Selection 1: This Is the Way We Build Our House" Selection 2: “Honza's Little House" CURRICULUM OVERVIEW
To promote authentic communication and integration in the second language (L2) through the linguistic domains of listening, speaking, reading and writing commensurate with the student’s level of English.
There are many kinds of animals in the world. We know animals by the way they look, move, or sound. Adult animals are different than baby animals (Avenues, Level B, Vol. Unit 4)
What animal lives in the house?
Why do people need a house to live in?
What do you like best about this home?
Do all homes look the same?
What do you like best about your home?
What are some rooms in your house? What things do you have in those rooms?
What are some things that we want? What are some things that we need?
Who is the author?
Who will we learn about in this book?
What are some things that all children need? How are children all over the world the same? What is this book mostly about: all kinds of games, houses, or children?
Can you make a sentence with these words: what, when, where, who, all, you, your
What other kind of houses do you know?
Who lives in that house? What do you and your friend like to do?
Can you read these words: this, way, our, live, house, and build?
Can you make a sentence with these words: this, way, our, live, house, and build?
What can you find in your house?
What kind of things do people do to take care of their houses?
What do you think this song will be about?
Where would you like to live?
What do the people in the song do?
What are the people doing to take care of their houses on page ____? What can we draw to show this?
Who helps you with a problem?
Have you ever helped someone? What kind of help did you give the person? What did you tell the person to do?
Can you read these words? (small, with, more, than, were, so)
Can you make a sentence with these words? (small, with, more, than, were, so)
Who are the characters in this play? Where does this play happen? What does a narrator do?
What was Honza’s problem? What did Honza do first, second, and last to solve the problem? What was the solution?oH
How do you ask a friend for something?
How does Honza try to solve his problem now? What else could Mila tell Honza to do to solve his problem? Do you like how Mila solved Honza’s problem? Why or Why not?
Lessons for this Unit
This unit will address the following linguistic domains:
(F) use accessible language and learn new and essential language in the process;
Listening/Speaking TEKS 1.1-1.5:
participate in rhymes, songs, and discussions (1.1C)
respond appropriately to questions (1.1B2
infer meaning by making associations of utterances with actions (1.1H)
connect experiences with those of others through speaking (1.2A)
ask and answer relevant questions and make contributions in small or large group
infer meaning by making associations of utterances with actions, visual, and context
gain increasing control of grammar when speaking such as using subject-verb
agreement, complete sentences, and correct tense (1.3E)
employ content area vocabulary in context (1.3F)
learn vocabulary of categories (1.4A)
use vocabulary to describe clearly ideas, feelings, and experiences (1.4B)
recognize that different parts of a book such as cover, title page, and table of contents offer information (1.5I)
3) Cross-curricular second language acquisition/speaking. The student is expected to:
(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication;
(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired;
(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;
(F) ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments;
(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics;
(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired;
(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
4) Cross-curricular second language acquisition/reading. The student is expected to:
(B) recognize directionality of English reading such as left to right and top to bottom.;
(C) develop basic sight vocabulary, derive meaning of environmental print and comprehend English vocabulary and language structures used routinely in written classroom materials;
(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text;
(F) use visual and contextual support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language:
(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling, or summarizing material, responding to questions, and taking notes commensurate with content and grade level needs;
(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs;
(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and
(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
Reading TEKS 1.5-1.16
recognize high frequency words (1.8E)
read orally from familiar texts with fluency TEKS 1.9Ci)
use graphs, charts, signs, captions, and other informational texts to acquire information (TEKS 1.10B2)
discuss meanings of words and develop vocabulary through meaningful/concrete experiences (1.11A)
develop vocabulary by listening to familiar selections read aloud (TEKS 1.11B1)
retell or act out the order of important events in stories ( 1.12C TAKS 1,3)
make and explain inferences (1.12F TAKS 4)
respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (1.13C)
recognize features of genres (1.14D TAKS 3)
understand literary forms by recognixing such types of text as stories, poems, and information books (1.14E1)
(5) Cross-curricular second language acquisition/writing. The student is expected to:
(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary;
(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and
(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Writing TEKS 1.17-1.23
Write captions for illustrations (1.18B9)
write labels for illustrations (1.18b1)
write to record ideas (1.18ci)
write to discover, develop, and refine ideas (1.18d)
write to communicate with a variety of audiences (1.8E)
use verbs in sentences (1.21B)
Student TEKS Outcome
” I CAN” statements highlighted in yellow should be displayed for students.
At the end of each unit, the English language learner will understand (listen), speak, read, or write in English, commensurate with his/her level of English proficiency the following.
use new words in a sentence (1.3C)
say and spell the new words (1.8E)
answer questions about a song, story., or play. (1.1C, 1.3C)
participate in a discussion. (1.1C4, 1.3C3)
give and explain commands. (1.1B1,3)
act out a picture. (1.1H, 1.12A1)
ask a question and answer with strong feelings. (1.3E)
name different kinds of houses. (1.1C3,4; 1.3C3)
tell how two houses are alike and different. (1.1C3,4; 1.3C3)
ask for something or respond to what is being asked. (1.3C, 1.4B(1,2), 1.12A)
read a new word and use it in a sentence . (1.8E, 1.11A1, 2)
listen to clues and identify the word. (1.8E, 1.8Gi2, 1.11A2)
sing a song and Change the words in the song. (1.11B1)
answer questions about the story or song. (1.12F1)
name details about the main idea. (1.13C)
identify the problem, events, and solution in the story. (1.12C, 1.12F2)
tell what is real or make-believe. (1.14C2)
listen and repeat the sentences in a recording. (1.14C2)
write a caption for a picture. (1.18B9)
complete a sentence frame. (1.18C
Evidence of Learning
The students will develop and demonstrate growth in listening, speaking, reading, and writing, with minimal second language acquisition support, in academic and social settings.
At least 80% of the time and commensurate with the students’ English language proficiency levels (Beginning, Intermediate, Advanced), the students will participate in ESL listening and speaking activities and will demonstrate understanding of the unit theme by:
asking and answering questions related to the theme.
responding with personal information and elaboration.
exhibiting fluency and appropriate intonation.
At least 80% of the time and commensurate with the students’ English language proficiency levels (Beginning, Intermediate, Advanced), the students will participate in ESL reading activities focusing on reading and constructing meaning of fiction and nonfiction selections by:
tracking print and echo reading from the selection.
learning the vocabulary for the selection.
identifying the story elements of different types of the genres: Song or Stage Play.
completing a graphic organizer to record comprehension of the story: Song - Idea Web and Stage Play - Problem and Solution Map.
At least 80% of the time and commensurate with the students’ English language proficiency levels (Beginning, Intermediate, Advanced), the students will participate in ESL writing activities and will demonstrate competence in applying grammatical skills when: