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Washington Township Public SchoolsOffice of Curriculum & Instruction

Curriculum Guide Checklist

Course Title: English as a Second Language – Kindergarten

Submitted By: Laurine Sibilia Date: Summer 2013(Elementary Director or /MS/HS Dept Supervisor please check)

Acceptable Not Acceptable N/A CommentsI. Cover Page (Course Description)

II. Demonstrable Proficiencies (MS & HS only)III. Scope & Sequence (Elementary only)IV. List of Major Units of StudyV. (For each unit of study include the following A-E)

A. Unit OverviewB. Unit Graphic Organizer (Web)C. Unit Plan

1. Topics/Concepts2. Critical Content (Students Will Know)3. Skill Objectives (Students Will Be Able To)4. Instr./Learning Activities and Interdisciplin. Connections5. Instructional Resources with Title and Page Number6. Technology and 21st Century Skills Integration7. NJCCCS with CPI References8. Evaluation/Assessment

D. Lesson Plan Detail (Elementary Only)E. Cross-Content Standards Analysis PageF. Curriculum Modification Page Insert

Approval: Principal: Curriculum Director:Asst. Superintendent:

Department Supervisor: Board of Education:PLEASE NOTE: A completed and signed checklist MUST accompany each course of study that is submitted for approval.

Washington Township Public SchoolsCOURSE OF STUDY – CURRICULUM GUIDE

Course: English as a Second Language – Kindergarten

Under the Direction of: Raymond F. Anderson III

Description: The English as a Second Language program is designed to improve the receptive and expressive English communication skills of the English language learners of Grenloch Terrace Early Childhood Center. Since we welcome students from a wide variety of nations with varying degrees of English proficiency, as well as varying experience in educational settings, instruction is individualized and always encompasses aural comprehension, verbal communication, reading, writing and American culture. The English as a Second Language, Kindergarten Course of Study was developed as a resource to meet the individual needs of the ELLs in all four-language domains with a foundation in the content areas. It is a comprehensive standards-based English as a Second Language curriculum with a foundation in quality children’s literature that integrates The Language of Language Arts and Literacy through four units: The Language of Social and Instructional Language – School, The Language of Science – Visit the Farm and The Language of Social Studies – My Family and Me technology are offered to promote greater student engagement with the reading selections and literacy activities. Student progress will be monitored through teacher observation, anecdotal records, student portfolios and scheduled assessments.

All ESL students will: Listen and gain meaning from spoken English from a variety of sources including but not limited to the teacher, classmates, guest speakers, audio recordings,

audiovisual presentations, and songs. Speak to express their opinion, share information, question and discuss in person and in recorded situations. Read and gain meaning from all types of written English including but not limited to fiction, nonfiction, poetry, and informational articles. Write to express their opinion, share information, persuade, question and record their memories.

Joseph A. Vandenberg: Assistant Superintendent for Curriculum & InstructionBarbara E. Marciano: Director of Elementary Education

Jack McGee: Director of Secondary Education

Written:Revised:

BOE Approval:

Revised: 2012 1

DEMONSTRABLE PROFICIENCIESCOURSE TITLE: English as a Second Language – Kindergarten

I. CLASSWORK REQUIREMENTSA. Active participation in all listening, speaking, reading & writing activities.

II. ATTITUDE & BEHAVIORA. The following will be demonstrated: effort, cooperation, following directions, perseverance, self-control, respect for others, self-growth, responsibility, and

pride in work.

III. COURSE OBJECTIVES/OVERVIEWA. COURSE CONTENT – Identification of academic and thematic vocabulary. Understanding of thematic concepts.

B. SKILLS – Increased English language comprehension across content areas.

C. APPRECIATION OF CONCEPTS – Engagement in thematic concepts.

IV. ATTENDANCEAttendance: Refer to Board of Education Policy

V. GRADING PROCEDURESA. Teacher observation, anecdotal records of formative and summative assessments, student portfolios.

Revised: 2012 2

MAJOR UNITS OF STUDY

Course Title: English as a Second Language – Kindergarten

I. Step Into School

II. My Family and Me

III. Visit the Farm

IV. Our Town, Our Country, Our World

UNIT OVERVIEWCourse Title: English as a Second Language – Kindergarten

Unit #: UNIT 1 OVERVIEW Unit Title: Step Into School

Unit Description and Objectives:

This introductory unit focusing on School will provide the Kindergarten English language learners with the vocabulary needed to function in the classroom. Special care and concern will be devoted to establishing a positive mind-set toward the American public school experience as Kindergarten represents the first step in a long academic journey. Social concepts, such as sharing and taking turns will receive focused attention.

Essential Questions and Enduring Understandings:

Essential Questions: Enduring Understandings/GeneralizationsStudents will understand that:

Guiding Questions

1. What happens at school? 1. School is a safe and enjoyable place where children come together to learn through a wide variety of activities.2. School buses transport many students to and from school.3. A variety of adults help children learn new things and grow in many ways at school.

