Phonics: Consonant blends - words that end with ft, lt, nt, st


Students: - watch and listen to a video: Magic Moments! -

Holidays - identify different party foods - review days of the week - form questions with has, have, like - use has, have in sentences - read, respond, and discuss story: - answer worksheets - talk about your birthday - write about the best gift you have ever received

9 25-29 Unit 8:

Play Time

BP1 pp. 86-97

WB pp. 71-80 SB (Rose) p.

11-12

THEME: Toys

toys

wants

numbers 11-20

prepositions

count how many

Students: - listen and sing to a song: The Toy Song

- Guessing game: “What’s in the bag?” - Study subject-verb agreement with want - Listen to track B16 then study answering where questions using prepositions of location

simple present

yes/no questions

questions: what, where

subject pronouns

Phonics: Consonant three letter blends - words that start with scr, spl, spr, squ, str


- read, respond, and discuss story: - answer worksheets - write about favorite toy

May

10 2-6

Unit 9: At the

Playground

Midterm Exam

BP1 pp. 98-109 WB pp. 81-90 SB (Rose) p.

13-25

THEME: Leisure Activities

fun activities

colors

describe location


simple present

present progressive

yes/no questions

subject pronouns

demonstrative adjectives: this, that, these, those

Phonics: Consonant blends - words that start with ch, sh, th, wh


Midterm Exam

Students: - watch and listen to a video: Inside/Outside Toys

- listen and sing to a song: Come and join the game; Come and play with me - Game: Charades - Review verbs in the present progressive. - read, respond, and discuss story: - answer worksheets - write about your hobbies

11 9-13

Unit 1: First Day of

Class

BP2 pp. 2-13 WB pp. 1-9

SB (Orange) p. 1-3

THEME: Classroom Actions

School; Greetings

Numbers 11-20

Verbs: Present Progressive

There is/There are

Asking and answering the question how many

Questions with what; present progressive

Phonics: Vowels - words that have short

Students: - Form and answer questions with how many and

what - Review forming verbs in the present progressive - Review: there is/there are

- Talk about the 1st

day of class - read, respond, and discuss story: - answer worksheets - write about your first day of school

and long a


12 16-20

Unit 2: Fun and Games

BP2 pp.14-25 WB pp.11-19

SB (Orange) p. 4

THEME: Leisure Activities

Toys and Games (Vocabulary and Spelling)

Prepositions of location: in, on, under, next to, between, in front of, behind

Skip Counting

Question formation: like + infinitive

Reading: Meet the Creeps

Phonics: Vowels - words that have short and long e

Reading: My Meal in the Sea

Writing: Journal

Speaking: What do you like?


Students: - Listen to the verse then identify words with /ee/. - Do oral reading. Spell words with /ee/. - Listen to the verse then identify words with /ea/. - Do oral reading. Spell words with /ea/. - Read: Meet the Creeps & My Meal in the Sea - Game: “Guess they toy in the bag” - read, respond, and discuss story: - answer worksheets

- write about your first day of school

13 23-27

Unit 3: Our New

House

BP2 pp. 26-37 WB pp. 21-30 SB (Orange) p. 5

THEME: Rooms and Furniture

Family Members

Subject Pronouns

There is/There are

Speaking: Yes/No Questions

Home; Preposition: in

Where’s/Where are

Phonics: Vowels - words that have short and long i

Speaking: Where are the things?


Students: - Who am I? (game) - Word Genius! (game) - Discuss family members and subject pronouns

- Game: Where are the things? - Writing a Letter to a family member - Parts of a Letter - Talk about your family in front of the class. - Talk about the location of certain things in the environment. - Role playing - read, respond, and discuss story:

Jun. 14 30-31

1-3

Unit 4: My Town

BP 2 pp.38-49 WB pp. 31-39

THEME: Places in the Community

Neighborhood Students:

- Video: Town Vocabulary

SB (Orange) p. 6

Prepositions of Location: in, on the corner, next to, between

Asking for places

Asking and answering the question where

Yes/No questions

Asking for directions

Reading: I Spy the Fly

Phonics: Vowels - words that have short and long o

Speaking: My Neighborhood Map

Story: Character and setting Narrative

Comprehension questions

- Song: Barney – My Neighborhood - Discuss prepositions of location - Discuss how to ask for places by asking is there, are

there - read, respond, and discuss story:

- Writing using prepositions. (Write about the places in their respective communities/neighborhood) - Group activity: Each group will make a

neighborhood map and each group members will ask for a place or ask for directions.

15 6-10

Unit 5: My Busy Family

BP2 pp.50-61 WB pp.41-49

SB (Orange) p. 7-8

THEME: Occupations

Jobs; Workplace

Days of the Week

Simple Present

Jobs and family

Question formation: simple present

Phonics: Vowels - words that have short and long u

Reading: Up in the Attic

Skill Focus: Identifying Details

Writing: Journal Writing about Family (Using the simple present verbs)

Speaking: Find Someone Who

Story: Character and setting Narrative


Students: - Discuss jobs and places of work - Review days of the week - Game: Who am I? - discuss simple present - Discuss question formation - read, respond and discuss the story: The Farmer in

the Hat - Read the story then answer comprehension

questions. - Identify details in the story. - Write about what each member of the family does

using simple present

16 13-17 Unit 6:

Every Day

BP2 pp. 62-73 WB pp. 51-59 SB (Orange) p. 9

THEME: Daily Activities and Routines

Daily Routines

Quantifier: every

Telling Time; Asking for Time

Simple Present

Phonics: y sound as vowel and consonant sounds

Skill Focus: Cause and Effect

Students: - Song: What time is it? - Discuss how to tell time - Identify the correct verb in the sentence

- Answer the cause and effect chart - Read, respond and discuss Who Works Here? - Write a journal about your daily routine.

Writing: (Journal) My Daily Routine

Questions with when

Question Formation: Simple Present

Story: Who Works Here? Character and setting Narrative


17 20-24

Unit 7: Favorite Foods

Final exam

BP2 pp.74-85 WB pp. 61-69 SB (Orange) p. 10-12

THEME: Favorite Foods, Categories of Food

Food

Food categories (categorizing)

Articles: a, an some

Yes/No questions; Verb: like

Question formation: what

Reading: Car Race

Phonics: silent e sound at the end of a word

Story: The Big Circle Character and setting Narrative


Skill Focus: Sequencing

Writing: Invitation Card FINAL EXAM

Students: - Complete the food chart - Discuss articles: a, an, the

- read, respond and discuss The Big Circle

- Find out who likes certain food by asking

appropriate questions

- Write an invitation letter for your birthday party. In

your letter, list down all the foods that will be served on

your birthday.

-

Jul. 18 28-30

1

Unit 8: Fun at the

Zoo

BP2 pp. 86-97 WB pp. 71-79 SB (Orange) p. 13-20

THEME: Animals in the Zoo, Daily Routines, and Activities

Animals

Animal Actions

Descriptive Adjective

Parts of the Body

Possessive adjectives: it’s/their

Can/Can’t questions

Do/Does questions

Reading: My Horse Glory

Phonics: two vowel sounds – ai, ea, ee, ie, oa

Story: Life in the Forest Character and setting

Students: - Game: Charades - Song: We’re Going to the Zoo - Review descriptive adjectives

- read, respond and discuss Life in the Forest - Define author’s purpose. - Read then discuss the story. Analyze the author’s purpose in writing the story. - Write how you take care of animals/pets. - write a descriptive essay about an animal in a forest - handwriting - complete RS pp. 164-169

complete WB pp. 222-232

Narrative


Skill Focus: Author’s Purpose

Writing: Essay – Keeping a Pet

Speaking: What can your classmate do?

19

4-7

8

Unit 8: 12 Months

Make a Year

Eidul-Fit’r

BP2 pp. 98-

109

WB pp. 81-89

THEME: Special events during the year

Months of the Year

Adverbs: always, never

Question formation: what

Question formation: when

Simple present

Phonics: vowels followed by r sound

Story: Honey Bees

Character and setting

Narrative


Skill Focus: Summarizing

Speaking: How often do you..

Students: - Song: 12 Months of the Year - Discuss adverbs

- Make a chart on what you do every month. Use adverbs in your sentences. - read, respond and discuss Honey Bees - Define author’s purpose. - Read then discuss the story. Analyze the author’s purpose in writing the story - Write about your favorite month

20 12

Vacation

B. Semester Two Teaching Plan

ESL 1 Marissa Reyes Abbreviations: (J) Textbook: Journeys 1.1 and (WS) Write Source


Aug.

1 8 - - - Opening Ceremony ESL Assessment Test

-

1 9-12

Unit1 Around the Neighborho

od

J 10-33 WS 67-68

Lesson 1: What is a Pal? High frequency words Phonics: short a, consonants n, d, p, f Skill: Understand main idea Genre: Informational text Character and Setting Poetry focus: Rhyme Grammar focus: Nouns

Students: - read, respond and discuss What is a Pal? - use the high frequency words in sentences - brainstorm with others - listen for enjoyment - talk about ways to be a good pal - draw a picture of a pal - write about your pal

2 15-19


od

J 34-57 WS 67-68

Lesson 2: The Storm High frequency words Phonics: short i, consonants r, h, z, s, b, g Skill: Understand characters Genre: Realistic fiction Infer and predict Understand storm and its kinds Grammar focus: Nouns for places and

things

Students: - read, respond and discuss The Storm - use the high frequency words in sentences - brainstorm with others - use clues to figure out how characters feel - talk about how the character feels - write about a time you saw a storm

3 22-26


od

J 58-81 WS 75-76

Lesson 3a: Curious George at School High frequency words Phonics: short; consonants l, x; inflection

–s Multiple meaning words Skill: Sequence of Events Genre: Fantasy

Lesson 3b: School Long Ago Genre: Informational text Grammar focus: Action verbs

Students: - read, respond and discuss Curious George at School - use the high frequency words in sentences - think about what happens first, next, and last in the

story - read, respond and discuss School Long Ago - talk about your first day of school - draw a picture of one thing you did - talk about school long ago - write about things you do using action verbs

4 29-2


od

J 82-107 WS 83

Lesson 4a: Lucia’s Neighborhood? High frequency words Phonics: short e; consonants y, w, k, v, j Alphabetical order Text and graphic features Genre: Informational text

Students: - read, respond and discuss Lucia’s Neighborhood? - use the high frequency words in sentences - use a chart to tell the special features and author’s

purpose - read, respond and discuss City Mouse and Country

Lesson 4b: City Mouse and Country Mouse Genre: Fable Poetry focus: Rhyme Grammar focus: Adjectives (size and

shape)

Mouse - draw a map and label it - talk about who or what makes neighborhood

special - write a class story

Sept.

