Long Term Plan ESL Grade 1

To ensure your Long Term Plan achieves its purpose, you should be able to articulate the
answers to the following key reflections.
1) Student Achievement – Can you briefly describe how this plan leads your students
to the achievement of the big goal?
2) Organization/Sequence of Units – Can you explain how the learning goals within
each unit logically fit together? Can you explain how the sequence of units or topics
helps build student learning?
3) Timing – Does the timing of your units (each unit and the course as a whole) take
into account your school calendar?

The long-term plan outlined here is designed to achieve several key Big Goals
aligned with DCPS standards:

By the end of the year, SWBAT: (1) Sequence a series of events in a literary
selection heard or read (1.LT-U.2.), (2) Write or dictate stories that have a
beginning, middle, and end, and arrange ideas in a logical way (1.LT-G.4), (3)
Generate a series of original rhyming words, including consonant blends (1.BR-
PA.6), (4) Retell stories using standard grammar rules, sequencing story events
by answering who, what, where, when how and why questions (1.LD-O.5.), (5)
Read aloud grade-appropriate text fluently, accurately, and with comprehension
(1.BR-F.20), (6) Relate a theme in fiction to life experiences (1.LT-T.5.).

Each of these Listening, Speaking, Reading and Writing Goals will be supported
by the development of several key early literacy skills: Generate the sounds of
all the letters and letter patterns, including consonant blends and long and short
vowel patterns (phonograms) to combine into recognizable words (1.BR-P.19),
segment and blend spoken phonemes of one-syllable words (1.BR-PA.10 and
1.BR-PA.11), decode regularly spelled one-and two-syllable words fluently in
decodable text using the most common letter-sound correspondences (1.BR-
P.13),

These goals will be made tangible by the following benchmark projects:

(1) A picture book produced and published by the end of Unit 3.

(2) TBD

COURSE OVERVIEW & TIMING

This section is designed to help you see the flow of your units/topics across the
entire school year.
 Unit Unit Length
Unit
Beginning Together: Our Goals as English Scholars 1 week
1:
Unit
What’s in a Story? 3 weeks
2:
Unit
Telling our own stories 3 weeks
3:
Unit
Playing with Words (Rhymes and Poems) 2 weeks
4:
Unit What Else Can I Know? (Learning science, nature, and
6 weeks
5: culture through nonfiction texts)
Unit
Let’s Get Deeper (Details of Character, Genre) 3 weeks
6:
Unit
How Far We’ve Come: Our Journey as Scholars 3 weeks
7:
Unit
8:
Unit
9:
Unit
1
0:
Unit
1
1:
Unit
1
2:

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
26 weeks
(includes 2
Total number of instructional weeks/days in school year:
weeks of DC
CAS Testing)
21 weeks
(does not
include first 4
Total number of instructional weeks/days for all units included in weeks, but
Long Term Plan: does include 3
weeks of
ACCESS
testing)
*Note: Be sure to account for all instructional days in the school year, including those after
end-of-year testing (if any).

UNIT 1: Beginning Together: Our Goals as

UNIT 1 LENGTH: 1 Week
English Scholars
UNIT 1 LEARNING GOALS
 • SWBAT Follow a two or three step set of directions using
picture clues. (K.IT-DP.4.)
• SWBAT Follow agreed upon rules for discussion, including
Listening/ raising one’s hand, waiting one’s turn, speaking one at a
Reading time, and listening politely to the ideas of others. (1.LD.-
Comprehen D.1.)
sion • SWBAT Listen attentively by facing the speaker (1.LD-Q.2).
• SWBAT Follow a set of written multi-step directions with
picture cues to assist (1.IT-DP.4.).

• SWBAT Know the order of the letters in the alphabet (1.BR-

PC.4)
Phonics/Phone • SWBAT Generate the sounds from all the letters and letter
mic patterns, including consonant blends and long- and short-
Awareness vowel patterns (phonograms), to combine those sounds
into recognizable words (1.BR-P.19)

• SWBAT Recognize high-frequency words and irregular sight

Vocabulary/ words (the, have, said, come, give, of) (1.BR-P.18)
High Frequency • SWBAT Print legibly in upper- and lower- case letters of the
Words alphabet, and use them to make words. (1.BR-PC.4)

• SWBAT Write their own names, and be able to link their

Writing Process/
own personal goal (e.g., “what do I want to be when I grow
Product
up?) to the classroom English language learning goals.
 ELP 1: Follow oral directions according to simple commands
using manipulatives or real-life objects;
ELP 2: Follow oral directions according to complex commands
using manipulatives or real-life objects.

