* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Target Form – Nouns, Pronouns, and Adjectives: Students learn to
Lithuanian grammar wikipedia , lookup
Old English grammar wikipedia , lookup
Macedonian grammar wikipedia , lookup
Swedish grammar wikipedia , lookup
Modern Hebrew grammar wikipedia , lookup
Modern Greek grammar wikipedia , lookup
Ancient Greek grammar wikipedia , lookup
Malay grammar wikipedia , lookup
Japanese grammar wikipedia , lookup
Chinese grammar wikipedia , lookup
Italian grammar wikipedia , lookup
French grammar wikipedia , lookup
Esperanto grammar wikipedia , lookup
Portuguese grammar wikipedia , lookup
Latin syntax wikipedia , lookup
Yiddish grammar wikipedia , lookup
Russian grammar wikipedia , lookup
Icelandic grammar wikipedia , lookup
Turkish grammar wikipedia , lookup
Romanian grammar wikipedia , lookup
Pipil grammar wikipedia , lookup
Scottish Gaelic grammar wikipedia , lookup
Serbo-Croatian grammar wikipedia , lookup
Spanish grammar wikipedia , lookup
-+ English as a Second Language Curriculum Proficiency Level: Novice Grades: 6-8 UNIT: 2 Title: Community Section Page Number Unit Title and Description with Learning Targets 2-3 Unit Language - Functions and Forms 4 Unit Assessment Overview 5 Unit Assessment Checklist 6 Unit Assessment Rubric 7 Sample Unit Calendar 8-11 Additional Activities 12-13 Grammar Cheat Sheet 14 Anchor Charts 1|Page ELP Level: Novice Grade level: 6-8 15-20 ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ ESOL LEVEL: Novice GRADES: 6-8 UNIT 2: Community Unit duration: 3 weeks Stage 1 Identify Desired Results In this unit students use the present tense of the verb ‘to be’ to describe people with nouns, pronouns, and Unit adjectives. Students describe places in the community using prepositional phrases, and ask informational Description questions. Students use adjectives in order to express opinions regarding the community using simple sentences. Standards Describing People, Places, and Things: Target Form – Nouns, Pronouns, and Adjectives: Students learn to understand and generate oral and written language with common nouns, pronouns, and adjectives. Simple sentences with specific vocabulary. Defining and Describing: Target Form – Nouns, pronouns, and Adjectives: Students learn to define concrete and abstract objects/concepts with correct nouns, pronouns, and adjectives. Patterned responses (e.g., A librarian works in a library., A baker works in a bakery.) Describing Location: Target Form - Prepositional Phrases and Commands: Students learn to understand and generate oral and written language with prepositional phrases and commands. Demonstrate comprehension of total physical response commands, including prepositions (e.g., to the right of, to the left of, in front of; follow, stop, go straight) Asking Informational Questions: Target Form – Verbs and Verb Phrases in Questions: Students learn to understand and generate oral and written language with verbs and verb phrases in questions. Present or present progressive tense questions with ‘to be’. Expressing and Supporting Opinions: Target Form – Sentence Structure: Students learn to use sentence structures. (I like, I don’t like, I need to go., I want to go.) 2|Page ELP Level: Novice Grade level: 6-8 ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ Unit Goals Learning Targets I can describe people, places, and things. I can describe locations. I can use simple sentences. I can use prepositional phrases. I can use specific nouns (for location). I can use prepositional phrases. I can ask informational questions regarding the location of places and people in a community. I can use verb and verb phrases in questions. I can use present or present progressive tense questions with the verb ‘to be’. I can use specific nouns, pronouns, and adjectives. 3|Page ELP Level: Novice Grade level: 6-8 I can express and support opinions regarding likes, dislikes, needs and wants. I can use simple sentences. I can classify likes and dislikes. I can classify needs and wants. ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ Stage 2 Assessment Evidence: Academic Language (What language will students need to sound like experts?) Key Vocabulary Describing People - librarian, principal, teacher, secretary, police officer, cashier, manager, security, lifeguard, doctor, nurse, waiter, waitress, chef (cook), firefighter, bank teller, baker, bus driver, postal worker, housekeeper Locations- store, mall, laundry mat, aquatic center, hospital, restaurants, bank, fire station, post office, bakery, bus stop, convenience store, apartment, house (home), hotel, gas station, park Things – avenue, court, street, boulevard, highway, stop sign, traffic light, street sign, sidewalk, crosswalk Defining and Describing – I like, I don’t like… , is/are, a couple/a few/some/many/a lot, demonstrative adjectives (this/that/there is) Describing Location - prepositions: to the right of, to the left of, behind, in front of, on the corner, near, far from, next to, across the street from, by the 4|Page Language Scaffolding Where is/are the _____? The ______ is/are _______. The park is next to the school. Can you tell me where the _______ is/are, please? The _______ is/are ________. The library is behind the post office. Can you give me directions to________? The ______ is/are _______. The store is near the bakery. How do you get to the ________? The _______ is/are ________. The bus stop is next to the convenience store. Do you like to go to the________? Yes, I do. No, I don’t. How many are there? There is/are________. There are two banks next to the restaurant. Who works at the _________? The librarian works at the library. Who is working at the__________? The principal is working at the school. I want /don’t want to go to the ______. I need/don’t need to go to the _______. ELP Level: Novice Grade level: 6-8 ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ What evidence from formative and summative assessments should you collect to verify student learning? Assessment Tools: Possible Assessments (Student performance based on language productive skills). 5|Page Rubric Assessment Checklist Reading I can read simple text (pre-K through 2nd grade) on topics related to community and respond with single word or simple phrases to comprehension questions. Writing I can use previously learned language to write five simple sentences about community using learned vocabulary. Speaking I can use simple sentences to ask and answer community related questions using previously learned language and vocabulary. Listening I can listen to a short passage related to community and answer comprehension questions with single words or simple phrases. ELP Level: Novice Grade level: 6-8 ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ I can classify needs and wants. I can classify likes and dislikes. I can use verbs and verb phrases in questions. I can use present or present progressive tense questions with the verb ‘to be’. I can use specific nouns, pronouns, and adjectives. I can use prepositional phrases. Student Name I can use simple sentences. Unit of Study Assessment Checklist Notes 5 POINT SCALE: Exceeds = 5; Proficient 4; Almost Proficient = 3; Limited = 2; Not Proficient = 1 6|Page ELP Level: Novice Grade level: 6-8 ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ Superior Proficient I can incorporate a detail(s) into a simple sentence. I can use a prepositional phrase in a simple sentence. I can use a simple sentence to express an idea. I can use a prepositional phrase to indicate the location of an object. I can use specific nouns. I can use specific nouns in simple sentences. I can use specific pronouns. I can use specific pronouns in simple sentences. I can use specific nouns in simple sentences with occasional errors in the sentence structure. I can use specific pronouns in simple sentences with occasional errors in the sentence structure. I can use specific adjectives. I can use specific adjectives in simple sentences. I can use simple sentences. I can use prepositional phrases. I can use present and/or present progressive tense questions with the verb ‘to be’. I can use verbs and verb phrases in questions. Beginning I can use a single word to express an idea. I can use a motion to indicate the location of an object. I can use the conjugated verb ‘to be’ within a simple question with occasional syntactical errors. I can conjugate the verb ‘to be’. I can use formulaic questions to obtain information. I can use formulaic questions with some errors. I can use sentence frames to ask questions. I can respond to simple questions regarding what I like or dislike with a single word answer. I can state my needs and wants with a single word. I can identify my own personal likes and dislikes by pointing. I can use specific adjectives in simple sentences with occasional errors. I can accurately conjugate and use the present and/or present progressive tense questions with the verb ‘to be’. I can classify likes and dislikes. I can ask a question regarding likes and dislikes to another person. I can use a simple sentence to respond to a question about my likes and dislikes. I can classify needs and wants. I can state my needs and wants using a complete, simple sentence. I can state my needs and wants with a phrase. 