6 Math ELL Support Document.d… · Web viewListen to information in word problems with technical...

Trenton Public Schools Grade 6 Revised ELL Scaffolded Student Learning Objectives Unit 1

Revised ELL Scaffolded Student Learning ObjectivesTrenton Public Schools Grade 6 Unit 1: SLOs this unit: 6.RP.3 a, b: 6.EE. 1, 5, 6: 6.NS.1, 4, 5

Student Learning Objective (SLO) Language Objective Language Needed6.RP.3WIDA ELDS: 3SpeakingReading

Use ratio and rate reasoning to solve real world and mathematical problems which include making tables of equivalent ratios, solving unit rate problems, finding percent of a quantity as a rate per 100.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to solve real world and mathematical problems which include making tables of equivalent ratios, solving unit rate problems, finding percent of a quantity as a rate per 100 using word wall, whiteboards and small group.

VU: Flipped, coins, heads up

LFC: Irregular past tense, sequence words

LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Demonstrate comprehension of and explain how to use ratio and rate reasoning to solve real world and mathematical problems in L1 and/or use gestures, drawings and selected words.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to solve real world and mathematical problems in L1 and/or use selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to solve real world and mathematical problems using key, technical vocabulary in simple sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to solve real world and mathematical problems using key, technical vocabulary in expanded sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to solve real world and mathematical problems using technical vocabulary in complex sentences.

Learning Supports

ManipulativesSmall group/ triadsWord/Picture WallL1 text and/or supportIllustrations/diagrams/drawingsWhite BoardHighlighted Words/Boldface Words

ManipulativesSmall group/ triadsWord/Picture WallL1 text and/or supportSentence FrameWhite BoardHighlighted Words/Boldface Words

ManipulativesSmall group/ triadsWord WallWhite BoardHighlighted Words/Boldface Words

ManipulativesSmall group/ triadsWhite Board

Manipulatives

of 38

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets.pdf

http://www.nj.gov/education/modelcurriculum/math/ellscaffolding/Whiteboards.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/InTriadsOrSmallGroups.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/BoldFaceWordsHighlightedWords.pdf



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/WordWall.pdf






http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/SentenceFrames.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/L1Supports.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/PartnerWork.pdfhttp:/www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/PartnerWork.pdf





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/IllustrationsDiagramsDrawings.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/PartnerWork.pdf





Use ratio and rate reasoning to convert measurement units (manipulate and transform units appropriately when multiplying or dividing quantities).

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units using manipulatives, a white board, and a math journal.

Note: ELLs may not be familiar with US measurement system (miles, feet, pounds, ounces)

VU: Donate, miles, ounces, pounds, feet

LFC: Present tense, transition words

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units in L1 and/or use gestures, drawings and selected single words.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units in L1 and/or use selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units using key, technical vocabulary in simple sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units using key, technical vocabulary in expanded sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units using technical vocabulary in complex sentences.

Learning Supports

ManipulativesSmall group/ triadsWord/Picture WallL1 text and/or supportIllustrations/diagrams/drawingsWhite BoardMath Journal

ManipulativesSmall group/ triadsWord/Picture WallL1 text and/or supportSentence FrameWhite BoardMath Journal

ManipulativesSmall group/ triadsWord WallWhite BoardMath Journal

ManipulativesSmall group/ triadsWhite BoardMath Journal

Manipulatives

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http://www.nj.gov/education/modelcurriculum/math/ellscaffolding/MathJournal.pdf

























Student Learning Objective (SLO) Language Objective Language Needed6.EE.1WIDA ELDS: 3SpeakingListeningReadingWriting

Write and evaluate numerical expressions involving whole number exponents.

Summarize how to evaluate numerical expressions involving whole number exponents using manipulatives, small groups and Peer Coaching.

VU: Evaluate, exponents, expressions, whole numbersLFC: Modals (would, could, might), compound tenses (would have been), questions wordsLC: Varies by ELP level


Summarize how to evaluate numerical expressions involving whole number exponents in L1 and/or use Gestures, examples, and selected, technical words.

Summarize how to evaluate numerical expressions involving whole number exponents in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Summarize how to evaluate numerical expressions involving whole number exponents using key, technical vocabulary in simple sentences.

Summarize how to evaluate numerical expressions involving whole number exponents using key, technical vocabulary in expanded and some complex sentences.

Summarize how to evaluate numerical expressions involving whole number exponents using technical vocabulary in complex sentences.

Learning Supports

ManipulativesSmall groupPeer CoachCharts/PostersL1 text and/or supportCloze ActivityWord BankNote Cards

ManipulativesSmall groupPeer CoachCharts/PostersL1 text and/or supportSentence FrameWord/Phrase BankNote Cards

ManipulativesSmall groupPeer CoachCharts/Posters

ManipulativesSmall group

Manipulatives

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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/ChartsPosters.pdf

http://www.nj.gov/education/modelcurriculum/math/ellscaffolding/PeerCoach.pdf



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/Notecards.pdf








http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/WordBank.pdf








Student Learning Objective (SLO) Language Objective Language Needed6.EE.2WIDA ELDS: 3SpeakingReadingWriting

Use mathematical language to identify parts of an expression.

Explain using mathematical language how to identify parts of an expression using a word wall, a Jigsaw Activities, and a Glossary.

VU: Sum, term, product, factor, quotient, coefficient

LFC: Transitional phrases, ordinal numbers, present progressive tense, adverbs



Explain using mathematical language how to identify parts of an expression in L1 and/or use Gestures, examples, and selected, technical words.

Explain using mathematical language how to identify parts of an expression in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Explain using mathematical language how to identify parts of an expression using key, technical vocabulary in simple sentences.

Explain using mathematical language how to identify parts of an expression using key, technical vocabulary in expanded and some complex sentences.

Explain using mathematical language how to identify parts of an expression using technical vocabulary in complex sentences.

Learning Supports

Word wallGlossaryJigsaw ActivitiesL1 text and/or supportCloze ActivityVisualsTeacher Support

Word wallGlossary Jigsaw ActivitiesL1 text and/or supportSentence FrameTeacher Support

Word wallGlossaryJigsaw Activities

Word wallJigsaw Activities

Word wall

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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/JigsawActivities.pdf



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/Glossary.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherSupport.pdf







http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Visuals.pdf







Student Learning Objective (SLO) Language Objective Language Needed6.NS.46WIDA ELDS: 3ListeningWriting

Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two numbers less than or equal to 12.

Demonstrate understanding of an oral explanation on how to find the greatest common factor and least common multiple using an outline and notes.

Explain how to find the greatest common factor and least common multiple using Visuals, a Math Journal, and L1 support.

VU: Common factor, greatest common factor, least common multiple, less than, equal toLFC: Present tense, question words, clausesLC: Varies by ELP level


Demonstrate understanding of an oral explanation on how to find the greatest common factor and least common multiple by explaining the process in L1 and/or use Gestures, examples, and selected, technical words.

Demonstrate understanding of an oral explanation on how to find the greatest common factor and least common multiple by explaining the process in L1 and/ or use selected technical vocabulary in phrases and short sentences.

Demonstrate understanding of an oral explanation on how to find the greatest common factor and least common multiple by explaining the process using key, technical vocabulary in simple sentences.

