ESL Grade 6-8 Low Intermediate

EAST WINDSOR REGIONAL
SCHOOL DISTRICT
Lower Intermediate ESL (Level 3)

Grades 6-8
CURRICULUM
Awaiting Board Approval: December 12, 2011
East Windsor Regional School District

ESL Curriculum Grades 6- 8
ACKNOWLEDGEMENTS
East Windsor Regional School District Board of Education 2011-2012
Robert Laverty President
Kennedy Paul Vice President
Lisa Abel
Paul Connolly
Bruce Ettman
Suzann Fallon
Bonnie E. Fayer
Christine Harrington
Susan M. Lloyd
Superintendent of Schools
Dr. Edward Forsthoffer, III
Assistant Superintendent of Curriculum, Technology & Grants
Michael Dzwonar
Supervisor of World Language & Bilingual/ESL

Kathleen Natalizio
Revitalization Personnel
Allison Carrozzi

DISTRICT MISSION STATEMENT
Increase student achievement by challenging each student to reach their

highest potential.
Provide the professional staff with the knowledge, skills, resources and
freedom to actualize the vision.
Measure student progress by determining the academic distance traveled
by each child.

Introduction and Philosophy
I. Definition of the Course
The 6th Grade ESL Curriculum focuses on student understanding of Cognitive Academic
Language Proficiency, Basic Interpersonal Communication Skills and how students are able to
utilize and manipulate language. This curriculum will first identify the expected student
performance assessments. These assessments reflect meaningful, purposeful tasks that are
tied to real-life language use in the 6th Grade Core Curriculum. Students know from the outset
the requirements for authentic performances and what they must do to demonstrate
understanding. By their very design, performance-based assessment tasks might involve
multiple skills and a variety of subtasks. Since they are more comprehensive both in design
and execution, they require more global forms of scoring (i.e., the use of rubrics) to measure
student performance. While traditional pencil-and-paper testing reduces a students classroom
life to a collection of scores or grades, performance-based testing allows for students to see an
immediate connection between that which they have been practicing in class and tasks that
they may be asked to perform in a real world where the target language is used exclusively for
communication which accounts for increased motivation in students, who often fail to see
connections between traditional classroom language and the real world (Duncan, 2000).
Additionally, this curriculum focuses on various content- driven themes and related topics that
use essential and topic targets as the organizing principles of the lessons. This course is also
organized to enable students to understand the basic structure of English grammar and
employ common expressions necessary for conversation. Audiovisual aids and technology will
be employed to re-enforce learning. Emphasis is on all four language skills development
simultaneously: listening, speaking, reading, and writing. Skills in each modality are measured
within the Language Arts classroom and across the content areas, by assessing English
Language Learners abilities to effectively understand and integrate content- relevant language
within each respective subject. The Topics of Communication may include: personal
identification, house and home, family life, community, physical environment, meal taking,
health and welfare, education, earning a living, leisure, public and private services, shopping,
travel and current events.

COURSE CONTENT OUTLINE:
Reinforce and develop vocabulary
Reinforce and develop listening comprehension skills
Reinforce and develop speaking comprehension skills
Reinforce and develop writing skills
Reinforce and develop strong basis of grammatical topics
II. Background Information

Learning English will prepare our students for careers in education, international law and
business, the arts, international health organizations, anthropology, diplomacy, and more.
English will also open up our students world; enrich their spirit through its compelling literature
and culture. The study of English will train our students to think critically, to develop writing and
research skills, and to understand the power of language.
III. Purpose of this Course
Through English language study, students develop sensitivity to the cultural and linguistic
heritage of other groups and their influence on their own, and are prepared to participate in a
society characterized by linguistic and cultural diversity. The goal of the English as a Second
Language program at EWRSD is to expose students to English in order to make them
knowledgeable and active members of a global society. Students will learn to use English for
meaningful communication in both spoken and written form. The English as a Second
Language program emphasizes language as it is used in the mainstream classroom, as well
as various real-life situations that students are most likely to encounter. The teachers in the
English as a Second Language Department recognize the importance of providing language
instruction which is both specific and relevant to the various content areas, and increase
student achievement by challenging each student to reach his/her highest potential. We
believe it is our responsibility to provide and teach courses that will improve English language
development, literacy and academic achievement. We believe in the importance of being
sensitive to the needs of each individual student in our ESL classes and to support and provide
assistance in ESL sheltered and ICS classes. We believe it is our responsibility to broaden our
knowledge of ESL instruction through professional staff workshops, graduate programs and
membership in professional organizations.

