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English as a Second Language (ESL) Grade 3Unit of Study: The Cycle of Seasons

Third Grading Period – Unit 4 CURRICULUM OVERVIEWBig Idea Unit Rationale

To promote authentic communication and integration in the second language (L2) through the linguistic domains of listening, speaking, reading and writing commensurate with the student’s level of English.

Moon phases are the changes in how the Moon looks across the nights in a month. (Avenues, Level D, Vol. 1 Unit 4)Selection 1: Gluskabe and Old Man Winter

What hero do you know about? If you could talk to winter, what would you say? Does the character (Gluskabe) solve the problem? How? What does _____ mean? (dangerous, greedy, melt, refuse, stranger, suffer,

weather) Does your retelling match your partner’s? What was different? Do you think Gluskabe is right or wrong to take the summerstick? What are some compound words? What are the two words in ____? What word

can you make when you blend the words ____ and ____?

Selection 2: Sky Tree Can you give an example of how things in nature change? What does _____ mean ( sunlight, breeze, fall, change, branch, cloud, frost,

disappear) What do you think the hill looks like in other seasons? How does a tree change

with each season? Where can you find information in an art essay? What do captions tell you? What (activity) do you like to do? Why do you like to do that activity? Can the

activity be done in more than one season? Why is that a good time to do the activity? Can you divide words like fluttered, summer, perfect, silver, winter, and snapper

into parts? What are some details about each season regarding plants, animals, and weather? Which word (in the selection) tells what something is like (color, size, shape)? Which word tells how many and how much? describe and tell how many Which word shows where something is, a direction, what time, and many other

things? Which words tell how, where, and when things happen?Lessons for this Unit

This unit will address the following linguistic domains :Listening / Speaking

Oral language developmentReading

Vocabulary Phonics Genre and story elements Language fluency and comprehension

Writing Grammar

SAISD © 2008-09 – Third Grading Period ESL Grade 3- Initial Release Aug 08, V1 of 15

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Instructional Model & Teacher DirectionsThe teacher will… Students will…

Con

cept

s

English Language Proficiency Standards:1) Cross-curricular second language acquisition/learning skills. The student is expected to:

(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;

(F) use accessible language and learn new and essential language in the process;(G) demonstrate an increasing ability to distinguish between formal and informal English

and an increasing knowledge of when to use each one commensurate with grade-level learning expectations

2) Cross-curricular second language acquisition/listening. The student is expected to:(A) distinguish sounds and intonation patterns of English with increasing ease;(E) use visual, contextual, and linguistic support to enhance and confirm understanding of

increasingly complex and elaborated spoken language;(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD,

and CD ROM to build and reinforce concept and language attainment; (I) demonstrate listening comprehension of increasingly complex spoken English by

following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

3) Cross-curricular second language acquisition/speaking. The student is expected to:(A) practice producing sounds of newly acquired vocabulary such as long and short

vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible;

(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication;

(E) share information in cooperative learning interactions;(F) ask and give information ranging from using a very limited bank of high-frequency, high-

need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments.

(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; (build and reinforce concept and language attainment;

(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired;

(I) adapt spoken language appropriately for formal and informal purposes; and(J) respond orally to information presented in a wide variety of print, electronic, audio,

and visual media to build and reinforce concept and language attainment.

Listening/Speaking TEKS 3.1-3.4 Participate in rhymes, songs, conversations, and discussions (3.1C) Distinguish and produce intonation patterns of English (3.1G2,4) Infer meaning by making associations of utterances with actions,

visuals, and context (3.1H) Connect experiences and ideas with those of others through speaking

and listening (3.2A) Ask and answer relevant questions and make contributions in small or

large group discussions (3.3C) Present dramatic interpretations of experiences, stories, poems, or

plays (3.3D) Gain control of grammar when speaking (3.3.E) Use vocabulary to describe ideas, feelings, and experiences (3.4A)

Reading TEKS 3.5-3.13 Identify multisyllabic words by using common syllable patterns (TEKS

