ELA Grade 11-12 - Unit 2 - ELL Scaffold...ELA – Grade 11-12 - Unit 2 - ELL Scaffold Review Unit...

ELA – Grade 11-12 - Unit 2 - ELL Scaffold

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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 1 CCSS: RI.11.1 WIDA: 2-5 Reading Speaking

Cite strong and thorough textual evidence to support analysis of what the text says explicitly. Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Read and cite explicit evidence using adapted text, Cornell note taking sheet, and L1 support.

VU: Literary evidence, infer

LFC: Modals (would, could, might), compound tenses, elements of quoting,

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read and cite explicit evidence from L1 informational texts and/or match phrase citations from leveled texts to visual representations.

Read and cite explicit evidence from L1 informational texts and/or by match sentence citations from leveled texts to visual representations.

Read and cite explicit evidence from adapted informational texts using simple sentences with repetitive grammatical structures and key, content-based vocabulary.

Read and cite explicit evidence from informational texts within grades 9-11 complexity level using complex sentences with a variety of grammatical structures and content-based vocabulary.

Read and cite explicit, evidence from grade level informational text using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Cornell note taking sheet (completed by teacher) Leveled text Phrase and sentences citations L1 support Partner Word and phrase citations Word/picture bank

Cornell note taking sheet (semi-completed by teacher) Leveled text T-chart Phrase and sentence citations L1 support Partner Word/picture bank

Cornell note taking sheet Adapted text T-chart Word bank

Cornell note taking sheet Informational texts within grades 9-11 complexity levels

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




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




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

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


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


























Cite strong and thorough textual evidence to support inferences drawn from the text, including determining where the text leaves matters uncertain. Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Read and distinguish between explicit, inferential, and uncertain evidence using adapted text, graphic organizers (i.e. T-chart), and L1 support.

VU: Evidence, infer, uncertain

LFC: Modals (would, could, might), compound tenses, elements of quoting,



Language Objectives

Read and distinguish inferential evidence in L1 informational texts and/or match phrase citations from leveled text to visual representations of the text.

Read and distinguish inferential evidence in L1 informational texts and/or match sentence citations from leveled text to visual representations.

Read and distinguish inferential evidence from adapted informational texts using simple sentences with repetitive grammatical structures and key, content-based vocabulary.

Read and distinguish inferential evidence from informational texts within grades 9-11 complexity level using complex sentences with a variety of grammatical structures and content-based vocabulary.

Read and distinguish inferential evidence from grade level informational texts using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Cornell note taking sheet (completed by teacher) Leveled text Phrase and sentences citations L1 support Partner Word and phrase citations Word/picture bank

Cornell note taking sheet (semi-completed by teacher) Leveled text T-chart Phrase and sentences citations L1 support Partner Word/picture bank

Cornell note taking sheet Adapted text T-chart Word bank



























Determine two or more central ideas of a text and analyze their development over the course of the text. Note: When CCSS is RI (Reading Informational Text, the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Read and analyze how two or more themes develop using graphic organizers, visual representations, and L1 support.

VU: Interact, complex, central idea, themes

LFC: Transitional phrases



Language Objectives

Read and analyze how two or more themes develop in L1 and/or using leveled texts, match phrase and word strips to visual representations of the theme.

Read and analyze how two or more themes develop in L1 and/or using leveled texts, match phrase or sentence strips to visual representations of the theme

Read and analyze how two or more themes develop using simple, related sentences with repetitive grammatical structures and key, content-based vocabulary.

Read and analyze how two or more themes develop using complex sentences with a variety of grammatical structures and content-based vocabulary.

Read and analyze how two or more themes develop using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Cornell note taking sheet (completed by teacher) Phrase and sentences citations Visualization L1 support Partner Word and phrase citations Word/picture bank

Cornell note taking sheet (semi-completed by teacher) Phrase and sentences citations Visualization L1 support Partner Word/picture bank Sentence frames

Cornell note taking sheet Adapted text Word bank


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















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










Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Read and analyze ideas or events in order to explain the interaction and development of individuals, ideas or events using Cause/Effect graphic organizer and L1 support.

VU: Transitional words, interact, complex, central idea

LFC: Complex sentences, conditional clauses,



Language Objectives

Read and analyze ideas or events in order to explain the interaction and development of individuals, ideas or events in L1 and/or using a leveled text, use a single word, gesture or phrase to match visual representations.

Read and analyze ideas or events in order to explain the interaction and development of individuals, ideas or events in L1 and/or using a leveled text, use phrases that represent key ideas to complete formulaic structures.

Read and analyze ideas or events in order to explain the interaction and development of individuals, ideas or events in an adapted text using simple, related sentences with repetitive structures and key, content- based vocabulary.

Read and analyze ideas or events in order to explain the interaction and development of individuals, ideas or events in texts within grades 9-11 complexity levels using complex sentences with a variety of grammatical structures and content-based vocabulary.