7|Page Emerging I can use a phrase to express an idea. I can combine a motion and occasionally use a prepositional phrase to indicate the location of an object. I can use single word nouns or simple phrases to accurately identify objects. I can use specific pronouns to identify the noun it is replacing. (Who went to the store? We. Mary and I) I can use single word adjectives to accurately describe an object. ELP Level: Novice Grade level: 6-8 I can identify a noun by pointing at a picture. I can identify a pronoun by pointing at a picture. I can identify an adjective by pointing at a picture. I can identify my own needs and wants by pointing. ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ Stage 3 Plan Learning Experiences and Instruction SAMPLE UNIT CALENDAR Day 1 *Pink text implies an assessed goal. Day 2 Students will use location picture cards and corresponding vocabulary cards to develop vocabulary. Day 6 Students can orally produce where they need and want to go using sentence frames. Students will practice oral use of new location vocabulary. Day 3 I can use specific nouns for location. Students can classify pictures into places where they like and dislike to visit. Day 7 I can classify needs and wants. Given 2 objects, students can indicate location through total physical response actions. Day 8 Given 2 objects, students can orally state location. Day 11 Day 12 Day 13 Students can ask and answer questions regarding which occupations work in which buildings. Students can quantify the number of a specific location or the number of professionals that work in a particular occupation. 8|Page Day 9 Students can describe the location of two (or more) places using a prepositional phrase. Students can orally instruct a peer to place an object in a specific location using prepositional phrases. Students match occupation vocabulary card to its location. Student can orally state which occupation works in which building. Day 4 Students can orally produce where they like and dislike to go using sentence frames. ELP Level: Novice Grade level: 6-8 Day 14 Students use map to practice asking and answering previously learned questions and responses. Day 5 I can classify likes and dislikes. Students can classify pictures into places they need or want to go. Day 10 I can use prepositional phrases. Students can use occupation picture cards and corresponding vocabulary cards to develop vocabulary. Day 15 I can use specific nouns and adjectives. I can use verbs and verb phrases in questions. I can use present or present progressive questions with the verb ‘to be’. I can use simple sentences. ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ Day 1 Day 2 Day 3 Day 4 Day 5 OBJECTIVE Students will use location picture cards and corresponding vocabulary cards to develop vocabulary. LANGUAGE store, mall, laundromat, aquatic center, hospital, restaurant, bank, fire station, post office, bakery, bus stop, convenience store, apartment, house, hotel, gas station, park, movie theater avenue, court, street, boulevard, highway, stop sign, traffic light, street sign, sidewalk, crosswalk ACTIVITY I do: Call and Response/echo We do: Choral Bingo Concentration MATERIALS Thing picture cards/word cards Location picture cards/word cards Blank bingo cards Master bingo cards (cut/ glue) 9|Page Students will practice oral use of new location vocabulary. I can use specific nouns for location. Students can classify pictures into places where they like and dislike to visit. Students can orally produce where they like and dislike to go using sentence frames. I can classify likes and dislikes. Students can classify pictures into places they need or want to go. Do you like to go to the________? • Yes, I do. • No, I don’t. I like to go to the______. I don’t like to go to the _____. Continue activities from day one. Continue activities from day one. I/We do: demonstrate classification of places where I like and dislike to visit They do: complete graphic organizer Students follow up previous lesson by asking each other questions based on information in the graphic organizer Using graphic organizer, students will categorize locations indicating places they need or want to go (scaffold as needed). Thing picture cards/word cards Location picture cards/word cards Blank bingo cards Master bingo cards (cut/ glue) Graphic organizer (see Anchor Charts) ELP Level: Novice Grade level: 6-8 Sentence frames Graphic organizer (see Anchor Charts) ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ Day 6 Day 7 Day 8 Day 9 Day 10 OBJECTIVE Students can orally produce where they need and want to go using sentence frames. LANGUAGE I want /don’t want to go to the ______. I need/don’t need to go to the _______. ACTIVITY Using graphic organizer from previous lesson, student will express where they want or need to go using complete sentences. MATERIALS Sentence frames I can classify needs