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ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS:RL.8.1WIDA ELDS: 2Reading Speaking
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s).
Read to cite the most supportive explicit textual evidence using study guides.
VU: Explicit, textual evidence, support(ive); content-based, grade-level vocabulary
LFC: Quotation and paraphrasing typesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to cite the most supportive explicit textual evidence in L1 and/or using leveled texts; match key word citations to visual representations of the text.
Read to cite the most supportive, explicit, textual evidence in L1 and/or using excerpts from grade level text, match Phrase Citations to visual representations of the text.
Read to cite the most supportive explicit textual evidence in adapted literature by using key in a series of simple, related sentences.
Read to cite the most supportive explicit textual evidence in texts within grades 7-8 complexity band using key vocabulary in expanded sentences with emerging complexity.
Read to cite the most supportive explicit textual evidence from grade level literature using precise vocabulary in multiple, complex sentences.
Learning Supports
Study guide (completed)Think-pair-share Word/Picture WallVisualsNative Language Texts L1 support
Study guide (partially completed)
Think-pair-shareWord/Picture WallVisualsNative Language Texts L1 support
Study guide (partially completed)Think-pair-share
Study guide Study guide
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS: RL.8.1WIDA ELDS:2Reading WritingSpeakingListening
Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s).
Read to cite the most supportive inferential evidence in literature by using adapted text, study guide, and KIS (Know, Inference and Sources) Chart.
VU: Paraphrase, inference; content-based, grade-level vocabulary
LCF: Verb forms
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to cite the most supportive inferential textual evidence in L1 and/or using leveled texts; match key word citations to visual representations of the text.
Read to cite the most supportive, inferential, textual evidence in L1 and/or using excerpts from grade level text, match Phrase Citations to visual representations of the text.
Read to cite the most supportive inferential textual evidence in adapted literature by using key in a series of simple, related sentences.
Read to cite the most supportive inferential textual evidence in texts within grades 7-8 complexity band using key vocabulary in expanded sentences with emerging complexity.
Read to cite the most supportive inferential textual evidence from grade level literature using precise vocabulary in multiple, complex sentences.
Learning Supports
Study guideK-I-S Chart VisualsWord/Picture WallPartner WorkNative Language Texts L1 support
Study guideK-I-S Chart VisualsWord/Picture WallNative Language TextsL1 support
Study guideK-I-S Chart Word Wall
Study guideK-I-S Chart
Study guide
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS: RL.8.2WIDA ELDS: 2Reading Speaking
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot.
Identify the theme or central idea and analyze the development of the character(s), setting, and plot over the course of the text by using a Story Map and a character web.
VU: Theme, central, prose personal narratives, development, characters, setting, and plot; content-based, grade-level vocabulary LCF: Compound and complex sentencesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Identify the theme or central idea and analyze the development of the characters, setting, and plot in L1 and/or match word and Phrase Citations to visual representations of excerpts from a grade-level text.
Identify the theme or central idea and analyze the development of the characters, setting, and plot in L1 and/or match Sentence Citations to visual representations of excerpts from a grade-level text.
Identify the theme or central idea and analyze the development of the characters, setting, and plot in an adapted text, using key vocabulary in a series of simple, related sentences.
Identify the theme or central idea and analyze the development of characters, setting, and plot over time using key vocabulary in expanded and some complex sentences.
Identify the theme or central idea and analyze the development of characters, setting, and plot over time using precise vocabulary in multiple, complex sentences.
Learning Supports
Completed Story MapCompleted character WebPhrase CitationsVisualsNative Language Texts L1 support
Completed Story MapPartially-completed Character Web Sentence CitationsVisualsNative Language Texts L1 support
Story MapPartially-completed Character Web
Story MapCharacter Web
Story MapCharacter Web
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS: RL.8.2WIDA ELDS: 2Reading Speaking
Determine a theme or central idea of a text and provide an objective summary of the text.
Identify the theme or central idea in literature and objectively summarize the text using a Story Map.
VU: Theme, central idea, objective, summary, summarize; content-based, grade-level vocabulary LCF: Compound and complex sentencesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Identify the theme or central idea and objectively summarize the text in L1 and/or identify the theme or central idea and objectively summarize a leveled text by matching selected vocabulary Phrase Citations to visual representations.
Identify the theme or central idea and objectively summarize the text in L1 and/or identify the theme or central idea and objectively summarize a leveled text by matching Sentence Citations to visual representations.
Identify the theme or central idea and objectively summarize adapted text orally and/or in writing using key vocabulary in a series of simple, related sentences.
Identify the theme or central idea and objectively summarize text within grade 7-8 complexity band, orally and in writing using key vocabulary in expanded and some complex sentences.
Identify the theme or central idea and objectively summarize grade-level text orally and in writing using precise vocabulary in multiple, complex sentences.
Learning Supports
Story MapPartner WorkVisualsPhrase CitationsNative Language Texts L1 support
Story Map Partner WorkVisualsSentence CitationsL1 supportNative Language Texts
Story Map Partner Work
Story Map Story Map
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:RL.8.3WIDA ELDS: 2Reading Speaking
Analyze how particular lines of dialogue or incidents in a drama propel the action.
Read to analyze how dialogue between characters in literature leads to action by using a Graphic Organizers and dramatization with a partner.
VU: Dialogue; content-based, grade-level vocabulary LCF: Quotations, prepositional phrases, simple past; negative past sentencesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to analyze how dialogue between characters leads to action in L1 and/or match selected words and phrases of dialogue to the character stating it.
Read to analyze how dialogue between characters leads to action in L1 and/or identify and dramatize excerpts of dialogue within a grade-level text using selected vocabulary in key phrases and short sentences and match lines of dialogue to the character stating it.
Read to analyze how dialogue between characters leads to action in adapted text literature leads to action by identifying and dramatizing lines of dialogue using key vocabulary in a series of simple, related sentences.
Read to analyze how dialogue between characters leads to action in texts within grades 7-8 complexity band by identifying and dramatizing lines of dialogue using key vocabulary in expanded sentences with emerging complexity.
Read to analyze how dialogue between characters leads to action in grade level literature by identifying and dramatizing lines of dialogue using precise vocabulary in multiple, complex sentences.
Learning Supports
Partner WorkVisualsDialogue StartersNative Language Texts L1 supportDramatizationGraphic Organizers
Partner WorkVisualsDialogue StartersDramatizationGraphic OrganizersNative Language Texts L1 support
Partner WorkDialogue StartersDramatizationGraphic Organizers
Partner WorkDramatizationGraphic Organizers
Dramatization
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS:RL.8.32Reading Speaking
Analyze how particular lines of dialogue or incidents in a drama reveal aspects of a character.
Read to identify how dialogue or incidents reveal character traits using Visuals, Digital Storytelling with a partner or in Small group/ triads.
VU: Dialogue, incidents, reveal, character traits; content-based, grade-level vocabularyLCF: Using quotations, prepositional phrases, possessive adjectives, subject-verb agreementLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to identify how dialogue or incidents reveal character traits in L1 and/or by dramatizing specific words and phrases of dialogue and matching them to character and story events.
Read to identify how dialogue or incidents reveal character traits in L1 and/or by dramatizing specific lines of dialogue and matching them to characters and/or story events using selected vocabulary in key phrases and short sentences.
Read to identify how dialogue or incidents reveal character traits in adapted texts by dramatizing specific lines of dialogue and explaining verbally using key vocabulary in a series of simple, related sentences.
Read to identify how dialogue or incidents reveal character traits in texts within grade 7-8 complexity band by dramatizing lines of dialogue and explaining verbally using key vocabulary in expanded and some complex sentences.
Read to identify how dialogue or incidents reveal character traits in grade level text by dramatizing multiple lines of dialogue and explaining verbally using precise vocabulary in multiple, complex sentences.
Learning Supports
Dramatization Digital Storytelling Partner WorkVisualsDialogue linesNative Language Texts L1 support
Dramatization Digital Storytelling Partner WorkVisualsDialogue linesNative Language Texts L1 support
Dramatization Digital Storytelling Partner Work
Digital Storytelling Small group/ triads
Digital Storytelling Small group/ triads
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS: RL.8.3WIDA ELDS: 2 Reading Writing Speaking Listening
Analyze how particular lines of dialogue or incidents in a drama provoke a decision.
Read to analyze how lines of dialogue or incidents provoke a decision in drama using a Story Map and video clips/films.
VU: Conflict, rising action, turning point, lines, dialogue, incidents, drama, provoke/provocationLCF: Using lines of dialogue, conditionals, complex sentencesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to analyze how lines of dialogue or incidents provoke a decision in drama in L1 and/or by matching selected words and/or phrases from dialogue to Visuals of incidents and decisions.
Read to analyze how lines of dialogue or incidents provoke a decision in drama in L1 and/or match selected lines of dialogue to Visuals of incidents and decisions.
