ELD LESSON ENHANCEMENT TEMPLATE ~ 2 nd - 6 th Grade. Teacher Grade 3 Unit 1 Week 1 & 2 ELD Level(s)

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1 ELD LESSON ENHANCEMENT TEMPLATE ~ 2 nd - 6 th Grade W.G. = Whole Group S.G. = Small Group = CCSS Connection Teacher Grade 3 Unit 1 Week 1 & 2 ELD Level(s) ELA/ELD Treasures Theme: Let s Learn Genre: Realistic Fiction ELA Unit Big Idea: Like students, teachers are nervous on the first day of school as they meet their new class. EL Practice Reader: The First Day (Week 1 Practice Reader) CA Treasures Day 1 DAY 1 ORAL LANGUAGE (W.G.) Build Background Teacher Input Thinking Map/Graphic Organizer: ü Does the Building Background section support the Big Idea? Use a Three Column Graphic Organizer for today s Build Background. Think-Pair-Share ü ü Does the TPS guiding question support and/or connect to the Big Idea? Are the sentence frames in the T.E. appropriate for the language proficiency levels? Every day we have changes in our lives. People move to new homes. Children go to new schools. They make new friends. Some changes are exciting and fun. Some changes are scary. But many times you can learn from them? Have you ever gone through a change? Teacher models a change. TPS What change have you had? TPS - How did you feel? TPS - Did you learn something from that? What change have you had? How did you feel? Did you learn something from that? Sentence Frames (if necessary): ELD 1&2: The change is. I felt. ELD 3: When I felt I learned. ELD 4-5: Construct complex sentences Recast, reformulate, rephrase as necessary *Examples of changes: new school, new sibling, first day of soccer, new food, travel to new place, and etc. VOCABULARY (W.G.) Introduce Vocabulary Words (VVR) ü Do I need to add words to support comprehension of the story or delete words that students already know? (Maximum 10 words) Chart words as they are introduced. Show VVR Picture after defining the word and select one student interaction piece for each word. Continue until all words have been introduced. Use pages of the Visual Vocabulary Resources ELD VVR Words. Practice Reader Words: crowd, embarrassed, interrupting, realized, relieved Additional Vocabulary Words: nervous, chuckled, flights, trudged, unbelievable CA Treasures Day 1 cont. DAYS 2 & 3 ORAL LANGUAGE (W.G.) Introduce story: Title & Cover ü What questions can I ask during the picture walk that develops the understanding of the selection and connects to the Big Idea/main idea? v Informational: Text Features (Headings, Chapters, Captions, Diagrams, Maps, etc.) and Text Picture Walk: Cover: Look at the title & illustration. What can you predict about the story from the title and the illustration? P. 2 Who is in the illustration? What do you think the meeting is about? P. 3 How do you think Jay and Eva feel about the first day of school?

2 v Structures Literary: Chapter Headings, Events, Characters and Setting P. 4/5 What is happening in the picture? P. 6/7 What is occurring in this illustration? Which way is Jay going? P. 8 How does the teacher look? How about Jay? P. 10 Where is Jay going? P. 11 What do you think Ja7 is thinking or hoping? P. 12 What is Jay doing? How do you think he feels? P. 13 Does this cafeteria look like ours? How is it different? Read Aloud (1 st Read) ü What question can I ask that would make students accountable to the listening, e.g., Listen attentively for the problem and solution? LISTENING COMPREHENSION Interactive Question-Response ü Do the questions require students to find evidence from the text to respond? (Text Dependent Questions) ü Which questions can be omitted? ü What questions might I add? P. 14/15 What does this illustration show? Listening Task: Who is the new kid in school? Listen attentively to find out what happens to Jay on the First Day of School. IQR should be differentiated by proficiency levels. Chapters 1 Page # ELD 1-2 ELD 3 ELD Who is in the picture? What are they doing? 3 The word nervous means to be afraid or worried. What worries Jay? 3 Chuckle is another word for laugh. Who chuckled? 5 Do you think the boy wants to be friends with Jay? Look at the characters in the picture. What are the characters doing? How do you think Jay feels? What clues show how Jay feels? Why is Ms. Tucker shaking Jay s hand? Text evidence: How does Jay feel about his new school? Why is Jay nervous? How do you think Jay feels when his sister chuckled at him? Do you think the boy wants to be friends with Jay? Why or why not? What text evidence do we have? Why do you think the school principal is shaking Jay s hand? How do you think Jay is feeling and why? What new information did we gain from the text that is not in the picture? In what ways might Ms. Tucker help Jay? Explain what is making Jay nervous. Explain why Jay hates being the new kid? Why does Eva chuckle when she says, you ll feel better? How do you think Jay feels about the boy on the ground? Explain what the boy on the ground does to show how he feels about Jay? What might happen next?

3 CA Treasures Day 2 DAYS 4 & 5 ORAL LANGUAGE (W.G.) Review of previous day s reading Record students responses on to a Flow Map (Literary Text) or a Tree Map (Informational Text). This will be a resource for students when recounting/summarizing. Teacher: Let s review what we have read in small groups. We will use a flow map to help us understand the sequence of events in the story. 1) What characters did we meet in Ch. 1? (Jay, Jay s mother, Ms. Tucker, Eva ) 2) What happened in Ch. 1? (Chart student thinking w/key words/phrases, see sample) Chapter 1 The New School *Jay visits new school *Jay meets principal *Eva drives Jay to school *Jay nervous & unhappy *Jay bumped into bigger a student REVIEW VOCABULARY (W.G.) Choose a strategy to review vocabulary. (e.g., VVR, Think-Pair- Share, Define/Example/Ask, Cloze Sentence, etc.) LISTENING COMPREHENSION Interactive Question-Response ü Do the questions require students to find evidence from the text to respond? (Text Dependent Questions) ü Which questions can be omitted? ü What questions might I add? Sentence Frames: ELD1-2 This chapter is about (characters) ELD 3 The story is about In the beginning ELD 4-5: Construct complex sentences Pull-out & Talk with Think-Pair-Share Copy, cut and fold the Define-Example-Ask cards from the back of the Language Development Practice Book Annotated Teacher s Edition pages. Teacher models the Define-Example-Ask routine for the word crowd. Pass out enough copies of the words so that each student has one Define-Example-Ask vocabulary card. Students pair up with someone who has a different word and read their card. Students switch to another person at the teachers signal. (Tea Party strategy) IQR should be differentiated by proficiency levels. Chapters 2 and 3 Pg. # ELD 1-2 ELD 3 ELD What happened to Jay? 7 Where does Jay want to go when he gets to the top of the stairs? 8 Who is the man in the picture? What mistake does Jay make? Why is it hard for Jay to go down the stairs? What text evidence supports how Jay feels? Why is the man unhappy? How does Jay feel when he goes to the wrong floor? How does Jay feel when the girl is pointing down the stairs? How do you think Jay felt when the man in the picture was unhappy? 9 Does Jay like his new school? How does Jay feel about his new school? What text evidence do you find that shows how the teacher is feeling? What are some of the events that make Jay miss his old school?

4 CA Treasures Day 3 DAYS 6 & 7 ORAL LANGUAGE (W.G.) Review of previous day s reading Record students responses on to a Flow Map (Literary Text) or a Tree Map (Informational Text). This will be a resource for students when recounting/summarizing. Chapter 2 More Trouble *Jay goes to wrong classroom *Jay in the way of a girl in the stairs *Jay feels embarrassed Chapter 3 New Teacher *Jay late for class *Jay interrupts Mr. Marcus *Mr. Marcus reads Jay s paper *Jay sits down REVIEW VOCABULARY (W.G.) Choose a strategy to review to vocabulary. (e.g., VVR, Think-Pair- Share, Define/Example/Ask, Cloze Sentence, etc.) Provide students with Cloze Sentences to review the vocabulary words: (Practice Reader Vocabulary) The crowd when the team wins. I m embarrassed because I just. is interrupting our classroom learning. I was ready to go out for a bike ride when I realized. I was relieved when. (Additional Vocabulary) I feel nervous when. I chuckled when I saw my best friend. After climbing 20 flights of stairs, I was. I trudged on my way to school because. It was unbelievable to see. LISTENING COMPREHENSION Interactive Question-Response ü Do the questions require students to find evidence from the text to respond? (Text Dependent Questions) ü Which questions can be omitted? ü What questions might I add? IQR should be differentiated by proficiency levels. Chapters 4 Page # ELD 1-2 ELD 3 ELD A cafeteria is a lunchroom. Say it with me: lunchroom. Point to the lunchroom in the picture. What do you see? 11 Who does Jay see in the lunch line? Here is the word unbelievable. Unbelievable means something that does not seem real or true. Jay thinks it is unbelievable that the boy and girl know each other. He cannot believe it or think it is real. Jay s school cafeteria is very crowded. What is your school cafeteria like at lunchtime? What happens to Jay in the lunch line? Find the word unbelievable. The prefix un- is added to the word believable. Believable means something that seems real or true. What do you think unbelievable means? What is unbelievable to Jay s school cafeteria is very crowded. What is your school cafeteria like at lunchtime? Why? What happens to Jay in the lunch line? What was unbelievable to Jay?