We believe it is our responsibility to measure student progress by determining the academic
distance traveled by each student and to promote and encourage individuals to become lifelong learners in order to assure that they become productive members of our society.
IV. Summary
The new WIDA standards outline a student- centered and content- driven approach to English language
teaching. Learning requires a student-centered, success-oriented, interactive program that utilizes both
the latest instructional and assessment strategies students are expected to master during the school year.
The English as a Second Language curriculum addresses curricular changes and is designed
to prepare students to function linguistically and culturally as speakers of English. The
objectives and the benchmark skills of this curriculum will assist teachers to ensure that all
students are prepared for the New Jersey High School Proficiency. This course places
particular emphasis on oral-aural competence (strives to produce a listener/performer who can
perceive sound in meaningful patterns--developing a hearing mind and a thinking ear. This is
achieved by the tandem development of two types of activities: listening and performance).
Communication skills in the target language are emphasized to develop everyday functional
language skills. Major emphasis will be placed on the appropriate use of the target language in
culturally authentic situations and in the mainstream academic setting. The grading system
(using rubrics) emphasizes content over form. Other forms of assessments may include;
students produce a portfolio highlighting the variety of their work in terms of presentation and
themes, quizzes and mid and final exams. In this varied and interesting course, students are
encouraged to be creative as they perfect their skills in listening, speaking, reading and writing.

WIDA Consortiums English Language Proficiency Standards



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ESL Low Intermediate Grades 6 - 8
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The ESL 6-8curriculum follows the district Language Arts and Mathematics curricula in addition to the WIDA standards.
ESL Can Do Indicators:

Level 1
Entering
Domain
Listening
Speaking
Point to stated
pictures, words,
phrases
Follow one-step oral
directions
Match oral
statements to
objects, figures or
illustrations
Name objects,
people, pictures
Answer WH- (who,
what, when, where,
which) questions
Reading
Sort pictures, objects
according to oral
instructions
Follow two-step oral
instructions
Match information
from oral descriptions
to objects, illustrations
Ask WH questions
Describe pictures,
events, objects,
people
Restate facts
Match icons and
symbols to words,
phrases or
environmental print
Identify concepts
about print and text
features
Label objects,
Writing
Level 2
Beginning
pictures, diagrams
Draw in response to a
prompt
Produce icons,
symbols, words,
phrases to convey
messages
Locate and classify
information
Identify facts and
explicit messages
Select language
patterns associated
with facts
Make lists
Produce drawings,
phrases, short
sentences, notes
Give information
requested from oral or
written directions
Level 3
Developing
Locate, select, order
information from oral
descriptions
Follow multi-step oral
directions
Categorize or
sequence oral
information using
pictures, objects
Formulate
hypotheses, make
predictions
Describe processes,
procedures
Retell stories or
events
Sequence pictures,
events, processes
Identify main ideas
Use context clues to
determine meaning of
words
Produce bare-bones
expository or
narrative texts
Compare/ contract
information
Describe events,
people, processes,
procedures
Level 4
Expanding
Compare and
contrast functions,
relationships from
oral information
Analyze and apply
oral information
Identify cause and
effect from oral
discourse
Discuss stories,
issues, concepts
Give speeches, oral
reports
Offer creative
solutions to issues,
problems
Interpret information
or data
Find details that
support main ideas
Identify word
families, figures of
speech
Summarize
information from
graphics or notes
Edit and revise
writing
Create original
ideas or detailed
responses
Level 5
Bridging
Draw conclusions
from oral
information
Construct models
based on oral
discourse
Make connections
from oral discourse
Engage in debates
Explain phenomena,
give examples and

justify responses
Express and defend
points of view
Conduct research to
glean information
from multiple
sources
Draw conclusions
from explicit and
implicit text
Apply information to
new contexts
React to multiple
genres and
discourses
Author multiple
forms/ genres or
writing
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Curriculum Overview - Thematic Units:
First Marking Period
School Life
School Etiquette
School Resources (library, computers)
Word Origins (suffixes/prefixes)
Synonyms and Antonyms
Editing
Idioms
Editing
Second Marking Period
Comparatives and Superlatives
Conditional Statements
Phrasal Verbs
Poetry
Literary Devices
Metaphors and Similes
Authors Purpose
Third Marking Period
Point of View
Time Expressions
Effect and Quality Adjectives
Daily Routines (have to and must)
Understanding a Newspaper Headline
Editorial
Human Interest
Fourth Marking Period
Modals
Passive Voice
Climate Change
Natural Disasters
Cultural Perspectives and Frames of Reference
24

