fontana unified school district division of teaching and learning ...€¦ · english language...

Fontana Unified School District Division of Teaching and Learning

Department of Multilingual Programs and Services

English Language Development Lesson (Designated ELD)

Grade: 4

Lesson: 1

Language Objective: Read a story.

In this lesson, you will…

Expanding: Read the essential question, “How can you make new friends feel welcome?” Read the story, “Making New Friends,” aloud. Read it one paragraph at a time and stop after each paragraph to ask yourself, “What was this paragraph about?”

If you need help completing the lesson, do this instead...

Emerging: Read only paragraphs 1-5. Important vocabulary to understand: Scrambled means to move quickly; arrived means to get to somewhere; breathless means to be out of breath.

If you want to challenge yourself in completing the lesson, do this instead…

Bridging: Write out the bolded words: scrambled, arrived, and breathless. What do these words mean? What part of speech are they? Nouns? Verbs? Adjectives? How many syllables do they have? Try and write them in new sentences to show what they mean. Draw a picture to go with each word.

Read the story and talk about it.

Making New FriendsFantasy

Rick Dodson welcomed his new friend, Sarah Lin, to the library where he worked. “I wanted you to meet my special friends. They’re helping me arrange a jumble of books that someone donated to the library,” Rick explained.

“We always keep our books in a logical order,” a small voice said. Sarah looked around Rick’s office cautiously, but she couldn’t see anyone. Then suddenly, a tiny man scrambled on top of Rick’s desk and politely raised his hat to Sarah. His wife and children soon arrived in a tiny toy car. They were all a little breathless after their long ride from a very high bookshelf.

Rick grinned at Sarah. “These are my friends, the Bookers. They love books and libraries as much as I do,” Rick said.

Sarah smiled happily. “I’m very pleased to meet you. I love books, too,” Sarah said.

“We know since we often see you reading in the library,” William Booker said.

Rick explained that Sarah moved to their town a few months ago. “She was lonely at first, just the way I was last year. Since we share a love of books and libraries, we have complementary interests. Soon we became best friends,” Rick said.

“Books help me travel all around the world without ever leaving home,” Sarah said.

The Booker family beamed at Sarah. William nodded and said, “We know exactly what you mean. I know that you and our family will become close friends.”

Essential Question

How can you make new friends feel welcome?

ELD.PI.4.6a.Ex See the California Standards section.21

Grade 4 • Unit 3 • Week 1 • Lexile 680

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LESSON 1

paragraph 1

paragraph 2

paragraph 3

paragraph 4

paragraph 5

paragraph 6

paragraph 7

paragraph 8




Grade: 4

Lesson: 2

Language Objective: Retell a story


Expanding: Think about the story you read yesterday. Draw a picture to go with the story and retell the story in your own words. Use lots of details, speak in complete sentences, and use phrases like, In the beginning, Then, After that, and Finally.


Emerging: Think about only one part of the story you read yesterday. Draw a picture to go with that one part and explain what is happening in your picture. Use lots of details in your picture and explanation.


Bridging: Once you have drawn your picture or series of pictures to remember the story, write out at least one sentence for each part of the story using the phrases: Initially, Following that, Subsequently, and In the end.




Grade: 4

Lesson: 3

Language Objective:


Expanding: …practice using phrasal verbs. Phrasal verbs are verb (action words) used with a preposition or adverb like on, out, and over. Read each sentence out loud. Find the phrasal verbs on page 187 and underline them. On page 188, fine and circle the sentence with the phrasal verb for part A. For part B, find the phrasal verbs and explain what they mean on the line provided.


Emerging: Do only page 188. Look for those key words: on, out, and over. Find those words first and then look for the verb that comes right before it. The two words together are your phrasal verbs. Once you have found them, say them out loud and talk about what they mean.


Bridging: Make a list of all the phrasal verbs you found. Write down what they mean and draw a picture to go with them. Can you think of any other phrasal verbs you know? Add them to your list.

