Pemberton Township Schools – Grade 4 ESL Curriculum- Foundational Skills
1|Page
NJSLS:
RF.4.3.a
WIDA ELDS:
WIDA: 2
Reading
Speaking
Student Learning Objective
Language Objective
Language Needed
Apply letter-sound knowledge and syllabication
patterns to accurately read multisyllabic words in and
out of context.
Apply phonics and syllabication rules to decode
multisyllabic words using word pattern charts, syllabication
rules poster, and pictures.
Note: ELLs need anchor vocabulary words when applying
phonic and syllabication rules.
Phonemic awareness,
syllables, sound/symbol
Syllabication Rules
Varies by ELP level
Essential Question: What is a syllable pattern and how can they help me read unfamiliar words?
Language
Instructional
Strategies
Learning
Supports
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
Apply phonics and
syllabication rules to
decode high frequency
multisyllabic words
(separated by syllable)
in context with pictures
that demonstrate
mastery of
appropriately leveled
texts.
Adapted Text
Guided practice
Word pattern charts
Syllabication rules
(Poster)
Letter tiles
Illustrations/Diagrams/D
rawings
Total Physical Response
Partner Work
L1 support
High frequency word
lists
Apply phonics and
syllabication rules to decode
common multisyllabic words
in context that demonstrate
mastery of appropriately
leveled texts.
Apply phonics and
syllabication rules to decode
multisyllabic words in context
that demonstrate mastery of
adapted texts at the grade 3-4
text level band.
Apply phonics and
syllabication rules to
decode multisyllabic
words in and out of
context that demonstrate
mastery of reading and
writing at the grade 3-4
text level band.
Apply phonics and
syllabication rules to
decode multisyllabic words
in and out of context that
demonstrate the mastery
of reading and writing a
grade level text.
Adapted Text
Guided practice
Word pattern charts
Syllabication rules (Poster)
Letter tiles
Illustrations/Diagrams/Draw
ings
Total Physical Response
Partner Work
L1 support
Adapted Text
Guided practice
Word pattern charts
Syllabication rules Poster
Adapted Text
Word pattern charts
Syllabication rules (Poster)
Pemberton Township Schools – Grade 4 ESL Curriculum- Foundational Skills
2|Page
NJSLS:
RF.4.3.a
WIDA ELDS:
WIDA: 2
Reading
Speaking
Student Learning Objective
Use combined knowledge of morphology (e.g., roots
and affixes) to read accurately unfamiliar multisyllabic
words in context and out of context.
Language Objective
Language Needed
Decode unknown, multisyllabic words by applying
morphology and using word analysis skills by using word
pattern flip charts, affix chart, syllabification Charts and
word walls.
Syllables, roots, prefix,
suffix, affixes,
sound/symbol, contentbased, grade-level
vocabulary
Subject-verb agreement,
syllabication rules
Varies by ELP level
Essential Question: What do good readers do when they come to a word they don’t know?
ELP 1
ELP 2
ELP 3
Language
Instructional
Strategies
Decode multisyllabic
words (matched to
pictures) in leveled
texts by applying roots
and affix skills.
Decode general, contentbased, multisyllabic words
(matched to pictures) in
leveled text by applying
roots and affix skills.
Decode unknown, key,
content-based, multisyllabic
words in adapted text by
applying roots and affix skills.
Learning
Supports
Charts (Word pattern)
Chart (Root words and
affixes)
Word/picture wall
L1 support
Pictures
Teacher Support
Charts (Word pattern)
Chart (Root words and
affixes)
Word/picture wall
L1 support
Teacher Support
Charts (Word pattern)
Chart (Root words and affixes)
Word Wall
ELP 4
Decode unknown,
multisyllabic, contentbased words in texts
within grades 3-4
complexity level by
recognizing roots and
affixes.
ELP 5
Decode unknown,
multisyllabic, contentbased words in grade-level
text by applying roots and
affix skills.
Pemberton Township Schools – Grade 4 ESL Curriculum- Foundational Skills
3|Page
NJSLS:
RF.4.4.a
Student Learning Objective
Read grade-level text with purpose and
understanding.
Language Objective
Language Needed
Read grade level text with a purpose and comprehension
using prior knowledge and graphic organizers.
WIDA ELDS:
WIDA: 2
Reading
Speaking
Purpose, comprehension,
key, content-based, gradelevel vocabulary
Sentence structure at ELP
level
Varies by ELP level
Essential Question: How do we make sure we understand what we read?
Language
Instructional
Strategies
Learning
Supports
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
Read grade level texts
and orally explain the
purpose and demonstrate
comprehension in L1
and/or read or listen to
an appropriately leveled
text and state or repeat
the purpose and identify
key words associated
with pictures, answer
yes/no or either/or
questions with single
word answers.