Read and analyze ideas or events in order to explain the interaction and development of individuals, ideas or events in a grade level text using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Cause/effect graphic organizer (Partially completed by teacher) Word/picture bank Phrase bank L1 text and support

Cause/effect graphic organizer (Partially completed by teacher) Word/picture bank Phrase bank L1 text and support

Cause/effect graphic organizer Adapted text Word bank

Cause/effect graphic organizer Text within grades 9-11 complexity level

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











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














Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Read to understand the meanings of figurative, connotative and technical words and phrases as they are used in a text using a Vocabulary Frame or technology support (Word sift).

VU: Multiple meanings of a key terms, idioms, collocations, noun phrases

LFC: Complex sentences, compound verb tenses



Language Objectives

Read to determine and analyze the meanings of figurative, connotative and technical words and phrases in a text in L1 and/or high-frequency figurative, connotative and technical words and phrases in a leveled text in English.

Read to determine and analyze the meanings of figurative, connotative and technical words and phrases in L1 and/or general figurative, connotative and technical words and phrases in a leveled text in English.

Read to determine and analyze the meanings of figurative, connotative and technical words and phrases in an adapted informational text.

Read to understand and analyze the meanings of figurative, connotative and technical words and phrases in a text within grades 9-11 complexity level.

Read to understand the meanings of figurative, connotative and technical words and phrases in a grade level text.

Learning Supports

Online support (dictionaries, visuals, thesaurus, bilingual, word sift) Content-based word wall Vocabulary frame L1 support/Cognates Captions Visuals Leveled text

Online support (dictionaries, visuals, bilingual, thesaurus, Word Sift) Content-based word wall Vocabulary frame L1 support/ Cognates Visuals Leveled text

Online support (dictionaries, visuals, bilingual, thesaurus, Word Sift) Adapted text Content- based word wall Vocabulary frame

Online support (dictionaries, thesaurus, Word Sift) Text within grades 9-11 complexity level

Online support (dictionaries, thesaurus, Word Sift)

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

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
































Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Read to analyze and evaluate the effectiveness of the structure used in an exposition or argument using graphic organizer and L1 support.

VU: Exposition, argument

LFC: Complex sentences, conditional clauses



Language Objectives

Read to analyze and evaluate of the effectiveness of the structure used in an exposition or argument from an L1 text and/or from an illustrated, leveled text, using a single word or phrase to represent key ideas and match to visual representations.

Read to analyze and evaluate the effectiveness of the structure used in an exposition or argument from an L1 text and/or from a leveled text, using phrases or sentences that represent key ideas.

Read to analyze and evaluate the effectiveness of the structure used in an exposition or argument from adapted text using simple, related sentences with repetitive grammatical structures and key, content-based vocabulary.

Read to analyze and evaluate the effectiveness of the structure used in an exposition or argument from text within grades 9-11 complexity level using complex sentences with a variety of grammatical structures and content-based vocabulary.

Read to analyze and evaluate the effectiveness of the structure used in an exposition or argument from grade level text using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Graphic organizer (semi- completed by teacher) Word/picture bank Phrase bank L1 text and support Leveled text Visuals

Graphic organizer (semi- completed by teacher) Word/picture bank Phrase bank L1 text and support Leveled text

Graphic organizer Adapted text Word bank

Graphic organizer Text within grades 9-11 complexity level
























Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Note: When CCSS is RI (Reading Informational Text) the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Read to determine and analyze author’s point of view or purpose and how the style and content impact the text by marking the text, using an outline and think aloud.

VU: Transitional words, vocabulary used to persuade, central idea




Language Objectives

Read to determine and analyze author’s point of view and how the style and content impact the text in L1 and/or use single words that represent key ideas to match visual representations of an illustrated, leveled text.

Read to determine and analyze author’s point of view and how the style and content impact the text in L1 and/or use phrases within formulaic structures that represent key ideas to match visual representations of the leveled text.

Read to determine and analyze author’s point of view and how the style and content impact the adapted text using simple sentences with repetitive grammatical structures and key, content-based vocabulary.

Read to determine and analyze author’s point of view and how the style and content impact the text within grades 9-11 complexity level using complex sentences with a variety of grammatical structures and content-based vocabulary.

Read to determine and analyze author’s point of view and how the style and content impact the grade level text using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Leveled text Outline (completed) Marking the text Think aloud Word/picture bank L1 text and support Visuals

Leveled text Outline (semi-completed) Marking the text Think aloud Sentence Frames Word/picture bank L1 text and support

Adapted text Outline Word bank Marking the text Think aloud

Text within grades 9-11 complexity level Outline


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

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






















SLO: 8 CCSS: W.11.2 WIDA: 2-5 Reading Writing

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Note: When writing informative or explanatory text, the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Write to convey complex ideas using a graphic organizer (specific to task and purpose), visuals and L1 support.

VU: Transitional words, word choice, general

LFC: Coherent and clear sentences



Language Objectives

Write to convey complex ideas, concepts and information using L1 and/or using single words or drawings that represent key ideas with phrase patterns and high-frequency, content-related vocabulary.

Write to convey complex ideas using L1 and/or using phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Write to convey complex ideas that represent multiple, related ideas using simple sentences with repetitive structures and key, content-based vocabulary.