1.1 What are the activities in which students participate in everyday at school?1.2. How do students get to school and return home from school?1.3 How do adults help children learn and grow at school?

Revised: 2012 4

Sub-Concept/Topics:Behavioral Concepts

Take turns, share, listen, talk, help, partner.

Revised: 2012

Sub-Concept/Topics:Literacy and Math Vocabulary

Book, story, read, write, journal, alphabet, letters, sounds, listen.

Numbers, count, counting, add, subtract.

Sub-Concept/Topics:Concepts of Print: Directionality

Left to right progression;

Top to bottom progression.

Sub-Concept/Topics:General School Vocabulary

School, classroom, teacher, teach, learn, student, school bus, principal,

guidance counselor, nurse.

Sub-Concept/Topics:School Tools & Survival Vocabulary

Snack, milk, juice, bathroom, sink, backpack, folder, pencil, crayons, scissors, glue, table,

desk, chair, line-up, walk.

Sub-Concept/Topics:“Special” School Vocabulary

Art, music, physical education, library, guidance.

Theme:Step Into School

Conceptual Lens:Kindergarten students are beginning a long journey

through school in which they will grow, learn and mature in many ways with the help of many adults.

UNIT GRAPHIC ORGANIZER

5

CURRICULUM UNIT PLANCourse Title/Grade: English as a Second Language – Kindergarten

Primary Core Content Standards referenced With Cumulative Progress Indicators

Unit Number/Title: #1 – Step Into School

WIDA ELD Standard 1: The Language for Social and Instructional Purposes

WIDA ELD Standard 2: The Language of Language Arts

WIDA ELD Standard 3: The Language of Mathematics

Wida ELD Standard 5:The Language of Social Studies

Conceptual Lens: School is a safe & enjoyable place of learning and growth.Appropriate Time Allocation (# of Days):

1 year integrated program

Topics/Concepts(Incl. time / # days per topic)

Critical Content(Students Will Know:)

Skill Objectives(Students Will Be Able To:)

Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills

Integration (Specify)NJCCCS w/

CPI Reference Evaluation/ Assessment:

What happens at school?

Approximately 30 School Days

Thematic Vocabulary:

School, classroom, teacher, teach, student, learn,

school bus, principal, guidance counselor, nurse,

art, music, physical education, library, guidance, snack,

milk, juice, bathroom, sink,

backpack, folder, pencil, crayons,

scissors, glue, table, desk, chair, line-up, walk, book, story,

read, write, journal, alphabet, letters, sounds, listen,

numbers, count,

Identify pictures of school facilities, school materials, and school personnel.

Correctly use thematic vocabulary in relation to visuals and readings about school(s).

Differentiate between various school related objects and personnel and use vocabulary correctly.

Draw a picture of their school, classroom, teacher, classmate.

Make predictions about school activities.

Math:Count the number of classmates at their table.

Count the number of students in their class.

Demonstrate an understanding of one-to-one correspondence.

Use cardinal numbers to track the number of days in school.

Use some ordinal numbers.

Demonstrate and understanding of sequence.

Make a connection between the number 100

National Geographic Reach A

Teachers eBookStudent eBook

Online ResourcesKeisha Ann Can

A Great First DaySchool Tools

by Juan LopezSchool Places

by Soo Lee

My Schoolby Gladys Rosa-

Mendoza

School Busby Donald Crews

Curious George’s First Day of Schoolby Margaret & H.A.

National GeographicReach A – Online

ResourcesNGReach.com

Sing-with- Me MP3sRead-with-Me

MP3sNational

Geographic Digital Library

BrainPop JuniorBrainPop ESL

Raz Kids

Netbooks

Classroom Computers

CCSS.ELA-Literature

RL.K.1RL.K.2RL.K.3RL.K.4RL.K.5RL.K.6RL.K.7RL.K.10

CCSS.ELA-Informational

TextRI.K.1RI.K.2RI.K.3RI.K.4RI.K.5RI.K.6RI.K.7RI.K.10

CCSS.ELA-Foundational

SkillsRF.K.1a

Formative Assessments:Students guess pantomimed school activities.

Students draw & label a picture of their school and/or classroom.

Students draw & label a picture of their teacher(s) and classmate(s) engaged in a school activity.

Students verbally share favorite school activities.

Summative Assessment(s)

Students verbally Revised: 2012 6







counting, add, subtract, take turns, share, listen, talk,

help partner.

Concepts:School is a safe and enjoyable place where children come together to learn through a wide variety of activities.

School buses transport many students to and from school.

A variety of adults help children learn new things and grow in many ways at school.

Make predictions about stories relating to school.

Listen to and comprehend stories about school and learning.

Match pictures and thematic vocabulary words.

Act our school related activities.

Draw a picture from a reading selection about school.

Use a sentence frame to write a caption for a picture about school.

Answer yes/no questions about school activities.

Verbally explain simple school procedures and routines.

Draw a picture of their favorite school activity.

and the 100th day of school.