5 5-9


od

J 108-133 WS 83

Lesson 5a: Gus Takes the Train High frequency words Phonics: short u; consonants qu, z Antonyms Story structure: characters, setting, plot Genre: Fantasy

Lesson 5b: City Zoo Genre: Informational text Poetry focus: Rhyme Grammar focus: Adjectives (color and

number)

Students: - read, respond and discuss Gus Takes the Train - use the high frequency words in sentences - use a chart to tell the special features and author’s

purpose - read, respond and discuss City Zoo - draw a map and use a key - talk about make-believe details in the story - write a class story

6 12-16 Holidays (School holiday, Eidhul Adha, Chuseok)

7 19-23

Unit 2 Sharing

Time

J 10-37 WS 5-8

Lesson 6a: Jack and the Wolf High frequency words Phonics: final sound short a; double final

consonants and ck Classify and categorize action words Skill: understanding characters Genre: Fable

Lesson 6b: The Three Little Pigs Genre: Fairy tale Grammar focus: Complete sentence

Students: - read, respond and discuss Jack and the Wolf - use the high frequency words in sentences - use a chart to write what the character says and

does - act out the story - read, respond and discuss The Three Little Pigs - talk about the lessons in the story - compare and contrast the wolves in both stories - write about the lesson the main character learns - write to describe

8 26-30

Unit 2 Sharing

Time

J 38-65 WS 9-14

Lesson 7a: How Animals Communicate High frequency words Phonics: short i; cluster with r Using a glossary Skill: understanding details Genre: Informational text

Lesson 7b: Insect Messages Genre: Informational text Grammar focus: Sentence parts

Students: - read, respond and discuss How Animals

Communicate - use the high frequency words in sentences - use details to tell more about the main idea - draw an animal you like and label - talk about different ways animals use to

communicate - read, respond and discuss Insect Messages

Oct.

- talk about different ways that people communicate - write to describe: a poem about animals

9 3-7

Unit 2 Sharing

Time

J 66-93 WS 15-16

Lesson 8a: A Musical Day High frequency words Phonics: middle sound; short o; clusters

with l Classify and categorize time words Skill: sequence of events Genre: realistic fiction

Lesson 8b: Drums Genre: Informational text Grammar focus: Statement

Students: - read, respond and discuss A Musical Day - use the high frequency words in sentences - use a chart to tell the order of events - talk about how the characters make music - read, respond and discuss Drums - talk about how you can make music - write a thank you note

10 10-14

Review for Exams

Midterm Exam

11 17-21

Unit 2 Sharing

Time

J 108-133 WS 71-72

Lesson 9a: Dr. Seuss High frequency words Phonics: middle sound; short e; clusters

with s Antonyms Skill: text and graphic features Genre: Biography

Lesson 9b: Two Poems from Dr. Seuss Genre: Poetry Text focus: Alliteration Grammar focus: Singular and plural

nouns

Students: - read, respond and discuss Dr. Seuss - use the high frequency words in sentences - use a chart to tell the feature and purpose - play a rhyming game - read, respond and discuss Two Poems from Dr.

Seuss - talk about different ways you share - write a silly poem about your favorite animal

12 24-28

Unit 2 Sharing

Time

J 122-149 WS 71-72

Lesson 10a: A Cupcake Party High frequency words Phonics: middle sound; short u; final

clusters Synonyms Skill: Story structure Genre: Fantasy

Lesson 10b: At the Bakery Genre: Reader’s theatre Text focus: Directions Grammar focus: prepositions and

Students: - read, respond and discuss A Cupcake Party - use the high frequency words in sentences - use a story map to identify the characters, setting,

and plot - read, respond and discuss At the Bakery - do the reader’s theatre - talk about how characters in each story help each

other - pretend you are having a party and make a list of

food you would make for your guests

Nov.

prepositional phrases

13 31-1

2-4

Non working holiday All Saints Day Reader’s Theatre

14 7-11

Unit 3 Nature

Near and Far

J 10-39 WS 69-70

Lesson 11a: Sea Animals High frequency words Phonics: digraph th; endings –s, -es, -ed, -

ing Classify and categorize color words Skill: Author’s purpose Genre: Informational text

Lesson 11b: Water Genre: Informational text Text focus: Illustrations Grammar focus: Proper nouns

Students: - read, respond and discuss Sea Animals - use the high frequency words in sentences - use a story map to identify the details and author’s

purpose - create a sea mural - talk about facts you learned from the selection - read, respond and discuss Water - talk about favorite sea animal - write about a sea animal describing how this animal

produces sound or moves

15 15-18

Unit 3 Nature

Near and Far

J 40-69 WS 69-70

Lesson 12a: How Leopard Got His Spots High frequency words Phonics: digraph ch, tch; possessives

with ‘s Homophones Skill: Sequence of events Genre: Folktale

Lesson 12b: The Rainforest Genre: Informational text Text focus: Map Grammar focus: Proper nouns

Students: - read, respond and discuss How Leopard Got His

Spots - use the high frequency words in sentences - tell about the sequence of events from the story - read, respond and discuss The Rainforest - talk about how animals in both selections differ - pretend you are going to visit a rainforest and draw

a map showing where will you go. Explain symbols you use on your map.

16 21-25

Unit 3 Nature

Near and Far

J 70-101 WS 69-70

Lesson 13a: Seasons High frequency words Phonics: digraph sh, wh, ph; contractions

‘s, n ‘t Endings –ed, -ing, -s Skill: Cause and effect Genre: Informational text

Lesson 13b: The Four Seasons Genre: Poetry Text focus: Onomatopoeia Grammar focus: subjects and verbs

Students: - read, respond and discuss Seasons - use the high frequency words in sentences - think about what happens in each season and why - play the season charades game - talk about clothes you wear in each season - read, respond and discuss At the Bakery - listen for rhythm and rhyme - draw a picture of your favorite season - talk about your favorite season - write to inform

Dec.

17 28-2

Unit 3 Nature

Near and Far

J 102-133 WS 75-76

Lesson 14a: The Big Race High frequency words Phonics: long a (CVCe); Soft c, g, dge Classify and categorize number words Skill: Conclusions Genre: Fantasy

Lesson 14b: The Olympic Games Genre: Informational text Text focus: Captions Grammar focus: verbs and time

Students: - read, respond and discuss The Big Race - use the high frequency words in sentences - use a story clues to identify the conclusion - talk about something that made you cheer - read, respond and discuss The Olympic Games - talk about a sport you would like to win - write a report about an animal or a sport

18 5-9 Final Exams Taguig Day

19 12-16

Unit 3 Nature

Near and Far

J 134-165 WS 79-80

Lesson 15a: Animal Groups High frequency words Phonics: long i (CVCe); digraphs kn, wr,

gn, mb Suffixes –er, -est Skill: Compare and contrast Genre: Informational text

Lesson 15b: Animal Picnic Genre: Play Text focus: Stage directions Grammar focus: Verb be

Students: - read, respond and discuss Animal Groups - use the high frequency words in sentences - use the Venn diagram to show ways animals are the

same and different - write a riddle about one of the animal groups - read, respond and discuss Animal Picnic - act out the play - talk about your favorite animal group - think of an animal you would like to know more

about. Write a report

20 19-23 Promotion and Graduation Assessment

Fiesta

ESL 2 ANNUAL TEACHING PLAN A. Semester One Teaching Plan

ESL 2 Lovelyn Udtohan Abbreviations: (J) Textbook: Journeys 2.1


1 1-4 - - - Entrance Ceremony/Student Orientation ESL Assessment Test

-

2 7-11 Unit1

Neighbor-hood Visit

10-30

LESSON 1a: Henry and Mudge (The First

Book)

High frequency words

Phonics: Short vowels a, I; CVC Syllable Pattern

Vocabulary strategy: Alphabetical order

Skill: Sequencing Events

Genre: Realistic Fiction

Strategy: Infer/Predict

Fluency: Word Recognition LESSON 1b: All in the Family

Genre: Informational Text

Grammar: Subjects and Predicates

Writing: Sentences That Tell a True Story

Students: - read, respond, and discuss Henry and Mudge - blend, build, and read words with the CVC syllable

pattern - review and sort words with short vowels a and i - use high frequency words in sentences - list words in alphabetical order up to the third letter - retell important events in sequence - read, respond, and discuss All in the Family - compare and contrast an animal from “All in the

Family” to Mudge - identify and use subjects and predicates - tell events in order when writing sentences that tell

a true story

3 and

4

14-18

21-23

Unit1 Neighbor-hood Visit

34-58

LESSON 2a: Mi Familia/My Family


Phonics: Short vowels e, o, and u; CVC Syllable Pattern

Vocabulary strategy: Using a Glossary

Skill: Compare and Contrast

Genre: Realistic Informational Text

Strategy: Question

Fluency: Words Connected in Text LESSON 2b: Family Poetry

Genre: Poetry

Grammar: Complete Sentences

Writing: Friendly Letter

Students: - read, respond, and discuss Mi Familia - blend, read, and build words with short vowels e, o, and u - use high frequency words in sentences - learn to use a glossary to understand the meanings of familiar words - compare and contrast story elements - ask and answer questions as you read - read, respond, and discuss Family Poetry - talk about activities they like to do with their families and write a poem using what they learned about families - identify the difference a complete sentences and a run-on sentence - choose ideas to write a friendly letter

5 28-

30, 1


62-82 LESSON 3a: Henry and Mudge (Under the

Yellow Moon)


Students: - read, respond, and discuss Henry and Mudge (Under the Yellow Moon)

Phonics: Long vowel a, i; sounds for c

Vocabulary strategy: Multiple-Meaning Words

Skill: Author’s Purpose


Strategy: Ananlyze/Evaluate

Fluency: Accuracy (Self-correct) LESSON 3b: Outdoor Adventures


Grammar: Statements and Questions

Writing: Descriptive Sentences

- blend, read, and write words with long vowels a and i - blend and read words with hard and soft sounds for c - use high frequency words in sentences - use context to understand the meanings of multiple meaning words - identify the author’s purpose - use the Analyze/Evaluate strategy to think carefully about the details in the story - read, respond, and discuss Outdoor Adventures - point out sentences that tell about the settings in the story and use sensory details when describing how they feel about walking in leaves - identify and write statements and questions correctly - use a word web to capture ideas about sense words

Apr.