Write to convey complex ideas using expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Write to clearly and coherently convey complex ideas using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Graphic organizer Template Word/picture bank Phrase bank L1 text and support Visuals Drawings

Graphic organizer Template Sentence Frames Word/picture bank Phrase bank L1 text and support

Graphic organizer Template Word bank

Graphic organizer







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













SLO: 9 CCSS: W.11.2a. WIDA ELDS: 2 Reading Writing

Write informative/explanatory texts to introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Write to introduce, organize, and connect complex ideas using an outline, web and reference sheet of correct formatting.

VU: Informative/ explanatory

LFC: Language conventions and forms will vary depending on selected writing task



Language Objectives

Write to introduce, organize, and connect complex ideas in L1 and/or produce single words that represent key ideas using phrase patterns and general, content-related vocabulary.

Write to introduce, organize, and connect complex ideas in L1 and/or produce phrase and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Write to introduce, organize, and connect multiple, related ideas by producing simple sentences using repetitive structures and key, content-based vocabulary.

Write to introduce, organize, and connect ideas by producing expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.

Write to introduce, organize, and connect complex ideas by producing clear and coherent writing using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Online Resources (Technology) Reference sheet of correct formatting Visuals L1 support Cloze sentences Word Bank

Online Resources (Technology) Reference sheet of correct formatting Visuals L1 support Sentence Frames Word Bank

Online Resources Reference sheet of correct formatting Sentence Starters Word Bank

Online Resources Reference sheet of correct formatting

Online Resources


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



















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











SLO: 10 CCSS: W.11.2b WIDA ELDS: 2 Reading Writing

Write informative/explanatory texts to develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Write to inform/explain a topic with the most significant facts and details appropriate to the audience using graphic organizers that outline these elements, visuals, peer and L1 support.

VU: Significant facts, audience




Language Objectives

Write to inform/explain a topic thoroughly as a result of selecting the most significant and relevant facts using L1 and/or using single words or drawings that represent key ideas with phrase patterns and high-frequency, content-related vocabulary.

Write to inform/explain a topic thoroughly as a result of selecting the most significant and relevant facts using L1 and/or using visuals, phrases and short sentences that represent key ideas with formulaic sentence patterns and general, content-based vocabulary.

Write to inform/explain a topic thoroughly as a result of selecting the most significant and relevant facts using simple sentences with repetitive structures and key, content-based vocabulary.

Write to inform/explain a topic thoroughly as a result of selecting the most significant and relevant facts using expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.

Write to inform/explain a topic thoroughly as a result of selecting the most significant and relevant facts using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Online Resources Outline (completed) Word/picture bank Partner Work L1 text and support Visuals Drawings

Online Resources Sentence Frames Outline (semi-completed) Word/picture bank Partner Work L1 text and support Visuals

Online Resources Sentence Starters Outlines Triads or small groups Word bank

Online Resources Outlines Triads or small groups

Online Resources








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












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















SLO: 11 CCSS: W.11.2c WIDA ELDS: 2 Reading Writing

Write informative/explanatory texts to use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Write to inform/explain by using appropriate and varied transitions and syntax in order to link sections and clarify ideas within the text using a word bank of transitional words and phrase., visuals, peer and L1 support.

VU: Transitional words, word choice, syntax

LFC: Language conventions and forms



Language Objectives

Write at a word or phrase level to inform/explain by using appropriate and varied transitions and syntax in order to link sections and clarify ideas within the text using L1 and/or using drawings/ single words that represent key ideas using phrase patterns and high-frequency, content-related vocabulary.

Write at a word or phrase level to inform/explain by using appropriate and varied transitions and syntax in order to link sections and clarify ideas within the text using L1 and/or using visuals, phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Write to inform/explain by using appropriate and varied transitions and syntax in order to link sections and clarify ideas within the text using simple sentences with repetitive structures and key, content-based vocabulary.

Write to inform/explain by using appropriate and varied transitions and syntax in order to link sections and clarify ideas within the text using complex sentences with a variety of grammatical structures and content-based vocabulary.

Write to inform/explain by using appropriate and varied transitions and syntax in order to link sections and clarify ideas within the text using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Online resources (Technology) Word bank of transitional words and phrases Sentence Frames Cloze sentences Visuals L1 support

Online resources (Technology) Word bank of transitional words and phrases Sentence Starters Sentence Frames Visuals L1 support

Online resources Word bank of transitional words and phrases Sentence Starters

Online resources Word bank of transitional words and phrases

Online resources























































SLO: 12 CCSS: W.11.2d WIDA: 2-5 Reading Writing

Write informative/explanatory texts to using precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

Write to inform/explain text using precise language, domain-specific vocabulary and literary techniques using sentence starters, visuals, and L1 support.

VU: Literary terms, such as similes, metaphors, hyperboles

LFC: Compound tenses, complex sentence structure



Language Objectives

Write to inform/explain text using precise language, domain-specific vocabulary and techniques using L1 and/or using single words or drawings that represent key ideas using phrase patterns and high-frequency, content-related vocabulary.

Write to inform/explain text using precise language, domain-specific vocabulary and techniques using L1 and/or using phrases and short sentences with formulaic sentence patterns that represent key ideas and general, content-based vocabulary.

