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Baneman Advanced Beginner Long

Term PlanESL Grades 3-5

N.B. This plan was designed for a two-hour daily reading block for students at ELP levels 1-3. It ismy strong recommendation that teachers with students at levels this low lobby for pull-out forthe entire ELA block. Even with two hours, I dont believe that teachers will be able to work withstudents on both grammar and phonics on a daily basis. I recommend alternating these (phonicsthree days a week and grammar two days a week). I also alternated Centers/Guided Readingwith Writers Workshop. Another option would be to alternate Readers and Writers.

Sample Weekly Schedule:

Time Monday Tuesday Wednesday Thursday Friday8:30-8:45 Dialogue

JournalDialogue

JournalDialogue

JournalDialogue

JournalDialogue

Journal8:45-9:30 Readers

WorkshopReadersWorkshop

ReadersWorkshop

ReadersWorkshop

WeeklyAssessments

9:30-9:50 Phonics Grammar Phonics Grammar Phonics9:50-10:30 Centers/Guide

d Reading

Writers

Workshop

Centers/Guide

d Reading

Writers

Workshop

Centers/Guide

d Reading

Resources Used to Create LTP

DCPS Standards

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C S S a da ds

COURSE OVERVIEW & TIMINGThis section is designed to help you see the flow of your units across the entire

school year.

Unit Unit Length

Unit 1: Classroom Community 1 week

Unit 2: Whats in a Story? 3 weeks

Unit 3:So Much to Learn! (Introducing Non-Fiction) 6 weeks

Unit 4: Getting to Know You (Character Traits) 4 weeks

Unit 5: Style Matters (Genres) 6 weeks

Unit 6: Whats the Big Idea? (Authors Purpose) 4-6 weeks

Unit 7: My Sources Report 4 weeks

OVERALL COURSE TIMINGThis section is designed to help you compare the number of available instructional

days/weeks to the number of days/weeks you have accounted for in your LongTerm Plan.

CourseLength

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Unit 1: Classroom Comunity Unit Length: 1 Week Anchor Text(s): Read alouds:-Momma, Where Are You From? (Marie Bradby)-Amazing Grace (Mary Hoffman)-Life Doesnt Frighten Me (Maya Angelou)

Writing Product(s): Hopes and Dreams

Talking Points:

-Establish schedule withclassroom teachers, go overrules, procedures with students.-Establish Big Goals, tracking,and assessment procedures.-rules & routines (centers,guided reading, just right books)-why am I here? (ESL levels,ACCESS scores)-where am I now? (current

diagnostic levels)-hopes & dreams (life goals)-short/long term goal setting(each assessment)-where are we going this year?(year at a glance)-getting to know each other(building community)

Model Performance Indicators:

-ELP 1: Identify words or phrases related to selfor personal experiences from illustrated text orword/phrase walls-ELP 2: Make predictions from illustrated textusing prior knowledge or personal experiences.-ELP 3: Confirm predictions based on priorknowledge or personal experiences fromillustrated text.

Vocabulary:

SWBAT chunk basic phrases,questions, answers

SWBAT identify basic schoolsupplies

SWBAT define and discusscommunity, classmate,learning goals, assessment

Language Usage:

-SWBAT use scholarly language

when participating in classdiscussion (e.g. I agree and Iwould like to add Irespectfully disagree)

Writing Process and Craft:

-SWBAT write a paragraph describing their hopes

and dreams for the year-SWBAT write/draw all about themselves afterlistening to Momma, Where Are You From?-Wilson/Fundations orientation (if the program isavailable)

Speaking/Listening:- 2.LD-D.1 Follow agreed-upon

rules for discussion, includingraising one's hand, waiting one'sturn, speaking one at a time,listening politely to the ideas ofothers, and gaining the floor inrespectful ways.-2.LD-Q.2. Know and practiceappropriate listening behavior.-2.LD-Q.5. Give, restate andfollow oral directions that

involve a series of unrelated

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sequences of action.