6 4-8


86-118

LESSON 4a: Diary of a Spider


Phonics: Long vowels e, o, u; Sounds for g

Vocabulary strategy: Context Clues

Skill: Cause and Effect

Genre: Humorous Fiction

Strategy: Summarize

Fluency: Intonation LESSON 4b: Swallow a Spider

Genre: Fable

Grammar: Nouns

Writing: Prewrite a True Story

Students: - read, respond, and discuss Diary of a Spider - blend, read, and write words with long vowels e, o, and u - blend and read words with hard and soft sounds for g - use high frequency words in sentences - identify cause-effect relationships - summarize story events and ideas - use context clues to determine the meanings of unfamiliar words - read, respond, and discuss Swallow a Spider - explain the moral lesson the characters learned - draw a Venn diagram and give examples of what spiders in each story are alike - identify nouns - plan a true story

7 11-15


122-160

LESSON 5a: Teacher’s Pets


Phonics: Consonant blends with l, r, and s

Vocabulary strategy: Base words and endings –ed, -ing

Skill: Story Structure


Strategy: Visualize

Students: - read, respond, and discuss Teacher’s Pets - blend, read, and write words with consonant blends

with l, r and s - use high frequency words in sentences - identify setting, characters, and plot - visualize story events - identify and understand words with –ed and –ing

Fluency: Phrasing LESSON 5b: See Westburg by Bus!


Grammar: Singular and Plural Nouns

Writing: Draft and Revise a True a true Story

endings - read, respond, and discuss See Westburg by Bus! - point to to the map key and discuss the symbols - identify and use singular and plural nouns - draft and revise a true story

8 18-22 Unit 2 Nature Watch

162-186

LESSON 6a: Animals Building Homes


Phonics: Final blends nd, ng, nk, ft, xt, and mp

Vocabulary strategy: Base Words and Prefixes un-, re-

Skill: Text and Graphic Features


Strategy: Question

Fluency: Expression LESSON 6b: Hiding at the Pond

Genre: Play

Grammar: More Plural nouns

Writing: Informational Paragraph

Students: - read, respond, and discuss Animals Building Homes - blend, read, and build words with common final blends nd, ng, nk, ft, xt, and mp

- use high frequency words in sentences - identify and explain text and graphic features - ask questions about a selection - identify and understand the prefixes un-, re- - read, respond, and discuss Hiding at the Pond - list animals in each selection that live in or on a

pond and discuss how these animals are alike and different

- form plural nouns by changing the spelling - draft an informational paragraph


190-222

LESSON 7a: The Ugly Vegetables


Phonics: Double Consonants and ck; double consonants (CVC)

Vocabulary strategy: Homophones

Skill: Conclusions


Strategy: Analyze/Evaluate

Fluency: Accuracy (Connected Text) LESSON 7b: They Really Are Giant!


Grammar: Proper Nouns

Writing: Write to Inform (Summary Paragraph)

Students: - read, respond, and discuss The Ugly Vegetables - blend, read, and build words with double

consonants and ck - use high frequency words in sentences - draw conclusions from text details; support conclusions with text evidence - analyze/evaluate what you read to draw conclusions - identify and understand homophones - read, respond, and discuss They Really Are Giant! - write names for people, animals, and places correctly - draft a summary paragraph

May 10 2-6

Unit 2 Nature Watch

Midterm Exam

226-250

LESSON 8a: Super Storms


Phonics: Consonant digraphs th, sh, wh, ch, tch, ph

Vocabulary strategy: Compound Words

Skill: Main Idea and Details


Students: - read, respond, and discuss Super Storms

- blend, read, and build words with th, sh, wh, ch, tch, ph

- use high frequency words in sentences - identify the topic in informational text - identify the main ideas and supporting details in

Strategy: Visualize

Fluency: Rate LESSON 8b: Weather Poems

Genre: Poetry

Grammar: Verb

Writing: Informational Paragraph Midterm Exam

informational text - visualize text details as you read - identify and understand compound words - read, respond, and discuss Weather Poems - visualize and draw pictures of weather they see in

their minds while reading the poems - identify subjects and action words in past time - summarize an informational text; identify the main

idea and important details to include in a summary


254-284

LESSON 9a: How Chipmunk Got His Stripes


Phonics: Base words and Endings –ed, -ing; CV syllable pattern

Vocabulary strategy: Synonyms

Skill: Understanding Characters

Genre: Folktale

Strategy: Summarize

Fluency: Phrasing (Punctuation) LESSON 9b: Why Rabbits Have Short Tails

Genre: Traditional Tale

Grammar: Present Tense

Writing: Writing to Inform- Instructions

Students: - read, respond, and discuss How Chipmunk Got His

Stripes - blend, read, and build words with endings –ed, -ing - blend and read words with open and closed

syllables - use high frequency words in sentences - infer characters’ feelings and traits based on what

they do and say, and how they treat each other - identify and give examples of synonyms - read, respond, and discuss Why Rabbits Have Short

Tales - review the title and identify how this story explains

something in nature - add –es to present time verbs; correct subject-verb

agreement - plan instructions

12 16-20

Unit 2 Nature Watch

288-320

LESSON 10a: Jellies


Phonics: Contractions

Vocabulary strategy: Base words and Suffixes –er, -est

Skill: Fact and Opinion


Strategy: Monitor/Clarify

Fluency: Stress LESSON 10b: Meet Norbert Wu


Grammar: Verbs in the Present, Past, and Future

Writing: Writing to Inform- Instructions

Students: - read, respond, and discuss Jellies - read and write contractions - use high frequency words in sentences - identify given statements as facts or opinions - monitor understanding of the story and clarify any confusing parts - identify and understand words with suffixes –er, -est - read, respond, and discuss Meet Norbert Wu

- write verbs in present, past, and future time - draft instructions

13 23-27

322-350 LESSON 11a: Click Clack Moo: Cows That

Type Students:

- read, respond, and discuss Click, Clack Moo: Cows

Unit 3 Tell me About It


Phonics: Base words and endings –s, -es

Vocabulary strategy: Prefixes pre-, mis-

Skill: Conclusions



Fluency: Expression LESSON 11b: Talk About Smart Animals


Grammar: Kinds of Sentences

Writing: Persuasive Letter

That Type - blend, read, and build words with endings –s, -es

- use high frequency words in sentences - draw conclusions from details and clues in the story - make inferences and predictions - identify and understand words with prefixes pre-

and mis- - read, respond, and discuss Talk About Smart

Animals - identify questions, statements, and commands - identify reasons for a persuasive letter and draft a

persuasive letter

Jun.

14 30-31

1-3


354-378

LESSON 12a: Violet’s Music


Phonics: Vowel Digraphs ai, ay

Vocabulary strategy: Figurative Language/Idioms



Strategy: Question

Fluency: Intonation LESSON 12b: Wolfgang Mozart: Child

Superstar

Genre: Biography

Grammar: Kinds of Sentences

Writing: Opinion Paragraph

Students: - read, respond, and discuss Violet’s Music - blend, read, and build words with ai and ay

- use high frequency words in sentences - identify elements of story structure including

characters, setting, and plot - ask and answer questions as you read - identify and understand idioms - read, respond, and discuss Wolfgang Mozart: Child

Superstar - explain the time line that shows events of Wolfgang

Mozart’s life - identify exclamations, questions, statements, and

commands; write different kinds of sentences with correct capitalization and punctuation

- choose a topic, plan and draft an opinion paragraph

15 6-10 Unit 3 Tell me About It

382-408

LESSON 13a: Schools


Phonics: Vowel Digraphs ee, ea

Vocabulary strategy: Using a Dictionary

Skill: Author’s Purpose



Fluency: Stress LESSON 13b: School Poems

Genre: Poetry

Grammar: Quotation Marks

Writing: Persuasive Paragraph

Students: - read, respond, and discuss Schools - blend, read, and build words with ee and ea

- use high frequency words in sentences - identify author’s purposes for writing - analyze and evaluate how well the author achieved his or her purpose - identify and use parts of a dictionary entry - read, respond, and discuss School Poems - name the rhyming words from “School Poems” - record these words in a list and may refer to this list

while writing their poems - write quotations correctly

- use a Web graphic organizer to plan a persuasive paragraph; draft a persuasive paragraph

16 and 17

13-17

20-24


Final exam

412-438

LESSON 14a: Hellen Keller


Phonics: Long o (o, oa, ow)

Vocabulary strategy: Suffix -ly

Skill: Main Ideas and Details

Genre: Biography

Strategy: Summarize

Fluency: Natural Pauses LESSON 14b: Talking Tools


Grammar: Using Proper Nouns

Writing: Persuasive Essay

FINAL EXAM

Students: - read, respond, and discuss Hellen Keller - blend, read, and build words with long o (o, oa, ow)

- use high frequency words in sentences - review main ideas and supporting details in informational text - infer main ideas and supporting details - identify and understand words with the suffix –ly - read, respond, and discuss Talking Tools - use days, months, and holidays to give more details in a sentence - plan a persuasive essay

Jul.

18 and

19

28-30

1

4-7

8


Eidul-Fit’r

442-474

LESSON 15a: Officer Buckle and Gloria


Phonics: the Schwa Vowel sound; Compound Words

Vocabulary strategy: Dictionary Entry




Fluency: Accuracy LESSON 15b: Safety at Home

Genre: Reader’s Theater

Grammar: Abbreviations Writing: Persuasive Essay

Students: - read, respond, and discuss Officer Buckle and Gloria - blend and read words with the schwa vowel sound - blend, read, and build compound words

- use high frequency words in sentences - identify cause-effect relationships - monitor understanding of the story and clarify any confusing parts - identify and use guide words to locate dictionary entries

- read, respond, and discuss Safety at Home - compare and contrast the safety tips in Officer Buckle and Gloria and Safety at Home - write abbreviations for months, days, and places correctly - finish drafting and begin to revise a persuasive essay

20 12

Vacation


ESL 2 Lovelyn Udtohan Abbreviations: (J) Textbook: Journeys 2.2


Aug.


-

1 9-12 Unit 4

Heroes and Helper

J 10-40

LESSON 16a: Mr. Tanen’s Tie Trouble


Phonics: Base words and endings –ed, -ing

Vocabulary strategy: Homographs




Fluency: Rate LESSON 16b: Playground Fun!


