ESL Curriculum Mapping

Introduction 

2010 High School Curriculum Revised Map 

The high school sub-group of the 2010 Curriculum Map Revision Committee (Kim Dillon/Ben Rule) spent considerable time 

examining the map issued in 2009. We agreed on three ultimate goals: 

1. To further “unpack” the standards outlined in the map and to create a detailed district-wide scope and sequence for 

ESL instruction. For example, standard 4.4/C/3 says: “Expresses ideas using a wider range of verb tenses”. However, those 

who teach ESL know that this simple requirement reflects scores of lesson topics and hundreds of hours of instruction. A 

detailed scope and sequence would help teachers determine, in this example, which verb tenses to teach and when. 

2. Given the SWCS shift toward “common assessments”, it would be ideal to create common skill inventories for each 

level that could be administered at various points in the year (end of grading period?). This will also add continuity for 

students who move from school to school in the district. A sample inventory for newcomers is included at the end of this 

section. 

3. Eventually, district teaching staff would work together to generate and publish lists of resources, proven lesson plans, 

appropriate reading and writing samples, and activity ideas that could accompany any lesson topic. This library of triedand-true 

materials would greatly enhance the instruction of individual teachers by harnessing the expertise of our 

collective. 

These goals were too lofty to accomplish in one summer by only two staff members! However, we have attempted to 

offer a starting point in the process. The following pages present a group (or unit) of possible standards-based topics for 

each level and each 6-week grading period. Particularly at the Intermediate and Advanced levels, there is an attempt 

to organize topics by reading/writing genre (or “Purpose” as expressed in the state standards). 

We hope that in the coming year(s), YOU will join us in expanding this map to integrate YOUR ideas for teaching scope & 

sequence and your library of resources! 

- Dillon and Rule, Summer 2010

Newcomer/Pre-Functional: Student is brand new to English and may have limited literacy skills in 

primary language. Administer the Learning Needs Inventory as an assessment tool to guide which 

specific skills students need to learn and/or master in order to move up to the Beginner level. 

PRELITERACY SKILLS: All require extensive teacher support. 

Reading Readiness Skills 

Identifies differences in basic shapes, 

signs & symbols according to size and 

directionality. 

Identifies similarities in basic shapes, 

signs & symbols according to size and 

directionality. 

Understands left to right directionality. 

Understands that English text is read left 

to right directionality. 

Understands how to show progressive 

order/sequence from small to large, 

beginning to end, etc. 

Identifies differences between Upper & 

Lowercase letters. 

Recognizes the days of the week and 

months of the year. 

Recognizes and can match vocabulary 

to pictures of basic body parts. 

Writing Readiness Skills 

Understands proper position for holding 

paper. 

Holds a pencil correctly. 

Draws basic strokes. 

Writes left to right directionality and. 

Writes letters in name legibly, using 

capitals, and stays on the line. 

Writes on the line with correct spacing 

between letters and words. 

Writes the alphabet using models. 

Understands that sentences begin with a 

capital letter. 

Understands that sentences end with a 

period. 

Is able to copy date: 1/01/10. 

Communication Readiness Skills 

Is able to recite name and address. 

Comprehends and follows modeled 

everyday Yes/No questions , such as 

“Do you understand?” 


everyday questions, such “May I go to 

the bathroom.” 


everyday verbal classroom directions, 

such as “Take out a pencil.” 


directions on signs, such as “Exit.” 

Understands and performs modeled 

behaviors for basic conversation and 

dialogue. 

Comprehends and responds to 

modeled oral questions such as “What 

is your name?”

Reading Readiness Skills 

Recognizes and can match vocabulary 

to pictures of basic clothing items. 

Recognizes primary colors. 

Recognizes high frequency vocabulary 

associated with everyday school, 

including basic routine and school 

grounds. 


associated with everyday family and 

friends. 


associated with everyday community. 

Recognizes basic units of money. 

Reads a basic class schedule in terms of 

order of classes and where to go. 

Is able to understand a map according 

to directions north, south, east, and 

west. 

Differentiates simple directions, such as 

Circle vs. Underline. 

Is able to read a basic graphic 

organizer, such as Venn. 

Writing Readiness Skills (cont.) 

Writes numbers 1- 20 and words 1-10. 

Knows how to circle, underline, or place 

an X when asked in directions. 

Has a general understanding of how to fill 

out basic forms asking for personal 

information. 

Writes basic simple present tense 

sentences: “Hello, my name is __.” 

Understands basic subject pronouns: I, 

you, he, she, it, we, they. 

Has a general understanding of the 

simple present tense verb To Be through 

use and repetition. 

Has a general understanding of the 

simple present tense verb To Have 

through use and repetition. 