Read to analyze how lines of dialogue or incidents provoke a decision in drama using key vocabulary in a series of simple, related sentences.
Read to analyze how lines of dialogue or incidents provoke a decision in drama using key vocabulary in expanded and some complex sentences.
Read to analyze how lines of dialogue or incidents provoke a decision in drama using precise vocabulary in multiple, complex sentences.
Learning Supports
Story MapSmall group/ triadsVideo Clips/Films VisualsDialogue linesGesturesNative Language Texts L1 support
Story MapSmall group/ triadsVideo Clips/Films VisualsDialogue linesNative Language Texts L1 support
Story MapSmall group/ triadsVideo Clips/Films
Story MapVideo Clips/Films
Story MapVideo Clips/Films
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 8CCSS: RL.8.4WIDA ELDS: 2-5ReadingSpeaking
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Read to determine and analyze the meaning of words and phrases, including figurative and connotative meanings, using multiple resources and Teacher Modeling.
VU: Figurative terms and connotative vocabulary (personification, simile, metaphor, hyperbole), moodLCF: Word choice, figurative language, how parts of speech impacts meaningLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to determine and analyze the meaning of figurative and connotative phrases in L1 and/or using selected vocabulary in key phrase patterns.
Read to determine and analyze the meaning of figurative and connotative phrases in L1 and/or using selected vocabulary in phrases and short sentences.
Read to determine and analyze the meaning of figurative and connotative phrases using key vocabulary in multiple, simple, related sentences.
Read to determine and analyze the meaning of figurative and connotative phrases using key vocabulary in expanded and some complex sentences.
Read to determine and analyze the meaning of figurative and connotative phrases using precise vocabulary in multiple, complex sentences.
Learning Supports
Multiple Resources Word/Picture Wall Idiom DictionaryTeacher Modeling VisualsGesturesL1 support
Multiple Resources Word/Picture Wall Idiom DictionaryTeacher ModelingVisualsSentence FrameL1 support
Multiple Resources Word WallIdiom DictionaryTeacher Modeling
Multiple Resources Idiom Dictionary
Multiple Resources Idiom Dictionary
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 9CCSS: RL.8.4WIDA ELDS: 2-5ReadingSpeaking
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone.
Read to determine the meaning of figurative and connotative words and phrases and analyze the impact of word choices on meaning and tone using a Figurative Language Chart and Visuals.
VU: Denotation and connotation, pitch, inflection; content-based, grade-level vocabulary LCF: Past tense, tone of sentencesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice in L1 and/or by matching selected words to Visuals of their figurative and/or connotative meanings.
Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice in L1 and/or by matching phrases to Visuals of their figurative and/or connotative meanings.
Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice using key vocabulary in multiple, simple, related sentences.
Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice using key vocabulary in expanded and some complex sentences.
Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice using precise vocabulary in multiple, complex sentences.
Learning Supports
Figurative Language Chart Graphic Organizers Word/Picture WallVisualsGesturesL1 support
Figurative Language Chart Graphic Organizers Word/Picture WallVisualsL1 support
Word WallFigurative Language Chart Graphic Organizers
Figurative Language Chart Graphic Organizers
Figurative Language Chart Graphic Organizers
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 10CCSS: RL.8.4WIDA ELDS: 2-5ReadingSpeaking
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on analogies or allusions to other texts.
Read to define allusions and analogies in prose and narrative texts using a K-W-L Chart and online resources.
VU: Allusion, analogy; content-based, grade-level vocabulary LFC: Conjunctions, comparatives, superlatives, adverbsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to define allusions and analogies in L1 and/or in excerpts from grade-level text, match selected Phrase Citations to visual representations of text.
Read to define allusions and analogies in L1 and/or in excerpts from grade-level text, match selected Sentence Citations to visual representations of text.
Read to define allusions and analogies in adapted grade level prose and narrative texts using key vocabulary in multiple, simple, related sentences.
Read to define allusions and analogies in prose and narrative texts within grade-level band using key vocabulary in expanded and some complex sentences.
Read to define allusions and analogies in grade-level prose and narrative texts using precise vocabulary in multiple, complex sentences.
Learning Supports
KWL Chart (teacher-completed)Online ResourcesWord/Picture WallVisualsGesturesL1 support
KWL Chart (partially completed) Online ResourcesWord/Picture WallVisualsL1 support
KWL Chart (partially completed)Online ResourcesWord Wall
KWL Chart Online Resources
Online Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 11CCSS: RL.8.5WIDA ELDS: 2-5ReadingSpeaking
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Compare and contrast the structure of two texts to analyze how they differ in meaning and style using a T-Chart and Word Wall.
VU: Poetic prose, personal narrative, structure, differ, meaning, style; content-based, grade-level vocabulary LFC: Compound and complex sentencesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Compare and contrast the structure of two or more grade-level texts and analyze how they differ in meaning and style in L1 and/or in leveled texts using selected vocabulary in key phrase patterns
Compare and contrast the structure of two or more grade-level texts and analyze how they differ in meaning and style in L1 and/or in leveled texts using selected vocabulary in simple phrases and short sentences.
Compare and contrast the structure of two or more adapted, grade-level texts and analyze how they differ in meaning and style using key vocabulary in a series of simple, related sentences.
Compare and contrast the structure of two or more texts within grade-level band and analyze how they differ in meaning and style using key vocabulary in expanded and some complex sentences.
Compare and contrast the structure of two or more grade-level texts and analyze how they differ in meaning and style using precise vocabulary in multiple, complex sentences.
Learning Supports
T- Chart (partially completed)Word/Picture WallVisualsGesturesL1 support
T- Chart (partially completed)Word/Picture WallVisualsSentence FrameL1 support
T- Chart (partially completed)Word Wall
T- Chart T- Chart
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 12CCSS: RL.8.6WIDA ELDS: 2-5ReadingSpeaking
Analyze how differences in the points of view of the characters (e.g., created through the use of dramatic irony) create such effects as suspense or humor in an 8th grade text.
Identify and discuss how characters’ points of view connect to the creation of suspense or humor by using L1 and Graphic Organizers.
VU: Irony, flash back, foreshadowing, suspense, humor; content-based, grade-level vocabulary LFC: First and third person perspectiveLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Identify and discuss how characters’ points of view connect to the creation of suspense or humor in L1 and/or in leveled text by matching characters’ points of view to pictures/scenes with selected vocabulary in key phrase patterns.
Identify and discuss how characters’ points of view connect to the creation of suspense or humor in L1 and/or in leveled texts by matching characters’ points of view and completing Sentence Frame with selected vocabulary in key phrases and short sentences.
Identify and discuss how characters’ points of view connect to the creation of suspense or humor in adapted text using key vocabulary in a series of simple, related sentences.
Identify and discuss how characters’ points of view connect to the creation of suspense or humor in texts within grade-level band using key vocabulary in expanded sentences with emerging complexity.
Identify and discuss how characters’ points of view connect to the creation of suspense or humor in grade-level text using precise vocabulary in multiple, complex sentences.
Learning Supports
Graphic Organizers (partially completed)Partner WorkWord/Picture WallGesturesL1 support
Graphic Organizers (partially completed Partner WorkWord/Picture WallSentence FrameL1 supportVisuals
Graphic Organizers (partially completed)Partner WorkWord Wall
Graphic Organizers Graphic Organizers
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 13CCSS: RL.8.6WIDA ELDS: 2-5ReadingSpeaking
Analyze how differences in the points of view of the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor in an 8th grade text.
Read to identify and discuss how the audience’s or reader’s point of view connects to the creation of suspense or humor in text by using a Graphic Organizers and Partner Work.
VU: Audience point of view, suspense, humor
LFC: First and third person perspective
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Identify and discuss how the audience’s points of view connect to the creation of suspense or humor in L1 and/or in leveled text by matching audience’s points of view to pictures/scenes with selected vocabulary in key phrase patterns.
Identify and discuss how the audience’s points of view connect to the creation of suspense or humor in L1 and/or in leveled texts by matching audience’s points of view and completing Sentence Frame with selected vocabulary in key phrases and short sentences.
Identify and discuss how the audience’s points of view connect to the creation of suspense or humor in adapted text using key vocabulary in a series of simple, related sentences.
Identify and discuss how the audience’s points of view connect to the creation of suspense or humor in texts within grade-level band using key vocabulary in expanded sentences with emerging complexity.
Identify and discuss how the audience’s points of view connect to the creation of suspense or humor in grade level text using precise vocabulary in multiple, complex sentences.
Learning Supports
Graphic Organizers (partially completed)Partner WorkWord/Picture WallGesturesL1 support
Graphic Organizers (partially completed Partner WorkWord/Picture WallSentence FrameL1 supportVisuals
Graphic Organizers (partially completed)Partner WorkWord Wall
Graphic Organizers Graphic Organizers
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 14CCSS: RL.8.7WIDA ELDS: 2-5ReadingSpeaking
Analyze the extent to which a filmed or live production of a drama or script stays faithful to or departs from the text, evaluating the choices made by the director or actors.
