esl pacing guide grade 3 - pemberton.k12.nj.us pacing guide grade 3 mp units ... 20 days 80 days mp3...
TRANSCRIPT
ESL Pacing Guide
Grade 3
MP Units Unit
TOTAL* Cumulative
TOTAL**
MP1 Unit 1 – Back to School
20 days 20 days
MP1 Unit 2 – People Around Me
20 days 40 days
MP2 Unit 3 – Health and Lifestyle
20 days 60 days
MP2 Unit 4 – My Community
20 days 80 days
MP3 Unit 5 – The World Around Us
20 days 100 days
MP3 Unit 6 – The Natural World
20 days 120 days
MP4 Unit 7 – Heroes and Landmarks
20 days 140 days
MP4 Unit 8 – The Building of America
20 days 160 days
MP1-4 ACCESS for ELLS 2.0 (Assessment) & FLEX Days
20 days 180 days
* Unit Total is inclusive of introduction, instruction, unit assessments, projects, etc. for that particular unit. ** Cumulative Total is a running total, inclusive of prior and current units.
Pemberton Township School District Third Grade ESL
1 | P a g e
Unit Title: Unit 1: Back to School (Spotlight)
Stage 1: Desired Results Standards & Indicators: WIDA
• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies
NJSLS Grade 3 English Language Arts
• RL.3.1 • RL. 3.2 • RL. 3.3 • RL. 3.7 • RI. 3.3 • RI. 3.4 • RI.3.5 • RI. 3.7 • RI. 3.8 • RF. 3.3 • RF. 3.4 • SL 3.1 • SL.3.2 • SL. 3.3 • SL. 3.4 • SL. 3.6 • L.3.1 • L. 3.5 • L. 3.6 • W. 3.2 • W. 3.4 • W. 3.5 • W 3.7
NJSLS Grade 3 Social Studies
• 6.1.P.D.4
NJSLS Grade 3 Mathematics • MP.4
Pemberton Township School District Third Grade ESL
2 | P a g e
Standards & Indicators NJSLS Grade 3 Science
• ESS2 • PS2
NJSLS Visual and Performing Arts
• 1.1.2.B.2 • 1.3.P.B.4 • 1.3.2.D.3
NJSLS 21st Century Life and Careers
• CRP4 • CRP7
Pemberton Township School District Third Grade ESL
3 | P a g e
Central Idea / Enduring Understanding: Students will…
• Identify and describe places and things
• Identify and describe objects
• Identify and describe actions
• Identify and describe people
• Describe feelings
• Identify cause and effect relationships
• Identify qualities of a friend
• Identify story structure
• Retell and relating events
• Describe spatial relations
• Define words in context
• Express likes and dislikes
• Identify sentence structure
• Identify text structure
• Define and explain math related concepts
• Compare and contrast
• Sequence Events
• Hypothesize and speculate
• Evaluate and correct original text
Essential/Guiding Question:
• What do people do in school?
• What are the different places that make up a school?
• What tools do we need in school?
• How can I determine the meaning of a word?
• How do sounds and letters create words?
• What is the author’s purpose? • Why do I write?
• How do I write/communicate clearly?
• How can I use a Thesaurus and/or Dictionary
to improve my reading/writing?
• How do I reflect on a theme, passage, or text?
• How do I use the key vocabulary?
Pemberton Township School District Third Grade ESL
4 | P a g e
Content:
• Theme: Back to School
• Grammar: prepositions, prepositional phrases, definite and Indefinite articles, common and proper nouns, action verbs, state of being verbs
• Vocabulary Development: daily key vocabulary,
using a dictionary
• Oral Language Development: fluency, intonation, pronunciation, rhymes, repeated sounds, onomatopoeia,
• Listening Comprehension: connecting
• Reading Comprehension: drawing conclusions,
sequencing, elements of images, confirming predictions, Character, setting, plot, theme, structure, number sentence
• Writing Strategies: opinion writing, paragraphs,
topic sentence, indent, support
• Literary Response: reflect, summarize
• Phonemic Awareness: beginning blends
Skills(Objectives):
• Predict
• Sequence/Retell
• Compare/Contrast
• Drawing Conclusions
• Story Structure
• Summarize
• Read Aloud with Fluency, Rhythm, and Pace.
• Alphabetical Order
• Character Traits
• Author’s Purpose
• Revise and Edit Paragraphs
• Sentence and Paragraph Structure
• Hypothesizing
Pemberton Township School District Third Grade ESL
5 | P a g e
Stage 2: Assessment Evidence Performance Task(s):
• Echo Read
• Personal Response Entries
• Graphic Organizers: prediction chart, four column chart, three column blending chart, main idea and details graphic organizer, two column School Workers Chart, 2 column Primary and Secondary color chart, Schools Venn Diagram.
• Oral Responses: Location Explanation,
Connecting
• Checking: Respond to critical thinking questions and check the text for details to support it.
• Focusing: capital letter editing, indefinite
articles
• Reflecting: character choices
• Applying: writing tasks about maps of the school, specific and general names, likes and dislikes
• Writing Paragraphs: independent topics,
scientific method, comparing and contrasting schools.
Other Evidence:
• Student Practice Books
• Student Writing Samples
• Unit Test
• Final Project – Essay on school
• Oral Presentation of Published Works
Pemberton Township School District Third Grade ESL
6 | P a g e
Stage 3: Learning Plan Learning Opportunities/Strategies: Lesson 1
• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to Back to School
Lesson 2
• Frontload Vocabulary – Display and Introduce key vocabulary.
• Let’s Predict – Using a Prediction Chart graphic
organizer, students predict what the story is going to be about.
• Shared Read: Amir’s New School – Discuss
questions to develop comprehension and language skills and confirm/alter predictions.
• Beyond Words – Students complete a four column graphic organizer about characters, setting, situation, and vocabulary.
Lesson 3
• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.
• Sound It Out – Students complete a Three
Column graphic organizer to list words with the following beginning blends: fr, pr, tr.
Resources:
• Thematic Library Book – Jake’s Helpful Notebook
• School Photo Cards • Student Book pg. 8-9 and TE pg. 8
• School Photo Cards • Student Book pg. 10-11 and TE. pg. 10a
• Prediction Chart Graphic Organizer • Amir’s New School by April Pulley • Student Book pg. 10-19 and TE pg. 10a&b
• Amir’s New School by April Pulley • Student Book pg. 11-19 and TE pg. 11-19
• Four Column Graphic Organizer • Student Book pg. 10-11 and TE pg. 10
• Audio CD Track 2 • Student Book pg. 10 and TE pg. 20
• Three Column Graphic Organizer • TE pg. 21
Pemberton Township School District Third Grade ESL
7 | P a g e
Learning Opportunities/Strategies: Lesson 4
• Group Reading – Students reread Amir’s New School as a group and then in pairs.
• Summarizing – Students use a Three Column
graphic organizer (Beginning, Middle, End) to create a summary of Amir’s New School.
Lesson 5
• Build Background – Students work in groups to write directions to get to a specific location in the school.
• Connecting – Students listen to audio and make
connections between the story and the map of the school.
• Applying – Draw and label a map of their
school. Lesson 6
• Building Background – Students discuss the location, month, and weather for when each student was born in order to relate it back to the unit.
• Connecting – Students listen to audio and make connections across about time and weather.
• Focusing – Students correct capitalization errors.
• Vocabulary Review – Students brainstorm specific names and apply a general name to the specific name.
Resources:
• Audio CD Track 2 • Student Book pg. 21 and TE pg. 21a
• Three Column Graphic Organizer • Student Book pg. 21 and TE pg. 21a
• School Map
• Audio CD Track 3 • Student Book pg. 22 and TE pg. 22
• Student Book pg. 22-23 and TE pg. 22a • Completed Map
• Earth Photo Cards • TE pg. 24
• Audio CD Track 4 • Student Book pg. 24 and TE pg. 24
• Student Book pg. 25 and TE pg. 25
• TE pg. 24a
Pemberton Township School District Third Grade ESL
8 | P a g e
Learning Opportunities/Strategies: Lesson 7
• Build Background- Discuss how activity photo cards relate to the primary reading and unit theme.
• Connecting- Students read the text independently then work in groups to connect key vocabulary with a paragraph on Amir’s favorite class.
• Vocabulary Review-Students will assign an indefinite or definite article to key vocabulary.
Lesson 8 • Access Prior Knowledge- Students review the
key components of a paragraph.
• Paragraphs- Read, dissect, and write paragraphs using structure and key vocabulary.
Lesson 9 • Frontload Vocabulary- Review verb key
vocabulary in sentences.
• Action Verbs and the Verb to be- Copy and complete questions about state of being and action verbs.
Resources:
• School photo Cards • TE pg. 26
• Student Book pg.26 and TE pg.26
• TE pg. 26a
• TE pg. 28
• Student Book pg. 28 and TE pg. 28
• TE pg. 30
• Student Book pg. 30-31 and TE pg. 30
Pemberton Township School District Third Grade ESL
9 | P a g e
Learning Opportunities/Strategies: Lesson 10
• Frontload Vocabulary – Students work in pairs to copy and spell key vocabulary.
• Properties of Addition and Subtraction – Students work in pairs to read number sentences and complete fact families.
• Vocabulary Review – Students develop and read fact families.
Lesson 11
• Frontload Vocabulary – Display and introduce students to key vocabulary.
• The School Community – Students use text to match school workers and activities through riddles. Students complete a two-column chart about school worker job descriptions.
• Vocabulary Review – Writer’s Response: How do school workers affect their daily schedules and what would happen if they did not come to school every day?
Lesson 12 • Frontload Vocabulary – Students choral read
the key vocabulary
• The Scientific Method – Students label and match the steps of the scientific method.
• Vocabulary Review – Using the scientific method, students write a plan to figure out if a pen or pencil will fall faster.
Resources:
• TE pg. 32
• Student Book pg. 32-33 and TE pg. 32
• TE pg. 33
• School photo cards • TE pg. 34
• Two-Column Chart • Student Book pg. 34-35 and TE pg. 34
• TE pg.35
• TE pg. 36
• Student Book pg. 36-37 and TE pg. 36
• TE pg. 37
Pemberton Township School District Third Grade ESL
10 | P a g e
Learning Opportunities/Strategies: Lesson 13
• Frontload Vocabulary – Students use a dictionary to define music key vocabulary.
• The Days Come and Go – Students listen to
audio and make connections with their own school day.
• Vocabulary Review – Students listen to audio to find the beat and rhythm of the song.
Lesson 14
• Frontload Vocabulary – Students identify each new key vocabulary word
• Primary and Secondary Colors – Students
create color spinners to help identify primary and secondary colors.
• Vocabulary Review – Using a two-column chart, students identify school supplies that have primary or secondary colors.
Lesson 15 • United States Schools – Students compare and
contrast schools from another country and a school in the United States using a Venn Diagram.
• Published Work – Students revise their Venn Diagrams and convert it into a paragraph to orally present to the class.
Resources:
• TE pg. 38
• Audio CD Track 6 • Student Book pg. 38 and TE pg. 38.
• Audio CD Track 6 • TE pg. 38a
• School Photo Cards • TE pg. 39a
• Student Book pg. 39 and TE pg. 39a
• Two-column graphic organizer • School Photo Cards • TE pg. 39
• Venn Diagram • Student Book pg. 40 and TE pg. 40
• Venn Diagram • TE pg. 40a
Pemberton Township School District Third Grade ESL
11 | P a g e
Learning Opportunities/Strategies: Lesson 16
• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 1 skills on the checklist.
• Your Paragraphs – Using the main idea and details graphic organizer, students will draft, revise, and edit an essay on school.
• Writing Fair – Students present finished projects to the class.
