nd
W.G. = Whole Group S.G. = Small Group = CCSS Connection th
ELD LESSON ENHANCEMENT TEMPLATE ~ 2 - 6 Grade
Teacher ___________________ Grade __4___ Unit __1___ Week _1 & 2___ ELD Level(s) _______
ELA/ELD Treasures Theme: Growing Up
Genre: Historical Fiction
ELA Unit Big Idea: People change as they get older and experience new things. These changes can affect
what you think, how you feel, how you look, and the decisions you make.
EL Practice Reader: A New Home (Week 1 Practice Reader)
CA Treasures Day 1 – DAY 1
Language Objectives:
ORAL LANGUAGE
Build Background
• Teacher Input
(W.G.)
ENHANCEMENTS
Thinking Map/Graphic Organizer: Use a Tree Map
ü
Does the Building Background section
support the Big Idea?
Use a Tree Map for today’s Building Background
•
Think-Pair-Share
Build Background TE Pg. 6 “New Experiences” (think, feel, look,
decisions/learned): Moving to a new place can be exciting, but it can be
scary too. It is exciting because you can see new things and meet new
people who may become friends. On the other hand it is also scary because
you have to leave behind old friends, familiar places and go somewhere
where you are a stranger. *Moving to a new place is a type of new
experience.
ü
ü
Does the TPS guiding question support
and/or connect to the Big Idea?
Are the sentence frames in the T.E.
appropriate for the language proficiency
levels?
rd
th
T-P-S: Think about how you felt when you moved from 3 to 4 grade?
What are some exciting or scary things about the move?
Move
exciting
scary
Sentence Frames (if necessary):
ELD 1: I felt________.
th
ELD 2: I felt____ about moving to the 4 grade.
ELD 3: I felt _____ and ____ because________.
ELD 4-5 Construct Complex Sentences
Recast, reformulate, rephrase as necessary.
VOCABULARY
(W.G.)
Introduce Vocabulary Words (VVR)
ü
Do I need to add words to support
comprehension of the story or delete words
that students already know? (Maximum 10
words)
ENHANCEMENTS
Chart words as they are introduced.
Show VVR Picture after defining the word and select one student interaction
piece for each word. Continue until all words have been introduced. Use
pages 359-364.
Practice Reader Words: allowed, disease, fair, immigrant, inspection, legal
Additional Vocabulary Words: boycott, union, infection
ELD LESSON ENHANCEMENT TEMPLATE ~ 2
nd
- 6th Grade 5.28.13
CA Treasures Day 1 cont. – DAYS 2 & 3
Language Objectives:
ORAL LANGUAGE
(W.G.)
Introduce story: Title & Cover
ü
v
v
What questions can I ask during the picture
walk that develops the understanding of the
selection and connects to the Big Idea/main
idea?
Informational: Text Features (Headings,
Chapters, Captions, Diagrams, Maps, etc.)
and Text Structures
Literary: Chapter Headings, Events,
Characters and Setting
ENHANCEMENTS
Picture Walk:
Have students TPS through the picture walk.
Front Cover: Teacher points out the title, and genre (Historical Fiction).
Have students look at the picture and ask who might they be? What might
this story be about?
Table of Contents: Have students read the chapter titles to themselves as
teacher reads them aloud.
Page 2: Do you know the name of this statue? Do you know what it
symbolizes? Do you know the location of this statue?
Page 4: What is happening with this picture?
Page 6-7: What is the setting of this story? Describe what is happening.
Page 8-9: What types of items do you think they brought with them?
Page 10-11: What is happening with this picture?
Page 12: What is happening? Why do you think it is important?
Page14: What is happening on this page? How do you think he feels?
Page 17: Where do you think he is at? How do you think he feels?
Page 18: What is happening on this page? How are they feeling?
Read Aloud (1st Read)
ü
Listening Task:
What question can I ask that would make
students accountable to the listening, e.g.,
“Listen attentively for the problem and
solution?”
Students listen attentively for what happens in A New Home.
LISTENING COMPREHENSION (S.G.)
Interactive Question-Response
ü Do the questions require students to find
evidence from the text to respond?
(Text Dependent Questions)
ü Which questions can be omitted?
ü What questions might I add?
ENHANCEMENTS
IQR should be differentiated by proficiency levels:
Pg. #
Pg. 2
Pg. 4
ELD LESSON ENHANCEMENT TEMPLATE ~ 2
nd
- 6th Grade 5.28.13
ELD 1-2
Near the bottom of
the page it says:
“Paulo coughed, his
coughing was
getting worse.”
ELD 3
Near the bottom of
the page it says:
“Paulo coughed, his
coughing was
getting worse.”
Let’s pretend we
are coughing. Show
me a cough. Why
do you think Paolo
was coughing?
Where did Paolo’s
father live? It says
that Paulo’s father
was forced to leave
the land. The word
force means to be
be pushed out. Why
What might be
some reasons that
cause Paolo’s
coughing?
