PACING GUIDE: TEACHER: _________________________
SUBJECT: ESOL I
SCHOOL YEAR: 2014-2015
Yearlong Enduring Understandings
Speaking builds confidence to solve problems, build relationships, and collaborate with others
Writing empowers people to shape the world through the expression of information, opinions, ideas, and experiences.
Listening allows people to actively engage with others to learn new ideas, succeed in the workplace, reach consensus, and participate in democracy.
Comprehension of what we read fosters joy, empathy, a wider perspective of the world and our place in it.
Integration into a larger community leads people to acquire new language, share ideas, find new opportunities, feel a part of something larger than themselves, and
build relationships with people who are both similar to and different from themselves.
First Nine Weeks
Standards-WIDA and SOL
Academic Speaking
1.1A Use oral English to solve problems in a variety of real-world contexts
share opinions, ask for help, ask and respond to simple questions about name, age, family, favorite school subjects,
weather, leisure activities, and places and services in the community; express likes and dislikes related to particular food, music,
and recreational activities
1.1B Present rehearsed social and academic material in English
dialogues, autobiography project presentation
SOL 9.1b Use relevant details to support main ideas.
SOL 9.1c Illustrate main ideas through anecdotes and examples.
SOL 9..1 i Give and follow spoken directions to perform specific tasks, answer questions, or solve problems.
SOL 9.1 j Use a variety of strategies to listen actively.
SOL 9.1 k Summarize and evaluate information presented orally by others.
Academic Writing
1.2B Write short texts to convey information and ideas for academic purposes using a few simple forms, using all of the
components of an effective paragraph
create a group language-experience story about a tour of the school; write and sequence captions for a series of photographs of
a class activity; compose a guided autobiographical; complete a cloze passage using a word bank;
1.2D Take notes on spoken English using dictation and graphic organizers
9.6 a) Generate, gather, and organize ideas for writing.
9.6 d) Write clear, varied sentences using specific vocabulary and information
Academic Listening
1.3C Sequence visuals according to oral information.
1.3D Demonstrate comprehension of specific information in simple directions, instructions, and short classroom
presentations on personal and familiar topics, with contextual information and visual support
watch a do-it-yourself youtube video and identify the steps in sequence; respond non-verbally to classroom directions; follow a
series of Total Physical Response commands to arrange objects; follow directions to order a group of pictures; retell key events
from a simple story read aloud; arrange symbols on a map while following a short, visually supported teacher presentation).
Academic Reading
1.3I Identify features of simple texts that help convey meaning
1.3B Create dramatizations of fictional and historical texts in collaboration with others.
1.3C Identify the main idea of paragraphs, essays, chapters, and other texts.
apply sight recognition and phonetic decoding to read words and sentences; use pictorial clues to predict meaning; reread key
words to clarify meaning.
Building Cultures and Communities
1.5J Describe and adhere to procedures, norms, and rules in use in Albemarle County Public Schools
school attendance procedures, emergency procedures, fire alarms, appropriate dress, appropriate ways to address school staff
and other students, showing respect for male and female classmates, showing respect for all racial and ethnic groups
1.5H Express a new understanding of personal identity in written and artistic materials that explore a student’s
autobiography through the concept of multilingualism and multiculturalism.
Essential Questions/
Concepts
Every person has a story.
Our hopes and dreams make us unique.
Our environment shapes us.
We are part of a global village.
How can writing help you learn more about yourself?
How does effective active listening support the creation of new relationships?
How does reading about different perspectives and experiences help us to understand ourselves and the world?
Teacher Think: What are the most important oral language exchanges newcomers must navigate to advocate for
themselves in school and the community?
Grammar
Nouns: articles a, an, the;
Verbs: be (I am a girl.); there is/are; Simple present; Present Progressive
Pronouns: Subject Pronouns (I, you, he, she, it, we, they)
Contractions with be
High frequency words
Transition words and phrases: conjunctions: and, but, or, because
Conventions of Print
Begin sentences with capital letters.