3.5C Read orally from familiar texts with fluency demonstrating accuracy

(3.6C1) Read from a variety of genres for pleasure or to acquire information

from print (3.7B, TAKS 1) Develop vocabulary by listening to and discussing both familiar and

conceptually challenging selections read aloud (TEKS 3.8A1) Develop an extensive vocabulary through reading (3.8B) Use prior knowledge to anticipate meaning and make sense of texts

(3.9A)



4) Cross-curricular second language acquisition/reading. The student is expected to:(A) learn relationships between sounds and letters of the English language and decode

(sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words;

(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials;

(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;

(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs;

(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs;

(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and

Demonstrate knowledge of synonyms (3.8D, TAKS 1)

Make and explain inferences from text (3.9F, TAKS 4)

Identify similarities and differences across texts. (3.9G TAKS 4)

Produce summaries of text selections. (3.9H, TAKS 1)

Represent text information (3.9I, TAKS 3) Support interpretations or conclusions with examples drawn from text

TEKS 3.10C, TAKS 4)

Recognize features of genres (3.11C, TAKS 3)

Recognize plot (3.11J, TAKS 3)

Writing TEKS 3.14-3.20

Write to record ideas (3.14A) Write with more proficient spelling of contractions, compounds, and

homonyms such as hair-hare and bear-bare (3.16Ei2.) Edit writing toward standard grammar and usage, including pronoun

agreement (3.17E)

5) Cross-curricular second language acquisition/writing. The student is expected to:(B) write using newly acquired basic vocabulary and content-based grade-level

vocabulary;(C) spell familiar English words with increasing accuracy, and employ English spelling

patterns and rules with increasing accuracy as more English is acquired;(E) employ increasingly complex grammatical structures in content area writing

commensurate with grade-level expectations, such as: (i) using correct verbs, tenses, and pronouns/antecedents; possessive case, and using negative and contractions;

(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and

(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

Student TEKS Outcome

” I CAN” statements highlighted in yellow should be displayed for students.

At the end of each unit, the English language learner will understand (listen), speak, read, or write in English, commensurate with his/her level of English proficiency the following. I can:(Listening/Speaking)

participate by making contributions in a discussion. (3.1C4, 3.3C) ask and answer questions. (3.1B) use adjectives to describe (3.3E)

(Reading) \read compound words.(3.6C)

read and explain the meaning of new words. (5C) read from different types of stories. (7B)



identify the features of the selected genre (play and art essay). (3.11c)

read different types of text with intonation and fluency. (3.6Ci)

draw conclusions. (3.9F1, 3.10C)

summarize information (3.9H)

retell a story or summarize the order of events in the story. (9C)

complete graphic organizers (story map and cycle diagram). (9I) answer questions about the story problem. (11J)

(Writing)

write to record ideas or reflections (3.14A) write descriptive sentences. (3.17B1,2)

Evidence of LearningThe students will develop and demonstrate growth in listening, speaking, reading, and writing, with minimal second language acquisition support, in academic and social settings.

At least 80% of the time and commensurate with the students’ English language proficiency levels (Beginning, Intermediate, Advanced), the students will participate in ESL listening and speaking activities and will demonstrate understanding of the unit theme by:o asking and answering questions related to the theme.o responding with personal information and elaboration.o exhibiting fluency and appropriate intonation.

At least 80% of the time and commensurate with the students’ English language proficiency levels (Beginning, Intermediate, Advanced), the students will participate in ESL reading activities focusing on reading and constructing meaning of fiction and nonfiction selections by:o learning the vocabulary for the selection.o identifying the story elements of different types of genres (play: characters, setting, and stage directions; art essay: illustrations and captions.)o completing a graphic organizer (Story Map)showing the problem and solution of a story and (Cycle Diagram) to classify details from the text. o retelling a story or summarizing information.

At least 80% of the time and commensurate with the students’ English language proficiency levels (Beginning, Intermediate, Advanced), the students will participate in ESL writing activities and will demonstrate competence in applying grammatical skills when:o writing to record ideas.o writing descriptions.