Read to identify and discuss the extent to which a filmed or live production of a story stays faithful to or departs from the text by viewing video clips / films and taking notes with an outline.
VU: Faithful, departs, filmed vs. live production; content-based, grade-level vocabulary LFC: Tense and aspect, simple, compound and complex sentencesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to identify and discuss the extent to which a filmed or live production of a story stays faithful to or departs from a text in L1 and/or in leveled text, match pictures with key phrases and answer Choice questions.
Read to identify and discuss the extent to which a filmed or live production of a story stays faithful to or departs from a text in L1 and/or in a leveled text using selected vocabulary in key phrases and short sentences.
Read to identify and discuss the extent to which a filmed or live production of a story stays faithful to or departs from an adapted text using key vocabulary in a series of simple, related sentences.
Read to identify and discuss the extent to which a filmed or live production of a story stays faithful to or departs from text within grade level band using key vocabulary in expanded sentences with emerging complexity.
Read to identify and discuss the extent to which a filmed or live production of a story stays faithful to or departs from grade level text using precise vocabulary in multiple, complex sentences.
Learning Supports
L1 and/or leveled text Video Clips/FilmsOutlines for note taking (completed by the teacher)Choice questionsGesturesNative Language Texts, L1 support
Video Clips/FilmsOutlines (partially completed)VisualsSentence FrameNative Language Texts, L1 support
Video Clips/FilmsOutlines (partially completed)
Video Clips/FilmsOutlines
Video Clips/FilmsOutlines
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 15CCSS: RL.8.9WIDA ELDS: 2-5ReadingSpeaking
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
Read to compare and contrast the use of themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious texts using a T-Chart, a Word Bank and marking the text.
VU: Modern, fiction, themes, events, patterns, character types, myths, traditional stories, religious textsLFC: Tense and aspect, simple, compound and complex sentencesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to compare and contrast the use of themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious texts in L1 and/or using pictures and selected vocabulary in key phrase patterns.
Read to compare and contrast the use of themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious texts in L1 and/or using Visuals and selected vocabulary in key phrases and short sentences.
Read to compare and contrast the use of themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious adapted texts using key vocabulary in a series of simple, related sentences.
Read to compare and contrast the use of themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious texts within the grade-level band in expanded and some complex sentences.
Read to compare and contrast the use of themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious grade-level texts in multiple, complex sentences.
Learning Supports
T- Chart (partially completed)Word/Picture WallVisualsCloze SentencesL1 text and/or support
T- Chart (partially completed)Word/Picture WallVisualsSentence FrameL1 text and/or supportWord/picture bank
T- Chart (partially completed)Word Bank
T- Chart T- Chart
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 16CCSS: RL.8.10WIDA ELDS: 2-5ReadingSpeaking
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grade 8 text complexity band independently and proficiently.
Read to comprehend literature proficiently and independently using study guide(s).
VU: Literature, comprehension, proficient(ly), independent(ly); content-based, grade-level vocabulary LFC: Content-related vocabulary and sentence structuresLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to comprehend literature proficiently and independently in L1 and/or read excerpts from grade-level text using selected words in key phrase patterns.
Read to comprehend literature proficiently and independently in L1 and/or read excerpts from grade-level text using selected vocabulary in key phrases, and simple sentences.
Read to comprehend adapted literature proficiently and independently using key vocabulary in a series of simple, related sentences.
Read to comprehend literature within grade-level band proficiently and independently using key vocabulary in expanded sentences with emerging complexity.
Read to comprehend grade level literature proficiently and independently using precise vocabulary in multiple, complex sentences.
Learning Supports
Study guide (completed)Word/Picture WallVisualsNative Language Texts L1 support
Study guide (partially completed) Word/Picture WallVisualsNative Language Texts L1 support
Study guide (partially completed)
Study guide Study guide
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 17CCSS: W.8.3.bWIDA ELDS: 2Writing
Write narratives to develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters.
Write to narrate real or imagined experiences or events and/or characters through dialogue, pacing, and description using a Narrative Writing Diamond and Mentor Texts with a partner.
VU: Narrative techniques, real vs. imagined experiences /events, dialogue, pacingLFC: Sensory / descriptive words / phrases, sequence words, punctuation for dialogueLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to narrate real or imagined experiences or events and/or characters through dialogue, pacing, and description in L1 and/or use captions with selected vocabulary in key phrase patterns.
Write to narrate real or imagined experiences or events and/or characters through dialogue, pacing, and description in L1 and/or use captions with selected vocabulary in key phrases and short sentences.
Write to narrate real or imagined experiences or events and/or characters through dialogue, pacing, and description using key vocabulary in a series of simple, related sentences.
Write to narrate real or imagined experiences or events and/or characters through dialogue, pacing, and description using key vocabulary in expanded sentences with emerging complexity.
Write to narrate real or imagined experiences or events and/or characters through dialogue, pacing, and description using precise vocabulary in multiple, complex sentences.
Learning Supports
Narrative Writing Diamond (teacher-completed)Mentor Texts Word/Picture WallVisualsGestures
Narrative Writing Diamond (partially completed)Mentor Texts Word/Picture WallVisualsSentence Frame
Narrative Writing Diamond (partially completed)Mentor Texts Word Wall
Narrative Writing Diamond Mentor Texts
Narrative Writing Diamond Mentor Texts
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Cloze sentencesL1 text and/or support
L1 text and/or support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 18CCSS: W.8.3.dWIDA ELDS: 2Writing
When writing narratives, use precise words and phrases, and sensory language to capture the action and convey experiences and events.
Write narratives using precise words and phrases and sensory language with the support of a Narrative Writing Diamond, Chart and Mentor Texts with a partner.
VU: Well-structured, detailed, engaging, descriptive details, sensory language; content-based, grade-level vocabulary LCF: Quotation marks, dialogue tags, descriptive adjectives, nouns, and verbsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write a multi-paragraph narrative with precise vocabulary and sensory language in L1 and/or word and phrase-level narrative captions with selected vocabulary and sensory language.
Write a multi-paragraph narrative with precise vocabulary and sensory language in L1 and/or phrase and sentence-level narrative captions with selected vocabulary and sensory language.
Write a narrative paragraph using key vocabulary and sensory language in a series of simple, related sentences.
Write a multi-paragraph narrative with key vocabulary and sensory language in expanded sentences of emerging complexity.
Write a multi-paragraph narrative with precise vocabulary and sensory language in multiple, complex sentences.
Learning Supports
Narrative Writing Diamond (completed) Word/Picture WallVisualsPartner WorkPhrase captionsL1 text and/or support
Narrative Writing Diamond (partially completed) VisualsPartner WorkSentence captionsL1 text and/or supportWord/Picture Wall
Narrative Writing Diamond Mentor Texts Partner WorkWord Wall
Narrative Writing DiamondMentor Texts Partner Work
Narrative Writing Diamond Mentor Texts
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 19CCSS: W.8.3.aWIDA ELDS: 2-5Writing
When writing narratives, develop real or imagined experiences or events using well-structured event sequences; engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Write narratives by establishing context and clearly defined point of view by introducing a narrator using a Narrative Writing Diamond, a timeline, and Shared Writing.
VU: Narrator, narrative, imagined, context, point of view; content-based, grade-level vocabulary LFC: Transitions of sequence, simple past, past perfect, continuousLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write a multi-paragraph narrative with an introduction and a clearly defined point of view in L1 and/or write a sequenced narrative by ordering captions with illustrations and selected words.
Write a multi-paragraph narrative with an introduction and a clearly defined point of view in L1 and/or write short, sentence-level narrative captions under event sequences using selected vocabulary.
Write a multi-paragraph narrative with an introduction and a clearly defined point of view using key vocabulary in a series of simple, related sentences.
Write a multi-paragraph narrative with an introduction and a clearly defined point of view using key vocabulary in expanded and some complex sentences.
Write a multi-paragraph narrative with an introduction and a clearly defined point of view using precise vocabulary in multiple, complex sentences.
Learning Supports
TimelineNarrative Writing Diamond (completed)Shared WritingWord/Picture WallVisualsPhrase starters
TimelineNarrative Writing Diamond (partially completed)Shared WritingWord/Picture WallVisualsSentence Starter
TimelineNarrative Writing Diamond Shared Writing
TimelineNarrative Writing Diamond
Narrative Writing Diamond
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
L1 support L1 support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 20CCSS: W.8.3cWIDA ELDS: 2-5ReadingWritingSpeaking Listening
When writing narratives, use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
Write to apply sequential/transitional words, phrases and clauses to signal shifts from one time frame or setting to another, using a Word Wall, a Reference Sheet, and/ or Teacher Modeling.