Read grade level texts and
orally explain the purpose and
demonstrate comprehension in
L1 and/or read appropriately
leveled texts and explain the
purpose and demonstrate
comprehension using short
phrases with sentence frames
and answering wh- questions in
phrases and short sentences or
Read adapted grade level
texts and orally explain the
purpose and demonstrate
comprehension using simple
sentences and key content
based vocabulary that answer
key questions.
Read texts at the grade 34 text level band and
orally explain the purpose
and demonstrate
comprehension using
complete sentences and
some content based
vocabulary.
Read grade level texts and
orally explain the purpose
and demonstrate
comprehension using
detailed sentences of
varying lengths and
content based vocabulary.
Graphic Organizers
(partially completed)
Word Wall
L1 support
Partner Work
Teacher Support
Graphic Organizers
Template
Word Wall
Teacher Support
Graphic Organizers
Graphic Organizers
(completed)
Word Wall
L1 support
Partner Work
Pictures/Photographs
Teacher Support
with Pictures and
Photographs.
Pemberton Township Schools – Grade 4 ESL Curriculum- Foundational Skills
4|Page
NJSLS:
RF.4.4b
Student Learning Objective
Read prose and poetry orally with fluency and
expression
Language Objective
Language Needed
Read prose and poetry texts with fluency and appropriate
expression using a partner and technology.
WIDA ELDS:
WIDA: 2
Reading
Speaking
Fluency, prose, poetry,
expression
Sentence structure and
specific vocabulary, rhythm
Varies by ELP level
Essential Question: Why is it important to read with expression?
What role does fluency play in an effort to improve my comprehension?
ELP 1
ELP 2
ELP 3
ELP 4
Language
Instructional
Strategies
Read prose and poetry
orally in L1 and/or
single words from an
appropriately leveled
text or repeat rhyming
words with accuracy,
fluency and expression.
Read prose and poetry
orally in L1 and/or phrases
from an appropriately
leveled text in English with
accuracy, fluency and
expression.
Read prose and poetry orally
with fluency, accuracy and
expression in adapted or
appropriate leveled texts.
Read prose and poetry
orally with fluency and
accuracy in grades 3-4
grade level text band.
Learning
Supports
Partner Work
Triads or Small Groups
Recording devices
(Technology)
L1 support
Teacher modeling
Highlighted letter
patterns
Songs/Chants
Choral Reading
Illustrations/Diagrams/
Drawings
Partner Work
Triads or Small Groups
Recording devices
(Technology)
L1 support
Teacher modeling
Highlighted letter patterns
Songs/Chants
Choral Reading
Partner Work
Triads or Small Groups
Recording devices
(Technology)
Recording devices
(Technology)
ELP 5
Read grade level prose and
poetry orally with fluency,
accuracy and expression.
Pemberton Township Schools – Grade 4 ESL Curriculum- Foundational Skills
5|Page
NJSLS:
RF.4.4.c
WIDA ELDS:
WIDA: 2
Reading
Speaking
Student Learning Objective
Apply context clues to confirm or self-correct word
recognition and understanding, rereading as
necessary.
Language Objective
Language Needed
Use context to self-correct when necessary using a checklist
and Think Alouds.
Context clues, self-correct
Sentence structure with
context clues, cognates,
synonym
Varies by ELP level
Essential Question: How can I improve my accuracy when reading?
Language
Instructional
Strategies
Learning
Supports
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
Use context to confirm
the meaning of
unknown words in a
grade level text in L1
and/or unknown
general words in a
controlled text by
listening to the teacher
model how to use
sentence level context
clues, cognates and
schemata.
Bilingual Dictionary
L1 support
Word Wall
Teacher model
Checklist
Think Alouds
Use context to confirm the
meaning of unknown words
in a grade level text in L1
and/or use selected phrases
from an appropriately
leveled text by using
sentence level context clues,
cognates and schemata.
Use context to confirm the
meaning of unknown content
based words in an adapted
text by using sentence and
paragraph level and extended
context clues, cognates and
schemata with support.
Use context to confirm
the meaning of unknown
content based words in a
grades 3-4 text band level
by using sentence and
paragraph level and
extended context clues,
cognates, schemata.
Use context to confirm the
meaning of unknown
words in a grade level text
by using sentence and
paragraph level and
extended context clues,
cognates and schemata.
Bilingual Dictionary
L1 support
Word Wall
Checklist
Think Alouds
Bilingual Dictionary
Word Wall
Paraphrasing
Checklist
Think Alouds
Bilingual Dictionary
Paraphrasing
Checklist
Pemberton Township Schools – Grade 4 ESL Curriculum- Foundational Skills