Camden Prep Weekly Planning Matrix
UNCOMMON
SCHOOLS
CAMDEN PREP
K-12 ESL Daily Lesson Planner
26-27 School Year
WIDA ALIGNED DAILY OVERVIEW
ESL/MLL Teacher
Lesson Date / Period or time
Grade(s) & Group Type
Curriculum / Unit
Instructional Objectives
Content Objective:
Students will be able to...
Language Objective:
Students will use [language structures] to [domain/function]...
CCSS / State Standards Connection
WIDA ELD Framework
Key Language Uses (KLU):
Narrate Inform Explain Argue
Language Domains:
LST SPK RED WRT
ELD Standards (1-5)
1: Soc/Ins 2: ELA 3: Math 4: Sci 5: SS
Supports Quick-Check
Sensory Realia / Objects Videos & Audio Pictures / Visuals
Graphic Sentence Frames Graphic Organizers Word Banks / Walls
Interactive Turn & Talk Pairs Small Group Coop Teacher Modeling
Linguistic L1 Translation Bilingual Glossary Cognates List
Other Support:
Key Vocabulary Support:
List target words (e.g., tier-2/3 vocabulary, academic verbs)...
Lesson Phase
Pacing
Core Activities & Teacher Steps (I do, We do, You do)
Scaffolds & Checks for Understanding
Extension Support (Fast Finishers)
1. Do Now & Hook Activate knowledge
___ min
2. Model ("I Do") Direct instruction
___ min
3. Practice ("We/You") Guided / Solo application
___ min
4. Closure / CFU Exit Ticket check
___ min
Teacher Reflection What went well? Where did students struggle?
Reteach & Support Who was absent or needs additional support?
School Events & Reminders Events affecting the lesson, schedule changes, or student reminders:
Camden Prep Multilingual Resources • Daily Planner Matrix
Numbers Exemplar Lesson Plan
UNCOMMON
SCHOOLS
CAMDEN PREP
K-12 ESL Daily Lesson Planner
EXEMPLAR • DAY 1 OF 2 (NUMBERS 1-5 & INTRO GREETINGS)
WIDA ALIGNED DAILY OVERVIEW
ESL/MLL Teacher
Marisa Satterfield
Lesson Date / Period or time
October 14, 2026 (9:30 AM)
Grade(s) & Group Type
Grade K-1 Newcomers (WIDA Level 1)
Curriculum / Unit
Kid Inspired: B1 / Unit 1.1: Numbers 1-10
Instructional Objectives
Content Objective:
Students will be able to visually identify numbers 1 to 5, count 1 to 5 concrete items, and state their name when asked "What is your name?".
Language Objective:
Students will use spoken English to respond to "How are you?" ("I am fine, thank you") and "What is your name?" ("My name is Bob") using visual sentence strips.
CCSS / State Standards Connection
CCSS.MATH.CONTENT.K.CC.B.4, CCSS.ELA-LITERACY.SL.K.1.A
WIDA ELD Framework
Key Language Uses (KLU):
Narrate Inform Explain Argue
Language Domains:
LST SPK RED WRT
ELD Standards (1-5)
1: Soc/Ins 2: ELA 3: Math 4: Sci 5: SS
Supports Quick-Check
Sensory Realia / Objects Videos & Audio Pictures / Visuals
Graphic Sentence Frames Graphic Organizers Word Banks
Interactive Turn & Talk Pairs Small Group Coop Teacher Modeling
Linguistic L1 Translation Bilingual Glossary Cognates List
Other Support:
Physical Response / TPR modeling
Key Vocabulary Support:
one, two, three, four, five, hello, name, fine, thank you.
Lesson Phase
Pacing
Core Activities & Teacher Steps (I do, We do, You do)
Scaffolds & Checks for Understanding
Extension Support (Fast Finishers)
1. Do Now & Hook Activate knowledge
7 min +2m arrival
Hook: Introduce Bob (puppet). Wave & say "Hello! My name is Bob. How are you?"
Chant: Lead classroom chant "Hello, Bob! Hello, Bob!"
• Pointing to puppet.
• Use visual sentence strip "My name is ______."
Encourage early finishers to try asking other peers, "What is your name?" independently.
2. Model ("I Do") Direct instruction
10 min
• Show large colorful flashcards representing numbers 1 to 5.
• Count real objects aloud (1 apple, 2 markers, 3 books, 4 toys, 5 stars).
• Model counting on fingers. Drill "1, 2, 3, 4, 5" in loud/soft voices.
• High-contrast visual cards with dots representing each number.
• Touch-count realia on desk together.
• Total Physical Response (TPR) finger checks.
Have advanced students trace the number symbols 1-5 with wooden/sandpaper templates.
3. Practice ("We/You") Guided / Solo application
13 min
• Flashcard Race Game: In trios, student caller shows a card (1-5), and partners point & name as fast as possible.
• Around the Room: Say a number; students step/look toward that card on wall.
• Group low-WIDA students with supportive dual-language peers.
• Display permanent classroom "Number Wall" showing dots and words.
• Teacher circulating to check and assist 1-on-1.