Demonstrate understanding of an oral explanation on how to find the greatest common factor and least common multiple by explaining the process using key, technical vocabulary in expanded and some complex sentences.

Demonstrate understanding of an oral explanation on how to find the greatest common factor and least common multiple by explaining the process using technical vocabulary in complex sentences.

Learning Supports

VisualsMath JournalL1 supportMultiple ResourcesPartner workTeacher SupportWord Bank

VisualsMath JournalL1 supportMultiple ResourcesPartner workTeacher SupportWord/Phrase Bank

VisualsMath Journal

VisualsMath Journal

Visuals

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Student Learning Objective (SLO) Language Objective Language Needed6.EE.6WIDA ELDS: 3Listening

Use variables to represent numbers and write expressions when solving real world or mathematical problems.

Listen to information presented in real-world and mathematical problems and then write expressions using variables to represent numbers using white board and group work.

VU: Technical vocabulary specific to word problemLFC: Imperative tense, complex sentencesLC: Varies by ELP level


Listen to information in word problems with technical vocabulary in complex sentences and then write expressions using variables to represent numbers in L1 and/ or word problems with gestures, examples, and selected, technical words.

Listen to information in word problems with technical vocabulary in complex sentences and then write expressions using variables to represent numbers in L1 and/ or word problems with selected technical vocabulary in phrases and short sentences.

Listen to information in word problems with key, technical vocabulary in simple sentences and then write expressions using variables to represent numbers.

Listen to information in word problems with key, technical vocabulary in expanded sentences and then write expressions using variables to represent numbers.

Listen to information in word problems with technical vocabulary in complex sentences and then write expressions using variables to represent numbers.

Learning Supports

White BoardSmall groupWord BankNative language supportTeacher SupportPeer CoachNative language texts

White BoardSmall groupWord BankNative language supportTeacher SupportPeer Coach

White BoardSmall groupWord Bank

White BoardSmall group

White BoardWord Bank

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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/NativeLanguageSupports/Nativelanguagesupport.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/NativeLanguageSupports/NativeLanguageTexts.pdf










Solve an equation or inequality to answer the question: which values from a specified set, if any, make the equation or inequality true? and check the solution using substitution to determine whether a given number in a specified set makes an equation or inequality true. (including formulas V=lwh and V=bh).

Describe and explain orally and in writing how to solve an equation or inequality by determining which values from a given set, if any, makes the equation or inequality true (Include formulas V=lwh and V =Bh) using a Peer Coach, Charts/Posters, and small group.

VU: Inequality, value, set, substitution, solveLFC: Present tense, question words, complex sentences, imperative tense, sequence wordsLC: Varies by ELP level


Describe and explain orally and in writing how to solve an equation or inequality by determining which value makes the equation or inequality true in L1 and/or use gestures, examples, and selected, technical words.

Describe and explain orally and in writing how to solve an equation or inequality by determining which value makes the equation or inequality true in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Describe and explain orally and in writing how to solve an equation or inequality by determining which value makes the equation or inequality true using key, technical vocabulary in simple sentences.

Describe and explain orally and in writing how to solve an equation or inequality by determining which value makes the equation or inequality true using key, technical vocabulary in expanded complex sentences.

Describe and explain orally and in writing how to solve an equation or inequality by determining which value makes the equation or inequality true using technical vocabulary in complex sentences.

Learning Supports

Small groupCharts / Posters Peer CoachWord BankCloze ActivityL1 text and/or support

Small groupCharts / Posters Peer CoachWord BankSentence FrameL1 text and/or support

Small groupCharts / Posters Peer Coach

Small groupCharts / Posters

Small group

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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Posters.pdf






















Student Learning Objective (SLO) Language Objective Language Needed6.NS.1WIDA ELDS: 3Speaking

Compute quotients of fractions. Describe and explain orally and in writing how to compute quotients of fractions using Manipulatives, a Math Journal and a word wall.

VU: Fractions, denominators, numerators, quotient, multiplication, division, relationship between, sequence words



Language Objectives

Describe and explain orally and in writing how to compute quotients of fractions in L1 and/or use gestures, pictures and selected, technical words.

Describe and explain orally and in writing how to compute quotients of fractions in L1 and/or use selected, technical vocabulary in phrases and short sentences with illustrations.

Describe and explain orally and in writing how to compute quotients of fractions using key, technical vocabulary in a series of simple sentences.

Describe and explain orally and in writing how to compute quotients of fractions using key, technical vocabulary in expanded and some complex sentences.

Describe and explain orally and in writing how to compute quotients of fractions using technical vocabulary in multiple, complex sentences.

Learning Supports

ManipulativesMath JournalSmall groupWord/picture wallL1 text and/or supportCharts/PostersSentence Frame

ManipulativesMath JournalSmall groupWord/picture wallL1 text and/or supportCharts/PostersSentence Frame

ManipulativesMath JournalSmall groupWord wallCharts/Posters

ManipulativesMath JournalSmall groupCharts/Posters

ManipulativesMath Journal

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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Manipulatives.pdf



Student Learning Objective (SLO) Language Objective Language Needed6.NS.1WIDA ELDS: 3SpeakingListening

Construct visual fraction Models to represent quotients and explain the relationship betweenMultiplication and division of fractions.

Demonstrate understanding of how to construct visual fraction Models by completing a Model after listening to oral directions using Modeling and Manipulatives.

Explain orally the relationship between multiplication and division of fractions using Manipulatives, drawings and a word wall.

VU: Fractions, denominators, numerators, expression claim, equivalentLFC: Present tense, transition wordsLC: Varies by ELP level


Demonstrate understanding of how to construct visual fraction Models by completing a Model after listening to oral directions and then orally explain the relationship between multiplication and division of fractions in L1 and/or use gestures, Models and selected, technical words.

Demonstrate understanding of how to construct visual fraction Models by completing a Model after listening to oral directions and then orally explain the relationship between multiplication and division of fractions in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Demonstrate understanding of how to construct visual fraction Models by completing a Model after listening to oral directions and then orally explain the relationship between multiplication and division of fractions using key, technical vocabulary in a series of simple sentences.

Demonstrate understanding of how to construct visual fraction Models by completing a Model after listening to oral directions and then orally explain the relationship between multiplication and division of fractions using key, technical vocabulary in expanded sentences.

Demonstrate understanding of how to construct visual fraction Models by completing a Model after listening to oral directions and then orally explain the relationship between multiplication and division of fractions using technical vocabulary in complex sentences.

Learning Supports

Teacher ModelingManipulativesSmall groupWord/picture wallL1 text and/or supportSentence Frame

Teacher ModelingManipulativesSmall groupWord/picture wallL1 text and/or supportSentence Frame

Teacher ModelingManipulativesSmall groupWord wall

Teacher ModelingManipulativesSmall group

Teacher ModelingManipulatives

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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherModeling.pdf








































Student Learning Objective (SLO) Language Objective Language Needed6.NS.1WIDA ELDS:3SpeakingWriting

Solve real-world problems involving quotients of fractions and interpret the solutions in the contextgiven.

Explain orally and in writing how to solve real-world problems involving quotients of fractions and interpret the solutions in the context given using Manipulatives, small group and peer coaching.

Note: ELLs may need to be taught standard US measurement of feet, pounds. Exposure to multiple meanings of pen and feet and the homonym flour are needed for assessment.