Lessons 1-10 Genre: Folk Tale - “Gluskabe and Old Man Winter” CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

• What hero do you know about?• If you could talk to winter, what would you say?• Does the character (Gluskabe) solve the problem? How?• What does _____ mean? (dangerous, greedy, melt, refuse, stranger,

suffer, weather) • Does your retelling match your partner’s? What was different? • Do you think Gluskabe is right or wrong to take the summerstick?

English Language Learners (ELLs) may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of *English language proficiency.

*The student’s level of English language proficiency is determined by the following assessments: Woodcock Muñoz Language Survey (WMLS) and the Texas English Language Proficiency Assessment System (TELPAS). Individual student assessment results may be accessed via the Crystal Enterprise System by the campus administrator and/or the LPAC coordinator.

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… Students will…Lesson 1 (T178-179) Introduce Unit 4 by building background and vocabulary, pages 178-181 in the student

book by discussing the picture of the tree and the change in the leaves. Play the selection “The Four Seasons” on the Selection Tape/CD and draw a picture to go with the recording.

Oral Language (T182e) Write Message for Today (A hero is someone who helps others. What hero do you know

about?) Guide students to do a quick-draw of the hero in action and including where the hero lives and to describe the hero to a partner in a Think, Pair, Share activity.

Think, Pair, Share. Think-Pair-Share Students think about their response to a question, discuss answers in pairs, and share their own or partner’s answer with the class. (Avenues Level D S13 and VRojas)

participate in the discussion about changes in the seasons and draw, label, and compare pictures for the season. (ELPS 3G: TEKS 3.2A)

describe (orally or written) a hero to a partner. (ELPS 3F; TEKS 3.1C)

Lesson 2 Vocabulary (T182)

Introduce key words (dangerous, greedy, melt, refuse, stranger, suffer, weather) by using Marzano’s Six Step Process for Teaching New Terms by providing a description, explanation, or example of the new term (Step 1). The new terms should be given in the students’ native language. Determine what the students know about the terms. Build an initial understanding of the terms by using Multi-Level Strategies T182 for Beginning, Intermediate, and Advanced students.

Introduce key words by using Marzano’s Six Step Process for Teaching New Terms by providing a description, explanation, or example of the new term (Step 1). The new terms should be given in the students’ native language. Determine what the students know about the terms. Build an initial understanding of the terms by using student book pages 182-183. Use the Defining Sentences T213 to restate the meaning of each word. ) (Multi-level Strategies B/I/A T182).

record their own description or explanation of the term in their vocabulary notebook (Marzano, Step 2) (ELPS 5B; TEKS 3.14A)

construct a picture, symbol, or graphic representation of the term in their notebook and on a card (Marzano, Step 3) (ELPS 5B; TEKS 3.1H)

participate with peers in the activity Wats-it to review words. (ELPS 3J, TEKS 3.21D)



http://www.saisd.net/dept/bilingual/index.php?option=com_docman&task=doc_download&gid=270&Itemid=36




Guide students to play Wats-it. Students will create word cards with the visual representation of the given words. The student will write the word on one side and draw a visual on the other. Collect the cards and divide the students into groups. Line them up into two lines facing each other. Stand at the end of the line, say “go” and show the first two students in line the picture side of the card. The student who guesses the word first wins the card for the team. The game continues until the cards run out. (VRojas)Lesson 3 Oral language (T184a)

Display picture of building the snowman (D36) and guide students to role-play a person talking to winter. “If you could talk to winter, what would you say?”

Preview Language (T184c) Read aloud the text,” The Long Winter”, pointing to visuals to identify the

characters and the winter landscape, T184c and emphasizing the pronouns and the referent.

Grammar Focus (T184d) Teach and model using pronouns to tell who or what does something. Guide students to

practice substituting names and classroom objects with the correct pronoun during Inside-Outside Circle activity.