TEACHER: Read the directions and sentences to students. Guide students to complete the exercise, providing support as needed.

Name

Read each sentence. Underline the phrasal verb in each sentence.

1. Juan keeps on playing the same game.

2. In the game, you knock over pins.

3. You must look out for monsters.

4. We turn on the computer and play.

5. Come over and try this great game!

Some verbs are used with a preposition or an adverb. The words form a phrasal verb.

Juan turned on the computer. He filled out the form.

32A: Phrasal Verbs

187Grades 4-6

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LESSON 3

TEACHER: Read the directions and sentences in Part A and Part B to students. Guide students to complete each exercise, providing support as needed.

Name

Grades 4-6

32A: Phrasal Verbs

A. Read each sentence. Circle the letters of the sentences that have phrasalverbs. Underline the phrasal verbs.

1. a. Juan keeps on playing the same game.

b. Everyone in school loves the game.

c. You must look out for monsters.

2. a. In the game, Juan knocks over pins.

b. The monsters try to knock down Juan.

c. Some of the monsters look scary.

B. Read each sentence. Underline each phrasal verb. Then write its meaningon the line.

1. We must check in with the game manager before we play with Juan.

2. Come over and we can play.

3. Look out for that huge monster in the corner!

Some verbs are used with a preposition or an adverb. The words form a phrasal verb.

Juan turned on the computer.

188

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Day 3

LESSON 3




Grade: 4

Lesson: 4

Language Objective: Answer the Response to Text questions.


Expanding: Complete the following sentence frame on your page. Talk with someone about what happened to Sarah and Rick because they loved books and libraries.

1. Because Sarah and Rick both loved books and libraries,they_______________________________________________.

2. Rick wanted Sarah to meet the Bookers because

___________________________________________________.

3. Sarah and the Booker family will probably become friends

because they ________________________________________.


Emerging: Complete the following sentence frame on your page. 1. Rick and Sarah become friends because they both love

books and ___________________________________.2. Rick invited Sarah to the library to meet

____________________________________________.3. Both Sarah and the Bookers feel that books help them

____________________________________________.




Bridging: Complete the following sentence frame on your page. 1. Both Rick and Sarah share a love of

___________________ and ____________________.2. Sarah is happy to meet the bookers because

___________________________________________.3. Sarah and the Booker family will become friends

because they share____________________________.They also feel the same way as Sarah feelsabout_______________________________________.




Grade: 4

Lesson: 5

Language Objective: Write about the story Making New Friends.


Expanding: Complete the following sentence frame on your page. 1. Rick helped Sarah feel at home in her new community because

__________________________________________________.2. The Booker family helped Sarah feel welcomed because

__________________________________________________.


Emerging: Complete the following sentence frame on your page. 1. To help Sarah make new friends, Rick invited her to the

library to ____________________________________.2. Sarah feels welcome with the Bookers because they

share a love of _______________________________.


Bridging: Rick helped Sarah feel welcomed by introducing _________________________. He knew she and the Bookers shared_________________________. The Bookers welcomed Sarah by telling her that they share ___________________________. Also, they said they felt ____________________________________________.

Name _______________________________________Respond to the Text

Read the text again. Have a collaborative conversation with someone in your house. Use the sentences below to start the conversation. Cite text evidence from the story and use the information in your answers below. Present your ideas to someone in your house or over the phone.

1. Explain what happened to Sarah and Rick because they loved books and libraries.

Because Sarah and Rick both loved books and libraries, they ______________________

________________________________________________________________________

2. Discuss why Rick wanted Sarah to meet the Bookers.

Rick wanted Sarah to meet the Bookers because _______________________________

________________________________________________________________________

3. Explain why Sarah and the Booker family will probably become friends.

________________________________________________________________________

________________________________________________________________________

Write Work with a partner. Discuss your notes about “Making New Friends.” Then write your answer to the Essential Question.

How can you make new friends feel welcome?

