My Family ESL Unit

⭐

Comprehension Check

1. How many people are in the author's family?

2. Describe two things about the author's dad (his height, favorite color, or object):

3. What does the pet bird like to do?

Unit 1.2 Page 2 Reading Passage & Comprehension Page 2

Review Story Details & Set Goal:

Quickly chorally chant the story nouns and descriptions from Day 1. Show the "5W & 1H" organizer on board. Ask: "Who is in our story?" "What does the dad have?" Bridge to: "Today, we are going to write about families. First, we organizing. Then, we are roving!"

Scaffold: Choral chart chant. CFU (Oral Quick Fire):

T: "Dad has a...?" S: "Boat!" T: "The bird likes...?" S: "Water!"

2. MODEL ("I DO") 10 mins

A. Filling the 5W & 1H Organizer (We Do/I Do):

Model completing one cell of the organizer on the board (e.g. Where does the bird play? -> in the water). Show students how to draw a little drop of water or write the word. For Grades 2-4, model spelling out complete phrases.

B. Roving Paragraph & Writing Model:

Model the paragraph writing structure. Introduce the 3 sentence stems on the board: 1. "My family is [__].", 2. "My dad is [__] and mom is [__].", 3. "Even though we are [__], we love each other." Show how to 'rove' and share stem 1 with a partner, then switch.

Scaffold: Icon drawings for K-1, sentence frames for 2-4. CFU (Model Rove):

Invite one student to model "roving" and exchanging sentence 1 with the teacher.

3. PRACTICE ("WE/YOU") 20 mins

A. 5W & 1H Organizer (We/You):

Students work in pairs to fill in their Page 1 5W & 1H graphic organizer. K-1 pairs focus on drawing responses; 2-4 pairs write words or full responses.

B. Family Portrait & Writing (You Do):

Students transition to their personal writing. They draw a family portrait (Page 2) and write adjectives. 2-4 drafts their full paragraph. DIFFERENTIATION / EXTENSION: Stronger/fast-finishing 4th graders get the Step-Up Pig Passage (Unit 1.2 S1/W1) to write about pig habits using the informational grid.

Scaffold: Multi-tiered handouts (Standard vs. Step-Up Pig), peer collaboration, roving. CFU (Roving Check):

Teacher monitors and stamps students as they read completed roving sentences aloud.

4. CLOSURE & CFU 5 mins

Author's Circle Presentation:

Students sit in a circle. Each student points to their drawing (Page 2) and reads one descriptive sentence aloud to the class (e.g., "My dad is tall." or "My sister is cute."). Stronger students read their entire paragraph.

Scaffold: Visual prompt card. CFU (Self-Assessment):

Thumbs up if they are proud of their writing and drawings!

Teacher Reflection Plan

Did the roving format keep passive students engaged? Were the K-1 students able to express adjectives orally even if their written work was limited to single words/images?

Reteach & Support

For students struggling to construct paragraphs, pre-populate the sentence templates with light tracing fonts or provide printed family vocabulary strips they can glue down.

Events & Reminders

Collect both Day 1 and Day 2 student packets. Post selected portraits and descriptions on the classroom 'Hall of Fame' board.