ELP 1: Answer yes/no or choice questions about likes or

dislikes with a partner
ELP 2: Share likes or needs with a partner
ELP 1: Demonstrate awareness of unique sounds by pointing
or through gestures.
ELP 2: Match voice to print by pointing to icons, letters or
illustrated words.
ELP 1: Recognize sounds in spoken words with accompanying
illustrations.
ELP 2: Blend sounds together to make words, shown visually.
.

MPIs

• ELP 1: Pair illustrated features or photographs of places or

objects with icons (e.g.,  and a person’s face)
• ELP 2: Connect illustrated features or photographs of
places with descriptive words or phrases in non-fiction
books.
• ELP 1: Demonstrate awareness of unique sounds by
pointing or through gestures.
• ELP 2: Match voice to print by pointing to icons, letters or
illustrated words.
• ELP 1: Match pictures to sentences read aloud.
• ELP 2: Order pictures of related sentences read aloud that
use sequential language (e.g., first, second last; first, then,
next)

UNIT 2 LENGTH: 3
UNIT 2: What’s in a Story?
Weeks
UNIT 2 LEARNING GOALS
 • SWBAT Follow a two or three step set of directions using
picture clues (K.IT-DP.4.)
• SWBAT Participate (e.g., react, speculate, join in, read
along) when predictably patterned selections of fiction are
read aloud. (K.LT-U.4.)
Listening/
• SWBAT Follow a set of written multi-step directions with
Reading
picture cues to assist. (1.IT-DP.4.)
Comprehen
• SWBAT Identify elements of plot, character, and setting in a
sion favorite story. (1.LT-F.6.)
• SWBAT Identify words that the author selects in a literary
selection to create a graphic visual experience. (1.LT-S.8.)
• SWBAT Sequence a series of events in a literary selection
heard or read. (1.LT-U.2.)

• SWBAT Know there is a link between letters and sounds

and that written words are composed of letters that
represent sounds. (K.BR-P.18.)
• SWBAT Recognize letter-sound matches by naming and
identifying each letter of the alphabet and the sounds they
represent in decodable text. (K.BR-P.19.)
• SWBAT Use letter-sound matches to decode simple words
in decodable text. (K.BR-P.20.)
Phonics/Phone • SWBAT Decode regularly spelled one-and two syllable
mic words fluently in decodable text by applying the most
Awareness common letter-sound correspondences, including the
sounds represented by : single letters (consonants and
vowels), consonant blends (bl, st, tr), consonant dipthongs
(th, sh, ck), vowel digraphs and dipthongs (ea, ie, ee)
(1.BR-P.13)
• SWBAT Blend isolated phonemes to form two-syllable
words using vowel digraphs and vowel dipthongs. (1.BR-
PA.12)

Vocabulary/High • SWBAT Recognize high-frequency words and irregular sight

Frequency words (the, have, said, come, give, of) (1.BR-P.18)
Words

Writing Process/ • SWBAT identify character, setting, problem and solution

Product elements of a story with pictures in a graphic organizer.

• ELP 1: Name people (e.g., “boy”, “man”) or objects

depicted on illustrated covers of fictional stories.
MPIs
• ELP 2: Describe people or objects in titles and illustrated
covers of fictional stories.
 UNIT 3 LENGTH: 3
UNIT 3: Telling our own Stories
Weeks
UNIT 3 LEARNING GOALS
• SWBAT Dictate sentences for a friendly letter and
collaborate to put the ideas in chronological order. (K.W-
E.4.)
Listening/
• SWBAT Describe familiar objects, people, and events and
Reading
their attributes with specific words and phrases. (1.LD-Q.3.)
Comprehen
• SWBAT Make predictions about the characters or setting for
sion a story using illustrations and titles. (K.LT-U.1.)
• SWBAT Retell story events in sequence. (K.LT-U.2.)

• SWBAT Use letter-sound matches to decode simple words

in decodable text. (K.BR-P.20.)
• SWBAT Decode regularly spelled one-and two syllable
words fluently in decodable text by applying the most
common letter-sound correspondences, including the
sounds represented by : single letters (consonants and
Phonetics/Phon
vowels), consonant blends (bl, st, tr), consonant dipthongs
emic (th, sh, ck), vowel digraphs and dipthongs (ea, ie, ee)
Awareness (1.BR-P.13)
• SWBAT Use knowledge of inflectional endings (e.g., -s, -ed,
-ing) to identify base words. (1.BR-P.14.)
• SWBAT Read common abbreviations (e.g., Wed., Sept.)
fluently. (1.BR-P.15.)