Social Studies Vocabulary -Community:Classroom, playground, office, nurse’s office, bus stop.

Language Arts / Literacy:Differentiate between fiction and non-fiction texts.

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Identify the front cover, back cover, and title page of a book.

Follow words from left to right, top to bottom, and page by page.

Recognize that spoken words are represented in written language by specific sequences of letters.

Demonstrate command of the conventions of standard

Rey

The Night Before Kindergarten

By Natasha Wing

Clifford Goes to School

By Norman Bridwell

Our SchoolLongman Big Book

Laptop Computer

Projector

AlphaChant CDCD Player

RF.K.1bRF.K.1c

CCSS.ELA-WritingW.K.1W.K.2W.K.3

CCSS.ELA-Speaking &

ListeningSL.K.1aSL.K.1bSL.K.2SL.K.3SL.K.4SL.K.5SL.K.6

CCSS.MathK.CC.A.1K.CC.A.2K.CC.A.3K.CC.A.4K.CC.A.5K.CC.A.6

CCCS Social Studies

6.1.P.A.16.1.P.A.26.1.P.A.36.1.P.B.16.1.P.B.26.1.P.D.4

respond to the Big Question – What happens at school?

Students demonstrate understanding of thematic vocabulary through various modes depending upon language proficiency, including pointing, matching, reading, writing.

Revised: 2012 7







Name their teacher(s) and some classmates.

English grammar and usage when writing and speaking.Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

Understand that words are separated by spaces in print.

With prompting and support, identify the main topic and retell key details of a text.

Focus on sound/symbol relationships by reading and chanting along to Alphachant by Lada Kratky.

Engage in individualized literacy activities with Raz Kids.

Revised: 2012 8

Unit Modifications for Special Population Students:Struggling Learners Gifted and Talented Students

(Challenge Activities) English Language Learners Special Education Students

Students demonstrating the need for additional services will receive additional individualized instructional time with the ESL teacher (pull-out), as well as support from the Interventionist and Basic Skill personnel.

Students who consistently demonstrate mastery and proficiency on the formative and summative assessments will be evaluated using multiple measures for readiness to exit the ESL program.

Target PopulationAny special modifications that are outlined in the student’s I.E.P. will be followed exactly as written.

Revised: 2012 9


Unit #: UNIT 2 OVERVIEW Unit Title: My Family and Me

Unit Description and Objectives:This unit on family strives to build the bridge between home and school and make connections to the students’ prior knowledge. Focus on thematic vocabulary gives English language learners the foundation for future communication and discourse.



Guiding Questions

1. What do families do together? 1. 1 Families have different structures, but all families enjoy time together.1.2 The manner in which family time is spent is often dependent upon cultural influences.

1.1 Who are the members of our students’ families (nuclear and extended)?1.2 What are some activities that families do together?1.3 What are the cultural influences of family activities and celebrations?

2. How do families share food, meals and daily routines?

2.1 Families share food and meals on a daily basis to meet dietary needs.2.2 Families share food and meals in special ways on special occasions.2.3 The food at family celebrations is often dependent upon cultural influences.2.4 All family meals represent times for communication and bonding.

2.1 How do families share food and meals on a daily basis?2.2 How do families share food and meals on special occasions?2.3 How are family meals and celebrations specific to the cultures of our students?

3. How do families feel when they are together?

3.1 Families share and celebrate good times, successes and celebrations.

3.1 How do families celebrate joyful occasions?

Revised: 2012 10

3.2 Families support each other in times of sadness and difficulty.

3.2 How do families recognize sorrowful occasions?3.3 How does family unity enhance times of joy as well as sorrow?

4. What makes a family? 4.1 Families structures vary, but all families share commonalities such as love, caring and respect.

4.1 What are the similarities of families across cultural lines?4.2 What are the differences of families across cultural lines?

Revised: 2012 11

Sub-Concept/Topics:Sociological Concepts

Families share meals. Family meals are opportunities for communication

and bonding. Families celebrate special occasions with special

meals.Family celebrations are often based on cultural

traditions.

Revised: 2012


We are born into and live in families. There are many different family structures. Families live, work and play together. Family members help and support each other. Family members love each other.


Families share good and bad times. Families celebrate each other’s successes. Families support each other in times of sadness and difficulty.

Sub-Concept/Topics:Basic Family Vocabulary

Mother, father, daughter, son, baby, child, children, sister, brother, grandmother, grandfather, home, house, love.

Sub-Concept/Topics:Family Emotion Words

Feelings, emotions, happy, sad, angry, upset, cry, laugh, sing, play.

Sub-Concept/Topics:Family Meal Vocabulary

Food, meal, kitchen, cook, party, breakfast, lunch, dinner, snack, share, milk, juice, pizza, rice, salad, soup.

Theme:My Family and Me

Conceptual Lens:Families are different in many ways however

all families share similarities and are the basis of our social structure.


12


Families share meals. Family meals are opportunities for communication

and bonding. Families celebrate special occasions with special

meals.Family celebrations are often based on cultural

traditions.