VU: Sequential, transitional, signal, shifts, setting, time frame, narrative event / experience relationshipsLCF: Sequential and transitional words, phrases and clausesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write a multi-paragraph narrative using precise, sequential/transitional language in L1 and/or use selected, sequential/transitional words with illustrations in key phrase patterns
Write a multi-paragraph narrative using precise, sequential/transitional language in L1 and/or use selected sequential/transitional words and phrases in short sentences.
Write a narrative using sequential/transitional language in a series of simple, related sentences.
Write a multi-paragraph narrative using sequential/transitional language in expanded and some complex sentences.
Write a multi-paragraph narrative using precise, sequential/transitional language in complex sentences.
Learning Supports
Transitional Word/Phrase Word WallReference SheetTeacher ModelingSentence FrameL1 support
Transitional Word/Phrase Word WallReference SheetTeacher ModelingVisualsSentence FrameL1 support
Transitional Word/Phrase Word WallReference SheetTeacher Modeling
Reference SheetTeacher Modeling
Reference Sheet
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Illustrations
Student Learning Objective (SLO) Language Objective Language NeededSLO: 21CCSS: W.8.3.eWIDA ELDS: 2Writing
When engaged in narrative writing, provide a conclusion that follows from and reflects on the narrated experiences or events.
Write a conclusion that follows from and reflects on the experiences and events in a narrative story using a Story Map and Teacher Modeling.
VU: Narrative, conclusion, reflect(ion); content-based, grade-level vocabulary LFC: Conclusion sentence and conclusion paragraph structuresLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write a conclusion that reflects on the experiences and events in a narrative story in L1 and/or use illustrations and selected words on a Story Map.
Write a conclusion that reflects on the experiences and events in a narrative story in L1 and/or use illustrations and selected vocabulary in phrases and short sentences.
Write a conclusion that reflects on the experiences and events in a narrative story using key vocabulary in a series of simple, related sentences.
Write a conclusion that reflects on the experiences and events in a narrative story using key vocabulary in expanded sentences of emerging complexity.
Write a conclusion that reflects on the experiences and events in a narrative story using precise vocabulary in complex sentences.
Learning Supports
Story Map Word/Picture WallVisualsL1 supportTeacher Modeling
Story Map Word/Picture WallVisualsSentence FrameL1 supportTeacher Modeling
Story Map Word WallTeacher Modeling
Story Map Story Map
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 22CCSS: W.8.4WIDA ELDS: 2-5Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write a clear and coherent composition appropriate to task, purpose and audience using Teacher Modeling and a Purpose and Audience Planning Chart.
VU: Clear, coherent, composition, appropriate, task, purpose, audienceLFC: Homonyms, synonyms, and antonyms LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write a clear and coherent composition appropriate to task, purpose and audience in L1 and/or use illustrations and selected vocabulary in key phrase patterns.
Write a clear and coherent composition appropriate to task, purpose and audience in L1 and/or use Visuals and selected vocabulary in key phrases and short sentences.
Write a clear and coherent composition appropriate to task, purpose and audience using key vocabulary in a series of simple, related sentences.
Write a clear and coherent composition appropriate to task, purpose and audience using key vocabulary in expanded and some complex sentences.
Write a clear and coherent composition appropriate to task, purpose and audience using precise vocabulary in complex sentences.
Learning Supports
Purpose and Audience Planning Chart Teacher ModelingSentence FrameVisualsWord/Picture WallL1 support
Purpose and Audience Planning Chart Teacher ModelingSentence FrameVisualsWord/Picture WallL1 support
Purpose and Audience Planning Chart Teacher ModelingWord Wall
Purpose and Audience Planning Chart
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 23CCSS: W.8.5WIDA ELDS: 2-5Writing
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose has been addressed.
Write, plan, revise and edit to develop, strengthen, and focus on writing purpose using Technology, Partner Work, and Teacher Modeling.
VU: Pre-write, brainstorm, revise, edit, publish, strengthen, focus, constructive criticism, feedbackLFC: Narrative, persuasive/ argumentative, expository/ explanatory, comparative, descriptiveLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write, plan, revise and edit to develop, strengthen, and focus on the purpose in L1 and/or use drawings and selected vocabulary in key phrase patterns.
Write, plan, revise and edit to develop, strengthen, and focus on the purpose in L1 and/or use drawings and selected vocabulary in key phrases and short sentences.
Write, plan, revise and edit to develop, strengthen, and focus on the purpose using key vocabulary in a series of simple, related sentences.
Write, plan, revise and edit to develop, strengthen, and focus on the purpose using key vocabulary in expanded sentences with emerging complexity.
Write, plan, revise and edit to develop, strengthen, and focus on the purpose using precise vocabulary in multiple, complex sentences.
Learning Supports
Teacher ModelingTechnology Partner Work Cloze SentencesWord/Picture Wall
Teacher ModelingTechnology Partner Work Sentence FrameWord/Picture Wall
Teacher ModelingTechnology Partner Work
Technology Partner Work
Technology
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
VisualsL1 support
VisualsL1 support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 24CCSS: W.8.5WIDA ELDS: 2-5Writing
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well audience has been addressed.
Write, plan, revise and edit to effectively address the audience using Technology, Partner Work, and Teacher Modeling.
VU: Pre-write, brainstorm, revise, edit, publish, develop, strengthen, focus, constructive criticism, feedback, audienceLFC: Essay genres (narrative, persuasive/argumentative, expository/explanatory, comparative, descriptive)LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write, plan, revise and edit to develop, strengthen, and focus on the purpose in L1 and/or use drawings and selected vocabulary in key phrase patterns.
Write, plan, revise and edit to develop, strengthen, and focus on the purpose in L1 and/or use drawings and selected vocabulary in key phrases and short sentences.
Write, plan, revise and edit to develop, strengthen, and focus on the purpose using key vocabulary in a series of simple, related sentences.
Write, plan, revise and edit to develop, strengthen, and focus on the purpose using key vocabulary in expanded sentences with emerging complexity.
Write, plan, revise and edit to develop, strengthen, and focus on the purpose using precise vocabulary in multiple, complex sentences.
Learning Supports
Teacher ModelingTechnology Partner Work Cloze Sentences
Teacher ModelingTechnology Partner Work Sentence Frame
Teacher ModelingTechnology Partner Work
Technology Partner Work
Technology
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Word/Picture WallVisualsL1 support
Word/Picture WallVisualsL1 support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 25CCSS: W.8.6WIDA ELDS: 2-5Writing
Use Technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Produce and publish written work to present the relationships between information and ideas using Technology, Partner Work, and a Checklist for publishing.
VU: Search engines, authentic information, plagiarism/ reference, font, size
LFC: Document format as per MLA and APA documentation guidelinesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Produce and publish written work on the computer to present the relationships between information and ideas in L1 and/or use cloze sentences as captions for Visuals with selected vocabulary.
Produce and publish written work on the computer to present the relationships between information and ideas in L1 and/or use Sentence Frame as captions for Visuals with selected vocabulary and phrases.
Produce and publish written work on the computer to present the relationships between information and ideas by using key vocabulary in a series of simple, related sentences.
Produce and publish written work on the computer to present the relationships between information and ideas by using key vocabulary in expanded sentences of emerging complexity.
Produce and publish written work on the computer to present the relationships between information and ideas by using precise vocabulary in multiple, complex sentences.
Learning Supports
Partner Work Technology Checklist for publishing
Partner Work Technology Checklist for publishing
Partner Work Technology Checklist for publishing
Partner Work Technology Checklist for publishing
Partner Work Technology Checklist for publishing
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
VisualsWord/Picture WallCloze sentencesL1 support
VisualsWord/Picture Wall Sentence FrameL1 support
Visuals
Student Learning Objective (SLO) Language Objective Language NeededSLO: 26CCSS: W.8.7WIDA ELDS: 2-5ReadingWriting
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Write to pose, research, and answer self-generated questions using Graphic Organizers, Partner Work, a Question Stem Bank Bank, a Template and Technology.
VU: Research, answer, pose, self-generated; content-based, grade-level vocabulary
LFC: The 5 Ws + H question types, punctuation marks LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to pose, research, and answer questions in L1 and/or use drawings, pictures and selected vocabulary in key phrase patterns.
Write to pose, research, and answer questions in L1 and/or use Visuals and selected vocabulary in key phrases and short sentences.
Write to pose, research, and answer self-generated related questions using key vocabulary in a series of simple, related sentences.
Write to pose, research, and answer self-generated related questions using key vocabulary in expanded and some complex sentences.
Write to pose, research, and answer self-generated related questions using precise vocabulary in multiple, complex sentences.