Marking Period # 1: September - November
I. Communication and Comprehension
School Life
School Etiquette
School Resources (e.g., library,
computers)
Word Origins (suffixes/prefixes)
Synonyms and Antonyms
Editing
Idioms
Biographies
Editing
II. Culture and Comparison
Gestures
Schools
III. Vocabulary/Sounds
Linked sounds
Rising and falling intonation
Third person singular s endings
Voiced and Unvoiced Sounds
Inflection
Tongue Twisters
Essential Question:
How does where I live shape who am I?
Why should I learn another language?
What information should I include in a biography?
How do I produce a finished product?
Outcome: Students will:
o use current technology to acquire, organize, analyze,
and communicate information
o organize ideas and communicate verbal or nonverbal messages
o check, edit, and revise written work for correct
grammar, spelling, punctuation, and appropriate
language skills
o demonstrate appropriate social skills
Benchmarks:
o Imitate appropriate gestures and intonation of the
target culture during greetings, leave-takings, and
daily interactions.
o Ask and respond to simple questions, make
requests, and express preferences using memorized
words and phrases.
o Copy/write words, phrases, or simple guided texts on
familiar topics.
o Recognize common gestures, intonation, and other
visual or auditory cues of the target culture.
o Imitate culturally appropriate etiquette in verbal and
nonverbal communication during greetings, leavetakings, and daily classroom interactions. Exchange
information using words, phrases, and short
sentences practiced in class on familiar topics or
topics studied in other core content areas
o Reproduce a variety of tangible products typical of
the target culture(s).
Standards and Criteria for Success
Students performance will be evaluated based on:
Positive attitude
Consistent participation
Mastery of vocabulary
Developmentally appropriate pronunciation
FORMATIVE ASSESSMENT
Short Quizzes
Participation in TPRS stories
One sentence summaries
Teacher observations
Thumbs up/down
Group Work Updates
Idea Webs
Daily Warm Up Review Questions
Brainstorming
Exit Questions
Review Games
Reflective Journals
Yes/No/Maybe cards
Individual Conferences
KWL charts/Cornell Notes and Summaries
SUMMATIVE ASSESSMENT
Situation 1: Oral Presentation
Students will visit InfoPlease: People and search
for the given persons online biography. Students
will write a poem about the person. The poem
should feature qualities that make the person
unique, facts relating to the person's life, and
other details. Students will recite poem and
others will have to guess the identity. Students
will be graded against a rubric.
Situation 2: Tangible Product
Students will create a biographical timeline of
their selected person. Students will have to
include pictures and important events in the
persons life. Students will then create Power
Point presentation. Students will be graded
against a rubric.
Situation 3: Biographical Sketch
Students will write a biographical sketch of the
person from the previous activity. Students will
write independently and must incorporate proper
grammar. Students will be graded against a
rubric.
Strategies and Resources

Oral and written responses
TPR activities
TPRS
Oral presentations
Role plays and skits
Cooperative reading
Cooperative pair activities
Student-made flashcards
Collages, drawings, brochures
Research reports
Read Aloud
Graphic Organizers
Guided Reading
Jigsaw Reading
Instructional Conversations
Webbing
Peer Review
Sequencing
Reciprocal Teaching
Maps
TECHNOLOGY INTEGRATION
Students will use Microsoft publisher
applications to produce their brochures.
Students will create a website
Students will complete computer lab
activities which accompany topics covered
in class.
Tell Me More activities
United Streaming
On line research
INTERDISCIPLINARY OPPORTUNITIES:
World Geography
ACCOMODATIONS
Adding time
Providing alternate versions
Reading directions aloud
Breaking assignment into parts
Repeating, clarifying, or rewording
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Marking Period # 1: September - November
Key Criteria
A successful result will be the comprehension and use of
the target language as evidenced by students responses
during class time either during specific command/
question/answer communication or during informal
communication used in game playing.
directions
Provide visual cues
Allow student to orally respond to questions.
Frequently check for understanding
Re-take or re-do assignments
Allow use of dictionaries and translators
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Marking Period #2: December - January
Comparatives and Superlatives
Conditional Statements
Phrasal Verbs
Poetry
Fables
Literary Devices
Metaphors and Similes
Authors Purpose
Poems
Fables
Leisure Activities
Food
Sports
Linked sounds
Inflection
Tongue Twisters
Essential Questions
How does best learn another language?
What are different types of figurative language?
Why do people write?
How can I express my thoughts and feelings in poetry?
What are components of fables?
Can I recognize literary devices?
o use logic to draw conclusions from information given
o check, edit, and revise written work for correct
grammar, spelling, punctuation, and appropriate
language skills
o comprehend and interpret various types of written
information
Benchmarks:
daily interactions.
words and phrases.
familiar topics.
Positive attitude
Short Quizzes
Thumbs up/down
Group Work Updates
Idea Webs
Brainstorming
Exit Questions
Review Games
Reflective Journals
Yes/No/Maybe cards
Situation 1: Role play
Students will perform a dialogue from memory
expressing their interests and disinterests in
regards to sports and hobbies. Students will work
collaboratively to create original scripts. Students
will be assessed on pronunciation, proper use of
grammar and adequate vocabulary. Students will
be graded against a rubric.
Students will work collaboratively to create
brochures for a teenage summer camp. Students
will have to include pictures, lists of activities,
itineraries and sports. Students will then create a
brochure using all vocabulary and expressions of
interest, indifference and aversion. Students will
then create a web page promoting their camp.
Students will be graded against a rubric.
Situation 3: Writing
Students will receive a brochure created in the last
project. Based in this brochure students will write a
letter in the target language. Students will describe
in the letter their experiences during their trip to a
Strategies and Resources