Uses high frequency present tense verbs 

such as To Have, To Go, To Do. 

Has a basic understanding of the 

differences between past, present, and 

future. 

Understands basic simple present 

negative forms. 

Is to fill out a basic graphic organizer, 

such as Venn. 

Communication Readiness Skills (cont) 

Is able to recite the alphabet. 

Comprehends and responds to 

modeled oral questions such as “How 

are you today?” 

Has phonetic awareness and 

differentiates between consonants and 

vowels. 

Is able to recite the numbers 1-20. 

Is able to recite the days of the week. 

Is able to tell basic time and/or 

understand class schedule according 

to time. 

Is able to express basic feelings, such as 

“I don’t feel well” or “I am confused.” 

Is able to demonstrate knowledge of 

directionality by pointing left to right, up 

and down, etc. 

Is able to recite names of class subjects 

and teachers. 

Comprehends and responds 

accordingly to information questions 

using who, what, where, when, why. 

Understands the basics of computer 

usage.

BEGINNER - TERM 1A-B 

UNIT: BASIC PERSONAL INFORMATION (Simple Sentences) 

READ (3.4): Purpose 

Simple Poetry (phonics) 

Narrative Fiction 

(Big Dog & Dan) 

Identifies purposes for 

reading, including gaining 

information, to perform a 

task, for enjoyment or for a 

literary experience. 3.4/A/2 

WRITE (4.2): Purpose 

Simple Sentences 

Write Date 

Handwriting 

Writes basic personal 

information. 4.2/A/1 

READ (3.2): VOCAB 

Spell #1-20 

Colors 

Ordinal Numbers 

Months/Days 

Seasons 

Vowel Samples 

Digraph Samples 

ID basic words – colors, numbers, directions 

3.2/A/1 

WRITE (4.3): Process 

Uses prewriting strategies to generate and 

organize ideas for writing about a given 

topic, with extensive support. 4.3/A/1 

READ (3.1&3.3): Strategies & Comprehension 

Short vowels 

Long vowels 

Digraphs (sh, th, ch, ng) 

Sight Word Lists A & B 

Sequence 

Author Purpose(fun/inform/direct.) 

Fiction v Non-Fiction 

Illustration v Print : 3.1/A/1 

Alphabet, Letter-Sound correspondence, print direction (3.1/A/2) 

Follows simple written directions with extensive support. 3.3/A/1 

Recalls and sequences information from fictional and non-fictional texts 

with support. 3.3/A/2 

WRITE (4.1&4.4): GRAMMAR/Conventions & Structure 

Be / Have Verbs – present 

Be verb questions (present): WH question words 

Present Progressive Tense 

Possessive Pronouns 

Nouns -> Pronouns in simple sentences 

I.D. Subject of Sentence 

Writes numbers and letters 4.1/A/1 

Writes with correct directionality and spacing. 4.1/A/2 

Uses basic, high-frequency vocabulary and simple structures to 

communicate ideas. 4.4/A/2

BEGINNER - TERM 2A-B FALL OGT 

UNIT: Biography / My House (SENTENCES) / What are you doing? 


Non-Fiction 

ID fiction v non-fiction 

Identifies age-appropriate, 

simplified texts as fact or 

fiction. 3.4/A/4 


House/Yard 

Location Words 

Verbs 

Sight words C 

synonyms/antonyms 

Recognizes and comprehends sight words, 

signs and symbols found in everyday life. 

3.2/A/2 


Build background 

Dictionary 

Develops and uses background knowledge to gain meaning from texts, with 

extensive support. 3.1/A/3 

Begins to use dictionary and/or picture dictionary (bilingual or English) to help 

identify meaning of words, with extensive support. 3.1/A/6 

Answers literal and evaluative questions about age-appropriate, simplified 

texts, with support. 3.3/A/3 

Reads and follows simple, one-step written instructions. 3.3/A/1 


Non-Fiction 

Journals 

Simple sentences 

Writes simple personal and 

reflective journal entries, with 

extensive support. 4.2/A/2 


Brainstorm 


organize ideas for writing about a given topic, 

with extensive support. 4.3/A/1 

Drafts complete sentences based on prewriting 

activities, with extensive support. 