Resources:
• Unit 1 Checklist • TE pg. 41a
• Student paragraphs • Student Book pg. 41 and TE pg. 41a
• TE pg. 41c
Pemberton Township School District Third Grade ESL
12 | P a g e
Differentiation Advanced Intermediate Beginner Newcomer
• Individual
presentations
• Lead group discussions
• Independent
reading and research
• Graphic
Organizers
• Open-ended questioning
• Write multiple
paragraphs with consistent spelling, grammar, and punctuation
• Develop
confidence with the writing process
• Group
presentations
• Group discussions
• Guided and independent reading and research
• Graphic Organizers
• Multiple choice and
open-ended questioning
• Repeated practice
with key vocabulary
• Write one paragraph with consistent spelling, grammar, and punctuation
• Guided and
independent practice with the writing process
• Rhymes, songs,
games, and dramatizations
• Questions with a
one or two word oral response
• Opportunities to
speak with key vocabulary
• Print-rich
environment
• Portable word wall
• Small group instruction and partner work with key and abstract vocabulary
• Teacher support with directions
• Visual aids, realia,
and manipulatives
• Draw and talk aloud to develop writing ideas
• Use of sentence
frames to jumpstart writing
• Rhymes, songs,
games, and pantomime using gestures and facial expressions
• Questions with a
yes or no oral response
• Opportunities to
listen to and repeat key vocabulary
• Print-rich
environment with visual cues
• Portable word wall with visual cues
• Small group
instruction with letter/sound acquisition
• Visual aids, realia, and manipulatives
• Small group reading instruction using repetitive text with picture support
• Draw to develop
writing ideas
Pemberton Township School District Third Grade ESL
1 | P a g e
Unit Title: Unit 2: People Around Me (Spotlight)
Stage 1: Desired Results Standards & Indicators: WIDA:
• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies
NJSLS Grade 3 English Language Arts
• RL.3.1 • RL. 3.2 • RL. 3.3 • RL. 3.5 • RL. 3.7 • RI. 3.1 • RI. 3.2 • RI. 3.4 • RI. 3.10 • RF. 3.3 • RF. 3.4 • SL. 3.3 • SL. 3.6 • L.3.1 • L. 3.5 • W. 3.2 • W. 3.4 • W. 3.5 • W. 3.8 • W. 3.10
NJSLS Grade 3 Social Studies
• 6.1.P.D.1 • 6.1.P.D.4
NJSLS Grade 3 Mathematics
• MP.4
Pemberton Township School District Third Grade ESL
2 | P a g e
Standards & Indicators: NJSLS Grade 3 Science
• ESS2
NJSLS Visual and Performing Arts • 1.1.2.B.2 • 1.1.2.D.2
NJSLS 21st Century Life and Careers
• CRP1 • CRP5
Pemberton Township School District Third Grade ESL
3 | P a g e
Central Idea / Enduring Understanding: Students will…
• Identify and describe family members
• Define types of family
• Identify People and places
• Describe appearance
• Identify characteristics
• Describe actions
• Describe relationships
• Identify characters
• Describe problems and solutions
• Identify Qualities of a friend
• Describe articles of clothing
• Describe daily routines
• Describe places and things
• Identify story structure
• Define words in context
• Identify parts of the body and their uses
• Explain math related concepts
• Identify money
• Describe resources
• Describe art
Essential/Guiding Question:
• How do people describe their appearance?
• What clothes do peoples wear?
• Who are the members of a family unit?
• Who are the most important people in my life?
• How can I determine the meaning of a word?
• How do sounds and letters create words?
• What is the author’s purpose? • Why do I write?
• How do I write/communicate clearly?
• Why do the rules of language matter?
• How do I use technology (PC, iPad etc.) to
help me with my project?
• How do I effectively use a variety of sources for my research?
• How can I use Thesaurus and/or a Dictionary
to improve my reading/writing?
• How can I connect the text to my real life?
• How do I apply the skills and strategies in reading and/or writing?
Pemberton Township School District Third Grade ESL
4 | P a g e
Central Idea / Enduring Understanding:
• Compare and contrast elements of art
• Sequence Events
• Summarize
• Hypothesize and speculate
• Evaluate and correct original text
Essential/Guiding Question:
• How do I reflect on a theme, passage, or text?
Pemberton Township School District Third Grade ESL
5 | P a g e
Content:
• Theme: People Around Me
• Grammar: phonetic spelling, pronouns, adjectives, adverbs, parts of speech
• Vocabulary Development: family tree, daily key
vocabulary, using a dictionary
• Oral Language Development: riddles, class surveys, fluency, intonation, pronunciation, beginning sounds
• Listening Comprehension: connecting
• Reading Comprehension: realistic fiction,
sequencing, elements of images, confirming predictions, make inferences, author’s point of view, plot, character, setting, plot, theme, structure, problem, solution, word problems
• Writing Strategies: descriptive writing,
proofread
• Literary Response: reflect, summarize, beyond words
• Phonemic Awareness: beginning sounds
Skills(Objectives):
• Predict
• Make Inferences
• Sequence/Retell
• Chain of Events
• Compare/Contrast
• Summarize
• Story Structure
• Character Traits
• Physical Traits
• Author’s Point of View
• Revise and Edit Descriptive Paragraphs
• Sentence and Paragraph Structure
• Problem/Solution
• Cause/Effect
• Parts of Speech
• Mathematic Word Problems
Pemberton Township School District Third Grade ESL
6 | P a g e
Stage 2: A Stage 2: Assessment Evidence
Performance Task(s):
• Echo Read
• Personal Response Entries
• Graphic Organizers: prediction chart, four-column graphic organizer, sequence/chain of events graphic organizer, three-column graphic organizer on problem and solution, main idea and details graphic organizer, family tree, family interview
• Oral Responses: class survey, Matching Family
Members, All Kinds of Families, Explanation, Connecting
• Checking: Respond to critical thinking questions
and check the text for details to support it
• Focusing: pronouns, adding adjectives, adverbs
• Reflecting: relating to the story
• Applying: riddles, adjectives, daily routines
• Writing Paragraphs: opinion writing, descriptive writing, student preferences, revising and editing paragraphs, beyond words
Other Evidence:
• Student Practice Books
• Student Writing Samples
• Unit Test
• Final Project – Essay on Family
• Oral Presentation of Published Works
Pemberton Township School District Third Grade ESL
7 | P a g e
Stage 3: Learning Plan Learning Opportunities/Strategies: Lesson 1
• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to People Around You
Lesson 2
• Frontload Vocabulary – Display and Introduce key vocabulary.
• Let’s Predict – Using a Prediction Chart graphic
organizer, students predict what the story is going to be about.
• Shared Read – Using The World’s Greatest
Sandwich, students discuss questions to develop comprehension and language skills and confirm/alter predictions.
• Beyond Words – Students complete a Four-Column graphic organizer about characters, setting, situation, and vocabulary.
• What’s the Problem – Students complete a sequence/chain of events graphic organizer on the plot of the story.
Lesson 3
• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.
• Sound It Out – Students complete a four
Column graphic organizer to list words with the following beginning sounds: b,c,f,l,p,s,t.
Resources:
• Thematic Library Book – My Grandpa • People Photo Cards • Student Book pg. 42-43 and TE pg. 42-43
• People Photo Cards • TE. pg. 44a
• Prediction Chart Graphic Organizer • The World’s Greatest Sandwich by Kathleen
Muldoon • Student Book pg. 44 and TE pg. 44b
• The World’s Greatest Sandwich by Kathleen
Muldoon • Student Book pg. 44-53 and TE pg. 44b-53
• Four Column Graphic Organizer • Student Book pg. 44-45 and TE pg. 44
• Sequence/Chain of Events Graphic Organizer • TE pg. 53
• Audio CD Track 8 • Student Book pg. 44-53 and TE pg. 54
• Four Column Graphic Organizer • TE pg. 54a
Pemberton Township School District Third Grade ESL
8 | P a g e
Learning Opportunities/Strategies: Lesson 4
• Group Reading – Students reread The World’s Greatest Sandwich as a group and then in pairs.
• Summarizing – Students use a Three Column graphic organizer (Problem and Solution) to create a summary of Amir’s New School.
Lesson 5
• Build Background – Using people photo cards, students work in groups to connect primary reading to unit theme.
• Connecting – Students listen to audio and make
connections between the story and images of students.
• Applying – Students create riddles to read to
their classmates about the key vocabulary. Lesson 6
• Building Background – Discuss the feeling photo cards and why someone would exhibit those feelings.
• Connecting – Students listen to audio and make connections across about family descriptions.
• Focusing – Students add adjectives to sentences.
• Applying – Students use adjectives to write a paragraph about their family.
Resources:
• Audio CD Track 8 • The World’s Greatest Sandwich by Kathleen
Muldoon • Student Book pg. 44-53 and TE pg. 55a
• Three Column Graphic Organizer • Student Book pg. 55 and TE pg. 55a
• People photo cards
• Audio CD Track 9 • Student Book pg. 56 and TE pg. 56
• Student Book pg. 57 and TE pg. 56a
• People Photo Cards • TE pg. 58
• Audio CD Track 10 • Student Book pg., 58 and TE pg.58
• Student Book pg. 59 and TE pg. 59
• Student Book pg. 59 and TE pg.58a
Pemberton Township School District Third Grade ESL
9 | P a g e
Learning Opportunities/Strategies: Lesson 7
• Build Background – Discuss how home photo cards relate to the primary reading and unit theme.
• Connecting – Students read the text independently then work in groups to connect key vocabulary with a paragraph on Timmy’s friends.
• Applying – Students complete a paragraph on their preferences for a typical school day.
• Vocabulary Review – Students use a 4-Column Chart to write about and discuss actions completed always, often, sometimes, and never.
Lesson 8 • Access Prior Knowledge – Students review the
key components of descriptive writing using adjectives and adverbs.
• Descriptive Writing – Students Read, dissect, and write descriptive paragraphs using structure and key vocabulary using Main Idea and Details Graphic Organizer.
Lesson 9 • Frontload Vocabulary – Students write
definitions and look up definitions of Key Vocabulary.
• Parts of Speech – Copy and complete questions
about parts of speech.
Resources:
• Home photo Cards • TE pg. 60
• Student Book pg.60 and TE pg.60
• TE pg. 60a
• 4-Column Chart • TE pg. 60a
• TE pg. 62
• Main Idea and Details Graphic Organizer • Student Book pg. 62 and TE pg. 62
• TE pg. 64
• Student Book pg. 64-65 and TE pg. 64
Pemberton Township School District Third Grade ESL
10 | P a g e
Learning Opportunities/Strategies: Lesson 10
• Frontload Vocabulary – Students work in pairs to copy and spell key vocabulary.
• Money – Students work in pairs to solve word problems using money key vocabulary.
• Vocabulary Review – Students develop and read monetary values.
Lesson 11
• Frontload Vocabulary – Display and introduce key vocabulary.
• Family Members – Students connect text with their own family tree.
• Vocabulary Review – Students write family
members from the family tree on index cards. Their partner must match the key vocabulary to the person in their partner’s family tree.
Lesson 12 • Frontload Vocabulary – Students choral read
the key vocabulary.
• Resources and Conservation – Label and match the renewable and nonrenewable resources.
• Vocabulary Review – Using the key vocabulary, separate materials based on if they can be recycled or reused.
Resources:
• Money Photo cards • TE pg. 66
• Student Book pg. 66-67 and TE pg. 66
• TE pg. 66
• TE pg. 68
• Family Tree • Student Book pg. 68-69 and TE pg. 68
• TE pg. 69
• TE pg. 70
• Student Book pg. 70-71 and TE pg. 70
• TE pg. 71
Pemberton Township School District Third Grade ESL
11 | P a g e
Learning Opportunities/Strategies: Lesson 13
• Frontload Vocabulary – Students use a dictionary to define music key vocabulary.
• Do your ears hang low? – Students listen to
audio and make connections with their own school day.
• Vocabulary Review – Students listen to audio to
sing a song as a duet, in groups, and in a round. Lesson 14
• Frontload Vocabulary – Students identify each new key vocabulary word.
• Drawing Portraits – Students create a self-
portrait using techniques learned about in the key vocabulary.
• Vocabulary Review – Students compare and contrast their self-portrait with the portraits provided in the text.
Lesson 15 • Access Prior Knowledge – Using TPS, students
compare and contrast their knowledge of families in other countries.
• All Kinds of Families – Based on home interviews, students orally compare similarities and differences between their families and the families of their classmates.
• Published Work – Students convert their interviews and their comparisons with other families into paragraphs.
Resources:
• People Photo Cards • TE pg. 72
• Audio CD Track 12 • Student Book pg. 72 and TE pg. 72
• Audio CD Track 12 • TE pg. 72a
• People Photo Cards • TE pg. 73a
• Student Book pg. 73 and TE pg. 73a
• People Photo Cards • TE pg. 73
• TE pg. 74
• Student Book pg. 74 and TE pg. 74
• Family Interview • TE pg. 75
Pemberton Township School District Third Grade ESL
12 | P a g e
Learning Opportunities/Strategies: Lesson 16
• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 2 skills on the checklist.
• Your Descriptive Writing – Using the main idea and details graphic organizer, students will draft, revise, and edit an essay on friends and family.
• Writing Fair – Students present their finished projects to the class.
