ESL Curriculum Mapping
ESL Curriculum Mapping
ESL Curriculum Mapping
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ADVANCED - TERM 1A-B<br />
UNIT:<br />
READ (3.4): Purpose<br />
Narratives v Poems<br />
- Family Cookout<br />
- I’m Not Making Coffee<br />
- Hitchhiker<br />
Myths<br />
- Rooster and Sunrise<br />
- King of the Sharks<br />
Fables<br />
-Aesop<br />
- Mouse and Lion<br />
- Quick-Witted Jackal<br />
Applies criteria to choose independent<br />
reading material for various purposes.<br />
3.4/C/4<br />
Reads for varied purposes; uses text features<br />
to aid with comprehension, with limited<br />
support. 3.4/C/8<br />
WRITE (4.2): Purpose<br />
Narratives<br />
- Memorable Encounter<br />
Paragraphs<br />
1 st /3 rd person POV<br />
Writes personal and reflective journal entries,<br />
with limited support. 4.2/C/3<br />
READ (3.2): VOCAB<br />
Idioms<br />
Context Clues<br />
Compound Words<br />
Irregular Plurals<br />
i+e spelling rules/list<br />
Uses context clues to determine meaning of new<br />
content area vocabulary, with limited support.<br />
3.2/C/2<br />
Uses more extensive vocabulary, common idioms<br />
and a variety of structures to express a wider range<br />
of ideas. 4.4/C/2<br />
WRITE (4.3): Process<br />
Brainstorm<br />
Sequence/Timeline (Organize)<br />
Develops topic for writing and applies prewriting<br />
strategies to organize ideas, with limited support.<br />
4.3/C/2<br />
READ (3.1&3.3): Strategies & Comprehension<br />
Compare/Contrast<br />
Predict<br />
Recall/Sequence<br />
Recognizes different forms and conventions of print in relation to function and<br />
meaning of text, with limited support. 3.1/C/1<br />
Demonstrates higher-level reading strategies of previewing, predicting and<br />
reviewing texts, with limited support. 3.1/C/2<br />
Follows written directions, with support. 3.3/C/1<br />
Recalls, retells and sequences information from fictional and non-fictional texts<br />
with support. 3.3/C/2<br />
Monitors oral and silent reading comprehension of grade-level texts by<br />
identifying pronunciation errors and self-correcting, or by rereading and using<br />
context cues, with limited support. 3.3/C/8<br />
WRITE (4.1&4.4): GRAMMAR/Conventions & Structure<br />
Review: Present Continuous (spelling rules)<br />
Present Continuous vs. Present<br />
“I” or “me”?<br />
ID Parts of Speech: Noun, Verb, Adjective<br />
ID Subject<br />
Than vs Then<br />
Writes simple sentences independently, with correct capitalization,<br />
punctuation, spelling and control of grammar. 4.1/C/2<br />
Uses more extensive vocabulary, common idioms and a variety of structures to<br />
express a wider range of ideas. 4.4/C/2
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