Learning Supports
Graphic Organizers VisualsPartner WorkWord/Picture BankQuestion Stem Bank Gestures
Graphic Organizers VisualsPartner WorkWord/Picture BankQuestion Stem Bank L1 text and/or support
Graphic Organizers Partner WorkWord BankTechnology Template
Graphic Organizers Partner WorkTechnology
Graphic OrganizersTechnology
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
L1 text and/or supportTechnology Template
Technology Template
Student Learning Objective (SLO) Language Objective Language NeededSLO: 27CCSS: W.8.9.aWIDA ELDS: 2-5ReadingWriting
Draw evidence from literary texts to support analysis and reflection. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
Write to cite evidence from literary texts to support analysis and reflection using Graphic Organizers and/or Partner Work.
VU: Cite, evidence, support, analysis, reflection, quote, paraphrase; content-based, grade-level vocabulary LFC: Transitions for comparison and contrast, formal/informal expressions and phrasesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to cite evidence from grade level literary texts to support analysis and reflection in L1 and/or use drawings and selected vocabulary in key phrases for captions which represent excerpts from the
Write to cite evidence from grade level literary texts to support analysis and reflection in L1 and/or use selected vocabulary in key phrases and short sentences for captions which represent excerpts from the grade-level text.
Write to cite evidence from adapted literary texts to support analysis and reflection using key vocabulary in a series of simple, related sentences.
Write to cite evidence from texts within the grade level band to support analysis and reflection using key vocabulary in expanded sentences of emerging complexity.
Write to cite evidence from grade level literary texts to support analysis and reflection using precise vocabulary in multiple, complex sentences.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
grade-level text.Learning Supports
Graphic Organizers Partner Work Word/Picture WallVisualsCloze sentencesL1 support
Graphic Organizers Word/Picture WallVisualsSentence FrameL1 support
Graphic Organizers Partner Work Word Wall
Graphic OrganizersPartner Work
Graphic Organizers
Student Learning Objective (SLO) Language Objective Language NeededSLO: 28CCSS: W.8.10WIDA ELDS: 2-5Writing
Write narratives routinely over extended time frames (time for reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Write narratives of varying length, writing styles and topics to create a portfolio of work throughout the year using a Word Bank and multiple resources.
VU: Narrative types, routine, extended vs. shorter time frames, specific purpose, task, and audienceLFC: Narrative types, formal and informal style / tone
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Write narratives routinely to create a portfolio for a specific purpose or audience in L1 and/or by writing selected, words from a Word Bank under pictures and/or writing dictated pieces created with teacher support.
Write narratives routinely to create a portfolio for a specific purpose or audience in L1 and/or use pictures and selected vocabulary in key phrases and short sentences.
Write narratives routinely to create a portfolio for a specific purpose or audience using key vocabulary in a series of simple, related sentences.
Write narratives routinely to create a portfolio for a specific purpose or audience using key vocabulary in expanded sentences with emerging complexity.
Write narratives routinely to create a portfolio for a specific purpose or audience using precise vocabulary in multiple, complex sentences.
Learning Supports
Multiple resources Word/Picture Bank
Multiple resources Word/Picture Bank
Multiple resources Templates
Multiple resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Template VisualsCloze sentencesL1 support
TemplateVisualsSentence StarterL1 support
Word Bank
Student Learning Objective (SLO) Language Objective Language NeededSLO: 29CCSS: SL.8.1WIDA ELDS: 2-5ReadingWritingSpeaking Listening
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Speak and listen to participate in a variety of collaborative discussions using a Checklist, Cue Cards, Partner Work or a small group / triads.
VU: Formal, informal, ideas, explain, elaborate; content-based, grade-level vocabulary
LFC: First person phrases, contrastive transitions, restate, tone, voice
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak and listen to participate in a variety of collaborative discussions using L1 and/or using pre-taught selected vocabulary words and phrases.
Speak and listen to participate in a variety of collaborative discussions using L1 and/or leveled simple sentences with phrases and selected vocabulary.
Speak and listen to participate in a variety of collaborative discussions using key vocabulary in a series of simple, related sentences.
Speak and listen to participate in a variety of collaborative discussions using key vocabulary in expanded sentences of emerging complexity.
Speak and listen to participate in a variety of collaborative discussion settings using precise vocabulary in multiple, complex sentences.
Learning Supports
Cue CardsChecklist
Cue CardsChecklist
Cue CardsChecklist
Cue CardsChecklist
Small group/ triads
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Word/Picture BankPartner Work VisualsSentence FrameL1 support
Word/Picture BankPartner Work VisualsSentence FrameL1 support
Small group/ triadsWord Bank
Small group/ triads
Student Learning Objective (SLO) Language Objective Language NeededSLO: 30CCSS: SL.8.1.aWIDA ELDS: 2-5ReadingSpeaking Listening
Come to discussions prepared, having read or researched required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Speak and listen to share relevant ideas by referring to evidence using Cornell Notes, L1 support, and Teacher Modeling.
VU: Cite, research, evidence, probe, reflect; content-based, grade-level vocabulary
LCF: Declarative sentences, interrogatives, prosodic features (e.g., stress)LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak and listen to share relevant ideas by referring to evidence in Visuals and L1 and/or answer single word response or Choice questions from selected excerpts in grade-level text.
Speak and listen to share relevant ideas by referring to evidence in L1 and/or use Visuals and selected vocabulary in key phrases and short sentences from selected excerpts in grade-level text.
Speak and listen to share relevant ideas by referring to evidence in adapted texts using key vocabulary in a series of simple, related sentences.
Speak and listen to share relevant ideas by referring to evidence in texts within the grade level band using key vocabulary in expanded sentences with emerging complexity.
Speak and listen to share relevant ideas by referring to evidence in grade-level texts using precise vocabulary in multiple, complex sentences.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Learning Supports
Cornell Notes (completed)Word/Picture WallVisualsGesturesChoice questionsL1 support
Cornell Notes (partially completed)Word/Picture WallVisualsSentence FrameL1 support
Cornell Notes (partially completed)Teacher Modeling Word WallSmall group/ triads
Cornell Notes Teacher Modeling Small group/ triads
Cornell Notes
Student Learning Objective (SLO) Language Objective Language NeededSLO: 31CCSS: SL.8.1.bWIDA ELDS: 1Speaking Listening
When participating in collaborative discussions, follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed.
Speak and listen to participate in a variety of collaborative discussions with peers using a Rubric and a Reference Sheet (for discussion roles, goals, rules and directions).
VU: Rules, collaborative, collegial, decision making, discussions, progress, roles, goals, directions, Checklist, RubricLFC: Signal verbs, action verbs, collaborative language, tone, voiceLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak and listen to participate in a variety of collaborative discussions with peers in L1 and/or use gestures, drawings and selected words in key phrase patterns
Speak and listen to participate in a variety of collaborative discussions with peers in L1 and/or using Visuals and selected vocabulary and phrases.
Speak and listen to participate in a variety of collaborative discussions with peers using key vocabulary in a series of simple, related sentences.
Speak and listen to participate in a variety of collaborative discussions with peers using key vocabulary in expanded sentences with emerging complexity.
Speak and listen to participate in a variety of collaborative discussions with peers using precise vocabulary in multiple, complex sentences.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Learning Supports
Rubric Reference Sheet Word/Picture WallGesturesL1 support
Rubric Reference Sheet Word/Picture WallVisualsL1 support
Rubric Reference Sheet Word Wall
Rubric Reference Sheet
Rubric
Student Learning Objective (SLO) Language Objective Language NeededSLO: 32CCSS: SL.8.1.cWIDA ELDS: 2-5Speaking Listening
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic using Sentence Frame, Question Stem Banks, L1 support, and Cue Cards.
VU: Speaking Rubric, extend, restate/rephrase; content-based, grade-level vocabulary LFC: Questions for: clarifications; probing point of view or reasoning; ask for examples/evidence; appropriate language, tone, voiceLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak and listen to pose and respond in order to clarify, respond, and probe a topic in L1 and/or answering yes/no or either/or Choice
Speak and listen to pose and respond in order to clarify, respond, and probe a topic in L1 and/or using selected vocabulary in key phrases and answering WH-questions.
Speak and listen to pose and respond to adapted questions in order to clarify, respond, and probe a topic in an adapted level using key vocabulary in a series of simple, related sentences.
Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic using key vocabulary in expanded sentences with emerging
Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic using precise vocabulary in multiple, complex sentences.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
questions. complexity. Learning Supports
Cue CardsWord/Picture WallGesturesChoice questionsL1 support
Question Stem BankCue CardsWord/picture WallVisualsWh- QuestionsL1 support
Word WallSentence StarterQuestion Stem BankCue Cards
Student Learning Objective (SLO) Language Objective Language NeededSLO: 33CCSS: SL.8.1.dWIDA ELDS: 2-5Speaking Listening
Acknowledge new information expressed by others and, when warranted, qualify or justify their own views in light of the evidence presented.
