ESL Curriculum Conroe ISD – ESOL I /English I
All ESOL I / English I TEKS apply to the instruction of ESL students at their proficiency level.
This Curriculum includes those additional TEKS that apply to English as a Second Language.
Classifications of Beginner, Intermediate, Advanced and Advanced High correlate to TELPAS ratings.
BEGINNER English Language Learner –Stage I (Newcomer, Pre-Emergent Speaker, Silent Period) - (IPT*-A - NES) **
Not ready to actively produce language. Listens and responds in non-verbal ways to show understanding. (Points, Draws, Gestures, etc.) Depends on context.
Comprehends only overtly taught key words.
0-500 word receptive vocabulary.
Student Expectations: Observe, Locate, Label, Match, Show, Classify, Categorize, and Draw.
Average timeline for this level: 0-6 months in US schools (can last up to one year)
BEGINNER English Language Learner –Stage II (Early Production, Emergent Beginner, One-Two Word Social Language Stage.) - (IPT-B - NES)
Student begins to understand hands-on demonstrations. May initiate conversation by pointing or using single words. Depends on context. Produces words in isolation.
Indicates comprehension physically. Initiates conversation. Hears smaller elements of speech. Makes some pronunciation errors but is understood. Limited vocabulary.
Up to 1000 words receptive vocabulary. Student Expectations: Name, Recall, Draw, List, Record, Point Out, Underline Organize.
Average timeline for this level: 6 months to 1 year in US schools. (can last up to 18 months)
INTERMEDIATE English Language Learner –Stage III (Low Intermediate, Short Phrases / Simple Sentence/ Social Language Stage) - (IPT-C - LES)**
Student begins to speak in short sentences and phrases. Makes many mistakes in grammar, word order, and usage. Limited comprehension and vocabulary. Demonstrates
comprehension orally and in written charts and graphs. Functions on a social level. Initiates conversations and questions.
3000 to 7,000 words receptive/active vocabulary. Student Expectations: Tell, Describe, Restate, Compare, Question, Map, Dramatize
Average timeline for this level: 1 – 3 years in US schools.
INTERMEDIATE English Language Learner –Stage IV (High Intermediate, Bridging to Academic Language Stage) (IPT-D- LES)
Student can communicate thoughts more completely. Can participate in everyday conversations. Depends on context with academic language. Can produce connected
narratives. Shows good comprehension. Uses expanded vocabulary. Makes mostly complex level grammar errors. Moderately functional on an academic level.
7,000 to 12,000 words receptive/active vocabulary. Student Expectations: Imagine, Create, Appraise, Contrast, Predict, Express, Report, Estimate, Evaluate, Explain
Average timeline for this level: 3 – 5 years in US schools.
ADVANCED English Language Learner –Stage V (Advanced Fluency, Academic Language Stage) (IPT – E- LES) or (IPT – F - FES) **
Student has advanced skills in cognitive/ academic language. Functions on an academic level with age/grade peers. Maintains conversation. Uses more complex
grammatical structures. Comprehends in de-contextualized situations. Uses enriched vocabulary.
Beyond 12,000 words receptive/active vocabulary. Student Expectations: relate, infer, hypothesize, outline, revise, suppose, verify, rewrite, assess, justify, critique,
summarize illustrate, judge, demonstrate.
Average Timeline for this level: 5-7 years in US schools
ADVANCED HIGH English Language Learner –Stage VI (Near Fluent, Fluent) (IPT – F – FES)
Student has near native speaker language skills. There are very few errors in grammar or spelling in both conversation and writing. Comprehension and usage include
idioms and more complex structures.
Beyond 12,000 words receptive/active vocabulary. Student Expectations: same as for any native English speaker.
Average timeline for this level: 5 - 7 years.
*IPT – Idea Proficiency Test Scores: A (lowest) – F (highest)
**Fluency Designations from IPT: NES (Non-English Speaker); LES(Limited English Speaker); FES(Fluent English Speaker)
ESOL I/English I - Page 1
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
I of ESL students at their proficiency level.
All ESOL I / English I TEKS apply to the instruction
This Curriculum includes those additional TEKS that apply to English as a Second Language.
Curriculum
↓TEKS Objectives with
Specific ESL Descriptors
Speaking / Purposes
TEKS: 1.D Use appropriate words to
convey intended meaning while
recognizing the meanings and uses of
the other registers in English which
are often expressed through
colloquialisms, idioms, and other
language forms at his/her level of
proficiency.
Writing/ Grammar/ Usage/
Conventions / Spelling
TEKS: 3.A Produce legible work
that shows accurate use of the
English alphabet, accurate, spelling
and correct use of the conventions of
punctuation and capitalization such
as italics and ellipses at his/her level
of proficiency in English.
Reading / Word Identification /
Vocabulary Development
TEKS: 6.E Use reference material
such as glossary, English/English
dictionary, bilingual dictionary,
thesaurus, and available technology
to determine precise meanings and
usage at his/her level of proficiency
in English.
↓Scope and Sequence↓
BEGINNER
Communication:
• School and classroom –
vocabulary, rules and
procedures (Label everything
possible.)
• Tour of school to include:
Locations and names of those
locations (photos in the
classroom of each location and
key people)
• Procedures: fire drill, disaster
drill, buying lunch (including
names of foods frequently on
the menu); bus procedures,
tardy and absence procedures.
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
Teacher Centered
Strategies:
Chunk –N–Chew
(Jo Gusman)
Strategy and Theory
Resources:
Divide lesson into short
“chunks” of 7 – 11
minutes. At the end of
that time allow students a
short reflection time.
This can be:
2. Discuss 30-60 seconds
with a partner.
3. Students draw what
they understood.
Students tell a
partner what they
understood in their
own words.
• Students write one or
two sentences about
what they understood.
New Horizons in Education,
Inc. – Jo Gusman
www.nhie.com
Practical Strategies for
Accelerating the Literacy
Skills and Content
Learning of Your English
Language Learners –
Resource Handbook; Jo
Gusman; New Horizons in
Education, Inc.
ESOL I/English I – Page 2
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
↓TEKS Objectives with
Specific ESL Descriptors
Reading / Comprehension
TEKS: 7.B Draw upon his/her own
cultural and language background to
provide connection to texts at his/her
level of proficiency in English.
TEKS: 7.C Monitor reading
strategies and modify them when
understand breaks down such as
rereading, using resources, ad
questioning such as asking for
semantic, functional, or linguistic
clarification at his/her level of
proficiency in English.
TEKS: 7.E Analyze text structures
such as compare and contrast, cause
and effect, chronological ordering,
including distinct text structure and
language forms not used or used
differently in first language at his/her
level of proficiency in English.
TEKS: 7.G Summarize texts in
English (at his/her level of
proficiency in English) or the first
language as needed.
↓Scope and Sequence↓
Physical actions –point, touch,
walk, talk, listen, sit, put, show,
draw, open, close, eat, sleep,
read, write, run, jump, play,
throw, give, take, turn on, turn
off, etc.
(Add others as appropriate)
Emotions - happy, sad, angry,
afraid, anxious, calm
(Add others as appropriate)
Feeling – cold, hot, warm, cool,
soft, hard, smooth, rough
Greetings – Hello, Goodbye, Hi,
Nice to meet you, How are
you?