Grammar: Pronouns Writing: Writing to Express: Fictional Narrative Paragraph

Students: - read, respond and discuss Mr. Tanen’s Tie Trouble - blend, read, and build words with endings

–ed, -ing - use high frequency words in sentences - identify setting, characters, and plot - organize story elements in a story map - use context clues to determine the meanings of

homographs - read, respond, and discuss Playground Fun! - point out facts in Playground Fun! - Use pronouns me, him, her, it, them, and us - Use a sequence chart to plan a fictional story

paragraph; draft a fictional story

2 15-19 Unit 4

Heroes and Helper

44-74

LESSON 17a: Luke Goes to Bat


Phonics: Long I (I, igh, ie, y)

Vocabulary strategy: Antonyms

Skill: Sequence of Events


Strategy: Visualize

Fluency: Stress LESSON 17b: Jack Robinson


Grammar: Subject-Verb Agreement Writing: Write to Express: Fictional Narrative Paragraph

Students: - read, respond and discuss Luke Goes to Bat - blend, read, and build words with Long I (I, igh, ie, y) - use high frequency words in sentences - identify the order of events in a story; retell what

happened in the story - figure out events not stated clearly - identify and understand antonyms using sentence

context - read, respond, and discuss Jack Robinson - give additional information included in the headings

and caption - use subject-verb agreement - choose a topic, and use sequence chart to plan a

fictional story

3 22-26 Unit 4

Heroes and Helper

78-106

LESSON 18a: My Name is Gabriela


Phonics: Long e Sound for y; Changing y to i

Students: - read, respond and discuss My Name is Gabriela - blend, read, and build words with the Long e Sound

for y

Vocabulary strategy: Suffixes –y and -ful


Genre: Biography


Fluency: Expression LESSON 18b: Poems About Reading and

Writing

Genre: Poetry

Grammar: The Verb be Writing: Descriptive Paragraph

- use high frequency words in sentences - figure out characters’ feelings and traits based on

their actions, speech, and relationships - use knowledge of suffixes –y and –ful to determine

word meanings - read, respond, and discuss Poems About Reading and Writing

- list some things that they notice about how long poems are and how capitalization and punctuation are used in these poems

- use the be - choose a topic, and use sequence chart to plan a

descriptive paragraph

4 29-2 Unit 4

Heroes and Helper

110-142

LESSON 19a: The Signmaker’s Assistant


Phonics: Words with ar




Strategy: Question

Fluency: Phrasing LESSON 19b: The Trouble with Sign

Genre: Play

Grammar: Commas in Dates and Places Writing: Fictional Narrative

Students: - read, respond and discuss The Signmaker’s

Assistant - blend, read, and build words with ar - use high frequency words in sentences - use pictures to gain information and make

predictions - ask questions and read to find the answers to aid

comprehension - use context to identify and understand synonyms - read, respond, and discuss The Trouble with Sign - use commas with dates and places - brainstorm possible problems and solutions for a

story; continue prewriting to plan a story

5 5-9 Unit 4

Heroes and Helper

146-178

LESSON 20a: Dex: The Heart of a Hero


Phonics: Words with or, ore

Vocabulary strategy: Prefix over-

Skill: Compare and contrast

Genre: Fantasy


Fluency: Intonation LESSON 20b: Heroes Then and Now


Grammar: Commas in Series Writing: Fictional Narrative

Students: - read, respond and discuss Dex: The Heart of a Hero - blend, read, and build words with or, ore - use high frequency words in sentences - compare and contrast characters to clarify

understanding - read and understand words with the prefix over- - read, respond, and discuss Heroes Then and Now - use commas in sentences with a series of nouns or

verbs - draft a fictional narrative


Sept. Oct.

7 19-23

Unit 5 Changes, Changes

Everywhere

186-212

LESSON 21a: Penguin Chick


Phonics: Words with er, ir, ur

Vocabulary strategy: Dictionary Entry

Skill: Main Idea and Details

Genre: Nonfiction


Fluency: Phrasing LESSON 21b: Animal Poems

Genre: Poetry

Grammar: What is an Adjective? Writing: Write to Inform: Problem/Solution Paragraph

Students: - read, respond and discuss Penguin Chick

- blend, read, and build words with er, ir, ur - use high frequency words in sentences - identify topic, main idea, and details - use details to infer main idea - understand dictionary entries and use them to

determine the meanings of unfamiliar words - read, respond, and discuss Animal Poems - identify rhyming words in the poems - identify adjectives that tell how something looks,

smells, tastes and adjectives that describe how things feel and sound

- describe a problem clearly in a problem/solution paragraph

8 26-30


Everywhere

216-242

LESSON 22a: Gloria Who Might Be My Best

Friend


Phonics: Homophones; Base words and endings –er, -est

Vocabulary strategy: Figurative Language/ Idioms



Strategy: Question

Fluency: Accuracy LESSON 22b: How to Make a Kite


Grammar: Using Adjectives Writing: Compare and Contrast Paragraphs

Students: - read, respond and discuss Gloria Who Might Be My Best Friend

- blend, read, and build words with -er, -est and homophones

- use high frequency words in sentences - use characters’ thoughts to identify their feelings

and traits - ask questions to identify character traits - identify and interpret idioms - read, respond, and discuss How to Make a Kite - follow directions in making a kite - identify when adjectives end in -er, -est and identify

when to use adjectives a, an, and the - use a Venn diagram to plan compare and contrast

paragraphs; draft compare and contrast paragraph

9 3-7


Everywhere

246-274

LESSON 23a: The Coat in the Rug


Phonics: Suffixes –y, -ly, -ful; Final Stable Syllables –tion, -ture


Skill: Conclusions

Genre: Narrative Nonfiction

Strategy: Summarize

Fluency: Rate LESSON 23b: Basket Weaving

Students: - read, respond and discuss The Coat in the Rug - blend, read, and build words with –y, -ly, -ful,–tion, -ture - use high frequency words in sentences - draw conclusions from text details - support conclusions with text details - use context to determine meanings of multiple-

meaning words - read, respond, and discuss Basket Weaving - identify when to use irregular verbs


Grammar: Irregular Verbs Writing: Write to Inform: Informational Paragraph

- use a Flow Chart to plan an informational paragraph

10 10-14

Review for Exams

Midterm Exam

---------------

11 17-21


Everywhere

278-304

LESSON 24a: Half-Chicken


Phonics: Prefixes re-, un-, over-, pre-, mis- Silent Consonants



Genre: Folktale

Strategy: Visualize

Fluency: Expression LESSON 24b: The Lion and the Mouse


Grammar: Irregular Action Verbs Writing: Research Report

Students: - read, respond and discuss Half-Chicken

- blend, read, and build words with re-, un-, over-, pre-, mis-

- blend and read words with silent consonants k(n), (g)n, w(r), (m)b

- use high frequency words in sentences - identify cause-effect relationships - visualize cause-effect relationships - use knowledge of antonyms to determine word

meanings - read, respond, and discuss The Lion and the Mouse - compare and contrast Half-Chicken and The Lion

and the Mouse - identify when to use irregular verbs, run/ran,

come/came, see/saw, and go/went - plan a research report

12 24-28


Everywhere

308-338

LESSON 25a: How Groundhog’s Garden Grew


Phonics: Words with au, aw, al, o and a

Vocabulary strategy: Using Context

Skill: Sequence of Events

Genre: Fantasy


Fluency: Phrasing LESSON 25b: Super Soil


Grammar: More Irregular Verbs Writing: Write to Inform: Research Report

Students: - read, respond and discuss How Groundhog’s

Garden Grew - blend, read, and build words with au, aw, al, o and

a - use high frequency words in sentences - use details and background knowledge to infer

sequence of events - use context clues to determine the meanings of

unfamiliar words - read, respond, and discuss Super Soil - identify when to use irregular verbs say/said,

eat/ate, give/gave, and take/took - draft and revise a research report

13 31-1

2-4

Non working holiday All Saints Day

Nov.

14 7-11 Unit 6

What a Surprise!

346-376

LESSON 26a:The Mysterious Tadpole


Phonics: Words with oo, ew, ue, ou



Genre: Fantasy


Fluency: Accuracy LESSON 26b: From Eggs to Frogs


Grammar: Contractions Writing: Poem

Students: - read, respond and discuss The Mysterious Tadpole - blend, read, and build words with oo, ew, ue, ou - use high frequency words in sentences - identify setting, characters, and plot in a story - predict and discuss alternative endings - identify and understand multiple-meaning words - read, respond and discuss From Eggs to Frogs - tell how the settings and events of The Mysterious

Tadpole and From Eggs to Frogs are the same and different

- identify how to form contractions with not and with pronouns

- use sensory language to describe; write rhyming couplets; draft a response poem

15 15-18 Unit 6

What a Surprise!

380-406

LESSON 27a: The Dog That Dug for Dinosaurs


Phonics: Words with oo (book)


Skill: Fact and Opinion

Genre: Biography

Strategy: Question

Fluency: Intonation LESSON 27b: La Brea Tar Pits


Grammar: What is an Adverb? Writing: Write to Respond: Opinion Paragraph

Students: - read, respond and discuss The Dog That Dug for

Dinosaurs - blend, read, and build words with oo - use high frequency words in sentences - identify statements as fact or opinion - ask questions about a text before, during, and after

reading - use context to understand synonyms - read, respond, and discuss La Brea Tar Pits - point out the photographs and captions and tell

how these text and graphic aid help understand the article

- identify and use adverbs that tell how and when - draft an opinion paragraph

16 21-25 Unit 6

What a Surprise!

410-436

LESSON 28a: Working in Space


Phonics: Vowel Diphthongs ow, ou

Vocabulary strategy: Classify/Categorize




Fluency: Phrasing LESSON 28b: Space Poems

Genre: Poetry

Grammar: Possessive Nouns

Students: - read, respond and discuss Working in Space

- blend, read, and build words with vowel diphthongs ow, ou

- use high frequency words in sentences - identify text and graphic features and their purpose - analyze and evaluate text and graphic features - identify how words are alike and different; classify

and categorize science words - read, respond, and discuss Space Poems - identify how to form possessives with singular and

Writing: Write to Respond: Response Paragraph

plural nouns - use graphic features as a source of information;

draft a response paragraph

Dec.

17 28-2 Unit 6

What a Surprise!

