Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding) 

E/B: Using English At Your Command pp.37-39 (check-out from ESL Dept.), say synonyms for a key word and have students point to the correct picture as they repeat the word; D: Give students a list of five key words and have them write a sentence for each word. Then ask them to trade papers with a partner. The partner can rewrite each sentence, replacing the key word with a synonym; E: Have students write a fantasy (like the one on pg.167 about a dinosaur or other creature). When the students are done, have them revise their writing by replacing the adjectives and verbs with synonyms.
E/B: Using English At Your Command pp.37-39 (check-out from ESL Dept.), use gestures as you say the sentence under each picture. For example, wipe your forehead as you say "Wow, It's warm today!" Then have students follow your model, but use a synonym for the key word as they repeat the sentence; D: Have each student in a group use a synonym for 'go' and 'laugh' to finish a sentence. Encourage students to compare their sentences and count how many different synonyms for each word they used; E: Have students write a dialogue for a recent conversation they've had with their friends or family, or heard on TV. Encourage them to choose synonyms from the list for talk to tell exactly how the people talked.
E/B: Blend two to three phonemes into recognizable words; D: Blend two to four phonemes into recognizable words; E: Blend vowel-consonant sounds orally to make words or syllables.
E/B: Identify and express beginning and ending sounds in one-syllable words; D: Decode most one-syllable words.
E/B: Use regular verbs appropriately; D: Use regular verbs and some irregular verbs correctly; E: Use regular verbs and most irregular verbs correctly.
E/B: Begin to read aloud; D: Read aloud with changes in expression; E: Read aloud with clarity and with changes in voice and expression.
E/B: Begin to identify root words to determine meaning of new words; D: Use knowledge of root words to determine meaning of new words; E: Use knowledge of root words in determine meaning of most compound words.
E/B: Identify some prefixes and suffixes with simple spoken sentences; D: Identify prefixes and suffixes with spoken and written sentences; E: Identify and explain meaning of most prefixes and suffixes with spoken and written sentences.
D: Identify rhyming words; E: Identify and produce rhyming words.
D: Identify and use knowledge of some spelling patterns while reading; E: Identify and use knowledge of most spelling patterns while reading.
D: Using English At Your Command pp.40-41 (check-out from ESL Dept.), have one student use a word in a sentence. Ask a partner to use its antonym in a sentence. Have students continue until each pair has been used; E: Ask groups to brainstorm other antonym pairs (i.e. above/below). Have students write and illustrate their antonym pairs to display in the Writing Center.
E: Use more complex words and sentences to communicate needs and express ideas in a wide variety of social and academic settings.