Vocabulary/High • SWBAT Recognize high-frequency words and irregular sight

Frequency words (the, have, said, come, give, of) (1.BR-P.18)
Words •
K.W-I.1. Draw pictures and/or use letters or phonetically
spelled words to tell a story.

Writing Process/ K.W-1.2. Dictate sentences for a story or friendly letter

Product
1.W-I.1. Write or dictate stories that have a beginning, middle,
and end, and arrange ideas in a logical way.
•

MPIs •
UNIT 4: Playing with Words (Rhymes and UNIT 4 LENGTH: 3
Poems) Weeks
UNIT 4 LEARNING GOALS
K.LD-0.7. Recite poems, rhymes, and songs, and retell stories
Listening/ in a logical order.
Reading
Comprehen 1.LT-P.7. Identify a regular beat and similarities of sounds in
sion words in responding to rhythm and rhyme in poetry.
•

• SWBAT Read words with common spelling patterns (-ite,

Phonetics/Phon iate) in decodable text. (1.BR-P.17)
emic • SWBAT Generate a series of original rhyming words,
Awareness including consonant blends. (bl, st, tr) (1.BR-PA.6)
•

Vocabulary/High • SWBAT Recognize high-frequency words and irregular sight

Frequency words (the, have, said, come, give, of) (1.BR-P.18)
Words •
1.BR-PA.6. Generate a series of original rhyming words,
Writing Process/
including consonant blends.
Product
•

MPIs •

E
UNIT 5: What Else Can I Know? (Nonfiction UNIT 5 LENGTH: 6
texts) Weeks
UNIT 5 LEARNING GOALS
 K.IT-DP.5. State the meaning of specific signs (e.g., traffic,
safety, warning signs)

K.IT-DP.5. State the meaning of specific signs (e.g., traffic,

safety, warning signs)

1.IT-DP.5. State the meaning of specific signs, graphics, and

symbols.

1.EL.1. Recognize that the names of things can also be the

Listening/ names of actions (fish, dream, run)
Reading
1.LD-V.8. Classify common words into conceptual categories
Comprehen (e.g., animals, foods, opposites)
sion
1.IT-E.2. Respond appropriately to questions based on facts
heard or read.

1.IT-E.3. Make predictions about the content using text

features (e.g., title, table of contents, headings, bold print)

SWBAT Respond appropriately to questions based on facts in

text heard or read. (1.IT-E.3)

Phonetics/Phon
emic •
Awareness
Vocabulary/High • SWBAT Recognize high-frequency words and irregular sight
Frequency words (the, have, said, come, give, of) (1.BR-P.18)
Words •
K.W-E.3. Draw pictures and/or use letters or phonetically
spelled words to give others information.
Writing Process/
Product K.W-E.4. Dictate sentences for a friendly letter and collaborate
to put the ideas in chronological order.
•

MPIs •

UNIT 6: Let’s Get Deeper (Details of UNIT 6 LENGTH: 3

Character, Genre) Weeks
UNIT 6 LEARNING GOALS
 1.LT.G4. Identify differences between fiction and nonfiction
and determine whether a literary selection is realistic or a
fantasy.

1.LT-C.3. Identify similarities and differences between the

characters or events in stories by the same authors.

Listening/
SWBAT Make predictions about what will happen next in a
Reading story and explain why the predictions were or were not
Comprehen confirmed. (1.LT-U.1)
sion • SWBAT Make predictions about the content using text
features (e.g., title, table of contents, headings, bold print)
(1.IT-E.3)
1.LD-O.5. Retell stories using standard grammar rules,
sequencing story events by answering who, what, where,
when how and why questions.
•

Phonetics/Phon
emic •
Awareness
Vocabulary/High • SWBAT Recognize high-frequency words and irregular sight
Frequency words (the, have, said, come, give, of) (1.BR-P.18)
Words •
Writing Process/
•
Product

MPIs •

UNIT 7: How Far We’ve come: Our Journey UNIT 7 LENGTH: 3

as Scholars Weeks
UNIT 7 LEARNING GOALS
Listening/ 1.BR-F.20 Read aloud grade-appropriate text fluently,
accurately, and with comprehension.
Reading
Comprehen 1.LT-T.5. Relate a theme in fiction to life experiences.
sion •

Phonetics/Phon
emic •
Awareness
Vocabulary/High • SWBAT Recognize high-frequency words and irregular sight
Frequency words (the, have, said, come, give, of) (1.BR-P.18)
Words •
Writing Process/
•
Product

MPIs •