Addressing Adults – Mr., Mrs.,
Miss, Ms., Dr., Coach
Family members – boy, girl, man,
woman, Father, Mother, Sister,
Brother, Aunt, Uncle, Cousin,
Grandfather, Grandmother
Asking for help - I don’t
understand. Would you help
me? I need….
Making requests – May I go to
the library; nurse; restroom;
water fountain? May I be first;
line-leader? May I read a book;
work on the computer; have
more time; talk with you?
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
• Provide a description,
explanation, or
example of the new
term.
• Have the children
restate the description,
explanation, or
example in their own
words.
• Each child creates a
picture, symbol, or
graphic representation
of the word.
• Engage students in
activities that help
them add to their
knowledge of the term.
• Periodically ask the
students to discuss the
terms with one
another.
• Involve students
periodically in games
that allow them to play
with the terms.
Building Background
Knowledge for Academic
Achievement; Research on
What works in Schools;
Robert J. Marzano; 2004
Association for Supervision
& Curriculum
Development;
ISBN-13: 978-0871209726
Marzano’s Six Steps of
Vocabulary
Development:
• Describe.
• Restate.
• Illustrate.
• Guided Practice.
• Discuss.
• Games.
Building Academic
Vocabulary: Teacher’s
Manual; Robert J. Marzano,
Debra J. Pickering; 2005
Association for Supervision
& Curriculum
Development;
ISBN-13: 978-1416602347
ESOL I/English I – Page 3
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
↓TEKS Objectives with
Specific ESL Descriptors
TEKS: 7.I Use study strategies such
as skimming and scanning, note
taking, outlining, using study-guide
questions, and translating to better
understand texts at his/her level of
proficiency in English.
TEKS: 7.J Read English Texts
silently with comprehension for a
sustained period of time using second
language reading strategies,
including translations at his/her level
of proficiency in English.
Reading / Variety of Texts
TEKS: 8.C Read world literature,
including classic and contemporary
works in English or in translation.
↓Scope and Sequence↓
Alphabet – names and phonemic
sounds of letters.
Names – Names of students /
friends in class, teacher’s name,
principal’s name.
Numbers – 1 through 100’s
Countries – 4 to 6 countries
including home countries of
students in the class.
Telling Time – digital and regular
clocks and watches (Including
quarter to; half past; quarter
after)
Home – furniture, rooms, curtains,
carpet, parts of house, yard,
sidewalk, roof, chimney,
windows (others as appropriate)
Colors – Red, Blue, Green,
Yellow, Orange, Black, Brown,
White, Purple, Pink, (Light and
Dark in terms of the colors –
Light Blue, etc.)
Weather – Rain (Rainy) , Snow
(Snowy, Snowing), Wind,
(Windy), Fog (Foggy), Hot,
Cold, Warm, Cool
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
Sheltered Instruction
Observation Protocol
(SIOP Model)©:
• Preparation
• Clearly defined
content and language
objectives.
• Content concepts are
age and educational
background
appropriate.
• Supplementary
materials chosen to
make lesson
meaningful (software,
graphs, visuals, realia,
models)
• Adapt content to all
levels of student
proficiency.
• Meaningful Activities
integrate lesson
concepts (ex. surveys,
letter writing,
simulations, models)
with language practice
opportunities for
reading, writing,
listening, and
speaking.
Making Content
Comprehensible for
English Learners, The
SIOP Model (Second
Edition); 2004; Jana
Echevarria, MaryEllen
Vogt, Deborah J. Short;
Pearson Education, Inc.
ISBN: 0205386415
ESOL I/English I – Page 4
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Curriculum
↓TEKS Objectives with
Specific ESL Descriptors
↓Scope and Sequence↓
Listening / Speaking / Critical
Listening
TEKS: 14.B Use knowledge of
language and develop vocabulary,
including content-area vocabulary, to
interpret accurately the speaker’s
message at his/her level of
proficiency in English.
Shapes and Patterns - square,
triangle, circle, rectangle
Computers – keyboard, monitor,
screen, mouse, mouse pad,
CPU, backspace, enter, space,
shift, right (left) click, printer
Money – All US coins, and bills –
names and values.
Ask about prices – How much is?
How much does ___ cost?
Shopping for groceries – names
of common meats, fruits,
vegetables, and other grocery
items; grocery store, bakery,
deli, dairy.
Shopping for clothes – dress,
blouse, skirt, jeans, shirt, Tshirt, sweater, jacket, coat,
raincoat, boots, shoes, socks,
collar, necklace, earrings,
bracelet, purse, wallet, belt
Asking for and giving directionsWhere is___? How do I get
to___? Go straight ahead. Turn
left. Turn right. Go back. Over
there. Here. Right here.
Strategies
Activities
Resources
→
→
→
SIOP Continued:
TEKS: 14.E Distinguish and
produce sounds and intonation
patters of English at his/her level of
proficiency in English.
Listening / Speaking / Purposes
TEKS: 16.A Use the conventions of
oral language effectively, including
intonation, syntax, and grammar at
his/her level of proficiency in
English.
TEKS: 16.B Use informal, standard,
and technical language effectively,
including academic discourse and
social conventions, to meet the needs
of purpose, audience, occasion, and
task at his/her level of proficiency in
English.
2.Building Background
5. Concepts explicitly
linked to students’
background experiences.
6. Links explicitly made
between past learning
and new concepts.
7. Key vocabulary
emphasized (introduced,
written, repeated, and
highlighted for students
to see)
3.
8. Speech appropriate for
student proficiency level
(slower rate and
enunciation, and simple
sentence structure for
beginners)
9. Explanation of
academic tasks must be
clear and specific.
10. Use a variety of
techniques to make
concepts clear
(modeling, visuals,
hands-on, gestures, body
language)
Comprehensible
Input
ESOL I/English I – Page 5
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
↓TEKS Objectives with
Specific ESL Descriptors
TEKS: 16.C Prepare, organize, and
present a variety of informative
messages effectively such as giving
oral directions and sequencing events
at his/her level of proficiency in
English.
TEKS: 16.G Employ English
content area vocabulary in context at
his/her level of proficiency in
English.
↓Scope and Sequence↓
Grammar:
Nouns – Singular / Plural
A vs. AN – teach with nouns
Subject Pronouns – I, you, he, she,
we, they, (you plural – “you all”)
BE verb –Affirmative (am, is, are)
Negative (am not, is not, are not),
Contractions (isn’t, aren’t)
Questions (Is he__? Is she ___?
Are you__? Are we___? Are
they__?)
THIS / THAT / THESE / THOSE
Have verb – Affirmative (I, you, we,
they have; he, she has) Negative
(have not) Contraction (haven’t)
Questions (Have I? Have you?
Has she? Has he? Have we?
Have they?)
Possessive Adjectives and
pronouns – my, your, his, her,
their; mine, yours, his, hers, theirs
Descriptive Adjectives – tall, short,
old, young, long, big, small, wide,
narrow (Add others as
appropriate)
Regular Simple Present Tense –
Use physical action vocabulary
Present Progressive – Use physical
action vocabulary.
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
SIOP (Continued)
4. Strategies
• Provide ample
opportunities for
students to use
learning strategies.