Inside/Outside Circle Students in concentric circles rotate to face a partner to answer the teacher’s questions or those of the partner

role-play talking to “winter”. (ELPS 3I; TEKS3.3A)

participate in a cooperative learning activity to practice using the correct pronoun by classmate’s names or classroom objects in a sentence and repeat the sentence with the correct pronoun. (ELPS 3C ; TEKS 3.3E)

Lesson 4 Preview the story: genre and story elements (T184a)

Introduce the genre, Stage Play, by reading the description. Explain the story elements: characters, setting, and stage directions. Preview key events in the play by using Preview Script (T184b) and pointing out the visuals. Ask the following questions: Who are the characters in the play? What is the setting of the play? What two ways is a play different from a story?

Review Literary Terms in plays (T205), English at Your Command! Pages 144-145.

Reading Strategy: Problem and Solution (T184e-f) Read aloud or play the recording of the play “Gluskabe and Old Man Winter”

pausing to teach the text structure and represent it on a problem-and-solution map. Does the character (Gluskabe) solve the problem? How? (Multi-level Strategies B/I/A T184e)

identify the characters, setting, and stage directions of the play. (ELPS 3H,

TEKS 3.11C, TAKS 3)

complete a problem-and-solution story map by identifying the problems,

events, and solution. (ELPS 3B,3J: TEKS 3.11E, J; TAKS 2)

Lesson 5 Oral Language (T184g)

Play (CD) Big Book Chant, “Through the Year”, page 17. Guide students to choral read the chant.

Writing (T184e) Guide students to write a new title for each of the play’s four scenes.

participate in choral reading. (ELPS 2F, E; TEKS 3.1C)

write a new title for each to the play’s four scenes and explain why the titles are appropriate. (ELPS 3H; TEKS 3.14A)



Lesson 6

Vocabulary (T184h)

Review Key Words using Defining Sentences (T184h). Allow students to add or revise the term in the vocabulary notebook. (Marzano, Step 4)

Demonstrate the Frayer Model as a strategy to develop understanding of content area reading vocabulary. Students form hierarchical word relationships by listing essentials, examples, non-essentials, and non-examples of a particular word (i.e. knowing what a concept isn't can help define what it is). Procedure: (a) assign concepts to groups, (b) explain the attributes of the Frayer Model, (c) complete one with the class, (d) have students work in pairs to complete their concepts, and (f) have students share and then display their boards so the concepts can be continuously during the unit of study. (VRojas)

Grammar(T189) Guide students to identify nouns within text and substitute the nouns with either

Indefinite it or Subject Pronouns I, you, we. (English at Your Command page 252-253).

add or revising the term in the vocabulary notebook (Marzano, Step 4) (ELPS 4C; TEKS 3.8B)

use the Frayer Model to define the selected key words (T184h). (ELPS 4D; TEKS 3.8.B)

select sentences in the text and will rewrite the sentences replacing the noun with the Indefinite it or Subject Pronouns I, you, we. (ELPS 5E: TEKS 3.3, 3.17E2,3,7,9)

Lesson 7 Phonics (T184-185) Introduce compound words. (Reading Basics Transparency 44) What are some

compound words? What are the two words in ____? What word can you make when you blend the words ____ and ____?

Grammar(T189 & T202) Guide students to identify nouns within text and substitute the nouns with either

Indefinite it or Subject Pronouns I, you, we (English at Your Command page 252-253).

Teach and model possessive pronouns. (English at Your Command page 254-257).

read, divide, and blend (the parts of the compound word) (ELPS 5C; TEKS 3.6C, 3.16Ei2.)

select sentences in the text and will rewrite the sentences replacing the noun with the Indefinite it, Subject Pronouns I, you, we or Possessive Pronouns (ELPS 5E: TEKS 3.3E, 3.17E2,3,7,9)

Lesson 8 Read Story (184-204)

The following strategies will make the language of the selection fully comprehensible (Avenues, Level D T184j):

o Use visuals to support meaning.o Restate words and phrases.o Act out key events.o Use gestures and facial expressions.

Guide students in reading the story to ensure comprehension by using effective questioning strategies and the questions from the teacher’s guide: purpose, details, text features, draw conclusions, make predictions, make inferences, cause and effect, etc.

follow the text and answering questions (purpose, details, text features, draw conclusions, make predictions, make inferences, cause and effect, etc.

