Baneman Advanced Beginner Long

Term Plan
ESL Grades 3-5
N.B. This plan was designed for a two-hour daily reading block for students at ELP levels 1-3. It is
my strong recommendation that teachers with students at levels this low lobby for pull-out for
the entire ELA block. Even with two hours, I don’t believe that teachers will be able to work with
students on both grammar and phonics on a daily basis. I recommend alternating these (phonics
three days a week and grammar two days a week). I also alternated Centers/Guided Reading
with Writer’s Workshop. Another option would be to alternate Reader’s and Writer’s.

Sample Weekly Schedule:

Time Monday Tuesday Wednesday Thursday Friday

8:30-8:45 Dialogue Dialogue Dialogue Dialogue Dialogue
Journal Journal Journal Journal Journal
8:45-9:30 Reader’s Reader’s Reader’s Reader’s Weekly
Workshop Workshop Workshop Workshop Assessments
9:30-9:50 Phonics Grammar Phonics Grammar Phonics
9:50-10:30 Centers/Guide Writer’s Centers/Guide Writer’s Centers/Guide
d Reading Workshop d Reading Workshop d Reading

Resources Used to Create LTP

• DCPS Standards
• WIDA Model Performance Indicators
• Montgomery County Public Schools ESOL Curriculum
• Fundations Level 2
• English to a Beat
• Guided Reading, Guiding Readers and Writers by Fountas and Pinnell
• Reading A-Z (readinga-z.com)

N.B.* Prior to the start of instruction, LCD specialist has FOUR weeks to administer the
WAPT and give any other benchmark assessments (DRA, core phonics, math diagnostic,
etc)
 COURSE OVERVIEW & TIMING
This section is designed to help you see the flow of your units across the entire
school year.
Unit Unit Length
Unit 1: Classroom Community 1 week
Unit 2: What’s in a Story? 3 weeks
Unit 3: So Much to Learn! (Introducing Non-Fiction) 6 weeks
Unit 4: Getting to Know You (Character Traits) 4 weeks
Unit 5: Style Matters (Genres) 6 weeks
Unit 6: What’s the Big Idea? (Author’s Purpose) 4-6 weeks
Unit 7: My Sources Report 4 weeks

OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructional
days/weeks to the number of days/weeks you have accounted for in your Long
Term Plan.
Course
Length
30 (does not
include 4
weeks of
diagnostic
testing, 2
Total number of instructional weeks in school year:
weeks of
DCBAS testing,
and 3 weeks of
ACCESS
testing)
Total number of instructional weeks for all units included in
30 weeks
Long-Term Plan:
Unit 1: Classroom Comunity
Anchor Text(s): Read alouds:
-Momma, Where Are You From? (Marie Bradby)
-Amazing Grace (Mary Hoffman)
-Life Doesn’t Frighten Me (Maya Angelou)
Talking Points: Model Performance Indicators:
-Establish schedule with
classroom teachers, go over
rules, procedures with students.
-Establish Big Goals, tracking,
and assessment procedures.
-rules & routines (centers,
guided reading, just right books)
-why am I here? (ESL levels,
ACCESS scores)
-where am I now? (current
diagnostic levels)
-hopes & dreams (life goals)
-short/long term goal setting
(each assessment)
-where are we going this year?
(year at a glance)
-getting to know each other
(building community)
Language Usage:
-SWBAT use scholarly language
when participating in class
discussion (e.g. “I agree and I
would like to add” “I
respectfully disagree”)
Writing Product(s): Hopes and Dreams
-ELP 1: Identify words or phrases related to self
or personal experiences from illustrated text or
word/phrase walls
-ELP 2: Make predictions from illustrated text
using prior knowledge or personal experiences.
-ELP 3: Confirm predictions based on prior
knowledge or personal experiences from
illustrated text.
Writing Process and Craft:
-SWBAT write a paragraph describing their hopes
and dreams for the year
-SWBAT write/draw all about themselves after
listening to Momma, Where Are You From?
-Wilson/Fundations orientation (if the program is
available)
Unit Length: 1 Week
Vocabulary:
• SWBAT chunk basic phrases,
questions, answers
• SWBAT identify basic school
supplies
• SWBAT define and discuss
community, classmate,
learning goals, assessment
Speaking/Listening:
- 2.LD-D.1 Follow agreed-upon
rules for discussion, including
raising one's hand, waiting one's
turn, speaking one at a time,
listening politely to the ideas of
others, and gaining the floor in
respectful ways.
-2.LD-Q.2. Know and practice
appropriate listening behavior.
-2.LD-Q.5. Give, restate and
follow oral directions that
involve a series of unrelated

