Beginning	Intermediate	Advanced
Essential Questions	How do we use English to communicate in social settings?	How do we use English to communicate in social settings?	How do we use English to communicate in social settings?
Content (topics, unit titles)	A)  Greeting people B)  Introducing ourselves C)  Knowing basic vocabulary D)  Using non-verbal communication in social interactions E) Participate in popular culture F)  Listen to and imitate how others use English	A)  Sharing and requesting information B)  Expressing needs, feelings, and ideas C)  Using non-verbal communication in social interactions D)  Getting personal needs met E)  Engaging in conversations F)  Conducting transactions G)  Participate in popular culture H)  Share social and cultural traditions I)  Exploring alternative ways of saying things J)  Seeking support and feedback from others	A)  Sharing and requesting information B)  Expressing needs, feelings, and ideas C)  Using non-verbal communication in social interactions D)  Getting personal needs met E)  Engaging in conversations F)  Conducting transactions G)  Participate in popular culture H)  Share social and cultural traditions I)  Using context to construct meaning
Skills (verbs)	1)  Greet others 2)  Introduce self 3)  Recognize own and classmates names 4)  Request names 5)  Identify classroom objects 6)  Express and demonstrate understanding of beginning classroom commands 7)  Reply appropriately to greetings 8)  Express enjoyment while playing a game 9)  Use native language to clarify 10)  imitate a classmate’s response to a teacher’s question or directions	1)  Greet others appropriately 2)  Introduces self and others 3)  Read and write related statements, questions, and answers 4)  Asks questions appropriately 5)  Asks and gives permission 6)  Describes feelings and emotions 7)  Uses the telephone appropriately 8)  Recount events of interest 9)  Recite poems or songs aloud 10)  practice recently learned language	1)  Volunteer information and responds to questions about self and family 2)  Elicit information and ask clarification questions 3)  Describe feelings and emotions 4)  Indicates interests, opinions, or preferences 5)  Negotiates solutions to problems, misunderstandings, and disputes 6)  Express humor through verbal and non-verbal means 7)  Understanding popular idioms
Standards/Benchmarks aligned to content/skills	Standard 1-1 Standard 1-2 Standard 1-3	Standard 1-1 Standard 1-2 Standard 1-3	Standard 1-1 Standard 1-2 Standard 1-3
Activities	-TPR activities -role play introductions/commands -Language for Learning materials -Thematic songs/poetry	-role play conversations -Language for Learning materials -Science inquiry group  activities -Thematic songs/poetry	-Science inquiry group activities -Idiom card game -Oral group games
Assessments	-IPT testing -IELDA -classroom observations	-IPT testing -IELDA -classroom observations	-IPT testing -IELDA -classroom observations
Resources	-Language for Learning materials -Flash cards	-Language for Learning materials -Science unit materials	-Science unit materials -idiom cards
Incorporation: (circle)	CE          MCFG         TI GE      HOTS       LS       CS	CE          MCFG         TI GE      HOTS       LS       CS	CE          MCFG         TI GE      HOTS       LS       CS
	Beginning	Intermediate	Advanced
Essential Questions	How do I use English to achieve academically in all content areas?	How do I use English to achieve academically in all content areas?	How do I use English to achieve academically in all content areas?
Content (topics, unit titles)	A)  Understands key content words B)  Small elements of speech C)  Alphabet, letter sounds D)  Basic concepts of print, colors, numbers E)  Writes letters, numbers, and simple words F)  Follow simple oral directions G)  Participate in full class, group, and pair activities	A)  Understands general and main ideas B)  Asking Questions C)  Builds ability to read well with speed, accuracy, and expression on grade level D)  Constructs and writes simple sentences to convey meaning E)  Participate in full class, group, and pair activities and discussions F)  Follow written directions G)  Ask and answer content questions	A)  Understands beyond 3000-words B)  Reads independently at instructional level with speed, accuracy, and expression C)  Begins to draw inferences and interpret stories D)  Writes and answers questions on academic content E)  Explain actions F)  Elaborating and extending other people’s ideas and words G)  Expressing likes, dislikes, and needs
Skills (verbs)	1)  Join in a group response at the appropriate time 2)  Greet a teacher when entering class 3)  Distribute and collect classroom materials 4)  Share classroom materials and work successfully with a partner 5)  Recognizes basic sight words 6)  respond to the work of peers and others 7)  draw a simple picture to show comprehension 8)  identify and associate written symbols with words 9)  Point to each word in a sentence 10)  Demonstrate left to write, top to bottom and return sweep while reading	1)  Ask a teacher to restate or simplify directions 2)  Negotiate and manage interaction to accomplish tasks 3)  Categorize information into chunks 4)  Uses phrasing to read 5)  Comprehend basic grade level material with assistance 6)  Compare and contrast information 7)  listen to, speak, read, and write about subject matter information 