Speak and listen to evaluate evidence presented to support one’s opinions using a Rubric, a Checklist and a Word Wall.
VU: Evaluate, evidence, support, opinions, justify, qualify, point of view
LFC: Transition words / phrasesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak and listen to evaluate evidence presented to support one’s opinions in L1 and/or using pictures, gestures and selected vocabulary or answering Choice questions in a teacher-
Speak and listen to evaluate evidence presented to support one’s opinions in L1 and/or by using selected vocabulary in key phrases in a teacher- led discussion.
Speak and listen to evaluate evidence presented to support one’s opinions using key vocabulary in a series of simple, related sentences.
Speak and listen to evaluate evidence presented to support one’s opinions using key vocabulary in expanded sentences of emerging complexity.
Speak and listen to evaluate evidence presented to support one’s opinions using precise vocabulary in multiple, complex sentences.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
led discussion.Learning Supports
Rubric ChecklistL1 supportWord/Picture WallVisualsChoice questions
Rubric ChecklistL1 supportWord/Picture WallVisuals
Rubric ChecklistWord Wall
Rubric Checklist
Rubric
Student Learning Objective (SLO) Language Objective Language NeededSLO: 34CCSS: SL.8.2WIDA ELDS: 2-5Speaking Listening
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
Speak and listen to evaluate the motives (e.g., social, commercial, political) in multimedia presentations using a Word Bank, a Checklist and video clips / films.
VU: Point of view, bias, misinformation, convince, allusions; content-based, grade-level vocabulary LFC: Superlatives, negatives, active and passive voice
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Speak and listen to evaluate the motives in multimedia presentations in L1 and/or using selected words to answer questions.
Speak and listen to evaluate the motives in multimedia presentations in L1 and/or using selected phrases to answer questions.
Speak and listen to evaluate the motives in multimedia presentations using key vocabulary in a series of simple, related sentences.
Speak and listen to evaluate the motives in multimedia presentations using key vocabulary in expanded sentences of emerging complexity.
Speak and listen to evaluate the motives in multimedia presentations using precise vocabulary in multiple, complex sentences.
Learning Checklist Checklist Checklist Checklist ChecklistReview Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Supports Word/Picture BankVideo Clips/Films Cloze SentenceChoice questions L1 support
Word/Picture BankVideo Clips/Films VisualsSentence FrameL1 support
Video Clips/Films Small group/ triadsWord Bank
Video Clips/Films Small group/ triads
Video Clips/Films Small group/ triads
Student Learning Objective (SLO) Language Objective Language NeededSLO: 35CCSS: SL.8.4WIDA ELDS: 2-5ReadingWritingSpeaking Listening
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and add interest.
Speak and listen to present claims and findings with appropriate eye contact, volume, and interest using Word Wall, a Checklist and Cornell Notes.
Note: Nonverbal cultural cues may be different for ELLs (i.e., eye contact, proximity, turn-taking). A discussion/comparison of these differences would benefit ELLS and their English speaking peers.
VU: Claims, findings, points, focused, coherent, evidence, reasoning, details, appropriate, eye contact, volume, interest LFC: Complex sentences, Interrogatives
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak and listen to present claims and findings with pictures that represent key ideas in L1 and using selected
Speak and listen to present claims and findings with pictures that represent key ideas in L1 and/or use pictures and selected words
Speak and listen to present claims and findings with appropriate eye contact, volume, and interest by using key vocabulary in a series of
Speak and listen to present claims and findings with appropriate eye contact, volume, and interest to represent
Speak and listen to present claims and findings with appropriate eye contact, volume, and interest using precise vocabulary in
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
words in key phrase patterns.
in key phrases and short sentences.
simple, related sentences. organized ideas using key vocabulary in expanded and some complex sentences.
multiple, complex sentences.
Learning Supports
ChecklistCornell Notes Pictures/PhotographsWord/Picture BankL1 support
ChecklistCornell NotesSentence StarterPictures/PhotographsWord/Picture BankL1 support
ChecklistCornell Notes Word/Picture Bank
ChecklistCornell Notes
Checklist
Student Learning Objective (SLO) Language Objective Language NeededSLO: 36CCSS: SL.8.5WIDA ELDS: 2-5Speaking Listening
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Speak to present information with integrated multimedia and visual support using notes and Technology.
VU: Multimedia, visual, display, presentation, integrate, clarify, strengthen, claims, evidence, interestLFC: Complex sentences
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak to present information with integrated multimedia and visual support in L1 and/or by using selected words to represent key ideas in
Speak to present information with integrated multimedia and visual support in L1 and/or by using selected words in key phrases and short sentences.
Speak to present information with integrated multimedia and visual support using key vocabulary in a series of simple, related sentences.
Speak to present information with integrated multimedia and visual support using key vocabulary in expanded and some complex sentences.
Speak to present information with integrated multimedia and visual support using precise vocabulary in multiple, complex sentences.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
phrase patterns.Learning Supports
Technology Notes in L1 & EnglishPictures/PhotographsWord/Picture WallL1 support Sentence Frame
Technology Notes in L1 & EnglishSentence FramePictures/PhotographsWord/Picture WallL1 support
Technology NotesPartner WorkWord/Picture Bank
Technology
Technology
Student Learning Objective (SLO) Language Objective Language NeededSLO: 37CCSS: SL.8.6; L.8.3WIDA ELDS: 2-5ReadingWritingSpeaking Listening
Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening; adapt speech to a variety of contexts using verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action, expressing uncertainty or describing a state contrary to fact).
Write, speak, listen, and read to demonstrate a command of formal English and its conventions using a Reference Sheet with examples of formal sentence structure, and Role Play or dramatizations.
VU: Command, formal, conventions, voice, active vs. passive, conditional, subjunctive, mood, effects
LFC: Voice: active/passive verb tenses, conditional vs. subjunctive mood
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Language Objectives
Write, speak, listen, and read in the active voice using selected vocabulary in cloze sentences for Role Play/Dramatizations.
Write, speak, listen, and read in the active voice using selected vocabulary in phrases and simple sentences.
Write, speak, listen, and read in the active and passive voice using key vocabulary in a series of simple, related sentences.
Write, speak, listen, and read using some variety in the active and passive verb forms with key vocabulary in expanded and some complex sentences.
Write, speak, listen, and read in a variety of contexts using active and passive verb forms with precise vocabulary in multiple, complex sentences.
Learning Supports
Role Play/DramatizationsReference SheetWord/Picture WallGesturesCloze Sentence L1 support
Role Play/DramatizationsReference SheetWord/Picture Wall VisualsSentence FrameL1 support
Role Play/DramatizationsReference SheetWord Wall
Reference Sheet Reference Sheet
Student Learning Objective (SLO) Language Objective Language NeededSLO: 38CCSS: L.8.1.aWIDA ELDS: 2-5ReadingWritingSpeaking Listening
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
Speak and write to demonstrate command of the conventions of standard English grammar and usage of verbals (gerunds, participles, infinitives) by using a Reference Sheet, cloze sentences, Sentence Frame and / or a Graphic Organizers.
VU: Parts of speech, gerunds, participles, infinitives
LFC: Infinitives, gerunds, participles
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Speak and write to Speak and write to develop Speak and write to Speak and write to Speak and write to
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Objectives develop an understanding of the conventions of standard English grammar by using gerunds with Visuals and selected vocabulary in cloze sentences.
an understanding of the conventions of standard English grammar and usage by using infinitives and gerunds with Visuals and selected vocabulary in Sentence Frame.
demonstrate command of the conventions of standard English grammar and usage of verbals using key vocabulary in simple, related sentences.
demonstrate command of the conventions of standard English grammar and usage of verbals using key vocabulary in expanded sentences with emerging complexity.
demonstrate command of the conventions of standard English grammar and usage of verbals using precise vocabulary in multiple, complex sentences.
Learning Supports
Word/Picture WallReference SheetVisualsCloze sentencesL1 support
Word/Picture WallReference SheetVisualsSentence FrameL1 support
Graphic Organizers Word WallReference Sheet
Graphic Organizers Reference Sheet
Reference Sheet
Student Learning Objective (SLO) Language Objective Language NeededSLO: 39CCSS: L.8.1.bWIDA ELDS: 2-5ReadingWritingSpeaking Listening
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: form and use verbs in the active voice.
Speak and write to demonstrate command of the conventions of standard English grammar and usage using verbs in the active voice by using Visuals and Sentence Frame or a Checklist / Rubric (for active voice).
VU: Demonstrate, command, active voice, emphasis, action
LFC: Simple/compound verb tenses, parts of speech, subject/predicate
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Language Objectives
Speak and write to develop an understanding of formal English in the active voice by matching pictures to corresponding active verbs and by adding active verbs to cloze sentences.