Resources:
• Unit 2 Checklist • TE pg. 75a
• Main Idea and Details Graphic Organizer • Student Book pg. 75 and TE pg. 75 a
• TE pg. 75
Pemberton Township School District Third Grade ESL
13 | P a g e
Differentiation Advanced Intermediate Beginner Newcomer
• Individual
presentations
• Lead group discussions
• Independent
reading and research
• Graphic
Organizers
• Open-ended questioning
• Write multiple
paragraphs with consistent spelling, grammar, and punctuation
• Develop
confidence with the writing process
• Group
presentations
• Group discussions
• Guided and independent reading and research
• Graphic Organizers
• Multiple choice and
open-ended questioning
• Repeated practice
with key vocabulary
• Write one paragraph with consistent spelling, grammar, and punctuation
• Guided and
independent practice with the writing process
• Rhymes, songs,
games, and dramatizations
• Questions with a
one or two word oral response
• Opportunities to
speak with key vocabulary
• Print-rich
environment
• Portable word wall
• Small group instruction and partner work with key and abstract vocabulary
• Teacher support with directions
• Visual aids, realia,
and manipulatives
• Draw and talk aloud to develop writing ideas
• Use of sentence
frames to jumpstart writing
• Rhymes, songs,
games, and pantomime using gestures and facial expressions
• Questions with a
yes or no oral response
• Opportunities to
listen to and repeat key vocabulary
• Print-rich
environment with visual cues
• Portable word wall with visual cues
• Small group
instruction with letter/sound acquisition
• Visual aids, realia, and manipulatives
• Small group reading instruction using repetitive text with picture support
• Draw to develop
writing ideas
Pemberton Township School District Third Grade ESL
1 | P a g e
Unit Title: Unit 3: Health and Lifestyle (Spotlight)
Stage 1: Desired Results
Standards & Indicators: WIDA:
1‐Social and Instructional Language
2‐The Language of Language Arts
3‐The Language of Mathematics
4‐The Language of Science
5‐The Language of Social Studies
NJSLS Grade 3 English Language Arts
RI. 3.1
RI. 3.2
RI.3.3
RI.3.4
RI. 3.5
RI. 3.7
RI. 3.10
RF. 3.3
RF. 3.4
SL 3.1
SL.3.2
SL. 3.4
SL. 3.6
L.3.4
L. 3.5
W. 3.4
W 3.7
NJSLS Grade 3 Social Studies
6.1.4.C.1
6.1.4.C.4
NJSLS Grade 3 Mathematics
NF. 3
2016 NJSLS Grade 3 Science
ESS2
Pemberton Township School District Third Grade ESL
2 | P a g e
Standards & Indicators: NJSLS Visual and Performing Arts
1.1.2.B.4
1.1.2.D.1
NJSLS 21st Century Life and Careers
CRP3
CRP5
Pemberton Township School District Third Grade ESL
3 | P a g e
Central Idea / Enduring Understanding:
Describe actions
Describe people, places, things, and temporal relations
Identify cause and effect relationships
Make predictions and draw conclusions
Hypothesize and speculate
Sequence events
Express likes and dislikes
Retell and relate to events
Define words in context
Explain how things work
Express and support opinions
Define and explain math‐related concepts
Describe states of matter
Describe elements or music and lyrics
Compare and contrast elements of art
Identify art forms
Describe personal experiences
Compare and contrast
Evaluate and correct original text
Essential/Guiding Question:
How do our lifestyle choices affect our bodies?
What foods do we need to eat for a balanced diet?
Author’s Choice: Why does it matter?
How do sounds and letters create words?
How do I use what I know to figure out what I don’t know?
How do I write/communicate clearly?
Why do the rules of language matter?
How do I use technology (PC, iPad etc.) to help me with my project?
How can I use Thesaurus and/or Dictionary to improve my reading/writing?
How can I connect the text to my real life?
How do I apply the skills and strategies in reading and/or writing?
How do I use the key vocabulary?
How do I use prior knowledge about a topic?
When a sentence does not make sense, what can I do?
Pemberton Township School District Third Grade ESL
4 | P a g e
Content:
Theme: Health and Lifestyle
Grammar: synonyms and antonyms, homophones and homographs, compound words, subject‐verb agreement
Vocabulary Development: daily key vocabulary, using a dictionary, flashcards
Oral Language Development: same or opposites, fluency, intonation, pronunciation
Listening Comprehension: connecting
Reading Comprehension: inferencing, main idea and details, cause and effect, drawing conclusions, sequencing, confirming predictions, Character, setting, plot, theme, structure, fraction word problems
Writing Strategies: how‐to articles, writer’s process
Literary Response: reflect, summarize, act it out
Phonemic Awareness: long e sounds
Skills(Objectives):
Predict
Making Inferences
Fantasy or Reality
Cause/Effect
Main Ideas and Details
Compare/Contrast
Draw Conclusions
Sequence
Summarize
Author’s Purpose
Revise and Edit Paragraphs
Sentence and Paragraph Structure
How‐To Article
Pemberton Township School District Third Grade ESL
5 | P a g e
Stage 2: Assessment Evidence
Performance Task(s):
Echo Read
Personal Response Entries
Graphic Organizers: Three‐Column Graphic Organizer, Sequence/Chain of Events Graphic Organizer, prediction chart, main idea and details graphic organizer
Oral Responses: menu creation, opposites, connecting
Checking: Response to critical thinking questions and check the text for details to support it
Focusing: synonyms/antonyms, homophones, compound words
Reflecting: food choices
Applying: writing tasks about their daily routine, healthy diets, chart on healthy vs. unhealthy
Writing Paragraphs: daily routines, healthy diets, How‐to writing, revising
Other Evidence:
Student Practice Books
Student Writing Samples
Unit Test
Final Project – How‐To Article
Oral Presentation of Published Works
Pemberton Township School District Third Grade ESL
6 | P a g e
Stage 3: Learning Plan
Learning Opportunities/Strategies: Lesson 1
Thematic Introduction – Using the thematic book, access prior knowledge as it relates to Health and Lifestyle
Menu Creation – Students orally create menus for each meal of the day
Lesson 2
Frontload Vocabulary – Display and Introduce key vocabulary.
Predicting – Using a Prediction Chart graphic organizer, students predict what the story is going to be about.
Shared Read – The Pyramid of Choices – Students discuss questions to develop comprehension and language skills and confirm/alter predictions.
It’s All in the Details – Students complete main idea and details graphic organizer to identify the author’s purpose.
Lesson 3
Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.
Sound It Out – Students identify vowel teams that create the long e sound.
Resources:
Thematic Library Book – Fuel to Win
Audio CD Track 13
Student Book pg. 76‐77 and TE pg. 76
Health photo cards
TE pg. 77
Health Photo Cards
Student Book pg. 78 and TE. pg. 78a
Prediction Chart Graphic Organizer
The Pyramid of Choices by Andreina Borges
Student Book pg. 78 and TE pg. 78a
The Pyramid of Choices by Andreina Borges
Student Book pg. 79‐87 and TE pg. 78b‐87
Main Idea and Details Graphic Organizer
Student Book pg. 79‐87 and TE pg. 87a
Audio CD Track 14
Student Book pg. 78‐87 and TE pg. 88
TE pg. 88a
Pemberton Township School District Third Grade ESL
7 | P a g e
Learning Opportunities/Strategies: Lesson 4
Group Reading – Students reread The Pyramid of Choices as a group and then in pairs.
Summarizing – Students use a Cluster graphic organizer (Beginning, Middle, End) to create a summary of food groups.
Lesson 5
Build Background – Students work in groups to find opposite meaning words from key vocabulary.
Connecting – Students listen to audio and make connections between the story and the images of exercise.
Applying – Students write a paragraph about their daily routines.
Lesson 6
Building Background – Students discuss the correlation between the text and the health photo cards
Connecting – Students listen to audio and make connections across texts about nutrition.
Focusing – Students complete sentences with homophones.
Applying – Students write a paragraph about a healthy diet.
Vocabulary Review – Students create flashcards for key vocabulary.
Resources:
Audio CD Track 14
Student Book pg. 78‐87 and TE pg. 89a
Cluster Graphic Organizer
Student Book pg. 89 and TE pg. 89a
People Photo Cards
Audio CD Track 15
Student Book pg. 90 and TE pg. 90
Student Book pg. 91 and TE pg. 91a
Health Photo Cards
TE pg. 92
Audio CD Track 16
Student Book pg. 92 and TE pg.92
Student Book pg. 93 and TE pg. 93
Student Book pg. 93 and TE pg. 92a
TE pg. 92a
Pemberton Township School District Third Grade ESL
8 | P a g e
Learning Opportunities/Strategies: Lesson 7
Build Background – Students discuss how health photo cards relate to the primary reading and unit theme.
Connecting – Students read the text independently then work in groups to connect key vocabulary with a poster on healthy eating.
Focusing – Students identify compound words in the text.
Vocabulary Review – Students will assign an indefinite or definite article to key vocabulary.
Lesson 8
Access Prior Knowledge – Students review the key components of a recipe.
How‐to Article – Students read, dissect, and write a recipe using structure and key vocabulary.
Lesson 9
Frontload Vocabulary – Students review verb key vocabulary in sentences.
Subject‐Verb Agreement – Students copy and complete questions about subject‐verb agreement.
Revising – Students revise recipes for subject‐verb agreement.
Resources:
Health photo Cards
TE pg. 94
Student Book pg.94 and TE pg.94
Student Book pg. 95 and TE pg. 95
TE pg. 26a
TE pg. 96
Student Book pg. 96 and TE pg. 96
Health Photo Cards
TE pg. 98
Student Book pg. 98‐99 and TE pg. 98
Student Book pg. 99 and TE pg. 98
Pemberton Township School District Third Grade ESL
9 | P a g e
Learning Opportunities/Strategies: Lesson 10
Frontload Vocabulary – Students work in pairs to choral read and illustrate key vocabulary.
Fractions – Students work in pairs to complete fraction word problems.
Vocabulary Review – Students create fractions using realia.
Lesson 11
Frontload Vocabulary – Display and introduce students to key vocabulary.
Imports and Exports – Students work with partners to complete questions on importing and exporting goods.
Vocabulary Review – Writer’s Response: How are goods bought and sold?
Lesson 12
Frontload Vocabulary – Students classify Earth photo cards as solid, liquid, or gas.
States of Matter – Students label and match items as a state of solid, liquid, and gas.
Vocabulary Review – Students play a game about the definition of weather forms.
Resources:
TE pg. 100
Student Book pg. 100‐101 and TE pg. 100
TE pg. 101
TE pg. 102
Student Book pg. 102‐103 and TE pg. 102
TE pg.103
Earth Photo Cards
TE pg. 104
Student Book pg. 104‐105 and TE pg. 104
TE pg. 105
Pemberton Township School District Third Grade ESL
10 | P a g e
Learning Opportunities/Strategies: Lesson 13
Frontload Vocabulary – Students use a dictionary to define music key vocabulary.
Healthy Food for You – Students listen to audio and make connections with healthy food choices.
Vocabulary Review – Students identify key words in definitions for musical instrument families.
Lesson 14
Frontload Vocabulary – Students identify supplies needed to draw a picture of each photo card.
Drawing a Still Life – Students create a still life drawing of healthy food.
Vocabulary Review – Students choose key vocabulary words and describe how they would arrange them to do a still life portrait.
Lesson 15
Access Prior Knowledge – Students share results from family interviews on food.
The Horn of Plenty – Students complete a 3‐Column graphic organizer on food they enjoy from other countries and America.
Published Work – Students revise their Three‐Column graphic organizer and present its contents to the class.
Resources:
Music Photo Cards
TE pg. 106
Audio CD Track 18
Student Book pg. 106 and TE pg. 106
TE pg. 106a
Health Photo Cards
TE pg. 107a
Student Book pg. 107 and TE pg. 107a
Health Photo Cards
TE pg. 107‐107a
Family Interview
TE pg. 108
Three‐Column Graphic Organizer
Student Book pg. 108 and TE pg. 108
Three‐Column Graphic Organizer
TE pg. 109
Pemberton Township School District Third Grade ESL
11 | P a g e
Learning Opportunities/Strategies: Lesson 16
Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 1 skills on the checklist.
Your How‐To Article – Using the sequence/chain of events graphic organizer, students will write an essay using the writing process.
Writing Fair – Students present finished projects to the class.
Resources:
Unit 3 Checklist
TE pg. 109a
Sequence/Chain of Events Graphic Organizer.