Unit 2: What’s in a Story?
Anchor Text(s): Suggested read alouds:
-Alexander and the Terrible, Horrible, No Good, Very Bad Day
-Art Lesson (Tomie DePaola)
-Family Pictures: Cuadros de Familia (Carmen Loman Garza)
-Goldilocks and the Three Bears
Reading Comprehension:
-3.LT-F.8. Identify the elements
of stories (problem, solution,
character, and setting) and
analyze how major events
lead from problem to solution.
-3.IT-E.3. Distinguish cause from
effect.
-4.IT-E.3. Identify cause-and-
effect relationships stated and
implied.
3.LT-F.9. Identify personality
traits of characters and the
thoughts, words, and actions
that reveal their personalities.
-Suggested pacing:
Wk 1-2: Elements & Sequence
Wk 3: Character Traits
Fundations:
-Unit 1: Letter-keyword-sounds
for consonants vowels, and
digraphs
- Unit 2: Bonus letter spelling
rules
vowel teams – ai, ay
Writing Product(s): Friendly Letter; Personal Narrative (time
Model Performance Indicators:
-ELP 1: Answer WH questions about illustrated
books in response to teacher’s reading of
illustrated books to show comprehension of plot
elements and cause and effect..
-ELP 2: Complete illustrated graphic organizers
to demonstrate comprehension of plot elements
and cause and effect.
-ELP 3: Complete graphic organizers to
demonstrate comprehension of plot elements
and cause and effect.
-ELP 1: Identify words or phrases related to self
or personal experiences from illustrated text.
-ELP 2: Make predictions and inferences from
illustrated text using prior knowledge or personal
experiences.
-ELP 3: Confirm predictions and inferences based
on prior knowledge or personal experiences from
illustrated text.
Writing Process and Craft:
-3.W-E.4. Write a friendly letter complete with
date, salutation, body, closing, and signature
-3.W-I.1. Write stories that have a beginning,
middle, and end and contain details of setting
and characters (time permitting)
sequences of action.
Unit Length: 3 weeks
permitting)
Key Vocabulary:
-SWBAT use and discuss story
elements vocabulary: problem,
solution, character, setting,
events
-SWBAT use and discuss cause,
effect, stated, implied, inference
-SWBAT use assorted Tier 2
vocabulary chosen from Guided
Reading stories by teacher
Grammar:
-SWBAT use am/is/are correctly
when speaking and writing (I am
La Luna)
-SWBAT use subject pronouns
correctly when speaking/writing
(The Secret Water) – to be
-Unit 2: Glued sounds assessed in the next unit
Vowel teams – ee, ea, ey
Unit 3: So Much to Learn! (Introducing Non-Fiction) Unit Length: 6weeks
Anchor Text(s): Suggested read alouds: Writing Product(s): Expository paragraph
-Coming to America (Deboarah Hershkowitz)
-Sixteen Years in Sixteen Seconds (Paula Yoo)
-Time For Kids (http://www.timeforkids.com/TFK/)
-Exploring with Lewis and Clark (Wanda Haan)
-Three Ships for Columbus (Eve Spencer)
The Comprehension Toolkit: Language and Lessons for
Active Literacy
By Stephanie Harvey, Anne Goudvis
Reading Comprehension: Model Performance Indicators: Vocabulary:
-3.IT-E.2. Identify the facts given -ELP 1: Identify facts from illustrations (“I see…,” • SWBAT use and discuss
in a text. “There is…”). vocabulary of non-fiction:
-3.LD-V.13. Determine -ELP 2: Identify facts in non-fiction illustrated nonfiction, facts, purpose,
meanings of words and paragraphs (“I know that…,” “It is true that…”). main idea,
alternate word choices using -ELP 3: Identify facts from non-fiction summary/summarize,
intermediate-level dictionaries paragraphs. supporting details,
and chronological order. Review:
thesauri. cause and effect
- 3.IT-E.4. Identify and use • SWBAT use and discuss
knowledge of common textual vocabulary of “tasks” – task,
features (e.g., title, headings, solve a problem, perform
table of contents, glossary, procedure
captions) to make predictions • SWBAT use assorted Tier 2
about content. vocabulary chosen from
-3.IT-E.5. Form questions about Guided Reading stories by
text and locate facts in teacher
response to those questions.
-3.IT-DP.6. Locate specific
information in graphic
representations (e.g., charts,
maps, diagrams, illustrations,
tables,
timelines) of text.
-4.IT-E.1. Identify the purpose
and main points of a text and
summarize its supporting
details.
-5.IT-E.5. Identify common
organizational structures, such
as chronological order and
cause and effect.
-Suggested pacing:
Wk 1: Main Idea/Topic
Wk 2: Supporting Detail / FvsO
Wk 3: Summaries
Wk 4: Step-by-Step Directions
Fundations: Writing Process and Craft: Grammar:
-Unit 3: closed syllable -4.W-E.3. Create paragraphs that --SWBAT use subject pronouns
exceptions • establish and support a central idea in a topic correctly when speaking/writing
Vowel teams – oi, oy sentence at or near the beginning of the (The Secret Water)
Trick words: when, which, again, paragraph;
away, more • include supporting sentences with simple - SWBAT form questions and
facts, details, and explanations; recognize contractions when
• include a concluding statement that speaking and writing (Can Turtle
summarizes the point; and are indented Fly?)
properly. -SWBAT recognize and use four
-N.B. See rainbow writing resources sentence types in speaking and
writing (Leave, Bees!)
-SWBAT recognize and use
present progressive in speaking
and writing (Mamo is Trading
Again) (if necessary)
Unit 4: Getting to Know You (Character Traits) Unit Length: 4 weeks
Anchor Text(s): Suggested read alouds (or guided reading Writing Product(s): Personal narratives with a beginning,
materials for intermediate and advanced ESL students) middle, and end
-Justin and the Best Biscuits in the World
-The BFG (Roald Dahl)
-The Witches (Roald Dahl)

