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ELD LESSON PLAN


ELD BEGINNING Level Grade 4 Houghton-Mifflin Theme 1:Journeys

Language Objective


Listening and Speaking ELD Standards




Reading ELD Standard

Writing ELD Standard

Ask and answer questions by using phrases or simple sentences.

Read text & orally identify main idea /draw inferences about the text using simple sentences



Write simple sentences to respond to literature

1

Students will be able to Express the Problem& Solution using Conjunctions by…

What is Akaiak’s problem?

2

Student will be able to Express Author’s Viewpoint using Pronouns by…

How does the grandfather feel about his journey?

3


Student will be able to Express Details /Main Idea using Descriptive Adjectives by…

What was scary?

4

Student will be able to Note Details using Adverbs by…

How did the sisters feel?

Selection

Language Function

Grammar Form

Vocabulary

Prompts/Questions

Responses

1


Akiak


Story Structure:

Problem and Solution
Think about the problems in the story and how they are solved.

  • Conjunctions:

because
A word that connects two ideas into one sentence

who , where, what, race, old, win/s, dog team, help, fast, slow, start, finish, problem, dangerous, cold, snow, follow, lost, Alaska, do

Intro. Questions: What it is a problem?

Is ___ a problem?

What problem do you have at school? What do you do?

Who is Akiak? Where is the race?

Why does Akiak want to win?

What is Akiak’s problem?

Why are there problems in the race?

Why does Akiak win the race?


____ is a problem. Yes/No __ is/is not a problem.

___ is a problem at school.



Akiak is the dog. The race is in Alaska.

Akiak wants to win because it is his last race.

Akiak is old/is hurt but strong.

There are problems because it is snowy/ cold./Akiak gets hurt.

Akiak wins the race because he does not get lost.


2


Grandfather’s Journey


Express Author’s Viewpoint
Think about what the author is thinking and how the author feels.

  • Pronouns:

subject & possessive
A word that can be used in place of a noun


author, grandfather, homeland, trip, feeling, happy, sad, Japan, California, family, go, talk

Intro. Question:

What do you write about? or What will you write about? Who will you write about?

Who is the author writing about?

What is the author thinking about?

How is he feeling?

How does he feel about his trip

Where is the author’s homeland?

What does the grandfather do when he goes to ________?


I write about ____. / I will write about _____.

I will write about my ____
The author is writing about ____.

He is thinking about his family.



He is feeling

He feels _________ about his trip.

His homeland is Japan.

He _______ when he goes to _________.

3



Finding the Titanic

Express Details / Main Idea

(HM Text Organization)
Identify the main idea and use small pieces of information from the story that supports it.

  • Descriptive Adjectives: size

Words that describe a noun



ship, ocean, Titanic, America, sank, size, travel, ice, big, small, deep, long, short, new, large, sad, boat, trip, main idea

Intro. Questions: What is _____?

What in/on the room/playground is big/small/deep?

What was big? What was long?

What was deep/cold/dangerous/scary?

Was the Titanic a large/new ship?

Was the ocean water cold/deep/dangerous?

What did the Titanic hit?


The ___ is ____.

The ___ in/on the ___ is ___.


The Titanic was big. The trip/ship was long.

The ocean was deep/cold/dangerous/scary.



Yes, the Titanic was a large ship.

Yes/No, the ____was/was not _____.

The Titanic hit a big piece of ice./iceberg.




4

By the Shores of Silver Lake


Note Details

Authors include small pieces of information in their stories or pictures to help readers understand the characters and events.


  • Adverbs with very

Words that tell how something is done



far, away, trip, train, ticket, wagon, Ma, window, blind, hear, see, sound, miss, ride, early, nervous, happy, excited, girls, sisters, go, buy, noisy, fresh

Intro. Questions: In the summer, did you take a trip?/travel? ride a train?

Did you travel very far in the summer?

Did Laura travel very far?

How did the girls/sisters feel?

Where did the girls/ people go?

How did the train sound?

Why did Ma buy candy?


In the summer, I took a trip./I traveled./I rode a train.

Yes, I traveled very far./in the summer.

Yes, Laura traveled very far.

The girls/sisters felt very happy.

The girls/people went very far.

The train sounded very noisy.



Ma bought candy because it was very fresh.

Supplemental Resources: Avenues Unit 1: Gary Soto or Unit 5: Cultural Ties LANGUAGE! Picture Cards ___ Other ____________


ELD LESSON PLAN

ELD Intermediate Level Grade 4 Houghton-Mifflin Theme 1:Journeys


Language Objective

Listening and Speaking ELD Standards




Reading ELD Standards

Writing ELD Standards

Ask and answer instructional questions with some supporting elements

Read text & use detailed sentences to identify main idea/ make prediction & support w/details



Narrate with some details a sequence of events

1

Students will be able to Express the Problem and Solution using Conjunctions.

What problems did Akiak face?

2

Student will be able to Express Author’s Viewpoint using Pronouns.

Why would the author write about his grandfather’s journey?

3

Student will be able to Express Main Idea and Details using Comparative Adjectives.

Which was larger, the iceberg or the Titanic?

4

Student will be able to Note Details using Adverbs.


How did the girls board the train?



Selection

Language Function

Grammar Form

Vocabulary

Prompts/Questions

Responses

1


Akiak



Story Structure:

Problem and Solution

Think about the problems in the story and how they are solved.




  • Conjunctions;

and &because
A word that connects two ideas into one sentence

main character/s, story, selection, setting, terrain, in the end, victory, difficult, dangerous, steep, lead, led, Descent/s, climbs versus cliffs

What was a problem you have had?/at school? at home? with a friend? What did you do?

Who were the main characters in the story/selection?


What problems did Akiak face?

What were some of the problems during the race?

What made the Alaskan terrain/setting a difficult place to have the race?

How did Akiak lead the team to victory in the end?


I had a problem at/with ________. I solved it by/ I solved my problem by…./I did not solve my problem by…


Akiak and Mick were the main characters in the story/selection.

He faced problems with _________ because ______.

Some problems during the race were _______ and ____.

The Alaskan terrain was difficult because there were dangerous descents, and steep climbs

In the end, Akiak led the team to victory because ___ and _____.


2


Grandfather’s Journey


Express Author’s Viewpoint
Think about what the author is thinking and how the author feels


  • Auxiliary Verbs:

could/would/should
Help to form some of the tenses and voice of the main verb

author, grandfather/ dad/father journey/travel, believe/think, feel, tell/explain, return/go back to, long for, homesick, childhood, homeland,

Japan, California



What would you write about?

How would you feel about ____?

Why would the author write about his grandfather’s/granddad’s journey/travels?

Why would the author believe/think that his grandfather wanted to return to Japan/California?

How should the author feel about America/Japan/his grandfather? Why?

How should the grandfather/author feel about being with his old/new friends?


I would write about….

I would feel ___ about ___.

Alan/the author would write about his grandfather’s journey/travels because he wanted to tell/explain …

The author would believe/think that his grandfather wanted to return to __ because

The author should feel that ____ because __.

The grandfather/author should feel _______ about _____________.

3



Finding the Titanic


Express Details / Main Idea

(HM Text Organization)
Identify the main idea and use small pieces of information from the story that supports it.

  • Comparative Adjective w/ than

An adjective which compares two nouns



iceberg, large, voyage, search, survive, perish, deck, damage, lifeboat, rescue, crewmen, wreck, bow, stern,

England, Alvin , Argo, life vest



What in/on the room/playground is bigger/smaller/shorter than a pencil?

Which was larger, the iceberg or the Titanic/ ship?

Did more people die/perish or survive the wreck?

Were there enough lifeboats for the passengers on board?

Was the bow safer than the stern?

Who had a greater chance of survival?



__ is ___er than a _____.
The iceberg was much larger than the Titanic/ ship.

More people died/perished than survived the wreck.

No, there were more passengers than lifeboats.
Yes/No, the bow was/was not safer than the stern.

The upper class/elite had a greater chance of survival than the lower class.



4

By the Shores of Silver Lake

Noting Details

Authors include small pieces of information in their stories or pictures to help readers understand the characters and events.



  • Adverbs

Words that tell how something is done




rapidly, patiently, anxiously, bravely, solidly, celebrate, fidget, afraid, engine, freight, spring, jolting, aisle, happily, arrival, loudly, slowly,

incidental: Mother of Pearl, velvet



What do you do rapidly/patiently/anxiously?

How do we line up for recess/lunch?

How did Mary wait for the train’s arrival?

Describe how Laura waited for the train’s arrival.

How did the girls board the train?

How did the girls depart the train when they arrived at their destination?

How did the train whistle blow?

Explain how the girls ate their candy?



I ______ rapidly/patiently/anxiously when ______.

We line up ____ for recess/lunch.



Mary waited patiently for the train’s arrival.

Laura waited anxiously for the train’s arrival.

The girls boarded the train nervously.

The girls departed the train happily when they arrived at their destination.

The train whistle blew loudly.

The girls ate their candy slowly.


Supplemental Resources: Avenues Unit 1: Gary Soto or Unit 5: Cultural Ties LANGUAGE! Picture Cards Other ___________



ELD LESSON PLAN

ELD ADVANCED Level Grade 4 Houghton-Mifflin Theme 1:Journeys


Language Objective

Listening and Speaking ELD Standards




Reading ELD Standards

Writing ELD Standards

Speak clearly and comprehensibly by using standard English grammatical

forms, sounds, intonation, pitch, and modulation but may make random errors.



Generate and respond to comprehension questions related to text



Independently write simple sentences to respond literature

1

Students will be able to Express the Problem and Solution using Conjunctions.

Why was the Alaskan setting/terrain challenging?

2

Student will be able to Express Author’s Viewpoint using Auxiliary Verbs.

How might the author feel about Japan? Why?

3

Student will be able to Express Main Idea and Details using Comparative Adjectives.


How many passengers wanted to travel aboard the Titanic?

4

Student will be able to Note Details using Adverbs.

How long did the family travel by train?




Selection

Language Function

Grammar Form

Vocabulary

Prompts/Questions

Responses

1


Akiak


Story Structure: Problem and Solution

Think about the problems in the story and how they are solved.



  • Conjunctions:

however & therefore
A word that connects two ideas into one sentence

main, primary, character, setting, problem, solution, challenging, overcome/came, triumphant, finish

incidental: terrain, descent, treacherous

(add other appropriate vocabulary)

Intro. Questions: What problems might you have at school and how do you respond?

What is treacherous/challenging? What challenges can be overcome/not be overcome?

Why was the Alaskan setting/terrain challenging?

What created problems during the race?


How did overcoming problems help Akiak?


Sometimes my lead breaks therefore, I have to use another pencil.
___is treacherous/challenging. ___ . _____can be overcome/not overcome____________/

The Alaskan terrain had dangerous descents, and steep climbs therefore, it was challenging.



There were dangerous descents therefore the Alaskan terrain was challenging.

There were ________ therefore, creating problems during the race.



Akiak faced many problems however, he still won the race.

Akiak overcame many problems therefore, leading the team to a triumphant finish.

2


Grandfather’s Journey


Express Author’s Viewpoint

Think about what the author is thinking and how the author feels.



  • Auxiliary verbs

may, might, must, should, could, would
Help to form some of the tenses and voice of the main verb

desire, write, believe/consider, long for, “homesick” journey/excursion, explain/describe

(add other appropriate vocabulary)



How might/could/would you feel about ____?

What might/could/would you write about ____?

Why would the author write about his grandfather’s journey/excursion?

Why would the author believe that his grandfather wanted to return to Japan/California?

How might the author feel about America/Japan/his grandfather? Why?

I might/could/would feel ___ about ___.

I might/could/would write___ about ___.

Alan/the author would write about his grandfather’s journey so that he could explain

The author would believe/that his grandfather wanted to return to __ because he missed ____ in Calif./Japan.

The author might feel that ____was ___ because _______.

3



Finding the Titanic


Express Details / Main Idea

(HM Text Organization)

Identify the main idea and use small pieces of information from the story that supports it.



  • Adjectives Describing Quantity



numerous, a handful,

several, thousands of

unsinkable, discover, passenger, grand stair case, sitting room, signal, distress, submarine, aboard, wreckage, respond, vessel,

(add other appropriate vocabulary)



How much is a handful?/several? Who has numerous ___?

How many passengers wanted to travel aboard the Titanic?

How many crew members were aboard the Titanic/ships?

About how many lifeboats were on the Titanic and were there enough?

How many distress signals were sent and why were these signals important?

About how many rescue ships responded to the distress signals?

How much has been discovered at the wreckage of Titanic?


A handful/several is ___. ___ has numerous/several ___.

Thousands of passengers wanted to travel

Numerous crewmembers were aboard the Titanic/ship.

Only a handful of lifeboats were on the Titanic which weren’t enough.

Several distress signals were sent and they were important because….

Only a few rescue ships responded to the distress signals.

______ has been discovered at the wreckage of Titanic


4

By the Shores of Silver Lake


Note Details

Authors include small pieces of information in their stories or pictures to help readers understand the characters and events.



  • Adverbs of frequency and duration

Words that tell how often something is done



long ago, often, seldom, hours at a time, homestead, bristly, telegraph, frightened, conductor, frequently, “see out loud”,

Adam’s Apple

(add other appropriate vocabulary)


What is something that happened long ago?

What is something you seldom/often do?

When did this story take place?

How long did it take the family to travel by wagon/train?

Did Laura travel by train before this trip? Tell me more.

How often did Laura “see out loud”? Why did she do this?

Did young children usually travel on the train for free/by themselves?

Why did people usually travel west?

How long did it take to reach the homestead?


Long ago, _____.

Seldom/Often, I _________.

This story took place long ago./a long time ago/in the past..

The family traveled by wagon/train for hours at a time.

No, Laura never traveled by train because…



Laura usually/typically “saw out loud” because…

Yes/No, young children usually traveled free/didn’t travel free/ never traveled by themselves on the train.


People usually traveled west to acquire a homestead.

Frequently, people traveled days at a time to reach the homestead.


Supplemental Resources: Avenues Unit 1: Gary Soto or Unit 5: Cultural Ties LANGUAGE! Picture Cards ___ Other _____




EL Services Dept. June 2009






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