TPR activities
TPRS
Oral presentations
Cooperative reading
Research reports
Read Aloud
Graphic Organizers
Guided Reading
Jigsaw Reading
Webbing
Peer Review
Sequencing
Reciprocal Teaching
Maps


activities which accompany topics covered
in class.
United Streaming
On line research
Perimeters
Area
ACCOMODATIONS
Adding time
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Marking Period #2: December - January
Key Criteria
during class time either during specific
command/question/answer communication or during
informal communication used in game playing.
summer camp. Students will write independently

and must incorporate proper grammar. Students
will be graded against a rubric

Repeating, clarifying, or rewording directions
Provide visual cues
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Marking Period #3: January - March
Point of View
Time Expressions
Effect and Quality Adjectives
Daily Routines (have to and must)
Understanding a Newspaper
Headline
Human Interest
Current Events
Daily Routine
Hardships
III. Vocabulary/ Sounds
Sentence Stress
Sentence intonation
Chores
Adjectives
Reduction of have to
Linked sounds
Inflection
Tongue Twisters
Essential Questions
How do I develop an opinion?
What is a headline?
How can I use a variety of writing styles?
What is the impact of human interest stories on me?
How do I best learn a second language?
o use logic to draw conclusions from information
given
o differentiate between facts, influences,
assumptions, and conclusion
o synthesize, evaluate, and communicate results
o understand different cultural beliefs and behaviors
Benchmarks:
daily interactions.
words and phrases.
familiar topics.
Positive attitude
Short Quizzes
Thumbs up/down
Group Work Updates
Idea Webs
Brainstorming
Exit Questions
Review Games
Reflective Journals
Yes/No/Maybe cards
Situation 1: Evaluate Structure
Students analyze the difference between the
headline, leading sentence and article content
in terms of tense usage and vocabulary in
small groups (3-4 students). As a class, check
that the differences between headline, leading
sentence and article content are clear.
Students share their findings.
Once the differences have been understood,
Students split up into pairs or small groups (34 students) to brainstorm new headlines.
Students will be graded against a rubric.
Situation 3: Writing
Students will work collaboratively to write their
own newspaper articles using one of the
headlines from the brainstorming exercise.
Students will have the option to come up with
their own stories. Students will be graded
against a rubric
STRATEGIES AND RESOURCES
TPR activities
TPRS
Oral presentations
Cooperative reading
Research reports
Read Aloud
Graphic Organizers
Guided Reading
Jigsaw Reading
Webbing
Peer Review
Sequencing
Reciprocal Teaching
Maps


covered in class.
United Streaming
On line research
Social Studies
ACCOMODATIONS
Adding time
29

Marking Period #3: January - March
Key Criteria
directions
Provide visual cues
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Marking Period #4: April - June
Modals
Passive Voice
Climate Change
Natural Disasters
Editorials
Cultural Perspectives and Frames of
Reference
Humanitarian Aid
Resources
Government Programs
Climate
Sentence stress
Can/Cant pronunciation
Sentence intonation
Reduction of want to and have to
Linked sounds
Inflection
Tongue Twisters
Essential Questions
Why is it important for me to develop an appreciation
of other cultures?
What causes a natural disaster?
Why should I learn another language?
What causes climate change?
How can I use a variety of writing styles?
o use logic to draw conclusions from information
given
o differentiate between facts, influences,
assumptions, and conclusion
o synthesize, evaluate, and communicate results
o communicate thoughts, ideas, and information in
writing
Short Quizzes
Thumbs up/down
Group Work Updates
Idea Webs
Brainstorming
Exit Questions
Review Games
Reflective Journals
Yes/No/Maybe cards
KWL charts/Cornell Notes
Summaries
and
Benchmarks:
daily interactions.
requests, and express preferences using
memorized words and phrases.
o Copy/write words, phrases, or simple guided texts
on familiar topics.
o Exchange information using words, phrases, and
short sentences practiced in class on familiar topics
or topics studied in other core content areas
Situation 1: Recognize Cause and Effect
The class is divided into teams/groups of 3-4. Each
team is assigned one of the natural disasters from
the list on the board/overhead. In their
teams/groups, they are to discuss and write down
as many causes and consequences to their
disaster as they can think of. Each group shares
their ideas about the causes and consequences of
natural disasters.