Unit Number/Title: #2 – My Family and Me

WIDA Standard 1: The Language for Social & Instructional Purposes

WIDA Standard 2: The Language of Language Arts

WIDA Standard 3: The Language of Mathematics

WIDA Standard 5: The Language of Social Studies

Conceptual Lens: Families are the basis of our social interactions.Appropriate Time Allocation (# of Days):








What do families do together?

(15 school days)

Thematic Vocabulary:Mother, father, daughter, son, baby, child, children, sister, brother, grandmother, grandfather, home, house, love.

Concepts:We are born into and live in families.

There are many different family structures.

Families live, work and play together.

Family members

Identify pictures of human families.

Correctly use thematic vocabulary in relation to visuals and readings of families.

Point to visuals of family members.

Differentiate between various family members, (for example mother / father) and use vocabulary correctly.

Draw a picture of their family.

Listen to and comprehend stories

Math:Count the number of people in their family, nuclear as well as extended.


Use some ordinal numbers to convey family order.

Social Studies Vocabulary-Family as the Basic Social StructureThematic Vocabulary as Listed.

Language Arts / Literacy:Differentiate between



Online ResourcesGio and His Family

A Big BookA Tasty Treat

Common Core Exemplar Text:

Are You My Mother?By P.D. Eastman

My House/Mi CasaA Big Book

My Family & I/Mi Familia Y Yo

A Big Book

I Love Mommy




MP3sNational



Raz Kids

Netbooks

Classroom Computers

CCSS.ELA-Literature





SkillsRF.K.1a

Formative Assessments:Students guess pantomimed family activities.Students draw & label a picture of their family engaged in an activity.Students verbally share favorite family activities.


Students verbally respond to the Big Question – What do families do together?

Students demonstrate understanding of thematic vocabulary

Revised: 2012 13







help and support each other.

Family members love each other

about families.

Match pictures and thematic vocabulary words.

Act out family activities.

Explain what families are doing in pictures.

Draw a picture from a reading selection about families.

Use a sentence frame to write a caption for a picture about families.

Answer yes/no questions about family activities.

Verbally explain how families help each other and give examples.

Name the members of their family.

Use a graphic organizer to complete a simple family tree.

fiction and non-fiction texts.





Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

Understand that words are

I Love DaddyBy Lizi Boyd

Love You ForeverBy Robert Munsch

Laptop Computer

Projector


RF.K.1bRF.K.1c


CCSS.ELA-Speaking &



CCCS Social Studies

6.1.P.A.16.1.P.A.26.1.P.A.36.1.P.B.16.1.P.B.26.1.P.D.16.1.P.D.26.1.P.D.36.1.P.D.4

through various modes depending upon language proficiency, including pointing, matching, reading, writing.

Revised: 2012 14







How do families share food and meals?(15 school days)

How do families feel when they are

together?(15 school days)

Thematic Vocabulary:Food, meal, kitchen, cook, party, breakfast, lunch, dinner, snack, share, milk, juice, pizza, rice, salad, soup.

Concepts:Families share meals.

Family meals are opportunities for communication and bonding.

Families celebrate special occasions with special meals.

Thematic Vocabulary:Feelings, emotions, happy, sad, angry, upset, cry, laugh, sing, play.

Listen to and comprehend stories about family meals and celebrations.

Draw pictures of favorite family foods.

Draw pictures of favorite family meals.

Use a sentence frame to write captions to drawings.

Name and identify favorite family foods.

Verbally share and/or write about a tasty food their family likes.

Verbally compare text families to their families.

Follow a picture walk through a book about families.

Make predictions about what they will learn

separated by spaces in print.




Revised: 2012 15







What makes a family?(15 school days)

Concepts:Families share good and bad times.

Families celebrate each other’s successes.

Families support each other in times of sadness and difficulty.

Concepts:Families are different in many ways however all families share similarities and are the basis of our social structure.

about families.

Explain how the pictures and text compliment each other.

Exhibit facial expressions appropriately when prompted.

Use thematic vocabulary about feelings and emotions appropriately.

Draw a picture of a fun activity they have experienced as a family.


Track story print to make connections to oral language.

Make predictions as a story is read.

Recognize animal families.

Search the National Geographic Kids website to find images

Revised: 2012 16







of mother and baby animals and animal families.

Draw pictures of animal families.


Search the Smithsonian Online Art Gallery to find examples of family portraits.

Use toy animals to structure and represent animal families.

Verbally share a family tradition.

Draw a picture explaining a family tradition.

View the National Geographic Online Video: Mammals-Beaver Family.

Recall details from the video.

Verbally express Revised: 2012 17







questions from the video.

Revised: 2012 18






Revised: 2012 19


Unit #: 3 Unit Title: Visit the Farm!


Capitalizing on the annual field trip to Duffield’s Farm and building upon Washington Township’s roots as an agricultural community, this unit builds vocabulary relating to farms and animals. The unit’s thematic concepts make cross content connections to Life Science topics.



