all texts and resources regardless of level Vocabulary Teacher should choose Tier 2 vocabulary related to the supplemental resources. Drawn from the texts Foundational Skills Follow the daily Phonics and Fluency sequence of activities Phonemic Awareness Blend and segment/substitute phonemes - Use to practice the skills. Concepts of Print Letter and activities: , , , , , Fluency Fluency: Read with expression - to practice the skill. Word Work High Frequency Words: over, by, them, ate, her, there, give, could, when, make, say, she, some, play, new, all, Phonics and high away, said, was, he, must, good, then, no - (pgs. 41a-64b) frequency words Decoding/Encoding Language/ Syntax Follow the daily Grammar and Spelling sequence of activities: Exclamations (Capitalization and Spelling and Grammar Punctuation) English Language Development: Review the with students. Use any of the resources from building knowledge to model forming the three types of sentences with language stems. Ask ELLs to brainstorm and write a sentence on a post-it and sort on the . Read aloud and ask ELLs to repeat sentences then sort with . Writing Informative Writing (Focus Trait: Ideas) Response to text Use the resources above to help ELLs brainstorm food that you can grow and write it on the board. Culminating task Model writing sentence stems to describe a food you can grow. Ex: The (vegetable/fruit) is Aligned with the EQ and (adjective). It grows (on a tree/vine/bush, etc.). I love (vegetable/fruit)! topic Ask students to write and illustrate a report about a food you can grow using a text of their choice.
all texts and resources regardless of level Vocabulary Drawn from the texts Teacher should choose Tier 2 vocabulary related to the supplemental resources. Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work Phonics and high frequency words Decoding/Encoding Follow the daily Phonics and Fluency sequence of activities Blend and segment/substitute phonemes - Use to practice the skills. Letter and activities: , , , , , Fluency: Read with expression - to practice the skill. High Frequency Words: over, by, them, ate, her, there, give, could, when, make, say, she, some, play, new, all, away, said, was, he, must, good, then, no - (pgs. 41a-64b) Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities: Exclamations (Capitalization and Punctuation) English Language Development: Review the with students. Use any of the resources from building knowledge to model forming the three types of sentences with language stems. Ask ELLs to brainstorm and write a sentence on a post-it and sort on the . Read aloud and ask ELLs to repeat sentences then sort with . Writing Response to text Culminating task Aligned with the EQ and topic Informative Writing (Focus Trait: Ideas) Use the resources above to help ELLs brainstorm food that you can grow and write it on the board. Model writing sentence stems to describe a food you can grow. Ex: The (vegetable/fruit) is (adjective). It grows (on a tree/vine/bush, etc.). I love (vegetable/fruit)! Ask students to write and illustrate a report about a food you can grow using a text of their choice.
esl_q4_%20grade%20KK_final.docx