Grade Level: 1st Grade

WIDA Proficiency Level: 3 (Developing)

WIDA Standards (2012): English language learners will process:
Discourse with a series of extended sentences
Related ideas
Compound and some complex (e.g., noun phrase, verb phrase, preposition
phrase) grammatical constructions
Sentence patterns across content areas
Specific content language, including expressions
Words and expressions with common collocations and idioms across content
areas
ELD Standard 5: The Language of Social Studies
Students at all levels of English language proficiency interact with grade-level
words and expressions
WIDA Performance Definition: Within the sociocultural contexts for language use
children will speak using...
Short and some expanded sentences with emerging complexity
Expanded expression of one idea or emerging expression of multiple related
ideas
Repetitive grammatical structures with occasional variation
Sentence patterns across content areas
Specific content language, including cognates and expressions
Words or expressions with multiple meanings used across content areas
Topic: American Leaders in Early U.S. History
Virginia History SOL: 1.2 The student will describe the stories of American leaders and
their contributions to our country, with emphasis on George Washington, Benjamin
Franklin, Abraham Lincoln, George Washington Carver, and Eleanor Roosevelt.
Virginia English SOL: 1.1 The student will continue to demonstrate growth in the use of
oral language.
Propositions:
1. George Washington
a. was born in Virginia
b. was a farmer
c. was a brave leader of soldiers
d. was the first President of the U.S.
e. is known as the Father of Our Country
2. Benjamin Franklin
a. proved that electricity was present in lightning through his kite experiment
b. started the first library and the first volunteer fire department in America

3. Abraham Lincoln
a. was born in a log cabin
b. taught himself how to read
c. President of the U.S.
d. was known as Honest Abe
4. George Washington Carver
a. was an African American during the time of slavery in the U.S.
b. studied science and plants
c. became a teacher
d. developed hundreds of uses for peanuts, sweet potatoes, and soybeans
5. Eleanor Roosevelt
a. was a leader for equal rights for all people
b. volunteered for many organizations
c. was the First Lady to President Roosevelt

Intensive Speaking
Purpose: Assess a childs ability to talk about selected American leaders and their
contribution to our country through short stretches of discourse (no more than one
sentence) with linguistic ability at a developing level.
(Note: This activity should be done as a informal, formative assessment task carried out
within the subject area. Each student will be assessed based on their ability to respond
using correct grammar and content. This activity will be done in small groups of 3-4
children in each.)
Directions: Students hear, Look at the picture. Answer the questions about each
person we have talked about in class using a complete sentence.
The student sees:

The student hears:

Who is this man? George Washington Carver
What did he study? He studied science and plants (must say both to be considered fully
correct).
What was his job? He was a teacher.
What plants did he study the most and find many uses for? He found hundreds of uses
for peanuts, soybeans, and sweet potatoes (stating two out of three plants will be
considered correct).

The student sees:

The student hears:

Who is this woman? Eleanor Roosevelt
She was married to President Roosevelt. What does this mean her title was? She was a
first lady.
What did she want for all people? She wanted equal rights for all people.
Responsive Speaking
Purpose: Assess a childs ability to respond to open-ended short questions from an
interlocutor with a brief response. The focus will be on the content of the students
answer and whether or not they know the appropriate vocabulary needed to answer
each question. The students ability to understand the question and respond in a
grammatically correct way and using as many complete sentences as possible will be
assessed.
Directions: Students will hear, Carefully listen to each question and provide an answer.
Do the best you can to speak in complete sentences.
(Note: This will take place in a one-on-one interview with the teacher while students are
completing another activity.)
The student hears:
1. Provide at least 2 examples of what Benjamin Franklin is famous for. (Proving
electricity through his kite experiment, starting the first library, starting the first
volunteer fire department in America) [1 point for each correct example;
additional 1 point given for each additional example.]
2. Provide at least 2 examples of what Abraham Lincoln is famous for. (President of
the U.S., known as Honest Abe, teaching himself how to read) [1 point for each
correct example; additional 1 point given for each additional example.]
3. Provide at least 2 examples of what George Washington is famous for. (Was a
farmer, was a brave leader of soldiers, was the first President of the U.S., known
as the Father of Our Country) [1 point for each correct example; additional 1
point given for each additional example.]
4. Provide at least 1 example of what George Washington Carver is famous for.
(African American during the time of slavery in the U.S., studied science and
plants, was a teacher, developed many uses for peanuts, sweet potatoes, and
soybeans) [1 point for correct example; additional 1 point given for each
additional example.]