• Consistently use
Scaffolding
techniques throughout
lesson, assisting and
supporting student
understanding
(e.g., think-alouds,
building background
knowledge, etc.)
• Use a variety of
question types,
including those that
promote higher order
thinking skills,
throughout the lesson
(e.g., literal, analytical,
and interpretive)
ESOL I / English I – Page 6
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
TEKS Objectives for 2nd
↓Language Acquisition
↓Scope and Sequence↓
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
SIOP (continued)
Second Language Acquisition /
Learning Strategies
The ESL student uses language
learning strategies to develop an
awareness of his/her own learning
processes in language arts and all
content areas. The following
expectations apply to the second
language learner at his/her level of
proficiency in English.
TEKS: 22.A Develop and expand
repertoire of learning strategies such
as to reason inductively or
deductively and to look for patterns
in language.
TEKS: 22.B Use prior knowledge
and experiences to understand
meanings in English.
TEKS: 22.C Monitor oral and
written language production and
employ self-corrective techniques or
other resources.
CAN / CANNOT / CAN’T
vs. MAY / MAY NOT
Prefixes and Suffixes
Regular Simple Past Tense – Use
physical action vocabulary
Prepositions of location – in, on,
above, over, under, through,
behind, around
Punctuation –period, comma,
question mark, quotation marks,
exclamation mark
Cognates – There are many
words in English and Spanish
that are similar and have the
same meaning. Other
languages have cognates as
well. To obtain a list of
cognates between English and
the first language, search
Google.com – ex:
Cognates English Swedish
11. Interaction
• Provide frequent
opportunities for
students to interact
with peers and teacher
encouraging elaborated
responses about lesson
concepts.
• Group students to
support language and
content objectives.
• Provide sufficient
wait-time for student
responses.
• Allow ample
opportunities for
students to clarify key
concepts in L1 (first
language) (e.g., peer,
interpreter, bilingual
dictionary, electronic
translator)
ESOL I/English I – Page 7
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
TEKS Objectives for 2nd
↓Language Acquisition
TEKS: 22.D Use strategic learning
techniques such as semantic
mapping, imagery memorization,
reviewing, and contrastive analysis to
acquire new vocabulary.
TEKS: 22.E Use learning strategies
such as circumlocution, synonyms,
and non-verbal cues and requesting
assistance from native speakers when
speaking English.
TEKS: 22.F Make connections
across content areas and use and
reuse language and concepts in
different ways.
TEKS: 22.G Use accessible
language and learn new and essential
language in the process.
↓Scope and Sequence↓
INTERMEDIATE
Communication:
Classroom activities and
instructions - add more
detailed vocabulary about class
and school routines – beyond
the survival level.
Opposites
Places in the communityBank, Park, City Hall, Library,
Hospital, Clinic, Sports Fields,
Swimming Pools, Fire and
Police Stations (Tie to locations
in the surrounding community)
Using the Library – vocabulary
associated with library and
actual visit to library learning
how to use it. (In some
countries there are no libraries
available to students.)
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
SIOP (continued)
6. Practice / Application
• Provide hands-on
materials and / or
manipulatives for
students to practice
using new content
knowledge.
• Provide activities for
students to apply
content and language
knowledge in the
classroom. (See
sections on Teacher
Assisted and Student
Centered Strategies
and Activities)
• Use activities that
integrate all language
skills(i.e., reading,
writing, listening, and
speaking).
Seasons
Temperature – Fahrenheit vs.
Celsius (Used in most countries
therefore might be necessary to
address the difference in the
US.)
ESOL I/English I – Page 8
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
TEKS Objectives for 2nd
↓Language Acquisition
Second Language Acquisition /
Listening
The ESL student listens to a variety
of speakers, including teachers,
peers, and electronic media, to gain
an increasing level of comprehension
and appreciation for newly acquired
language in language arts and all
content areas. The following
expectations apply to the second
language learner at his/her level of
proficiency in English.
TEKS: 23. A Use active listening
comprehension in a variety of
situations such as following
directions, responding to requests,
and listening for specific purposes
such as taking notes.
TEKS: 23.B Understand basic
structures, expressions, and
vocabulary such as school
environment, greetings, questions,
and directions.
↓Scope and Sequence↓
Dates, Months, Calendar,
Holidays
City and Safety – including local
forms of transportation,
crosswalk, signal lights,
emergency services
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
SIOP (continued)
• Lesson Delivery
Sports, Fun Activities, Dance
and Exercise
Calculating Change
Illnesses, Injuries, Seeking
Medical Help
Grammar:
Nouns – Irregular Plural
Irregular Verbs – Simple Present
and Past Tenses
Future Tense – WILL and BE
GOING TO
Present Progressive Tense –
review and expansion
Prefixes and Suffixes – review
and expansion
Descriptions of people –
expanded vocabulary
Comparative Adjectives –
big/bigger etc.
Superlative Adjectives – biggest,
tallest, smallest, etc.
8. Review / Assessment
• Clearly support
content objectives.
• Clearly support
language objectives.
• Keep students
engaged 90%-100% of
the period.
• Pace the lesson
appropriately to
student ability levels.
(Modifying as
necessary – see GIST
and other strategies in
Student Centered
Activities and
Strategies.)
• Review key
vocabulary
• Review key concepts
• Provide feedback on
(language, content,
work)
• Conduct assessment
(see Grading Rubric in
appendix )
ESOL I/English I – Page 9
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
TEKS Objectives for 2nd
↓Language Acquisition
TEKS: 23.C Recognize and
distinguish phonological elements of
newly acquired vocabulary such as
long and short vowels, silent letters,
and consonant clusters.
TEKS: 23.D Listen to and extract
meaning from a variety of media
such as audio tape, video, and CD
ROM in all content areas.
↓Scope and Sequence↓
Direct Object Pronouns
Adverbs of Frequency
SOME and ANY
THERE IS / THERE ARE
Prepositions – review and
expansion
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
• Think Aloud
Talk as you think through
a problem or process –
describing every step
along the way. Teach
students to engage in the
same activity as they
work through a problem
or process with partners
and on their own.
• Steps in the writing
process.
• Proofreading
• Order of operations
in Math
• Describe daily
routines
• Describe school
routines and
procedures
•
•
•
•
Bilingual Dictionary
English Dictionary
Picture Dictionary
Classroom posters that
guide the steps to certain
processes: punctuation,
writing, and literary
terminology.
WOULD / COULD/ SHOULD
TEKS: 23.E Analyze and evaluate
spoken discourse for appropriateness
of purpose with a variety of
audiences such as formal,
consultative, casual, and intimate
language registers.
TEKS: 23.F Infer meaning by
making associations of utterances
with actions, visuals, and the context
of the situation.
Idioms and Expressions – should
be taught as they arise in the
normal course of instruction.
*Note:
Intermediate level students are
able to participate in most
classroom activities with support
and checking for understanding.
• Direct Instruction
Necessary for
introduction of new
concepts; new
vocabulary; and new
student-centered
strategies. While
important at the
beginning of a new unit,
it is very important to
move away from this
strategy as soon as
possible.
• When using this
strategy teacher must
employ concrete
objects, pictures,
photos, gestures, and
acting-out to make the
content accessible to
limited English
speakers.
ESOL I/English I – Page 10
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Curriculum
TEKS Objectives for 2nd
↓Language Acquisition
Second Language Acquisition /
Speaking
The ESL student speaks in a variety
of modes for a variety of purposes
with an awareness of different
language registers (formal/informal)
using developmental vocabulary with
increasing fluency and accuracy in
language arts and all content areas.
The following expectations apply to
the second language learner at
his/her level of proficiency in
English.
TEKS: 24.A Identify people, places,
objects, events, and basic concepts
such as numbers, days of the week,
food, occupations, and time.
TEKS: 24.B Share prior knowledge
with peers and others to facilitate
communication and to foster respect
for others.
TEKS: 24.C Ask and give
information such as directions and
address as well as name, age, and
nationality.
↓Scope and Sequence↓
ADVANCED
Advanced level English
Language Learners are able to
participate fully in all class
activities and assignments. They
require very few modifications.
All content area academic
vocabulary and concepts
(TEKS) should be taught,
enriched, and accelerated.
Length of time to complete an
assignment might still be a bit
longer. (Note: This does not
provide an excuse for late work
due to lack of effort.) Teachers
should make every effort to
ensure that the student clearly
understands the assignment and
has ample time to complete it.
Spelling of unfamiliar words might
be inaccurate. Encourage the use
of a dictionary and/or thesaurus.
Strategies
Activities
Resources
→
→
→
Howard Gardner’s
Multiple Intelligences:
Everyone one uses each
of the eight at least some
of the time – however
certain ones are
predominant.
• Linguistic –
sensitivity to the
meaning and order of
words.
• Logical –
mathematical –
ability in mathematics
and other complex
logical systems.
Multiple Intelligences: New
Horizons; 2006; Howard
Gardner; Basic Books;
ISBN-13: 978-0-465-04768-0
• Reading center with
books, magazines,
word games, word
puzzles, and creative
writing tools.
• Story telling
The Complete MI Book;
1998;Spencer Kagan,
Miguel Kagan; Kagan
Cooperative Learning;
ISBN – 13: 978-1879097452
• Math Center with
puzzles and games
involving logical
thinking. (Looking for
patterns, sequences,
process of elimination,
inference, etc.)
• Calculator activities
• Maps, Charts,
Timelines
• Math Manipulative
activities
• Math Software
ESOL I/English I – Page 11
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Curriculum
TEKS Objectives for 2nd
↓Language Acquisition
TEKS: 24.D Initiate authentic
discourse with peers and others by
employing newly acquired
vocabulary and concepts.
TEKS: 24.E Express ideas and
feelings such as gratitude, needs
opinions, and greetings.
TEKS: 24.F Arrange phrases,
clauses, and sentences into correct
and meaningful patterns.
TEKS: 24.G Produce phonological
elements of newly acquired
vocabulary such as long and short
vowels, silent letters, and consonant
clusters.
TEKS: 24.H Describe the immediate
surroundings such as classroom,
school or home.
↓Scope and Sequence↓
ADVANCED
HIGH
Advanced High English
Language Learners are able to
participate fully in all class
activities and assignments. They
are near native speakers.
All content area academic
vocabulary and concepts
(TEKS) should be taught,
enriched, and accelerated.
This student can be expected to
produce work in the same amount
of time as the rest of the class.
Strategies
Activities
Resources
→
→
→
Multiple
Intelligences
(continued)
3. Musical – the ability
to understand and
create music.
4. Spatial – the ability to
“think in pictures”, to
perceive the visual world
accurately, and recreate
(or alter) it in the mind or
on paper.
• Poetry with strong
rhythm and rhyme.
• Songs, chants, raps
• Music Center
• Presentations
• Build-it, Paint-it,
Draw-it Center (Art
supplies including
clay, glue, stapler,
tape, pins, clips,
markers, crayons, roll
paper, wood, metal,
scraps of fabric,
buttons, etc.)
• Draw cartoons
• Make posters
• Visualization
activities
• Use color for
vocabulary or parts
of speech.
ESOL I/English I – Page 12
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
TEKS Objectives for 2nd
↓Language Acquisition
Second Language Acquisition /
Reading
The ESL student reads a variety of
texts for a variety of purposes with
an increasing level f comprehension
in language arts and all content
areas. The following expectations
apply to the second language learner
at his/her level of proficiency in
English.
TEKS: 25.A Learn sound/symbol
relationships as they apply to the
phonological system of English.
TEKS: 25.B Recognize
directionality of English reading such
as let to right and top to bottom.
TEKS: 25.C Read authentic
literature to develop vocabulary,
structures, and background
knowledge needed to comprehend
increasingly-challenging language.
TEKS: 25.D Participate in shared
reading.
↓Scope and Sequence↓
Additional Topics
The following topics are
important to address as
appropriate considering
the level of proficiency:
Taboo Writing Phrases: This
paragraph will show; I’m going to
write; Hi. My name is ___ and I
am going to write about____.
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
Multiple Intelligences
(continued)
• Bodily- Kinestheticthe ability to use one’s
body in a skilled way,
for self-expression or
toward a goal. (Dance,
Sports, Theatre)
• Body motions with
songs
• Touch and Feel
Center
• Math Manipulative
Center
• Performance Center
(costumes, wigs, hats,
props, etc.)
• Act out scenes from
stories or books
• Role-play situations
from history or school
life.
• Science Experiments
• Interpersonal- the
ability to perceive and
understand other
individuals – their
moods, desires, and
motivations.
• Cooperative group
activities
• Interviews
• Debates
• Discussions
How to use supporting research
to prove a point
Phrasal Verbs
Appropriate non-verbal
communication: gestures; eye
contact; personal space
Double Negatives
Pronunciation of problem
sounds: -ed; -s; -es; -ing
ESOL I/English I – Page 13
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
TEKS Objectives for 2nd
↓Language Acquisition
↓Scope and Sequence↓
Additional Topics
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
LANGUAGE REGISTERS
TEKS: 25.E Develop basic sight
vocabulary.
TEKS: 25.F Use a combination of
skills to decode words such as pattern
recognition and identification of
cognates, root words, and affixes.
1. Frozen-- Language that does not
change
Examples: Lord's Prayer; Pledge of
Allegiance to the Flag
TEKS: 25.G Read silently with
increasing ease for longer periods.
2. Formal--Complete sentences and
specific word usage. This is the
standard for work, school, and
business.
TEKS: 25.H Use print from the
environment to derive meaning.
3. Consultative--Formal register
used in conversation
TEKS: 25.I Use graphic organizers
as pre-reading activities to prepare
for reading text.
4. Casual--Language used in
conversation with friends. Word
choice is general, and conversation
is dependent upon non-verbal
assists.
TEKS: 25.J Use verbal cueing
strategies such as pauses and
exaggerated intonation for key words
and non-verbal cueing strategies such
as facial expressions and gestures to
enhance toe reading experience.
TEKS: 285.K Retell, role-play,
and/or visually illustrate the order of
events.
5. Intimate--Language between
lovers (and twins). This is also the
language of sexual harassment.
This list is adapted from a list in
the book A Framework for
Understanding and Working with
Students and Adults from Poverty
(Copyright, 1995, Ruby K. Payne,
RFT Publishing)
Multiple Intelligences
(continued)
• Intrapersonal- an
understanding of one’s
own emotions. This
person often values
working alone.
• Naturalist – the
ability to recognize,
and classify plants,
minerals, and animals,
including rocks, grass,
all flora and fauna, and
cultural artifacts.
(including cars, shoes,
and other collectibles)
• Individual /
Self-paced project
• Write a reflection on
a current event
• Journals
• Science Center
• Science Experiments
• Bug, flower, plant,
collections.
• Other collections
• Tree Map (Thinking
Maps®)
• Presentation (science
topics, collection
topics)
• Nature Walk –
followed by a writing
assignment classifying
or categorizing flora
and fauna.
ESOL I/English I – Page 14
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
TEKS Objectives for 2nd
↓Language Acquisition
Second Language Acquisition /
Writing
The ESL student writes in a variety of
forms with increasing accuracy to
effectively address a specific purpose
and audience in language arts and
all content areas. The following
expectations apply to the second
language learner at his/her level of
proficiency in English.
TEKS: 26.A Use basic capitalization
and punctuation such as capitalizing
names and first letters in sentences
and using periods, question marks,
and exclamation points.
TEKS: 26.B Use graphic organizers
as pre-writing activity to demonstrate
prior knowledge, to add new
information, and to prepare to write.
TEKS: 26.C Write with more
proficient use of orthographic
patterns and rules such as qu
together, consonant doubling,
dropping final e, and changing y to i.
↓Scope and Sequence↓
Coming Soon:
Expansion in this area
based upon input from
6th grade teachers.
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
• Order of visual
preference for best
retention of concepts
or vocabulary:
• “Realia” (Real things
rather than pictures of
those same items.)
• United Streaming
• Video clips from library
or internet
• Pictures in books or
magazines
• Picture vocabulary cards
12. Demonstration
Any time the teacher
can “show” a process
or topic rather than
simply talk about it,
the ELL is more likely
to access the
information more
rapidly and apply it
more effectively.
1. The real thing. (Realia)
2. Real representations of
the real thing
(ex.: plastic fruit)
3. A video of the real
thing.
4. Color photos of the
real thing.
5. Black and white
photos of the real
thing.
6. Color drawings of the
real thing.
7. Black and white
drawings of the real
thing.
8. Words instead of the
real thing.
Note: Manipulative
activities with the “real
thing” provide best
retention.
ESOL I/English I – Page 15
Conroe ISD Secondary ESL Curriculum – ESOL I /English I
Curriculum
TEKS Objectives for 2nd
↓Language Acquisition
TEKS: 26.D Edit writing toward
standard grammar and usage,
including subject-verb agreement,
pronoun agreement, and appropriate
verb tenses in final drafts.
TEKS: 26.E Employ increasingly
complex grammatical structures in
writing, as follows:
TEKS: 26.E.i Demonstrate
knowledge of verbs, tenses, and
auxiliaries, wh- words, and
pronouns/antecedents.
TEKS: 26.E.ii Demonstrate
knowledge of nominative, objective,
and possessive case.
TEKS: 26.E.iii Demonstrate
knowledge of parts of speech.
↓Scope and Sequence↓
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
Recitation
These work very well
when teaching
grammar tenses, parts
of speech, rules of
speech, and any
concept that has an
order to its content.
• Choral reading
• Poetry (group)
• Songs or Raps
Examples include:
• Prepositions to tune of
“Yankee Doodle”
• Days of the week to
the tune of “Frere
Jacques” (Brother
John)
Teacher Assisted
Strategies:
• Discovery learning
Builds background
information as it
allows the student to
“discover” the new
concept and develop
his/her own
understanding of why.
This strategy normally
is followed with direct
instruction for
clarification purposes.
• Conducting interviews
on a specific topic and
then compiling the
information leading to
one or more
conclusions.
• Science experiments
• Guided research
projects
TEKS: 26.E.iv Demonstrate
knowledge of negatives and
contractions.
ESOL I/English I – Page 16
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
TEKS Objectives for 2nd
↓Language Acquisition
TEKS: 26.F Construct correct
sentences, including a variety of
sentence types and styles.
TEKS: 26.G Combine multiple
sentences into a unified sentence.
TEKS: 26.H Develop drafts by
categorizing ideas, organizing them
into sentences and paragraphs, and
blending paragraphs within larger
units of text.
↓Scope and Sequence↓
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
• Brainstorming
Excellent for
activating background
knowledge. It
provides all students a
chance to participate
because there are no
wrong answers. The
process of
brainstorming allows
students to begin to
make connections to
other knowledge
before a new concept
is formally introduced.
Whole class, partners
or individual students
may employ this
strategy.
• Prewriting activity
• Circle Map (Thinking
Maps ®)
Thinking Maps, ®
Innovative Learning Group
• Discussion
Useful for clarifying
concepts and forming
ideas. It is particularly
useful for students who
have not yet developed
sufficient writing skills
to convey their ideas,
comprehension, or
opinions
• Guided Discussion
• Word Splash
(Jo Gusman)
Students give as many
words or phrases as
possible about the
topic. Teacher or
students write the
words or phrases on
overhead transparency
or board.
Provide simple
questions to guide the
process. Can be done
as partners, small
groups, or whole class.
ESOL I/English I – Page 17
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
TEKS Objectives for 2nd
↓Language Acquisition
Second Language Acquisition /
Viewing and Representing
The ESL student understands,
interprets, analyzes, critiques, and
produces a variety of visual
representations with increasing
effectiveness in language arts and
all contents areas. The following
expectations apply to the second
language learner at his/her level of
proficiency in English.
TEKS: 27.A Describe how
illustrations support written texts or
tell a story.
TEKS: 27.B Tell important events
and ideas gleaned from video
segments, graphic art, or technology
presentations.
TEKS: 27.C Respond to media such
as film, print, and technological
presentations by explaining likes,
dislikes, and supporting opinions
with examples.
↓Scope and Sequence↓
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
• Provide partially
written notes with
blanks to be filled in as
notes are given.
• Give notes in very
small chunks, allowing
wait time for copying.
• Students create
“Foldables” for notes.
The Big Book of Books and
Activities: An Illustrated
Guide for Teacher, Parents,
and Anyone Who Works
With Kids! (Foldables)
by Dinah Zike
ISBN-10: 1882796071
• Guided note taking
• Question-Answer
Relationships (QAR)
“Right There” questions
can be easily answered
from the text.
“Think and Search”
questions seek
relationships between
elements of text.
“Author and You”
questions seek implied
information.
“On My Own” questions
seek opinion or personal
background not from text.
• Teach students the
question types of QAR
for reading
comprehension. Have
students read a passage
and then identify the
question type as they
answer comprehension
questions.
ESOL I/English I – Page 18
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
TEKS Objectives for 2nd
↓Language Acquisition
TEKS: 27.D Distinguish the purposes
of various media forms such as
information, entertainment, and
persuasion.
TEKS: 27.E Produce visuals for
his/her own messages, stories, and
other kinds of communication.
TEKS: 27.F Explore and describe how
color, shape, and line influence the
message.
TEKS: 27.G Produce communications
using technology or appropriate media.
↓Scope and Sequence↓
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
• Guided Imagery – a
process of visualizing
while listening and
responding. All senses
should be included.
Other possible topics:
• Birthday party
• Picnic
• Riding the Bus
• Lying with a puppy or
kitten
• Swimming with a
dolphin / whale
• Cloud Gazing – what
do you see?
• Let’s Go on a Magic
Carpet Ride
Example Imagery:
Camping Trip
Ask the child to pretend
he’s going on a camping
trip with his family.
-"What are your favorite
things to take camping?"
-"What will your parents
(brothers, sisters) take
with them?"
-"Where will you go
camping?"
-"Imagine you’re at your
campsite and it’s time for
dinner.
What will you eat?"
-"What sounds do you
hear during the day?"
-"Now it’s night time.
Where will you sleep?
What sounds do
you hear when you lie in
bed?"
-"What smells do you
smell at your campsite?"
ESOL I/English I – Page 19
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
↓Vocabulary↓
Dolch Sight Words and Phrases
CISD High Frequency Vocabulary
-Grade 9
↓Scope and Sequence↓
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
Student Centered
Strategies:
Rehearsal Strategies:
• Repeated readings
• Read three times –
each for a different
purpose. (ie. skim,
read again marking
words or phrases
necessary for
comprehension, read
again looking up
words that cannot be
defined from context
clues.
• Selective underlining
• Underlining or
highlighting main idea,
parts of speech, or key
points.
CISD Science Word of the Day
-Grade 9
TAKS vocabulary – Margaret
Kilgo (Question Stems)
Examples of other TAKS
vocabulary that might be difficult
for English Language Learners:
Approximately, mainly, primary,
reveals, accustomed, foreshadows,
infers, conclude, persuade, intend,
emphasizes, demonstrates, attitude,
customary, contain, purchase,
budget, represents, reasonable,
considering, necessarily, during,
following, combined, earned,
compare to, keep track, reflected,
Satisfies, taken up by, tripled,
eliminated, series
• Flash cards – excellent
for information that
must be learned by
rote.
ESOL I/English I – Page 20
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
↓Affective Filter↓
Stephen Krashen’s Theory of
Affective Filter
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
Two-column notes
• Students draw a line
down the page creating
two columns.
1. “Main Idea”
2.“Supporting Details”
Variation:
1. “Rough Notes”
2. “Don’t Understand”
• Discussion:
Small or large group
- using answer cards
Students use colored
cards marked with
symbols to indicate
which pints are:
• Main Idea (a number
1 on the card)
• Details (a + or √ )
• A “?” for “I don’t
understand”
As the teacher reviews
the passage, the students
hold up one of the shapes
or symbols indicating
main idea or detail.
In working with English Language
Learners it is vital to understand the
profound impact that the emotions of
the student can have on learning.
When a student perceives threat,
he/she puts up a self-protective
emotional barrier. As long as that
barrier remains in place, the student
will not learn.
Suggestions to help prevent high
affective filter:
• Create a welcoming environment
• Prepare classmates to be helpers
• Provide a picture dictionary to
help with communication
• Talk gently
• Get down on the child’s level
• Check for understanding often
• Smile
• Give supportive body signals
(thumbs up, high five, nod)
• Draw smiley faces
• Give stickers
• “Good try!” “Keep trying!”
ESOL I / English I – Page 21
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
↓Affective Filter↓
Suggestions to lower high affective
filter:
• Allow the student a few minutes
to adapt to a new perceived threat.
(Something a small as a different
seat, activity or person can feel
threatening)
• Use reassuring words and
demeanor
• Praise effort
• Keep a calm / quiet voice
• Give the student something to do
that he/she already perceives as
non-threatening.
• Allow the student to get a drink of
water or go to the restroom if
he/she wishes (but be aware that
for some this could be perceived
as “having done something
wrong”)
• Recognize the signs of
“overload.”
(In a young child: crying,
covering of ears, trembling,
sleepiness, and physical
complaints.)
“I know you can do it!”
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
• Mnemonics (SIOP)
Use mental images and
unusual situations to
link new information
with familiar
memories thus creating
more lasting memory.
13. Students create
Acronyms to help
them remember a
process or group of
key points.
Ex.: ESL – English as
a Second Language
14. Students create an
Acrostic. (Acronym,
phrase, or sentence)
Ex: Please Excuse My
Dear Aunt Sally
(Parenthesis,
Exponents,
Multiplication,
Division, Addition,
Subtraction)
15. Word
Associations Allow
students to connect the
new concept or word
with a mental picture
or life experience.
ESOL I/English I – Page 22
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
↓Affective Filter↓
Triggers for high affective filter:
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
Peer-Assisted Strategies:
• Role Play
• Students perform a
Reader’s Theater
either from a play or
taking roles from the
dialogue in a reading
selection.
• Given a scenario,
students write and
perform their own skit.
• Students practice a set
dialogue, allowing
them to experience
certain verb tenses and
other grammar points.
Upon completion, they
switch roles and
practice again.
• Lack of / or unfamiliar routine
• Loud repetition of language that
the child does not understand
• Angry facial expressions
• Teasing from other students
• A feeling that the answer MUST
be right (no room for error – even
when learning a new concept or
word)
• Chaotic activity and noise in the
new language
• Not knowing how to help
him/herself
• Not knowing how to get or ask for
help from the teacher and other
adults
•
Peer Tutoring
• Peer tutors can be
students who speak the
same first language
(L1) or students who
speak the target
language (L2). Tutors
should be willing
participants with a
“helping nature”.
Reader’s Theater
Benchmark Education
Company
Practical Strategies for
Accelerating the Literacy
Skills and Content
Learning of Your English
Langauge Learners –
Resource Handbook; Jo
Gusman; New Horizons in
Education, Inc.
Pages: 27-33
ESOL I/English I – Page 23
Conroe ISD Secondary ESL Curriculum – ESOL I / English
I of ESL students at their proficiency level.
All ESOL I / English I TEKS apply to the instruction
This Curriculum includes those additional TEKS that apply to English as a Second Language.
Curriculum
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
• Reciprocal Teaching
A dialogue between
teacher and students
where at times students
take turns assuming the
role of teacher about a
passage of text. The four
strategies used are:
summarizing,
questioning, generating,
clarifying and predicting.
Introduced by modeling
and think –aloud. As
students become more
comfortable with the
dialogue process, the
teacher guides them in
leading the dialogue.
Student prompts for
Reciprocal Teaching:
Questioning
• One question I had about
what I read was….
• What were you thinking
about as you were
reading….
• What questions can you
ask about what you read?
• I’m curious about…
Clarifying
• One of the words I am
not sure about was…
• What other words do we
know that we can use in
place of….
• What words or ideas
need clarifying for you?
• This is confusing to me.
I need to ___ (strategy)
to figure out this word.
Predicting
• I can look at the title and
all the visual clues on the
page. What do I think
we will be reading
about?
(Best if practiced
regularly over a long period
of time.)
ESOL I/English I – Page 24
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
Reciprocal Teaching
(continued)
Predicting (continued)
• Thinking about what I
have read and
discussed, what do I
think might happen
next?
• I wonder…
• I predict…
Summarizing
• What does the author
want me to learn or
remember from this
passage?