440-466

LESSON 29a: Two of Everything


Phonics: Reading longer words with long vowels a and I; Vowel Diphthongs oi, oy



Genre: Folktale

Strategy: Summarize

Fluency: Expression LESSON 29b: Stone Soup


Grammar: Possessive Pronouns Writing: Response to Literature

Students: - read, respond and discuss Two of Everything - read, and build longer words with /ā/ and /ī/ and

words with oi, oy - use high frequency words in sentences - identify characters’ feelings and traits based on

their actions, words, and relationships - summarize character traits for understanding - use context clues to determine the meanings of

antonyms - read, respond, and discuss Stone Soup - draw a Story Map that includes areas for characters,

setting, and plot - learn how to identify and use possessive pronouns - identify characteristics of a good response to

literature; plan a response to literature


----------

19 12-16 Unit 6

What a Surprise!

470-498

LESSON 30a: Now and Ben


Phonics: Reading longer words with long vowels o and e; Final Syllable -le

Vocabulary strategy: Dictionary

Skill: Compare and Contrast


Strategy: Visualize

Fluency: Rate LESSON 30b: A Model Citizen


Grammar: What is a Preposition? Writing: Write to Respond: Response to Literature

Students: - read, respond and discuss Now and Ben - read, and build longer words with /ō/ and /ē/ and

words with the final stable syllable –le - use high frequency words in sentences - compare and contrast text details - visualize text details to form pictures in the mind - use dictionary entries to understand pronunciation

and meaning of words - read, respond, and discuss A Model Citizen - compare historical figures they may have read - identify prepositions in sentences - draft and revise a response to literature


Fiesta ----------

A. Semester One Teaching Plan

ESL 3 Marissa Reyes Abbreviations: (J) Textbook: Journeys 3.1 (SB)


March

1 1-4 - - - Opening Ceremony ESL Assessment Test

-

2 7-11 Unit1 Good

Citizens

J 10-41

Lesson 1a: A Fine, Fine School High frequency words Phonics: short vowels; words with the

VCCV pattern Vocabulary: multiple meaning words Skill: Story structure Strategy: Summarize Genre: Humorous fiction

Lesson 1b: One-Room Schoolhouses Genre: Informational text Text focus: Photographs and captions Grammar focus: Subjects and predicates

Students: - read, respond and discuss A Fine, Fine School - use the high frequency words in sentences - use a story map to know about the characters,

setting, and plot - summarize the important parts of the story - talk about some important things that can be

learned only outside of school - read, respond and discuss One-Room Schoolhouses - talk about how you would feel about going to

school on Saturdays - compare and contrast Tillie’s school in the story A

Fine, Fine School and a real one-room schoolhouse - write a descriptive paragraph

3-4 14-18

21-23

Unit1 Good

Citizens

J 42-73

Lesson 2a: The Trial of Cardigan Jones High frequency words Phonics: long vowels; words with the VCe

pattern Vocabulary: compound words Skill: Conclusions Strategy: Infer/predict Genre: Fantasy

Lesson 2b: Jury Duty Genre: Readers’ Theatre Text focus: Persuasion Grammar focus: Kinds of sentences

Long Test

Maundy Thursday and Good Friday

Students: - read, respond and discuss The Trial of Cardigan

Jones - use the high frequency words in sentences - use a story map to draw conclusions - predict what the judge finally decides - role play what the characters might say to each

other - talk about the lesson of the story - read, respond and discuss Jury Duty - do the readers’ theatre - talk about how it might feel to be an innocent

person on trial - write a friendly letter

5 28-1 Unit1 Good

J 74-109

Lesson 3a: Destiny’s Gift High frequency words

Students: - read, respond and discuss Destiny’s Gift

April

Citizens Phonics: vowel pairs ai, ay, ee, ea Vocabulary: antonyms Skill: Understanding characters Strategy: Analyze/evaluate Genre: Realistic fiction

Lesson 3b: Kids Making a Difference Genre: Informational text Text focus: map Grammar focus: Sentence fragments and

run-ons

- use the high frequency words in sentences - use a chart to tell what the characters say and do - think about what you read and form an opinion - create a poster with a partner - read, respond and discuss Kids Making a Difference - talk about a time you helped your community - write a poem about a bookstore or library you know - answer worksheet - write a personal narrative about a time you helped

a neighbor or a friend

6 4-8

Unit1 Good

Citizens

J 110-145

Lesson 4a: Pop’s Bridge High frequency words Phonics: long o spelled oa, ow Vocabulary: Base words and endings –s, -

es, -ed, -ing Skill: Compare and contrast Strategy: Infer/predict Genre: Historical fiction

Lesson 4b: Bridges Genre: Informational text Text focus: Diagram Grammar focus: Common and proper

nouns

Students: - read, respond and discuss Pop’s Bridge - use the high frequency words in sentences - use a Venn diagram to compare story details - compare and contrast details in the story - talk about the most important job for you - read, respond and discuss Bridges - create a new design for a bridge - connect to Math – use the Internet to find the

lengths of the Golden Gate, Verrazano Narrows, and Akashi Kaikyo bridges. Then make a bar graph to compare the lengths of these suspension bridges.

- talk about who or what makes neighborhood special

- write a personal narrative about the time you first learned to do something, e.g, swim, bake, etc.

April

7 11-15 Unit1 Good

Citizens

J 146-173

Lesson 5a: Roberto Clemente High frequency words Phonics: long I spelled I, ie, igh Vocabulary: Prefix mis- Skill: Cause and effect Strategy: Visualize Story structure: characters, setting, plot Genre: Biography

Lesson 5b: Baseball Poems Genre: Poetry Poetry focus: Rhyme Grammar focus: Plural nouns with –s and

–es

Students: - read, respond and discuss Roberto Clemente - use the high frequency words in sentences - use a chart to record causes and effects as you read - use selection details to picture what is happening - talk about ways in which Roberto Clemente was a

hero - write a letter Clemente might send to a young

person who wants to become a great athlete - read, respond and discuss Baseball Poems - imagine being at a baseball or other sports game.

Talk about how you would experience the game. - write the correct form of plural nouns - write a baseball poem

May

8 18-22

Unit 2 Express Yourself

J 186-221

Lesson 6a: Max’s Words High frequency words Phonics: words with the VCV pattern Vocabulary: Suffixes –er, -or Skill: Sequence of events Strategy: Question Story structure: characters, setting, plot Genre: Humorous fiction

Lesson 6b: Poems That Slither, Walk, and Fly Genre: Poetry Text focus: Concrete poem Grammar focus: Verb

Students: - read, respond and discuss Max’s Words - use the high frequency words in sentences - use a chart to list the sequence of events - ask questions as you read - talk about what you would collect - create a story together using cut out words from

magazines, newspapers, etc. - read, respond and discuss Poems That Slither, Walk,

and Fly - choose 3 words from Max’s Words and draw each

word so that it is “concrete” - write a response paragraph

9 25-29


J 222-253

Lesson 7a: What Do Illustrators Do? High frequency words Phonics: three letter clusters scr, spr, str,

thr Vocabulary: Synonyms Skill: text and graphic features Strategy: analyze/evaluate Genre: Informational text

Lesson 7b: Jack Draws a Beanstalk Genre: Traditional tale Text focus: Fairy tale Grammar focus: Verb tenses

Students: - read, respond and discuss What Do Illustrators Do? - use the high frequency words in sentences - use a chart to list special features - create a cover illustration - talk about your opinion about what is more

important in a book: the words or the pictures - read, respond and discuss Jack Draws a Beanstalk - connect to Science – which inventions have changed

the way stories are told? - compare and contrast the 2 stories and write a

response paragraph

10 2-6

Review for Exams

Midterm Exam

11 9-13


J 254-285

Lesson 8a: The Harvest Birds High frequency words Phonics: Silent letters kn, wr Vocabulary: Multiple meaning words Skill: conclusions Strategy: infer/predict Genre: Folktale

Lesson 8b: The Framer and the Dream Genre: Play Text focus: Dialogue Grammar focus: Commas in a series

Students: - read, respond and discuss The Harvest Birds - use the high frequency words in sentences - use a chart to describe your conclusions and details - use own words to tell the author’s purpose - talk about what the character says about nature - read, respond and discuss The Framer and the

Dream - give a speech about what Juan would say to Don

Tobias about the way he treated him - connect to Science – research how to grow one kind

of vegetable - write a summary paragraph

12 16-20


J 286-321

Lesson 9a: Kamishibai Man High frequency words Phonics: vowel diphthongs ow, ou Vocabulary: Dictionary/Glossary entry Skill: Cause and effect Strategy: Monitor/clarify Genre: Realistic fiction

Lesson 9b: The True Story of Kamishibai Genre: Informational text Text focus: Headings Grammar focus: Simple subjects and

simple predicates

Students: - read, respond and discuss Kamishibai Man - use the high frequency words in sentences - use a chart to list some causes and effects from the

story - talk about something special you used to do but

don’t do anymore - design a new and improved box for kamishibai man - talk about how TV changed the life of kamishibai

man - read, respond and discuss The True Story of

Kamishibai - choose one of your favorite stories and tell it in

kamishibai style. Make pictures - write an opinion paragraph

June

13 23-27


J 322-357

Lesson 10a: Young Thomas Edison High frequency words Phonics: words with au, aw, al, o Vocabulary: Categorize and classify Skill: Main ideas and details Strategy: Summarize Genre: Biography

Lesson 10b: Moving Pictures Genre: Informational text Text focus: Diagram Grammar focus: Pronouns

Students: - read, respond and discuss Young Thomas Edison - use the high frequency words in sentences - use a chart to record details that support some

main ideas - retell the important events in Edison’s life in your

own words - talk about the kind of education Edison had - read, respond and discuss Moving Pictures - draw a poster to show all the ways you use Edison’s

inventions in your life - connect to Science – What do you think Edison

would invent today if he were alive? - write about Edison’s most important invention for

you

14 30-3

Unit 3 Learning Lessons

J 362-393

Lesson 11a: Jump! High frequency words Phonics: vowel diphthongs oi, oy Vocabulary: Suffixes –y, -ful, -ous Skill: Fact and opinion Strategy: Question Genre: Biography

Lesson 11b: Science for Sports Fans

Students: - read, respond and discuss Jump! - use the high frequency words in sentences - use a chart to record facts and opinions you find - talk about your opinion on competition between

siblings a good thing - make a poster about sport you like - read, respond and discuss Science for Sports Fans

Genre: Informational text Text focus: Directions Grammar focus: Plural nouns

- connect to Science – find out about leg muscles and make a diagram to show and label these muscles

- write a description paragraph about a sport personality you like

15 6-10


J 394-425

Lesson 12a: The Science Fair High frequency words Phonics: Homophones and words ending

in –er, -le Vocabulary: Idioms Strategy: Visualize Skill: Story structure Genre: Realistic fiction

Lesson 12b: Poems About Science Genre: Poetry Text focus: Free verse Grammar focus: Proper nouns

Students: - read, respond and discuss The Science Fair - use the high frequency words in sentences - use a story map to identify characters, setting, and

ploy - Role play the conversation - talk about how the character changes from the

beginning to the end of the story - read, respond and discuss Poems About Science - list science words you find in the 2 selections - connect to Science – think of an idea for your own

science project - write a funny poem about an animal. Use

onomatopoeia to make poem more lively and fun to read.