Positive attitude
Situation 3: Writing an Editorial

Students will write an editorial detailing what they
think the governments of their country should do
during a natural disaster. Students will write
independently and must incorporate proper
grammar. Students will be graded against a rubric

Students will create a Power Point presentation
detailing safety tips for their natural disaster that
can be shared with younger students. Students will
be graded against a rubric.
STRATEGIES AND RESOURCES
TPR activities
TPRS
Oral presentations
Cooperative reading
Research reports
Read Aloud
Graphic Organizers
Guided Reading
Jigsaw Reading
Webbing
Peer Review
Sequencing
Reciprocal Teaching
Maps


covered in class.
United Streaming
On line research
Social Studies
ACCOMODATIONS
Adding time
31

Marking Period #4: April - June
Key Criteria
directions
Provide visual cues
32

BENCHMARKS ESL Low Intermediate Grades 6-8
Demonstrate comprehension of
simple, oral directions, commands,
and requests through appropriate
physical response.
Imitate, recite, and/or

dramatize simple poetry,
rhymes, songs, and skits.
Identify daily practices of people in

Recognize common gestures,

intonation, and other visual or
auditory cues of the target culture.
Copy/write words, phrases, or

simple guided texts on familiar
topics.
Identify familiar people, places, and

objects based on oral and/or simple
written descriptions.
Present orally or in writing

information from ageappropriate, culturally authentic
selections.
Name and label tangible
products and imitate practices
from the target culture.
Identify basic geographical

features and some common
landmarks in countries where the
target language is spoken.
Identify aspects of the target
culture(s) presented in
photographs, childrens books,
and plays.
Identify distinctive cultural
products of the target culture(s).
Comprehend brief oral exchanges on

familiar topics.
Connect the learning of the target

language to information studied in
other core content areas.
Exchange information using

words, phrases, and short
sentences practiced in class on
familiar topics or topics studied
in other core content areas.
Reproduce a variety of tangible

products typical of the target
culture(s).
Listen to simple passages from ageappropriate, culturally authentic

selections for enjoyment and
information.
Exchange basic information

about the main characters,
main idea, and setting from
age-appropriate, culturally
authentic selections.
Imitate culturally appropriate
etiquette in verbal and nonverbal
communication during greetings,
leave-takings, and daily
classroom interactions.
Identify and reproduce expressive

products typical of the target
culture(s).
Give and follow simple oral

directions, commands, and requests
for participating in age-appropriate
classroom and cultural activities.
Imitate appropriate gestures and
intonation of the target culture during
greetings, leave-takings, and daily
interactions.
Participate in a variety of oral

and/or written activities after
listening to age-appropriate,
culturally authentic selections.
Participate in age-appropriate
activities related to special events
celebrated in the target culture(s).
Ask and respond to simple

questions, make requests, and
express preferences using
memorized words and phrases.
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Sample of Lesson Plan
Lesson for: Hurricanes
Unit Theme: Natural Disasters
Target Benchmark:
Identify and reproduce expressive products typical of the target culture(s).
Exchange information using words, phrases, and short sentences
practiced in class on familiar topics or topics studied in other core content
areas.
Students will use the English language to describe hurricanes; students
will request and contribute information about hurricanes in a
conversational exchange with a partner.
Students will demonstrate the ability to define key words and verbally
recall conditions that must be present for a hurricane to form.
Demonstrate comprehension of simple, oral directions, commands, and
requests through appropriate physical response.
Objective/Concept:
Students will use the English language to describe hurricanes; students will request and
contribute information about hurricanes in a conversational exchange with a partner.
Setting the Stage/Hook/Anticipatory Set:
Show a video clip of a hurricane. Then assign student partners to draw or write what
they know about hurricanes on a single piece of paper or sentence strips. One partner
will be the recorder who will draw or write for the partnership, and the other partner will
present the pairs ideas by speaking.
Guided Practice/Focusing Event:
Read aloud a short book about hurricanes or download a reading from WeatherWizkids
or Weather Watch. Students follow along in their own text. Students highlight key ideas
and vocabulary. Prior to reading, students look and listen for three things that must be
present for hurricanes to form. Use stress, intonation, and brief pausing to alert students
to key facts and key words for the lesson. Stop during reading to elicit definitions to key
words, write the key words on 4 x 6 index cards, and post them on the word wall (to the
right of the chalkboard). Ask students what important facts about hurricanes were
learned in the lesson. Students should orally respond to questions and state at least two
things learned about hurricanes from their reading selection.
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Assessment:
Students will identify characteristics of a hurricane and infer properties that drive the
formation of a hurricane based on the text and pictures.
Closure:
Students will compare hurricanes to storms studied in previously and share what they
know about hurricanes from prior knowledge, pictures, and the video with their group
partners.
Materials:
Sentence strips, markers, tape, internet access, video clip of a hurricane, geography
resource book.
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Project-based Learning Rubric
Score
Level
Content
Conventions
Is well thought out and

