3rd 5th Grade

Aurora Public Schools

ELD Planning Guide 2015-2016

5-6
Weeks
Per Unit
Dates:

Beginning/Early
Intermediate
(CELP/WIDA 1-2)

Dates:

Dates:

Intermediate
(CELP/WIDA 3)

Greet, introduce, share

personal info (5.1)
Express needs/requests (5.4)
Give/follow directions (5.19)
Request assistance (5.6)
Express feelings (5.5)

Describe physical
attributes of a place (5.11)
Describe actions (5.10, 5.21)
Discuss or create a plan
(5.15)
Compare and contrast
actions (5.14)
Describe location of objects
in space (5.12)

Describe characteristics (5.8)

Negotiate solutions/make
suggestions (5.7)
Describe actions: when, how
and where (5.21)
Discuss/create plans (5.15)
Ask for/give directions (5.19)
Retell actions (5.17)

Early Advanced/ Advanced

(CELP/WIDA 4-5)

Make introductions (6.1)

Express needs/requests (6.4)
Describe routines (6.20)
Express feelings and
Preferences (6.5)
Negotiate solutions (7.8)

Describe attributes of a
Place (6.13)
Describe/retell actions (6.12,
6.21)
Tell how long an event
happened (6.24)
Compare/contrast actions
(5.17)
Describe location of objects in
space (6.14)

Describe characteristics (6.10)

Make predictions (6.30)
Discuss/create plans (6.19)
Ask/give directions (6.23)
Retell actions (6.21)
Express cause/effect for
physical conditions, natural
processes (6.27, 6.29)

Possible Unit/
Theme Ideas**

Make introductions (7.1)

Express needs/ requests (7.3)
Explain routines (7.23)
Express feelings and
Preferences (7.4)
Negotiate solutions (7.7)

The Art of Getting

Along: Respectful
interactions with
others

Describe attributes of a place

or setting (7.11)
Explain actions (7.18)
Clarify whether
something has or
hasnt happened (7.19)
Compare and contrast (7.11)
Describe location of objects
in space (7.12)

Virtual Field Trip:

Snowy Destination

Describe characteristics (7.8)

Make predictions (7.30)
Explain sequence and
duration (7.25)
Give/follow directions (7.24)
Summarize an event using
cause/effect (7.32, 7.26)
Retell actions, sequence and
duration (7.29, 7.25)

Hows the Weather:

Plan activities based
on conditions

Colorado Academic
Standards/
CCSS Connections
W.3/4/5.2 Write informative/
explanatory texts.
LS.3/4.4 Recount an experience
using descriptive details.

Student engagement
Traditions + Cultures
nd
2 Step/ PBIS

Climates
Commercial + Travel
School / Community
/ Pirate Map

W.3/4/5.3 Write narratives to

develop real or imagined events
using descriptive details and
clear event sequences.

W.3/4/5.2 Write informative

texts to examine a topic and
convey ideas and information
clearly.
LS.3/4.4 Report on a topic using
appropriate facts.

*Suggested timeframes are an estimate based on necessary functions and district calendar. Depending on the specific group of students, you may choose to adjust pacing to
include additional functions, topics or time for assessment and reteaching. Also, it may be appropriate for topics to vary across levels depending on group of students.
**Unit Ideas in bold print indicate corresponding unit from E.L. Achieve. Additional resources for these unit ideas are available on elachieve.org

3rd 5th Grade

Aurora Public Schools

ELD Planning Guide 2015-2016

5-6
Weeks
Per Unit
Dates:

Beginning/Early
Intermediate
(CELP/WIDA 1-2)

Dates:

Dates:

Describe actions (5.10)

Describe physical
Characteristics (5.8)
Describe/explain personality
attributes (5.9)
Discuss/create a plan (5.15)
Negotiate solutions (5.7)
Express preferences (5.5)

Intermediate
(CELP/WIDA 3)

Describe physical
characteristics and attributes
(5.11)
Compare and contrast (5.13)
Make and report
observations (5.18)

Describe routine events

(5.16)
Discuss time (5.20)
Describe actions and
physical attributes (5.10,
5.11)
Retell events (5.17)

Early Advanced/ Advanced

(CELP/WIDA 4-5)

Describe attributes (6.11)

Retell actions/events (6.21)
Describe/explain personality
attributes (6.11)
Compare and contrast
characteristics (6.16)
Explain classifications (6.15)
Contribute ideas and opinions
(7.6)

Make/report
observations (6.22)
Compare and contrast
physical attributes and
actions (6.12, 6.13)
Make predictions about
events (6.30)

Express cause/effect
for feelings, physical
conditions, and processes
(6.27)
Cause/effect for actions (6.28)
Discuss time (6.25)
Express feelings and
preferences (6.5)

Relate/explain actions (7.10,

7.21)
Explain inferences (7.31)
Describe/explain personality
attributes (7.9, 7.31)
Classify and make
generalizations (7.16, 7.13)
Compare and contrast
actions (7.15)
Contribute ideas and
opinions to discussion (7.6)
Describe actions and
attributes of a place (7.11)
Compare and contrast
Characteristics (7.14)
Make predictions about
events (7.30)

Express cause/effect or
feelings, physical
conditions, and processes

(7.28)

Explain frequency (7.23)

Relate a past action with

another event (7.21)

Link experiences/ routine

activities over time (7.22)
Discuss feelings and
Preferences (7.4)
Discuss prior experiences
(7.20)
The following functions are not represented in this planning guide. Please include these if needed:
Extend, accept, decline invitations (5.2, 6.2) Express appreciation and give compliments (5.3, 6.3, 7.2)

Possible Unit/
Theme Ideas**
Visual and
Performing Arts:
Discuss, Retell and
perform Peter and
the Wolf
Poetry
Landforms
Communities
Colorado History
Art Work
Ecology/Animals and
the Environment:
Predict the impact of
changes in habitats
Geometry
Animals
Geography
Healthy Living:
Results of actions
and choice

Colorado Academic
Standards/
CCSS Connections
RL.3/4.1 Recount story;
determine central
message/theme.
RL.3/4.3 Describe characters in
a story and how actions
contribute to sequence of
events.

W.3/4/5.7 Conduct short

research projects that build
knowledge of a topic.
LS.3/4.4 Report on a topic
sequencing ideas logically and
using appropriate facts to
support main ideas.
RI.3/4/5.3 Explain ideas or
concepts in text using language
that pertains to time, sequence,
and cause/ effect.

Science

*Suggested timeframes are an estimate based on necessary functions and district calendar. Depending on the specific group of students, you may choose to adjust pacing to
include additional functions, topics or time for assessment and reteaching. Also, it may be appropriate for topics to vary across levels depending on group of students.
**Unit Ideas in bold print indicate corresponding unit from E.L. Achieve. Additional resources for these unit ideas are available on elachieve.org