Unit 2: Whats in a Story? Unit Length: 3 weeks

Anchor Text(s): Suggested read alouds:-Alexander and the Terrible, Horrible, No Good, Very Bad Day-Art Lesson (Tomie DePaola)-Family Pictures: Cuadros de Familia (Carmen Loman Garza)-Goldilocks and the Three Bears

Writing Product(s): Friendly Letter; Personal Narrative (timepermitting)

Reading Comprehension:-3.LT-F.8. Identify the elementsof stories (problem, solution,character, and setting) andanalyze how major events

lead from problem to solution.-3.IT-E.3. Distinguish cause fromeffect.-4.IT-E.3. Identify cause-and-effect relationships stated andimplied.3.LT-F.9. Identify personalitytraits of characters and thethoughts, words, and actionsthat reveal their personalities.

-Suggested pacing:Wk 1-2: Elements& SequenceWk 3: Character Traits

Model Performance Indicators:-ELP 1: Answer WH questions about illustratedbooks in response to teachers reading ofillustrated books to show comprehension of plotelements and cause and effect..

-ELP 2: Complete illustrated graphic organizersto demonstrate comprehension of plot elementsand cause and effect.-ELP 3: Complete graphic organizers todemonstrate comprehension of plot elementsand cause and effect.-ELP 1: Identify words or phrases related to selfor personal experiences from illustrated text.-ELP 2: Make predictions and inferences fromillustrated text using prior knowledge or personal

experiences.-ELP 3: Confirm predictions and inferences basedon prior knowledge or personal experiences fromillustrated text.

Key Vocabulary:

-SWBAT use and discuss storyelements vocabulary: problem,solution, character, setting,events

-SWBAT use and discuss cause,effect, stated, implied, inference-SWBAT use assorted Tier 2vocabulary chosen from GuidedReading stories by teacher

Fundations:-Unit 1: Letter-keyword-soundsfor consonants vowels, anddigraphs- Unit 2: Bonus letter spellingrules

vowel teams ai, ay

Writing Process and Craft:-3.W-E.4. Write a friendly letter complete withdate, salutation, body, closing, and signature-3.W-I.1. Write stories that have a beginning,middle, and end and contain details of settingand characters (time permitting)

Grammar:-SWBAT use am/is/are correctlywhen speaking and writing (I amLa Luna)-SWBAT use subject pronounscorrectly when speaking/writing

(The Secret Water) to be

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-Unit 2: Glued soundsVowel teams ee, ea, ey

assessed in the next unit

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Unit 3: So Much to Learn! (Introducing Non-Fiction) Unit Length: 6weeksAnchor Text(s): Suggested read alouds:-Coming to America (Deboarah Hershkowitz)-Sixteen Years in Sixteen Seconds (Paula Yoo)-Time For Kids (http://www.timeforkids.com/TFK/)-Exploring with Lewis and Clark (Wanda Haan)

-Three Ships for Columbus (Eve Spencer)The Comprehension Toolkit: Language and Lessons forActive LiteracyByStephanie Harvey, Anne Goudvis

Writing Product(s): Expository paragraph

Reading Comprehension:-3.IT-E.2. Identify the facts givenin a text.-3.LD-V.13. Determinemeanings of words andalternate word choices using

intermediate-level dictionariesandthesauri.- 3.IT-E.4. Identify and useknowledge of common textualfeatures (e.g., title, headings,table of contents, glossary,captions) to make predictionsabout content.-3.IT-E.5. Form questions about

text and locate facts inresponse to those questions.-3.IT-DP.6. Locate specificinformation in graphicrepresentations (e.g., charts,maps, diagrams, illustrations,tables,timelines) of text.-4.IT-E.1. Identify the purposeand main points of a text and

summarize its supporting

Model Performance Indicators:-ELP 1: Identify facts from illustrations (I see,There is).-ELP 2: Identify facts in non-fiction illustratedparagraphs (I know that, It is true that).-ELP 3: Identify facts from non-fiction

paragraphs.