VU: Fractions, feet, pen, average

LFC: Passive voice, comparative -er suffix, Wh- questions



Explain orally and in writing how to solve real-world problems involving quotients of fractions and interpret the solutions in the context given in L1 and/or use gestures, drawings and selected, technical words.

Explain orally and in writing how to solve real-world problems involving quotients of fractions and interpret the solutions in the context given in L1 and/or use selected, technical vocabulary in phrases and short sentences with illustrations to explain the solution.

Explain orally and in writing how to solve real-world problems involving quotients of fractions and interpret the solutions in the context given using key, technical vocabulary in a series of simple sentences.

Explain orally and in writing how to solve real-world problems involving quotients of fractions and interpret the solutions in the context given using key, technical vocabulary in expanded and some complex sentences.

Explain orally and in writing how to solve real-world problems involving quotients of fractions and interpret the solutions in the context given using technical vocabulary in multiple, complex sentences.

Learning Supports

White BoardMath JournalsManipulativesSmall groupWord/picture wallL1 text and/or supportIllustrations/diagrams/drawingsSentence Frame

White BoardMath JournalsManipulativesSmall groupWord/picture wallL1 text and/or supportSentence Frame

White BoardMath JournalsManipulativesSmall groupWord wall

White BoardMath JournalsManipulativesSmall group

Manipulatives

of 38





























Student Learning Objective (SLO) Language Objective Language Needed6.NS.5WIDA ELDS: 3Speaking

Use positive and negative numbers to describe quantities in real-world situations.

Explain orally when to use positive and when to use negative numbers to describe quantities in real-world situations using Manipulatives, drawings and a word wall.

VU: Positive, negative, more, less, above below, describe, integerLFC: If clause, more than, less thanLC: Varies by ELP level


Explain orally when to use positive and when to use negative numbers to describe quantities in real-world situations in L1 and/or use gestures, drawings and selected, technical words.

Explain orally when to use positive and when to use negative numbers to describe quantities in real-world situations in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Explain orally when to use positive and when to use negative numbers to describe quantities in real-world situations using key, technical vocabulary in a series of simple sentences.

Explain orally when to use positive and when to use negative numbers to describe quantities in real-world situations using key, technical vocabulary in expanded and some complex sentences.

Explain orally when to use positive and when to use negative numbers to describe quantities in real-world situations using technical vocabulary in multiple, complex sentences.

Learning Supports

White BoardManipulativesSmall groupWord/picture wallL1 text and/or supportIllustrations/diagrams/drawingsSentence Frame

White BoardManipulativesSmall groupWord/picture wallL1 text and/or supportSentence Frame

White BoardManipulativesSmall groupWord wall

White BoardManipulativesSmall group

Manipulatives

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Revised ELL Scaffolded Student Learning ObjectivesTrenton Public Schools Grade 6 Unit 2: SLOs this unit: 6.RP. 1,2,3; 6.EE. 2, 3, 4; 6. NS. 2, 3, 4

Student Learning Objective (SLO) Language Objective Language Needed

6.RP.1WIDA ELDS: 3SpeakingWritingReading

Explain the relationship of two quantities or measures of a given ratio and use ratio language to describe the relationship between the two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

Explain orally and in writing the relationship of two quantities or measures of a given ratio and use ratio language to describe the relationship between the two quantities using manipulatives, a white board, a math journal and a word wall.

VU: Quantities, measures, ratio, ratio language

LFC: Present tense, transition words, If… then



Explain orally and in writing the relationship of two quantities or measures of a given ratio and use ratio language to describe the relationship between the two quantities in L1 and/or use gestures, drawings and selected words.

Explain orally and in writing the relationship of two quantities or measures of a given ratio and use ratio language to describe the relationship between the two quantities in L1 and/or use selected technical vocabulary in phrases and short sentences.

Explain orally and in writing the relationship of two quantities or measures of a given ratio and use ratio language to describe the relationship between the two quantities using key, technical vocabulary in simple sentences.

Explain orally and in writing the relationship of two quantities or measures of a given ratio and use ratio language to describe the relationship between the two quantities using key, technical vocabulary in expanded sentences.

Explain orally and in writing the relationship of two quantities or measures of a given ratio and use ratio language to describe the relationship between the two quantities using technical vocabulary in complex sentences.

Learning Supports

ManipulativesSmall group/ triadsWord/Picture WallL1 text and/or supportIllustrations/diagrams/drawingsWhite BoardMath JournalCloze Sentences


ManipulativesSmall group/ triadsWord WallWhite BoardMath JournalSentence Starter


Manipulatives

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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/SentenceStarters.pdf













http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Cloze.pdf










Student Learning Objective (SLO) Language Objective Language Needed6.RP.2WIDA ELDS: 3SpeakingReadingWriting

Use rate language in the context of a ratio relationship to describe a unit rate a/b associated with a ratio a:b with b≠0. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”

Describe a unit rate a/b associated with a ratio a:b with b≠0 using rate language in the context of a ratio relationship using manipulatives, drawings and a word wall.

VU: Quantities, part to part ratios, part to total ratios, proportionsLFC: Present tense, comparative terms, transition wordsLC: Varies by ELP level


Describe a unit rate a/b associated with a ratio a:b with b≠0 using rate language in the context of a ratio relationship in L1 and/or use gestures, drawings and selected words.

Describe a unit rate a/b associated with a ratio a:b with b≠0 using rate language in the context of a ratio relationship in L1 and/or use selected technical vocabulary in phrases and short sentences.

Describe a unit rate a/b associated with a ratio a:b with b≠0 using rate language in the context of a ratio relationship using key, technical vocabulary in simple sentences.

Describe a unit rate a/b associated with a ratio a:b with b≠0 using rate language in the context of a ratio relationship using key, technical vocabulary in expanded sentences.

Describe a unit rate a/b associated with a ratio a:b with b≠0 using rate language in the context of a ratio relationship using technical vocabulary in complex sentences.

Learning Supports

ManipulativesSmall group/ triadsWord/Picture WallL1 text and/or supportIllustrations/diagrams/drawingsCloze Sentences

ManipulativesDrawingsSmall group/ triadsWord/Picture WallL1 text and/or supportSentence Frame

ManipulativesDrawingsSmall group/ triadsWord WallSentence Starter s

ManipulativesSmall group/ triadsDrawings

Manipulatives

of 38






















Use ratio and rate reasoning to solve real world and mathematical problems which include making tables of equivalent ratios, solving unit rate problems, finding percent of a quantity as a rate per 100.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to solve real world and mathematical problems which include making tables of equivalent ratios, solving unit rate problems, finding percent of a quantity as a rate per 100 using word wall, whiteboards and small group.

VU: Flipped, coins, heads up

LFC: Irregular past tense, sequence words


Language Objectives

Demonstrate comprehension of and explain how to use ratio and rate reasoning to solve real world and mathematical problems in L1 and/or use gestures, drawings and selected words.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to solve real world and mathematical problems in L1 and/or use selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to solve real world and mathematical problems using key, technical vocabulary in simple sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to solve real world and mathematical problems using key, technical vocabulary in expanded sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to solve real world and mathematical problems using technical vocabulary in complex sentences.