and wants. Given 2 objects, students can indicate location through total physical response actions. Students can describe the location of two (or more) places using a prepositional phrase. Students can orally instruct a peer to place an object in a specific location using prepositional phrases. I can use prepositional phrases. Students can use occupation picture cards and corresponding vocabulary cards to develop vocabulary. prepositions: to the right of, to the left of, behind, in front of, on the corner, near, far from, next to, across the street from, by the Where is/are the _____? •The ______ is/are _______. •The park is next to the school. Can you tell me where the _______ is/are, please? •The _______ is/are ________. •The library is behind the post office. Can you give me directions to________? •The ______ is/are _______. •The store is near the bakery. How do you get to the ________? •The _______ is/are ________. •The bus stop is next to the convenience store. When prompted by a prepositional phrase, students will demonstrate their understanding through total physical response actions by moving pictures around on a pictorial input chart. Using a map of the Woodburn community, students can orally instruct a peer to place an object in a specific location using prepositional phrases. Using map from previous lesson, along with sentence frames, students can describe the location of two (or more) places using a prepositional phrase. I do: Call and Response/echo We do: Choral Bingo Concentration 10 | P a g e Given 2 objects, students can orally state location. List of prepositional phrases (see Anchor Charts) Vocabulary cards Pictorial input chart Map of Woodburn with key locations Picture cards of buildings ELP Level: Novice Grade level: 6-8 librarian, principal, teacher, secretary, police officer, cashier, manager, security, lifeguard, doctor, nurse, waiter, waitress, chef (cook), firefighter, bank teller, baker, bus driver, postal worker, housekeeper Sentence frames List of prepositional phrases Picture cards with words on back Occupation vocabulary cards Blank bingo cards Master bingo cards (cut/ glue) ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ Day 11 Day 12 Day 13 Day 14 Day 15 OBJECTIVE Students match occupation vocabulary card to its location. Student can orally state which occupation works in which building. LANGUAGE The _____works at the ______. The librarian works at the library. ACTIVITY Concentration: occupation and place of work Using sentence frames, students orally state which occupations work in which buildings. Students can ask and answer questions regarding which occupations work in which buildings. Students use the verb “to be” to quantify the number of ___(building) in the town or the number of professionals that work in a particular building. Students use map to practice asking and answering previously learned questions and responses. Who works at the _________? • Who is working at the__________? How many are there? •There is/are________. •There are two banks next to the restaurant. Using the sentences generated from previous activity, students ask and answer questions regarding which occupations work in which buildings. Using a map of Woodburn that has key locations, students use the verb “to be” to quantify the number of ___ (building) in the town or the number of professionals that work in a particular building. Using the map from the previous lesson, students use map to practice asking and answering previously learned questions and responses. I can use specific nouns and adjectives. I can use verbs and verb phrases in questions. I can use present or present progressive questions with the verb ‘to be’. I can use simple sentences. MATERIALS Occupation and location vocabulary cards Sentence frames 11 | P a g e Occupation and location vocabulary cards Sentence frames Map of Woodburn with key locations ELP Level: Novice Grade level: 6-8 Map of Woodburn with key locations ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ I can use simple sentences. Superior Additional Activities I can incorporate details into a simple sentence. • Make noun/verb/prepositional phrases/adjective cards. Students can pick a card from each and create a sentence. • Students can write a paragraph, using detailed simple sentences about their hometown. I can use prepositional phrases. I can use prepositional phrases in simple sentences. • In groups, students can generate simple silly sentences, using the noun/verb/prepositional phrases/adjective cards. Using a map of a city or park, students can use simple sentences to describe buildings or locations of places. • Students can write a paragraph describing the location of places around their homes. I can use specific