4.3/A/2 


More Present Continuous… negatives/questions 

Present Tense (positive) 

NOT negatives/questions 

ID Subject/Verb : be/have 

in vs. on (date) 

Writes simple sentences with correct capitalization, punctuation, spelling and 

grammar following a model. 4.1/A/3 

Uses basic, high-frequency vocabulary and simple structures to communicate 

ideas. 4.4/A/2


UNIT: Family / Holidays (LETTER / NARRATIVE) 


Fictional Narrative/Letters 

Identifies information in simple 

diagrams, charts, graphs and 

maps. 3.4/A/6 


Family 

Adjectives 

Holidays 

Classify: noun/verb/adjective 

Synonym / Antonym 

Classifies high-frequency words into categories 

with help of visuals and scaffolding. 3.2/1/3 


5 reading strategies (predict, question, clarify, summarize, visualize) 

Compare/contrast 

Uses graphics to help identify purpose and meaning of texts, with support. 

3.1/A/4 

Demonstrates comprehension of age-appropriate, simplified texts using 

pictures / graphic organizers with support. 3.3/A/4 


Personal Letter 

Narrative 


Brainstorm 

Self-Edit Checklist 


Present: Negative/Questions 

Present v Present Continuous 

noun/verb/adjective 

Contractions 

Writes simple notes and letters, 



organize ideas for writing about a given topic, 


Drafts complete sentences based on prewriting 

activities, with extensive support. 

4.3/A/2 

Reviews and revises draft sentences for 

content, organization and vocabulary, with 

extensive support. 

4.3/A/3 

… Uses the table of contents, glossary, captions and illustrations in ageappropriate, 

simplified texts to identify basic information, with support. 3.4/A/9 

Writes most common contractions correctly 4.1/A/4

BEGINNER - TERM 4A-B OTELA 

UNIT: Weather / Culture (Paragraphs - NON-FICTION) 


Non-Fiction 

Author Purpose 

Identifies purpose of ageappropriate 

and grade-level 

texts, with support. 3.3/A/6 

Reads age-appropriate, 

simplified informational texts, 

and identifies main ideas and 

supporting details. 3.4/A/5 


Irreg Past 

Irreg Plural 

Weather 

Culture 

Recognizes synonyms and antonyms of highfrequency 

words, with considerable support. 

3.2/A/4 


5 reading strategies (predict, question, clarify, summarize, visualize) 

Main Idea + Details 

Prediction 

Recognizes repeats and/or reads aloud rehearsed words, phrases, sentences 

and basic reading materials, with extensive support. 3.1/A/5 

Predicts content, events and/or outcomes in age-appropriate, simplified texts, 

using illustrations, previous information from texts, and prior experiences, with 

extensive support.3.3/A/5 


Expository/Informative 

Paragraphs 

Main Idea + Detail 


Self-Edit Check list 

Take Notes 

Graphic Organizers (timeline, web, Venn) 


Past Tense (pos/neg/question) 

Past Contractions 

Plurals 

Compound Words 

Comma Series 

Writes simple narratives and 

poems, with extensive support. 

4.2/A/4 

Edits written work for mechanics and structure, 


Writes most common contractions correctly. 4.1/A/4

BEGINNER - TERM 5A-B SPRING OGT 

UNIT: PERSONAL NARRATIVE 


Personal Narratives 

Context Clues 

Plot/Character/Setting/Conflict 

ID Fiction v Non-Fic 

Reads age-appropriate, simplified 

literary texts, and identifies basic 

components such as theme, main 

characters, and setting. 3.4/A/7 

Tion 


Personal Narrative 

Notes 

Summary – Main Idea + Detail 

Paragraphs 


After School Activities 

Irreg Past 

Emotions 

Uses context clues to determine meaning of 

new vocabulary within familiar context, with 

support. 3.2/A/5 


Self-Edit / Peer-Edit 


Summarize 

Begins to use dictionary and/or picture dictionary (bilingual or English) to 

help identify meaning of words, with extensive support. 3.1/A/6 

Summarizes content of age-appropriate, simplified texts by identifying main 

ideas and some supporting details, with extensive support. 3.3/A/7 


Asking Y/N questions 

Pres v Past v Pres Prog 

Comma Series 

Compound Sentences 

Writes as a learning strategy, such 

as taking notes and completing 

graphic organizers, with extensive 


Judges quality of writing, with extensive 


Writes simple sentences with correct capitalization, punctuation, spelling and 

grammar following a model. 4.1/A/3 




UNIT: POETRY / FICTION 


Poetry 

Fiction 

Reads and comprehends 

simple poems with visuals or 

illustrations 3.4/A/8 


Homonyms 

Plurals 

Summer 


Begins to recognize common homonyms, homographs 

and/or homophones, with support. 3.2/A/6 

Predicts the meaning of high-frequency compound 

words, with support. 3.2/A/7 


Prediction 

Rhyme 

Recognizes patterns in simplified texts to make predictions. 3.1/A/7 

Uses analogies to determine the meaning of new subject area 

vocabulary, independently. 3.3/A/8 

WRITE (4.2): purpose 

Fiction 

Poetry 

Publish 


Self-Edit Check list 

Publish 


Future Tense 

Plurals 

Possessive 

Quotation Marks 

Writes to demonstrate 

learning, share ideas and 

present new information, in 

simple formats, with extensive 


Publishes for display and/or sharing, using available 

technology, with extensive support. 4.3/A/6 

Writes simple sentences with correct capitalization, punctuation, 

spelling and grammar following a model. 4.1/A/3 



INTERMEDIATE - TERM 1A-B 

UNIT: Bio (present) / Moon / Family? 


