Teaching & Learning: Curriculum - English Language Learners
SEASONS AND WEATHER
Grades 1-5 English Language Learners
Intended Grades: K 1 2 3 4 5
The "Changes" theme will be introduced to Beginning proficiency ELL children in the fall and can be included as part of year-long activities and routines. Children at the earliest levels of English proficiency will learn words for size, color, number, shape to describe objects and actions that they observe. They will compare those objects, noting similarities and differences. They will learn numbers as they weigh and measure objects they are examining. They will begin to record their observations (such as daily weather conditions) as "data" to discover patterns, cycles (such as the changing seasons), and to answer questions they raise.
Topics from the state science Frameworks that are conducive for the beginning stages of language development include but are not limited to: properties of objects, materials and tools, position and motion of objects; living and non-living things; weather, seasons, patterns of the sunshine, moon phases; life cycles of plants and animals; energy, rock and soil formation, water cycle, changes in Earth's surface.
Mathematics standards to be included in these contexts are: attributes of objects, sequencing and classifying, parts of the day, the calendar, units of measurement, and using data to organize and report findings.
ELL beginners and their teachers need NOT address all of these topics. Topics that can generate sustained curiosity, thinking, and meaningful language use will be most promising as the children begin to build their English skills for academic purposes.
Fall Changes Essential Questions
Fall Changes Culminating Unit Performance Assessment
The children will work in pairs to create a visual that answers a question they have raised about something that changes in the fall (weather, trees, leaves, other). The format of the visual will represent a before/after comparison, which the children will orally present to their peers. They will use words and structures that identify the "before and after" aspect of the change, and they will answer questions from the peer group about their project.
Weather and the Water Cycle Essential Questions
Weather and the Water Cycle Culminating Unit Performance Assessment
The children will work in pairs to create a visual that answers a question they have raised about something that changes in the weather. The format of the visual will demonstrate their understanding of the water cycle and its effects on weather, clouds and/or forms of precipitation. They will use words and structures that identify the "before and after" aspect of weather/seasonal changes, and they will answer questions from the peer group about their project.