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Social Studies Curriculum

Grade 1: Unit 3

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Course Description

The New Jersey Student Learning Standards serves the basis for the first grade Social Studies curriculum. As students’ progress through

the five units of study, they will focus and examine: the family structure from a global perspective that reinforces understanding of cultural

practices, the emphasis on geography will identify where students live and the world beyond. Students will use literature to identify the

role of a citizen and reflect upon the characteristics of good citizenship and its impact on the community.

We will explore the different types of jobs that account for their community’s function. We will also research possible career endeavors.

Lastly, they will examine Native American culture, and historical figures such as Sacajewea, Harriet Tubman, Susan B. Anthony, Dr.

Martin Luther King, Cesar Chavez, etc.

Through the use of critical thinking, creative thinking, problem solving, metacognitive strategies, and meaningful discussions students will

gather and reinforce the essential knowledge being presented throughout the school year.

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Pacing Chart

Unit Topic Suggested Timing

Unit 1 Families Around the World 7 Weeks

Unit 2 Citizenship 7 Weeks

Unit 3 Economics 7 Weeks

Unit 4 Where We Live 6 Weeks

Unit 5 American’s Long Ago 6 Weeks

Unit 6 Paterson History 3

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Effective Pedagogical Routines/Instructional Strategies

Collaborative problem solving

Writing to learn

Making thinking visible

Note-taking

Rereading & rewriting

Establishing text-based norms for discussions & writing

Establishing metacognitive reflection & articulation as a regular

pattern in learning

Quick writes

Pair/trio Sharing

Turn and Talk

Charting

Gallery Walks

Whole class discussions

Modeling

Word Study Drills

Flash Cards

Interviews

Role Playing

Diagrams, charts and graphs

Storytelling

Coaching

Reading partners

Visuals

Reading Aloud

Model (I Do), Prompt (We Do), Check (You Do)

Mind Mapping

Trackers

Multiple Response Strategies

Choral reading

Reader’s/Writer’s Notebooks

Conferencing

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Computer Science and Design Thinking

Standards

8.1.2.A.1,8.1.2.A.2, 8.1.2.A.3, 8.1.2.A.5, 8.1.2.B.1, 8.1.2.E.1, 8.1.2.F.1

➢ Technology Operations and Concepts

□ Identify the basic features of a digital device and explain its purpose.

□ Create a document using a word processing application.

□ Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

□ Enter information into a spreadsheet and sort the information.

Example of Use: Listen to “The Little Red Hen.” Write whether the barn animals were being fair. Support your position using information

from the text.

➢ Creativity and Innovation

□ Illustrate and communicate original ideas and stories using multiple digital tools and resources.

Example of Use: Create a poster with a list of solutions for bullying in the school and/or classroom.

➢ Research and Information Literacy

□ Use digital tools and online resources to explore a problem or issue.

Example of Use: Use digital tools and online resources to research historical figures in our country. Ask the students to write 1-2 sentences

telling why this person was a good citizen and how they can also be a good citizen.

➢ Critical Thinking, Problem Solving, and Decision-Making

□ Use geographic mapping tools to plan and solve problems.

Example of Use: Write a narrative using one of the major figures as the main character. Tell about one of the events you have heard about

and how the main character felt and reacted.

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Career Readiness, Life Literacies and Key Skills

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They

are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in

all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances

through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

Example of Use: Interview: Interview a family member to gather information about his/her life in 1st grade. Compare and contrast current

students’ experiences in first grade with those of individuals from “long ago.”

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

Example of Use: Classroom Museum:

Collect artifacts from long ago from teachers and/or family and create your own long ago museum. Number items and allow students to keep

a log of

what they think each item is and how it is used.

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Career Readiness, Life Literacies and Key Skills

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

Example of Use: Family Artifacts: Students can share an artifact from the past that belonged to someone in their family (photographs, clothes,

household items, etc.).

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

Example of Use: Discussion/Venn Diagram: Share your heritage with a partner. Fill in a venn diagram comparing and contrasting the two.

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Culturally Relevant Pedagogy Examples

Relationships:

• Learn about your students’ individual

cultures.

• Adapt your teaching to the way your

students learn

• Develop a connection with challenging

students

• Communicate and work with

parents/guardians on a regular basis (email

distribution, newsletter, phone calls, notes,

meetings, etc.)

Curriculum:

• Incorporate student- centered stories,

vocabulary and examples.

• Incorporate relatable aspects of students’

lives.

• Create lessons that connect the content to

your students’ culture and daily lives.