Guiding Questions

1. How are farm animals unique? 1. Farm animals are unique living creatures that share the Earth with humans.

1.1 Which animals live on farms?1.2 How do farm animals coexist with humans as well as other farm animals?

2. What are some of the characteristics of farm animals?

2. Farm animals support human life in many ways.

2.1 What do farm animals look like?2.2 What do farm animals eat?2.3 What are the specific actions and activities of individual farm animals.

3. What happens on a farm? 3. Farm animals are born and live with the help of farmers and farm animals help farmers do their jobs.

3.1 How do farmers help farm animals live and grow?3.2 How do farm animals help farmers?

Revised: 2012 20

Sub-Concept/Topics:Farm animals are part of the life cycle and experience the circle of life with the help of

farmers on farms.

Revised: 2012

Sub-Concept/Topics:Animal Actions

Bark, flutter, yip-yap, grunt, sniff, snort, bray, clip-clop, moo, neigh, gallop, buzz, dance,

prance.

Sub-Concept/Topics:There is a mutual relationship between farm animals and farmers, which benefits people

and their communities.

Sub-Concept/Topics:General Farm Vocabulary

Farm, barn, animals, farmer, tractor, feed, chicken, goat, pig, cow, goose, sheep, duck, horse, calf, dog, rooster, donkey.

Sub-Concept/Topics:Farm Activities

Feed, water, plant, grow, crop(s), vegetables, fruits, grain, corn, pumpkins, strawberries,

apples,

Sub-Concept/Topics:Animal Characteristics

Big, little, fast, slow, loud, quiet, ears, nose, feet, tail, head, wings, legs, hoof.

Theme:Visit the Farm!

Conceptual Lens:Farm animals are living creatures that

have a unique relationship with farmers and communities.


21

Sub-Concept/Topics:Farm animals are part of the life cycle and experience the circle of life with the help of

farmers on farms.



Unit Number/Title: 3- Visit the Farm!




Wida ELD Standard 4:The Language of Science

Conceptual Lens:Farm animals and farmers are an important aspect of our community.

Appropriate Time Allocation (# of Days):








How are farm animals unique?

(15 school days)

Thematic Vocabulary:Farm, barn, animals, farmer, tractor, feed, chicken, goat, pig, cow, goose, sheep, duck, horse, calf, dog, rooster, donkey.

Concepts:Farm animals are living creatures that have a unique relationship with farmers and communities.

Farm animals live in communities.

Listen and comprehend stories about animals and farms.

Identify and name animals.

Make predictions about the story.

Match illustrations to text.

Verbally respond to Wh- questions regarding the text.

Verbally specify similarities and differences between the animals.

Math:Count animal figurines.


Use some ordinal numbers to convey the order of animal figurines in a line.

Demonstrate an understanding of sequence in relationship to the life cycle of farm animals.


With prompting and



Online ResourcesThere’s a Billy Goat in

the GardenA Big Book Based on a Puerto Rican folk

tale retold byLaura Dee Gugler

I Like Farm Animals by Dorothy Young

Meet Farm AnimalsLife on the Farm

Rosie’s Walk

Animal Figurines and Models




MP3sNational



Raz Kids

Netbooks

Classroom Computers

CCSS.ELA-Literature





Skills

Formative Assessments:Students guess pantomimed farm animals.Students draw & label a picture of farm animals.Students verbally share characteristics about their favorite farm animal.


Students verbally respond to the Big Question – How and why are farm animals unique?

Students demonstrate

Revised: 2012 22







What are some of the characteristics of

farm animals?(15 school days)

Farm animals benefit humans and support human life.

Thematic Vocabulary:Big, little, fast, slow, loud, quiet, ears, nose, feet, tail, head, wings, legs, hoof.

Imitate animals using movement and sound.

Create illustrations to retell the story.

Use a sentence frame to write a caption.

Use a Picture Dictionary to identify, draw and name animals.

Use a graphic organizer to retell the events of the story.

Verbally problem-solve the conflict in the story.

Use action words (verbs) to describe the actions of animals, in isolation and in sentences.

Compare and contrast animal movements.

Identify and differentiate between farm animals using animal figurines as well as visual resources.

support, name the author and illustrator of a story and define the role of each in telling the story.







With prompting and

Laptop Computer

Projector


RF.K.1aRF.K.1bRF.K.1c


CCSS.ELA-Speaking &



CCSS.Science5.3.P.A.15.3.P.A.25.3.2.A.15.3.P.B.15.3.P.D.1

understanding of thematic vocabulary through various modes depending upon language proficiency, including pointing, matching, reading, writing.

Revised: 2012 23







Concepts:

Farm animals look, act and sound different but they are all living creatures with common features.

Make predictions about the characteristics of farm animals.

Produce verbal statements about farm animals in complete sentences.Answer Wh- questions about farm animals either thru pointing, gestures or verbal responses.

Use graphic organizers to:Categorize farm animals (wings, legs, tails, etc.).Compare/contrast farm animals.