Vocabulary:

SWBAT use and discussvocabulary of non-fiction:nonfiction, facts, purpose,main idea,summary/summarize,

supporting details,chronological order. Review:cause and effect

SWBAT use and discussvocabulary of tasks task,solve a problem, performprocedure

SWBAT use assorted Tier 2vocabulary chosen fromGuided Reading stories by

teacher

http://www.timeforkids.com/TFK/http://www.heinemann.com/authors/2471.aspxhttp://www.heinemann.com/authors/3279.aspxhttp://www.timeforkids.com/TFK/http://www.heinemann.com/authors/2471.aspxhttp://www.heinemann.com/authors/3279.aspx

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details.-5.IT-E.5. Identify commonorganizational structures, suchas chronological order andcause and effect.-Suggested pacing:Wk 1: Main Idea/Topic

Wk 2: Supporting Detail / FvsOWk 3: SummariesWk 4: Step-by-Step Directions

Fundations:-Unit 3: closed syllableexceptionsVowel teams oi, oy

Trick words: when, which, again,away, more

Writing Process and Craft:-4.W-E.3. Create paragraphs that establish and support a central idea in a topicsentence at or near the beginning of theparagraph; include supporting sentences with simplefacts, details, and explanations;

include a concluding statement thatsummarizes the point; and are indentedproperly.-N.B. See rainbow writing resources

Grammar:--SWBAT use subject pronounscorrectly when speaking/writing(The Secret Water)

- SWBAT form questions andrecognize contractions when

speaking and writing (Can TurtleFly?)-SWBAT recognize and use foursentence types in speaking andwriting (Leave, Bees!)-SWBAT recognize and usepresent progressive in speakingand writing (Mamo is TradingAgain) (if necessary)

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Unit 4: Getting to Know You (Character Traits) Unit Length: 4 weeksAnchor Text(s): Suggested read alouds (or guided readingmaterials for intermediate and advanced ESL students)-Justin and the Best Biscuits in the World-The BFG (Roald Dahl)-The Witches (Roald Dahl)

Writing Product(s): Personal narratives with a beginning,middle, and end

Reading Comprehension:-5.LT-F.4. Describe therelationships between majorand minor characters; analyzehow a characters traitsinfluence that charactersactions.-4.LT-F.5. Explain how the plot,setting, or characters influencethe events in a story, usingevidence from the text.--3.LT-F.10. Identify who istelling the story or speaking in a

poem.-3.LT-F.9. Identify personality

Model Performance Indicators:-ELP 1: Match labels or identify character traitsfrom illustrations with an illustrated word box.-ELP 2: Identify character traits with a word boxand explain in short phrases.-ELP: Identify character traits with a word boxand provide explanations in short sentences.

Vocabulary:

SWBAT use and discussvocabulary of character

traits: character traits, brave,caring, creative, fearful,funny, hardworking, helpful,kind, lazy, loving, mean,messy, patient, sneaky,stubborn

SWBAT use assorted Tier 2vocabulary chosen fromGuided Reading stories byteacher

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traits of characters and thethoughts, words, and actionsthat reveal their personalities.-4.BR-F.1. Read aloud fromfamiliar literary andinformational text fluently,accurately, and with

comprehension, usingappropriate timing, change invoice, and expression.-Suggested pacing:Wk 1:Thoughts & FeelingsWk 2: Readers TheaterWk 3: Expressive Writing

Fundations:-Unit 4: baseword and suffix (s,

es, ing, ed, er, est)Vowel teams: oa, oe, ow

Trick Words: even, their animal-Unit 4: additional sounds of ed,spelling of suffixVowel team ou, oo, ue, ew

Trick words: here, use, used

Writing Process and Craft:-3.W-I.1. Write stories that have a beginning,

middle, and end and contain details of settingand characters-4.W-I.1. Write stories that organize plot eventsin an order that leads to a climax (for higherlevel students)

Grammar: SWBAT use singular and

plural nouns and articles inspeaking and writing (WhoNeeds Two Wings)

SWBAT use adjectives inspeaking and writing (Plain,White Salt)