Rick helped Sarah feel at home in her new community because ________________

_____________________________________________________________________

The Booker family helped Sarah feel welcome because _______________________

_____________________________________________________________________

ELD.PI.4.1.Ex, ELD.PI.4.10b.Ex, ELD.PI.12a.Ex See the California Standards section.22


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LESSON 4

LESSON 5




Grade: 4

Lesson: 6

Language Objective: Read a story.


Expanding: Read the essential question, “In what way can you help your community?” Read the story, “Clean-Up Day at the Park,” aloud. Read it one paragraph at a time and stop after each paragraph to ask yourself, “What was this paragraph about?”


Emerging: Read only paragraphs 1, 2, and 6. Important vocabulary to understand: ferocious means very strong, anxious means nervous, and efforts means the work done toward a goal.


Bridging: Write out the bolded words: ferocious, anxious, and efforts. What do these words mean? What part of speech are they? Nouns? Verbs? Adjectives? How many syllables do they have? Try and write them in new sentences to show what they mean. Draw a picture to go with each word.

Read the essential question out loud. Read the story below. Stop after each paragraph to reflect.

Clean-Up Day at the ParkRealistic Fiction

Clean-up day at our local park is an important, annual event in my community. This year a ferocious spring storm destroyed trees, and strong winds scattered branches and leaves throughout the park. Washington Village Park needed us badly. Many residents of the community wanted to help out.

When my older brother Henry and I arrived, volunteers were already hard at work. Members of some community organizations were planting new trees and flowers, while others were painting park benches and raking leaves. Henry and I were anxious to join their efforts.

“Hi, I’m Ellen. How can my brother and I help?“ I asked a friendly volunteer. She smiled and pointed to some worn-out benches. Then she handed us two paintbrushes and a bucket of paint. Henry and I quickly got to work. Two hours later we looked at the results of our efforts.

“Wow! What an amazing improvement! These park benches were worn-out and gray, and now they’re clean and bright green,” I exclaimed.

After lunch Henry and I were assigned to another task. For the rest of the afternoon, we helped other community volunteers plant bushes and flowers throughout the park. We were replacing those destroyed by the spring storm.

At the end of the day, Henry and I said good-bye to the other volunteers and headed home. “Ellen, I think we really made a difference today. I’m proud of our efforts,” Henry said.

So was I.

Essential Question

In what ways can you help your community?

ELD.PI.4.6a.Ex See the California Standards section.23

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LESSON 6

paragraph 1

paragraph 2

paragraph 3

paragraph 4

paragraph 5

paragraph 6

paragraph 7




Grade: 4

Lesson: 7

Language Objective: Retell a story


Expanding: Think about the story you read yesterday. Draw a picture to go with the story and retell the story in your own words. Use lots of details, speak in complete sentences, and use phrases like, In the beginning, Then, After that, and Finally.


Emerging: Think about only one part of the story you read yesterday. Draw a picture to go with that one part and explain what is happening in your picture. Use lots of details in your picture and explanation.


Bridging: Once you have drawn your picture or series of pictures to remember the story, write out at least one sentence for each part of the story using the phrases: Initially, Following that, Subsequently, and In the end.




Grade: 4

Lesson: 8

Language Objective: Practice finding and using helping verbs.


Expanding: …complete each sentence on page 88 using the helping verbs: can, is, have, and do. On page 89, complete each sentence using the helping verbs: can, is, have, had, and was.


Emerging: Only complete page 88. Read each sentence out loud using each option. For example, say, “Andrea can read.” and “Andrea do read.” Which one sounds better?


Bridging: After completing both pages, try and write some additional sentences using the helping verbs: can, is, have, do, had, and was.

Name

Choose the correct helping verb to complete each sentence.