Write to inform/explain text using simple sentences with literary techniques, repetitive grammatical structures and key, domain-specific vocabulary.

Write to inform/explain text using complex sentences with a variety of grammatical structures, literary techniques and domain-specific vocabulary.

Write clearly and coherently to inform/explain text using multiple, complex sentences with a variety of grammatical structures, literary techniques and precise, domain-specific vocabulary.

Learning Supports

Online Resources (Technology) Word bank of general, content-related vocabulary Sentence Frames Visuals L1 support

Online Resources (Technology) Word bank of general, content-based vocabulary Sentence Starters Sentence Frames Visuals L1 support

Online Resources Word bank of key, domain-specific vocabulary Sentence Starters

Online Resources Word bank of domain-specific vocabulary

Online Resources











































SLO: 13 CCSS: W.11.2e WIDA ELDS: 2-5 Reading Writing

Write informative/explanatory texts to establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Note: When writing informative or explanatory text, the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Write and apply formal style, objective tone, and discipline specific norms and conventions using graphic organizers (specific to discipline and task).

VU: Formal, objective

LFC: Specific to writing task



Language Objectives

Write and apply formal style, objective tone, and discipline specific norms and conventions in L1 and/or by producing single words that represent key ideas using phrase patterns and general, content-related vocabulary.

Write and apply formal style, objective tone, and discipline specific norms and conventions in L1 and/or by producing phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Write and apply formal style, objective tone, and discipline specific norms and conventions by producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Write and apply formal style, objective tone, and discipline specific norms and conventions by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Write and apply formal style, objective tone, and discipline specific norms and conventions by using multiple, complex sentences that represent clear and coherent ideas with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Online resources Graphic organizer (specific to time frame, purpose, task, audience) Word/picture bank Cloze sentences L1 support

Online Resources Graphic organizer (specific to time frame, purpose, task, audience) Word/picture bank Sentence frames L1 support

Online resources Graphic organizer (specific to discipline and task) Word bank Sentence Starters

Online resources Graphic organizer (specific to discipline and task)

Online resources





































SLO: 14 CCSS: W.11.2f WIDA: 2-5 Reading Writing

Write informative/explanatory texts and provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Write to conclude an informative/explanatory text by using a closing strategy, visuals, peer and L1 support.

VU: Vocabulary pertaining to concluding statements

LFC: Compound tenses, complex sentence structure (clauses)

LC: LC: Varies by ELP level


Language Objectives

Write to conclude an informative/explanatory text by using L1 and/or using single words or drawings using phrase patterns that represent key ideas and high-frequency, content-related vocabulary.

Write to conclude an informative/explanatory text by using L1 and/or using phrases and short sentences with formulaic sentence patterns that represent key ideas and general, content-based vocabulary.

Write to conclude an informative/explanatory text by using simple sentences with repetitive grammatical structures and key, content-based vocabulary.

Write to conclude an informative/explanatory text by using complex sentences with a variety of grammatical structures and content-based vocabulary.

Write to conclude an informative/explanatory text using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Online resources Sentence frames L1 support Word/picture bank Cloze sentences Closing strategy

Online resources Sentence frames L1 support Word/picture bank Closing strategy

Online resources Sentence frames Word bank Closing strategy

Online resources Sentence frames Closing strategy

Online resources Closing strategy
















































SLO: 15 CCSS: W.11.4 WIDA ELDS: 2 Reading Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Produce clear and coherent writing, suitable for task, purpose, and audience using a graphic organizer (specific to task and purpose) and visuals.

VU: Author’s purpose, audience, writing tasks (e.g., narrative, persuasive, research etc)




Language Objectives

Produce clear and coherent writing in L1; and/or single words that represent ideas using phrase level grammatical structures and general, content-related vocabulary.

Produce clear and coherent writing in L1; and/or phrase and short sentences with emerging expression of ideas using repetitive phrasal and sentence patterns and general, content-based vocabulary.

Produce emerging expression of multiple, related ideas using repetitive grammatical structures with occasional variation and key, content-based vocabulary.

Produce organized expression of ideas with emerging cohesion using short, expanded and complex sentences with a variety of grammatical structures and content-based vocabulary.

Produce clear and coherent writing matched to the purpose, using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Graphic organizer – partially completed by teacher (appropriate to task) Visuals L1 support Online resources Cloze sentences Word bank

Graphic organizer – partially completed by teacher (appropriate to task) Visuals L1 support Online resources Sentence frames Word bank

Graphic organizer (appropriate to task) Word bank Online resources

Graphic organizer (appropriate to task) Online resources

Online resources






































SLO: 16 CCSS: W.11.5 WIDA ELDS: 2-5 Writing

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Note: When writing informative or explanatory text, the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Write, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument using outlines, adapted text, and L1 support.

VU: Convincing and engaging points




Language Objectives

In writing, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument using L1 and/or develop an understanding of the effectiveness of structure used by drawing or using single words in phrase patterns and high-frequency, content-related vocabulary that represent the key ideas.

In writing, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument using L1 and/or using phrases and short sentences in formulaic sentence patterns and general, content-based vocabulary that represent key ideas.