(ELPS 4F, I, J; TEKS 3.9F, TAKS 4)



http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/fraym.htm





Critical Thinking (T202)

Make and Support Judgments: Allow students to engage in the cooperative activity, Roundtable, to answer the question: Do you think Gluskabe is right or wrong to take the summerstick? Guide students to make a judgment and to support it with the text.

Roundtable: Seat students in small groups. Teacher asks a question with many possible answers. Each student around the table answers the question a different way. Teacher may ask for the answers to be recorded/. (Avenues, S12)

Guide students to find a synonym or example for the key vocabulary and other selected words from the story. (Marzano, Step 5)

participate in a Roundtable activity by finding the evidence in the text to support his/her judgment in concluding that Gluskabe was right or wrong in

taking the summerstick. (ELPS 4J, TEKS 3.10C, TAKS 4)

record synonyms or examples for key vocabulary words. (Marzano, Step 5)

(ELPS 1D; TEKS 3.8D; TAKS 1)

Lesson 9 Language Fluency (T205a) Model reading dialogue (page 202) using intonation and expression. Guide

students to role-play the different visitors in the play.

Reread story (T184-204) Use recording for pages 191-192 to demonstrate the contrast the intonation used

in the statements, questions, and exclamations. Explain the end mark cues for each type of sentence.

role-play the dialogue. (ELPS 2A ; TEKS 3.3D)

read aloud with a partner to contrast the intonation between statements, questions, and exclamations. (Passages pages 193-195, 198, and 202-203) (ELPS 2A; TEKS 3.6C, 3.8A1)

Lesson 10 Think and Respond (T206-207) Review definition of problem, events, and solution using pages 186-187, 188-203,

and 204 to relate to the terms. Guide students to complete the problem and solution chart. (Multi-level Strategies B/I/A T206)

Guide students to retell and compare the story. Does your retelling match your partner’s? What was different?

complete the graphic organizer (Practice Book page 59) identifying the

problem, event, and solution . (ELPS 4D; TEKS 3.9C TAKS 1,3)

retell the story to a partner and compare if the stories were the same or

different. (ELPS 4G; TEKS 3.9C TAKS 1,3)

Extensions Give Messages page T208c Create the Water Cycle T209a Write a Description T209c Make Inferences T210 Antonyms and Synonyms T211a Hands-on Centers: Identify Seasonal Characteristics, Plan a Trip, Calculate

Average Rainfall, Write Dialogue T178f-g

Marzano Step 6: Allow students to play games using the unit vocabulary as a way to review and use the term.

Vocabulary weather suffer refuse melt

Resources: Hampton Brown Avenues, Third Grade Level D Unit 4 Big Book Unit 4 Picture Cards: D36 – D47 Reading Basics: Transparencies 44, 62 and 63






dangerous stranger greedy

Cognates human/humano north/norte

English at Your Command! Practice Book Leveled Books: Beginning level: In the Yard; Fluent reader: The Wind

Eagle

Textbook: Avenues Level D

District Resources

Print Resources

Internet Resources Online Resources: Avenues eTools

Media Resources: Language Songs CD 1 Selection Readings CD1 or Tape 4 Kidspiration: Vocabulary and Writing Software

Evidence of LearningDifferentiation Interims/TELPAS Reading/Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardUse Multi-Level Strategies to provide practice for students at all proficiency levels (Beginner, Intermediate, or Advanced):

Lesson 2: Key Vocabulary T182 Lesson 4: Strategy: Problem and Solution

T184e Lesson 8: Reading Options (Beginning Reader,

On-level, and Advanced) T184i Lesson 10: Think and Respond T207

Unit 4 Progress Test:

Beginner level

Intermediate / Advanced level



http://www.ngsp.com/Products/ESLELD/nbspnbspAvenues/eTools/tabid/667/Default.aspx

Lessons 1-10 Genre: Science Article “Sky Tree” CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Can you give an example of how things in nature change? What does _____ mean ( sunlight, breeze, fall, change, branch, cloud, frost,

disappear) What do you think the hill looks like in other seasons? How does a tree change with

each season? Where can you find information in an art essay? What do captions tell you? What (activity) do you like to do? Why do you like to do that activity? Can the activity

be done in more than one season? Why is that a good time to do the activity? Can you divide words like fluttered, summer, perfect, silver, winter, and snapper into

parts? What are some details about each season regarding plants, animals, and weather? Which word (in the selection) tells what something is like (color, size, shape)? Which word tells how many and how much? describe and tell how many Which word shows where something is, a direction, what time, and many other

things? Which words tell how, where, and when things happen?