• Incorporate instructional materials that

relate to a variety of cultural experiences.

• Incorporate lessons that challenge

dominant viewpoints.

• Provide student with opportunity to engage

with text that highlights authors, speakers,

characters or content that reflect students

lived experiences (mirror) or provide a

window into the lived experience of people

whose identities differ from students.

• Bring in guest speakers.

• Use learning stations that utilize a range of

materials.

• Use Media that positively depicts a range

of cultures.

Instructional Delivery:

• Establish an interactive dialogue to engage

all students.

• Continuously interact with students and

provide frequent feedback.

• Use frequent questioning as a means to

keep students involved.

• Intentionally address visual, tactile, and

auditory learners.

• Present relatable real world problems from

various viewpoint.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for

reports and projects

• Communication system

between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword

directions

• Mini-breaks between tasks

• Provide a warning for

transitions

• Reading partners

Comprehension

• Precise step-by-step

directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory

learning

Recall

• Teacher-made checklist

• Use visual graphic

organizers

• Reference resources to

promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Focused/chunked tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured

routine

• Simple and clear classroom

rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

• Leveled Text

• Chunking text

• Choice Board/Menu

• Tiered Instruction

• Small group instruction

• Sentence starters/frames

• Writing scaffolds

• Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

• Use of oral assessment

• Tiered learning centers

• Tiered questioning

• Data-driven student partnerships

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Enrichment

Accommodate Based on Students Individual Needs: Strategies

• Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Additional Projects

• Independent Student Options

• Projects completed individual or with Partners

• Self Selection of Research

• Tiered/Multilevel Activities

• Learning Centers

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

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Unit 3 Economics

Social Studies Grades K-4 New Jersey Student Learning Standards

6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present

interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make

informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global

communities.

C.Economics, Innovation, and Technology

6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals,

communities, and nations.

6.1.4.C.3 Explain why incentives vary between and among producers and consumers.

6.1.4.C.10 Explain the role of money, savings, debt, and investment in individuals’ lives.

6.1.4.C.12 Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey.

6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity

and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected

world.

C.Economics, Innovation, and Technology

6.3.4.C.1 Develop and implement a group initiative that addresses an economic issue impacting children.

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Grade: 1 Unit: III Topic: Economics

Community helpers and workers provide goods and services

to the rest of the community. In order to receive these and

fulfill needs, people need money.

NJSLS: 6.1.4.C.2, 6.1.4.C.3, 6.1.4.C.10, 6.1.4.C.12, 6.3.4.C.1

ELA NJSLS: RI.1.10, W.1.2, W.1.7, SL.1.4

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Analyze what life would be

like without inventions.

Standards:

6.1.4.C.12

What did Thomas Edison

invent?

How have his inventions

changed our lives?

Encourage students to think

about life without a specific

Thomas Edison’s

inventions. Have them

write about what life would

be like without it.

People and Places

textbook:

Unit 4

Lesson 6

The Life of Thomas

Edison:

www.Mhschool.com

Writing: Life without

inventions (see Sample

Activities)

Standard: NJSLSA.W1.

Distinguish between needs What is a need/want? Make of list of needs and Economics videos: Writing: Making a list

and wants and describe Give examples of each. wants. http://www.brainpopjr.co (see Sample Activities &

how scarcity and choice m/socialstudies/economic Unit Project)

Standard: NJSLSA.W1. influence decisions about How do people get what For homework, make a s/

each. they need/want? list of items your family

Standards: spends money on within a People and Places

6.1.4.C.2 week. In class, textbook:

6.1.4.C.10 discuss/determine which Unit 4

ones are needs and wants. Lesson 1

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Identify the basic goods What is money and why Acknowledge that people People and Places Writing: Make a list,

and services needed do we need it? have different jobs which textbook: writing an informational

within a home, they get paid for. Host a Unit 4 piece (see Sample

community, and/or nation. What is a good? What is a Career Day to involve Lesson 2-4 Activities)

Standard: NJSLSA.W1. Standards: service? How do the parents and community

6.1.4.C.3 relate to one another? members. What Can I Buy?

6.3.4.C.1 reading passage:

Make a list of ways that http://www.readworks.or

the class can provide g/passages/what-can-i-

goods and/or services for buy

the school. Vote on one

that the class will attempt. All About Money

reading passage:

Write about what you http://www.readworks.or

would like to be when you g/passages/all-about-

grow up. Tell what goods money

and/or services you will

provide for your Community Helpers

community in this video:

position. http://www.brainpopjr.co

m/socialstudies/communit

ies/communityhelpers/pre

view.weml

Online activity about

community helpers:

http://www.hud.gov/kids/

whatsjob.html

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Explain what it means to

“save” money.