Student Book pg.109 and TE pg. 109a
TE pg. 109c
Pemberton Township School District Third Grade ESL
12 | P a g e
Differentiation
Advanced Intermediate Beginner Newcomer
Individual presentations
Lead group discussions
Independent reading and research
Graphic Organizers
Open‐ended questioning
Write multiple paragraphs with consistent spelling, grammar, and punctuation
Develop confidence with the writing process
Group presentations
Group discussions
Guided and independent reading and research
Graphic Organizers
Multiple choice and open‐ended questioning
Repeated practice with key vocabulary
Write one paragraph with consistent spelling, grammar, and punctuation
Guided and independent practice with the writing process
Rhymes, songs, games, and dramatizations
Questions with a one or two word oral response
Opportunities to speak with key vocabulary
Print‐rich environment
Portable word wall
Small group instruction and partner work with key and abstract vocabulary
Teacher support with directions
Visual aids, realia, and manipulatives
Draw and talk aloud to develop writing ideas
Use of sentence frames to jumpstart writing
Rhymes, songs, games, and pantomime using gestures and facial expressions
Questions with a yes or no oral response
Opportunities to listen to and repeat key vocabulary
Print‐rich environment with visual cues
Portable word wall with visual cues
Small group instruction with letter/sound acquisition
Visual aids, realia, and manipulatives
Small group reading instruction using repetitive text with picture support
Draw to develop writing ideas
Pemberton Township School District Third Grade ESL
1 | P a g e
Unit Title: Unit 4: My Community (Spotlight)
Stage 1: Desired Results Standards & Indicators: WIDA:
• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies
NJSLS Grade 3 English Language Arts
• RL.3.1 • RL. 3.3 • RL. 3.4 • RL. 3.7 • RI. 3.1 • RI.3.2 • RI. 3.4 • RI.3.6 • RI. 3.8 • RF. 3.3 • RF. 3.4 • SL 3.1 • SL. 3.3 • SL. 3.4 • SL. 3.6 • L.3.1 • L.3.2 • L.3.3 • L. 3.4 • L. 3.6 • W. 3.1 • W. 3.5 • W.3.7 • W 3.10
Pemberton Township School District Third Grade ESL
2 | P a g e
Standards & Indicators: NJSLS Grade 3 Social Studies
• 6.1.4.A.1 • 6.1.4.A.4 • 6.1.4.A.5
NJSLS Grade 3 Mathematics
• MD.3
NJSLS Visual and Performing Arts • 1.3.P.B.4 • 1.3.2.D.3
NJSLS 21st Century Life and Careers
• CRP5 • CRP9
Pemberton Township School District Third Grade ESL
3 | P a g e
Central Idea / Enduring Understanding: Students will…
• Describe actions, places, things, and feelings
• Identify and describe community locations
• Identify community workers
• Retell/relate events
• Identify cause-and-effect relationships
• Sequence events
• Describe spatial relations
• Express and support opinions
• Identify sentence structure and types of sentences
• Define and explain math-related concepts
• Identify and describe branches of government
• Hypothesize and speculate
• Interpret figurative language
• Identify art forms
• Compare and contrast elements of art
• Compare and contrast
• Identify community service
• Explain the writing process
• Explain and support opinions
Essential/Guiding Question:
• What locations help create a community?
• What people work in a community?
• How do pictures help tell a story?
• How do members of a community help each other?
• How do sounds and letters create words?
• Why do the rules of language matter?
• How can I use a dictionary to improve my
reading and writing?
Pemberton Township School District Third Grade ESL
4 | P a g e
Content:
• Theme: My Community • Grammar: prefixes, subject-verb agreement,
suffixes, types of sentences
• Vocabulary Development: daily key vocabulary, using a dictionary
• Oral Language Development: fluency,
intonation, pronunciation, enunciation
• Listening Comprehension: connecting
• Reading Comprehension: drawing conclusions, sequencing, elements of images, confirming predictions, character, setting, plot, theme, structure
• Writing Strategies: editorials, interview
questions, sentence format, paragraphs, topic sentence, indent, support, revising and editing types of sentences
• Literary Response: reflect, summarize, beyond
words
• Phonemic Awareness: consonant blends
Skills(Objectives):
• Predict
• Sequence/Retell
• Cause/Effect
• Main Idea and Key Details
• Compare/Contrast
• Drawing Conclusions
• Story Structure
• Literary Elements
• Summarize
• Read aloud with fluency, rhythm, and pace.
• Character Traits
• Author’s Purpose
• Revise and edit editorials
• Sensory details in writing
• Sentence and paragraph structure
Pemberton Township School District Third Grade ESL
5 | P a g e
Stage 2: Assessment Evidence Performance Task(s):
• Echo Read
• Personal Response Entries
• Graphic Organizers: prediction graphic organizer, sequence/chain of events graphic organizer, three column graphic organizer, main idea and details graphic organizer, Venn diagram
• Oral Responses: cause/effect, sequence,
connecting
• Checking: Response to critical thinking questions and check the text for details to support it
• Focusing: subject-verb agreement, context
clues, suffixes
• Reflecting: their community
• Applying: writing tasks about people in their communities, describe community locations, interview a community helper, prefix dis-
• Writing Tasks: Federal Government, editorials,
summaries, independent topics, earth materials, editorials on community, Venn diagram on local government
Other Evidence:
• Student Practice Books
• Student Writing Samples
• Unit Test
• Final Project – Editorial on Community
• Oral presentation of published works
Pemberton Township School District Third Grade ESL
6 | P a g e
Stage 3: Learning Plan Learning Opportunities/Strategies: Thematic Library
• Frontload Vocabulary – Students choral read the new vocabulary words.
• Author’s Purpose – Review the main purposes
for writing. Students identify the author’s purpose in What a Tree Has Seen.
Lesson 1
• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to Back to School
Lesson 2
• Frontload Vocabulary – Display and Introduce key vocabulary.
• Let’s Predict – Using a Prediction Chart graphic organizer, students predict what the story is going to be about.
• Shared Read: The Show Must Go On – Discuss
questions to develop comprehension and language skills and confirm/alter predictions.
• Problem Solved – Students complete a three-column graphic organizer about problem and solution.
Resources:
• Thematic Library Book- What a Tree Has Seen • TE pg., 110g
• Thematic Library Book- What a Tree Has Seen • TE pg. 110g
• Thematic Library Book – What a Tree Has Seen • Audio CD Track 19 • Student Book pg. 110-111 and TE pg. 110
• Community Photo Cards • Student Book pg. 112 and TE. pg. 112a
• Prediction Chart Graphic Organizer • The Show Must Go On by Betsy Tecco • Student Book pg. 112 and TE pg. 112a
• The Show Must Go On by Betsy Tecco • Student Book pg. 113-121 and TE pg. 112b-121
• Three-Column Graphic Organizer • Student Book pg. 113-121 and TE pg. 121a
Pemberton Township School District Third Grade ESL
7 | P a g e
Learning Opportunities/Strategies: Lesson 3
• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.
• Sound It Out – Students brainstorm a list of
words with consonant blends. Lesson 4
• Group Reading – Students reread The Show Must Go On as a group and then in pairs.
• Summarizing – Students use a Sequence/Chain
of Events graphic organizer (Beginning, Middle, End) to create a summary of The Show Must Go On.
Lesson 5
• Build Background – Students identify and read the key vocabulary with correct enunciation.
• Connecting – Students listen to audio and make
connections between the story and illustrations.
• Focusing – Students use context clues to pick the correct work in each sentence.
• Applying – Students write a paragraph on
disagreeing.
Resources:
• Audio CD Track 20 • Student Book pg. 112-121 and TE pg. 122
• TE pg. 122a
• Audio CD Track 20 • Student Book pg. 112-121 and TE pg. 123a
• Sequence/Chain of Events Graphic Organizer • Student Book pg. 123 and TE pg. 123a
• Community Photo Cards
• Audio CD Track 21 • Student Book pg. 124 and TE pg. 124
• Audio CD Track 21 • Student Book pg. 125 and TE pg. 124a
• Student Book pg. 125 and TE pg. 125a
Pemberton Township School District Third Grade ESL
8 | P a g e
Learning Opportunities/Strategies: Lesson 6
• Building Background – Students discuss key vocabulary in terms of primary reading and unit theme.
• Connecting – Students listen to audio and make connections to unit theme.
• Focusing – Students choose correct verb to agree in the sentence.
• Vocabulary Review – Students write sentences
using the key vocabulary about people in their communities.
Lesson 7
• Build Background – Students discuss how community photo cards relate to the primary reading and unit theme.
• Connecting – Students read the text independently then work in groups to connect key vocabulary with a letter on saving a theater.
• Focusing – Students complete sentences using verbs with suffixes.
• Applying – Students prepare interview questions to ask a community member.
• Vocabulary Review – Students write sentences about a community worker’s responsibility.
Resources:
• Community Photo Cards • TE pg. 24
• Audio CD Track 22 • Student Book pg. 126 and TE pg. 126
• Student Book pg. 127 and TE pg. 126
• TE pg. 126a
• Community photo Cards • TE pg. 128
• Student Book pg.128 and TE pg.128
• Student Book pg.129 and TE pg. 129
• Student Book pg. 129 and TE pg. 128a
• TE pg. 128a
Pemberton Township School District Third Grade ESL
9 | P a g e
Learning Opportunities/Strategies: Lesson 8
• Access Prior Knowledge – Students review editorials from local newspapers for structure and format.
• Editorials – Students read, dissect, and write editorials using structure and key vocabulary.
Lesson 9 • Frontload Vocabulary – Students review
community key vocabulary in sentences.
• Types of Sentences – Students copy and complete questions about the different kinds of sentences.
• Revising – Students revise their editorials from
the previous day focusing on question format.
Lesson 10 • Frontload Vocabulary – Students work in pairs
to copy the key vocabulary and circle the words related to the metric system.
• Metric Units of Measurements – Students work in pairs to compare measurements.
• Vocabulary Review – Students read and match
key vocabulary words relating to the metric system.
Resources:
• TE pg. 130
• Student Book pg. 130 and TE pg. 130
• Community Photo Cards • TE pg. 132
• Student Book pg. 132-133 and TE pg. 132
• Student Book pg. 133 and TE pg. 132-133
• TE pg. 134
• Student Book pg. 134-135 and TE pg. 134
• TE pg. 134-135
Pemberton Township School District Third Grade ESL
10 | P a g e
Learning Opportunities/Strategies: Lesson 11
• Frontload Vocabulary – Display and introduce students to key vocabulary.
• Federal Government – Students use text to define key vocabulary relating to the federal government.
• Vocabulary Review – Writer’s Response: How
does the Federal Government work?
Lesson 12 • Frontload Vocabulary – Students choral read
the key vocabulary.
• Earth Materials – Students identify and define earth mater using their five senses.
• Vocabulary Review – Students brainstorm
examples of each key vocabulary word.
Lesson 13 • Frontload Vocabulary – Students use a
dictionary to define musical family names and instruments.
• If I Had a Hammer – Students listen to audio
and use a dictionary to define highlighted words.
• Vocabulary Review – Students listen to audio to find the musical families.
Resources:
• Community photo cards • TE pg. 136
• Student Book pg. 136 and TE pg. 136
• TE pg.136
• TE pg. 138
• Student Book pg. 138-139 and TE pg. 138
• TE pg. 139
• Musical Instrument Photo Cards • TE pg. 140
• Audio CD Track 24 • Student Book pg. 140 and TE pg. 140
• Audio CD Track 24 • TE pg. 140a
Pemberton Township School District Third Grade ESL
11 | P a g e
Learning Opportunities/Strategies: Lesson 14
• Frontload Vocabulary – Students identify each new key vocabulary word.
• Drawing a Cityscape – Students create
cityscapes using perspective.
• Vocabulary Review – Students discuss and critique their cityscapes in pairs using perspective.
Lesson 15 • Local Government – Students compare and
contrast government from another country and in the United States using a Venn Diagram.
• Published Work – Students revise their interview with their parents and convert it into a paragraph to orally present to the class.
Lesson 16
• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 4 skills on the checklist.
• Your Editorial- Using the main idea and details graphic organizer, students will draft, revise, and edit an editorial on an issue important to their community.
• Writing Fair – Students present finished
projects to the class.