nouns. I can use specific nouns in simple sentences. • Using a poster sized map, teacher can give a student a paper car and give prepositional phrases of where to place the car. Activity can be done as whole class or group work. Make noun cards and students can use them to write simple sentences. • Students can read a passage and highlight the nouns. I can use specific pronouns. I can use specific pronouns in simple sentences. • Create ‘fill in the noun’ sentences. Using a word bank, students can fill in the correct noun. • Make pronouns and students can write simple sentences. • Read a passage, highlight all pronouns. • Create sentences with people’s names. Student need to take out the person’s name and use the correct pronoun. 12 | P a g e ELP Level: Novice Grade level: 6-8 ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ I can use specific adjectives. I can use specific adjectives in • Using simple sentences, students can add simple sentences. adjectives to add details. • Read a passage, highlight all nouns. I can use present and/or present progressive tense questions with the verb ‘to be’. I can use present and/or present progressive tense questions with the verb ‘to be’ in simple sentences. I can use verbs and verb phrases in questions. I can use verbs and verb phrases in questions. • Create adjective bingo cards (use blank card and have students pick adjectives from a list) • Using scramble sentences and students can put the sentence in correct order. • “Fill in the correct verb” worksheet • Scramble sentences and students need to put the sentence in correct order. • “Fill in the correct verb” worksheet I can classify like and dislikes. I can classify like and dislikes using simple sentences. • Use verb cards to play verb charades. • Students can interview peers to find out likes and dislikes about places around town. • Students interview a peer and then share the information with the class, using simple sentences. I can classify needs and wants. I can classify needs and wants using simple sentences. • Students can write a paragraph, sharing their likes/dislikes about occupations. • Students can interview peers to find out wants and needs. • Students can write a paragraph, sharing their needs and wants. 13 | P a g e ELP Level: Novice Grade level: 6-8 ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ Grammar Teacher Cheat Sheet: Present Tense of verb to be I am We are You are You are He/She/It is They are Noun A noun is a word used to name a person, animal, place, thing, and abstract idea. Person: man, woman, policeman, librarian, John, Sara Pronoun A pronoun can replace a noun or another pronoun. You use pronouns like "he," "she," "they," and "you" to make your sentences less repetitive. Examples: He is a fireman. She works in the bank. They work at a grocery store. Adjective Adjectives are words that describe or modify another person or thing in the sentence. The Articles — a, an, and the — are adjectives. Examples: tall, short, mean, nice The tall policeman… The short baker… The mean librarian… The nice teacher… Prepositional phrases Prepositions connect nouns, pronouns, and phrases with other words in a sentence. It gives information about location, direction, space, or time. Prepositions are usually part of a phrase because they often have a noun or pronoun after them. Here are two examples of prepositions in sentences. Examples: to the right of to the left of behind in front of on the corner near far from next to across the street from Simple sentences A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought. In the following simple sentences, subjects are in yellow, and verbs are in green. A. Some students like to study in the library. B. Juan and Arturo work at the bank. C. Alicia goes to the school and teaches every day. 14 | P a g e ELP Level: Novice Grade level: 6-8 ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ ANCHOR CHARTS: 15 | P a g e ELP Level: Novice Grade level: 6-8 ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ 16 | P a g e ELP Level: Novice Grade level: 6-8 ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ 17 | P a g e ELP Level: Novice Grade level: 6-8 ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ Preposition Pictoral Input Chart Key Word Symbol Grocery Store Gas Station Post Office Fire Station 18 | P a g e ELP Level: Novice Grade level: 6-8 ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ Park House Traffic Light Stop Sign 19 | P a g e ELP Level: Novice Grade level: 6-8 ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014 -+ Bus Stop Bakery Apartment Hospital 20 | P a g e ELP Level: Novice Grade level: 6-8 ESOL UNIT# 2 Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum January 13, 2014