Reading Comprehension: Model Performance Indicators: Vocabulary:

-5.LT-F.4. Describe the
relationships between major
and minor characters; analyze
how a character’s traits
influence that character’s
actions.
-4.LT-F.5. Explain how the plot,
setting, or characters influence
the events in a story, using
evidence from the text.
--3.LT-F.10. Identify who is
telling the story or speaking in a
poem.
-3.LT-F.9. Identify personality
-ELP 1: Match labels or identify character traits • SWBAT use and discuss
from illustrations with an illustrated word box. vocabulary of character
-ELP 2: Identify character traits with a word box traits: character traits, brave,
and explain in short phrases. caring, creative, fearful,
-ELP: Identify character traits with a word box funny, hardworking, helpful,
and provide explanations in short sentences. kind, lazy, loving, mean,
messy, patient, sneaky,
stubborn
• SWBAT use assorted Tier 2
vocabulary chosen from
Guided Reading stories by
teacher
traits of characters and the
thoughts, words, and actions
that reveal their personalities.
-4.BR-F.1. Read aloud from
familiar literary and
informational text fluently,
accurately, and with
comprehension, using
appropriate timing, change in
voice, and expression.
-Suggested pacing:
Wk 1: Thoughts & Feelings
Wk 2: Reader’s Theater
Wk 3: Expressive Writing

Fundations: Writing Process and Craft: Grammar:

-Unit 4: baseword and suffix (s,
es, ing, ed, er, est)
Vowel teams: oa, oe, ow
Trick Words: even, their animal
-Unit 4: additional sounds of ed,
spelling of suffix
Vowel team – ou, oo, ue, ew
Trick words: here, use, used
-3.W-I.1. Write stories that have a beginning, • SWBAT use singular and
middle, and end and contain details of setting plural nouns and articles in
and characters speaking and writing (Who
-4.W-I.1. Write stories that organize plot events Needs Two Wings)
in an order that leads to a climax (for higher • SWBAT use adjectives in
level students) speaking and writing (Plain,
White Salt)