Verbally describe the characteristics of farm animals.

“Pair & share” specific information about farm animals.

Draw a farm animal and use a sentence frame to write a caption about a distinct characteristic.

Using oral sentence starters and models,

support, identify the main topic and retell key details of a text.

Read Rosie’s Walk to teach and illustrate prepositions of location.



Science:Investigate and compare the basic physical characteristics of animals.

Observe similarities and differences in the needs of animals.

Differentiate between living and nonliving things.

Group living things according to the characteristics they share.

Observe and describe how animals obtain food from

Revised: 2012 24







What happens on a farm?

(15 school days)

Thematic Vocabulary:Feed, water, plant, grow, crop(s), vegetables, fruits, grain, corn, pumpkins, strawberries, apples, Bark, flutter, yip-yap, grunt, sniff, snort, bray, clip-clop, moo, neigh, gallop, buzz, dance, prance.

produce simple statements about farm animals and their features.

Use multiple related sentence frames and illustrate word cards, have students write about their favorite farm animal and one of its features in response to the essential question(s).

Use descriptive words in reference to farm animals.

Using models, produce an illustrated “story” about a farm animal or different farm animals.

Listen to read and comprehend the Common Core Exemplar Text: The Year at Maple Hill Farm.

Make predictions about the text.

Echo familiar and high frequency words as the teacher reads aloud.

their environment.

Observe and record change over time and cycles of change that affect animal life.

Revised: 2012 25







Concepts:

Farm animals experience the cycle of life on farms with the help of farmers.

Set a purpose for reading.

Chose a farm or animal activity a draw a descriptive picture with a caption using a sentence frame.

Use a graphic organizer to draw the stages of a farm animal’s life.

Answer yes/no questions about farm activities.

Ask each other questions about farm animals and their actions and activities.

Revised: 2012 26





Target Population Any special modifications that are outlined in the student’s I.E.P. will be followed exactly as written.

Revised: 2012 27


Unit #: 4 Unit Title: Our Town, Our Country, Our World


This unit progresses from micro to macro concepts focusing on community, nation and world. Thematic vocabulary development provides students the foundation for future English communication particularly with regard to Social Studies. Pride in family heritage and culture is developed, as well as national pride in the USA.



Guiding Questions

1. In which community do we live and what are the characteristics of that community?

1. We live in Washington Township, a suburban community with agricultural roots in the southern part of New Jersey.

1.1 What is the name of our community?1.2 What are the characteristics of our community?1.3 Where is our community located?

2. In which country do we live and what are the characteristics of that country?

2. We live in the United States of America, which is part of the continent of North America.

2.1 What is the name of our country?2.2 What are the characteristics of our country?2.3 Where is our country located?

3. How do various communities and countries share planet Earth?

3. The continent of North America is one of the great land masses that sustain human life on our planet, Earth.

3.1 On which continent do we live?3.2 What are the characteristics of our continent?3.3 Where is our continent located in relationship to the other continents on our

Revised: 2012 28

planet?

Revised: 2012 29

Sub-Concept/Topics:National Focus

We live in the United States of America, which is part of the continent

of North America.

Revised: 2012

Sub-Concept/Topics:Community Focus

We live in Washington Township, a suburban community with agricultural

roots in the southern part of New Jersey.

Sub-Concept/Topics:Global Focus

The continent of North America is one of the great land masses that sustain

human life on our planet, Earth.

Sub-Concept/Topics:Vocabulary Centering on Community

Home, house, street, neighborhood, school, store, library, park, restaurant, post office, hospital, township, mayor

Sub-Concept/Topics:Vocabulary Centering on Global

AwarenessWorld, Earth, countries, continents,

land, oceans, seas, equator, language, culture.

Sub-Concept/Topics:Vocabulary Centering on Country

Nation, state, flag, Pledge of Allegiance, President, patriotic, pride, laws,

responsibility, vote, citizen.

Theme:Our Town, Our Country, Our World

Conceptual Lens:We live, work and play as a community in Washington Township, in New Jersey, within the United States of

America on the continent of North America.


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Unit Number/Title: 4 – Our Town, Our Country, Our World




Wida ELD Standard 5:The Language of Social Studies

Conceptual Lens: We live, work and play as a community in Washington Township, in New Jersey, within the United States of America on the continent of North America.

Appropriate Time Allocation (# of Days):








In which community do we live and what

are the characteristics of our community?

(15 days)

Thematic Vocabulary:Home, house, street, neighborhood, school, store, library, park, restaurant, post office, hospital, township, mayor

Concept:

We live in Washington Township, a suburban community with agricultural roots in the southern part of New Jersey.

Our community is

Listen, read and comprehend stories about communities, towns and cities.

Use a T-Chart or 3 Column graphic organizer to compare and contrast rural, urban and suburban environments, with drawings and words.

Use a graphic organizer to identify and describe various community locations (school, store, park, etc.).

Sort pictures of items associated with various community locations (food-supermarket,

Math:Count the number of stripes and stars of the US flag.