16 13-17


J 426-455

Lesson 13a: Yonder Mountain: A Cherokee Legend High frequency words Phonics: Contractions with n’t, ‘d, ‘ve Vocabulary: Homophones/homographs Strategy: Analyze/evaluate Skill: Compare and contrast Genre: Legend

Lesson 13b: The Trail of Tears Genre: Informational text Text focus: Map Grammar focus: Subject-verb agreement

Students: - read, respond and discuss Yonder Mountain: A

Cherokee Legend - use the high frequency words in sentences - use a chart to record details that compare and

contrast the characters’ experiences on the mountain

- talk about the qualities a leader should have - draw a map of the mountain showing the places

where each young man stopped - read, respond and discuss The Trail of Tears - compare and contrast the 2 selections - connect to Social Studies – identify three historical

details about the Cherokee people

17 20-24 Final Exams

-

July 18 27-1


J 456-485

Lesson 14a: Aero and Officer Mike High frequency words Phonics: Words with ar, or, ore Vocabulary: Prefixes in-, im-

Students: - read, respond and discuss Aero and Officer Mike

use the high frequency words in sentences - use a chart to figure out the author’s purpose and

Strategy: Summarize Skill: Author’s purpose Genre: Informational text

Lesson 14b: Kids and Critters Genre: Informational text Text focus: Advertisement Grammar focus: Pronouns and verbs

text details - use the text details and author’s purpose to

summarize the author’s main ideas about the topic - write about animal helpers - create an ad for a K-9 officer - read, respond and discuss Kids and Critters - connect to Social Studies – find out about different

ways animals works to help people. Make a poster that shows the animals and their jobs.

- write an autobiography

19 4-7

Review of past lessons Movie Review

Students: - use a story map to identify the elements of the

story - write a reaction paper or a review

20 19-23 Vacation

Ceremony


ESL 3 Marissa Reyes Abbreviations: (J) Textbook: Journeys 3.2


Aug.


-

1 9-12


J 486-517

Lesson 15a: The Extra-Good Sunday High frequency words Phonics: Words with er, ir, ur, or Vocabulary: Using a thesaurus Strategy: Infer/predict Skill: Understanding characters Genre: Humorous fiction

Lesson 15b: Tia Luisa’s Fruit Salad Genre: Reader’s theatre Text focus: Recipe Grammar focus: Subject-verb agreement

Students: - read, respond and discuss The Extra-Good Sunday

use the high frequency words in sentences - use a chart to record details about the traits on one

character - use story details to predict what the characters

might do next - talk about the characters in the story - create a meal with a partner - read, respond and discuss Tia Luisa’s Fruit Salad - write a recipe - connect to Social Studies – research a dish that is

popular in another country

2 15-19 Unit 4

Extreme Nature

J 10-37

Lesson 16a: A Mr. Rubbish Mood High frequency words Phonics: Words with air, ear, are Vocabulary: Context clues Strategy: Monitor/clarify Skill: Author’s purpose Genre: Humorous fiction

Lesson 16b: Save the Rain Forest Genre: Informational text Text focus: Headings Grammar focus: Adjective

Students: - read, respond and discuss A Mr. Rubbish Mood - use the high frequency words in sentences - use a chart to record details that give clues about

the theme - write an email to a friend about protecting the

environment - make a list of the things you throw away or recycle - read, respond and discuss Save the Rain Forest - talk about the things you would do or would like to

do to help the environment - connect to Social Studies – research the locations of

rain forests around the world - write a persuasive letter about saving trees

3 22-26 Unit 4

Extreme Nature

J 38-67

Lesson 17a: The Albertosaurus Mystery High frequency words Phonics: Words with /j/, /s/; words with

the VCCV pattern Vocabulary: Suffix -ly Strategy: Visualize

Students: - read, respond and discuss The Albertosaurus

Mystery - use the high frequency words in sentences - use a text clue chart to draw a conclusion - write science questions you would like to know

Sept.

Skill: Conclusions Genre: Informational text

Lesson 17b: Finding Fossils for Fun Genre: Informational text Text focus: Chart Grammar focus: Articles

- read, respond and discuss Finding Fossils for Fun - tell the steps to take when you go fossil hunting - connect to Science – research a dish that is popular

in another country - write an opinion paragraph about fossil hunting

4 29-2 Unit 4

Extreme Nature

J 68-103

Lesson 18a: A Tree is Growing High frequency words Phonics: Words with /k/, /kw/ Vocabulary: Using a thesaurus Strategy: Categorize and classify Skill: Text and graphic features Genre: Informational text

Lesson 18b: Poems About Nature Genre: Poetry Text focus: Personification Grammar focus: verb be and helping

verbs

Students: - read, respond and discuss A Tree is Growing - use the high frequency words in sentences - use a chart to list some features and the purpose of

each feature - draw a picture of a tree and label it - talk about how pictures and labels help you better

understand the text - read, respond and discuss Poems Abut Nature - talk about how people and trees are alike and

different - connect to Science – research about a tree and give

facts about it. Then draw it. - write a poem

Sept.

5 5-9 Unit 4

Extreme Nature

J 104-135

Lesson 19a: Dogzilla High frequency words Phonics: Words with oo Vocabulary: Prefixes pre-, re-, bi- Strategy: Summarize Skill: Cause and effect Genre: Fantasy

Lesson 19b: Whose Land Is It? Genre: Informational text Text focus: photographs and captions Grammar focus: Irregular verbs

Students: - read, respond and discuss Dogzilla - use the high frequency words in sentences - use a chart to identify causes and effects as you

read - use the chart to summarize the most important

events in the selection - make a collage of different animals and places. Then

make up a story about it - read, respond and discuss Whose Land Is It? - connect to Science – write an essay to convince

reader that people should live cooperatively with wild animals


7 19-23 Unit 4

Extreme Nature

J 136-165 Lesson 20a: Life on the Ice

High frequency words Phonics: Compound words

Students: - read, respond and discuss Life on the Ice - use the high frequency words in sentences

Oct.

Vocabulary: Dictionary/glossary Strategy: Infer/predict Skill: Main Ideas and details Genre: Informational text

Lesson 20b: The Raven: An Inuit Myth Genre: Myth Text focus: Plot Grammar focus: Contractions

- use a chart to show how the details support the main ideas

- use the main ideas and details to infer more about living and working in Antartica

- write about your preferred job - read, respond and discuss The Raven: An Inuit Myth - talk about the importance of sun to scientists - make an illustration about a part of the story - write a persuasive essay

8 26-30 Unit 5 Going Places

J 170-199

Lesson 21a: Two Bad Ants High frequency words Phonics: Base words and –ed, -ing Vocabulary: The prefix non- Strategy: Monitor/clarify Skill: Story structure Genre: Fantasy

Lesson 21b: Poems About Bugs Genre: Poetry Text focus: Alliteration Grammar focus: Possessive nouns and

pronouns

Students: - read, respond and discuss Two Bad Ants - use the high frequency words in sentences - use a story map to show the story structure of the

story - draw a cartoon. What will the two bad ants do

next? - read, respond and discuss Poems About Bugs - research about ants. Find out details about them

and report for your class - write to express: write a scene about a brave mouse

9 3-7 Review for Exams

10 10-14 Midterm Exam

Project Making


J 200-229

Lesson 22a: The Journey: Stories of Migration High frequency words Phonics: Base words and –ed, -ing, -s, -es Vocabulary: The prefix in-, im- Strategy: Visualize Skill: Compare and contrast Genre: Informational text

Lesson 22b: The Grasshopper and the Ant Genre: Fable Text focus: Moral Grammar focus: Proper nouns

Students: - read, respond and discuss The Journey: Stories of

Migration - use the high frequency words in sentences - use a Venn diagram to compare details about how

locusts and whales migrates - compare and contrasts grasshoppers and locusts - read, respond and discuss The Grasshopper and the

Ant - talk about if you are more like Grasshopper or Ant - connect to Science: use the Internet to find out

about another animal that migrates. - write a descriptive paragraph about an animal and

add similes to help readers see, hear, and feel the

animal

Nov.

12-13

24-28

31-4

Unit 5 Going Places

J 230-265

Lesson 23a: The Journey of Oliver K. Woodman High frequency words Phonics: Suffixes –ful, -y, -ous, -ly, -er Vocabulary: Suffixes –er, -est Strategy: Analyze/ evaluate Skill: Sequence of events Genre: Fantasy

Lesson 23b: Moving the U.S. Mail Genre: Informational text Text focus: timeline Grammar focus: Abbreviations

Non working holiday All Saints Day

Students: - read, respond and discuss The Journey of Oliver K.

Woodman - use the high frequency words in sentences - talk about how people travel now and then - use a chart to put the events in sequence - talk about places you would want to see - read, respond and discuss Moving the U.S. Mail - connect to Social Studies: use a road map of the

United States to find the places that Oliver Woodman visited

- write to express: write a letter to a friend about the adventures you would have


J 230-265

Lesson 24a: Dog-of-the-Sea-Waves High frequency words Phonics: Prefixes un-, re-, bi- Vocabulary: words from other languages Strategy: Question Skill: Author’s purpose Genre: Realistic fiction

Lesson 24b: The Land Volcanoes Built Genre: Informational text Text focus: Diagram Grammar focus: Adverb

Students: - read, respond and discuss Dog-of-the-Sea-Waves - use the high frequency words in sentences - use a chart to figure out author’s purpose and

reason for writing the story - create a chant - talk about your favorite part of nature - read, respond and discuss The Land Volcanoes Built - draw a picture of what you might see when you

arrive at one of the islands - connect to Science: research about volcanoes

around the world - write a fictional narrative

15-16

14-18

21-25

Unit 5 Going Places

J 296-325

Lesson 25a: Mountains: Surviving on Mt. Everest High frequency words Phonics: Suffixes –less, -ness, -able Vocabulary: Analogies Strategy: Infer/predict Skill: Text and graphic features Genre: Informational text

Lesson 25b: The Big Cleanup Genre: Play Text focus: Stage directions Grammar focus: Preposition and

Students: - read, respond and discuss Mountains: Surviving on

Mt. Everest - use the high frequency words in sentences - use a chart to list the text and graphic features in

the selection - tell about the sequence of events from the story - read, respond and discuss The Big Cleanup - talk about the characters in the play - act out the play - connect to Math: use details from Mountains to

prepositional phrase figure out how many years it was from time Sir Edmund Hillary climbed Mt. Everest to the time Temba did

- write about a bad travel

Dec.