supports the solution to
the challenge or question
High-level use of
vocabulary and word
choice
Reflects application of
critical thinking
Has clear goal that is

related to the topic
Organization
Presentation
Information is clearly
focused in an organized
and thoughtful manner.
Multimedia is used to
clarify and illustrate the
main points.
Information is constructed
in a logical pattern to
support the solution.
Format enhances the

content.
Is pulled from a variety of

sources
Presentation captures
audience attention.
Presentation is organized
and well laid out.
Is accurate
Is well thought out and
supports the solution
Has application of critical
thinking that is apparent
Good use of
vocabulary and word
choice
Information supports the

solution to the challenge
or question.
Multimedia is used to
illustrate the main points.
Format is appropriate for
the content.
Has clear goal that is

related to the topic
Presentation captures
audience attention.
Is pulled from several

sources
Presentation is well
organized.
Is accurate
Supports the solution
Has application of critical
thinking that is apparent
Low-level use of
vocabulary and word
choice
Is pulled from a limited

number of sources
Information appears to
have a pattern, but the
pattern is not consistently
carried out in the project.
Has some factual errors or

inconsistencies
Information loosely
supports the solution.
Has no clear goal
Provides inconsistent
information for solution
Has no apparent
application of critical
thinking
Project has a focus but

might stray from it at
times.
Has no clear goal

Is pulled from few sources
Has significant factual
errors, misconceptions, or
misinterpretations
Poor use of
vocabulary and word
choice
Multimedia loosely
illustrates the main points.
Format does not suit the
content.
Presentation does not
capture audience
attention.
Presentation is loosely
organized.
Content is unfocused and

haphazard.
Presentation appears
sloppy and/or unfinished.
Information does not

support the solution to the
challenge or question.
Multimedia is overused or
underused.
Information has no
apparent pattern.
Format does not enhance

content.
Presentation has no clear
organization.
36

EDUCATIONAL STRATEGIES
Listening and Speaking
Jigsaw
Students are assigned to groups to discuss and become experts on a topic; then the
groups are "jig sawed" so that each newly configured group has one expert from each
of the base groups.
Individual / Partner/Small Group Seminars
These seminars are more formal and focused than large group seminars. A text or
portion of a text is chosen and the student(s) analyze the text based on the models and
guided practice from class. The students then create a thesis that needs to be
supported by evidence from the text and sets the seminar up in an outline form.
Partners and group members discuss the texts, but each of the individuals is
responsible for submitting and presenting their poem or section of a novel.
Exhibitions
Exhibitions are presentations that can be done by individuals, partners, and/or small
groups. They are generally presentations that are broader in scope; a student
demonstrates his/her overall understanding of the unit.
Reciprocal Teaching
Students use four comprehension strategiespredicting, question generating,
clarifying, and summarizing to help their peers construct meaning from the text.
Inquiry Board
Create a space somewhere in your classroom where students can post unanswered
questions that come up. They may be in response to a variety of topics, texts, writers,
etc. A student can grab a question and research and answer it to stimulate a piece of
writing or discussion.
Reciprocal Teaching
Students use four comprehension strategiespredicting, question generating,
clarifying, and summarizing to help their peers construct meaning from the text.
Literature/Discussion Circles
Small, peer-led discussion groups that read the same material. They promote dialogic
interaction among students and empower to take an active and self-directed role in their
reading.
37