• What is the most
important information
in this passage?
• What kind of “teacher”
question can I ask
about the main idea?
• In my own words, this
is about …
• The main point was…
The author wanted me
to remember…
ESOL I/English I – Page 25
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
• Cooperative
Learning
A well researched
strategy that produces
outstanding results in the
higher order thinking
skills. A particular
advantage of this strategy
is that all language levels
can participate and
contribute to the group
activity. While
traditionally this is a
group of 4 or five
students, partner groups
work very well for most
activities – consider the
students, ability levels,
personalities and learning
styles when making
decisions about grouping.
• Assign students to
groups of four or five.
• Team expectations
should be clear before
beginning.
• Each member of the
group should have a
specific and defined
role.
Cooperative Learning;
Dr. Spencer Kagan
Possible roles include:
Leader
Recorder – keeps written
notes and responses for
whole group
Reporter – spokesperson
for group once activity is
complete
Monitor - responsible for
keeping group focused on
topic and is liaison
between teacher and
group
Encourager
Final draft writer
Illustrator
ESOL I/English I – Page 26
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
• Cooperative Learning
(continued)
Research Group- Each
group is given a different
topic to research in textbook
or other resources. The
group then presents their
topic to the other groups.
Problem Solving Group –
Each group is given the
same situational problem
to solve. Groups then
present their solutions to the
other groups.
(Bloom’s – Analysis)
Problem Solving Group
Extension Activity – After
each group presents their
solution to the problem –
including reasons for their
decisions, groups reconvene
to weigh each of the
solutions presented and put
them into an order of
feasibility or preference,
justifying the reasons for
their choices. (Bloom’s –
Synthesis & Evaluation)
ESOL I/English I – Page 27
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
• Cooperative
Learning (continued)
Jigsaw – Each group is
responsible for becoming
“experts” on a specific
topic segment. Then
groups are rearranged so
that they are comprised of
experts in all topic
segments. In the new
groups each member
teaches the group the
material in their area of
expertise.
(Bloom’s – Knowledge,
Comprehension,
Application, Analysis,
Synthesis)
ESOL I / English I – Page 28
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Curriculum
All Strategies, Activities and Resources are
Related to All Language Levels / Content Areas
Strategies
Activities
Resources
→
→
→
Organizational
Strategies:
Students must learn to
choose and use these
strategies as they learn
and work. For English
language learners it is
vital that they be taught to
use these strategies well
through modeling and
practice.
• Vocabulary
Students group words
by concept, letters of
the alphabet, or other
commonality.
Example: colors, foods,
clothes, transportation
• Tree Map (See
Thinking Maps®)
• Clustering
Grouping words or
concepts into categories
for easier recall
• ABC Review –
(Jo Gusman)
Students work alone/
partners / or small
groups to find words
on the topic that start
with each of the letters
of the alphabet. After
a set period of time,
words are shared in a
whole class setting for
review, clarification
and discussion.
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• Outlining
• Guided outline –
Teacher provides
students with a partially
filled out outline. While
reading, or listening,
students add the missing
parts of the outline.
Excellent for practicing
Active Listening.
Example of Basic Outline:
I. MAIN IDEA
A. Supporting idea to I
B. Supporting idea to I
1. Supporting idea to B
2. Supporting idea to B
a) Supporting idea to 2
b) Supporting idea to 2
II. MAIN IDEA
A. Supporting idea to II
B. Supporting idea to II
C. Supporting idea to II
III. MAIN IDEA
ESOL I/English I – Page 30
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• Graphic Organizers
These tools help
students organize
information in a visual
manner – helping with
recall and application as
well as forming
connections to other
information and building
bridges to background
knowledge.
• Time Lines
• Venn Diagrams
• Semantic Maps
• Thinking Maps®
Circle MapDefinition / Context
Activity:
Brainstorming
Innovative Learning
Group
www.thinkingmaps.com
(Official website)
www.thinkingmaps.org
(ideas and resources for
teachers who use Thinking
Maps®)
Bubble Map –
Describe / Adjectives
Activities:
Describe a character
Describe a situation
Double Bubble MapCompare / Contrast
Activities:
Compare two characters.
Compare two stories.
Compare two locations.
Compare two concepts.
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• Graphic Organizers
(Continued)
Tree Map ® Classify / Group
Activities:
Group words by parts
of Speech.
Group vocabulary.
Group concepts.
Brace Map ® Whole Object/Parts/
Subparts
Activities:
Cherry Pie – using a
Brace Map ®, break
down the parts (crust /
filling) and subparts
(ingredients) of a
cherry pie. (Variations
of this activity can be
used for building
background knowledge
before a reading
selection, science
activity or socials
studies unit.)
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• Graphic Organizers
(continued)
Multi-Flow Map ® Cause and Effect
Activities:
Students write or draw
the series of events
leading up to the
climactic event in a
story and the resulting
events.
Bridge Map®Seeing analogies
Activities:
• Show how Wilbur in
Charlotte’s Web
relates to Sam in
Green Eggs and Ham.
Relating factor:
Main Character
• Use a Bridge Map®
to show how various
US coins relate to each
other. Be certain to
show how they relate.
Relating factor.
ESOL I/English I – Page 33
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Elaborative Strategies:
• Mental Imagery
• Creating Analogies – a
way to organize material
making connections to
prior learning.
• Six Traits of Writing
• Imagine your ideal
house then describe it
to a partner. Partner
draws the house
based upon the
description.
• Draw what happens in
a story as you listen.
• Mime the actions in a
story as you listen.
• Read a recipe to cook
your favorite dish.
See Bridge Map in
Graphic Organizers
section
o Ideas
o Organization
o Voice
o Word Choice
o Sentence Fluency
6. Conventions
CISD READS
documentGrade 9
ESOL I/English I – Page 34
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Comprehension
Strategies:
• Prediction
Monitoring – allows
students to sort
information as they
read into, prior
knowledge, doubts, not
understood, new
knowledge.
• After reading a few pages
of a story / chapter or after
looking at pictures /
headings, students predict
what will happen next.
Then they check their
predictions against what
they learn.
• As student reads a contentbased reading selection,
he/she INSERTS one of
four symbols beside each
segment, paragraph or
sentence.
√ “I knew that!”
o “I thought differently.”
International Reading
Association; NCTE;
Read. Write. Think.
? “I don’t understand
this.”
+ “I didn’t know that!”
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• Self-Questioning
Before
During
After
• Student asks questions
and does the following
as he / she reads:
1. Tell myself, “I need
to question the
author and predict
where the author is
going.”
2. I read the passage
and identify clues
that make me
question the author.
3. I ask “I wonder…”
questions. (who,
what, when, where,
why, how many,
how much.
4. Create Predictions.
5. Keep questions and
predictions in mind
as I read.
6. Evaluate the
answers. (Restate
incorrect
predictions.)
7. Review what I know
and read on.
ESOL I/English I – Page 36
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• Determining
Importance – a vital
strategy for students
reading content rich,
non-fiction text.
• Distinguish between
fiction and non-fiction.
• Distinguish between
important and
unimportant by finding
key ideas and points.
• Make predictions
about text
organization.
• Find and identify key
features in text
indicating importance.
(Bold print, Red box,
Gold key, a Star, etc.)
Summarization
• Write or give an oral
summary in a limited
number of words or
sentences.
GIST
Tell the main idea (the
“gist”) of a story or text
selection – orally or in
writing. (This is a
minimal number of
words.)
ESOL I/English I – Page 37
Conroe ISD Secondary ESL Curriculum – ESOL I /English I
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SQP2RS
Survey
Question
Predict
Read
Respond
Summarize
This strategy combines
elements of several other
strategies addressed
previously.
• PENS
Preview
Explore
Note in Sentence
See if ok
This strategy is best for
finding unfamiliar
vocabulary in a
reading selection
during the preview
stage.
ESOL I/English I – Page 38
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Survival Tips for Teachers of English Language
Learners
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1. Learn about your student’s country and culture. The more you
know, the more you will be able to connect new learning to background
knowledge. A good place to start is the CIA World Factbook;
www.cia.gov/cia/publications/factbook . This website provides up to
date information about every country in the world.
2. Write objectives for the lesson on the board and state them orally.
Make this part of connecting to background knowledge.
3. Use simple language in a normal voice. It does not help to speak
louder. Emphasize important verbs and nouns. Avoid idioms.
4. Write neatly. Many English language learners are not familiar with the
English alphabet. Those who are may not be accustomed to cursive
writing. Important words should be written on the board or overhead.
5. Don’t force newcomers to speak. They are in a “silent period” which
usually last six months but can last a year. Even when silent they are
listening and “taking it all in”.
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Differentiated
Instruction:
Tiered Assignments:
In a heterogeneous
classroom, a teacher uses
varied levels of activities
to ensure that students
explore ideas at a level
that builds on their prior
knowledge and prompts
continued growth.
Activities are assigned as
alternative ways of
reaching the same goals,
taking individual student
needs into account.
Task focused upon a key
concept
Variety of resource
materials.
Adjust task by
complexity,
abstractness, number
of steps, concreteness,
and independence to
ensure appropriate
challenge.
Have clear criteria for
quality and success.
6. Support the home language and culture. Teach all students that
being multi-lingual is an asset in the world today. Encourage students to
share their cultural history with their classmates. Encourage students to
continue speaking their 1st language at home, and to practice English in
the community whenever possible. Let them know that television and
radio in English provide excellent listening opportunities.
ESOL I/English I – Page 39
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Survival Tips for Teachers of English
Language Learners
7. Accept that students will make mistakes while learning English.
This is a natural part of the process. Students need to feel safe while
speaking this new language.
8. Avoid correcting grammar. Model the correct grammar but accept the
answer if it is at all understandable and correct. Repeat the answer –
modeling how it is said. The message should be recognized and valued.
9. Allow extra “wait-time”. Don’t give answers too quickly. The
English Language Learner frequently requires more time to process what
he/she has heard and then produce an answer.
10. Use gestures and demonstration to communicate. Words alone will
seldom be enough. The effort you make to communicate, even if it feels
awkward, will be recognized and appreciated by the student. This helps
the student feel welcome.
11. Make use of all senses. Students learn and remember best when they
touch, taste, smell, and listen to sounds in addition to seeing objects or
pictures. Teach descriptive words using sensory learning.
12. Provide hands-on activities. Manipulatives, role-play, simulation,
TPR (Total Physical Response), experiments, and creation of original
problems allow the best and deepest learning.
13. Use audio-visual materials. Use videos, film clips, audio cassettes
and other A-V materials to introduce a new topic rather than after
covering the new content. This allows the student to make connections.
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Differentiated
instruction (continued)
Flexible Grouping:
Students are part of many
different groups and also
work alone – based on the
match of the task to
student readiness, interest,
or learning style.
Beginning English
Language Learners
benefit from being
placed in intermediate
level reading groups so
that they hear fluid
reading.
• Ensure that all students
have opportunities to
work both with
students most like
themselves in
readiness and/or
interest and with
students dissimilar to
themselves in
readiness and/or
interest.
• Teacher assigns groups
when task is designed
to match readiness
based on assessment
results or teacher
knowledge.
• Student selects group
when task is well
suited for peer
selection.
• Ensure that all students
learn to work
cooperatively,
collaboratively and
independently.
ESOL I/English I – Page 40
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
Survival Tips for Teachers of English
Language Learners
14. Pair students with native speakers. This provides opportunities for
native speaker modeling of the new language. Placing English
Language Learners in intermediate level reading groups also allows
for modeling of smoothly read English.
15. Give step-by-step instructions. Review the entire list of instructions,
orally and in writing. Remember to include “how-to” instructions for
unfamiliar procedures that might be routine for other students.
16. Use scaffolding techniques to build connections between new
content and prior knowledge. Remember that every student comes
to you with experience and knowledge.
17. Ask higher-order thinking and inferential questions. Encourage
students to reason, problem solve, predict, analyze, judge, and justify.
18. Adapt materials. Make content accessible by adding pictures,
timelines, and diagrams in addition to simplifying language. In many
cases these adaptations serve the entire class.
19. Use authentic materials - “realia” when possible. This is how the
content “comes alive” for the students. Newspapers, magazines,
photos, etc. address a variety of learning styles.
20. Teach learning, note-taking, and organizational strategies. These
student centered strategies foster independence and comprehension.
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Differentiated
Instruction (Continued)
Anchor Activities:
This may be a list of
activities that a student
can do at any time having
completed present
assignments or can be
assigned for a short period
at the beginning of each
class as students organize
themselves and prepare
for work. Students may
work at different paces
but they always have
some productive work to
do.
Problems to solve
Journal entries
Part of a long or short
term project
Learning center activities
These activities must be
worthy of a student’s
time and appropriate to
his/her learning needs.
They are excellent
reinforcement of new
social language for
beginners.
ESOL I/English I – Page 41
Conroe ISD Secondary ESL Curriculum – ESOL I / English I
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Total Physical Response
(TPR) This strategy
works well when teaching
action vocabulary.
English Language
Learners pick up the
vocabulary by seeing
others perform the various
commands.
By adding nouns to the
commands even more
listening vocabulary is
acquired.
The list in the activity
column is not exhaustive
but gives the teacher an
idea of where to begin.
Can be used in a game
like Simon Says.
→
TPR:
Stand. Sit. Jump. Turn
around. Stop. Run.
Walk to….
Touch….
Jump to….
Hop (Skip) to….
Pick up….
Point to…
Put…
Rub….
Write… Erase…
Draw…
Show me….
Throw….
Color…. (a color)
Turn on….
Turn off…
Open…
Close….
Cut….
Push….
Give me….
Clap….
Count….
Fold….
Be a… (lion, bear, etc.)
→
Teaching Language
Through Action; Berty
Segal Cook
ISBN: 0-938395 01 - 7
ESOL I/English I – Page 42
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Suggestions for this curriculum guide are welcome.
Please send titles of resources (including ISBN numbers
and authors) websites, strategies and activities to:
Alice Chambers
Bilingual/ESL Department
[email protected]
Technology Based:
ELLIS (English Language
Learning System)
Available district-wide for
all levels of English
Language Learners.
Coming Soon:
ESL Websites
Textbooks and
materials
ESOL I/English I – Page 43