English Language Learners (ELLs) may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of *English language proficiency. *The student’s level of English language proficiency is determined by the following assessments: Woodcock Muñoz Language Survey (WMLS) and the Texas English Language Proficiency Assessment System (TELPAS). Individual student assessment results may be accessed via the Crystal Enterprise System by the campus administrator and/or the LPAC coordinator.

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… Students will...Lesson 1 Oral Language (T212e)

Write Message for Today (Many things change in nature. How many can you think of?) and display photos of seasonal changes. Guide students to describe what they see and record details of description in a chart.

Language Focus (T212f) Teach and model using words to describe color, size, and shape. Organize

Roundtable groups to describe a nature picture and record choice of words.

Roundtable Students in teams take turns writing, drawing, pasting, (1 paper, 1 pencil per team). Rotating Recorder: Students take turns recording team responses. Simultaneous Roundtable: RoundTable with more than one recording sheet passed at once. (4 papers, 4 pencils per team) (VRojas)

describe seasonal changes. (ELPS 3B: TEKS 3.1C4, 3.3C, 3.9A)

describe a nature picture in a Roundtable group and record the words used. (ELPS 3E ; TEKS 3.3C 3.9G)

Lesson 2 Vocabulary (T212)

Introduce key words (sunlight, breeze, fall, change, branch, cloud, frost, disappear) by using Marzano’s Six Step Process for Teaching New Terms by providing a description, explanation, or example of the new term (Step 1). The new terms should be given in the students’ native language. Determine what the students know about the terms.

record their own description or explanation of the term in their vocabulary notebook (Marzano, Step 2) (ELPS 5B; TEKS 3.14A1)

construct a picture, symbol, or graphic representation of the term in their notebook and on a card (Marzano, Step 3) (ELPS 5B; TEKS 3.1H)






Build an initial understanding of the terms by using Multi-Level Strategies T213 for Beginning, Intermediate, and Advanced students. Introduce key words by using Marzano’s Six Step Process for Teaching New Terms by providing a description, explanation, or example of the new term (Step 1). The new terms should be given in the students’ native language. Determine what the students know about the terms. Build an initial understanding of the terms by using student book pages 212-213. Use the Defining Sentences T213 to restate the meaning of each word. ) (Multi-level Strategies B/I/A T212).

Guide students to play Wats-it to review key words.Wats-it Students will create word cards with the visual representation of the given words. The student will write the word on one side and draw a visual on the other. Collect the cards and divide the students into groups. Line them up into two lines facing each other. Stand at the end of the line, say “go” and show the first two students in line the picture side of the card. The student who guesses the word first wins the card for the team. The game continues until the cards run out. (VRojas)

participate with peers in the activity Wats-it to review words. (ELPS 3J, TEKS 3.21D)

Lesson 3 Oral language (T214a)

Display picture of children riding a sled down a hill (D38) and guide students to respond to the question, What do you think the hill looks like in other seasons? How does a tree change with each season? List responses on a chart.

Preview Language (T214c) Read aloud the text, ”The Tree” pointing to visuals on pages 216 to identify things and

to pantomime the description. Review the key words by listing the words and giving one description about it. The student repeats the description and then adds to the description, and so on. (How to Learn Language T214c).