8)  gather information orally and in writing 9)  retell information 10)  select, connect, and explain information 11)  respond to the work of peers and others 12)  Use decoding skills and context clues to develop meaning while reading 13)  Define, compare, and classify objects	1)  Reads for pleasure 2)  persuades, argues, negotiates, evaluates, and justifies what reads 3)  Gathers information orally and in writing 4)  Analyzes, synthesizes, and infers from information 5)  Represents and interprets information visually 6)  Formulates and asks questions about content 7)  Understands and produces technical vocabulary and text features according to content areas 8)  Demonstrates knowledge through application in a variety of contexts 9)  Edits and revises own written assignments 10)  Uses contextual clues 11)  Comprehends grade level material using skimming, scanning, previewing, and reviewing 12)  Makes pictures to check comprehension of a story r process 13)  Determining and establishing the conditions that help one become an effective learner
Standards/Benchmarks aligned to content/skills	Standard 2-1 Standard 2-2 Standard 2-3	Standard 2-1 Standard 2-2 Standard 2-3	Standard 2-1 Standard 2-2 Standard 2-3
Activities	-Phonemic Awareness activities -TPR activities -Read Well/Phonics for Reading programs -Inquiry science units	-PWIM posters and activities -Read Well/Phonics for Reading programs -Inquiry science units	-PWIM posters and activities -Inquiry science units
Assessments	-IPT testing -IELDA -classroom observations	-IPT testing -IELDA -classroom observations	-IPT testing -IELDA -classroom observations
Resources	-flashcards -Read Well/Phonics for Reading materials -science materials	-PWIM posters -Read Well/Phonics for Reading materials -science materials	-PWIM posters -science materials
Incorporation: (circle)	CE          MCFG         TI GE      HOTS       LS       CS	CE          MCFG         TI GE      HOTS       LS       CS	CE          MCFG         TI GE      HOTS       LS       CS
	Beginning	Intermediate	Advanced
Essential Question	How do I use English is socially and culturally appropriate ways?	How do I use English is socially and culturally appropriate ways?	How do I use English is socially and culturally appropriate ways?
Content (topic, unit titles)	A)  Slang B)  Humor C)  Using the correct degree of formality D)  Understanding body language	A)  Slang B)  Idioms C)  Humor D)  Using the correct degree of formality E)  Determining when it is appropriate to use a language other than English F)  Determining appropriate topics for interaction G)  Understanding body language H)  Using acceptable tone, volume, stress, and intonation, in various social settings	A)  Slang B)  Idioms C)  Humor D)  Variety of writing styles appropriate for audience E)  Understanding body language F)  Recognizing and adjusting behavior in response to nonverbal cues G)  Using acceptable tone, volume, stress, and intonation, in various social settings
Skills (verbs)	1)  Express humor through verbal and non-verbal means 2)  Interact with an adult in a formal and informal setting 3)  Obtaining the teacher’s attention in an appropriate manner 4)  Respond appropriately to a teacher’s gesture	1)  Express humor through verbal and non-verbal means 2)  Interact with an adult in a formal and informal setting 3)  Make polite requests 4)  Use English and native languages appropriately 5)  Greet and leave appropriately in a variety of settings 6)  Adjusting voice volume in different situations 7)  Model how others speak and behave in a different situations 8)  Decide when the use of slang is appropriate	1)  Express humor through verbal and non-verbal means 2)  Interact with an adult in a formal and informal setting 3)  Write a letter/message using appropriate language dependent on audience 4)  Demonstrate an understanding of ways to give and receive compliments, show gratitude, apologize, express anger or impatience 5)  Greet and leave appropriately in a variety of settings 6)  Adjusting voice volume in different situations 7)  Decide when the use of slang is appropriate 8)  Rehearse different ways of speaking according to the formality of the situation
Standards/Benchmarks aligned to content/skills	Standard 3-1 Standard 3-2 Standard 3-3	Standard 3-1 Standard 3-2 Standard 3-3	Standard 3-1 Standard 3-2 Standard 3-3
Activities	-Participate in school assemblies -Participate in classroom discussions -Take part in field trip -Join in group activities -Role play situations -Rehearse telephone conversations	-Participate in school assemblies -Participate in classroom discussions -Take part in field trip -Join in group activities -Role play situations -Rehearse telephone conversations	-Participate in school assemblies -Participate in classroom discussions -Take part in field trip -Join in group activities -Role play situations -Rehearse telephone conversations
Assessments	-IPT -IELDA -Classroom observation	-IPT -IELDA -Classroom observation	-IPT -IELDA -Classroom observation
Resources	-ESL teacher handbook -telephones -schoolwide resources	-ESL teacher handbook -telephones -schoolwide resources	-ESL teacher handbook -telephones -schoolwide resources
Incorporation:  (circle)	CE          MCFG         TI GE      HOTS       LS       CS	CE          MCFG         TI GE      HOTS       LS       CS	CE          MCFG         TI GE      HOTS       LS       CS