Learning Supports

ManipulativesSmall group/ triadsWord/Picture WallL1 text and/or supportIllustrations/diagrams/drawingsWhite BoardHighlighted Words/Boldface Words

ManipulativesSmall group/ triadsWord/Picture WallL1 text and/or supportSentence FrameWhite BoardHighlighted Words/Boldface Words

ManipulativesSmall group/ triadsWord WallWhite BoardHighlighted Words/Boldface Words

ManipulativesSmall group/ triadsWhite Board

Manipulatives

of 38






























Use ratio and rate reasoning to convert measurement units (manipulate and transform units appropriately when multiplying or dividing quantities).

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units using manipulatives, a white board, and a math journal.

Note: ELLs may not be familiar with US measurement system (miles, feet, pounds, ounces)

VU: Donate, miles, ounces, pounds, feet




Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units in L1 and/or use gestures, drawings and selected single words.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units in L1 and/or use selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units using key, technical vocabulary in simple sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units using key, technical vocabulary in expanded sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units using technical vocabulary in complex sentences.

Learning Supports

ManipulativesSmall group/ triadsWord/Picture WallL1 text and/or supportIllustrations/diagrams/drawingsWhite BoardMath Journal


ManipulativesSmall group/ triadsWord WallWhite BoardMath Journal


Manipulatives

of 38



























Student Learning Objective (SLO) Language Objective Language Needed6.EE.2WIDA ELDS: 3SpeakingListeningReadingWriting

Read, write, and evaluate expressions in which letters stand for numbers (Including formulas that arise from real-world contexts).

Sequence the steps needed to read, write, and evaluate expressions in which letters stand for numbers using a cloze activity, Visuals, and Partner work.

VU: Terms, monomials, coefficient, variable expressions, linear functions, representLFC: Transitional phrases, ordinal numbers, imperatives, question words, passive voiceLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Sequence the steps needed to read, write, and evaluate expressions in which letters stand for numbers in L1 and/or use Gestures, examples, and selected, technical words.

Sequence the steps needed to read, write, and evaluate expressions in which letters stand for numbers in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Sequence the steps needed to read, write, and evaluate expressions in which letters stand for numbers using key, technical vocabulary in simple sentences.

Sequence the steps needed to read, write, and evaluate expressions in which letters stand for numbers using key, technical vocabulary in expanded and some complex sentences.

Sequence the steps needed to read, write, and evaluate expressions in which letters stand for numbers using technical vocabulary in complex sentences.

Learning Supports

VisualsPartner workCloze ActivityChecklist of StepsAdapted TextWord Bank

VisualsPartner workChecklist of StepsAdapted TextSentence FrameWord/Phrase Bank

VisualsPartner work

VisualsPartner work

Visuals

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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/AdaptedText.pdf











Student Learning Objective (SLO) Language Objective Language Needed6.EE.3, 6.NS.4WIDA ELDS: 3Speaking

Apply the properties of operations to generate equivalent expressions (Including the distributiveproperty; for example, express 36 + 8 as 4(9 + 2) and y + y + y = 3y

Retell how to apply the properties of operations to generate equivalent expressions using Note Cards, Teacher Modeling, and Think-alouds.

VU: Properties, operations, equivalent, distributive property, integers, variable expressionsLFC: Past tense verbs, transitional phrases, ordinal numbers, question words, imperative tenseLC: Varies by ELP level


Retell how to apply the properties of operations to generate equivalent expressions in L1 and/or use Gestures, examples, and selected, technical words.

Retell how to apply the properties of operations to generate equivalent expressions in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Retell how to apply the properties of operations to generate equivalent expressions using key, technical vocabulary in simple sentences.

Retell how to apply the properties of operations to generate equivalent expressions using key, technical vocabulary in expanded and some complex sentences.

Retell how to apply the properties of operations to generate equivalent expressions using technical vocabulary in complex sentences.

Learning Supports

Think-aloud in L1Teacher ModelingNote CardsAdapted TextWord BankGesturesCloze ActivityVisualsNative language support

Think-aloud in L1Teacher ModelingNote CardsAdapted TextWord/phrase BankSentence FrameVisualsNative language support

Think-aloudTeacher ModelingNote Cards

Think-aloudTeacher Modeling

Think -aloud

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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/ThinkAlouds.pdf















http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Gestures.pdf









Identify when two expressions are equivalent; for example, Are the two expressions equal? 81 +18 and 9(9 + 2).

Explain orally and in writing how to identify when two expressions are equivalent using Note Cards, Visuals, and a checklist of steps.

VU: variable expressions, simplify, equivalent, equal, termsLFC: Present tense, transition words, question words, imperative tenseLC: Varies by ELP level


Explain how to identify when two expressions are equivalent in L1 and/or use Gestures, examples, and selected, technical words.

Explain how to identify when two expressions are equivalent in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Explain how to identify when two expressions are equivalent using key, technical vocabulary in simple sentences.

Explain how to identify when two expressions are equivalent using key, technical vocabulary in expanded and some complex sentences.

Explain how to identify when two expressions are equivalent using technical vocabulary in complex sentences.

Learning Supports

Note CardsVisualsChecklist of StepsCharts/PostersTeacher SupportWord BankGestures

Note CardsVisualsChecklist of StepsCharts/PostersTeacher SupportWord/Phrase Bank

Note CardsVisualsChecklist of Steps

Note CardsVisuals

Note Cards

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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Gestures.pdf









Student Learning Objective (SLO) Language Objective Language Needed6.NS.2; 6.NS.3WIDA ELDS: 3Speaking

Fluently add, subtract, multiply and divide multi-digit decimals and whole numbers using standard algorithms.

Orally explain the process of addition, subtraction, multiplication and division with multi-digit decimals and whole numbers using standard algorithms using Manipulatives and word wall.

Note: Homonym; weigh, way

VU: Add, subtract, remain, purchase, digit, decimals, algorithms, weigh, fluent

LFC: Irregular past tense (bought), transition words



Orally explain the process of addition, subtraction, multiplication and division with multi-digit decimals and whole numbers using standard algorithms in L1 and/or use gestures, diagrams and selected, technical words.

Orally explain the process of addition, subtraction, multiplication and division with multi-digit decimals and whole numbers using standard algorithms in L1 and/or use selected, technical vocabulary in phrases and short sentences with illustrations to explain the solution.

Orally explain the process of addition, subtraction, multiplication and division with multi-digit decimals and whole numbers using standard algorithms using key, technical vocabulary in a series of simple sentences.

Orally explain the process of addition, subtraction, multiplication and division with multi-digit decimals and whole numbers using standard algorithms using key, technical vocabulary in expanded and some complex sentences.

Orally explain the process of addition, subtraction, multiplication and division with multi-digit decimals and whole numbers using standard algorithms using technical vocabulary in multiple, complex sentences.

Learning Supports

ManipulativesWhite BoardSmall groupWord/picture wallL1 text and/or supportIllustrations/diagrams/drawingsSentence Frame

ManipulativesWhite BoardSmall groupWord/picture wallL1 text and/or supportSentence Frame

ManipulativesWhite BoardSmall groupWord wall

ManipulativesWhite BoardSmall group

Manipulatives

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Revised ELL Scaffolded Student Learning ObjectivesTrenton Public Schools Grade 6 Unit 3: SLOs this unit: 6.EE.7, 8, 9: 6.NS. ,6,7,8: 6.SP- intro

Student Learning Objective (SLO) Language Objective Language Needed6.EE.7WIDA ELDS: 3ListeningReadingWriting

Write and solve one step equations that represent real world or mathematical problems.