End sentences with appropriate punctuation.
Capitalize proper nouns, months, days of the week.
Write complete sentences.
Common Work/Projects
All resources in Dropbox
folder under
ESOL I Pacing Guide
Resources First Nine Weeks.
Class Assessments
(in addition to common
assessments)
Community-building games/activities
Google Earth autobiographical class tour
School scavenger hunts, tour, map
Autobiography Project
Vocab pre-test, Biography PPT, Personal timelines, autobiography planning sheet, students make own PPT based
on teacher example, practice reading their autobio PPT aloud, presentation skills, student presentations.
Daily Dicatation
Daily Writing (grammar and mechanics practice in context)- Project a picture, have students tell you what they see, Teacher
writes words on the board, students construct a sentence/sentences. Try to use pictures for a week or two that will share
similar words so students can build on their knowledge. For example, do a week or two of flags- common words: vertical,
horizontal, stripes, stars, coat of arms, color words.
Dialogues/Structured Conversations- oral and written
Identifying Main Idea quizzes
Autobiography Project
PACING GUIDE: TEACHER: _________________________
2nd 9-Weeks
SOL’s
SUBJECT: ________________________________
SCHOOL YEAR: ____________________
Academic Speaking
1.1C Form questions in response to a variety of media to deepen understanding.
1.1D Use oral English to categorize issues, situations, and regions shown in illustrations.
1.1E Use new vocabulary to describe places, events, and objects.
9.1e) Use verbal and nonverbal techniques for presentation.
9.1 f) Evaluate impact and purpose of presentation
Academic Reading
1.3A Select instructionally appropriate texts to read for pleasure and academic purposes across a variety of genres in
fiction and non-fiction (e.g. written instructions, group language-experience stories, leveled readers, informational articles).
1.3J Use a variety of resources to determine the meaning of unfamiliar words (e.g. use pictorial and bilingual dictionaries,
classroom word walls, and personal word banks; check meaning with a native-language partner).
1.3K Use vocabulary acquisition strategies to build vocabulary (e.g. make word lists of personally relevant vocabulary;
compile thematic lists of key concept vocabulary for classroom study; use bilingual stories to infer meanings of English
words). Teacher Prompt: What strategies help you to learn and remember new words?
9.2 f) Extend general and specialized vocabulary through speaking, reading, and writing.
9.4 a) Identify author’s main idea and purpose
9.4 l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process
Academic Writing
1.2A Create memos, emails, letters and other correspondence in English for professional and social purposes (e.g. fill in
an application for a library card; compile a personal to-do list for the first months at school; compose a thank you note for a
class visitor using sentence starters; create greeting cards; write messages to pen pals or classmates; complete a summer school
registration form; produce a journal entry following a model or using sentence starters)
1.2G Respond to and analyze art, poetry, ideas, prompts, and presentations using writing in English mixed with the
native language(s) (e.g. view and write down characteristics of artwork from a variety of cultures in English and the native
language; create and respond to poetry that uses both English and the native language, listen to a variety of music and record
personal connections in English and the native language).
9.6d) Write clear, varied sentences using specific vocabulary and information.
9.6e) Elaborate ideas clearly through word choice and vivid description.
9.6h) Revise writing for clarity of content, accuracy and depth of information.
9.6i) Use computer technology to plan, draft, revise, edit, and publish writing.
Academic Listening
1.3A Classify or match oral descriptions to categories using visual supports.
1.3G Demonstrate understanding of clearly articulated, simple English on personal and familiar topics in highly
structured interactive situations (e.g. answer questions about personal information, interests, and experiences; participate in
paired and small-group exchanges on familiar topics; take part in a think-pair-share session).
Building Cultures and Communities
1.5I Compare, contrast, and identify value in all of the cultures represented in the classroom.
1.5D Demonstrate respect for others by using English language that shows politeness and appreciation.
Essential Questions/
Concepts
We are survivors.
Creative thinking helps people survive.
We are resilient.
Every person has a story related to survival.
How can writing help you learn more about yourself?
How does reading about different perspectives and experiences help us to understand ourselves and the world?
How can you use writing to connect with others?
How does our purpose influence the way we write?
How do we match appropriate spoken language to different social and academic contexts?
How can you use writing to connect with others?
What are strategies people use to identify the most important information in oral communication?
Teacher Think: What are the most important oral language exchanges newcomers must navigate to advocate for
themselves in school and the community?
Grammar
Nouns count: singular and plural of regular and high-frequency irregular nouns
(e.g., table/tables, child/children) non-count (e.g., water, money, bread, coffee, sugar)
present progressive v simple present
Pronouns object: me, you, him, her, it, us, them
demonstrative: this/these, that/those
Verbs have (e.g., I have a sister.)
can: for ability and permission (e.g., I can dance. I can go to the dance.)
contractions with be, do (e.g., She’s sitting. We don’t like that music.)
adjectives high-frequency (e.g., red, big, rainy, young, Canadian, round)
Questions: yes/no (e.g., Are you a student? Yes, I am/No, I’m not. Do you live in Canada? Yes,
I do/No, I don’t. Did they talk to you? Yes, they did/No, they didn’t. Will you join
our group? Yes, I will/No, I won’t.)
information questions: what, where, when, who, why, how
Negation: be in simple present (e.g., He is not here/He isn’t here.)
do (e.g.,We don’t like that. It doesn’t work. We didn’t watch the game.)
will (e.g., They won’t eat these cookies.)
Conventions of Print
Writing questions with appropriate punctuation
Writing contractions with apostrophe
Plurals
Use of correct verb tense (present progressive and simple present)
Common Work/Projects
My Immigration Story (push/pull factors, my journey here, music related to immigration that I connect most with,
Record students telling their story anonymously. On screen will be a painting, drawing; not students face. How can we use
these projects to help fight for causes we are passionate about?
All resources in Dropbox
folder under
ESOL I Pacing Guide
Resources Second Nine Weeks
Class Assessments
(in addition to common
assessments)
Daily Dicatation
Daily Writing (grammar and mechanics practice in context
Dialogues/Structured Conversations- oral and written
My Immigration Story Project
Grammar Quizzes/Mechanics Quizzes
PACING GUIDE: TEACHER: _________________________
3rd 9-Weeks
SOL’s
SUBJECT: ________________________________
SCHOOL YEAR: ____________________
Academic Speaking
1.1F Present ideas and information orally for academic purposes in simple, highly structured situations, (e.g. identify science
equipment and explain content area concepts such as geometric shapes and mathematical operations while referring to a
student-created poster; tell part of a story in a round-robin storytelling activity; retell key events from a photo montage or
picture sequence). Teacher Prompt: “Please tell the class five facts about your topic. Use your poster to help you explain.”
9.1 The student will make planned oral presentations independently and in small groups.
a) Include definitions to increase clarity.
.d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.
Academic Writing
1.2E Create categorical lists of academic vocabulary from videos, presentations, readings, and other media.
1.2F Use pre-writing strategies, sentence stems, and graphic organizers to create multiple drafts of multi-paragraph compositions
that appropriately use punctuation marks, periods, and other basic punctuation and grammatical structures appropriate for this
level (see the language reference chart for level 1 at the end of this document) (e.g. brainstorm and record ideas on a topic, use
the native language to generate ideas; draw or sketch ideas to formulate thoughts; respond to feedback from a teacher on a
draft).
Academic Reading
1.3E Follow multi-step instructions supported with visuals to complete projects.
1.3F Use English to conduct research and form evidence-based arguments on current events and topics of import in academic
disciplines.
1.3G Identify some simple literary elements in short prose texts and simple poems on familiar topics (e.g. rhyming words,
descriptive adjectives, repetition). Teacher Prompt: Why do you think the author repeated those words?