EDUCATIONAL STRATEGIES (contd)
Writing
Learning Log
As a daily metacognitive tool, learning logs can take many forms; but generally students
recount what they have learned in the areas of both content and process; a daily log of
what was learned.
Interactive Notebook
A notebook where each pair of facing pages is set up so that one page is the class
notes on content, process, activities, etc, and the facing page is to be used for the
students individual interaction with the learning experience (e.g., drawings, words, mind
maps, responses, reactions. etc.).
Readers' Bookmarks
These are small slips of blank paper that can be tucked into a book and used for writing
responses to literature. Information on the bookmarks can include what is important,
favorite part, personal connections, questions posed, predictions made, etc.
Transactional Reading Journal
A powerful way to engage students in a reading experience and get them to construct
their own meaning. A set number of required entries are to be completed that respond
to the beginning, middle, and end of the text. The teacher and/or students can
generate options such as: any element of writers craft, personal connections, a letter
to the author, character, another literary character, a piece of art the work inspires, etc.
Socratic Seminars
These whole class dialogues explore ideas, values, and issues drawn from readings or
works of are chosen for their richness. Leaders help participants to make sense of a
text and of their own thinking by asking questions about reasoning, evidence,
connections, examples and other aspects of sound thinking. A good seminar is more
devoted to making meaning that to mastering information. Participants are actively
engaged in rigorous critical thought. They must involve a relatively short text, piece of
art, etc. and after the seminar are often followed by periods of reflection that may be
written or spoken.
38

EDUCATIONAL STRATEGIES (contd)
Reading
Anticipation Guide
A pre-reading activity that provides students with a series of statements with which they
can choose to agree or disagree; they focus on the big ideas or themes of a text.
Sociograms
Students create a visual representation of the relationships among character. The
central character in a work is placed at the center of a page and all the other characters
are placed around him/her; all used to represent their relationship to one another.
Collaborative Annotation
After students complete their own annotation of a text, in groups of 3-5, students pass
their annotated copy to the person on the right. Each person then focuses, and makes
additions to the original readers commentary. The next time the paper passes the new
reader adds commentary to both of the previous work. Thus, each person in the group
has 2-4 people build and expand on his/her work.
The Most Important Word
(Padak, 1992)Readers select what they believe to be the most important word in the
text they have read. Readers must be able to explain the reasons why they think this
particular word is the most important. Students then meet in groups to share their
answers. After each member has shared, some students may want to change their
choice.
Poetry as an Entry Point
Instead of jumping into a major text, using thematically-linked poems to introduce the
themes or essential questions is a powerful and compact start. To promote the
synthesis of ideas, students can then make connections between the poem and other
thematically related texts.
Reciprocal Reading
Students take turns reading aloud to each other, stopping at several points to ask
questions, clarify, make predictions, discuss writers craft, etc.
5 Star Quote
While reading a text of any length, students choose a 5 star quote: one that jumped off
the page for personal reasons, one that epitomizes the book, one that captures the
essence of the writers voice, etc. This is used to begin a small or large group
discussion, free write, etc.
39

ESL Websites
http://www.uni.edu/becker/TESOL_ESL2.html (Links)
http://www.csun.edu/~hcedu013/eslplans.html (ESL Lesson Plans and Resources)
http://iteslj.org/ (Internet TESL Journal)
http://www.pdictionary.com/?lang=&letter=d (Internet Picture Dictionary)
http://www.englishclub.com/index.htm
http://owl.english.purdue.edu/handouts/esl/index.html#exercises
http://www.manythings.org/ (Interesting Things for ESL Students)
http://www.gigglepoetry.com/poetryfun/poetryfun.html
http://www.enchantedlearning.com/Rhymes.html
http://www.lovetolearnplace.com/Curriculum/Literary/Onomatopoeia.html
Mrs. Hurleys ESL website: www.mrshurleysesl.com

Children's Literature Web Guide - www.ucalgary.ca/~dkbrown/index.html
Breaking News English - www.BreakingNewsEnglish.com/
Dave's ESL Cafe - www.eslcafe.com
English Language Resource Center www.bergen.edu/library/learning/english/index.asp
ESL Gold - www.eslgold.com
ESL Home Page - www.lang.uiuc.edu/r-li5/esl
Learn English Feel Good - www.learnenglishfeelgood.com/
ESL Teachers Board - www.eslteachersboard.com/
Everything ESL - www.everythingESL.net
1-Language.com - www.1-language.com
40