Same as text
Refer to IQR Pg 4
ELD 4-5
Same as ELD 3
What do you think
will happen later in
the story with
Paulo’s coughing?
How will Paulo’s
coughing impact his
trip with his family?
Same as ELD 3
How do you know?
(text evidence
answer)
do you think Paulo’s
father was forced
to leave his farm?
Pg. 5
Same as ELD 1-2
What is a union?
What is a union?
What is a boycott?
Pg. 7
ELD LESSON ENHANCEMENT TEMPLATE ~ 2
nd
- 6th Grade 5.28.13
Refer to IQR Pg. 7
Why do you think
the people are
looking at Paulo?
What are they
thinking?
What is the
importance of
having a union?
How will a boycott
help the union?
What inference can
you make about the
men looking at
Paulo? What is
your evidence?
*Post Language Objectives Daily
CA Treasures Day 2 – DAYS 4 & 5
Language Objectives:
ORAL LANGUAGE
(W.G.)
Review of previous day’s reading
ENHANCEMENTS
Record students’ responses on to a Flow Map (Literary Text) or a Tree
Map (Informational Text). This will be a resource for students when
recounting/summarizing.
Teacher: “Let’s review what we have read in small groups. We will use a
Flow Map to help us understand the sequence of events in the story.”
1. “What characters did we meet in Ch. 1?” (Paolo, Lorenzo, Maria)
2. “What happened in Ch.1?” (Chart students’ thinking with key
words/phrases; see sample)
∗
∗
∗
∗
∗
∗
∗
∗
∗
∗
∗
∗
CHAPTER 1 - A LONG JOURNEY
Paulo
Immigrants from Italy going to New York
travel on a ship with his family
cough
steerage
farm/farmer
Lorenzo (dad)
thrown out
union
boycott
Ellis Island
sickness in boy’s eye
Sentence Frames:
ELD 1-2: This chapter is about (characters)
ELD 3: This story is about ….
In the beginning…
ELD 4-5: Construct complex sentences
Pull-Out and Talk with Think-Pair-Share
REVIEW VOCABULARY
(W.G.)
Choose a strategy to review vocabulary.
(e.g., VVR, Think-Pair-Share,
Define/Example/Ask, Cloze Sentence, etc.)
ENHANCEMENTS
Suggestions:
Copy, cut, and fold the Define-Example-Ask cards from the back of the
Language Development Practice Book Annotated Teacher’s Edition
pages.
Teacher models the Define-Example-Ask routine for the word “blurry”.
Pass-out enough copies of the words so that each student has one
Define-Example-Ask vocabulary card. Students pair up with someone
who has a different word and read their card. Students switch to
another person at the teachers signal. (Tea Party strategy)
ELD LESSON ENHANCEMENT TEMPLATE ~ 2
nd
- 6th Grade 5.28.13
LISTENING COMPREHENSION
(S.G.)
Interactive Question-Response
ü
ü
ü
Do the questions require students to find
evidence from the text to respond?
(Text Dependent Questions)
Which questions can be omitted?
What questions might I add?
ENHANCEMENTS
IQR should be differentiated by proficiency levels.
Pg. 9
ELD 1-2
Have you ever been
apart from your
mom or dad? How
did you feel?
Pg.
10
Pg.
12
What is the title of
this chapter? What
might be some of
the problems Paulo
might have?
Refer to page 12 of
the IQR
(they are sick)
nd
- 6th Grade 5.28.13
Delete for IQR
question and help
them connect to
Paulo’s situation.
Refer to page 10 of
the IQR
ELD 4-5
Same as ELD 3
How do your
feelings
connect/relate to
Paulo’s situation?
Same as ELD 3
What are some
clues?
Refer to page 12 of
IQR with more
details
Why is the doctor
examining everyone
in line?
Pg.
13
Why do Paulo and
his father think they
may be sent back to
Italy?
Pg.
15
When the Dr.
listened to Paolo’s
chest, he frowned.
Show me a frown.
Why do Paulo and
his father think they
may have to return to
Italy? Why do you
think that?
Why does the Dr.
frown when he
listens to Pablo’s
chest?
What does it mean
to be brave?
How does it look
when you are
braved?
Read the line:
“Paolo tried to look
braver than he felt.”
What do you think
this line means?
Pg.
16
ELD LESSON ENHANCEMENT TEMPLATE ~ 2
ELD 3
Refer to page 9 of
the IQR
Why is the doctor
examining
everyone in line?
Why does the boy
with the eye
sickness look
worried?
Refer to page 13 of
the IQR
Same as ELD 3
What might be his
diagnosis?
Same as ELD 3
“Paolo tried to look
braver than he
felt.” Why do you
think this line
means?
(Provide evidence)
ORAL LANGUAGE
(W.G.)
Review of previous day’s reading
CA Treasures Day 3 – DAYS 6 & 7
Language Objectives:
ENHANCEMENTS
Record students’ responses on to a Flow Map (Literary Text) or a Tree
Map (Informational Text). This will be a resource for students when
recounting/summarizing.
Teacher: “Let’s review what we have read in small groups. We will use a
Flow Map to help us understand the sequence of events in the story.
1. “What happened in chapters 2 and 3?” (Chart students’ thinking
with key words/phrases; see sample)
∗
∗
∗
∗
∗
∗
∗
CHAPTER 2 –
ELLIS ISLAND
Ellis Island
weather was hot
he felt hot
people came from other
countries
men, women, and children
were separated
mom begged not to be
separated
Paolo left with his dad
∗
∗
∗
∗
∗
∗
∗
∗
∗
∗
∗
∗
∗
∗
∗
∗
CHAPTER 3PROBLEMS
Paolo continued coughing
Mrs. Alferi (nurse) spoke
Italian
Paolo did not lie
Had to wait in line for a
medical inspection
Boy with eye sickness looked
worried
Sent back to Italy
eye infection
Paolo’s father told him not to
be afraid
Do what is right
Dr. checked/examined Paolo.
Paolo had to stay in the
hospital
Might have a serious disease
Dad told Paolo not to worry
Dad -legal inspection
Dad reassured Paolo that the
family would be okay
Dad told him to be brave
Sentence Frames:
ELD 1-2: Chapter 2 is about… Chapter 3 is about…
ELD 3: In Chapter 2 we read about… In Chapter. 3 we read about …
ELD 4-5: Construct complex sentences
Pull-Out and Talk with Think-Pair-Share
REVIEW VOCABULARY (W.G.)
Suggestions:
Define/Example/Ask, Cloze Sentence, etc.)
Provide students with Cloze sentences to review vocabulary words.
LISTENING COMPREHENSION
(S.G.)
Interactive Question-Response
ü
ü
ü
Do the questions require students to find
evidence from the text to respond?
(Text Dependent Questions)
Which questions can be omitted?
What questions might I add?
ELD LESSON ENHANCEMENT TEMPLATE ~ 2
ENHANCEMENTS
Choose a strategy to review to
vocabulary. (e.g., VVR, Think-Pair-Share,
nd
- 6th Grade 5.28.13
ENHANCEMENTS
IQR should be differentiated by proficiency levels.
Pg.
17
ELD 1-2
This page has many
details about the
hospital. Have you
ever been to a
hospital? What
ELD 3
Refer to page 17 of
the IQR
ELD 4-5
Same as ELD 3
Provide text
evidence.
Pg.
18
Pg.
19
details can you
name?
Why is Paolo
worried about his
parents?
What does it mean
to be an American
citizen?
Refer to page 18 of
the IQR
What does it mean to
be an American
citizen?
What do you think it
means to Paolo and
his family to become
American citizens?
Summarize what
happened on this
page
Refer to page 19 of
the IQR
Reading Comprehension – DAYS 8 & 9
(NOT IN ORIGINAL CA TREASURES ELD)
READING COMPREHENSION
(S.G.)
Teacher Led Small Group Instruction
ü
Language Objectives:
ENHANCEMENTS
Continue to record students’ responses on to a Flow Map (Literary
Text) or a Tree Map (Informational Text). This will be a resource for
students when recounting/summarizing.
How will I chunk the chapter
appropriately for the proficiency levels
and reading ability?
CHAPTER 4 – THE HOSPITAL
∗ Hospital- shaking with fear
∗ 3 days alone and afraid
∗ No one spoke Italian
∗ Didn’t know where dad was
∗ Mrs. Alfieri came to visit
∗ Worried about his parents
∗ nurse helped him look for his dad
∗ Reunited with his parents
∗ Getting papers in order
∗ American citizens
Small Group Activity: TPS
1. Students take turns reading a chunk of text.
2. Student that read the chunk of text should then recount/summarize.
3. Other students add to the recount (e.g., “I agree..., I disagree…, I
would like to add…, According to…, etc.”)
Teacher listens to and facilitates the brief discussion by recasting,
rephrasing, and reformulating
CA Treasures Day 3 – DAY 10
Language Objectives:
RETELL
(W.G.)
ENHANCEMENTS
Retell
ü Do the Retelling Cards support
the recount/summary of the
selection?
Retell/Recount/Summarize:
1. Teacher Models
2. Guided Practice-Pairs
3. Independent Practice in Pairs (Teacher listens for students’ language needs)
CA Treasures ELD Suggested Small Group Independent Stations
Review Station:
(For students that just
left the Teacher Station)
Vocabulary
Station
ELD LESSON ENHANCEMENT TEMPLATE ~ 2
Writing Station
Comprehension/
Fluency Station
High Frequency Word
Station:
nd
(Only for 2 Grade, Newcomers
and/or Struggling Readers)
nd
- 6th Grade 5.28.13
Other: Teacher
Created-Language
Rich Tasks
ELD LESSON ENHANCEMENT TEMPLATE ~ 2
nd
- 6th Grade 5.28.13