Provide students who finish early with writing sheets to copy number words: "one", "two", "three"
4. Closure / CFU Exit Ticket check
5 min +3m exit
• Individual Assessment: Pull students 1-on-1. Point to cards 1-5; student counts and says names.
• Others complete Worksheet #2: "Draw three trees, draw five dogs".
• Drawing activities allow Level 1s to demonstrate number comprehension without dense verbal production blocks.
Early-finish drawing worksheet can add their own "draw four objects" challenge task.
Teacher Reflection What went well? Where did students struggle?
Pup puppet was highly engaging! Some students struggled with "three" vs "free". Focus heavily on dental-fricative sounds tomorrow.
Reteach & Support Who was absent or needs additional support?
Mateo (absent) & Sofia (needs 1-on-1 hand counting support). Will place them with bilingual peer helper for Day 2 warm-up.
School Events & Reminders Events affecting the lesson, schedule changes, or student reminders:
Fire drill scheduled for 10:15
Camden Prep Multilingual Resources • Daily Planner Matrix • Page 1 of 2
UNCOMMON
SCHOOLS
CAMDEN PREP
K-12 ESL Daily Lesson Planner
EXEMPLAR • DAY 2 OF 2 (NUMBERS 6-10 & "HOW OLD ARE YOU?")
WIDA ALIGNED DAILY OVERVIEW
ESL/MLL Teacher
Marisa Satterfield
Lesson Date / Period or time
October 15, 2026 (9:30 AM)
Grade(s) & Group Type
Grade K-1 Newcomers (WIDA Level 1)
Curriculum / Unit
Kid Inspired: B1 / Unit 1.1: Numbers 1-10
Instructional Objectives
Content Objective:
Students will be able to visually identify numbers 6 to 10, count groups of 6 to 10 concrete objects, and answer the question "How old are you?".
Language Objective:
Students will verbally respond to "How old are you?" with the sentence frame "I am [Number] years old" using block counters and peer roleplay cues.
CCSS / State Standards Connection
CCSS.MATH.CONTENT.K.CC.B.5, CCSS.ELA-LITERACY.SL.K.6
WIDA ELD Framework
Key Language Uses (KLU):
Narrate Inform Explain Argue
Language Domains:
LST SPK RED WRT
ELD Standards (1-5)
1: Soc/Ins 2: ELA 3: Math 4: Sci 5: SS
Supports Quick-Check
Sensory Realia / Objects Videos & Audio Pictures / Visuals
Graphic Sentence Frames Graphic Organizers Word Banks
Interactive Turn & Talk Pairs Small Group Coop Teacher Modeling
Linguistic L1 Translation Bilingual Glossary Cognates List
Other Support:
Dice & custom physical board games
Key Vocabulary Support:
six, seven, eight, nine, ten, how old, years old, counter.
Lesson Phase
Pacing
Core Activities & Teacher Steps (I do, We do, You do)
Scaffolds & Checks for Understanding
Extension Support (Fast Finishers)
1. Do Now & Hook Activate knowledge
7 min +2m arrival
Review: Play "Simon Says" with numbers 1-5. "Simon says, hop 4 times."
Hook: Ask puppet: "How old are you?" Puppet says: "I am 100 years old!"
• Interactive TPR warm-up.
• Model giant exaggeration "100!" with wide hands.
Advanced students count backward from 5 to 1 during the jumping warm-up.
2. Model ("I Do") Direct instruction
10 min
• Introduce number cards 6-10. Count piles of plastic beans collectively.
• Model the "How old are you?" -> "I am [6] years old" sentence frame.
• Chant "How old are you?" to different students; they show finger counts.
• Colorful structural boards with large numerical dots.
• Sentence frame visual on whiteboards: "I am _____ years old."
• Use actual classroom student ages (5 and 6) as the focus.
Challenge fast-learners to identify higher numbers (up to 12) from the cards.
3. Practice ("We/You") Guided / Solo application
13 min
• Speaking Dice Board Game: In pairs, students roll the speaking die, say the number aloud, and move home on the monster board.
• Class Mingle: Students interview 5 friends asking: "How old are you?"
• Provide student-friendly pre-cut counters to represent rolled die values.
• Visual tracking sheets for the 5-friend interview with picture icons.
Students who finish early write down their friends' names and ages in a basic table chart.
4. Closure / CFU Exit Ticket check
5 min +3m exit
• 1-on-1 Assessment: Ask student: "How old are you?" & "What is your name?". Let student point to numbers on visual board.
• Others complete Matching Worksheet (Numbers to Words: 6-10).
• Teacher checks without gestures to check pure auditory comprehension.
• Support matching worksheet with word bank on the board.
Early-finishers complete a bonus match of number words up to ten.
Teacher Reflection What went well? Where did students struggle?
Dice game was a massive hit! Students were highly motivated to dodge monsters on the board. Speaking confidence improved immensely.
Reteach & Support Who was absent or needs additional support?
Mateo returned and caught up fast. Sofia made excellent progress pointing to numbers but still needs oral prompting for sentence frame.
School Events & Reminders Events affecting the lesson, schedule changes, or student reminders:
Morning meeting delayed — transition to ESL slightly delayed today. Remind kindergarten helpers to hold the line at doors.
Camden Prep Multilingual Resources • Daily Planner Matrix • Page 2 of 2
