This is a year-long scope & sequence for an ESL 1 (Beginner/Low-Intermediate) high-school course, using English for Everyone Level 2 Beginner Course Book and the corresponding English for Everyone Practice Book Level 2 Beginner as the spine. We divide the 40 units roughly into four quarters, give a theme per quarter, and identify skills, grammar/vocabulary focus, and link to the WIDA English Language Development Standards (Standards 1 & 2, primarily).
Course level: ESL 2 / Beginner to Low-Intermediate
Texts: English for Everyone Level 2 Beginner Course + Practice books
Duration: One academic year (~4 quarters)
Standards alignment: WIDA ELD Standards (Standard 1: Language for Social & Instructional Purposes; Standard 2: Language for Language Arts)
Goal by end of year: Students will be able to use everyday and academic English to: talk about past/future events, feelings, routines; read short adapted texts; write simple paragraphs; interact in classroom & community contexts with increasing independence.
Course Duration: 4 Quarters (40 weeks)
Course Level: ESL 1 / Beginner – Low-Intermediate
Texts: English for Everyone Course Book Level 2 and Practice Book Level 2
Standards Alignment: WIDA Standards 1–2 (Social/Instructional + Language of Language Arts)
By June, students will be able to:
Communicate in familiar contexts using simple, clear English.
Read and understand short adapted informational and narrative texts.
Write basic paragraphs using appropriate verb tenses and cohesive devices.
Present short oral reports using visual aids and planned language.
Demonstrate measurable growth on WIDA-aligned formative assessments in all four domains (Listening, Speaking, Reading, Writing).
Q1
Performance/Oral
“All About Me” presentation; personal description
Q2
Functional/Role-Play
Shopping or job interview task
Q3
Narrative
Written past-tense story & oral narrative
Q4
Summative Project
Portfolio and “My English Journey” final presentation
Thematic Focus: Personal identity, daily life, family, and community.
WIDA Focus: Standard 1 – Social and Instructional Language.
Skill Focus:
Listening and speaking to exchange personal information
Reading short texts about routines, family, and feelings
Writing short paragraphs and lists
Using visuals, sentence frames, and real-life contexts
Chapters Units 1-10
Grammar & Vocabulary Focus
“Be” verb, simple present, frequency adverbs, possessives, prepositions of place, count/uncount nouns
Language Objectives
Students introduce themselves, describe routines, talk about family, and describe surroundings and feelings.
Assessment:
Performance Task: “All About Me” booklet or presentation (introduce yourself, family, home, and daily life) Oral Interview: Respond to simple questions about daily routine and preferences.
Key Vocabulary: Family members, daily routines, emotions, home, community, transportation, food, health.
Key Grammar: “Be” verb, simple present, like + -ing, there is/are, count vs. uncount nouns, prepositions (in, on, next to).
Thematic Focus: Work, commerce, and local environments.
WIDA Focus: Standards 1 & 2 – Social and Instructional Language + Language of Language Arts.
Skill Focus:
Functional language for daily tasks (shopping, asking for help, getting around)
Listening and reading for information in short dialogues
Writing simple descriptive and functional paragraphs (ads, schedules, notes)
Developing fluency in conversation
Chapters Units 11-20
Grammar / Vocabulary Focus Jobs and workplaces, comparatives, simple past (regular verbs), going to (future), question forms
Language Objectives. Students talk about jobs, shop for goods, describe places, and express plans or opinions about community life.
Assessment. Performance Task: Role-play “At the Store” or “Job Interview” using appropriate phrases. 🗂 Written Task: “My Community” brochure describing workplaces, stores, and services.
Key Vocabulary: Jobs, workplaces, money, shopping items, transportation, technology, city places.
Key Grammar: Simple present vs. continuous, comparatives/superlatives, past simple (regular), “going to” future.
Thematic Focus: Experiences, travel, achievements, and personal stories.
WIDA Focus: Standard 2 – Language of Language Arts (narrative language).
Skill Focus:
Narrating past events using sequence words
Reading short stories and travel experiences
Writing short narratives and journal entries
Expressing opinions and comparisons
Chapters Units 21-30
Grammar / Vocabulary Focus Past simple (irregular verbs), present perfect, comparatives/superlatives, modals (must/should), zero and first conditionals
Language Objectives Students share personal experiences, describe achievements, and express goals and plans.
Assessment Written Assessment: “My Best Memory” short narrative using past tense. 💬 Speaking Assessment: Oral presentation “My Greatest Achievement” with visuals.
Key Vocabulary: Travel, experiences, emotions, health & fitness, environment, technology.
Key Grammar: Past simple (regular & irregular), present perfect (have + past participle), conditionals (if + present → will).
Thematic Focus: Education, global citizenship, environment, reflection.
WIDA Focus: Standards 2 & 3 – Language of Language Arts + Language of Social Studies/Science.
Skill Focus:
Reading and discussing short informational texts
Writing simple opinion and reflection paragraphs
Giving short oral presentations
Integrating vocabulary and grammar from all units
Chapters Units 31-40
Grammar / Vocabulary Focus Future (will, going to), passive voice, conditionals, linking words (because, so, although), review of all tenses
Language Objectives Students describe school life, career goals, and global issues; express opinions and propose solutions.
Assessment Culminating Project: “My English Journey & Future Goals” presentation. 📚 Portfolio: Writing samples from all four quarters demonstrating growth.
Key Vocabulary: School subjects, study habits, career vocabulary, environment, social issues, global culture.
Key Grammar: Review of all tenses; modals (should/must/might); connectors (because, so, however).