Non-Fiction 


Personality Adjectives 

Family 


Context Clues 

Fab 5 Reading Strat (predict/clarify/quest/sum/visual) 

Identifies age-appropriate, gradelevel 

texts as fact or fiction. 3.4/B/7 

Uses context clues to determine meaning of new vocabulary, 

with support. 3.2/B/1 

Uses knowledge of contractions and common abbreviations 

to identify whole words. 3.2/B/7 

Recognizes different forms and conventions of print in relation to function and 

meaning of texts with support. 3.1/B/1 

Demonstrates higher-level reading strategies of previewing, predicting and 

reviewing texts, with support. 3.1/B/2 

Follows simple, written directions with support.3.3/B/1 

Recalls, retells and sequences information from fictional and non-fictional texts 


Monitors reading comprehension by IDing pronunciation errors, beginning to 

self-correct, or by rereading and using context cues, with support. 3.3/B/7 

WRITE (4.2): purpose 

Expository 

Writes personal and reflective 

journal entries, with support. 

4.2/B/2 


Brainstorm 

Uses prewriting strategies to generate and organize ideas for 

writing about a given topic, with extensive support. 4.3/B/1 


ID Subj / Verb 

Present (Pos/Neg… incl. be/have) 

Present Continuous 

Classify Nouns/Verbs/Adjectives 

Possessive/Plural 

Writes simple sentences independently with correct capitalization, 

punctuation, spelling and moderate control of grammar. 4.1/B/2 

Uses basic vocabulary and common structures to communicate range of 

ideas.4.4/B/1

INTERMEDIATE - TERM 2A-B FALL OGT 

UNIT: Narrative / Lost Boy / 


Narrative-Past Tense 

(Hearing World, Lost Boy…) 

Fact v Fiction v Opinion 


Irreg Past 

Homophones 

Roots/Prefix/Suffix Samples 



Conflict/Plot/Setting/Character 

Background / Comparison / Prior Knowledge 

Dictionary 

Compare 

Reads and follows multi-step 

written instructions, with support. 

3.4/B/2 

Identifies fact, opinion, cause and 

effect, with support. 3.4/B/9 

Uses text structures to determine meaning of new vocabulary, 


Applies knowledge of roots and affixes to determine word 

meanings, with support. 3.2/B/4 

Recognizes, reads and uses homonyms, homographs and 

homophones, with support. 3.2/B/5 

Read text: ID basic components (theme, main char, setting) 3.4/B/5 

Develops and uses background knowledge to gain meaning from texts, with 

support. 3.1/B/3 

Uses dictionary, picture dictionary, and/or glossary (bilingual or English) to help 

identify meaning of words, with support. 3.1/B/7 

Answers literal and evaluative questions about age-appropriate, familiar texts, 

with limited support. 3.3/B/3 

Makes comparisons across texts, using prior knowledge and experiences, with 



Past Tense Narrative 

Journals 

Interview 

Writes personal and reflective 

journal entries, with support. 

4.2/B/2 


Organizes and drafts a paragraph based on pre-writing 

activities, with support. 4.3/B/5 


Past Tense (pos/neg/Q) 

Infinitives 

Past Pronunciation 

Quotations 

Yes/No Questions (am/is/are/was/were - do/does/did) 

Parts of Speech (Noun/Verb/Adjective) 




ideas. 4.4/B/2


UNIT: Newspapers/Letters – Community/Holiday 


Newspapers 

Letters 

Facts/Opinions 

Identifies information in diagrams, 

charts, graphs, and maps. 3.4/B/3 

Uses the table of contents, 

glossary, captions and illustrations 

in age-appropriate, grade-level 

texts to identify basic information, 

with limited support. 3.4/B/8 


Community 

Holidays 

Newspaper Features 

Classifies words into categories, with limited support. 3.2/B/2 


Diagrams and Charts 

ID Fact v Opinion 

Graphic Organizers 

Uses pictures and other graphics to help identify the purpose and meaning of 

texts with limited support. 3.1/B/4 

Uses organizers and/or outlines to assist with comprehension, with support. 