Unit 5: Style Matters (Genres) Unit Length: 6 weeksAnchor Text(s: Suggested read alouds:-Fiction: Grandfathers Journey (Allan Say)-Non-fiction: The Emperor Lays an Egg (Brenda Z. Guiberson)-Biography: Barack Obama: Our 44th President (BeatriceGormley)-Poetry: Where the Sidewalk Ends (Shel Silverstein)-Tall Tales: American Tall Tales (Mary Pope Osborne)-Folk Tales: Why Mosquitoes Buzz in Peoples Ears: A WestAfrican Tale (Verna Aardema)-Fantasy: Cinderella (Marcia Brown)

-Historical Fiction: Monday with a Mad Genius (Mary PopeOsborne)

Writing Product(s): Poetry

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-Plays: readers theater (readinga-z.com)

Reading Comprehension:-5.LT-G.2. Identify and analyzethe characteristics of variousgenres (poetry, fiction,nonfiction, short story, dramaticliterature) as forms with distinct

characteristics and purposes.-3.LT-P.11. Identify rhyme,rhythm, repetition, similes, andsensory images in poetry-3.LT-G.6. Identify commonforms of literature (poetry,prose, fiction, nonfiction, anddrama) using knowledge of theirstructural elements.-3.LT-T.7. Identify themes as

moral lessons in folktales andfables.-4.LT-G.2. Distinguish amongcommon forms of literature(poetry, prose, fiction,nonfiction, and drama) usingknowledge of structuralelements.

Model Performance Indicators:-ELP 1: Match labels to illustrations and phrases.-ELP 2: Identify genres with support of word boxand explain choices in short phrases.-ELP: Identify genres with support of word boxand explain choices in simple sentences.

Vocabulary:-SWBAT use and discussvocabulary of genres: genre,fiction, non-fiction, biography,autobiography, mystery, poetry,tall tale, folk tale, historical

fiction, fantasy,play/drama/dramatic literature.-SWBAT use and discussvocabulary of poetry: rhymerhythm, repetition, simile,metaphor, sensory image,- SWBAT use assorted Tier 2vocabulary chosen from GuidedReading stories by teacher

Fundations:-Unit 5: Vowel Teams au, awSyllable divisionSpelling of ic

Trick words: water, knew, know-Unit 5: suffixes ful, less,ment, ness, ish, en, ableSelect and practice review trickwords-Unit 6: vowel-consonant-syllable; long vowel sounds

Writing Process and Craft:-3.W-I.2. Write short poems that contain simplesensory details.-4.W-I.2. Write short poems that contain sensorydetails and follow some of the conventionsinvolved in writing,including rhyme, meter, and the patterns ofverse forms.-5.W-I.1. Make distinctions among fiction,nonfiction, and dramatic literature, and usethese genres selectively to pro- duce stories or

Grammar:-SWBAT employ correct wordorder with adjectives whenspeaking and writing (Plain,White Salt)-SWBAT employ correct subject-verb agreement when speakingand writing (Anansi GivesWisdom to the World)-SWBAT use possessive nounsand pronouns correct when

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spelling of /k/ in V-E syllablesReading V-E with suffixesReview the sound /z/ andspelling option procedure

Trick words: often, house, move

scripts (time permitting) speaking and writing (Maria andthe Bakers Bread)

Unit 6: Whats the Big Idea? (Authors Purpose) Unit Length: 4-6 WeeksAnchor Text(s):-Persuade: Instep Readers (Rigby Wright)-Persuade: Times for Kids (http://www.timeforkids.com/TFK/)

-Inform: The Discovery of the Americas (Betsy and GiulioMaestro)

Writing Product(s): BCRs

http://www.timeforkids.com/TFK/http://www.timeforkids.com/TFK/

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-Entertain: The True Story of the Three Little Pigs (Jon Sciezka)

Reading Comprehension:-3.LD-V.12. Use context of thesentence to determine theintended meaning of anunknown word or a word withmultiple meanings.

-4.IT-E.2. Distinguish fact fromopinion.-4.IT-A.8. Identify what theauthor is arguing or trying topersuade the reader to think ordo.-5.LT-T.3. Identify the theme(moral, lesson, meaning,message, view, or comment onlife) of a literary selection.