Standards:

6.1.4.C.10

What is the purpose of

saving money?

What does it mean to save

wisely?

Assign classroom jobs and a

salary for each. Pay each

student for their services and

require them to save a part

of it each “payday” in order

to buy something they want

at the end of the unit.

Economics videos:

http://www.brainpopjr.co m/socialstudies/economic

s/

Math: Earning and

spending Money (see

Sample Activities)

Standard: K.CC.A.1

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Amistad Curriculum

The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African

slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson

Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the

challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of

additional instructional activities and resources that will engage the learners within your classroom.

Topics/People to Study Topics/People to Study Topics/People to Study

Black Family Pledge by Dr. Maya

Angelou

Black Family Pledge by Dr. Maya

Angelou

Black Family Pledge by Dr. Maya Angelou

Gaining Political Power Gaining Political Power Gaining Political Power

Writing the American Story Writing the American Story Writing the American Story

Cory Booker Cory Booker Cory Booker

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Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12. http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found on the homepage of

the NJ Amistad Curriculum. All Paterson Public School Social Studies teachers should create a login and password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive Curriculum units

contain the following topics:

1. Social Studies Skills 8. The Civil War and Reconstruction (1861-1877)

2. Indigenous Civilization (1000-1600) 9. Post Reconstruction and the origins of the Progressive Era

3. Ancient Africa (3000-1492) 10. America Confronts the 20th Century and the emergent of Modern

America (1901-1920)

4. The emerging Atlantic World (1200-1700) 11. America in the 1920s and 1930s, Cultural, Political, and

Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

5. Establishment of a New Nation and Independence to Republic

(1600-1800)

12. America in the Aftermath of Global Conflict, Domestic and

Foreign Challenges, Implications and Consequences in an ERA of

reform. (1946-1970)

6. The Constitution and Continental Congress (1775-1800) 13. National and Global Debates, Conflicts, and Developments & America

Faces in the 21st Century (1970-Present)

7. The Evolution of a New Nation State (1801-1860)

The Amistad Commission Interactive Curriculum contains the following resources for a teacher’s use that aligns with the topics covered:

1. Intro

2. Activities

3. Assessments

4. Essentials

5. Gallery

6. Griot

7. Library

8. Links

9. Rubrics

10. Tools

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

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Holocaust Curriculum

In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education

and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the

teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in

standards would not impact the requirement of education on this topic in all New Jersey public schools.

Topics/People to Study Suggested Activity Resource

Different Religions Students will explore different religions

and choose one on which to make an

informational poster

https://www.tolerance.org/classroom-

resources/tolerance-lessons/taking-a-closer-look-at-

religions-around-the-world

Celebrating Judaism Students will examine the customs,

holidays, and beliefs of the Jewish

people. Students will put on a brief play

about the Jewish people.

https://study.com/academy/lesson/judaism-lesson-

plan-for-elementary-school.html

Loving Differences Students will create a list of all the ways

people can be different. Students will

create a graphic organizer for the reasons

that differences help enrich our

community.

http://www.momentsaday.com/activities-to-teach-

children-about-love/

Ending Hate Students will talk about ways that they

can show people who are different that

they’re appreciated. Students will create

short essays on the importance of ending

hatred of people who are different.

http://www.erasemeanness.org/the-lesson.html

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DBQs Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create

an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich

in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice

with complex text and engage in high level critical thinking.

A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School

District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.

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Unit Vocabulary:

• goods

• services

• needs

• wants

• money

• invention

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Unit Project (Choose 1)

Project 1 (Suggested) Project 2 (Suggested)

Have students make a list of 10 items in their refrigerators and create

a list to calculate the total cost of those items. Students can apply

their understanding of a need vs. a want to this list.

Oral presentation about what you want to be when you grow up:

Students should present (in character) and describe their professional

responsibilities, salary, and educational background.