Count the number of states on a map of the US.






Online ResourcesCity Cat, Country Cat

A Big BookBy Julius Lester

Community PlacesBy Tyrone Parker

Let’s Go to the StorePlaces Around Town

I Am AmericaBy Charles R. Smith Jr.

Listen to the WindThe Story of Dr. Greg & Three Cups of Tea

By Greg Mortenson & Susan L. Roth




MP3sNational



Raz Kids

Netbooks

Classroom Computers

Laptop Computer

CCSS.ELA-Literature





SkillsRF.K.1aRF.K.1b

Formative Assessments:Students draw & label a picture of a place in their community.Students verbally share characteristics about their community.Students verbally share characteristics about their country.Students identify the US flag.Students identify a geographic outline of the United States.Students identify a geographic outline of North America.

Summative Assessment(s)Students verbally respond to the Big

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In which country do we live and what are the characteristics of

that country?(15 days)

comprised of many homes, businesses and social places.

There are many people that help our community members.

Thematic Vocabulary:

Nation, state, flag, Pledge of Allegiance, President, patriotic, pride, laws,

teacher-school, etc.).

Identify the logo for Washington Township.Identify community helpers.

Match community helpers to their functions within the community.

Identify a picture of their school.

Draw a picture of their home and write a caption with the help of a sentence frame.

Draw a picture of their favorite place within Washington Township and write a caption with the help of a sentence frame.

Listen to, read and comprehend stories about our country.

Identify the flag of the United States of America.








Focus on sound/symbol

Projector


RF.K.1c


CCSS.ELA-Speaking &



CCSS SocialStudies:6.1.P.B.16.1.P.B.26.1.P.D.36.1.P.D.4

Question – How do various communities and countries share planet Earth?

Students demonstrate understanding of thematic vocabulary through various modes depending upon language proficiency, including pointing, matching, reading, writing.

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How do communities and countries share

planet Earth?(15 days)

responsibility, vote, citizen.

Concepts:We live in the United States of America, which is part of the continent of North America.

Our country is comprised of many different communities.

There are many people that help our country and keep our people safe.

Children all over our country attend school.

Thematic Vocabulary:World, Earth, countries, continents, land, oceans, seas, equator, culture, language.

Identify an outline of the United States.

Identify New Jersey, our home as being on the eastern coast of the United States.

Name and identify the Atlantic Ocean.

Identify a visual of our President.

Draw a picture of their favorite patriotic holiday and write a caption with the help of a sentence frame.

Write a story about how their family celebrates national holidays, with the help of sentence starters, sentence frames and word banks.

Listen to, read and comprehend stories about global awareness.

Identify an outline of a map of North America.

Differentiate between

relationships by reading and chanting along to Alphachant by Lada Kratky.


Social Studies:Develop an awareness of the physical features of neighborhoods and communities.

Identify, discuss and role-play the duties of a range of community workers.

Begin to distinguish between needs and wants.

Express individuality and cultural diversity.

Learn about and respect other cultures within the classroom and community.

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Concepts:The continent of North America is one of the great land masses that sustains human life on planet Earth.

People all over the world share similar needs and wants.

People all over the world share similar characteristics.

Languages and life styles vary from between countries.

We all share responsibility for the care of our planet.

land and water on a globe or map of the World.

Identify and name their country of family heritage.

Identify and name the language of their family heritage.

Draw a picture of a family cultural celebration (Ramadan, Dawali, Chinese New Year, Eid al Adha, Christmas, etc.) and with the help of a sentence frame write a caption.

Write a story about a family cultural celebration with the help of sentence starters, sentence frames and a word bank.

Brainstorm the names of various languages.

Use a T Chart graphic organizer to differentiate between universal needs and wants.

Revised: 2012 34







Brainstorm a list of ways demonstrate stewardship of planet Earth.

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UNIT OVERVIEWCourse Title:

Unit #: UNIT 5 OVERVIEW Unit Title:

Unit Description and Objectives:Click here and type Description

PLEASE NOTE THAT THE NEXT THREE PAGES ARE NEEDED FOR EACH UNIT. THEREFORE WE HAVE ADDED TEN OF THESE UNITS FOR YOU (UNITS 1 THROUGH 10) WHICH INCLUDE THE UNIT OVERVIEW, THE GRAPHIC ORGANIZER, AND THE CURRICULUM UNIT PLAN. IF NECESSARY, PLEASE DELETE ANY UNITS NOT USED. BUT BE CAREFUL WHEN DELETING BECAUSE THE LAST TWO PAGES ARE NECESSARY FOR THE COMPLETION OF EACH COURSE OF STUDY (“Cross Content Standards Analysis” page and “Department of Student Personnel Services – Curriculum Modifications ” page .) THIS DOCUMENT IS SAVED AS A TEMPLATE. PLEASE DO A SAVE AS ON YOUR COMPUTER AND COPY BACK TO THE ORIGINAL DISK PROVIDED TO YOU.