Demonstrate comprehension of real world or mathematical problems by writing and solving one step equations that represent them symbolically using learnzillion.com, visualizations, and a partner.

http://learnzillion.com/lessons/1249-writing-algebraic-equations-addition-subtraction

VU: One step equations, whole numbers, solveLFC: Transitional phrases, ordinal numbers, imperatives, question words, passive voiceLC: Varies by ELP level


Demonstrate comprehension of real world or mathematical problems in L1 by writing and solving one step equations and/or problems which use drawings, pictures and selected, technical words.

Demonstrate comprehension of real world or mathematical problems in L1 by writing and solving one step equations and/or problems which use selected, technical vocabulary in phrases and short sentences.

Demonstrate comprehension of real world or mathematical problems which use key, technical vocabulary in simple sentences by writing and solving one step equations.

Demonstrate comprehension of real world or mathematical problems which use key, technical vocabulary in expanded sentences by writing and solving one step equations.

Demonstrate comprehension of real world or mathematical problems which use technical vocabulary in complex sentences by writing and solving one step equations.

Learning Supports

Partner workVisualsL1 text and/or supportCloze ActivityWord BankTeacher Support

Partner workVisualsL1 text and/or supportSentence FrameWord/Phrase Bank

Partner workVisuals

Partner work

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Student Learning Objective (SLO) Language Objective Language Needed6.EE.8WIDA ELDS: 3ListeningReadingWriting

Write an inequality of the form x > c or x < c to represent a constraint or condition in a real world or mathematical problem and represent them on a number line diagram.

After listening to an oral explanation and reading real-world or mathematical problems, compose an inequality to represent a constraint or condition and represent it on a number line diagram using learnzillion.com, Native language texts, and Sentence Frame.

http://learnzillion.com/lessons/1508-represent-realworld-scenarios-involving-inequalities-with-number-line-representations

VU: Inequality, constraint, condition, line diagram,

LFC: Present tense, Wh- questions, complex sentences, imperative tense, ordinal numbersLC: Varies by ELP level


After listening to an oral explanation and reading the word problems in L1, compose an inequality to represent a constraint or condition and represent it on a number line diagram and/or problems consisting of pictures, diagrams and selected technical words.

After listening to an oral explanation and reading the word problems in L1, compose an inequality to represent a constraint or condition and represent it on a number line diagram and/or problems consisting of selected technical vocabulary in phrases and short sentences.

After listening to an oral explanation and reading the word problems consisting of key, technical vocabulary in simple sentences, compose an inequality to represent a constraint or condition and represent it on a number line diagram.

After listening to an oral explanation and reading the word problems consisting of key, technical vocabulary in expanded sentences, compose an inequality to represent a constraint or condition and represent it on a number line diagram.

After listening to an oral explanation and reading the word problems consisting of technical vocabulary in complex sentences, compose an inequality to represent a constraint or condition and represent it on a number line diagram.

Learning Supports

Partner workVisualsL1 text and/or supportCloze ActivityWord BankTeacher Support

Partner workVisualsL1 text and/or supportSentence FrameWord/Phrase Bank

Partner workSentence Starter

Partner work

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Use variables to represent two quantities that change in relationship to one another in a real world problem and write an equation to express one quantity, thought of as the dependent variable, in terms of another quantity, thought of as the independent variable.

Demonstrate comprehension of and explain how to use variables to represent two quantities that change in relationship to one another in a real world problem and write an equation to express one quantity, (dependent variable), in terms of another quantity, (independent variable) using word wall, a whiteboard, and anchor charts.

VU: Represents, define, variables, equation,

LFC: Present, past, future tenses


Language Objectives

Demonstrate comprehension of and explain how to use variables to represent two quantities that change in relationship to one another in a real world problem and write an equation to express the relationship in L1 and/or use gestures, pictures and selected words.

Demonstrate comprehension of and explain how to use variables to represent two quantities that change in relationship to one another in a real world problem and write an equation to express the relationship in L1 and/or use selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension of and explain how to use variables to represent two quantities that change in relationship to one another in a real world problem and write an equation to express the relationship using key, technical vocabulary in simple sentences.

Demonstrate comprehension of and explain how to use variables to represent two quantities that change in relationship to one another in a real world problem and write an equation to express the relationship using key, technical vocabulary in expanded sentences.

Demonstrate comprehension of and explain how to use variables to represent two quantities that change in relationship to one another in a real world problem and write an equation to express the relationship using technical vocabulary in complex sentences.

Learning Supports

Teacher ModelingWord/Picture WallL1 text and/or supportIllustrations/diagrams/drawingsWhite BoardAnchor chartsMath JournalCloze Sentences

Teacher ModelingWord/Picture WallL1 text and/or supportSentence FrameAnchor chartsWhite BoardMath Journal

Teacher ModelingWord WallAnchor chartsWhite BoardMath JournalSentence Starters

Teacher ModelingAnchor chartsWhite BoardMath Journal

Anchor chartsWhite Board

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Analyze the relationship between the dependent and independent variables in an equation using graphs and tables. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

Interpret and explain orally and in writing how to analyze the relationship between the dependent and independent variables in an equation using graphs and tables using modeling, word wall, a white board, and a math journal.

VU: Dependent & independent variables, fan blade, revolves, ordered pair, coordinate gridLFC: Present tense, sequence wordsLC: Varies by ELP level


Interpret and explain orally and in writing how to analyze the relationship between the dependent and independent variables in an equation in L1 and/or use gestures, pictures and selected words.

Interpret and explain orally and in writing how to analyze the relationship between the dependent and independent variables in an equation in L1 and/or use selected technical vocabulary in phrases and short sentences.

Interpret and explain orally and in writing how to analyze the relationship between the dependent and independent variables in an equation using graphs and tables using key, technical vocabulary in simple sentences.

Interpret and explain orally and in writing how to analyze the relationship between the dependent and independent variables in an equation using key, technical vocabulary in expanded sentences.

Interpret and explain orally and in writing how to analyze the relationship between the dependent and independent variables in an equation using technical vocabulary in complex sentences.

Learning Supports

Teacher ModelingSmall group/ triadsWord/Picture WallL1 text and/or supportPictures /illustrations White BoardMath JournalCloze Sentences

Teacher ModelingSmall group/ triadsWord/Picture WallL1 text and/or supportSentence FrameWhite BoardMath Journal

Teacher ModelingSmall group/ triadsWord WallWhite BoardMath JournalSentence Starter

Teacher ModelingSmall group/ triadsWhite BoardMath Journal

Teacher Modeling

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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/PicturesPhotographs.pdf







Student Learning Objective (SLO) Language Objective Language Needed6.NS.66.NS.7WIDA ELDS: 3SpeakingWriting

Locate positive and negative rational numbers on the number line and explain the meaning ofabsolute value of a rational number as indicating locations on opposite sides of zero on the number line and as magnitude for a positive or negative quantity in a real-world situation.

Demonstrate orally and in writing how to locate positive and negative rational numbers on the number line and explain the meaning of absolute value of a rational number as indicating locations on opposite sides of zero on the number line and as magnitude for a positive or negative quantity in a real-world situation using verbal scaffolds, manipulatives, drawings and a word wall.