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Speaking Rubric of the WIDA Consortium

Task Level Linguistic Complexity Vocabulary Usage Language Control

1 - Entering Single words, set phrases or

chunks of memorized oral

language

Highest frequency vocabulary from school

setting and content areas

When using memorized language, is generally

comprehensible; communication may be significantly

impeded when going beyond the highly familiar

2 - Emerging

Phrases, short oral sentences General language related to the content area;

groping for vocabulary when going beyond

the highly familiar is evident

When using simple discourse, is generally

comprehensible and fluent; communication may be

impeded by groping for language structures or by

phonological, syntactic or semantic errors when going

beyond phrases and short, simple sentences

3 - Developing

Simple and expanded oral

sentences; responses show

emerging complexity used to

add detail

General and some specific language related to

the content area; may grope for needed

vocabulary at times

When communicating in sentences, is generally

comprehensible and fluent; communication may from

time to time be impeded by groping for language

structures or by phonological, syntactic or semantic

errors, especially when attempting more complex oral

discourse

4 - Expanding

A variety of oral sentence

lengths of varying linguistic

complexity; responses show

emerging cohesion used to

provide detail and clarity

Specific and some technical language related

to the content area; groping for needed

vocabulary may be occasionally evident

At all times generally comprehensible and fluent,

though phonological, syntactic or semantic errors that

don’t impede the overall meaning of the

communication may appear at times; such errors may

reflect first language interference

5 - Bridging

A variety of sentence lengths of

varying linguistic complexity

in extended oral discourse;

responses show cohesion and

organization used to support

main ideas

Technical language related to the content

area; facility with needed vocabulary is

evident

Approaching comparability to that of English

proficient peers in terms of comprehensibility and

fluency; errors don’t impede communication and may

be typical of those an English proficient peer might

make

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*English proficiency level 6 is not included in the Speaking Rubric as it is reserved for students whose oral English is comparable to that of their

English-proficient peers.

Writing Rubric of the WIDA Consortium (Grades 1-12)

Task Level Linguistic Complexity Vocabulary Usage Language Control

1 - Entering

Single words, set phrases or chunks of simple

language; varying amounts of text may be

copied or adapted; adapted text contains

original language.

Usage of highest frequency vocabulary

from school setting and content areas.

Generally comprehensible when text is copied or

adapted from model or source text;

comprehensibility may be significantly impeded

in original text.

2 - Emerging

Phrases and short sentences; varying amount

of text may be copied or adapted; some

attempt at organization may be evidenced.

Usage of general language related to the

content area; lack of vocabulary may be

evident.

Generally comprehensible when text is adapted

from model or source text, or when original text

is limited to simple text; comprehensibility may

be often impeded by errors.

3 - Developing

Simple and expanded sentences that show

emerging complexity used to provide detail.

Usage of general and some specific

language related to the content area; lack

of needed vocabulary may be evident.

Generally comprehensible when writing in

sentences; comprehensibility may from time to

time be impeded by errors when attempting to

produce more complex text.

4 - Expanding

A variety of sentence lengths of varying

linguistic complexity; emerging cohesion

used to provide detail and clarity.

Usage of specific and some technical

language related to the content area; lack

of needed vocabulary may be occasionally

evident.

Generally comprehensible at all times, errors

don’t impede the overall meaning; such errors

may reflect first language interference.

5 - Bridging

A variety of sentence lengths of varying

linguistic complexity in a single organized

paragraph or in extended text; cohesion and

organization

Usage of technical language related to the

content area; evident facility with needed

vocabulary.

Approaching comparability to that of English

proficient peers; errors don’t impede

comprehensibility.

6 - Reaching*

A variety of sentence lengths of varying

linguistic complexity in a single tightly

organized paragraph or in well-organized

extended text; tight cohesion and organization

Consistent use of just the right word in

just the right place; precise Vocabulary

Usage in general, specific or technical

language.

Has reached comparability to that of English

proficient peers functioning at the “proficient”

level in state-wide assessments.

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GRADE 6-12 – RUBRIC (Revised July 29, 2014)* Narrative Task (NT)

Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Writing Written Expression The student response:

is effectively developed

with narrative elements

and is consistently

appropriate to the task;

demonstrates purposeful

coherence, clarity, and

cohesion, making it easy

to follow the writer’s

progression of ideas;

establishes and maintains

an effective style,

attending to the norms

and conventions of the

discipline.

The student response:

is mostly effectively

developed with narrative

elements and is mostly

appropriate to the task,

demonstrates coherence,

clarity and cohesion,

making it fairly easy to

follow the writer’s

progression ideas,

establishes and maintains

a mostly effective style,

while attending to the

norms and conventions

of the discipline.

The student response:

is developed with some

narrative elements and is

somewhat appropriate

to the task; demonstrates

some coherence, clarity,

and/or cohesion, making

the writer’s progression

of ideas usually

discernible but not

obvious; has a style that

is somewhat effective,

generally attending to

the norms and

conventions of the

discipline.