Repeat After Us - repeatafterus.com/
Learning Vocabulary Can Be Fun - www.vocabulary.co.il
SpellingCity.com - www.SpellingCity.com
Activities for ESL a4esl.org
English as a Second Language - www.rong-chang.com/
English Gold - www.eslgold.com/
Professor Melonis ESL Page - home.gwu.edu/~meloni/eslstudyhall/
ESL Wonderland - www.eslwonderland.com/
Karen's ESL Partyland - www.eslpartyland.com/students/inter.htm
ESL Activities Online - www.clta.on.ca/EAOnline/index.html
Englishclub.com -www.englishclub.com
1-language.com's ESL Center -www.1-language.com
English Corner -www.angelfire.com/wi3/englishcorner
ENGLISH online - eleaston.com
English Language Centre Study Zone web2.uvcs.uvic.ca/elc/studyzone/index.htm
Free English -www.free-english.com
EnglishLearner.com -www.englishlearner.com/tests/test.html
English Exercises Online
wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/welcome.html
Interesting Things for ESL Students -www.manythings.org
Learn English Feel Good - www.learnenglishfeelgood.com
The following topics can be accessed by this link:
www.bergen.edu/pages/2183.asp
41

Sites by Topic:
Grammar & Writing

Our Grammar & Writing Page
Listening
Randall's ESL Cyber Listening Lab
English Language Listening Lab Online
English Listening Exercises
Repeat After Us
The English Listening Lounge
English Online - Listening
History and Politics Out Loud
Voice of America Special English
TOEFL Practice
Breaking News English - Podcasts
ESL: Listening: Podcasts
The Bob and Rob Show
Pronunciation
English Online - Pronunciation
Train Your Accent
EZ Slang
EnglishClub.com - Pronunciation
Phonetics - The Sounds of Spanish and English
Pronunciation Web Resources
Sounds of English
Arlyn Freed's ESL Speaking Resources
Reading
CDLP News Stories
Learning Resources
English Corner Reading
English Works! The ESL Reading Index
Penguin Dossiers
Merit: Reading Comprehension Connection
TOEFL Practice
Vocabulary
ELRC Vocabulary & Word Forms Practice
EAP: Academic Word List Vocabulary Exercises
Learn English Today
Common American Slang
English Corner Idioms
English Gateway
The Idiom Connection
ESL Idiom Page
Learning Vocabulary Can Be Fun
English Corner Vocabulary
English Vocabulary Quizzes Using JavaScript
English Vocabulary Quizzes
Vocabulary for English Language Learners
42

Self-Study English Vocabulary Quizzes
The Longman Vocabulary Website
English as 2nd Language: Vocabulary quizzes
Vocaboly
Sites by Level:
Beginning
LanguageGuide.org Picture Dictionary
Easy Vocabulary Quizzes with Pictures
ELC Study Zone: Vocabulary Exercises
Beginning English
Intermediate
California Distance Learning Project
English, Baby!
Discovery Online
Advanced
Linguarama - Language Training for Business
The New York Times Learning Network
TOEFL 4 Me
TOEFL Practice
Dictionaries & More:

Longman Web Dictionary
Dictionary.com
The Free Dictionary
Merriam-Webster Online Dictionary
Hyperdictionary
Newbury House Dictionary
Word Central
Rodget's Thesaurus
The Sidney Silverman Library
The Internet Public Library
Jersey Clicks
Newspapers & Magazines:

The Internet Public Library Online Newspapers
Newsweek
Scientific American
Smithsonian Magazine
ESPN.com
Time
43

ESL Grade 6-8 Low Intermediate

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EAST WINDSOR REGIONAL

Lower Intermediate ESL (Level 3)

Awaiting Board Approval: December 12, 2011

East Windsor Regional School District

Supervisor of World Language & Bilingual/ESL

East Windsor Regional School District

DISTRICT MISSION STATEMENT

Increase student achievement by challenging each student to reach their

East Windsor Regional School District

East Windsor Regional School District

Reinforce and develop vocabulary

Reinforce and develop listening comprehension skills

Reinforce and develop speaking comprehension skills

Reinforce and develop writing skills

Reinforce and develop strong basis of grammatical topics

II. Background Information

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

East Windsor Regional School District

ESL Can Do Indicators:

Sort pictures, objects

Match icons and

Locate and classify

give examples and

East Windsor Regional School District

East Windsor Regional School District

Strategies and Resources

East Windsor Regional School District

East Windsor Regional School District

Strategies and Resources

Students will use Microsoft publisher

Students will create a website

Students will complete computer lab

Tell Me More activities

East Windsor Regional School District

summer camp. Students will write independently

Breaking assignment into parts

East Windsor Regional School District

STRATEGIES AND RESOURCES

Oral and written responses

Role plays and skits

Cooperative pair activities

Collages, drawings, brochures

Students will use Microsoft publisher

Students will create a website

Students will complete computer lab

Tell Me More activities

East Windsor Regional School District

East Windsor Regional School District