5. Provide at least 1 example of what Eleanor Roosevelt is famous for. (She was a
leader for equal rights for all people, volunteered for many organizations, was the
First Lady to President Roosevelt) [1 point for correct example; additional 1 point
given for each additional example.]
6. Who is your favorite American leader? Why? [1 point for naming an American
leader, 1 point for explaining one reason why]
Interactive Speaking
Purpose: Assess a childs ability to communicate using relatively long stretches of
interactive discourse using specific content language.
Activity/Game Description: Teacher writes down one question covering content from
the unit on individual index cards. The teacher hides the cards around the room while
students are not in the classroom. Split into teams of three, students individually find the
cards, bring one at a time to the teacher, and orally answer the question on the card. For
a correct answer, the students will get to keep the card. For an incorrect answer, the
teacher tells the student to ask a group member to find the correct answer. The group of
students with the most cards at the end of the game wins.
(Note: This activity can be used as an informal, formative assessment task that should
be taught in the classroom within the subject unit.)
Directions: Students hear, I have split the class up into groups of three, listen for you
name to be called for each group (Names read aloud). Around the room there are
hidden cards. Each card has one question about the 5 American leaders that we have
learned about. One person from each group will go around the room to find one card.
After finding a card, go back to your group and read the question on your card. If you
cannot read it, you can raise your hand and ask me to help read it with you. Once
everyone has heard the question on the card, agree on an answer to the question and
send one person to bring the card and your answer to me. If you answer correctly, you
win the card for your team. If you cannot answer correctly, ask someone on your team
for the right answer. Once you have correctly answered the question on your card, you
can send another person from your group to look for another card. The team with the
most cards wins!
Questions:
George Washington
1. Where was George Washington born? In Virginia.
2. Who was George Washington? a farmer and/or brave leader of soldiers and/or the first
President of the U.S. and/or the Father of Our Country
3. Who is known as the Father of Our Country? George Washington
4. Who was the first President of the U.S.? George Washington
Benjamin Franklin
1. What did Benjamin Franklin prove through his kite experiment? Electricity was present.
2. How did Benjamin Franklin prove electricity was present? Through his kite experiment.
3. What did Benjamin Franklin start in America? The first library and/or the first volunteer
fire department.
4. Who started the first library in America? Benjamin Franklin
5. Who started the first volunteer fire department in America? Benjamin Franklin

Abraham Lincoln
1. Where was Abraham Lincoln born? In a log cabin.
2. What did Abraham Lincoln teach himself? How to read.
3. Who was Abraham Lincoln? A President of the U.S. and/or Honest Abe
4. What other name was Abraham Lincoln known as? Honest Abe
5. Who went by the name, Honest Abe? Abraham Lincoln
George Washington Carver
1. Who was George Washington Carver? An African American during the time of slavery in
the U.S. and/or a teacher
2. What 2 things did George Washington Carver study? Science and plants.
3. What 3 things did George Washington Carver develop hundreds of uses for? Peanuts,
sweet potatoes, and soybeans.
4. Who was a famous African American during the time of slavery in the U.S.? George
Washington Carver
Eleanor Roosevelt
1. Which famous female leader volunteered for many organizations? Eleanor Roosevelt
2. What was Eleanor Roosevelt a leader for? Equal rights for all people.
3. Who was Eleanor Roosevelt? the First Lady and/or the First Lady to President Roosevelt
and/or a leader for equal rights for all people and/or a volunteer for many organizations
4. Who was the First Lady to President Roosevelt? Eleanor Roosevelt