Resources:
• Community Photo Cards • TE pg. 141a
• Student Book pg. 141 and TE pg. 141a
• Community Photo Cards • TE pg. 141
• Venn Diagram • Student Book pg. 142 and TE pg. 142
• Interview • TE pg. 142a
• Unit 4 Checklist • TE pg. 143a
• Student editorials • Student Book pg. 143 and TE pg. 143a
• TE pg. 143c
Pemberton Township School District Third Grade ESL
12 | P a g e
Differentiation Advanced Intermediate Beginner Newcomer
• Individual
presentations
• Lead group discussions
• Independent
reading and research
• Graphic
Organizers
• Open-ended questioning
• Write multiple
paragraphs with consistent spelling, grammar, and punctuation
• Develop
confidence with the writing process
• Group
presentations
• Group discussions
• Guided and independent reading and research
• Graphic Organizers
• Multiple choice and
open-ended questioning
• Repeated practice
with key vocabulary
• Write one paragraph with consistent spelling, grammar, and punctuation
• Guided and
independent practice with the writing process
• Rhymes, songs,
games, and dramatizations
• Questions with a
one or two word oral response
• Opportunities to
speak with key vocabulary
• Print-rich
environment
• Portable word wall
• Small group instruction and partner work with key and abstract vocabulary
• Teacher support with directions
• Visual aids, realia,
and manipulatives
• Draw and talk aloud to develop writing ideas
• Use of sentence
frames to jumpstart writing
• Rhymes, songs,
games, and pantomime using gestures and facial expressions
• Questions with a yes
or no oral response
• Opportunities to listen to and repeat key vocabulary
• Print-rich
environment with visual cues
• Portable word wall with visual cues
• Small group
instruction with letter/sound acquisition
• Visual aids, realia, and manipulatives
• Small group reading instruction using repetitive text with picture support
• Draw to develop
writing ideas
Pemberton Township School District Third Grade ESL
1 | P a g e
Unit Title: Unit 5: The World Around Us (Spotlight)
Stage 1: Desired Results Standards & Indicators: WIDA:
• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies
NJSLS Grade 3 English Language Arts
• RI. 3.1 • RI. 3.2 • RI.3.3 • RI.3.4 • RI. 3.5 • RI. 3.7 • RI. 3.8 • RF. 3.3 • RF. 3.4 • RL.3.1 • RL.3.2 • RL.3.3 • RL.3.4 • RL.3.5 • RL.3.7 • SL 3.1 • SL.3.2 • SL. 3.3 • SL.3.4 • SL. 3.6 • L.3.1 • L.3.2 • L.3.3 • L.3.4 • L. 3.5 • L.3.6 • W.3.2 • W. 3.4
Pemberton Township School District Third Grade ESL
2 | P a g e
Standards & Indicators:
• W 3.6 • W.3.7 • W.3.8 • W.3.10
NJSLS Grade 3 Social Studies
• 6.1.4.B.1 • 6.1.4.B.4
NJSLS Grade 3 Mathematics
• 03.G.01
NJSLS Visual and Performing Arts • 1.3.P.B.1 • 1.1.2.B.3 • 1.3.2.D.2 • 1.4.2.A.1
NJSLS 21st Century Life and Careers
• CRP7 • CRP11
NJCCCS Technology
• 8.1.P.E.1
Pemberton Township School District Third Grade ESL
3 | P a g e
Central Idea / Enduring Understanding: Students will…
• Describe and identify people, places, and things
• Identify objects in space
• Draw conclusions
• Make predictions
• Retell/relate events
• Identify story structure
• Sequence events
• Express likes and dislikes
• Ask informational questions
• Identify cause-and-effect relationships
• Identify text structure
• Define and explain math-related concepts
• Define words in context
• Describe elements of music and lyrics
• Compare and contrast elements of art
• Identify art forms
• Compare and contrast
• Evaluate and correct original text
Essential/Guiding Question:
• What is the universe?
• What landforms and bodies of water make up our Earth?
• How do pictures help to tell a story?
• What do traditional tales tell readers about
life?
• Why do the rules of language matter?
• How do I use technology to help me with my project?
• How do I effectively use a variety of sources
for my research?
• How can I use a thesaurus to improve my reading/writing?
• How can I connect the text to my real life?
Pemberton Township School District Third Grade ESL
4 | P a g e
Content:
• Theme: The World Around Us
• Grammar: plural nouns, past tense verbs, irregular past-tense verbs, regular verbs, spelling verbs, spelling
• Vocabulary Development: daily key vocabulary,
Using a thesaurus, polygons
• Oral Language Development: syllabification, presenting, beyond words, inferring
• Listening Comprehension: connecting
• Reading Comprehension: inferencing, fantasy
or reality, decoding, word recognition, main idea and details, sequencing, confirming predictions, literary elements
• Writing Strategies: likes and dislikes, expository
writing, paragraph structure, capitalization, punctuation, reflection writing
• Literary Response: problem and solution,
author’s purpose, reflect, summarize
• Phonemic Awareness: -ed endings
Skills(Objectives):
• Predict
• Making Inferences
• Fantasy or Reality
• Drawing Conclusions
• Cause/Effect
• Main Ideas and Details
• Compare/Contrast
• Research Topics
• Sequence
• Summarize
• Author’s Purpose
• Revise and Edit Paragraphs
• Sentence and Paragraph Structure
• Text Structure
• Expository Writing
Pemberton Township School District Third Grade ESL
5 | P a g e
Stage 2: Assessment Evidence Performance Task(s):
• Echo Read
• Personal Response Entries
• Graphic Organizers: Three-Column Graphic Organizer, Sequence/Chain of Events Graphic Organizer, prediction chart, spider graphic organizer
• Oral Responses: predictions, inferences,
Fantasy and reality, beyond words
• Listening Comprehension: connecting
• Checking: Responses to critical thinking questions and check the text for details to support it.
• Focusing: plural nouns
• Reflecting: How do you feel about the moon?
• Applying: writing tasks about their childhood
dreams, likes, and dislikes
• Writing Paragraphs: summarizing, opinion writing, Childhood dream paragraph, main idea and details from Fox and Mole, 4 paragraph expository piece on the solar system.
Other Evidence:
• Student Practice Books
• Student Writing Samples
• Unit Test
• Final Project – Expository Writing on Earth
• Oral Presentation of Published Works
Pemberton Township School District Third Grade ESL
6 | P a g e
Stage 3: Learning Plan Learning Opportunities/Strategies: Thematic Library
• Frontload Vocabulary – Students choral read the new vocabulary words.
• Author’s Purpose – Review the main purposes
for writing. Students identify the author’s purpose in Our Solar System.
Lesson 1 • Thematic Introduction – Using the thematic
book, access prior knowledge as it relates to The World Around Us.
• The World Around Me – Students write a paragraph describing Earth to someone living on another planet.
Lesson 2
• Frontload Vocabulary – Display and introduce key vocabulary to students.
• Predicting – Using a Prediction Chart graphic
organizer, students predict what the story is going to be about.
• Shared Read – The Pyramid of Choices –
Students discuss questions to develop comprehension and language skills and confirm/alter predictions.
• Problems and Solutions – Students complete a 3-Column Graphic Organizer on the problem and solution of the text.
Resources:
• TE pg. 144g
• Our Solar System • TE pg. 144h
• Thematic Library Book – Our Solar System • Audio CD Track 25 • Student Book pg. 144-145 and TE pg. 144 • TE pg. 145
• Earth Photo Cards • TE. pg. 146a
• Prediction Chart Graphic Organizer • Fox and Mole by Mario Castro • Student Book pg. 147 and TE pg. 146a
• Fox and Mole by Mario Castro • Student Book pg. 146-155 and TE pg. 147-155
• 3-Column Graphic Organizer • Student Book pg. 146-155 and TE pg. 155a
Pemberton Township School District Third Grade ESL
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Learning Opportunities/Strategies: Lesson 3
• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.
• Sound It Out – Students identify voiced and
voiceless -ed endings. Lesson 4
• Group Reading – Students reread Fox and Mole as a group and then in pairs.
• Summarizing – Students use a Sequence/Chain
of Events graphic organizer (Beginning, Middle, End) to create a summary of the text.
Lesson 5
• Build Background – Students work in groups to find opposite meaning words from key vocabulary.
• Connecting – Students listen to audio and make
connections to images from the text.
• Applying – Students write 2 paragraphs on stories they have liked and disliked in class.
Resources:
• Audio CD Track 26 • Student Book pg. 146-155 and TE pg. 156
• TE pg. 156a
• Audio CD Track 26 • Student Book pg. 144-155 and TE pg. 157a
• Sequence/Chain of Events Graphic Organizer • Student Book pg. 157 and TE pg. 157a
• Thematic Library Book-Our Solar System • TE pg.158
• Audio CD Track 27 • Student Book pg. 158 and TE pg. 158
• Student Book pg. 159 and TE pg. 158a
Pemberton Township School District Third Grade ESL
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Learning Opportunities/Strategies: Lesson 6
• Building Background – Students discuss the correlation between the text and the key vocabulary.
• Connecting – Students listen to audio and make connections between the characters and the student’s lives.
• Focusing – Students complete sentences using past-tense verbs.
• Applying – Students write a paragraph about
something they wished for as a child.
• Vocabulary Review – Students take turns interviewing a partner on activities they have done in the past.
Lesson 7
• Build Background – Students discuss how school and home photo cards relate to the primary reading and unit theme.
• Connecting – Students read the text independently then work in groups to connect key vocabulary with the text.
• Focusing – Students identify regular verbs in the text.
• Vocabulary Review – Students imagine they are Mole returning to Earth and write what he did while hiding underground using -ed.
Resources:
• TE pg. 160
• Audio CD Track 28 • Student Book pg. 160 and TE pg.160
• Student Book pg. 161 and TE pg. 161
• Student Book pg. 161 and TE pg. 160a
• TE pg. 160a
• School and Home photo Cards • TE pg. 162
• Student Book pg.162 and TE pg.162
• Student Book pg. 163 and TE pg. 163
• TE pg. 162a
Pemberton Township School District Third Grade ESL
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Learning Opportunities/Strategies: Lesson 8
• Access Prior Knowledge – Students review the key components of a space through a variety of texts.
• Expository Writing – Students read, dissect, and write a 4-paragraph expository piece on something in the sky that interests you.
Lesson 9 • Frontload Vocabulary – Students review verb
key vocabulary in sentences.
• Capitalization and Punctuation – Students copy and complete questions using correct capitalization and punctuation.
• Revising – Students revise expository writing for capitalization and commas.
Lesson 10
• Frontload Vocabulary – Students illustrate key vocabulary.
• Polygons – Students work in pairs to identify and describe polygons.
• Vocabulary Review – Students create polygons using construction paper.
Resources:
• TE pg. 164
• Spider Graphic Organizer • Student Book pg. 165 and TE pg. 164-165
• TE pg. 166
• Student Book pg. 166-167 and TE pg. 166-167
• Student Book pg. 167 and TE pg. 167
• TE pg. 168
• Student Book pg. 168-169 and TE pg. 168-169
• TE pg. 169
Pemberton Township School District Third Grade ESL
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Learning Opportunities/Strategies: Lesson 11
• Frontload Vocabulary - Display and introduce students to key vocabulary.
• Geography – Using a globe, students identify landforms, bodies of water, and continents.
• Vocabulary Review - Students create riddles to elicit key vocabulary.
Lesson 12 • Frontload Vocabulary – Students discuss how
the solar system affect life on Earth.
• Objects in the Sky – Students label and match items in the solar system.
• Vocabulary Review – Students create planets and demonstrate how they interact with one another in the solar system.
Lesson 13 • Music and Lyrics – Students use a thesaurus to
discover words with the same meaning as shine.
• Twinkle, Twinkle, Little Star – Students listen to audio and make connections with the unit theme.
• Vocabulary Review – Students identify and chorally repeat the syllabification in Twinkle, Twinkle, Little Star.
Resources:
• Earth Photo Cards • TE pg. 102
• Student Book pg. 170-171 and TE pg. 170
• TE pg.171
• Thematic Library Book- Our Solar System • TE pg. 172
• Student Book pg. 172-173 and TE pg. 172
• TE pg. 173
• TE pg. 174
• Audio CD Track 30 • Student Book pg. 174-175 and TE pg. 174
• Student Book pg. 174 and TE pg. 175
Pemberton Township School District Third Grade ESL
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Learning Opportunities/Strategies: Lesson 14
• Frontload Vocabulary – Students identify key elements in landscape paintings.
• Comparing Landscapes – Students compare and
critique various landscape paintings. Then they create their own landform landscape piece.
• Vocabulary Review – Students use key vocabulary to discuss their landform landscape paintings.
Lesson 15 • Access Prior Knowledge – Students share
results from family interviews on their country.
• The Colorado River – Students answer questions on the Colorado River.
• Published Work – Students write a paragraph reflecting on what they have learned about geography in other countries.
Lesson 16
• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 5 skills on the checklist.
• Your Expository Writing – Using the spider graphic organizer, students will write an essay using the writing process.
• Writing Fair – Students present finished projects to the class.