The student response:

is minimally developed

with few narrative

elements and is limited

in its appropriateness to

the task; demonstrates

limited coherence,

clarity, and/or cohesion,

making the writer’s

progression of ideas

somewhat unclear; has a

style that has limited

effectiveness, with

limited awareness of the

norms of the discipline.

The student response:

is undeveloped and/or

inappropriate to the

task; lacks coherence,

clarity, and cohesion, has

an inappropriate style,

with little to no

awareness of the norms

of the discipline.

Writing Knowledge of

Language and Conventions The student response to

the prompt demonstrates

full command of the

conventions of standard

English at an appropriate

level of complexity.

There may be a few

minor errors in

mechanics, grammar and

usage, but meaning is

clear.

The student response to

the prompt demonstrates

some command of the

conventions of standard

English at an appropriate

level of complexity.

There may be errors in

mechanics, grammar and

usage, that occasionally

impede understanding,

but the meaning is

generally clear.

The student response to

the prompt demonstrates

limited command of the

conventions of standard

English at an appropriate

level of complexity.

There may be errors in

mechanics; grammar and

usage that often impede

understanding.

The student response to

the prompt demonstrates

no command of the

conventions of standard

English at an appropriate

level of complexity.

Frequent and varied

errors in mechanics,

grammar, and usage

impede understanding.

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ELL Resources

▪ Learning style quiz for students- http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml

▪ “Word clouds” from text that you provide-http://www.wordle.net/

▪ Bilingual website for students, parents and educators: http://www.colorincolorado.org/

▪ Learn a language for FREE-www.Duolingo.com

▪ Time on task for students-http://www.online-stopwatch.com/

▪ Differentiation activities for students based on their lexile- www.Mobymax.com

▪ WIDA- http://www.wida.us/

▪ Everything ESL - http://www.everythingESL.net

Judy Haynes' s ESL website with a discussion forum, lesson plans, teaching tips, & resources for teachers

▪ ELL Tool Box Suggestion Site http://www.wallwisher.com/wall/elltoolbox

best practices for various aspects of an English language classroom

▪ Hope4Education - http://www.hope4education.com

Books, online workshops, on-site training and presentations, help meeting the NCLB and state curriculum standards, discussion

forums, and tele-chats hosted by Hope Blecher-Sass

▪ Learning the Language http://blogs.edweek.org/edweek/learning-the-language/

Mary Ann Zehr's blog for Education Week - news, controversies, initiatives, research, legislative updates about teaching English

language learners

▪ FLENJ (Foreign Language Educators of NJ) 'E-Verse' wiki: http://www.flenj.org/Publications/?page=135

▪ OELA - http://www.ed.gov/offices/OBEMLA

The Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient

Students

▪ New Jersey Department of Education- Bilingual Education information http://www.state.nj.us/education/bilingual/

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ELL Resources

▪ Learning Resource Centers (LRC Network) http://www.state.nj.us/education/lrc

supported through the NJDOE, Office of Special Education Programs.

Click on "Services" and scroll down to the library in your region.

▪ 1-Language.com - http://www.1-language.com

Activities, exercises, worksheets, forums, chats, articles, and more

▪ Repeat After Us - http://repeatafterus.com/

The best collection of copyright-free English texts and scripted recordings

▪ Learning Vocabulary Can Be Fun - http://www.vocabulary.co.il

Games and quizzes for practicing vocabulary

Students K-12

▪ Teaching Reading and Language Arts - http://teachingreadingandla.pbworks.com

Sites and resources for classroom instruction compiled by Keith Schoch

▪ Mrs. Hurley's ESL Pagehttp://www.mrshurleysesl.com

Tips, activities, information & links for students and teachers

▪ Children's Literature Web Guide - http://www.ucalgary.ca/~dkbrown/index.html

Many Internet resources related to books for children and young adults including lists, reviews, and lesson plans & more

▪ 21st Century Centers http://www.21stcenturycenters.com/21cc/Home.html

Implement "Centers" in a high school classroom using the i-pod touch

▪ Windows to the Universe - English: http://www.windows.ucar.edu Spanish: http://www.windows.ucar.edu/spanish

A comprehensive science education and reference site spanning a broad range of Earth and Space Science topics and related topics in

the humanities

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ELL Resources

▪ ESL Summer Programs at Colleges in New York State for Kids & Teens 8-18

http://www.summeroncampus.com/main/ActivityProgramsList.asp?CategoryID=25

Search by college or location. Updated annually