1. Andrea read.

2. Nora making fresh bread.

3. Matt planting flowers in his garden.

4. Albert eat carrots every day.

5. We been to this restaurant before.

6. I lived here before we moved.

Helping verbs help the main verbs in sentences. Common helping verbs include:

can have is do

can do

has is

can is

can do

is have

had were

TEACHER: Read the directions and sentences in Part A and Part B to students. Guide students to complete each exercise, providing support as needed.88 Grades 4-6

15B: Verbs: Helping Verbs

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LESSON 8

Name

Complete each sentence by choosing a helping verb from the box. Then write the sentence. Use each helping verb only once.

1. Nora making fresh bread.

2. Matt planting flowers when it started raining.

3. Albert loves carrots. He eat them every day.

4. We been to this restaurant before.

5. I lived here before we moved away.

can is have had was

Helping verbs help the main verbs in sentences. Common helping verbs include:

can have is do

89Grades 4-6

15B: Verbs: Helping Verbs

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TEACHER: Read the directions and sentences to students. Guide students to complete the exercise, providing support as needed.

LESSON 8




Grade: 4

Lesson: 9

Language Objective: Answer the Response to Text questions.


Expanding: Complete the following sentence frame on your page.

Talk with someone about two different ways people can help in a clean-up day at the park.

1. During clean-up day, community residents_________________ and_______________________________________________.

2. Ellen and Henry want to volunteer at clean-up day because__________________________________________________.

3. Ellen and Henry are proud of their efforts at the park because__________________________________________________.


Emerging: Complete the following sentence frame on your page.

1. Volunteers helped to clean up at the park by____________________ and ____________________.

2. Ellen and Hellen helped their community by working inthe _________________________________________.

3. At the end of the day, Ellen and Henry feel proud of___________________________________________.




Bridging: Complete the following sentence frame on your page.

1. Community residents are volunteering at the annualclean-up day to paint park benches,____________________________________, and_____________________________________.

2. Ellen and Henry are anxious to join their neighborsefforts at the park, this shows that they are___________________ and ____________________.

3. When Henry says he believes they made a really bigdifference today, he believes that volunteering duringclean-up day at the park made the park a better___________________________________________.




Grade: 4

Lesson: 10

Language Objective: Write about the story Clean-Up Day at the Park.


Expanding: Complete the following sentence frame on your page. 1. Rick helped Sarah feel at home in her new community because

__________________________________________________.2. The Booker family helped Sarah feel welcomed because

__________________________________________________.


Emerging: Complete the following sentence frame on your page. 1. In the story, everyone worked together during clean-up

day because they wanted to improve____________________________________________.

2. Like the story characters, you can help your communityby volunteering to help _________________________.


Bridging: Complete the following sentence frame on your page. Henry and Ellen take part in the _______________________. They paint park benches, and help ___________________________________. By volunteering, they help to _______________________________________.

Name _______________________________________Respond to the Text

In what ways can you help your community?

Ellen, Henry, and the other volunteers help their community by ________________

_____________________________________________________________________

_____________________________________________________________________

Another way to help your community is by _________________________________

_____________________________________________________________________

_____________________________________________________________________

Read the text again. Have a collaborative conversation with someone in your house. Use the sentences below to start the conversation. Cite text evidence from the story and include it in your answers below. Present your ideas out loud.

1. Discuss two ways community residents help out at the clean-up day in the park.

During clean-up day, community residents ____________________________________

and ____________________________________________________________________

2. Discuss why Ellen and Henry want to volunteer at clean-up day in the park.

Ellen and Henry want to volunteer at clean-up day because ______________________

________________________________________________________________________

3. Explain why Ellen and Henry are proud of their efforts at the park.

________________________________________________________________________

________________________________________________________________________

Write Work with a partner. Discuss your answers from above about “Clean-Up Day at the Park.” Then write your answer to the Essential Question.

ELD.PI.4.1.Ex, ELD.PI.4.10b.Ex, ELD.PI.12a.Ex See the California Standards section.24


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LESSON 9

LESSON 10

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fontana unified school district division of teaching and learning ...€¦ · english language...

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