Grammar Focus (T214d) Teach and model identifying adjectives in a sentence T214d. Guide students to draw

a picture of a tree on a hill and to describe their picture to their partner. The partners will draw a picture for each other’s description and then compare it.

make predictions about seasonal changes (tree, hill, etc.). (ELPS 4J; TEKS 3.1H)

add adjectives to a sentence. (ELPS 5G ; TEKS 3.3E)

listen to a description and draw a picture based on the description. (ELPS 2I; TEKS 2A)

Lesson 4 Preview the story: genre and story elements (T214a)

Introduce the genre of Art Essay using pages 214-215 to explain that the selection is nonfiction and gives a lot of information. Explain that the illustrations and captions additional information about the topic. Use Preview Script (T214b) and visuals and the following questions: Where can you find information in an art essay? What do captions tell you?

Reading Strategy: Classify Details (T214e-f) Read the art essay aloud or play its recording pausing during sections to classify

details from the text and the illustrations. Record details that tell what, when, where, and how on the Cycle Diagram (T214f).

answer questions about the text features. (ELPS 4I ; TEKS 3.11C)

give details (orally) about each of the seasons and explain why each detail belongs with that season. (ELPS 1E; TEKS 3.8A)

Lesson 5 Oral Language (T214g)

Write Message for Today (In the _____, I like to _________. What (activity) do you like to do?) Guide students to complete the sentence and to contribute in a roundtable

participate in a roundtable discussion about favorite seasonal activities. (ELPS 1F, 3A; TEKS 3.1C4, 3.3C, 3.4A)





discussion: Why do you like to do that activity? Can the activity be done in more than one season? Why is that a good time to do the activity?

Writing (T214e) Guide students to select a painting from the art essay and to write a new caption for it.) write a new caption for a selected painting from the essay. (ELPS 5B,

5F: TEKS 3.14A1)Lesson 6Vocabulary (T214h)

Review Key Words using Defining Sentences (T213) and demonstrate the Frayer Model as a strategy to develop understanding of content area reading vocabulary. Students form hierarchical word relationships by listing essentials, examples, non-essentials, and non-examples of a particular word (i.e. knowing what a concept isn't can help define what it is). Procedure: (a) assign concepts to groups, (b) explain the attributes of the Frayer Model, (c) complete one with the class, (d) have students work in pairs to complete their concepts, and (f) have students share and then display their boards so the concepts can be continuously during the unit of study. (VRojas)

Grammar (T222) Teach and model using (number) adjectives that tell how many or how much (a lot,

many, several, much, some, few, etc. English at Your Command! Page 263).

add or revise the term in the vocabulary notebook (Marzano, Step 4) (ELPS 4; TEKS 3.8B)

use the Frayer Model to define the selected key words. (ELPS 4D; TEKS 8.B, 3.24I)

use number adjectives in oral and written sentences to describe something in the room or in a picture. (Practice Book page 64) (ELPS 5B, 5G; TEKS 3.14A)

Lesson 7 Phonics (T214-215)

Introduce R-Controlled syllables types. (Reading Basics Transparencies 62 and 63).

Grammar (T225) Teach and model using prepositions to show place, direction, time, and many uses.

Illustrate the use of the prepositions within the text pages 220,223,224, and 225 and record on a Prepositions Chart.

Teach and model using adverbs. Read sentences from the text and identify the words (adverbs) that tell how, where, and when things happen. Guide students to add adverbs to sentences. (English at Your Command? page 282)

identify words with r-controlled syllables. (ELPS 3A, 4A; TEKS 3.5C)

read words with r-controlled syllables, divide the words into parts, and sort words into two groups words/syllables. (ELPS 3A, 4A: TEKS 3.5C)

use prepositions (from the chart) to give an oral/written description of the art in the selection. (ELPS 3H; TEKS 3.3E, 3.3G)

add adverbs to selected sentences from the text. (Practice Book page 65) (ELPS : TEKS 5F; 3.3E)

Lesson 8 Read Story (213-230)

The following strategies will make the language of the selection fully comprehensible (Avenues, Level D T1214j):

Point to details in the paintings. Use visuals to restate difficult concepts. Demonstrate with gestures and pantomime. Summarize key information frequently in simple language.

Guide students in reading the story to ensure comprehension by using effective questioning strategies and the questions from the teacher’s guide about the text features; set the purpose, making inferences, identifying details, conclusions, making comparison, summarizing, cause and effect etc.