5 Jay? READING COMPREHENSION Teacher Led Small Group Instruction ü How will I chunk the chapter appropriately for the proficiency levels and reading ability? 12 Is Jay happy to see Rachel and Tom? 13 It s no big deal means don t worry or it s okay. Do you think Tom made Jay feel better when he said that to him? 14 Who are the characters on page 14? What are they doing? 15 Relieved means to feel, what? Reading Comprehension DAYS 8 & 9 (NOT IN ORIGINAL CA TREASURES ELD) Whole Group review Complete class flow map for Oral Language Development. Why doesn t Jay want to look at Rachel and Tom? Read this sentence with me: It s no big deal. Do you think Tom is still angry? What do you think It s no big deal means? Who are the characters on page 14? What do they talk about? At the end of the story, Jay feels relieved. What does relieved mean? Why does he feel that way? Chap 3 New Friends *Jay goes to lunchroom alone *Jay sees girl and boy from the morning in lunch line *Jay did not want to look at them *Girl introduces herself and her brother (Rachel and Tom) *They eat together *They chat about Mr. Marcus *Jay is having fun How is Jay feeling before he meets Rachel and Tom? How do you know? What does he do to tell you this? What does Tom say to Jay to make him feel better? What does that tell you about Tom? Listen to the characters conversation on page 14. What are they talking about? What does it tell you about the characters? What are some synonyms for the word relieved? 1. Students take turns reading a chunk of text 2. Student that read recounts/summarizes the chunk of text 3. Other students add to the recount (e.g., I agree..., I disagree, I would like to add, According to, etc. ) Teacher listens to and facilitates the brief discussion by recasting, rephrasing, and reformulating

6 CA Treasures Day 3 DAY 10 RETELL (W.G.) Retell Retell/Recount/Summarize: ü Do the Retelling Cards support the recount/summary of the selection? 1. Teacher Models 2. Guided Practice-Pairs 3. Independent Practice in Pairs (Teacher listens for students language needs) Transition words First In the beginning Next Later Then In the end Last Chapter 1: The New School November Jay Jay s mother school Principal Eva nervous new kid bump fell down Jay was starting at a new school in November. He was nervous when he first met the school principal. When Jay s sister Eva drove him to school the next day, he told her that he was nervous about being the new kid. It didn t help that Jay bumped into a bigger kid and made the boy fall on the playground. Chapter 2: More Trouble Jay flights of stairs class girl downstairs embarrassed Later that morning, Jay had more trouble. He went up three flights of stairs only to end up in the wrong class. When came downstairs, he got in the way of a girl going up the stairs. Jay felt embarrassed. Chapter 3: A New Teacher Jay late Mr. Marcus interrupt class empty seat old school When Jay finally arrived at his class, he was late. Mr. Marcus was unhappy about Jay interrupting his class. Jay quickly sat down in an empty seat. He wished he were back in his old school. Chapter 4: New Friends Crowded cafeteria lunch line Rachel Tom embarrassed realized relieved fun Finally, it was lunch time. Jay went to the crowded cafeteria by himself. When he was standing in line, he saw the boy and girl from earlier that day. He felt embarrassed, but the girl introduced herself as Rachel and her brother, Tom. They had a good time chatting. Jay realized that he was having fun and felt relieved. He was having a good first day afterall. *Post Language Objectives Daily Review Station: (For students that just left the Teacher Station) Vocabulary Station CA Treasures ELD Suggested Small Group Independent Stations Writing Station Comprehension/ Fluency Station High Frequency Word Station: (Only for 2 nd Grade, Newcomers and/or Struggling Readers) Other: Teacher Created-Language Rich Tasks