Unit 5: Style Matters (Genres) Unit Length: 6 weeks

Anchor Text(s: Suggested read alouds: Writing Product(s): Poetry
-Fiction: Grandfather’s Journey (Allan Say)
-Non-fiction: The Emperor Lays an Egg (Brenda Z. Guiberson)
-Biography: Barack Obama: Our 44th President (Beatrice
Gormley)
-Poetry: Where the Sidewalk Ends (Shel Silverstein)
-Tall Tales: American Tall Tales (Mary Pope Osborne)
-Folk Tales: Why Mosquitoes Buzz in People’s Ears: A West
African Tale (Verna Aardema)
-Fantasy: Cinderella (Marcia Brown)
-Historical Fiction: Monday with a Mad Genius (Mary Pope
Osborne)
-Plays: reader’s theater (readinga-z.com)
Reading Comprehension:
-5.LT-G.2. Identify and analyze
the characteristics of various
genres (poetry, fiction,
nonfiction, short story, dramatic
literature) as forms with distinct
characteristics and purposes.
-3.LT-P.11. Identify rhyme,
rhythm, repetition, similes, and
sensory images in poetry
-3.LT-G.6. Identify common
forms of literature (poetry,
prose, fiction, nonfiction, and
drama) using knowledge of their
structural elements.
-3.LT-T.7. Identify themes as
moral lessons in folktales and
fables.
-4.LT-G.2. Distinguish among
common forms of literature
(poetry, prose, fiction,
nonfiction, and drama) using
knowledge of structural
elements.
Fundations:
-Unit 5: Vowel Teams – au, aw
Syllable division
Spelling of ”ic”
Trick words: water, knew, know
-Unit 5: suffixes – ful, less,
ment, ness, ish, en, able
Select and practice review trick
words
-Unit 6: vowel-consonant-
syllable; long vowel sounds
Model Performance Indicators:
-ELP 1: Match labels to illustrations and phrases.
-ELP 2: Identify genres with support of word box
and explain choices in short phrases.
-ELP: Identify genres with support of word box
and explain choices in simple sentences.
Writing Process and Craft:
-3.W-I.2. Write short poems that contain simple
sensory details.
-4.W-I.2. Write short poems that contain sensory
details and follow some of the conventions
involved in writing,
including rhyme, meter, and the patterns of
verse forms.
-5.W-I.1. Make distinctions among fiction,
nonfiction, and dramatic literature, and use
these genres selectively to pro- duce stories or
Vocabulary:
-SWBAT use and discuss
vocabulary of genres: genre,
fiction, non-fiction, biography,
autobiography, mystery, poetry,
tall tale, folk tale, historical
fiction, fantasy,
play/drama/dramatic literature.
-SWBAT use and discuss
vocabulary of poetry: rhyme
rhythm, repetition, simile,
metaphor, sensory image,
- SWBAT use assorted Tier 2
vocabulary chosen from Guided
Reading stories by teacher
Grammar:
-SWBAT employ correct word
order with adjectives when
speaking and writing (Plain,
White Salt)
-SWBAT employ correct subject-
verb agreement when speaking
and writing (Anansi Gives
Wisdom to the World)
-SWBAT use possessive nouns
and pronouns correct when
spelling of /k/ in V-E syllables scripts (time permitting) speaking and writing (Maria and
Reading V-E with suffixes the Baker’s Bread)
Review the sound /z/ and
spelling option procedure
Trick words: often, house, move