Speak and write to develop an understanding of formal English in the active voice by matching pictures to corresponding active verbs and by adding active verbs to Sentence Frame.
Speak and write to demonstrate an understanding of formal English in the active voice in different verb tenses using key vocabulary in simple, related sentences.
Speak and write to demonstrate a command of formal English in the active voice in different verb tenses using key vocabulary in expanded sentences with emerging complexity.
Speak and write to demonstrate a command of formal English by forming and using active voice in different tenses using precise vocabulary in multiple, complex sentences.
Learning Supports
Pictures/Photographs Cloze sentencesPicture DictionariesL1 support
Pictures/Photographs Sentence FramePicture DictionariesL1 support
Word WallPicture Dictionaries
Checklist/Rubric (for active voice)Dictionaries
Checklist/Rubric (for active voice)
Student Learning Objective (SLO) Language Objective Language NeededSLO: 40CCSS: L.8.1.bWIDA ELDS: 2-5ReadingWritingSpeaking Listening
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; form and use verbs in the passive voice.
Write or speak to demonstrate command of the conventions of standard English grammar and usage of the passive voice by using a Word Wall, Visuals in triads/ small groups.
VU: Demonstrate, passive, voice
LFC: Passive verb tenses and past participles
LC: Varies by ELP level
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write and speak to develop an understanding of verb formations and their meanings by matching passive verbs and their past participles to corresponding pictures.
Write and speak to develop an understanding of verb formations and their meanings by matching passive verbs and their past participles in Sentence Frame to corresponding pictures.
Write or speak to demonstrate command of the conventions of standard English grammar and usage of the passive voice by describing pictures using the passive voice with key vocabulary in simple, related sentences.
Write or speak to demonstrate command of the conventions of standard English grammar and usage by transforming active sentences to passive voice using key vocabulary in expanded and some complex sentences.
Write or speak to demonstrate command of the conventions of standard English grammar and usage by forming and using the passive voice with precise vocabulary in multiple, complex sentences.
Learning Supports
Small group/ triadsPictures/Photographs Word/Picture WallSentence FrameL1 support
Pictures/Photographs Word/Picture WallSentence FrameL1 supportSmall group/ triads
Pictures/Photographs Word WallSmall group/ triads
Small group/ triads
Student Learning Objective (SLO) Language Objective Language NeededSLO: 41CCSS: L.8.1.cWIDA ELDS: 2-5WritingSpeaking
Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood when speaking and writing.
Speak and write to produce and apply verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood by using a Reference Sheet and cloze sentences and /or Sentence Frame.
VU: Verbs, active/passive voice, indicative, imperative, interrogative, conditional, subjunctive, mood, effectsLFC: Verb tenses in indicative, imperative, interrogative, conditional, and subjunctiveLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Language Objectives
Speak and write to produce and apply verbs in the indicative, imperative, interrogative by completing cloze sentences with Visuals.
Speak and write to produce and apply verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood by completing Sentence Frame with Visuals.
Speak and write to produce and apply verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood in simple sentences.
Speak and write to produce and apply verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood in expanded and some complex sentences.
Speak and write to produce and apply verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood in multiple, complex sentences.
Learning Supports
Reference SheetWord/Picture Wall Visuals/GesturesCloze Sentences L1 support
Reference SheetWord/Picture Wall VisualsSentence Frame L1 support
Reference Sheet Word Wall
Reference Sheet
Student Learning Objective (SLO) Language Objective Language NeededSLO: 42CCSS: L.8.1.dWIDA ELDS: 2-5ReadingWriting
When speaking and writing, recognize and correct inappropriate shifts in verb, voice and mood.
Read, write, speak, and listen to identify and correct inappropriate shifts in verb, voice and mood by using a Reference Sheet and Partner Work.
VU: Verbs, active/passive voice, conditional / subjunctive, mood, effects, inappropriate, shifts
LFC: Verb tenses in active/passive voices, conditional / subjunctive
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Speaking Listening
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read, write, speak, and listen to identify and correct inconsistent selected words, memorized language patterns, and common vocabulary with Visuals.
Read, write, speak, and listen to identify and correct inconsistent phrases and repetitive patterns with Visuals.
Read, write, speak, and listen to identify and correct inappropriate shifts in verb, voice and mood using simple sentences.
Read, write, speak, and listen to identify and correct inappropriate shifts in verb, voice and mood using expanded and some complex sentences.
Read, write, speak, and listen to identify and correct inappropriate shifts in verb, voice and mood using multiple, complex sentences.
Learning Supports
Partner Work Reference SheetWord/Picture Wall Visuals/GesturesCloze Sentences L1 support
Partner Work Reference SheetWord/Picture Wall VisualsSentence FrameL1 support
Partner Work Reference SheetWord Wall
Reference Sheet Reference Sheet
Student Learning Objective (SLO) Language Objective Language NeededSLO: 43CCSS: L.8.2.a
Demonstrate command of the conventions of standard English punctuation, when writing; use punctuation (comma, ellipsis, dash) to indicate a
Write to apply the conventions of standard English punctuation by producing, editing and revising by using Mentor Texts and a Checklist.
VU: Punctuation: comma, ellipsis, dash; pause, break, function, purpose
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
WIDA ELDS: 2-5Writing
pause or break. LFC: Transitional words/phrases, coordinating conjunctions, main/subordinate clauses
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to identify where to apply the conventions of standard English punctuation by inserting commas into cloze sentences with selected vocabulary.
Write to identify the conventions of standard English punctuation by inserting commas and dashes into simple Sentence Frame with selected vocabulary.
Write to apply the conventions of standard English punctuation by inserting and/or removing commas, ellipsis, and dashes in simple related sentences.
Write to apply the conventions of standard English punctuation by inserting and/or removing commas, ellipsis, and dashes when writing expanded sentences of emerging complexity.
Write to apply the conventions of standard English punctuation by producing, editing and revising multiple, complex sentences.
Learning Supports
Cloze sentencesChecklist (punctuation rules)VisualsL1 support
Sentence Frame Checklist (punctuation rules)VisualsL1 support
TemplateChecklist (punctuation rules)
Checklist (punctuation rules)
Checklist (punctuation rules)
Student Learning Objective (SLO) Language Objective Language NeededSLO: 44CCSS: L.8.2.b
Use an ellipsis to indicate an omission. Write to apply an ellipsis to show an omission by using a Checklist.
VU: Punctuation: comma, ellipsis, dash; pause, break, function, purpose
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
WIDA ELDS: 2-5ReadingWritingSpeaking Listening
LFC: Transitional words/phrases, coordinating conjunctions, main/subordinate clauses
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to apply an ellipsis to show an omission by inserting ellipses into cloze sentences.
Write to apply an ellipsis to show an omission by inserting ellipses into simple Sentence Frame.
Write to apply an ellipsis to show an omission by inserting and/or removing ellipses in simple related sentences.
Write to apply an ellipsis to show an omission by inserting and/or removing ellipses in expanded sentences of emerging complexity.
Write to apply an ellipsis to show an omission by producing, editing and revising ellipses in multiple, complex sentences.
Learning Supports
Cloze sentencesChecklist (punctuation rules)VisualsL1 support
Sentence Frame Checklist (punctuation rules)VisualsL1 support
TemplateChecklist (punctuation rules)
Checklist (punctuation rules)
Checklist (punctuation rules)
Student Learning Objective (SLO) Language Objective Language Needed
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
SLO: 45CCSS: L.8.2.cWIDA ELDS: 2-5Writing
Demonstrate command of the conventions of standard English to spell correctly.
Write to apply the conventions of standard English spelling in all content areas by using a Checklist, a Chart, and Technology.
VU: Spelling rules, command, conventions, standard English
LFC: Spelling rules and patterns
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to apply the conventions of standard English spelling by completing cloze sentences with grade-level vocabulary.
Write to apply the conventions of standard English spelling by typing and /or editing Sentence Frame with grade-level vocabulary.
Write to apply the conventions of standard English spelling by typing and editing an adapted / leveled passage with simple sentences and key content-based vocabulary.
Write to apply the conventions of standard English spelling by typing and editing a passage within the grade level band with key vocabulary.
Write to apply the conventions of standard English spelling by typing and editing a grade-level passage with content-based vocabulary.
Learning Supports
Technology Checklist (spelling rules)VisualsChart (spelling rules)L1 support
Technology Checklist (spelling rules)VisualsChart (spelling rules)L1 support
Technology Checklist (spelling rules)Chart (spelling rules)
Technology Checklist (spelling rules)
Technology
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 46CCSS: L.8.4.aWIDA ELDS: 2-5ReadingSpeaking
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies; use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Identify and define unknown and multiple meaning words and phrases through context clues using a Checklist.