3.1/B/5 

Demonstrates comprehension of age-appropriate, familiar texts by using 

pictures and/or graphic organizers. 3.3/B/4 


Newspapers 

Letters 

Facts/Opinions 

Topic Sentence + Details 

Writes notes and letters, with 



Self-Edit 

Brainstorm 

Reviews and revises draft paragraphs for content, 

organization and vocabulary, with support. 4.3/B/6 


Present Continuous (1-1-1 Rule) 

Imperative 

Present v Past v Present Continuous 




ideas. 4.4/B/1

INTERMEDIATE - TERM 4A-B OTELA 

UNIT: Food / Weather (Van Gogh Café / Cloudy with Chance of Meatballs) 


Narrative 

Exposition part 1 


Food 

Weather 

(synonym/antonym) 

Applies the meaning of synonyms and antonyms, with support. 

3.2/B/3 


Predict 

Cause/Effect 

Summarize 

Reads aloud from familiar texts with increasing accuracy, with support. 3.1/B/6 

States purpose of age-appropriate and grade-level texts, in students' own 

words, with support. 3.3/B/8 

Predicts content, events and/or outcomes in age-appropriate texts, previous 

information from texts and prior experiences, with limited support. 3.3/B/5 

Reads age-appropriate, grade-level informational texts, and identifies main 

ideas and supporting details, with support. 3.3/B/10 


Narrative 

3 Paragraph Essay 

Writes narratives and poems, with 



Self-Edit 

Edits written work for mechanics and structure to improve 

fluency, with support. 4.3/B/2 


Imperative 

Future Tense (v pres/past/pres cont) 

Modals (8) 

Count/Non-Count Nouns 

Writes more complex sentences with correct capitalization, punctuation, 

spelling and moderate control of grammar, following a model. 4.1/B/3 

Expresses ideas using present, past and future tenses. 4.4/B/3

INTERMEDIATE - TERM 5A-B SPRING OGT 

UNIT: Poetry / Descriptive Narrative 



Poetry 

Descriptive Narrative 

Independent Read 

Read age-appropriate, gradelevel 

literary texts and poems, with 

support, and identifies basic 

components such as theme, main 

characters and setting. 3.4/B/5 


Poetry 

Prefix List (Re-, Un-, Pre-, Dis-) 


Applies knowledge of individual words in unknown compound 

words to determine meaning, with support. 3.2/B/6 


Use a dictionary 


Character/Theme 

Uses dictionary, picture dictionary, and/or glossary (bilingual or English) to help 

identify meaning of words, with support. 3.1/B/8 

Summarizes content of age-appropriate, familiar texts by identifying main 

ideas and some supporting details. 3.3/B/5 



Poetry 

Descriptive Narrative 

Journal 



Writes as a learning strategy, with 



Brainstorm 

Organize 

Peer-Edit 

Judges the quality of writing, with support. 4.3/B/3 


Write simile, metaphor 

Comparative/Superlative 

Describe using 5 senses 



Expresses ideas using present, past and future tenses. 4.4/B/3 

Completes personal information 

on simple forms and/or 

applications, with support. 4.2/B/8


UNIT: Tom Sawyer / Aesop’s Fables 


Fiction – Narrative 

Fiction – Myth 

Identifies criteria to choose 

independent reading material for 

varied purposes (personal interest, 

recommendations of other 

persons, knowledge of authors 

and genres). 3.4/B/6 

Reads and uses a variety of texts, 

books, magazines, newspapers, 

online resources to research 

information on a given topic, with 



Fiction – Narrative 


Career 

Recreation 

Suffix: -er, -ir, -or, -ist 

Adverbs 

(Connotation/Denotation) 

Applies knowledge of connotation and denotation to learn 

meaning of new words, with support. 3.2/B/9 


Peer-Edit 

Brainstorm/Organize/Draft/Edit/Rewrite 

Publish 


Characterization 

Skimming/Scanning 

Inference 

Demonstrates higher-level reading strategies of skimming and scanning, with 


Recognizes patterns in a variety of texts to draw inferences, with support. 

3.1/B/9 

Answers inferential questions about age-appropriate familiar texts, with 



Adverbs vs. Adjectives 

Writes to demonstrate learning, 

share ideas and present new 

information, with support. 4.2/B/6 

Publishes for display and/or sharing using available 

technology, with support. 4.3/B/4 



Expresses ideas using present, past and future tenses. 4.4/B/3

ADVANCED - TERM 1A-B 

UNIT: 


Narratives v Poems 

- Family Cookout 

- I’m Not Making Coffee 

- Hitchhiker 

Myths 

- Rooster and Sunrise 

- King of the Sharks 

Fables 

-Aesop 

- Mouse and Lion 

- Quick-Witted Jackal 

Applies criteria to choose independent 

reading material for various purposes. 