In writing, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument using simple sentences with repetitive structures and key, content-based vocabulary.

In writing, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument using a variety of grammatical structures and content-based vocabulary.

In writing, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument at grade level text using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Outline (completed) Sentence frames Word/picture bank Partner/Teacher support L1 text and support

Outline (semi-completed) Sentence frames Word/picture bank Partner work L1 text and support

Outline Word bank

Outline



















SLO: 17 CCSS: W.11.6 WIDA ELDS: 1-5 Writing

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments, or information. Note: When writing informative or explanatory text, the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Write to edit and publish individual and collaborative writing pieces using a checklist of steps.

VU: Publish, shared writing

LFC: Revised writing



Language Objectives

Write to edit and publish individual and collaborative multi-paragraph writing pieces in L1; and/or write to edit and publish individual and collaborative writing pieces using single words, pictures and drawings that represent ideas with phrase level grammatical structures and high-frequency, content-related vocabulary.

Write to edit and publish individual and collaborative multi-paragraph writing pieces in L1; and/or write to edit and publish individual and collaborative phrases and short sentences using repetitive phrasal and sentence patterns and general, content-based vocabulary.

Write to edit and publish individual and collaborative three paragraph writing pieces about multiple related ideas using simple sentences with repetitive grammatical structures and an occasional variation and key, content-based vocabulary.

Write to edit and publish individual and collaborative multi-paragraph writing pieces using short, expanded and complex sentences with a variety of grammatical structures and content-based vocabulary.

Write to edit and publish individual and collaborative multi-paragraph writing pieces using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Podcast/moviemaker Checklist of publishing steps Sentence frames Teacher support Word/picture bank L1 support

Podcast/moviemaker Checklist of publishing steps Sentence frames Teacher support Word/picture bank L1 support

Podcast/moviemaker Checklist of publishing steps Online resources Peer editing Word bank

Podcast/moviemaker Checklist of publishing steps Peer editing

Podcast/moviemaker

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






















SLO: 18 CCSS: W.11.8 WIDA: 1-5 Writing Reading Speaking

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of authoritative sources in terms of the task, purpose, and audience. Note: When writing informative or explanatory text, the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Assess strengths and limitation of gathered multiple authoritative sources orally and in writing by using a checklist specific to evaluating task, purpose and audience along with peer and L1 support.

VU: Strengths, limitations, authoritative

LFC: Explanatory sentences



Language Objectives

Orally and in writing, assess strengths and limitations of multiple authoritative sources by using L1 and/or using leveled texts.

Orally and in writing, assess strengths and limitations of multiple authoritative sources by using L1 and/or from leveled texts.

Orally and in writing, assess strengths and limitations of multiple authoritative sources from adapted texts.

Orally and in writing, assess strengths and limitations of multiple authoritative sources from texts within grades 9-11 complexity level.

Orally and in writing, assess strengths and limitations of multiple authoritative sources at grade level.

Learning Supports

Checklist Online resources Small group Teacher support Word/picture bank L1 support Visuals Gestures

Checklist Online resources Small group Teacher support Word/picture bank L1 support

Checklist Online resources Small group Word bank

Checklist Online resources Small group

Small group










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














SLO: 19 CCSS: W.11.9b. WIDA ELDS: 2, 4-5

Draw evidence from informational texts to support analysis, reflection, and research; apply grade 11 Reading standards to literary nonfiction, and the premises, purposes, and arguments in works of public advocacy. Note: When writing informative or explanatory text, the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Write to cite evidence from informational texts to support analysis and reflection and research using graphic organizer, peer and L1 support.

VU: Analysis, reflection, research

LFC: Sentences with references from text



Language Objectives

Write to cite evidence from informational texts to support analysis and reflection using L1 and/or using pictures, drawings or single words in phrase patterns that represent key ideas and high-frequency, content-related vocabulary.

Write to cite evidence from informational texts to support analysis and reflection using L1 and/or using phrase and short sentences in formulaic sentence patterns that represent key ideas and general, content-based vocabulary.

Write to cite evidence from adapted informational texts to support analysis and reflection using simple sentences with repetitive grammatical structures and key, content-based vocabulary.

Write to cite evidence from informational texts within grades 9-11 complexity level to support analysis and reflection using short, expanded and complex sentences with a variety of grammatical structures and content-based vocabulary.

Write to cite evidence from grade level informational texts to support analysis and reflection using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Online resources Graphic organizers (completed) Teacher support Word/picture bank L1 support Visuals Gestures

Online resources Graphic organizers (semi-completed) Teacher support Word/picture bank L1 support Sentence frames

Online resources Graphic organizers Partner work Word bank

Online resources Graphic organizers Partner work






















SLO: 20 CCSS: W.11.10 WIDA ELDS: 2, 4-5 Writing

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Note: When writing informative or explanatory text, the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Write routinely for specific time frames and for various purposes, tasks and audiences using graphic organizers (specific to time frame, purpose, task, and audience).

VU: Purpose, task, audience

LFC: Specific to writing task



Language Objectives

Write extended multi-paragraph pieces for specific time frames and for various purposes, tasks and audiences in L1; and/or write phrase level pieces for specific time frames and for various purposes, tasks and audiences using high-frequency, content-related single words that represent key ideas.