Guiding Questions

1. 1. 1.11.21.3Etc.

2. 2. 2.12.22.3Etc.

Add rows as necessary by tabbing across:Cells will expand as necessary.

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Sub-Concept/Topics:

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Sub-Concept/Topics: Sub-Concept/Topics:

Sub-Concept/Topics: Sub-Concept/Topics:Sub-Concept/Topics:

Theme:

Conceptual Lens:


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CURRICULUM UNIT PLANCourse Title/Grade:


Unit Number/Title:

Conceptual Lens:Appropriate Time Allocation (# of Days):







Click here to begin typing. Word will wrap the text

automatically. Tab across to begin a new line. (2003 Users) Use the numbering

or bullet button on the Formatting toolbar to add

automatic numbers or bullets. (2007 Users) Use

the Home Ribbon or Bbullet Button to add automatic

numbers or bullets.10 pages of Curriculum Unit

Plans have been created. Delete those Unit Plan

pages that you do not need (highlight all the text on the

page and press Delete). Delete these instructions after you have read them.

(Must Include & Specify Interdisciplinary Connections

in Italics)

(Specify Title, Chapter, Page Numbers, as

Applicable)Formative Assessments:

(Specify evaluation methods and criteria with frequency.

Include Benchmark Assessments)


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Type, tab, and document will roll

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Guiding Questions

1. 1. 1.11.21.3Etc.

2. 2. 2.12.22.3Etc.


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Sub-Concept/Topics:

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Theme:

Conceptual Lens:


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Unit Number/Title:


















in Italics)






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Guiding Questions

1. 1. 1.11.21.3Etc.

2. 2. 2.12.22.3Etc.


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Sub-Concept/Topics:

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Theme:

Conceptual Lens:


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Unit Number/Title:


















in Italics)






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Guiding Questions

1. 1. 1.11.21.3Etc.

2. 2. 2.12.22.3Etc.


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Sub-Concept/Topics:

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Theme:

Conceptual Lens:


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Unit Number/Title:


















in Italics)






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Guiding Questions

1. 1. 1.11.21.3Etc.

2. 2. 2.12.22.3Etc.


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Sub-Concept/Topics:

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Theme:

Conceptual Lens:


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Unit Number/Title:


















in Italics)






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Guiding Questions

1. 1. 1.11.21.3Etc.

2. 2. 2.12.22.3Etc.


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Sub-Concept/Topics:

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Conceptual Lens:


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Unit Number/Title:


















in Italics)






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CROSS-CONTENT STANDARDS ANALYSISCourse Title: English as a Second Language Grade: Kindergarten

Unit Title: Visual and Performing Arts

Comp. Health & Physical Ed.

English Language Arts Mathematics Science Social Studies World Languages Technology 21st Century Life &

CareersStep Into School CCSS.ELA-

LiteratureRL.K.1RL.K.2RL.K.3RL.K.4RL.K.5RL.K.6RL.K.7RL.K.10

CCSS.ELA-Informational Text

RI.K.1RI.K.2RI.K.3RI.K.4RI.K.5RI.K.6RI.K.7RI.K.10

CCSS.ELA-Foundational Skills



CCSS.ELA-


CCCS Social Studies

6.1.P.A.16.1.P.A.26.1.P.A.36.1.P.B.16.1.P.B.26.1.P.D.4

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Speaking & ListeningSL.K.1aSL.K.1bSL.K.2SL.K.3SL.K.4SL.K.5SL.K.6

My Family & Me CCSS.ELA-Literature







CCSS.ELA-Speaking &


CCCS Social Studies

6.1.P.A.16.1.P.A.26.1.P.A.36.1.P.B.16.1.P.B.26.1.P.D.16.1.P.D.26.1.P.D.36.1.P.D.4

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Visit the Farm! CCSS.ELA-Literature







CCSS.ELA-Speaking &

Listening


CCSS.Science5.3.P.A.15.3.P.A.25.3.2.A.15.3.P.B.15.3.P.D.1

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SL.K.1aSL.K.1bSL.K.2SL.K.3SL.K.4SL.K.5SL.K.6

Our Town, Our Country, Our World

CCSS.ELA-Literature







CCSS.ELA-Speaking &

ListeningSL.K.1a


CCSS SocialStudies:6.1.P.B.16.1.P.B.26.1.P.D.36.1.P.D.4

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SL.K.1bSL.K.2SL.K.3SL.K.4SL.K.5SL.K.6

*All core content areas may not be applicable in a particular course.

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Washington Township Public SchoolsDepartment of Student Personnel Services

CURRICULUM MODIFICATIONThe regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.

Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs available in the district.

The intent is three-fold:

To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;

To parallel the regular curriculum in skill, content sequence and coverage to prepare students for mainstreaming;

To maximize students' potential for movement to less restrictive environments.

In the event there is a conflict between the prescribed curriculum and the IEP for an individual student, the IEP will take precedence and will constitute the individually prescribed proficiencies for the student.

Revised: 2012 66

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