Scope+&+sequence-Curriculum+Maps+for+ESL

1st Grade || Pre-A || Letters, sounds, print || Initial consonants || Letter sort by shape, size, color, size, etc. || None || Interactive Writing ||  ||   ||   || ESL 2nd Grade || A 1 || Consonants, long vowels || Initial consonants, long vowels || Make sight words, exchange initial consonants (cat, bat, fat) || 2 boxes (consonant and long vowel) me, go, he, so || Dictated sentence 3-5 words || 3-5 word sentences ||  ||   || ESL 3rd Grade || D 5/6 || Digraphs—sh, ch, th Endings: --s, --ing, --ed Contractions || Initial and final digraphs || Exchange first, medial, and final letters; include digraphs: lot-hot-hop Ad and delete endings: --s, --ed, --ing Include simple contractions I’m, didn’t || 3 boxes (words, with digraphs) ship, chat, then || Dictated or open-ended sentence Use two sentences Include endings: --ing, --s, --ed || 2 sentences w/ tense.
 * || **__ English Reading Level __** || **__ Skill Focus __** || **__ Sound Sorts __** || **__ Word-level Study __** || **__ Sound focus __** || **__ Guided Writing __** || **__ WIDA Complexity __** || **__ WIDA Vocabulary Usage __** || **__ WIDA Language Control __** ||
 * DDL ESL
 * DDL
 * ^  || B2 || Consonants, short vowels || Initial & final consonants pat, pan, pad, mad, man, hat || 2 boxes (short vowel-consonant) at, an, on, am, as || 3 boxes CVC hop, mat, did || Dictated or open-ended sentence 5-7 words || 5-7 word sentences ||   ||   ||
 * ^  || C ¾ || Short vowels, hearing sounds in sequence CVC || Short vowels (e, I, u) || Make sight words exchange initial, medial and final letters; include all short vowels || 3 boxes (CVC) hop, mat, did || Dictated or open-ended sentence 7-10 words || 7-10 word sentences ||   ||   ||
 * |||||||||||| End of Kindergarden ELD Goal ||  ||   ||   ||
 * DDL

Have beginning, middle and end. ||  ||   || ESL 4th Grade || G 11/12 || Blends Silent e rule || None || Use magnetic letters and analogy charts to teach the silent e feature. Mat-mate-mane-man || 5 boxes (initial and final blends, short vowels) stink, grunt, stomp || B-M_E (4 sentences Sombody wanted but so || Cause & Effect sentences
 * ^  || E7/8 || Initial blends, onset/rimes contractions || Initial blends || Add and delete initial clusters. Break at onset and rime: cap-clap-clip-grip-grin-spin || 4 boxes (initial blends, short vowels) slip, clan, step || Dictated sentence or beginning-middle-end ||   ||   ||   ||
 * ^  || F 9/10 || Final blends, onsets/rimes contractions || Final blends || Add and delete final clusters. Break at onset and rime. Went-wept, west, lest, list, limp || 4 boxes (final blends, short vowels) west, milk, sunk || Beginning-Middle-End (B_M_E) 3 sentences ||   ||   ||   ||
 * DDL

B-M-E, include predictions ||  ||   || Include blends and familiar endings such as –er, --ed, ing s
 * ^  || H-I 13-16 || Vowel Patterns ee, ar, ay, oa, or, all, ow, (cow) Endings || None || Use magnetic letters whiteboasrds and analogy charts to teach vowel patterns. Cow-clown-crown-crowd

Break at onset and rime (d-own) || 5 boxes (initial and final blends, short vowels) || B-M-E and SWBS ||  ||   ||   ||
 * ^  |||||||||||| End of 1st Grade ELD Goal ||   ||   ||   ||
 * ^  || J+ || Vowel patterns

Ou, ew, ight, aw, ai, oi, ow (low) || None || Use magnetic letters, whiteboards and analogy charts to teach vowel patterns. Include blends and more challenging endings: est, ly, y ful ness etc. Use magnetic letters to make a big word and then break it into syllables || None || Retell problem-solution, predict-support character description Main idea and details Chapter summaries Microthemes ||  ||   ||   ||

Team Members/ School(s) Andersen United Community School Amy Kennedy Jenny Johnson-Blanchard Christina Dziewzinski Elizabeth Espe Carrie Hernandez

Brief description of Learning Circle plan: // We will come up with a map of sight word reading and writing recognition, phonemic awareness skills, blending and decoding strategies, and other early literacy skills that students are missing in the bilingual program as they receive literacy instruction in Spanish during grades K, 1, and 2. We will create a scope and sequence of skills and vocabulary that the students will learn through small group instruction with an ESL teacher. This will provide ESL teachers with knowledge of what pieces students are missing through the grades and what “funds of knowledge” the students come with each new school year. //

// We will use Pearson English literacy curriculum combined with Bilingual program materials to cross-reference key pieces in English literacy acquisition. We will create a list of the skills that the students miss during the first few years of literacy instruction in Spanish. We will use Estrellitas, Pearson Spanish, Pearson English, Words their Way, along with the WIDA can-do’s, performance definitions, and standards. Also, we will use the Minneapolis Multilingual Department’s framework, Colin Baker’s Foundations of Bilngual Education, and Ofelia Garcia’s Bilingual Education in the 21st Century to align the extra small group ESL instruction with research. Finally, we will create a powerpoint identifying a map of skills and vocabulary that the ESL teachers in the bilingual program will focus on at each grade level. //

Plan to measure results: // Each grade level, ESL teacher will have a checklist of items for instruction. We will assess student knowledge of our identified areas of instruction in a pre and post assessment next year. //

Timeline:

//April 2012: Create a list of missing pieces in English each year they are receiving instruction in Spanish. Use the list to make a rubric of key areas for instruction.//

//May 2012: Create a Powerpoint of areas in need of instruction to increase proficiency on the WIDA writing, assessable by the WIDA MODEL and ACCESS in 2012-2013 school years.//

//June 2012: Finish the Powerpoint and cross-check with our rubric.//

//September 2012: Pre-assessment and align schedule with outcomes of professional learning community.//

//January 2013: Formative assessment of student progress and implementation of instruction.//

//May 2013: Summative assessment of student progress and implementation of instruction. Use WIDA ACCESS from 2012 and 2013 to mark growth.//

**Work & Progress:**

Learning circle 5-1-12

Amy and Jenny met from 3-4 to discuss the materials and resources they plan to reference for analyzing the gaps in English language development in the bilingual classrooms in grades k-2.

We began by referencing an appendix found in Jan Richardson's The Next Step in Guided Reading, which is a text utilized by ELD and bilingual classrooms at Andersen. The chart summarizes skill focuses and word study activities done in English for each reading level.

We then made a chart to show the goal reading level at the end of each grade:

K is level C

1 is level I

2 is level M

3 is level P

4 is level S

We identified the gaps in bilingual students knowledge of English word study skills and knowledge by identifying the reading level goal that would be expected at each grade level, and identifying the skills that are taught up to that level. Those are the skills in English that are not being explicitly taught in k-2, but are expected to be had as a foundation in later elementary years.

We suggest that level pre-A ELD skill focuses should be taught in first grade bilingual by the ESL teacher, level A-C skill focuses should be taught in 2nd, level D-F skill focuses in 3rd, and level H-J focuses in 4th grade. That way, as bilingual students' English load increases, they have slowly been brought up to grade level in ELD skills.

Jenny and Amy will investigate Words Their Way for ELLs to see which pages correspond with what skill focuses.

We will next meet on Monday, May 14th.

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