Write extended multi-paragraph pieces for specific time frames and for various purposes, tasks and audiences in L1; and/or write sentence level pieces for specific time frames and for various purposes, tasks and audiences using repetitive phrasal and sentence patterns and general, content-based vocabulary.

Write three-paragraph pieces for specific time frames and for various purposes, tasks and audiences about multiple related ideas using repetitive grammatical structures and key, content-based vocabulary.

Write multi-paragraph pieces for specific time frames and for various purposes, tasks and audiences using short, expanded and complex sentences with a variety of grammatical structures and content-based vocabulary.

Write extended, multi-paragraph pieces for specific time frames and for various purposes, tasks and audiences using complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Graphic Organizer (specific to time frame, purpose, task, audience) L1 support Word Bank Online Resources Cloze sentences

Graphic Organizer (specific to time frame, purpose, task, audience) Sentence starters L1 support Word Bank Online Resources

Graphic Organizer (specific to time frame, purpose, task, and audience) Word Bank Online Resources

Graphic Organizer (specific to time frame, purpose, task, and audience) Online Resources

Online Resources

























SLO: 21 CCSS: SL.11.1 WIDA ELDS: 2-5 Reading Speaking Listening

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Note: When CCSS is SL (speaking and listening), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Participate in a variety of cooperative discussion settings using partner/teacher support and conversation cue cards.

VU: Initiate, build on others’ ideas, express ideas clearly

LFC: Declarative sentences, interrogatives, prosodic features (e.g., stress)



Language Objectives

Participate in a variety of cooperative discussion settings in L1; and/or participate in a teacher-facilitated discussion using single words/pictures that represent ideas with phrase level grammatical structures and high-frequency, content related vocabulary.

Participate in a variety of cooperative discussion settings in L1; and/or participate in a teacher facilitated discussion using repetitive phrasal and sentence patterns and general, content-based vocabulary.

Participate in a variety of cooperative discussion settings using simple sentences with repetitive grammatical structures and key, content-based vocabulary.

Participate in a variety of cooperative discussion settings using short, expanded and complex sentences with a variety of grammatical structures and content-based vocabulary.

Participate in a variety of cooperative discussion settings using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Conversation cue cards Word/picture bank Teacher support L1 support

Conversation cue cards Word/picture bank Teacher support L1 support

Conversation cue cards Word bank Partner work

Conversation cue cards Partner work

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














SLO: 22 CCSS: SL.11.1a WIDA ELDS: 2-5 Reading Speaking Listening

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas.

Listen to and exchange ideas based on research findings relevant to the discussion using notes, conversation cue cards and peer support.

VU: Research, relevant

LFC: Declarative sentences, prosodic features



Language Objectives

Listen to a grade level discussion and exchange ideas in L1; and/or listen to and participate in a teacher- facilitated discussion using general content- related single words.

Listen to a grade level discussion and exchange ideas in L1; and/or listen to and participate in a teacher- facilitated discussion using repetitive phrases and sentence patterns and general, content-based vocabulary.

Listen to a discussion about multiple related concepts and exchange ideas based on research using repetitive grammatical structures with occasional variation and key, content-based vocabulary.

Listen to a grade level discussion and exchange ideas based on research using short, expanded and some complex sentences with a variety of grammatical structures and some content-based vocabulary.

Listen to a grade level discussion and exchange ideas based on research using multiple, complex sentences with a variety of grammatical structures and abstract, content-based vocabulary.

Learning Supports

Conversation cue cards Notes in English and L1 Word/picture bank Teacher support L1 support

Conversation cue cards Notes in English and L1 Word/picture bank Teacher support L1 support

Conversation cue cards Notes Word bank Partner work

Conversation cue cards Notes Partner work

Notes















SLO: 23 CCSS: SL.11.1b. WIDA ELDS: 1 Speaking Listening

Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.

Speak and listen to peers to promote democratic discussions by setting goals, deadlines and roles for collaborative discussions using a reference sheet of specific discussion rules and sentence starters.

VU: Civil, democratic discussion

LFC: Declarative sentences, interrogatives, prosodic features (e.g., stress),



Language Objectives

Speak and listen to peers to promote democratic discussions by setting goals, deadlines and roles for collaborative discussions in L1; and/or listen to and participate in a teacher-facilitated discussion using single content related words that represent key ideas.

Speak and listen to peers to promote democratic discussions by setting goals, deadlines and roles for collaborative discussions in L1; and/or listen to and participate in a teacher- facilitated discussion using repetitive phrases and sentence patterns and general, content-based vocabulary.

Speak and listen to peers to promote democratic discussions by setting goals, deadlines and roles for collaborative discussions using repetitive grammatical structures with occasional variation and key, content-based vocabulary.

Speak and listen to peers to promote democratic discussions by setting goals, deadlines and roles for collaborative discussions using short, expanded and some complex sentences with a variety of grammatical structures and some content-based vocabulary.

