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Speaking- Retelling short stories or content related events 

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Speaking- Retelling short stories or content related events 

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Student will select a favorite children’s story. After reading and understanding the story they will prepare a script to retell it in their own words.

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Can-Do: comparing illustrated descriptions of content-related concepts (e.g. mitosis v. meiosis)

Activities: write captions for drawing/illustrations

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Explain by connecting short sentences

Mini lesson- FANBOYS to help students to connect short sentences to provide more detail.

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Speaking - Have the students tell a story that they are able to do.

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Writing: “Creating stories with details about characters and events”

Students can use a graphic organizer to add details about characters and events.

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Reading: Ordering a series of events based on familiar texts

Activity: Students hear a story, then put pictures in the correct event order

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Listening Process explanations by classifying content related visuals per oral descriptions (e.g., environmental v. genetic factors) 

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Listening Process explanations by classifying content related visuals per oral descriptions (e.g., environmental v. genetic factors) 

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Reading: Process arguments by organizing evidence based on sequential language in texts 

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Reading: Process arguments by organizing evidence based on sequential language in texts 

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place picture cards for a 3-5 step task in order after reading a short passage

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Listening - Match words with pictures

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Reading: Sequence events in stories and retell.

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Reading: Sequence events in stories and retell.

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Speaking 2.0·   Retelling short stories or content-related events

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Speaking 2.0·   Retelling short stories or content-related events

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Activity: Vocabulary matching with pictures

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Reading: “Ordering a series of events based on familiar texts

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Reading: “Ordering a series of events based on familiar texts

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Sentence builders using connectors

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Speaking (2) - Describe routines and everyday events 

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Speaking (2) - Describe routines and everyday events 

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Call and response. Read schedule and know what classes to attend (when and where) in small groups

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Reading: “Ordering a series of events based on familiar texts”

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to compare ideas on the same topic using a venn diagram

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Reading: Students will hear a story, then put pictures in the correct event order.

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Writing 1.0Producing short-answer responses to questions using word/ phrase banks

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Writing 1.0Producing short-answer responses to questions using word/ phrase banks

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Student-created assignment specific word bank or sentence stems

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Reading- Classifying time related language in text as present or past
Listening- Classifying time related language in oral statements (e.g., present, past, future)
Activity- Using sentence strips with different statements, (such as “I went swimming. Or “I will go to the store.”) have the student sort them into the categories past, present, or future on their desk.

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Play Simon Says

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Speaking - Recount by stating main ideas or points of classroom conversations                                                   Story cards to practice sequencing, identify main idea, and discuss details. 

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Speaking - Recount by stating main ideas or points of classroom conversations                                                   Story cards to practice sequencing, identify main idea, and discuss details. 

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Listening Process explanations by classifying content related visuals per oral descriptions (e.g., environmental v. genetic factors) Matching oral sentences of cause and effect to illustrations (e.g., weather or climate conditions) ListeningProvide weather related vocabulary sentences to match with photos, place those descriptors and photos on a globe or map of the world in countries in which the weather occurs

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Listening Process explanations by classifying content related visuals per oral descriptions (e.g., environmental v. genetic factors) Matching oral sentences of cause and effect to illustrations (e.g., weather or climate conditions) ListeningProvide weather related vocabulary sentences to match with photos, place those descriptors and photos on a globe or map of the world in countries in which the weather occurs

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Retelling short stories or content related events

Student will select a favorite children story. After reading and understanding the story they will prepare a script to retell it in their own words.

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Writing: “Creating stories with details about characters and events” 

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Writing: “Creating stories with details about characters and events” 

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Writing: Students will compose a how to writing piece. “How to Make a pizza”

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sequence events in stories with temporal transitions

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sequence events in stories with temporal transitions

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Can-do: Identify different types of connectors (e.g. first, next, because)

Activity: Use a highlighter to identify connecting phrases from a short academic text.

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Discuss by • Taking turns and applying conventions specific to particular conversations 

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Discuss by • Taking turns and applying conventions specific to particular conversations 

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Participate in morning meeting given visual cues

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Can do: Describe routines and daily events
Activity: Have student orally tell what their schedule is.

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Retelling short stories or content- related events,

activity: Play a game of telephone

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Can do: Creating stories with details about characters and events”

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Can do: Creating stories with details about characters and events”

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Activity to reach next proficiency level: student will compose a how-to writing piece on: How to Make a Pizza.

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Reading: Students will hear a story, then put pictures in the correct event order.

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Producing short-answer responses to questions using word/ phrase banks-

Student can create personal word wall.  Teacher can provide sentence frames or sentences starters.

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reenact what happened in the story.  Listen to a story and act out what happened in the story.

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reenact what happened in the story.  Listen to a story and act out what happened in the story.

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Writing 1.0 Producing short-answer responses to questions using words/phrase banks
Activity: Student-centered assignment specific word bank or sentence stems.