3.4/C/4 

Reads for varied purposes; uses text features 

to aid with comprehension, with limited 

support. 3.4/C/8 


Narratives 

- Memorable Encounter 

Paragraphs 

1 st /3 rd person POV 

Writes personal and reflective journal entries, 

with limited support. 4.2/C/3 


Idioms 

Context Clues 


Irregular Plurals 

i+e spelling rules/list 

Uses context clues to determine meaning of new 

content area vocabulary, with limited support. 

3.2/C/2 

Uses more extensive vocabulary, common idioms 

and a variety of structures to express a wider range 

of ideas. 4.4/C/2 


Brainstorm 

Sequence/Timeline (Organize) 

Develops topic for writing and applies prewriting 

strategies to organize ideas, with limited support. 

4.3/C/2 


Compare/Contrast 

Predict 

Recall/Sequence 

Recognizes different forms and conventions of print in relation to function and 

meaning of text, with limited support. 3.1/C/1 

Demonstrates higher-level reading strategies of previewing, predicting and 

reviewing texts, with limited support. 3.1/C/2 

Follows written directions, with support. 3.3/C/1 

Recalls, retells and sequences information from fictional and non-fictional texts 

with support. 3.3/C/2 

Monitors oral and silent reading comprehension of grade-level texts by 

identifying pronunciation errors and self-correcting, or by rereading and using 

context cues, with limited support. 3.3/C/8 


Review: Present Continuous (spelling rules) 

Present Continuous vs. Present 

“I” or “me”? 

ID Parts of Speech: Noun, Verb, Adjective 

ID Subject 

Than vs Then 

Writes simple sentences independently, with correct capitalization, 

punctuation, spelling and control of grammar. 4.1/C/2 

Uses more extensive vocabulary, common idioms and a variety of structures to 

express a wider range of ideas. 4.4/C/2

ADVANCED - TERM 2A-B FALL OGT (10/25-10/29) 

UNIT: 


Non-Fiction 

-World’s Oldest Dog 

- Halloween 

- Turkish Delight 

- Thanksgiving? 

- Business Kids 

- Inventions of Late 1700s 

Draws conclusions from information found 

in grade-level texts, with limited support. 

3.4/C/7 

Distinguishes between fact and opinion, 

cause and effect in content areas, 

3.4/C/10 

Uses the table of contents, glossary, 

captions and illustrations in ageappropriate, 

grade-level texts to identify 

basic information, independently. 3.4/C/5 


Journals 

Exposition 

- 3 things I am thankful for 

- Compare/Contrast 

Writes personal and reflective journal 

entries, with limited support. 4.2/C/1 


Irregular Past Tense List 

Suffix/Prefix Lists 

OGT Vocab 

Transition Words 

Uses text structures to determine meaning of new 

vocabulary, with limited support. 3.2/C/6 

Applies knowledge of roots and affixes to determine 

word meanings of content area vocabulary, with 



Outline 

Topic Sentence + Details 

Introduction/Conclusion 

5 Paragraph Essay 

Organizes and drafts a composition based on prewriting 

activities, with limited support. 4.3/C/3 


Dictionary 

Background Knowledge 

Fab 5 Reading Strategies: Predict, Clarify, Question, 

Summarize, Visualize 

Develops, discusses and applies background knowledge to gain meaning from 

texts, with limited support. 3.1/C/4 

Uses dictionary, picture dictionary, and/or glossary (bilingual or English) to 

determine meaning of words, with support. 3.1/C/7 

Answers literal and evaluative questions about age-appropriate subject area 


Demonstrates comprehension of age-appropriate, content-area texts by using 

pictures and/or graphic organizers, with support. 3.3/C/5 


Review: Past Tense 

Suffix/Prefix 





ADVANCED - TERM 3A-B WINTER BREAK 

UNIT: 


Fiction 

(Dialogue, Character…) 

- 1000 Paper Cranes 

- Monkey’s Paw 

(Myths/Fables?) 

Identifies and explains defining 

characteristics of literary forms and 

genres, including fairy tales, folk tales, 

poetry, fiction and non-fiction, with 

limited support. 3.4/C/6 

Uses the table of contents, glossary, 

captions and illustrations in ageappropriate, 

grade-level texts to identify 

basic information, independently. 

3.4/C/5 


Literary Terms 

Story Vocab 

Classifies words used in content areas, with support. 

3.2/C/2 

Interprets metaphors and similes to understand new uses 

of words and phrases in text, with support. 3.2/C/9 



Uses a variety of cues to help identify purpose and meaning of texts, with 


Uses organizers and/or outlines to assist with comprehension, with limited 


Makes comparisons within and across content area texts using prior knowledge 

and experiences, with limited support. 3.3/C/6 

Distinguishes between fact and opinion, cause and effect in content areas, 

with limited support. 