Speak and listen to peers to promote democratic discussions by setting goals, deadlines and roles for collaborative discussions using multiple, complex sentences with a variety of grammatical structures and abstract, content-based vocabulary.

Learning Supports

Reference sheet Teacher support Word/picture bank Cloze sentences L1 support Visuals

Reference sheet Teacher support Word/picture bank Sentence frames L1 support

Reference sheet Partner work Word bank

Reference sheet Partner work

Partner work














SLO: 24 CCSS: SL.11.1.c WIDA 1 Speaking Listening

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives during discussions.

Compose and respond to questions in order to probe reasoning and evidence using sentence starters, question stems, peer and L1 support.

VU: Pose, stimulate, probe

LFC: Declarative sentences, interrogatives



Language Objectives

Compose and respond to questions in order to probe reasoning and evidence by using L1 and/or use single words in phrase patterns that represent key ideas and general, content-related vocabulary.

Compose and respond to questions in order to probe reasoning and evidence by using L1 and/or use phrase and short sentences in formulaic sentence patterns that represent key ideas and general, content-based vocabulary.

Compose and respond to questions in order to probe reasoning and evidence by producing simple sentence that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Compose and respond to questions in order to probe reasoning and evidence by producing expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Compose and respond to questions in order to probe reasoning and evidence by producing clear and coherent responses using multiple, complex sentences in a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Sentence starters Question stems Teacher support Word/picture bank Cloze sentences L1 support Visuals Gestures

Sentence starters Question stems Teacher support Word/picture bank Sentence frames L1 support

Sentence starters Question stems Partner work Word bank

Partner work

















SLO: 25 CCSS: SL.11.1d WIDA 1-5 Reading Speaking Listening

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Note: When CCSS is SL (speaking and listening), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Speak and listen in order to respond, synthesize, resolve or question diverse perspectives by using Cornell Notes, questions stems, word bank and peer/ L1 support.

VU: Synthesize, resolve, diverse perspectives

LFC: Declarative sentences, interrogatives, prosodic features (e.g., stress)



Language Objectives

Speak and listen in order to respond, synthesize, resolve or question diverse perspectives by using L1 and/or use pictures, gestures or single in phrase patterns words that represent key ideas and high-frequency, content-related vocabulary.

Speak and listen in order to respond, synthesize, resolve or question diverse perspectives by using L1 and/or use phrase and short sentences in formulaic sentence patterns that represent key ideas and general, content-based vocabulary.

Speak and listen in order to respond, synthesize, resolve or question diverse perspectives by producing simple sentences with repetitive structures that represent multiple, related ideas and key, content-based vocabulary.

Speak and listen in order to respond, synthesize, resolve or question diverse perspectives by producing expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Speak and listen in order to respond, synthesize, resolve or question diverse perspectives by producing clear and coherent responses using multiple, complex sentences in a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Cornell Notes (completed) Small group Teacher support Word/picture bank Cloze sentences L1 support

Cornell Notes (semi-completed) Small group Teacher support Word/picture bank Sentence frames L1 support

Cornell Notes Small group Question stems Word bank

Cornell Notes Small group














SLO: 26 CCSS: SL.11.2 WIDA 1-5 Reading Speaking Listening

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Note: When CCSS is SL (speaking and listening), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Listen to and/or read multiple sources of information and orally integrate information for decision-making and problem solving using a graphic organizer (specific to time frame, purpose, task, and audience), peer and L1 support.

VU: Multiple sources of information, accuracy of source

LFC: Declarative sentences, interrogatives



Language Objectives

Listen to and/or read multiple sources of information and orally integrate information for decision-making and problem-solving by using L1 and/or use gestures, pictures or single that represent key ideas and general, content-related vocabulary.

Listen to and/or read multiple sources of information and orally integrate information for decision-making and problem-solving by using L1 and/or use phrases and short sentences in formulaic sentence patterns that represent key ideas and use general, content-based vocabulary.

Listen to and/or read multiple sources of information and orally integrate information for decision-making and problem-solving by producing simple sentences with repetitive structures that represent multiple, related ideas and use key, content-based vocabulary.

Listen to and/or read multiple sources of information and orally integrate information for decision-making and problem-solving using expanded and some complex sentences with a variety of grammatical structures that represent organized ideas and use content-based vocabulary.

Listen to and/or read multiple sources of information and orally integrate information for decision-making and problem-solving using multiple, complex sentences in a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Graphic organizer (completed) Word/picture bank Cloze sentences L1 support Pictures

Graphic organizer (partially completed) Word/picture bank Sentence frames L1 support

Graphic organizer Word bank

Graphic organizer




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











SLO: 27 CCSS: SL.11.3 WIDA ELDS: 2-5 Speaking Listening

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Listen and orally evaluate the strengths and limitation of a speaker’s point of view, reasoning, use of evidence and rhetoric by using graphic organizer along with peer and L1 support.

VU: Rhetoric, stance, emphasis, tone

LFC: Various verb tenses, modals, subject/verb agreement,



Language Objectives

Listen and orally evaluate the strengths and limitation of a speaker’s point of view, reasoning, use of evidence and rhetoric by using L1 and/or use high-frequency, content-related single words.