Literary Analysis (T231)Review that an adjective describes or telll about a noun. Read aloud from the selection as

follow the text and answer questions about features: set the purpose, making inferences, identifying details, conclusions, making comparison, summarizing, cause and effect etc. (ELPS 4G, 4I. 4J; TEKS

3.9F, 3.9G; TAKS 4)

identify the adjectives in a selection, categorize the words in a Sensory Adjectives Chart, and use the words from the chart to describe their own illustration. (ELPS 5G; TEKS 3.3E)







students listen for words that describe how things look, feel, and smell. Guide the students to illustrate their favorite outdoor activity using some of the adjectives from the selection.

Guide students to find a synonym or example for the key vocabulary and other selected words from the story. (Marzano, Step 5)

record synonyms or examples for key vocabulary words. (Marzano,

Step 5) (ELPS 1D; TEKS 3.8D; TAKS 1)

Lesson 9 Language and Reading Fluency (T231a)

Model different ways to begin sentences (using the words in and at ) to tell about time represented in the paintings on student book pages 218, 220, 225.

Reread story (T213-230) Read or play the recording for page 216 and listen for fluency as student echo read.

use expressions of time (in and at) to tell about other paintings or pictures. (ELPS 1G; TEKS 3.1G2,4, 3.4A)

echo read a passage. (ELPS 2A; TEKS 1C) listen to a passage and identify the short pauses (/) and long pauses

(//) in the selection. (ELPS 1F; TEKS 3.6C1)

Lesson 10 Think and Respond (T232-233)

Read aloud the introductory sentences for each season. Guide students to complete each section of the cycle diagram with details about the plants, animals, and weather for each season. (Multi-level Strategies B/I/A T232)

Guide students to use the information from the cycle diagram to write a summary statement about each season.

complete the cycle diagram (Student Book page 232 or Practice book

pages 67-68). (ELPS 4D; TEKS 3.9I, TAKS 3)

write a summary statement for each season. (ELPS 5G; TEKS 3.9H,

TAKS 1)

Extensions Play a Seasons Game page T235a Write to Entertain page 235c Use Pronouns T236 Prefixes T237a-b Hands-on Centers: Identify Seasonal Characteristics, Plan a Trip, Calculate Average

Rainfall, Write Dialogue T178f-g

Marzano Step 6: Allow students to play games using the unit vocabulary as a way to review and use the term.

Vocabulary sunlight breeze fall change branch cloud frost disappear

Cognates moment/momento capture/capturer form/formar disappear/desaparecer

Resources: Hampton Brown Avenues, Third Grade Level D Unit 4 Big Book Unit 4 Picture Cards: D36 – D47 Reading Basics: Transparencies 44, 62 and 63 English at Your Command! Practice Book Leveled Books: Beginning level: In the Yard; Fluent reader: The

Wind Eagle

Textbook: Avenues Level D

District Resources

Print Resources

Internet Resources Online Resources: Avenues eToolsMedia Resources:



http://www.ngsp.com/Products/ESLELD/nbspnbspAvenues/eTools/tabid/667/Default.aspx





Language Songs CD 1 Selection Readings CD1 or Tape 4 Kidspiration: Vocabulary and Writing Software

Evidence of LearningDifferentiation Interims/TELPAS Reading/Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardUse Multi-Level Strategies to provide practice for students at all proficiency levels (Beginner, Intermediate, or Advanced):

Lesson 2: Key Vocabulary T212 Lesson 4: Strategy: Goal and Outcome T214e Lesson 8: Reading Options (Beginning Reader,

On-level, and Advanced) T214i Lesson 10: Think and Respond T232

Unit 4 Progress Test:

Beginner levelThe plant has _______ leaves.

a) onb) walkc) threed) threes

Intermediate levelThe next day, I see ____ birds.

a) twob) manc) lookd) fives

Advanced level

Choose the best way to write the underlined part, or choose “Correct as it is.”

They is very cold and deep.a) Itb) Hec) Wed) Correct as it is



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