VU: Positive integer, negative rational number, absolute value, sequence words

LFC: Present tense, transitional phrases


Language Objectives

Demonstrate orally and in writing how to locate positive and negative rational numbers on the number line and explain the meaning of absolute value of a rational number as indicating locations on opposite sides of zero on the number line and as magnitude for a positive or negative quantity in a real-world situation. in L1 and/or use gestures, pictures and selected words.

Demonstrate orally and in writing how to locate positive and negative rational numbers on the number line and explain the meaning of absolute value of a rational number as indicating locations on opposite sides of zero on the number line and as magnitude for a positive or negative quantity in a real-world situation in L1 and/or use selected vocabulary in phrases and short sentences.

Demonstrate orally and in writing how to locate positive and negative rational numbers on the number line and explain the meaning of absolute value of a rational number as indicating locations on opposite sides of zero on the number line and as magnitude for a positive or negative quantity in a real-world situation using key vocabulary in simple sentences.

Demonstrate orally and in writing how to locate positive and negative rational numbers on the number line and explain the meaning of absolute value of a rational number as indicating locations on opposite sides of zero on the number line and as magnitude for a positive or negative quantity in a real-world situation using key vocabulary in expanded sentences.

Demonstrate orally and in writing how to locate positive and negative rational numbers on the number line and explain the meaning of absolute value of a rational number as indicating locations on opposite sides of zero on the number line and as magnitude for a positive or negative quantity in a real-world situation using precise vocabulary in complex sentences.

Learning Supports

ManipulativesSmall groupWord/picture wallL1 text and/or supportPictures /illustrations Cloze Sentences

ManipulativesSmall groupWord/picture wallL1 text and/or supportSentence Frame

ManipulativesSmall groupWord wallSentence Starter


Manipulatives

Revised ELL Scaffolded Student Learning Objectives

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Trenton Public Schools Grade 6 Unit 3: SLOs this unit: 6.EE.7, 8, 9: 6.NS. ,6,7,8: 6.SP- intro

Student Learning Objective (SLO) Language Objective Language Needed6.NS.7WIDA ELDS: 3SpeakingWriting

Use statements of inequality to determine relative positions of two rational numbers on a number line; Write and explain statements of order for rational numbers in real-world contexts

Show and explain orally and in writing statements of order for rational numbers in real-world contexts and how to use statements of inequality to determine relative positions of two rational numbers on a number line using manipulatives, a whiteboard and a word wall.

VU: Rational numbers, inequality signs

LFC: Present tense


Language Objectives

Show and orally and in writing statements of order for rational numbers in real-world contexts and how to use statements of inequality to determine relative positions of two rational numbers on a number line in L1 and/or use gestures, pictures and selected words.

Show and explain orally and in writing orally and in writing statements of order for rational numbers in real-world contexts and how to use statements of inequality to determine relative positions of two rational numbers on a number line in L1 and/or use selected vocabulary in phrases and short sentences.

Show and explain orally and in writing orally and in writing statements of order for rational numbers in real-world contexts and how to use statements of inequality to determine relative positions of two rational numbers on a number line using key vocabulary in simple sentences.

Show and explain orally and in writing orally and in writing statements of order for rational numbers in real-world contexts and how to use statements of inequality to determine relative positions of two rational numbers on a number line using key vocabulary in expanded sentences.

Show and explain orally and in writing orally and in writing statements of order for rational numbers in real-world contexts and how to use statements of inequality to determine relative positions of two rational numbers on a number line using precise vocabulary in complex sentences.

Learning Supports

ManipulativesWhite BoardSmall groupWord/picture wallL1 text and/or supportPictures /illustrations

ManipulativesWhite BoardSmall groupWord/picture wallL1 text and/or supportSentence Frame s

ManipulativesWhite BoardSmall groupWord wall

ManipulativesWhite BoardSmall group

Manipulatives

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Student Learning Objective (SLO) Language Objective Language Needed6.NS.6WIDA ELDS: 3SpeakingWriting

Plot ordered pairs in all four quadrants on the coordinate plane and describe their reflections.

Demonstrate and explain orally and in writing how to plot ordered pairs in all four quadrants on the coordinate plane and describe their reflections using manipulatives, a White Board, and a word wall

VU: Plot, ordered pairs, quadrants, coordinate plane, graph

LFC: Simple present, transition words



Demonstrate and explain orally and in writing how to plot ordered pairs in all four quadrants on the coordinate plane and describe their reflections in L1 and/or use gestures, pictures and selected words.

Demonstrate and explain orally and in writing how to plot ordered pairs in all four quadrants on the coordinate plane and describe their reflections in L1 and/or use selected vocabulary in phrases and short sentences.

Demonstrate and explain orally and in writing how to plot ordered pairs in all four quadrants on the coordinate plane and describe their reflections using key vocabulary in simple sentences.

Demonstrate and explain orally and in writing how to plot ordered pairs in all four quadrants on the coordinate plane and describe their reflections using key vocabulary in expanded sentences.

Demonstrate and explain orally and in writing how to plot ordered pairs in all four quadrants on the coordinate plane and describe their reflections using precise vocabulary in complex sentences.

Learning Supports

ManipulativesSmall groupWord/picture wallL1 text and/or supportPictures /illustrations White Board

ManipulativesSmall groupWord/picture wallL1 text and/or supportSentence Frame s White Board

ManipulativesSmall groupWord wallWhite Board

ManipulativesSmall groupWhite Board

Manipulatives

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Student Learning Objective (SLO) Language Objective Language Needed

6.NS.8WIDA ELDS: 3ReadingWriting

Solve real world problems mathematically by graphing points in all four quadrants of the coordinate plane. Use the absolute value of the differences of their coordinates to find distances between points with the same first coordinate or same second coordinate.

Explain orally and in writing how to mathematically solve real world problems by graphing points in all four quadrants of the coordinate plane and explaining how to use the differences between the absolute value of coordinates to find distances between points using word wall, whiteboard, Math Journal and a small group.

VU: Graphing, points, quadrants, coordinate plane, absolute value, coordinate, distance, differenceLFC: Present tense, imperative tense, sequence wordsLC: Varies by ELP level


Demonstrate comprehension of real world problems by interpreting graphed points in all four quadrants of the coordinate plane and explaining how to find distances between points in L1 and/or use gestures, pictures and selected words.

Demonstrate comprehension of real world problems by interpreting graphed points in all four quadrants of the coordinate plane and explaining how to find distances between points in L1 and/or use selected vocabulary in phrases and short sentences.

Demonstrate comprehension of real world problems by interpreting graphed points in all four quadrants of the coordinate plane and explaining how to find distances between points using key vocabulary in simple sentences.

Demonstrate comprehension of real world problems by interpreting graphed points in all four quadrants of the coordinate plane and explaining how to find distances between points using key vocabulary in expanded sentences.

Demonstrate comprehension of real world problems by interpreting graphed points in all four quadrants of the coordinate plane and explaining how to find distances between points using precise vocabulary in, complex sentences.