Unit 6: What’s the Big Idea? (Author’s Purpose) Unit Length: 4-6 Weeks
Anchor Text(s): Writing Product(s): BCRs
-Persuade: Instep Readers (Rigby Wright)
-Persuade: Times for Kids (http://www.timeforkids.com/TFK/)
-Inform: The Discovery of the Americas (Betsy and Giulio
Maestro)
-Entertain: The True Story of the Three Little Pigs (Jon Sciezka)
Reading Comprehension: Model Performance Indicators: Vocabulary:
-3.LD-V.12. Use context of the -ELP 1: Match labels or identify facts from -SWBAT use and discuss
sentence to determine the illustrations and phrases. vocabulary of author’s purpose:
intended meaning of an -ELP 2: Identify author’s purpose with support of author’s purpose, entertain,
unknown word or a word with word box and explain choice in short phrase. inform, persuade, theme, moral,
multiple meanings. -ELP 3: Identify author’s purpose with support of lesson, meaning, message,
-4.IT-E.2. Distinguish fact from word box and explain choice in simple sentences view, comment on life
opinion. -SWBAT use and discuss
-4.IT-A.8. Identify what the vocabulary of how texts are
author is arguing or trying to organized: organize, evidence,
persuade the reader to think or chronological order, expository,
do. summarize, (review: main idea,
-5.LT-T.3. Identify the theme details)
(moral, lesson, meaning, - SWBAT use assorted Tier 2
message, view, or comment on vocabulary chosen from Guided
life) of a literary selection. Reading stories by teacher
-5.IT-E.1. Identify the author’s
purpose and summarize the
critical details of expository
text, maintaining chronological
or logical order.
-5.IT-DP.6. Interpret details from
text to complete a task, solve a
problem, or perform
procedures.
-Suggested Pacing
Week 1: fact/opinion
Week 2: entertain, inform,
persuade, teach
Week 3: identify the theme
Week 4: Compare the moral
lessons
Fundations: Writing Process and Craft: Grammar:
- Unit 6: Two-syllable words with -BCRS: 4.W-E.5. Write interpretations or -SWBAT use regular past tense
V-E syllables explanations of a literary or informational text correctly when speaking and
Suffix – ive that organize ideas and use evidence from the writing (The Frog Who Stirred
Trick words: right, place, text as support. Cream)
together -SWBAT use prepositions
- Unit 7: open syllable; L,K,S correctly when speaking and
acorn, me, hi, no, pupil, flu, cry writing (Juan Bobo)
Trick words: why, large, change
Unit 7: My Sources Report Unit Length: 4 weeks
Anchor Text(s): To promote understanding of non-fiction, and Writing Product(s): Research Report
teach asking questions: The Comprehension Toolkit:
Language and Lessons for Active Literacy
By Stephanie Harvey, Anne Goudvis
Reading Comprehension: Model Performance Indicators: Vocabulary:
-5.LD-O.6. Organize ideas into -ELP 1: Respond to illustrated research using -SWBAT use and discuss
presentations that provide a words or phrases based on models in round vocabulary of research:
beginning, middle, and end, tables with peers. research, steps, conduct
using various delivery strategies -ELP 2: List information from illustrated research research, report research,
(volume, pitch, phrasing, pace, using phrases or short sentences based on formulate open-ended
gestures) to communicate models in round tables with peers. questions, locate resources,
meaning. -ELP 3: Describe research using related evaluate relevance,
-5.LD-Q.3. Make inferences and sentences in a paragraph based on models in communicate information.
draw conclusions based on the round tables with peers. -- SWBAT use assorted Tier 2
ideas presented in an oral vocabulary chosen from Guided
report. Reading stories by teacher
-4.R.1. Identify and apply steps
in conducting and reporting
research.
•Define the need for
information and formulate open-
ended research questions.
•Initiate a plan for searching for
information.
•Locate resources.
•Evaluate the relevance of the
information.
•Use computer input devices
effectively (e.g., keyboard,
touch screens, glide pads,
mouse, launch-and-quit
applications).
•Interpret, use, and
communicate the information.
Fundations: Writing Process and Craft: Grammar:
-Unit 7: suffixes y, ly, ty -3.W-E.3. Write up information on a topic of their -SWBAT use irregular past tense
Trick words: city, every, family
- Unit 8: r-controlled sounds ar,
or
Trick words: world, answer, eye
choice (e.g., an animal, a fish) that includes
•clear focus,
•ideas in sensible order, and
•sufficient supporting detail.
verbs correctly when speaking
and writing (The Brother Who
Gave Rice)
-SWBAT use future tense
correctly when speaking and
writing (Mouse Deer Be Quick)