1.3H Use reading comprehension strategies before, during, and after reading to understand texts (e.g. preview vocabulary create
key questions as a class before reading; brainstorm and relate prior knowledge and experiences to topics in texts; apply sight
recognition and phonetic decoding to read words and sentences; use pictorial clues to predict meaning; reread key words to
clarify meaning. Teacher Prompt: How does the picture help you to understand or guess what the text is about?
9.4 The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry,
and drama.
a) Identify author’s main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and elicit the
reader’s emotion.
Academic Listening
1.3E Demonstrate respect for others’ opinions and incorporate others’ ideas into academic work.
1.3F Identify regional differences in spoken English
1.3G Demonstrate understanding of clearly articulated, simple English on personal and familiar topics in highly structured
interactive situations (e.g. answer questions about personal information, interests, and experiences; participate in paired and
small-group exchanges on familiar topics; take part in a think-pair-share session).
Building Cultures and Communities
1.5B Use English in real-world (out-of-school) experiences with native speakers and connect this to post-secondary plans, (e.g.
guest speakers from the community representing topics of interest to students; a field trip to local universities to discuss postsecondary options; a field trip to CATEC to learn about vocational opportunities for interested students).
1.5C Form goals for post-secondary vocational and civic endeavors, and create a timeline for meeting these.
Essential Questions/
Concepts
Fitting In
How can you integrate yourself into our school community?
When is it worth trying to fit in?
It’s important to value yourself and who you are.
What makes people feel good about themselves?
Essential Questions:
 How can we use spoken language to solve both simple and complex problems?
 How do we match appropriate spoken language to different social and academic contexts?
Essential Questions:
 What opportunities are there for me to integrate into the school community?
 What defines the culture of the United States and Albemarle County?
 How do social situations influence the use of language?
 How does exposure to other cultures and languages shape our values?
Grammar
Conventions of Print
Common Work/Projects
Pronouns: object: me, you, him, her, it, us, them
Verbs: simple past regular verbs (e.g., They talked to me.); simple past high-frequency irregular verbs (e.g., He came late.);
imperative forms (e.g., Come in. Sit down.)
Adjectives: possessive: my, your, his, her, its, our, their; comparative/superlative (e.g., taller/tallest; happier/happiest)
Prepositions: of location (e.g., in, on, at, under, beside, on the right/left)
of direction (e.g., to, from)
of time (e.g., at, before, after, on, in)
final punctuation: period, question mark, exclamation mark
apostrophe: contractions and possessive forms (e.g., He’s buying a hat.
The boy’s hat is red.)
Write in complete sentences.
Form paragraphs with cohesion.
My integration into American society. What are you doing to “fit in” in the US? How have you begun to integrate yourself into
American culture and society? Foods, Music, Movies, Joining a team, Drama, Experience in classes where only English is
spoken, how have you survived? How have friends helped you? As you integrate yourself into American society, how do you
still value your identity ? How is this value added?
Class Assessments
(in addition to common
assessments)
Daily Dicatation
Daily Writing (grammar and mechanics practice in context)
Dialogues/Structured Conversations- oral and written
My Integration into my School Project
Grammar Quizzes/Conventions of Print Quizzes
PACING GUIDE: TEACHER: _________________________
4th 9-Weeks
SOL’s
SUBJECT: ________________________________
SCHOOL YEAR: ____________________
Academic Speaking
1.1G Use correctly the grammatical structures of spoken English appropriate for this level (see the language reference chart for
level 1 at the end of this document).
1.1H Apply rules of pragmatics to choose vocabulary appropriate for particular social contexts, (e.g. using formal vs. informal
registers).
9.1 g) Credit information sources.
h) Give impromptu responses to questions about presentation.
Academic Writing
1.2G Respond to and analyze art, poetry, ideas, prompts, and presentations using writing in English mixed with the native
language(s) (e.g. view and write down characteristics of artwork from a variety of cultures in English and the native language;
create and respond to poetry that uses both English and the native language, listen to a variety of music and record personal
connections in English and the native language).
