First Grade ELD Unit 3 In the Community, Neighborhood News Unit 3.

1 Language Functions: Describe actions of community workers

Lessons Language Objectives
Students will be able to

Week/s of:
3 describe where community workers work 4 describe the materials/tools community workers need to do their jobs 5 End of Week Objective Ask and answer questions to play a guessing game about what community workers do, where they work, and what tools they use Each student picks a card of a community worker and describes their job without telling their partner who they are. B/EI: I need a ____ to work. I verb. I work at/in a_____. Who am I ? B: A _____ works in/at a ___. I-A: A _____ works in/at a _____ and verb in the community. Vocabulary: community buildings/locations Prepositions B/EI: They need/use ____ to work. I: They would need/use ___, ___, and ____ to work. EA/A: They would need/use ___ to verb, __ to verb and __ to verb . Vocabulary: tools used by community workers B/EI: conjunction to I-A: specific verbs I: I need __, __, and ___ to work. I verb and verb and work at/in a_____. Who am I ? EA/A: Im someone who uses____ to verb and____ to verb . I work works in/at a _____. Who am I? EA/A: adjective clause

1 name community workers

2 describe what community workers do

Prompt

B/IE: Who is this worker? I-A: What is his/her job?

B/E: What does a ____ do? What does he/she do? I: What does a ____ do? EA/A: What are some of the responsibilities that __ do? B/EI: A noun verb . She/he _____. I-A: A ____is someone who____ and __.

Where do ____ work?

What do ______need/use to work?

Sample Sentence Frames

Responses by Proficiency Level

B/EIIBeginning, Early-Intermediate Intermediate

B/EI: It is a _____. I: She/He is a _____. EA/A: She/He is a _____ who

actions.

A/EA- Advanced,

Early Advanced

Grammatical Forms and/or Vocabulary by Proficiency Level

Vocabulary: community workers B/EI: teacher, fire fighter, mail carrier, bus driver, doctor, dentist, construction worker I-A: secretary, shop owner, cashier, manager/office worker

Vocabulary: community workers and actions B/EI: pronouns, present tense I-A: adjective clause

I Do
Teacher Models Language

model, role-play, read aloud echo, choral response, my turn-your turn, teacher-student role-play

We Do
Students Practice Language with Teacher

You Do
Student Independent Practice Suggested Structured Language Practice

Wrap Up/Reflection Materials 1st Grade Rigby, Unit 3: chants/charts, picture cards, and Language Learning Masters

Planning template adapted from A Focused Approach to Systematic ELD, E.L. Achieve

ELSS template 9-8-10

First Grade ELD Unit 3 In the Community, Neighborhood News Unit 3.2 Language Functions: Compare and contrast community workers and share opinions
Lessons Language Objectives
Students will be able to

Week/s of:
4 contrast the tools community workers use 5 End of Week Objective Share which community worker they like best and why

1 compare community workers jobs, tools, and location of work B/EI: How are ___and ___ the same (alike/similar)? B/EI: ___ and ___ verb.
(jobs, tools, location)

2 share how community workers jobs are different

3 contrast where community workers work

Prompt Sample Sentence Frames

What do ___ and ___ do that is different? B/EI: ____ verb, but ____
verb.

Where do ___ and __ work ?

What do ___ and ____ use to do their jobs? B/EI: ____use ____, but ____ use ____. I-A: While ____use ____, ____ use ____.

Which community workers job do you like best? I-A: Tell me why. B/EI: I like a ____s job the best. I-A: I like a ______s job best because they _________.

Responses by Proficiency Level

B/EIIBeginning, Early-Intermediate Intermediate

B/EI: ___ work at/in ____, but ___ work at/in ____. I-A:_While ___work at/in ____, ___ work at/in _____.

A/EA- Advanced,

I-A: ___ and _____ both. verb and ______.

I-A: ___ verb and verb, but ____ verb and verb.

Early Advanced

Grammatical Forms and/or Vocabulary by Proficiency Level

Vocabulary: community workers, buildings, tools Plural nouns Subject and verb agreement Conjunctions: and, but, while

Possessive pronouns I-A: conjunction because

I Do
Teacher Models Language

model, role-play, read aloud echo, choral response, my turn-your turn, teacher-student role-play

We Do
Students Practice Language with Teacher

You Do
Student Independent Practice Suggested Structured Language Practice

Wrap Up/Reflection Materials 1st Grade Rigby, Unit 3: chants/charts, picture cards, and Language Learning Masters

Planning template adapted from A Focused Approach to Systematic ELD, E.L. Achieve

ELSS template 9-8-10