Resources:
• Health Photo Cards • TE pg. 175a
• Student Book pg. 175 and TE pg. 175
• TE pg. 175
• Family Interview • TE pg. 176
• Student Book pg. 176 and TE pg. 176
• TE pg. 176a
• Unit 5 Checklist • TE pg. 177a
• Spider Graphic Organizer. • Student Book pg. 177 and TE pg. 177a
• TE pg. 177c
Pemberton Township School District Third Grade ESL
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Differentiation Advanced Intermediate Beginner Newcomer
• Individual
presentations
• Lead group discussions
• Independent
reading and research
• Graphic
Organizers
• Open-ended questioning
• Write multiple
paragraphs with consistent spelling, grammar, and punctuation
• Develop
confidence with the writing process
• Group
presentations
• Group discussions
• Guided and independent reading and research
• Graphic Organizers
• Multiple choice and
open-ended questioning
• Repeated practice
with key vocabulary
• Write one
paragraph with consistent spelling, grammar, and punctuation
• Guided and
independent practice with the writing process
• Rhymes, songs,
games, and dramatizations
• Questions with a
one or two word oral response
• Opportunities to
speak with key vocabulary
• Print-rich
environment
• Portable word wall
• Small group instruction and partner work with key and abstract vocabulary
• Teacher support with directions
• Visual aids, realia,
and manipulatives
• Draw and talk aloud to develop writing ideas
• Use of sentence
frames to jumpstart writing
• Rhymes, songs,
games, and pantomime using gestures and facial expressions
• Questions with a yes
or no oral response
• Opportunities to listen to and repeat key vocabulary
• Print-rich
environment with visual cues
• Portable word wall with visual cues
• Small group
instruction with letter/sound acquisition
• Visual aids, realia, and manipulatives
• Small group reading instruction using repetitive text with picture support
• Draw to develop
writing ideas
Pemberton Township School District Third Grade ESL
1 | P a g e
Unit Title: Unit 6: The Natural World (Spotlight)
Stage 1: Desired Results
Standards & Indicators: WIDA:
1‐Social and Instructional Language
2‐The Language of Language Arts
3‐The Language of Mathematics
4‐The Language of Science
5‐The Language of Social Studies
NJSLS Grade 3 English Language Arts
RL.3.1
RL. 3.2
RL. 3.3
RL.3.5
RL. 3.7
RL.3.10
RI. 3.1
RI.3.2
RI. 3.4
RI. 3.7
RF. 3.3
RF. 3.4
SL 3.1
SL.3.2
SL. 3.3
SL. 3.4
SL. 3.6
L.3.1
L.3.3
L. 3.4
L. 3.6
W. 3.3
W. 3.7
W.3.8
W.3.10
NJSLS Grade 3 Social Studies
6.1.4.B.5
Pemberton Township School District Third Grade ESL
2 | P a g e
Standards & Indicators: NJSLS Grade 3 Mathematics
3.0A.C
NJSLS Grade 3 Science
LS4‐1
LS4‐4
NJSLS Visual and Performing Arts
1.1.2.B.3
1.3.P.B.4
1.3.2.D.2
1.3.2.D.3
NJSLS 21st Century Life and Careers
CRP5
Pemberton Township School District Third Grade ESL
3 | P a g e
Central Idea / Enduring Understanding: Students will…
Describe personal experiences
Describe actions, places, and things
Make predictions and draw conclusions
Retell/relate to events
Identify cause‐and‐effect relationships
Express and support opinions
Hypothesize and speculate
Ask informational questions
Express and describe personal abilities
Identify text structure
Identify affixes
Define and explain math‐related concepts
Define words in context
Define music vocabulary
Identify elements of literary language
Compare and contrast elements of art
Identify art forms
Compare and contrast
Evaluate and correct original text
Essential/Guiding Question:
What role do animals play in our
environment?
How does farming affect our lives?
What do traditional tales tell readers about
life?
Why do the rules of language matter?
How can I determine the meaning of a word?
How do sounds and letters create words?
What is the author’s purpose? Why do I
write?
How do I write and communicate clearly?
How can I use Thesaurus and/or Dictionary to
improve my reading/writing?
How do I reflect on a theme, passage, or
text?
How do I use the key vocabulary?
Pemberton Township School District Third Grade ESL
4 | P a g e
Content:
Theme: The Natural World
Grammar: simple future tense, can and can’t, contractions, confusing contractions, affixes
Vocabulary Development: daily key vocabulary, using a thesaurus, multiplication and division
Oral Language Development: syllabification, presenting, beyond words, inferring
Listening Comprehension: connecting
Reading Comprehension: folktales
Writing Strategies: opinion writing, paragraphs, topic sentence, indent, support, reflecting, future tense writing, can/can’t writing, contractions, letter format
Literary Response: reflect, drawing conclusions, summarize, newscast
Phonemic Awareness: ch‐ and sh‐ diagraph
Skills(Objectives):
Predict
Folktales
Literary Language
Sequence/Retell
Compare/Contrast
Drawing Conclusions
Cause/Effect
Story Structure
Summarize
Read Aloud with Fluency, Rhythm, and Pace
Informational Questioning
Character Traits
Author’s Purpose
Letter Format
Revise and Edit Paragraphs
Sentence and Paragraph Structure
Pemberton Township School District Third Grade ESL
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Stage 2: Assessment Evidence
Performance Task(s):
Echo Read
Personal Response Entries
Graphic Organizers: prediction chart, Cause & Effect Graphic Organizer, 4‐ Column Graphic Organizer, Venn Diagram, 3‐ Column Graphic Organizer, spider graphic organizer, Unit 6 interview
Oral Responses: building background, drawing conclusions, cause and effect
Checking: Responses to critical thinking questions and check the text for details to support it.
Focusing: simple future tense, can and can’t, contractions
Reflecting: drawing conclusions
Applying: writing tasks about what they will do in the next few days, things they can and can’t do, likes, farmer’s tasks
Writing Paragraphs: future tense writing, letter format, paragraph structure
Other Evidence:
Student Practice Books
Student Writing Samples
Unit Test
Final Project – Friendly Letter
Oral Presentation of Published Works
Pemberton Township School District Third Grade ESL
6 | P a g e
Stage 3: Learning Plan
Learning Opportunities/Strategies: Thematic Library
Frontload Vocabulary – Students choral read the new vocabulary words
Author’s Purpose – Review the main purposes for writing. Students identify the author’s purpose in The Terrible Horrible Itch
Lesson 1
Thematic Introduction – Using the thematic book, access prior knowledge as it relates to The Natural World
Lesson 2
Frontload Vocabulary – Display and introduce key vocabulary to students.
Let’s Predict – Using a Prediction Chart graphic organizer, students predict what the story is going to be about.
Shared Read – Using The Bull and the Earthworms, students discuss questions to develop comprehension and language skills and confirm/alter predictions.
Draw Conclusions – Students complete a 3‐column graphic organizer about characters, context clues, problem, and solution.
Resources:
TE pg. 178g
The Terrible Horrible Itch
TE pg. 178h
Thematic Library Book – The Terrible Horrible Itch
Student Book pg. 178‐179 and TE pg. 178
Earth Photo Cards
TE. pg. 180a
Prediction Chart Graphic Organizer
The Bull and the Earthworms by Betsy Tecco
Student Book pg. 180‐189 and TE pg. 180a
The Bull and the Earthworms by Betsy Tecco
Student Book pg. 180‐189 and TE pg. 180a‐189
3‐Column Graphic Organizer
Student Book pg. 180 and TE pg. 189a
Pemberton Township School District Third Grade ESL
7 | P a g e
Learning Opportunities/Strategies Lesson 3
Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.
Sound It Out – Students identify and chorally read words with diagraphs ch‐ and sh‐.
Lesson 4
Group Reading – Students reread The Bull and the Earthworms as a group and then in pairs.
Summarizing – Students use a Cause & Effect graphic organizer to create a summary of The Bull and the Earthworms.
Lesson 5
Build Background – Students work in groups to predict character emotions.
Connecting – Students listen to audio and make connections with the text.
Applying – Students write a paragraph about what they will do in the next few days using the simple future tense.
Resources:
Audio CD Track 32
Student Book pg. 180‐189 and TE pg. 190
TE pg. 190a
Audio CD Track 32
Student Book pg. 180‐189 and TE pg. 191a
Cause & Effect Graphic Organizer
Student Book pg. 191 and TE pg. 191a
People Photo Cards
TE pg. 192
Audio CD Track 33
Student Book pg. 192 and TE pg. 192
Student Book pg. 193 and TE pg. 192a
Pemberton Township School District Third Grade ESL
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Learning Opportunities/Strategies Lesson 6
Building Background – Students connect key vocabulary to prior knowledge.
Connecting – Students listen to audio and make connections back to the text.
Focusing – Students create sentences using can and can’t.
Vocabulary Review – Students brainstorm specific tasks that characters can and can’t do.
Lesson 7
Build Background – Students discuss how activity photo cards relate to the primary reading and unit theme.
Connecting – Students read the text independently then work in groups to connect key vocabulary with a passage on wheat.
Vocabulary Review – Students play memory using the key vocabulary.
Lesson 8
Access Prior Knowledge – Students review the key components of a paragraph and author’s purpose.
Friendly Letter – Students read, dissect, and write a friendly letter using structure and key vocabulary.
Resources:
The Bull and the Earthworm
TE pg. 194
Audio CD Track 34
Student Book pg. 194 and TE pg. 194
Student Book pg. 195 and TE pg. 195
TE pg. 194a
TE pg. 196
Student Book pg. 196 and TE pg. 196
TE pg. 196a
TE pg. 198
Student Book pg. 198 and TE pg. 198
Pemberton Township School District Third Grade ESL
9 | P a g e
Learning Opportunities/Strategies Lesson 9
Frontload Vocabulary – Students review key verb vocabulary in sentences.
Affixes – Students copy and complete questions about affixes.
Lesson 10
Frontload Vocabulary – Students work in pairs to copy and spell key vocabulary.
Multiplication and Division – Students work in pairs to read number sentences and complete fact families.
Vocabulary Review – Students develop and read multiplication and divisions sentences.
Lesson 11
Frontload Vocabulary – Display and introduce students to key vocabulary.
Animals in Danger – Students use Venn Diagram Graphic Organizer to compare and contrast how people and animals use natural resources.
Vocabulary Review – Writer’s Response: Write a short newscast on how humans put animals in danger.
Resources:
TE pg. 200
Student Book pg. 200‐201 and TE pg. 200
TE pg. 202
Student Book pg. 202‐203 and TE pg. 202
TE pg. 203
Earth photo cards
TE pg. 204
Venn Diagram Graphic Organizer
Student Book pg. 204‐205 and TE pg. 204
TE pg.205
Pemberton Township School District Third Grade ESL
10 | P a g e
Learning Opportunities/Strategies Lesson 12
Frontload Vocabulary – Students choral read the key vocabulary
Organisms – Students use a 4 Column graphic organizer to compare different types of vertebrates.
Vocabulary Review – Using key vocabulary, students compare and contrast types of vertebrates.
Lesson 13
Music and Lyrics – Students use a dictionary to define music key vocabulary.
Down by the Bay – Students listen to audio and make connections with the unit theme.
Vocabulary Review – Students listen to audio to find the beat and rhymes in the song.
Lesson 14
Frontload Vocabulary – Students identify each new key vocabulary word.
The Birds of Audubon – Students create a naturalistic painting of a bird.
Art Fair – Students present and describe their art to the class.
Resources:
Earth Photo Cards
TE pg. 206
Student Book pg. 206‐207 and TE pg. 206‐207
4 Column Graphic Organizer
TE pg. 207
TE pg. 208
Audio CD Track 36
Student Book pg. 208 and TE pg. 208
Audio CD Track3 6
TE pg. 208a
TE pg. 209a
Earth Photo Cards
Student Book pg. 209 and TE pg. 209a
TE pg. 209
Pemberton Township School District Third Grade ESL
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Learning Opportunities/Strategies Lesson 15
Protecting Endangered Animals – Students read about and discuss how humans can protect endangered animals
Published Work – Students review parent interview for unit 6 and write a paragraph response.
Lesson 16
Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 6 skills on the checklist.
Your Friendly Letter – Using the spider graphic organizer, students will draft, revise, and edit a friendly letter about the official bird and flower of your state.
Writing Fair – Students present finished projects to the class.
Resources:
Student Book pg. 210 and TE pg. 210
Unit 6 Parent Interview
TE pg. 210a
Unit 6 Checklist
TE pg. 211a
Spider Graphic Organizer
Student Book pg. 211 and TE pg. 211a
TE pg. 211c
Pemberton Township School District Third Grade ESL
12 | P a g e
Differentiation
Advanced Intermediate Beginner Newcomer
Individual presentations
Lead group discussions
Independent reading and research
Graphic Organizers
Open‐ended questioning
Write multiple paragraphs with consistent spelling, grammar, and punctuation
Develop confidence with the writing process
Group presentations
Group discussions
Guided and independent reading and research
Graphic Organizers
Multiple choice and open‐ended questioning
Repeated practice with key vocabulary
Write one paragraph with consistent spelling, grammar, and punctuation
Guided and independent practice with the writing process
Rhymes, songs, games, and dramatizations
Questions with a one or two word oral response
Opportunities to speak with key vocabulary
Print‐rich environment
Portable word wall
Small group instruction and partner work with key and abstract vocabulary
Teacher support with directions
Visual aids, realia, and manipulatives
Draw and talk aloud to develop writing ideas
Use of sentence frames to jumpstart writing
Rhymes, songs, games, and pantomime using gestures and facial expressions
Questions with a yes or no oral response
Opportunities to listen to and repeat key vocabulary
Print‐rich environment with visual cues
Portable word wall with visual cues
Small group instruction with letter/sound acquisition
Visual aids, realia, and manipulatives
Small group reading instruction using repetitive text with picture support
Draw to develop writing ideas
Pemberton Township School District Third Grade ESL
1 | P a g e
Unit Title: Unit 7: Heroes and Landmarks (Spotlight)
Stage 1: Desired Results Standards & Indicators: WIDA:
• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies
NJSLS Grade 3 English Language Arts
• RI. 3.2 • RI.3.3 • RI.3.4 • RI. 3.5 • RI. 3.7 • RF. 3.3 • RF. 3.4 • RL.3.3 • RL.3.5 • SL 3.1 • SL.3.2 • SL. 3.3 • SL.3.4 • SL. 3.6 • L.3.1 • L.3.2 • L.3.3 • L. 3.5 • L.3.6 • W. 3.3 • W.3.8 • W.3.10
NJSLS Grade 3 Social Studies
• 6.1.4.B.4 • 6.1.4.D.17
2016 NJSLS Grade 3 Mathematics
• 03.MD.B.3
Pemberton Township School District Third Grade ESL
2 | P a g e
Standards & Indicators: NJSLS Visual and Performing Arts
• 1.3.P.B.6 • 1.1.2.B.4 • 1.1.5.D.1 • 1.3.8.D.5
NJSLS 21st Century Life and Careers
• CRP2
2016 NJCCCS Technology • 8.1.2.F.1
Pemberton Township School District Third Grade ESL
3 | P a g e
Central Idea / Enduring Understanding: Students will…
• Describe people, places, things, actions, and sounds
• Compare and contrast
• Make predictions and draw conclusions
• Retell/relate to events
• Express and support onions
• Sequence events
• Identify elements of literary language
• Identify cause-and-effect relationships
• Identify text structure
• Hypothesize and speculate
• Express likes and dislikes
• Describe personal experiences
• Define and explain math-related concepts
• Define words in context
• Describe elements of music and lyrics
• Compare and contrast elements of art
• Identify art forms
• Evaluate and correct original text
Essential/Guiding Question:
• How have some of America’s national heroes shaped our country today?
• How has our country changed over the years?
• Whose story is it and why does it matter?
• How do pictures help to tell a story?
• Why do the rules of language matter?
• How do I effectively use a variety of sources
for my research?
• How can I use a thesaurus to improve my reading/writing?
• How can I connect the text to my real life?
Pemberton Township School District Third Grade ESL
4 | P a g e
Content:
• Theme: Heroes and Landmarks
• Grammar: Onomatopoeia, alliteration, conjunctions, compound sentences, simple sentences, complex sentences, conjunctions
• Vocabulary Development: daily key vocabulary,
using a thesaurus
• Oral Language Development: comparing/ contrasting, sequencing, beyond words
• Listening Comprehension: connecting
• Reading Comprehension: biography,
predictions, literary elements compare. contrast, sequencing, summarizing, character traits
• Writing Strategies: summarizing, compound
sentences, complex sentences, journal writing
• Literary Response: my hero, summarizing, act it out
• Phonemic Awareness: /er/,/ar/, and /or/
endings
Skills(Objectives):
• Predict
• Make Inferences
• Biography
• Drawing Conclusions
• Cause/Effect
• Main Ideas and Details
• Compare/Contrast
• Character Traits
• Research Topics
• Sequence
• Summarize
• Author’s Purpose
• Revise and Edit Paragraphs
• Sentence and Paragraph Structure
• Text Structure
• Journal Writing
Pemberton Township School District Third Grade ESL
5 | P a g e
Stage 2: Assessment Evidence Performance Task(s):
• Echo Read
• Personal Response Entries
• Graphic Organizers: 2 Column Graphic
Organizer, Three-Column Graphic Organizer, Sequence/Chain of Events Graphic Organizer, prediction chart
• Oral Responses: biography, sequencing,
comparing and contrasting, beyond words
• Listening Comprehension: connecting
• Checking: Responses to critical thinking questions and check the text for details to support it
• Focusing: onomatopoeia, alliteration,
compound sentences
• Reflecting: Character traits
• Applying: writing tasks about sounds they hear outside, using alliteration, likes and dislikes
• Writing Paragraphs: my hero, summarizing,
opinion writing, personal journal entry
Other Evidence:
• Student Practice Books
• Student Writing Samples
• Unit Test
• Final Project – Personal Journal Entry
• Oral Presentation of Published Works
Pemberton Township School District Third Grade ESL
6 | P a g e
Stage 3: Learning Plan Learning Opportunities/Strategies: Thematic Library
• Frontload Vocabulary – Students choral read the new vocabulary words
• Author’s Purpose – Review the main purposes
for writing. Students identify the author’s purpose in Thurgood Marshall: Fighting for the People
Lesson 1 • Thematic Introduction – Using the thematic
book, access prior knowledge as it relates to Heroes and Landmarks
• My Hero – Students write a paragraph describing their hero and what characteristics their hero has.
Lesson 2
• Frontload Vocabulary – Display and introduce key vocabulary to students.
• Predicting – Using a Prediction Chart graphic
organizer, students predict what the story is going to be about.
• Shared Read – Using Ida Lewis to the Rescue,
students discuss questions to develop comprehension and language skills and confirm/alter predictions.
• Sequencing Events – Students complete a Sequence/Chain of Events Graphic Organizer on the sequence of the story.
Resources:
• TE pg. 212g
• Thurgood Marshall: Fighting for the People • TE pg. 212h
• Thematic Library Book – Thurgood Marshall: Fighting for the People
• Audio CD Track 37 • Student Book pg. 212-213 and TE pg. 212
• TE pg. 212
• Student Book pg. 244 and TE. pg. 214a
• Prediction Chart Graphic Organizer • Ida Lewis to the Rescue by Kathleen Muldoon • Student Book pg. 214 and TE pg. 214a
• Ida Lewis to the Rescue by Kathleen Muldoon • Student Book pg. 214-223 and TE pg.214-223
• Sequence/Chain of Events Graphic Organizer • Student Book pg. 214-233 and TE pg. 223a
Pemberton Township School District Third Grade ESL
7 | P a g e
Learning Opportunities/Strategies: Lesson 3
• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.
• Sound It Out – Students identify /er/,/ar/, and
/or/ endings. Lesson 4
• Group Reading – Students reread Ida Lewis to the Rescue as a group and then in pairs.
• Summarizing – Students use a 2 Column
Graphic Organizer to create a summary of the text.
Lesson 5
• Build Background – Students work to connect sibilant sounds with the text.
• Connecting – Students listen to audio and make connections to images from the text.
• Applying – Students write a paragraph on the
different sounds they may hear while walking down the street, sitting on the beach, or at a theme park.
Resources:
• Audio CD Track 38 • Student Book pg. 214-223 and TE pg. 224
• TE pg. 224a
• Audio CD Track 38 • Student Book pg. 214-233 and TE pg. 225a
• 2-Column Graphic Organizer • Student Book pg. 225 and TE pg. 225a
• TE pg.226
• Audio CD Track 39 • Student Book pg. 226 and TE pg. 226
• Student Book pg. 227 and TE pg. 226a
Pemberton Township School District Third Grade ESL
8 | P a g e
Learning Opportunities/Strategies: Lesson 6
• Building Background – Students discuss the correlation between the text and the key vocabulary.
• Connecting – Students listen to audio and make connections between the tongue twisters and the text.
• Focusing – Students complete sentences using alliteration.
• Applying – Students write a paragraph about a
person and descriptive words all starting with the same letter.
• Vocabulary Review – Students take turns creating sentences that start with the same sound.
Lesson 7
• Build Background – Students create sentences of varying complexity on activities they did the previous day.
• Connecting – Students read the text independently then work in groups to connect key vocabulary with the unit.
• Focusing – Students work to identify words that combine two sentences.
• Vocabulary Review – Students create sentences on things they like and don’t like at school using conjunctions.
Resources:
• TE pg. 228
• Audio CD Track 40 • Student Book pg. 228 and TE pg.228
• Student Book pg. 229 and TE pg. 229
• Student Book pg. 229 and TE pg. 228a
• TE pg. 228a
• TE pg. 230
• Student Book pg.230 and TE pg.230
• Student Book pg. 231 and TE pg. 231
• TE pg. 230a
Pemberton Township School District Third Grade ESL
9 | P a g e
Learning Opportunities/Strategies: Lesson 8
• Access Prior Knowledge – Students review the key components of journal entries.
• Personal Journal Entry – Students read, dissect, and write a personal journal entry for the day.
Lesson 9 • Frontload Vocabulary – Students review verb
key vocabulary in sentences.
• Parts of a Book – Students copy and complete questions about the different parts of a book.
• Revising – Students revise expository writing for past tense verbs.
Lesson 10 • Frontload Vocabulary – Students illustrate key
vocabulary.
• Weight – Students work to predict which items weigh more or less.
• Weight – Students weigh various classroom items to calculate the unit weight.
Resources:
• TE pg. 232
• Chain of Events Graphic Organizer • Student Book pg. 233 and TE pg. 233
• TE pg. 234
• Student Book pg. 234-235 and TE pg. 234-235
• Student Book pg. 235 and TE pg. 235
• TE pg. 236
• Student Book pg. 236-237 and TE pg. 236-237
• TE pg. 237
Pemberton Township School District Third Grade ESL
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Learning Opportunities/Strategies: Lesson 11
• Frontload Vocabulary – Using a GPS, students elicit vocabulary on navigation tools.
• Navigation Aids – Using a map, students identify duties of sailors and lighthouse attendants.
• Vocabulary Review – Students create sentences
about how GPS devices and lighthouses work.
Lesson 12 • Frontload Vocabulary – Students discuss what
happens when light hits objects.
• Light – Students complete sentences on light and experiment with light bending.
• Vocabulary Review – Students apply new vocabulary words while describing light forms.
Lesson 13
• Music and Lyrics – Students discuss how each musical instrument needs to be played.
• America the Beautiful – Students listen to audio
and make connections with the unit theme.
• Vocabulary Review – Students use a 3-Column Graphic Organizer to identify instrument families.
Resources:
• TE pg. 238
• Student Book pg. 238-239 and TE pg. 238
• TE pg.239
• TE pg. 240
• Student Book pg. 172-173 and TE pg. 172
• TE pg. 241
• Musical Instrument Photo Cards • TE pg. 242
• Audio CD Track 42 • Student Book pg. 242 and TE pg. 242
• 3-Column Graphic Organizer • Student Book pg. 174 and TE pg. 175
Pemberton Township School District Third Grade ESL
11 | P a g e
Learning Opportunities/Strategies: Lesson 14
• Frontload Vocabulary – Students identify key elements in monuments.
• Representing National Landmarks – Students
create portraits of an American Hero in the style of Samuel King.
• Vocabulary Review – Students use key vocabulary to discuss portraits, sculptures, and landmarks.
Lesson 15 • Access Prior Knowledge – Students share
results from family interviews on their country.
• Safety at Sea – Students answer questions about the safety for the Sandy Hook Peninsula.
• Published Work – Students write a paragraph reflecting on what they have learned about navigation aids in other countries.
Lesson 16
• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 7 skills on the checklist.
• Your Personal Journal Entry – Using the Sequence/Chain of Events graphic organizer, students will write a personal journal entry using the writing process.
• Writing Fair – Students present finished projects to the class.
Resources:
• TE pg. 243a
• Student Book pg. 243 and TE pg. 243a
• TE pg. 243
• Unit 7 Family Interview • TE pg. 244
• Student Book pg. 244 and TE pg. 244
• TE pg. 244a
• Unit 7 Checklist • TE pg. 245a
• Sequence/Chain of Events Graphic Organizer. • Student Book pg. 245 and TE pg. 245a
• TE pg. 245c
Pemberton Township School District Third Grade ESL
12 | P a g e
Differentiation Advanced Intermediate Beginner Newcomer
• Individual
presentations
• Lead group discussions
• Independent
reading and research
• Graphic
Organizers
• Open-ended questioning
• Write multiple
paragraphs with consistent spelling, grammar, and punctuation
• Develop
confidence with the writing process
• Group
presentations
• Group discussions
• Guided and independent reading and research
• Graphic Organizers
• Multiple choice and
open-ended questioning
• Repeated practice
with key vocabulary
• Write one
paragraph with consistent spelling, grammar, and punctuation
• Guided and
independent practice with the writing process
• Rhymes, songs,
games, and dramatizations
• Questions with a
one or two word oral response
• Opportunities to
speak with key vocabulary
• Print-rich
environment
• Portable word wall
• Small group instruction and partner work with key and abstract vocabulary
• Teacher support with directions
• Visual aids, realia,
and manipulatives
• Draw and talk aloud to develop writing ideas
• Use of sentence
frames to jumpstart writing
• Rhymes, songs,
games, and pantomime using gestures and facial expressions
• Questions with a yes
or no oral response
• Opportunities to listen to and repeat key vocabulary
• Print-rich
environment with visual cues
• Portable word wall with visual cues
• Small group
instruction with letter/sound acquisition
• Visual aids, realia, and manipulatives
• Small group reading instruction using repetitive text with picture support
• Draw to develop
writing ideas
Pemberton Township School District Third Grade ESL
1 | P a g e
Unit Title: Unit 8: The Building of America (Spotlight)
Stage 1: Desired Results Standards & Indicators: WIDA:
• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies
NJSLS Grade 3 English Language Arts
• RI. 3.1 • RI.3.2 • RI.3.3 • RI.3.4 • RI. 3.5 • RI. 3.7 • RI.3.8 • RI.3.10 • RF. 3.3 • RF. 3.4 • SL 3.1 • SL.3.4 • SL. 3.6 • L.3.1 • L.3.3 • L.3.4 • L. 3.5 • L.3.6 • W. 3.3 • W.3.5 • W.3.6 • W.3.7 • W.3.10
NJSLS Grade 3 Social Studies
• 6.1.4.D.3 • 6.1.4.D.13
Pemberton Township School District Third Grade ESL
2 | P a g e
Standards & Indicators: NJSLS Grade 3 Mathematics
• 03.NBT.A.1
NJSLS Visual and Performing Arts • 1.3.P.B.6 • 1.1.2.B.4 • 1.1.5.D.1 • 1.3.8.D.3
NJSLS 21st Century Life and Careers
• CRP7
NJCCCS Technology • 8.1.P.E.1
Pemberton Township School District Third Grade ESL
3 | P a g e
Central Idea / Enduring Understanding: Students will…
• Describe personal experiences
• Describe actions, people, places, and things
• Draw conclusions
• Make predictions
• Retell/Relate to events
• Identify cause-and-effect relationships
• Compare and contrast
• Sequence events
• Hypothesize and speculate
• Identify text structure
• Define and explain math-related concepts
• Define words in context
• Explain how things work
• Comparing and contrasting elements of art
• Identifying art forms
• Evaluating and correcting original text
Essential/Guiding Question:
• How has our country changed over the years?
