Welcome to the Thematic Unit "Wildlife Animals" designed for ESL students, grades 4-5! This group specifically was low levels 1-2 as my focus, but there were some intermediate students as well that were independent in working, so accommodations were pointed out to support all their needs. This unit focused primarily on the use of images in reading and writing, specifically in the backgrounds of different animals. Students were to practice their reading and writing skills in every lesson by learning standards that support the ELPA test, such as describing and identifying images, comparing and contrasting, picture storytelling, and writing complete sentences.
The 5 principal focuses are: asset-based learning; simultaneously challenging and supporting students; uniting students, schools, families, and community; leveraging students' linguistic and cultural backgrounds; and placing students at the center of learning (Ferlazzo & Hull Sypnieski, 2025, pg.#). These principles were demonstrated in each lesson through EL strategies, translanguaging, teaching styles, lesson resources and images, and conversations with students to build relationships.
Will students have an opportunity to construct their own knowledge and otherwise invest in and own their learning?
- Yes, as part of our principal focus for EL learners, students need to be simultaneously supported and challenged, but still given the opportunity of choice with their learning, by providing different assessment options like oral or written work, and celebrating their successes.
How will you know if the students “got it?”
- Students will be able to express their opinion and learning about images in English or their home language, and provide reasoning. They can write complete sentences with capitalization and punctuation, and incorporate their cultural background into their writing or through prior knowledge of the animals.
How will students transfer/apply what they have learned? How is it authentic and meaningful?
- With the focus on reading and writing, these skills will be applied and helpful throughout their school learning and life. Providing students with multicultural books that reflect "mirrors, windows, and doors" from diverse backgrounds and cultures can enhance their interest in reading and learning. "Students are more likely to engage in reading when books are reflective of themselves and the world in which they live."
| Resources Used: Books: 2. Snyder, S. & Staehr Fenner, D. (2021). Culturally responsive teaching for multilingual learners: Tools for equity. Corwin. Websites: - Canva Mini Lesson - Using photos in reading & writing - Wildlife "I Have, Who Has" Game - PreKinders Preschool Activities My Notes:
Animal-Names.pdf
(7.7 MB)
Metamorphosis.pdf
(617.2 KB)
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