-5.IT-E.1. Identify the authorspurpose and summarize thecritical details of expositorytext, maintaining chronologicalor logical order.-5.IT-DP.6. Interpret details fromtext to complete a task, solve aproblem, or performprocedures.-Suggested Pacing

Week 1: fact/opinionWeek 2: entertain, inform,persuade, teachWeek 3: identify the themeWeek 4: Compare the morallessons

Model Performance Indicators:-ELP 1: Match labels or identify facts fromillustrations and phrases.-ELP 2: Identify authors purpose with support ofword box and explain choice in short phrase.-ELP 3: Identify authors purpose with support of

word box and explain choice in simple sentences

Vocabulary:-SWBAT use and discussvocabulary of authors purpose:authors purpose, entertain,inform, persuade, theme, moral,lesson, meaning, message,

view, comment on life-SWBAT use and discussvocabulary of how texts areorganized: organize, evidence,chronological order, expository,summarize, (review: main idea,details)- SWBAT use assorted Tier 2vocabulary chosen from GuidedReading stories by teacher

Fundations:- Unit 6: Two-syllable words withV-E syllablesSuffix ive

Trick words: right, place,

Writing Process and Craft:-BCRS: 4.W-E.5. Write interpretations orexplanations of a literary or informational textthat organize ideas and use evidence from thetext as support.

Grammar:-SWBAT use regular past tensecorrectly when speaking andwriting (The Frog Who StirredCream)

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together- Unit 7: open syllable; L,K,Sacorn, me, hi, no, pupil, flu, cry

Trick words: why, large, change

-SWBAT use prepositionscorrectly when speaking andwriting (Juan Bobo)

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Unit 7: My Sources Report Unit Length: 4 weeksAnchor Text(s):To promote understanding of non-fiction, and

teach asking questions:The Comprehension Toolkit:Language and Lessons for Active LiteracyByStephanie Harvey, Anne Goudvis

Writing Product(s): Research Report

Reading Comprehension:

-5.LD-O.6. Organize ideas intopresentations that provide abeginning, middle, and end,using various delivery strategies(volume, pitch, phrasing, pace,gestures) to communicatemeaning.-5.LD-Q.3. Make inferences anddraw conclusions based on theideas presented in an oral

report.-4.R.1. Identify and apply stepsin conducting and reportingresearch.Define the need forinformation and formulate open-ended research questions.Initiate a plan for searching forinformation.Locate resources.

Evaluate the relevance of theinformation.Use computer input deviceseffectively (e.g., keyboard,touch screens, glide pads,mouse, launch-and-quitapplications).Interpret, use, andcommunicate the information.

Model Performance Indicators:

-ELP 1: Respond to illustrated research usingwords or phrases based on models in roundtables with peers.-ELP 2: List information from illustrated researchusing phrases or short sentences based onmodels in round tables with peers.-ELP 3: Describe research using relatedsentences in a paragraph based on models inround tables with peers.

Vocabulary:

-SWBAT use and discussvocabulary of research:research, steps, conductresearch, report research,formulate open-endedquestions, locate resources,evaluate relevance,communicate information.-- SWBAT use assorted Tier 2vocabulary chosen from Guided

Reading stories by teacher

Fundations:

-Unit 7: suffixes y, ly, ty

Writing Process and Craft:

-3.W-E.3. Write up information on a topic of their

Grammar:

-SWBAT use irregular past tense

http://www.heinemann.com/authors/2471.aspxhttp://www.heinemann.com/authors/3279.aspxhttp://www.heinemann.com/authors/2471.aspxhttp://www.heinemann.com/authors/3279.aspx

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Trick words: city, every, family- Unit 8: r-controlled sounds ar,or

Trick words: world, answer, eye

choice (e.g., an animal, a fish) that includesclear focus,ideas in sensible order, andsufficient supporting detail.

verbs correctly when speakingand writing (The Brother WhoGave Rice)-SWBAT use future tensecorrectly when speaking andwriting (Mouse Deer Be Quick)