17 28-2 Review for Final Exams


19 12-16

Review of past lessons Movie Review: “Wild” or “Everest”

Students: - use a story map to identify the elements of the

story - write a reaction paper or a review


Fiesta

2. Evaluation

A. Score Assignment

A Paper and Pencil Test Performance Assessment

A Midterm exam A Final exam particulars Full

mar

ks

Passing

Full

mark

s

Passin

g

Full

marks

Passi

ng

Listening 100 80

Speaking 100 80

Reading 100 80

Writing 100 80

Grammar/Vocabulary 100 80

100 80% 100 80% 100 80

ESL 1 In-Class Assessment Schedule

Mth Wk Date Unit Skill Assessment Outline Rubric

Mar.

1 1-4

2 7-11

3 14-18 1

Speaking, Vocabulary, Grammar

Identify and name common objects in the classroom and school

Understand and identify nouns

Short answer questions. One point for each correct

answer (see Speaking Rubric).

Phonics Reading

*Initial a sound * Syllables/ Blends with a * Short a words (CVC-a), Sight words: are, in, up down

Teacher-made worksheets

Each worksheet is 10 items, 1 point each

4 21-25

1 Listening

and Reading

Listen to the recordings and write the correct answers.

Fill in the blanks and matching type questions.

One point for each correct answer (see Listening

Rubric).

2 Phonics Reading

*Initial e sound *Syllables/ Blends with e, Sight word: is * Short e words (CVC-e), Sight word: outside



5 28-1

1 Writing

and Grammar

Identify colors, numbers, and objects in the environment

Use of there is and there are correctly. Understand singular and plural nouns


One point for each correct answer (see Writing

Rubric).

April 2 Phonics Reading

*Initial i and o sound *Syllables/ Blends with i, Sight words: I, see * Short i words (CVC-i), Sight words: we, will, pretty, too, that, did, can



Apr. 6 4-8 3 Phonics Reading

*Initial u sound, Initial Vowel Sounds Review *Syllables/ Blends with o, Sight words: where, are * Short o words (CVC-o), Sight words: all, be, but, come, some, were *Initial consonant/b/and/d/ sounds *Syllables/ Blends with u, Sight words: all, at, be, will



* Short u words (CVC-u), Sight words: and, like

7 11-15 2 Speaking,

Vocabulary Identify different members of the family



8 18-22

2 Writing

and Grammar

Ask and answer the questions “How many” and “Who”



Rubric).

4 Phonics Reading

*Initial consonant/c/and /k/ sounds, *Short a words (CVC-a), sight words: am, what * CVC phrases, sentences, and short stories Sight word: there

Teacher-made worksheets Teacher-made Test

Each worksheet is 10 items, 1 point each 15 items, 1 point each

9 25-29

3 Speaking,

Vocabulary Identify and name different body parts



4 Phonics Reading

*Initial consonant/c/and /k/ sounds *Short e words (CVC-e), sight words: do, have * Long Vowel/ā/ Sound, Sight word: look



May

10 2-6 Midterm Exam

11 9-13

4 Speaking,

Vocabulary

Identify and name different kinds of clothing



6 Phonics Reading

*Initial consonant/h/ sound *Short u words (CVC-u), sight words: do, see, we, what * Long Vowel/ē/ Sound



12 16-20

4 Writing

and Grammar

Understand verbs or actions words and present progressive



Rubric).

6 Phonics Reading

*Initial consonant/l/and/r/ sounds *Short vowel words review * Long Vowel/ī/ Sound



13

23-27

5 Speaking,

Vocabulary

Identify and name different rooms in the house



7 Phonics Reading

*Initial consonant/m/and /n/ sounds * Long Vowel/ā/ Sound, * Long Vowel/ī/ Sound



Jun. 14 30-3 7 Phonics Reading

*Initial consonant/p/and /q/ sound * Long Vowel/ā/ Sound Sight word: look * Long Vowel/ō/ Sound




15 6-10

6 Speaking,

Vocabulary

Identify and name different animals in the farm



8 Phonics Reading

*Initial consonant/s/and /x/, and /z/ sounds * Long Vowel/ā/ Sound Sight word: look * Long Vowel/ō/ Sound



16 13-17

7 Writing

and Grammar

Ask and answer the questions “How old” and “When”



Rubric).

9 Phonics Reading

Review of vowel and consonant sounds, syllables, CVC words, and words with long vowel sounds



Jul.

17 20-24 Final Exam

18-19

27-1

4-7 8

Speaking, Vocabulary, Writing, Grammar

Discuss different toys you use every day Ask and answer the questions with

“Where” Use preposition of location appropriately



Rubric).


1 1-4 1

2 7-11 1

3-4 14-18

21-23 2

Speaking: Informative Listening: Unit 2 Vocabulary: Word List 2 Grammar: Linking verbs

Prepared Speech: BPS pp. 9 Listen for Details:WB Unit 2 Teacher-made Test Teacher-made Test

See attached rubric Book exercises: 1 pt. each 10 items, 1 point each 10 items, 1 point each

5-6 28-1

4-8 2

Reading: Main Idea/Details Writing: Expository/ Subject Predicate Grammar:Subject/Predicate

Teacher-Made Test 25 items, 1 point each See writing rubric

Apr.

7 11-15 3

Speaking: Informative Listening: Unit 3 Vocabulary: Word List 3 Grammar: has to/have to

Prepared Speech: BPSpp. Listen for Details:WB Unit 3 Teacher-made Test Teacher-made Test


8 18-22 3 Reading: Character/Setting Writing: Realistic Fiction Grammar:Subject/Predicate


9 25-29 All Reading, Writing, and Grammar Skills from Units 1-3

Teacher-Made Test 50 items, 1 point each

10 2-6 Midterm Exam

11 9-13 4

Speaking: Informative Listening: Unit 4 Vocabulary: Word List 4 Grammar: can/can’t

Prepared Speech: BPSpp.19 Listen for Details:WB.Unit 4 Teacher-made Test Teacher-made Test


May

12 16-20 4 Reading: Facts and Details Writing: Play Grammar:Kinds of Sentences


June

13 23-27 5

Speaking: Informative Listening: Unit 5 Vocabulary: Word List 5 Grammar: was/were

Prepared Speech: BPSpp.24 Listen for Details:WB .Unit 5 Teacher-made Test Teacher-made Test


14 30-3 5

Reading: Details, Sequence Writing: Improving short sentences Grammar:am/is/are/was/were


15 6-10 6

Speaking: Informative Listening: Unit 6 Vocabulary: Word List 6 Grammar:Verbs of sensation

Prepared Speech:BPS pp. 30 Listen for Details:WB Unit 6 Teacher-made Test Teacher-made Test


June

16 13-17

66

Reading: Cause and Effect Writing: Steps in a Process Grammar:Nouns


17 20-24 Final Exam

18 27-1 7

Speaking: Steps in a Process Listening: Unit 7 Vocabulary: Word List 7 Grammar:Count and Non-count nouns

Prepared Speech:BPS pp. 36 Listen for Details:WB Unit 7 Teacher-made Test Teacher-made Test


19 4-7 8 Reading: Noting details Writing: Descriptive Essay Grammar: Nouns (Mastery)


Jul. 20 19-23 Vacation

Ceremony



Mar.

1 1-4

2 7-11

3 14-18

1 Speaking,

Vocabulary Describe physical appearance, emotions,

and feelings



1 Literature

Vocabulary

Vocabulary: Word List 1, Context Clues Comprehension: Setting, Reality vs. Fantasy

WB exercises Teacher-made Test (Spelling and Vocabulary Test)

Book exercises: 1 point each 20 items, 1 point each

4 21-23

1 Reading,

Grammar, Writing

Compare things and people using comparative adjective Use get + adjectives


One point for each correct answer (see Reading and

Writing Rubric).

1 Grammar,

Writing Reading

Grammar: Fragments and Sentences Writing: Word Choice

WB exercises Teacher-made Test (Comprehension Test)


5 28-1

2 Speaking,

Vocabulary Talk about daily routines, free time

activities, and household chores



1 Literature

Vocabulary

Vocabulary: Word List 2, Compound Words Comprehension: Sequencing Events

WB exercises Teacher-made Test


Apr.

6 4-8 2 Reading,

Grammar, Writing

Use simple present and present progressive for future intentions

Ask and answer the questions with “Who” and “How often”


One point for each correct answer (see Reading and

Writing Rubric).

7 11-15

2 Speaking,

Vocabulary Identify different members of the family



1 Grammar,

Writing Grammar: Subject and Predicate Writing: Voice

WB exercises Teacher-Made Test


8 18-22

2 Writing

and Grammar

Ask and answer the questions “How many” and “Who”



Rubric).

1 Literature

Vocabulary Vocabulary: Word List 3 Comprehension: Sequencing, Visualizing

WB exercises

Book exercises:

Teacher-Made Test 1 point each 20 items, 1 point each

9 25-29

3 Speaking,

Vocabulary Identify and name different body parts



1 Grammar,

Writing Grammar: Statements and Questions Writing: Sentences



May

10 2-6 Midterm Exam

11 9-13

4 Speaking,

Vocabulary

Identify and name different kinds of clothing



1 Literature

Vocabulary Vocabulary: Word List 5 Comprehension: Character and Setting, Story Structure



12 16-20

4 Writing

and Grammar

Understand verbs or actions words and present progressive



Rubric).