Dialogue (Fiction?) 

Letter 


Brainstorm, Organize, Draft, Self-Edit, 

Rewrite 


Punctuate Quotations 

Possessive 

Modals 

Writes notes and letters, with limited 


Reviews and revises draft composition for content, 

organization and vocabulary, with limited support. 

4.3/C/4 





ADVANCED - TERM 4A-B OTELA 

UNIT: 


Opinion 

- Ekaterina /Mosuo Marriage 

- 

Analyzes, compares and contrasts 

characters, setting, theme, point of view 

and plot of text, with limited support. 

3.4/C/9 


Synonyms/Antonyms 

Irregular Past-Participles List 

Uses synonyms and antonyms to determine meaning of 

new subject area vocabulary, with support. 3.2/C/3 


Reads aloud with increasing accuracy and fluency from familiar and unfamiliar 


Predicts content, events and outcomes in age-appropriate and subject area 

texts, using illustrations, previous information from texts, and prior experiences, 


States purpose of age-appropriate, grade-level texts, in student's own words, 



Opinion Essay 

OGT Prompts 


Outline 

Self-Edit 


Conditional 

Present/Past Perfect 



Edits written work for mechanics and structure to improve 

fluency, with limited support. 4.3/C/1 

Writes a variety of sentence structures independently with correct 

capitalization, punctuation, spelling and moderate control of grammar. 

4.1/C/3 

Expresses ideas using a wider range of verb tenses. 4.4/C/3

ADVANCED - TERM 5A-B SPRING OGT 

UNIT: 


Poetry 

-Southwestern Desert 

- Coyote Creation 

Descriptive Writing 

- Racist Warehouse 

- Gonzalo 

Identifies and explains defining 

characteristics of literary forms and 

genres, including fairy tales, folk tales, 

poetry, fiction and non-fiction, with limited 



Poetry Terms 

Power Adjectives 

OGT Vocab 

Determines the meaning of vocabulary in figurative 

language, with support. 3.2/C/8 

Uses analogies to determine meaning of new subject 

area vocabulary, with support. 3.2/C/10 



Graphic Organizers 

Uses dictionary, picture dictionary, and/or glossary (bilingual or English) to 

determine meaning of words, with support. 3.1/C/8 

Summarizes content of age-appropriate, subject area texts by identifying main 

ideas and some supporting details. 3.3/C/7 

Monitors reading comprehension by summarizing, note taking, making lists or 

using graphic organizers to construct meaning, with limited support. 3.3/C/13 


Poetry 

Descriptive Writing 

- Simile/Metatphor 

Writes as a learning strategy, with limited 



Peer-Edit 

Judges quality of writing, with limited support. 4.3/C/6 


Comparative/Superlative 



4.1/C/3 


ADVANCED - TERM 6A-B 

UNIT: 


Non-Fiction 

- Research (Culture) 

- Interview 

(Subway Architect) 

- Struggle to be an All-American Girl 

- Who are the Immigrants? 

Play 

- Treasure Island 

- Romeo & Juliet 

Locates and uses a variety of texts, books, 

magazines, newspapers, online resources to 

research information on a given topic, with 


Recognizes and discusses plagiarism and its 

effects, with limited support. 3.4/C/12 


Report 

- Culture/Country 

- Interview Questions 

Fiction 

Writes to demonstrate learning, share ideas 

and present new information, with limited 



Homophones 

Culture 

Reads homographs aloud, correctly adjusting 

sounds to fit meanings (e.g., read - present tense; 

read - past tense), and use homonyms in context, 

with support. 3.2/C/5 

Applies knowledge of connotation and 

denotation to learn meaning of new words, with 



Research 

Take Notes 

Publish 

Publishes for display and/or sharing, using 

available technology, with limited support. 

4.3/C/7 


Identify Conflicts/Relationships 

Inference 


Demonstrates the higher level reading strategies of skimming and scanning 


Uses patterns and other cues in a variety of texts to draw inferences and 

conclusions, with limited support. 3.1/C/9 

Answers inferential questions about age-appropriate, subject area texts, with 


Accurately recalls and summarizes main ideas and supporting details of text, 


Establishes and adjusts purposes for reading, with limited support. 3.3/C/11 


Run-on Sentences 

Adverbs or Adjectives 



4.1/C/3 


Learning Needs Inventory for Newcomer/Pre-Functional and Beginner 

Section 1: Readiness Skills 

Most/All Wrong - Newcomer/Pre-Functional Half Correct – Low Beginner All/Most Correct - Beginner 

ASK 

STUDENT 

ALL 

CORRECT 

MOST 

CORRECT 

HALF 

CORRECT 

MOST or 

ALL WRONG 

Ask student to say first and last name. 