• Whose story is it and why does it matter?
• How do pictures help to tell a story?
• Why do the rules of language matter?
• How do I effectively use a variety of sources for my research?
• How can I use a thesaurus to improve my
reading/writing?
• How can I connect the text to my real life?
• How do I effectively use a variety of sources for my research?
Pemberton Township School District Third Grade ESL
4 | P a g e
Content:
• Theme: The Building of America
• Grammar: Verbs in the past tense, irregular verbs, simple and present-tense verbs, helping verbs, linking verbs, simple future tense verbs
• Vocabulary Development: daily key vocabulary,
Using a thesaurus, Vocabulary review, place value and expanded notation
• Oral Language Development: author’s purpose,
author’s point of view, Beyond Words, vocabulary review, Celebrating Thanksgiving, presentations
• Listening Comprehension: connecting, building
background
• Reading Comprehension: historical fiction, predictions, literary elements compare. contrast, sequencing, summarizing, decoding and word recognition, personal narrative, definitions
• Writing Strategies: likes and dislikes, past tense
writing, personal narrative writing, subject-verb agreement
• Literary Response: elements of an image, how
immigrants built America, summarizing
• Phonemic Awareness: syllabification
Skills(Objectives):
• Predict
• Historical Fiction
• Drawing Conclusions
• Cause/Effect
• Compare/Contrast
• Sequence/Retell
• Author’s Purpose
• Author’s Point of View
• Hypothesize/Speculate
• Revise and Edit Paragraphs
• Sentence and Paragraph Structure
• Text Structure
• Personal Narrative
• Transitional Words
Pemberton Township School District Third Grade ESL
5 | P a g e
Stage 2: Assessment Evidence Performance Task(s):
• Echo Read
• Personal Response Entries
• Graphic Organizers: 5Ws and 1 H Graphic Organizer, Prediction Graphic Organizer, Sequence/Chain of Events Graphic Organizer
• Oral Responses: historical fiction, author’s
purpose, author’s point of view, vocabulary review
• Listening Comprehension: connecting
• Checking: Responses to critical thinking
questions and check the text for details to support it.
• Focusing: verbs in the past, helping verbs and
linking verbs, future tense
• Reflecting: compare and contrast
• Applying: writing tasks about places they have visited, Train ride writing, summer activity writing
• Writing Paragraphs: Native American writing,
personal narrative, allegory reflection, Celebration reflection.
Other Evidence:
• Practice Tactics: Student Practice Books
• Student Writing Samples
• Unit Test
• Final Project – Personal Narrative Writing
• Oral Presentation of Published Works
Pemberton Township School District Third Grade ESL
6 | P a g e
Stage 3: Learning Plan Learning Opportunities/Strategies: Thematic Library
• Frontload Vocabulary – Students choral read the new vocabulary words.
• Author’s Purpose – Review the main purposes
for writing. Students identify the author’s purpose in Go West.
Lesson 1 • Thematic Introduction – Using the thematic
book, access prior knowledge as it relates to The Building of America.
• Transportation – Students write a paragraph about their favorite form of transportation.
Lesson 2
• Frontload Vocabulary – Display and Introduce key vocabulary to students.
• Predicting – Using a Prediction Chart graphic
organizer, students predict what the story is going to be about.
• Shared Read: Using From East to West, students
discuss questions to develop comprehension and language skills relating to the author’s purpose and author’s point of view.
• Identify Elements in the Story – Students use a 5Ws and 1 H Graphic Organizer to identify the literary elements of the story.
Resources:
• TE pg. 246g
• Go West • TE pg. 246h
• Thematic Library Book – Go West • Audio CD Track 43 • Student Book pg. 246-247 and TE pg. 246-247 • TE pg. 246
• Community Photo Cards • TE. pg. 248a
• Prediction Chart Graphic Organizer • From East to West by Anastasia Suen • Student Book pg. 248 and TE pg. 248a
• From East to West by Anastasia Suen • Student Book pg. 248-257 and TE pg.248b-257
• 5Ws and 1 H Graphic Organizer • Student Book pg. 248-257 and TE pg. 257a
Pemberton Township School District Third Grade ESL
7 | P a g e
Learning Opportunities/Strategies: Lesson 3
• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.
• Sound It Out – Students repeat key vocabulary
words and break the words up in to syllables.
Lesson 4
• Group Reading – Students reread From East to West as a group and then in pairs.
• Summarizing – Students use a Sequence/Chain
of Events Graphic Organizer to create a summary of the text.
Lesson 5
• Build Background – Students work to connect key vocabulary with the text.
• Connecting – Students listen to audio and make connections to images from the text.
• Applying – Students write a short essay on
locations they have traveled to or visited.
Resources:
• Audio CD Track 44 • Student Book pg. 248-257 and TE pg. 258
• TE pg. 258a
• Audio CD Track 44 • Student Book pg. 248-257 and TE pg. 2259a
• Sequence/Chain of Events Graphic Organizer • Student Book pg. 225 and TE pg. 225a
• USA Photo Cards • TE pg.260
• Audio CD Track 45 • Student Book pg. 260 and TE pg. 260
• Student Book pg. 261 and TE pg. 261a
Pemberton Township School District Third Grade ESL
8 | P a g e
Learning Opportunities/Strategies: Lesson 6
• Building Background – Students discuss the correlation between the text and the key vocabulary.
• Connecting – Students listen to audio and make connections between the passage and the unit theme.
• Focusing – Students complete sentences using helping and linking verbs.
• Applying – Students write a paragraph
describing a train ride on one of the trains from the passage.
• Vocabulary Review – Students work in pairs to compare and contrast the different types of trains using key vocabulary.
Lesson 7
• Build Background – Students discuss how landforms and trains relate back to the unit theme.
• Connecting – Students read the text independently then work in groups to connect key vocabulary with the unit.
• Focusing – Students revise sentences using the simple future-tense of verbs.
• Vocabulary Review – Students discuss in pairs activities and the locations to do the activities.
Resources:
• Community Photo Cards • TE pg. 262
• Audio CD Track 46 • Student Book pg. 262 and TE pg.262
• Student Book pg. 263 and TE pg. 262-263
• Student Book pg. 263 and TE pg. 262a
• TE pg. 262a
• Earth Photo Cards • TE pg. 264
• Student Book pg.264 and TE pg.264
• Student Book pg. 265 and TE pg. 265
• Health Photo Cards • TE pg. 264a
Pemberton Township School District Third Grade ESL
9 | P a g e
Learning Opportunities/Strategies: Lesson 8
• Access Prior Knowledge – Students review the key components of personal narratives.
• Personal Narrative – Students read, dissect, and write a personal narrative on a special experience.
Lesson 9 • Frontload Vocabulary – Students review
singular and plural key vocabulary.
• Subject-Verb Agreement – Students copy and complete questions using subject-verb agreement.
• Revising – Students revise personal narratives writing for subject-verb agreement and transitional words.
Lesson 10 • Frontload Vocabulary – Students choral read
key vocabulary words.
• Place Value and Expanded Notation – Students complete a table on expanded notation and solve word problems.
• Vocabulary Review – Students read 3-5 digit numbers with accurate place value.
Resources:
• TE pg. 266
• Sequence/Chain of Events Graphic Organizer • Student Book pg. 267 and TE pg. 266-267
• TE pg. 268
• Student Book pg. 268-269 and TE pg. 268
• Student Book pg. 269 and TE pg. 269
• TE pg. 270
• Student Book pg. 270-271 and TE pg. 270
• TE pg. 271
Pemberton Township School District Third Grade ESL
10 | P a g e
Learning Opportunities/Strategies: Lesson 11
• Frontload Vocabulary – Introduce key vocabulary and students repeat back.
• Native Americans – Students read a passage on Native American Tribes. Students research and write a 1 paragraph response.
• Vocabulary Review – Based on their research,
students work in small groups to prepare a small skit on a Native American Tribe.
Lesson 12 • Frontload Vocabulary – Students discuss the
process for sharing ideas, information, and messages with others.
• Communication Technology – Students
research one of the man-made objects mentioned in the text and write a detailed explanation of how it works.
• Vocabulary Review – Students demonstrate the multiple types of communication.
Lesson 13 • Music and Lyrics – Students discuss the sounds
each musical instrument creates.
• I’ve Been Working on the Railroad – Students listen to audio and make connections with the unit theme.
• Vocabulary Review – Students create a new verse of the song about playing an instrument.
Resources:
• TE pg. 272
• Student Book pg. 272-273 and TE pg. 272
• TE pg. 273
• TE pg. 274
• Student Book pg. 274-275 and TE pg. 274
• TE pg. 275
• Musical Instrument Photo Cards • TE pg. 276
• Audio CD Track 48 • Student Book pg. 276 and TE pg. 276
• TE pg. 276a
Pemberton Township School District Third Grade ESL
11 | P a g e
Learning Opportunities/Strategies: Lesson 14
• Frontload Vocabulary – Students define and write a sentence for each key vocabulary word.
• The Statue of Liberty – Students create pictures
using allegory then write a paragraph explaining how the image represents strength.
• Vocabulary Review – Students use key vocabulary to discuss paintings, sculptures, and statues.
Lesson 15 • Access Prior Knowledge – Students share
results from family interviews on their country.
• Celebrating Thanksgiving – Students compare and contrast Thanksgiving with celebrations in their home countries.
• Published Work – Students write a paragraph reflecting on what they have learned about celebrations held by settlers and Native Americans.
Lesson 16
• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 8 skills on the checklist.
• Your Personal Narrative – Using the Sequence/Chain of Events graphic organizer, students will write a personal narrative using the writing process.
• Writing Fair – Students present finished projects to the class.
Resources:
• USA Photo Cards • TE pg. 277a
• Student Book pg. 277 and TE pg. 277a
• TE pg. 277
• Unit 8 Family Interview • TE pg. 278
• Student Book pg. 278 and TE pg. 278
• TE pg. 278a
• Unit 8 Checklist • TE pg. 279a
• Sequence/Chain of Events Graphic Organizer. • Student Book pg. 279 and TE pg. 279a
• TE pg. 279c
Pemberton Township School District Third Grade ESL
12 | P a g e
Differentiation
Advanced Intermediate Beginner Newcomer
• Individual presentations
• Lead group
discussions
• Independent reading and research
• Graphic
Organizers
• Open-ended questioning
• Write multiple
paragraphs with consistent spelling, grammar, and punctuation
• Develop
confidence with the writing process
• Group
presentations
• Group discussions
• Guided and independent reading and research
• Graphic Organizers
• Multiple choice and
open-ended questioning
• Repeated practice
with key vocabulary
• Write one
paragraph with consistent spelling, grammar, and punctuation
• Guided and
independent practice with the writing process
• Rhymes, songs,
games, and dramatizations
• Questions with a
one or two word oral response
• Opportunities to
speak with key vocabulary
• Print-rich
environment
• Portable word wall
• Small group instruction and partner work with key and abstract vocabulary
• Teacher support with directions
• Visual aids, realia,
and manipulatives
• Draw and talk aloud to develop writing ideas
• Use of sentence
frames to jumpstart writing
• Rhymes, songs,
games, and pantomime using gestures and facial expressions
• Questions with a yes
or no oral response
• Opportunities to listen to and repeat key vocabulary
• Print-rich
environment with visual cues
• Portable word wall with visual cues
• Small group
instruction with letter/sound acquisition
• Visual aids, realia, and manipulatives
• Small group reading instruction using repetitive text with picture support
• Draw to develop
writing ideas