Learning Supports

ManipulativesSmall groupWord/picture wallL1 text and/or supportPictures /illustrations Math JournalWhite Board

ManipulativesSmall groupWord/picture wallL1 text and/or supportSentence Frame s Math JournalWhite Board

ManipulativesSmall groupWord wallMath JournalWhite Board

ManipulativesSmall groupMath JournalWhite Board

Manipulatives

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Revised ELL Scaffolded Student Learning ObjectivesTrenton Public Schools Grade 6 Unit 4: SLOs this unit: 6.SP. 1-5; 6.G.1, 2, 3, 4

Student Learning Objective (SLO) Language Objective Language Needed6.G.1WIDA ELDS: 3SpeakingReadingWriting

Find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes to solve real world or mathematical problems.

Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes using learnzillion.com, a Math Journal, and a cloze activity.

http://learnzillion.com/lessons/1061-find-the-area-of-polygons-by-decomposing-into-triangles-rectangles-parallelograms-and-trapezoids

VU: Area, perimeter, compound figure, right triangle, quadrilaterals, polygons, composing, decomposing, solveLFC: Present tense, Wh- questions, imperative tense, transition wordsLC: Varies by ELP level


Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes in L1 and/or use gestures, examples, and selected, technical words.

Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes using key, technical vocabulary in simple sentences.

Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes using key, technical vocabulary in expanded sentences.

Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes using technical vocabulary in complex sentences.

Learning Supports

Partner workMath JournalL1 text and/or supportCloze ActivityWord BankTeacher Support

Partner workMath JournalL1 text and/or supportSentence FrameWord/Phrase Bank

Math JournalSentence Starter

Math Journal

Revised ELL Scaffolded Student Learning Objectives

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Trenton Public Schools Grade 6 Unit 4: SLOs this unit: 6.SP. 1-5; 6.G.1, 2, 3,4

Student Learning Objective (SLO) Language Objective Language Needed6.G.4WIDA ELDS: 3SpeakingListeningReadingWriting

Represent three dimensional figures using nets made of rectangles and triangles, and use the nets to find the surface area of the figures in the context of solving real world and mathematical problems.

Retell how to represent and find the surface area of three dimensional figures using nets made of rectangles and triangles in the context of solving real-world and mathematical problems using White Board, small groups, and a Word Bank.

VU: Three dimensional figures, nets, surface, areas, volumeLFC: Present tense, imperative tense, sequence words, Wh- questions, complex sentencesLC: Varies by ELP level


Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles in L1 and/or use gestures, examples, and selected, technical words.

Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles using key, technical vocabulary in simple sentences.

Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles using key, technical vocabulary in expanded sentences.

Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles using technical vocabulary in complex sentences.

Learning Supports

White BoardSmall groupWord BankL1 text and/or supportCloze ActivityTeacher Support

White BoardSmall groupWord BankL1 text and/or supportSentence Frame



White Board

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Revised ELL Scaffolded Student Learning ObjectivesTrenton Public Schools Grade 6 Unit 4: SLOs this unit: 6.SP. 1-5; 6.G.1, 2, 3,4


Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes. Show that the volume is the same as it would be if found by multiplying the edge lengths.

Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths using a Peer Coach, Charts/Posters, and small group.

VU: Right rectangular prism, fractional edge lengths, unit cubes, packingLFC: Present tense, imperative tense, sequence words, Wh- questions, complex sentencesLC: Varies by ELP level


Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths in L1 and/or use gestures, examples, and selected, technical words.

Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths using key, technical vocabulary in simple sentences.

Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths using key, technical vocabulary in expanded and some complex sentences.

Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths using technical vocabulary in complex sentences.

Learning Supports





Small group

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Student Learning Objective (SLO) Language Objective Language Needed6.G.36WIDA ELDS: 3SpeakingWritingReading

Draw polygons in the coordinate plane given the coordinates of the vertices and use the coordinates to solve real world distance, perimeter, and area problems.

Demonstrate and explain orally and in writing how to draw polygons in the coordinate plane given the coordinates of the vertices and use the coordinates to solve real world distance, perimeter, and area problems and using manipulatives, drawings and a word wall.

Note: ELLs may not be familiar with the U.S. measurement of “feet.”

VU: Polygons, coordinate plane, vertices, distance, perimeter, area

LFC: Passive voice, transition words



Demonstrate and explain how to use the coordinates to solve real world distance, perimeter, and area problems and draw polygons in the coordinate plane given the coordinates of the vertices in L1 and/or use gestures, pictures and selected words.

Demonstrate and explain how to use the coordinates to solve real world distance, perimeter, and area problems and draw polygons in the coordinate plane given the coordinates of the vertices in L1 and/or use selected vocabulary in phrases and short sentences.

Demonstrate and explain how to use the coordinates to solve real world distance, perimeter, and area problems and draw polygons in the coordinate plane given the coordinates of the vertices using key vocabulary in simple sentences.

Demonstrate and explain how to use the coordinates to solve real world distance, perimeter, and area problems and draw polygons in the coordinate plane given the coordinates of the vertices using key vocabulary in expanded sentences.

Demonstrate and explain how to use the coordinates to solve real world distance, perimeter, and area problems and draw polygons in the coordinate plane given the coordinates of the vertices using precise vocabulary in multiple, complex sentences.

Learning Supports


ManipulativesSmall groupWord/picture wallL1 text and/or supportSentence Frame s

ManipulativesSmall groupWord wallSentence Starters


Manipulatives

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Student Learning Objective (SLO) Language Objective Language Needed6.SP.46.SP.5a,b6WIDA ELDS: 3SpeakingWritingReading

Display numerical data in plots on the number line (including dot plots, histograms, and box plots)and summarize in relation to their context.

Demonstrate comprehension by explaining orally and in writing how to display numerical data in plots on the number line (including dot plots, histograms, and box plots) and summarize in relation to their context using manipulatives, a White Board, and a word wall

VU: Data, plots, number line, dot plots, histograms, box plots, summarize

LFC: present tense, transition words



Demonstrate comprehension by explaining orally and in writing how to display numerical data in plots on the number line and summarize in relation to their context in L1 and/or use gestures, pictures and selected words.

Demonstrate comprehension by explaining orally and in writing how to display numerical data in plots on the number line and summarize in relation to their context in L1 and/or use selected vocabulary in phrases and short sentences.

Demonstrate comprehension by explaining orally and in writing how to display numerical data in plots on the number line and summarize in relation to their context using key vocabulary in simple sentences.

Demonstrate comprehension by explaining orally and in writing how to display numerical data in plots on the number line and summarize in relation to their context using key vocabulary in expanded sentences.

Demonstrate comprehension by explaining orally and in writing how to display numerical data in plots on the number line and summarize in relation to their context using precise vocabulary in multiple, complex sentences.

Learning Supports

ManipulativesSmall groupWord/picture wallL1 text and/or supportPictures /illustrations White BoardCloze Sentences


ManipulativesSmall groupWord wallWhite BoardSentence Starters


ManipulativesWhite Board

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Student Learning Objective (SLO) Language Objective Language Needed6.G.1WIDA ELDS: 3SpeakingReadingWriting

Find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes to solve real world or mathematical problems.

Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes using learnzillion.com, a Math Journal, and a cloze activity.


VU: Area, perimeter, compound figure, right triangle, quadrilaterals, polygons, composing, decomposing, solveLFC: Present tense, Wh- questions, imperative tense, transition wordsLC: Varies by ELP level


Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes in L1 and/or use gestures, examples, and selected, technical words.

Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes using key, technical vocabulary in simple sentences.

Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes using key, technical vocabulary in expanded sentences.

Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes using technical vocabulary in complex sentences.

Learning Supports

Partner workMath JournalL1 text and/or supportCloze ActivityWord BankTeacher Support

Partner workMath JournalL1 text and/or supportSentence FrameWord/Phrase Bank

Math JournalSentence Starter

Math Journal

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Represent three dimensional figures using nets made of rectangles and triangles, and use the nets to find the surface area of the figures in the context of solving real world and mathematical problems.

Retell how to represent and find the surface area of three dimensional figures using nets made of rectangles and triangles in the context of solving real-world and mathematical problems using White Board, small groups, and a Word Bank.

VU: Three dimensional figures, nets, surface, areas, volumeLFC: Present tense, imperative tense, sequence words, Wh- questions, complex sentencesLC: Varies by ELP level


Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles in L1 and/or use gestures, examples, and selected, technical words.

Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles using key, technical vocabulary in simple sentences.

Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles using key, technical vocabulary in expanded sentences.

Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles using technical vocabulary in complex sentences.

Learning Supports

White BoardSmall groupWord BankL1 text and/or supportCloze ActivityTeacher Support

White BoardSmall groupWord BankL1 text and/or supportSentence Frame



White Board

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Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes. Show that the volume is the same as it would be if found by multiplying the edge lengths.

Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths using a Peer Coach, Charts/Posters, and small group.

VU: Right rectangular prism, fractional edge lengths, unit cubes, packingLFC: Present tense, imperative tense, sequence words, Wh- questions, complex sentencesLC: Varies by ELP level


Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths in L1 and/or use gestures, examples, and selected, technical words.

Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths using key, technical vocabulary in simple sentences.

Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths using key, technical vocabulary in expanded and some complex sentences.

Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths using technical vocabulary in complex sentences.

Learning Supports





Small group

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Student Learning Objective (SLO) Language Objective Language Needed6.G.36WIDA ELDS: 3SpeakingWritingReading

Draw polygons in the coordinate plane given the coordinates of the vertices and use the coordinates to solve real world distance, perimeter, and area problems.

Demonstrate and explain orally and in writing how to draw polygons in the coordinate plane given the coordinates of the vertices and use the coordinates to solve real world distance, perimeter, and area problems and using manipulatives, drawings and a word wall.

Note: ELLs may not be familiar with the U.S. measurement of “feet.”

VU: Polygons, coordinate plane, vertices, distance, perimeter, area

LFC: Passive voice, transition words



Demonstrate and explain how to use the coordinates to solve real world distance, perimeter, and area problems and draw polygons in the coordinate plane given the coordinates of the vertices in L1 and/or use gestures, pictures and selected words.

Demonstrate and explain how to use the coordinates to solve real world distance, perimeter, and area problems and draw polygons in the coordinate plane given the coordinates of the vertices in L1 and/or use selected vocabulary in phrases and short sentences.

Demonstrate and explain how to use the coordinates to solve real world distance, perimeter, and area problems and draw polygons in the coordinate plane given the coordinates of the vertices using key vocabulary in simple sentences.

Demonstrate and explain how to use the coordinates to solve real world distance, perimeter, and area problems and draw polygons in the coordinate plane given the coordinates of the vertices using key vocabulary in expanded sentences.

Demonstrate and explain how to use the coordinates to solve real world distance, perimeter, and area problems and draw polygons in the coordinate plane given the coordinates of the vertices using precise vocabulary in multiple, complex sentences.

Learning Supports


ManipulativesSmall groupWord/picture wallL1 text and/or supportSentence Frame s

ManipulativesSmall groupWord wallSentence Starters


Manipulatives

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Student Learning Objective (SLO) Language Objective Language Needed6.SP.46.SP.5a,b6WIDA ELDS: 3SpeakingWritingReading

Display numerical data in plots on the number line (including dot plots, histograms, and box plots)and summarize in relation to their context.

Demonstrate comprehension by explaining orally and in writing how to display numerical data in plots on the number line (including dot plots, histograms, and box plots) and summarize in relation to their context using manipulatives, a White Board, and a word wall

VU: Data, plots, number line, dot plots, histograms, box plots, summarize

LFC: present tense, transition words



Demonstrate comprehension by explaining orally and in writing how to display numerical data in plots on the number line and summarize in relation to their context in L1 and/or use gestures, pictures and selected words.

Demonstrate comprehension by explaining orally and in writing how to display numerical data in plots on the number line and summarize in relation to their context in L1 and/or use selected vocabulary in phrases and short sentences.

Demonstrate comprehension by explaining orally and in writing how to display numerical data in plots on the number line and summarize in relation to their context using key vocabulary in simple sentences.

Demonstrate comprehension by explaining orally and in writing how to display numerical data in plots on the number line and summarize in relation to their context using key vocabulary in expanded sentences.

Demonstrate comprehension by explaining orally and in writing how to display numerical data in plots on the number line and summarize in relation to their context using precise vocabulary in multiple, complex sentences.

Learning Supports

ManipulativesSmall groupWord/picture wallL1 text and/or supportPictures /illustrations White BoardCloze Sentences


ManipulativesSmall groupWord wallWhite BoardSentence Starters


ManipulativesWhite Board

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Student Learning Objective (SLO) Language Objective Language Needed6.SP.1; 6.SP.2; 6.SP.3;6.SP.5c,dWIDA ELDS:3SpeakingWriting

Calculate, compare, and interpret measures of center and variability in a data set to answer a statistical question. (Including median, mean, interquartile range, mean absolute deviation and overall pattern).

Describe and explain orally and in writing how to calculate, compare, and interpret measures of center and variability in a data set to answer a statistical question using Manipulatives, small group and peer coaching.

Note: ELLs will need direct instruction regarding the multiple meaning of “mean” and “spread”.

VU: Median, mean, interquartile range, spread, absolute deviation, acres

LFC: Comparative forms, passive tense, transition words, Wh- questionsLC: Varies by ELP level


Describe and explain orally and in writing how to calculate, compare, and interpret measures of center and variability in a data set to answer a statistical question in L1 and/or use gestures, examples and selected, technical words.

Describe and explain orally and in writing how to calculate, compare, and interpret measures of center and variability in a data set to answer a statistical question in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Describe and explain orally and in writing how to calculate, compare, and interpret measures of center and variability in a data set to answer a statistical question using key, technical vocabulary in a series of simple sentences.

Describe and explain orally and in writing how to calculate, compare, and interpret measures of center and variability in a data set to answer a statistical question using key, technical vocabulary in expanded and some complex sentences.

Describe and explain orally and in writing how to calculate, compare, and interpret measures of center and variability in a data set to answer a statistical question using technical vocabulary in multiple, complex sentences.

Learning Supports

White BoardMath Journal s ManipulativesSmall groupWord/picture wallL1 text and/or supportIllustrations/diagrams/drawingsSentence Frame

White BoardMath JournalsManipulativesSmall groupWord/picture wallL1 text and/or supportSentence Frame

White BoardMath JournalsManipulativesSmall groupWord wall

White BoardMath JournalsManipulativesSmall group

Manipulatives

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6 Math ELL Support Document.d… · Web viewListen to information in word problems with technical...

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Transcript of 6 Math ELL Support Document.d… · Web viewListen to information in word problems with technical...