1.2H Organize writing in chronological, sequential, or spatial order in a scaffolded paragraph (e.g. write about daily routines and
descriptions of home or classroom using a teacher-provided model; write travel directions or the procedure for opening a locker
using sentence scaffolds).
1.2I Use connecting devices and transition words and phrases to show simple chronological, sequential, spatial, and causal
relationships (e.g. use connectives such as and, then after to link ideas; use modifiers such as beside, under, on the right side to
indicate spatial relationships; use because and if/then to show cause and effect).
9.6 e) Elaborate ideas clearly through word choice and vivid description.
f) Arrange paragraphs into a logical progression.
g) Use transitions between paragraphs and ideas
Academic Reading
1.3D Categorize information by its source or genre and match sentence-level descriptions of objects and situations to visuals.
1.3L Compare and contrast systems and patterns in English with the students’ native languages to demonstrate a new
understanding of both, (e.g. use cognates, phonemes and other elements of language similar across English and the student’s
native language to support English acquisition.)
9.4 The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry,
and drama.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the author’s style and literary effect.
i) Explain the influence of historical context on the form, style, and point of view of a written work.
j) Compare and contrast author’s use of literary elements within a variety of genres.
k) Analyze how an author’s specific word choices and syntax achieve special effects and support the author’s purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process
Academic Listening
1.3C Sequence visuals according to oral information.
1.3D Demonstrate comprehension of specific information in simple directions, instructions, and short classroom
presentations on personal and familiar topics, with contextual information and visual support (e.g. watch a do-it-yourself
youtube video and identify the steps in sequence; respond non-verbally to classroom directions; follow a series of Total Physical
Response commands to arrange objects; follow directions to order a group of pictures; retell key events from a simple story read
aloud; arrange symbols on a map while following a short, visually supported teacher presentation).
1.3E Demonstrate respect for others’ opinions and incorporate others’ ideas into academic work.
1.3F Identify regional differences in spoken English
1.3G Demonstrate understanding of clearly articulated, simple English on personal and familiar topics in highly structured
interactive situations (e.g. answer questions about personal information, interests, and experiences; participate in paired and
small-group exchanges on familiar topics; take part in a think-pair-share session).
Building Cultures and Communities
1.5F Research cultural practices, including music and art, from different regions of the United States.
1.5G Analyze data on U.S. culture and demographics and identify themes within this data.
1.5A Explore Albemarle County and other communities to investigate how English skills and U.S. cultural knowledge are
applied beyond the classroom for recreational, educational, and occupational purposes (e.g. take field trips to Monticello, local
public meetings of democratically elected officials, the courthouse, the downtown mall, the University of Virginia, a local
orchard, or other regional places of interest; invite guest speakers to discuss the diverse civic, economic, cultural, and social
aspects of the region; participate in clubs, internships, or work studies that bridge school and the English-speaking community of
Charlottesville and Albemarle County).
Essential Questions/
Concepts
What Matters Most
You can change the world.
Stand up for what you believe in
What is an issue that YOU will stand up for?
Explore what it means to do the right thing.
Your attitude affects your life.
Grammar
Verbs: imperative forms (e.g., Come in. Sit down.); let’s (e.g., Let’s ask the teacher.)
Adjectives: some, any, every, all
Adverbs: used to modify adjectives (e.g., very tall, really late)
some adverbs of frequency and time (e.g., today, always, never,
sometimes, then)
Conventions of Print
Paragraph and multi-paragraph writing
Writers understand how incomplete sentences, run-on sentences, and improper use of pronouns can impede effective
communication of ideas.
Paragh
Common Work/Projects
I Can Change the World Project
http://projectchangetheworld.weebly.com/change.html- project ideas for students + immigration activism might be of interest
Class Assessments
(in addition to common
assessments)
Daily Dicatation
Daily Writing (grammar and mechanics practice in context-paragraphs, multi-paragraph)
Dialogues/Structured Conversations- oral and written
Grammar Quizzes-Conventions of Print Quizzes
I Can Change the World Project