Ask student to recite address. 

Ask student to indicate which shapes are 

different. 

Δ ∇ Δ Δ Δ ∇ Δ Δ ∇ Δ 

Ask student to indicate which symbols are the 

same. 

◊ Ω Ψ ∏ Ψ φ ζ Δ Ψ 

Ask student to indicate whether arrows are 

going up or down. 

↑ ↑ ↑ ↑ ↑ 

As student to indicate whether arrows are going 

left to right or right to left. 

→ → → → → 

Ask student to point to items in the classroom to 

indicate recognition as you say vocabulary. 

Provide vocabulary to match your classroom. 

Ask student to point to the “Exit” sign. 

Point to key parts of the body to see if student 

know vocabulary. 

Ask what student is wearing. 

Hand student a piece of paper to see if student 

understands difference between top and 

bottom and left to right (Use paper with holes).

Ask student “Take out a pencil” to see if student 

comprehends and responds correctly; also 

check to see if student holds and uses pencil 

correctly. 

Ask student to write name on paper to see if 

student is able to print legibly, within the lines, 

with correct directionality, and proper letter 

spacing. Also, check if student uses capital 

letters for first and last name. 

Point to items of primary colors to see if students 

can identify and name them correctly. 

Engage student in basic conversation to see if 

student follows the behavior for conversation 

and dialogue. For example, “Do you like 

movies?” 

Ask student to name members of the family to 

see if student knows basic vocabulary such as 

father, mother, sister, brother, etc. 

Ask student to discuss what she does with her 

friends. 

Ask student questions regarding community 

activities to see if student knows basic 

vocabulary for shopping, going to the doctor or 

court, calling 911, etc. 

Ask students questions using who, what, where, 

etc., to see if student differentiates information 

words. 

Test to see if student understands her class 

schedule. 

As student to differentiate between money 

amounts using coins or flashcards. 

Ask student to recite days of week and months. 

Ask student to indicate times on the clock.

SECTION II: NUMBERS & ALPHABET 

Most/All Wrong – Newcomer/Pre-Functional Half Correct – Low Beginner Most/All Correct - Beginner 

ASK 

ALL 

MOST 

HALF 

MOST or 

STUDENT 

CORRECT CORRECT 

CORRECT 

ALL WRONG 

Please count from1-100 

Please tell me the ordinal numbers. 

Please say the alphabet. 

Listen to each word. What sound does the 

word begin with? 

Bird, Cup, Dish, Fish, Girl, Hand 



Jump, Kick, Leg, Man, Neck, Pan 



Quarter, River, Sun, Tent, Valley, Women 



Yes, Zipper, Shop, Children, Thank 



Apple, Ed, It, Off, Up 



Pat, Box, Fun, Ted, Wish, Up 

Five letters of the alphabet are called 

what? Name them. 

a e i o u 

Name the vowel you hear in the following words. 

Cup, Sip, Cop, Pest, Cap

SECTION III: Reading and Writing – Use answer sheet for questions 1-10. 

Most or All Wrong – Newcomer/Pre-Functional Half Correct – Low Beginner Most/All Correct - Beginner 

ASK 

ALL 

MOST 

HALF 

MOST or 

STUDENT 

CORRECT CORRECT 

CORRECT 

ALL WRONG 

1. Please print your name. 

2. Please print your address. 

3. Please print your phone number. 

4. Please write these numbers as words. 

1, 5, 16, 27, 93, 132, 206, 1,000; 1,000,000 

5. Please read the sentence to me. 

We baked apple pies and cupcakes for the 4 th of 

July cookout/picnic. 

6. Please read the sentence to me. 

Mr. Rule’s daughter, Miriam, can run quickly. 

7. Please write the alphabet in lowercase letters. 

8. Please write the alphabet in uppercase letters. 

9. Please write the following words: 

oven, fraction, cook, scrub, wash, sweep, chop, 

apron, bowl, peel, boil 

10. Please write the sentences I read aloud: 

To make cupcakes, you must first mix the 

ingredients. 

In order to make apple pie, you must peel, core, 

and slice the apples. 

We had fun playing volleyball.

Section III: Student Answer Sheet 

1. Name: 

2. Address: 

3. Telephone: 

4. 

5. We baked apple pies and cupcakes for the 4 th of July cookout/picnic. 

6. Mr. Rule’s daughter, Miriam, can run quickly. 

7. 

8. 

9. 

10.

ESL Curriculum Mapping

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