VU: Double meanings, synonyms, antonyms
LFC: Verb tenses, modals
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Identify and define unknown, selected multiple-meaning words and phrases within leveled reading and content by matching selected words and basic meanings.
Identify and define unknown, selected, multiple-meaning words and phrases within leveled reading and content by matching common and key, content-based words and phrases to student-friendly definitions.
Identify and define unknown and key, multiple-meaning words and phrases by using sentence and simple, paragraph-level context clues, Cognates, reading and vocabulary strategies.
Identify and define unknown and key, multiple-meaning words and phrases by applying sentence- and paragraph-level context clues, Cognates, reading and vocabulary strategies.
Identify and define unknown and multiple-meaning, grade-level words and phrases by using sentence- and paragraph-level context clues, Cognates, reading and vocabulary strategies.
Learning Supports
Technology ChecklistPictures/PhotographsGesturesL1 supportCognates
Technology ChecklistPictures/PhotographsL1 supportCognates
Technology ChecklistCognates
Technology ChecklistCognates
Technology
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 47CCSS: L.8.4.bWIDA ELDS: 2-5ReadingWritingSpeaking Listening
Use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
Read, write, speak, and listen to identify and/or clarify the meaning of unknown and multiple-meaning words and phrases through Greek or Latin affixes and roots by using Cognates, when feasible, and by creating a roots and affixes poster / Word Wall.
VU: Affixes, prefixes, suffixes, roots, context clues, Cognates
LFC: Affixes, prefixes, suffixes, roots
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Identify and/or clarify the meaning of selected words based on leveled reading and content, using common Greek or Latin affixes and roots as clues to the meaning.
Identify and/or clarify the meaning of selected words and phrases based on leveled reading and content, using common grade-appropriate Greek or Latin affixes and roots as clues to the meaning.
Identify and/or clarify the meaning of key, grade-level words and phrases, using common grade-appropriate Greek or Latin affixes and roots as clues to the meaning.
Identify and/or clarify the meaning of key, grade-level words and phrases using common grade-appropriate Greek or Latin affixes and roots as clues to the meaning.
Identify and/or clarify the meaning of grade-level words and phrases using Greek or Latin affixes and roots as clues to the meaning.
Learning Supports
Roots and affixes PosterCognatesWord WallPictures/Photographs L1 support
Roots and affixes PosterCognatesWord WallPictures/Photographs L1 support
Roots and affixes PosterCognatesWord Wall
Roots and affixes PosterWord Wall
Roots and affixes PosterWord Wall
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 48CCSS: L.8.4.c.dWIDA ELDS: 2-5ReadingWritingSpeaking Listening
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech; verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Read, write, speak, and listen to define and pronounce of unknown and multiple-meaning words and phrases and parts of speech by using specialized reference material and Technology.
VU: General and specialized reference materials, print, digital, pronunciation, context
LFC: Parts of speech, pronunciation
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Identify and define the meaning of unknown and multiple-meaning, teacher selected words and parts of speech using pictures and single words. Listen to and practice the pronunciation of key grade-level words.
Identify and define the meaning of unknown and multiple-meaning, teacher selected words, phrases, and parts of speech using pictures and phrases. Listen to and practice the pronunciation of key grade-level words.
Identify and define the meaning of unknown and multiple-meaning words and phrases and parts of speech using a series of simple, related sentences. Listen to and practice the pronunciation of key, grade-level words in context.
Identify and define the meaning of unknown and multiple-meaning words and phrases and parts of speech using expanded and some complex sentences. Listen to and practice the pronunciation of key grade-level words.
Identify and define the meaning of unknown and multiple-meaning words and phrases and parts of speech using multiple, complex sentences. Listen to and practice the pronunciation of words in context from grade level text.
Learning Supports
Technology to listen to pronunciation and record selfWord/Picture WallReference materials
Technology to listen to pronunciation and record selfWord/Picture WallReference materials
Technology to listen to pronunciation and record selfWord WallReference materials
Technology to listen to pronunciation and record selfReference materials
Reference materials
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 49CCSS: L.8.5.aWIDA ELDS: 2-5WritingSpeakingReading
Demonstrate understanding of figurative language; interpret figures of speech (e.g. verbal irony, puns) in context.
Read, write, and interpret figures of speech in context using a Figurative Language Chart, Think -aloud and a Reference Sheet with a partner.
VU: Context(ual), figurative, connotative, figures of speech, verbal irony, puns
LFC: Compound tenses, embedded clauses, figures of speech
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read, write and interpret examples of figurative language from illustrated, adapted text using selected vocabulary in key phrase patterns.
Read, write and interpret examples of figurative language from illustrated, adapted text using selected vocabulary in key phrases and short sentences.
Read, write and interpret examples of figurative language from adapted text or spoken sentences using key vocabulary in a series of simple, related sentences.
Read, write and interpret examples of figurative language when reading or speaking using key vocabulary in expanded and some complex sentences.
Read, write and interpret examples of figurative language when reading or speaking using precise vocabulary in multiple, complex sentences.
Learning Supports
Figurative Language ChartL1 supportPartner WorkReference SheetThink-aloud
Figurative Language Chart L1 supportPartner WorkReference SheetThink-aloud
Figurative Language Chart Partner WorkReference SheetThink -aloud
Reference SheetThink -aloud
Reference Sheet
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 50CCSS: L.8.5.bWIDA ELDS: 2-5ReadingSpeaking
Demonstrate understanding of word relationships; use the relationship between particular words to better understand each of the words.
Read to explain comprehension of word relationships using Vocabulary Flash Cards, Vocabulary Frames, and Technology.
VU: Word meanings, nuances, connotations, associations, relationships
LFC: Sentences with related grade-level words
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read and explain how words are related using selected vocabulary in key phrase patterns.
Read and explain how words are related using selected vocabulary in key phrases and short sentences.
Read and explain how words are related using key vocabulary in a series of simple, related sentences.
Read and explain how words are related using key vocabulary in expanded and some complex sentences.
Read and explain how words are related by using precise vocabulary in multiple, complex sentences.
Learning Supports
Vocabulary Flash Cards (partially completed) Vocabulary FrameTechnology VisualsL1 support
Vocabulary Flash Cards (partially completed)Vocabulary FrameTechnology VisualsL1 support
Vocabulary Flash CardsVocabulary FrameTechnology
Vocabulary FrameTechnology
Technology
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 51CCSS: L.8.5.c WIDA ELDS: 2-5ReadingSpeaking
Demonstrate understanding of nuances in word meanings; distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Read and explain the nuances in word meanings and differentiate between connotations of words with similar denotations using specialized reference materials.
VU: Word meanings, nuances, connotations, associations, denotations, definitions, synonymous, anonymous
LFC: Sentences with words that have nuances in meaning
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read and explain the nuances in word meanings and differentiate between connotations of illustrated words with similar denotations in L1 and/or leveled text.
Read explain the nuances in word meanings and differentiate between connotations of illustrated words with similar denotations in L1 and/or leveled text.
Read and explain the nuances in word meanings and differentiate between connotations of key words with similar denotations in adapted text.
Read and explain the nuances in word meanings and differentiate between connotations of words with similar denotations in texts within the grade-level band.
Read and explain the nuances in word meanings and differentiate between connotations of words with similar denotations in grade- level text.
Learning Supports
Specialized Reference Materials Partner WorkText in L1VisualsL1 support
Specialized Reference Materials Partner WorkVisualsText in L1L1 support
Specialized Reference Materials Partner Work
Specialized Reference Materials
Specialized Reference Materials
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 52CCSS: L.8.6WIDA ELDS: 2-5ReadingWritingSpeaking Listening
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Read, write, speak, and listen to apply general academic and domain-specific words and phrases by using Technology, Vocabulary Flash Cards, and / or picture dictionaries.
VU: Academic, domain-specific words and phrases, comprehension, expression
LFC: Academic and domain-specific words and phrases embedded sentences
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read, write, speak, and listen to apply academic and domain-specific L1 words and phrases in L1 and/or selected words in cloze sentences with Visuals.
Read, write, speak, and listen to apply academic and domain-specific words and phrases in L1 and/or selected words from excerpts of grade-level texts.
Read, write, speak, and listen to apply key academic and domain-specific key words and phrases in simple, related sentences.
Read, write, speak, and listen to apply key academic and domain-specific words and phrases in expanded sentences of emerging complexity.
Read, write, speak, and listen to apply precise academic and domain-specific words and phrases in multiple and complex sentences.
Learning Supports
Vocabulary Flash Cards TechnologyCloze sentencesVisualsL1 support
Vocabulary Flash Cards TechnologySentence FrameVisualsL1 support
Vocabulary Flash CardsTechnology
Vocabulary Flash CardsTechnology
Vocabulary Flash CardsTechnology
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
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