Extensive Speaking
Purpose: Assess a childs ability to use planning in the use of expanded expression of
one idea during which the opportunity for oral interaction with other people is highly
limited or ruled out altogether.
Activity Description: Students will choose one of the five American leaders that have
been discussing in class to give a short presentation on (2-3 minutes). There will be
books available in the classroom on each American leader for the students to use as
resources to prepare the information they will present. Each child will be asked to
answer the 5Ws (See Attachment) about their chosen American leader within their
presentation. To help support their presentation they will also be creating a mini-poster
(8.5X11 inch paper), in which they will draw a picture of their leader and a picture to
symbolize their facts. An example will be provided. This activity will be completed in a
weeks span, with Friday being the presentation day. There will be a rubric to assess the
presentation both in content and how well the student can expand on their topic; there
will also be a checklist to assess oral presentation.
Directions (Given orally on Monday): You will choose one of our 5 American leaders to
talk to the class about on Friday. You will use books about your leader to find facts
about them to answer the 5Ws (Who, What, When, Where, Why). Create a miniposter with a drawing of your leader and pictures describing the facts you find about
them. On Friday everyone will show their poster to the class and talk about what they
found about their leader.
Points (content):
Mini-poster (9 points):
Drawing of American leader (3 points)
Name of American leader written on poster (3 point)

 At least 4 pictures depicting 5Ws facts (3 points)

Presentation (24 points):
Introduces American leader and gives a brief background on them (6
points)
Verbally makes connections between pictures and the facts they found
about the leader (6 points)
Describes what time period they are from (6 points)
Tells about what contributions they made to US history (6 points)
(Note: For the presentation, students will be assessed on how well they are able to
expand on their topicAmerican leaderand their uses of some short and some
expanded sentences. They will also be assessed on how well they are able to give a
presentation that flows and is somewhat organized around a common theme5Ws)

Rubric for Mini-poster and Extensive Speaking Presentation

Element 1: Mini-Poster
Terrific - 3 points

Very Good - 2 points

Good - 1 point

Needs Work - 0 points

Terrific drawing of American

leader with color and detail.

Very good drawing of

American leader with
some color and detail.

Good drawing of
American leader with
no color or detail.

No drawing of American
leader.

Name of American leader

clearly and spelled correctly
written on poster.

Name of American
leader written on poster,
but is spelled incorrectly.

Name of American
leader hard to find on
poster.

No name of American
leader on poster.

Four pictures of 5Ws facts.

Three pictures of 5Ws

fact.

One or two pictures

of 5 Ws fact.

No pictures of 5Ws fact.

Element 2: Presentation

Criteria

Terrific6 points

Very Good 4 points

Good2 points

Needs Work0 points

American
Leader
introduced

Introduces
American leader
and provides
background
information.

Introduces
American leader
and provides little
background
information.

Introduces
American leader
with no
background
information.

The American leader

was not introduced.

Verbally
makes
connections
between
pictures and
facts

Verbally makes
connections
between 4 pictures
and facts.

Verbally makes
connections
between 3 pictures
and facts.

Verbally makes
connections
between 1-2
pictures and
facts.

Verbally makes
connections between no
pictures and facts.

Describes
time period
of American
leader

Gives a description
of full time period of
American leader,
providing specific
dates.

Gives a brief
description of
general time period.

Only gives dates

for time period of
American leader.

Gives no description of
time period of American
leader.

Tells about
contributions
American
leader made
to US history

Tells about 4
contributions the
American leader
made to US
history.

Tells about 3
contributions the
American leader
made to US history.

Tells about 2
contributions the
American leader
made to US
history.

Tells about 1 or less

contributions the
American leader made to
US history.

Attachment: