Albemarle County Public Schools Pacing Guide: Grade 6 ESOL Language Arts Intermediate/Advanced Standards derive from the ​
Ontario Curriculum for ESL​
,​
the WIDA Standards​
, ​
Virginia SOLs​
, and ​
Albemarle County’s Lifelong Learner Standards ESOL Language Arts Intermediate/Advanced serves as a support for intermediate and advanced level ESOL students in the 6th grade. Students who take ESOL Language Arts Intermediate/Advanced learn academic vocabulary that may be applied across a range of middle school courses. This course emphasizes applying academic vocabulary in advanced academic writing, research, and projects with real­world audiences. Essential reading skills are introduced in the first quarter as students become more engaged in independent reading and revisited throughout the year. Students apply the essential skills on reading and writing tasks. Students are required to give presentations using formal oral English. The ESOL teacher coordinates with content course teachers to tailor instruction to the needs of students in ESOL language arts in order to develop the unique skill­set of emergent bilingual students and to prepare them for life­long success inside and outside of the classroom. Overarching Themes of this curriculum are transitioning to middle school, world cultures and travel, the seven classical virtues, grit, growth mindset, and mindfulness. Throughout the year students will: ● Research different regions’ geography, culture, customs, and influential individuals. ● Find examples of the seven classical virtues in book characters, influential individuals from regions studied, and in their own lives and share them through frequent “virtue moments.” ● Fill out maps of countries in the continents that are being studied. ● Refer to large map posted in the classroom to find the locations of regions studied. ● Refer to anchor charts posted in the classroom to identify and discuss learned reading and writing strategies. ● Practice mindfulness through “peaceful moments.” ● Create an interactive notebook filled with learned themes and strategies to use as a reference/resource. ● Read for at least 20 minutes each night and keep a reading log for homework. First Quarter Strategies/Standards Themes English/Reading/Writing Resources, Books, Materials Making Connections to Activate Prior Knowledge Main Idea + Details Retelling vs. Summarizing vs. Paraphrasing Speaking​
: Essential/WIDA: 3.1A, 3.1C, 3.1E, 3.1F ​
Writing​
: Essential/WIDA: 3.2C Listening​
: Essential/WIDA:3.3A, 3.3B Reading​
: Essential/WIDA: 3.4A, 3.4B, 3.4D SOL Standards: 6.4c, 6.4d, 6.4e, 6.5a, 6.5b, 6.5c, 6.5d, 6.5f, 6.5h, 6.5i Fiction/Nonfiction ­
Overview of each genre ­
Compare and contrast each genre Middle School procedures and expectations Geography: Charlottesville United States World (continents and oceans) Virtues: Trust (Jackie Robinson) Justice (Martin Luther King, Jr) Words Their Way small groups Informational Writing: SBSW Unit 1 Descriptive Writing: SBSW Unit 2 Persuasive Writing ­
Four­square writing planning ­
MLK persuaded many people to support the Civil Rights Movement ­
SBSW Unit 5 Access English: ­
Making a Difference Access Newcomers: ­
Starting Out Access Newcomers Access English Step­By­Step Writing Book 1 High­interest books selected from library on students’ reading level Online articles JMS Strategy Resource Packet Activities ●
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Use character analysis to look for the seven classical virtues in book characters Visit school library to find books on level and of interest Philosophical Chairs: Is the school day too short? Research Jackie Robinson and MLK and how they are examples of trust and justice Use computer skills (Google search, Google Docs, Gmail) to research and report on something of interest in the local community (public transportation, restaurants, sports teams/programs, etc) Writing Project: Is the school day too short? Assessments ●
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Label continents and oceans on a world map (Access Newcomers pg. 30­31) Label all states in the United States on a map (Five weekly assessments adding 10 new states each week) Formal and informal assessments of Strategies learned (use assessment results to plan reteaching/next steps) Words Their Way word­sort assessment every seven days Participation/Contribution in Philosophical Chairs debate Written reflection on Philosophical Chairs debate Step­by­Step Writing timed writing prompt Second Quarter Strategies/Standards Themes English/Reading/Writing Resources, Books, Materials Questioning and Clarifying Previewing the text Elements of NonFiction Making Predictions Main Idea + Details Writing​
: Essential/WIDA: 3.2A, 3.2B, 3.2C, 3.2E Listening​
: Essential/WIDA:3.3A, 3.3B, 3.3C, 3.3D Reading​
: Essential/WIDA: 3.4D, 3.4E Bridging Cultures: Essential/WIDA: 3.5A, 3.5B, 3.5C SOL Standard: 6.5a, 6.5b, 6.5c, 6.5d, 6.5e, 6.5f, 6.5g, 6.5h, 6.5i, 6.5j, 6.5k Fiction Geography: Europe Asia Virtues: Courage/Grit (Malala) Compassion/Giver (Mother Teresa) Words Their Way small groups Process Writing ­
SBSW Unit 3 ­
Roald Dahl­inspired process writing ­
Write how­to books for new students. Publish a how­to manual for new middle schoolers. Expository Writing: SBSW Unit 4 Access Newcomers ­
Unit: Getting Ready The BFG​
(fiction read aloud) The Twits​
(fiction independent reading) Access Newcomers Access English Step­By­Step Writing Book 1 High­interest books selected from library on students’ reading level Online articles JMS Strategy Resource Packet Activities ●
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Assessments Visit school library weekly to find books on level and of interest Roald Dahl author study, compare and contrast ​
The BFG​
and The Twits Research Malala’s and Mother Teresa’s lives and how they are examples of courage and compassion Writing Project: Create a how­to manual for new middle schoolers (how to open locker, check out books, etc) Begin VGLA binders ●
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Label countries in Europe and Asia on a map Formal and informal assessments of Strategies learned (use assessment results to plan reteaching/next steps) Words Their Way word­sort assessment every seven days The BFG​
Character Development Packet The Twits​
Reading Comprehension Packet Step­by­Step Writing timed writing prompt Third Quarter Strategies/Standards Themes English/Reading/Writing Resources, Books, Materials Figurative Language (in poetry) Drawing Conclusions and Making Inferences Fix Up Strategies: Texts and Words Speaking​
: Essential/WIDA: 3.1A, 3.1 B, 3.1C, 3.1E, 3.1F Writing​
: Essential/WIDA: 3.2C, 3.2E Listening​
: Essential/WIDA: 3.3A, 3.3B Reading​
: Essential/WIDA: 3.4D, 3.4E, 3.4F SOL Standards: 6.5c, 6.5d, 6.5e, 6.5h, 6.5i, 6.5j, 6.5k, 6.5a, 6.5b, 6.5f, 6.5g, 6.5l Poetry Geography: South America Africa Virtues: Wisdom (Rigoberta Menchu) Temperance (Nelson Mandela) Words Their Way small groups Descriptive Writing: SBSW Unit 6 Narrative Writing: SBSW Unit 9 Poetry Writing Access Newcomers ­
Unit: School Readiness unit 25­30 Caminar​
(poetry/realistic fiction read aloud) Shel Silverstein poetry Access Newcomers Access English Step­By­Step Writing Book 1 High­interest books selected from library on students’ reading level Online articles JMS Strategy Resource Packet Activities ●
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Assessments Visit school library weekly to find books on level and of interest Research Menchu’s and Mandela’s lives and how they are examples of wisdom and temperance Writing Project: Interview parents/relatives about their journey to America (or write about personal experience) and use the information to write a poem and a narrative writing piece. Tie in virtues and geography. Complete VGLA binders/review for SOLs in small groups Fourth Quarter ●
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Label countries of South America and Africa on a map Formal and informal assessments of Strategies learned (use assessment results to plan reteaching/next steps) Words Their Way word­sort assessment every seven days Step­by­Step Writing timed writing prompt Strategies/Standards Themes English/Reading/Writing Resources, Books, Materials Test Strategies Spiral review of strategies Speaking​
: Essential/WIDA: 3.1A, 3.1 B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G Writing​
: Essential/WIDA: 3.2A, 3.2B, 3.2C, 3.2E Listening​
: Essential/WIDA:3.3A, 3.3C, 3.3D Reading​
: Essential/WIDA: 3.4D, 3.4E Bridging Cultures: Essential/WIDA: 3.5A, 3.5B, 3.5C SOL Standards: 6.6b, 6.6c, 6.6d, 6.6e, 6.6i, 6.6a, 6.6f, 6.6g, 6.6h, 6.6j, 6.6k Nonfiction Geography: One country, many cultures (United States) North America Virtues: Hope/Gratitude (Luma Mufleh) Words Their Way small groups Real­Word Reading/Writing: ­
Access English: Lesson 21 Access Newcomers ­
Unit: School Readiness units 30­36 Writing a friendly letter: SBSW Unit 7 Writing a formal letter: SBSW Unit 8 Summarize Information: SBSW Unit 10 Outcasts United​
(Nonfiction read aloud) Access Newcomers Access English Step­By­Step Writing Book 1 High­interest books selected from library on students’ reading level Online articles JMS Strategy Resource Packet Activities ●
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Visit school library weekly to find books on level and of interest Research Luma Mufleh’s life and how she is an example of hope. Keep a gratitude journal for 21 days. Write a letter of gratitude to a person who we are thankful for. Practice with real­world reading/writing: tests, menus, schedules, letters/emails, websites, directions Final Project: Pick one country profiled in ​
Outcasts United​
and complete a research project assessing a variety of skills learned throughout the year (spelling, computer proficiency skills, writing, research methods, geography, etc) Assessments ●
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Label countries in North/Central America on a map Formal and informal assessments of Strategies learned (use assessment results to plan reteaching/next steps) Words Their Way word­sort assessment every seven days Step­by­Step Writing timed writing prompt Essay reflecting on the virtues and answering the following: What do I already do well? How can I do it more? How can I improve in areas that I’m not so good at? Who are the people in my life who help me be a better person? How can I surround myself with more people like this? Students will be assessed on the content of their writing as well as application of the writing skills learned throughout the year.