1 Grammar,

Writing Grammar: Compound Sentences Writing: Word Choice



13

23-27

5 Speaking,

Vocabulary

Identify and name different rooms in the house



1 Literature

Vocabulary Vocabulary: Word List 6 , Context Clues Comprehension: Main Idea and Details


Book exercises: 1 pt. each 20 items, 1 point each

June

14 30-3 2 Grammar,

Writing Grammar: Common and Proper Pronouns Writing: Organization



15 6-10 6 Speaking,

Vocabulary

Identify and name different animals in the farm



July

2 Literature

Vocabulary Vocabulary: Word List 7 Comprehension: Character, Visualizing



16 13-17

6 Writing

and Grammar

Use simple present and singular/plural contractions (it’s/they’re)



Rubric).

2 Grammar,

Writing Grammar: Singular and Plural Nouns Writing: Sentences



17 20-24 Final Exam

18 27-1

7 Speaking,

Vocabulary

Identify and name different kinds of celebrations (birthdays, Children’s Day,

etc.)



2 Literature

Vocabulary Vocabulary: Word List 8 Comprehension: Main Idea



19 4-7

7 Writing

and Grammar

Ask and answer the questions “How old” and “When”



Rubric).

2 Grammar,

Writing Grammar: Irregular Plural Nouns Writing: Organization



20 19-23 Vacation

Ceremony

B. Scoring Rubric

ESL 1 Listening Rubric

Category Excellent Very good Good Fair Limited

Listening

The student

demonstrates

excellent

listening skill by

answering 100-

90% of the

questions

correctly

The student

demonstrate

s very good

listening skill

by answering

80-70% of

the

questions

correctly

The student

demonstrates

good listening

skill by

answering 60-

50% of the

questions

correctly

The student

demonstrate

s fair

listening skill

by answering

40-30% of

the

questions

correctly

The student

demonstrate

s limited

listening skill

by answering

20-10% of

the

questions

correctly

Grade A B C D E

Points 10-9 pts 8-7 pts 6-5 pts 4-3 pts 2-1 pts

ESL 2 and 3 Listening Rubric Category Poor 0-3 pts Fair 4-6 pts Good 7-8 pts Very Good 9-10

Ability to focus The student was not

able to concentrate

on the listening task

and was easily

distracted and

inattentive.

The student found it

difficult to

concentrate on the

listening task, but

was able to attend

occasionally.

The student was

mostly attentive and

usually able to listen

with good

concentration.

The student was able to

concentrate fully and listen

very attentively throughout

the assessment.

General

understanding

Student did not

understand enough

vocabulary or

information to

answer the

questions.

The student found it

difficult to

concentrate on the

listening task, but

was able to attend

occasionally.

The student showed

a good general

understanding of the

vocabulary and

information, with

most questions

completed.

The student showed a very

good general understanding

of all vocabulary and

information, completing all

the questions.

Listening for

details

Student was unable

to grasp specific

details when

listening, and did not

include them in the

answers.

Although the student

showed a limited

ability to listen for

details, specific

information was

occasionally

included.

The student was able

to include most

specific information

and details in his/her

answers.

The student included all the

specific information and

details in his/her answers.

Accuracy of

answers

The student's

answers were mostly

left out or unrelated

to the information

given.

Although the student

showed a limited

ability to listen for

details, specific

information was

occasionally

included.

Answers were

mostly accurate and

related to the

information given,

with only a few

errors.

The content was always

accurate and related to the

information given.

Grade D C B A

ESL 1 Reading Rubric Category Poor 0-3 pts Fair 4-7 pts Good 8-10 pts Accuracy

(Pronouncing words and

reading sentences

correctly)

Mispronunciation of words

Skipping lines

Substituting words for word on

page

Reversal of letters/words

Does not maintain meaning of

text

Accurately identifies most

words

Reads sentences correctly

most of the time

May make minor miscues but

retains meaning of text

Pronounces all words

correctly

Reads all sentences

correctly

Few to no miscues

Maintains meaning of text

throughout Enunciation (Saying the words clearly,

not mumbling, good rate

of speed)

Mumbling

Reading in "staccato"

Dragging out individual letter

sounds

Working on an alphabetic

"sounding out" level

Saying words clearly without

mumbling

May be at an average rate of

speed

May stumble periodically over

words that student is

unfamiliar with

Enunciates well

Good rate of speed

No mumbling

Speaking very clearly

Alertness to Punctuation

(stopping at a period,

pausing at a comma, rising

at a question mark,

showing excitement in an

exclamation sentence)

Does not stop or pause at

punctuation

Misreads punctuation

Stops at end of sentences but

may not always identify and

read punctuation correctly

May read all or most

punctuation as a period

Very alert to punctuation

Reads with inflection,

excitement, pause, etc.

where appropriate

Smoothness

(reading phrases rather

than word by word, no

pauses unless called for by

punctuation or context

Many pauses

Reading word by word or

letter/sound by letter/sound

Rare pauses

Reading fairly fluently

Can hear sentence separation

Very smooth

Reading phrases and

sentences just as written

Expression

(having good voice

inflection to make the

story interesting and

realistic)

Monotone

Very little to no inflection Some expression during fluent

sentences or predictable

sections

Very expressive and

possibly animated

Makes story interesting

and easy to follow

May use different voices

for different characters

where appropriate Volume

(reading loudly enough to

be heard clearly, holding

the book away from the

face and keeping the head

up)

Volume too loud or too quiet Good volume but holding

book up or hands over

face/mouth

Face clear

Volume good

Speed

(reading at a speed that

allows accuracy,

smoothness, and

expression

Reading very slowly

Significantly slower than

recommended words per

minute for grade level

Reading at an average speed

for words per minute for grade

level

Reading above average for

words per minute for grade

level

Poise

(having confidence in

reading and speaking

before others)

No confidence

Looking at teacher for help

Saying, "I can’t" or "I don't

know"

Reading assuredly but may

waver in confidence on very

difficult words or concepts

Very confident

Does not look to teacher or

others for help or

assurance Comprehension

(showing a good

understanding of the

selection being read by the

ability to answer

questions)

Does not have an

understanding of story line or

text

Cannot recall key events or

concepts from the reading

Understanding of key

concepts/topics

No deep-level understanding

or predictions

Full understanding and

comprehension of key

topics and concepts.

Is able to make predictions

about the text as well as

inferences

Able to make life to text

comparisons Grade C B A

ESL 2-3 Reading Rubric

Category Excellent Very good Good Fair Limited

Reading

Student is able

to understand

written

language

appropriate

to their level

consistently, and

is able to infer

meaning not

implicitly stated.

The student

answers 100-

90% of the

questions

correctly.

Student is able

to understand

written

language

appropriate

to their level

consistently, but

is unable to

infer meaning

not implicitly

stated. The

student answers

80-70% of the

questions

correctly.

Student is

sometimes able

to understand

written language

appropriate to

their level. The

student answers

60-50% of the

questions

correctly.

Student is rarely

able to

understand

written

language

appropriate to

their level,

though some

knowledge of

vocabulary

items is

evident. The

student answers

40-30% of the

questions

correctly.

Student is

unable to

understand

written

language

appropriate

to their level.

Little to no

knowledge of

vocabulary

items is evident.

The student

answers 20-10%

of the questions

correctly.

Grade A B C D E

Points 10-9 pts 8-7 pts 6-5 pts 4-3 pts 2-1 pts

ESL 1 Writing Rubric

Grade D C B A

Points 3-0 pts 6-4 pts 8-7 pts 9-10 pts

Narrative Beginning Developing Accomplished Exemplary

ESL 2-3 Writing Rubric

Grade D C B A

Points 3-0 pts 6-4 pts 8-7 pts 9-10 pts

Narrative Beginning Developing Accomplished Exemplary

ESL 1 Speaking Rubric

Category Poor 0-3 pts Fair 4-6 pts Good 7-8 pts Very Good 9-10 pts

Expresses

Needs

Rarely expresses

needs adequately.

Sometimes

expresses needs

adequately.

Often attempts to

speak English

during classroom

activities.

Always attempts to

speak English during

classroom activities.

Vocabulary Rarely

communicates

message with

appropriate

vocabulary.

Sometimes

communicates

message with

appropriate

vocabulary.

Often

communicates

message with

appropriate

vocabulary.

Always

communicates

message with

appropriate

vocabulary.

Speaks Clearly Is rarely

understood

Is sometimes

understood.

Is often

understood.

Is always

understood.

English Only Rarely attempts to

speak English

during classroom

activities.

Sometimes

attempts to speak

English during

classroom

activities.

Sometimes

attempts to speak

English during

classroom

activities.

Sometimes attempts

to speak English

during classroom

activities.

Grade D C B A

ESL 2-3 Speaking Rubric

Category Poor 0-3 pts Fair 4-6 pts Good 7-8 pts Excellent 9-10

Clarity

All questions and

answers were

awkward and

incomprehensible.

Questions and

answers were

awkward and

incomprehensible

to understand at

times.

Questions or

answers were

awkward at times

but always

understandable.

Questions and

answers were clear

and

comprehensible.

Pronunciation Student's

pronunciation was

incomprehensible.

Student's

pronunciation made

understanding

difficult.

Student's

pronunciation was

understandable

with some error.

Student's

pronunciation was

like a native

speaker.

Fluency Student was unable

to ask or respond to

questions.

Student took a long

time to ask and

respond to

questions.

Students were able

to ask and answer

the questions with

little difficulty.

Students were able

to communicate

clearly with no

difficulty.

Comprehension Student was unable

to comprehend

questions. Questions

The student showed

little

comprehension of

The student

understood most

of what was asked

The student fully

understood the

questions asked and

had to be repeated. questions.

Questions had to be

repeated.

of him/her.

answered correctly.

Content Did not ask

appropriate question

for information, no

response to question.

Ask some

inappropriate

questions for

information or

answered question

with very limited

answers.

Gave appropriate

questions for

survey

information but

responses were

limited in content.

Gave appropriate

questions and good

content in

responses to

questions.

Grade D C B A

4. Teaching Materials

A. Textbook

The followings are the text books and additional references in each grade level.

ESL Textbook Workbook Teacher’s Workbook

1 Backpack 1-2

Journeys 1.1

SRA Schoolhouse

Journeys Practice book 1 Journeys Teacher’s Edition 1

2 Journeys 2.1

Journeys 2.2 Journeys Practice book 2 Journeys Teacher’s Edition 2

3 Journeys 3.1

Journeys 3.2 Journeys Practice book 3 Journeys Teacher’s Edition 3

B. Supplementary materials

The followings are additional recommended books for each level in preparation for their mainstream

classes.

Title Author

Write Source Skills Book 1 Houghton Mifflin Harcourt






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