Listen and orally evaluate the strengths and limitations of a speaker’s point of view, reasoning, use of evidence and rhetoric by using L1 and/or use phrases and short sentences in formulaic sentence patterns that represent key ideas and use general, content-based vocabulary.

Listen and orally evaluate the strengths and limitations of a speaker’s point of view, reasoning, use of evidence and rhetoric by producing simple sentence with repetitive structures that represent multiple, related ideas and use key, content-based vocabulary.

Listen and orally evaluate the strengths and limitations of a speaker’s point of view, reasoning, use of evidence and rhetoric by producing expanded and some complex sentences with a variety of grammatical structures that represent organized ideas and use content-based vocabulary.

Listen and orally evaluate the strengths and limitations of a speaker’s point of view, reasoning, use of evidence and rhetoric specific using multiple, complex sentences with a variety of grammatical structures that represent clear and coherent ideas and use precise, content-based vocabulary.

Learning Supports

Graphic organizer (completed) Word/picture bank Reference sheet Checklist Cloze sentences L1 support

Graphic organizer (partially completed) Word/picture bank Reference sheet Checklist Sentence frames L1 support

Graphic organizer Word bank Reference sheet Checklist

Graphic organizer














SLO: 28 CCSS: SL.11.4 WIDA ELDS: 1-5 Reading Speaking Listening

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style. Note: When CCSS is SL (speaking and listening), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Present information in a concise oral report that has a distinct perspective and addresses opposing perspectives using technology, notes and props.

VU: Convey, perspective, distinct, alternative, opposing

LFC: Past and present tenses, subject/verb agreement, pronouns, usage of quotes



Language Objectives

Present information in a concise oral report in L1; and/or use single words or phrase level grammatical structures that represent key ideas and high-frequency, content-related vocabulary.

Present information in a concise oral report in L1; and/or use formulaic phrases and sentence patterns that represent key ideas and use general, content-based vocabulary.

Present information in an oral report using simple sentences with repetitive grammatical structures that represent multiple, related ideas and use key, content-based vocabulary.

Present information in an organized oral report using short, expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.

Present information in a concise oral report using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Powerpoint Note cards Cloze sentences Visuals Props Word/phrase banks L1 support

Powerpoint Note cards Sentence starters/frames Visuals Props Phrase bank L1 support

Powerpoint Note cards Word bank Props

Powerpoint Note cards Props

Powerpoint Props





















SLO: 29 CCSS: L.11.1 WIDA ELDS: 2-5 Speaking Writing

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Write and speak to demonstrate command of standard English grammar and usage when writing or speaking at the respective ELP level by using multiple resources (i.e., dictionaries, grammar reference books).

VU: Parts of speech

LFC: Sentence structure, all verb tenses, matched to ELP level



Language Objectives

Write and speak to demonstrate command of specific, common, standard English grammar and usage using single words in phrasal patterns that represent key ideas.

Write and speak to demonstrate command of specific, general, standard English grammar and usage using phrases in formulaic structures that represent key ideas.

Write and speak to demonstrate command of standard English grammar and usage using simple sentences with repetitive grammatical structures that represent multiple, related ideas.

Write and speak to demonstrate command of standard English grammar and usage using complex sentences with a variety of grammatical structures that represent organized ideas.

Write and speak to demonstrate command of standard English grammar and usage using multiple, complex sentences with a variety of grammatical structures that represent clear and cohesive ideas.

Learning Supports

Multiple resources (i.e., dictionaries, grammar reference sheets) Cloze activity L1 support Teacher model

Multiple resources (i.e., dictionaries, grammar reference sheets) Sentence starters/frames L1 support Teacher model

Multiple resources (i.e., dictionaries, grammar reference sheets) Teacher model

Multiple resources (i.e., dictionaries, grammar reference books)












SLO: 30 CCSS: L.11.1 WIDA ELDS: 2-5 Speaking Writing

Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Write and speak to demonstrate the understanding that usage can change over time and is sometimes contested by using multiple resources (i.e., dictionaries, grammar reference books).

Note: The specified usage varies according to the respective ELP level.

VU: “contested”




Language Objectives

Write and speak to demonstrate the understanding that usage can change over time and is sometimes contested using L1, pictures, gestures, single words or phrases that represent key ideas.

Write and speak to demonstrate the understanding that usage can change over time and is sometimes contested using L1, pictures, or phrases in formulaic structures that represent key ideas.

Write and speak to demonstrate the understanding that usage can change over time and is sometimes contested using simple sentences with repetitive grammatical structures that represent multiple, related ideas.

Write and speak to demonstrate the understanding that usage can change over time and is sometimes contested using complex sentences with a variety of grammatical structures that represent organized ideas.

Write and speak to demonstrate the understanding that usage can change over time and is sometimes contested using multiple, complex sentences with a variety of grammatical structures that represent clear and cohesive ideas.

Learning Supports

Multiple resources (i.e., dictionaries, grammar reference sheets) Cloze activity L1 support Teacher model

Multiple resources (i.e., dictionaries, grammar reference sheets) Sentence starters/frames L1 support Teacher model

Multiple resources (i.e., dictionaries, grammar reference sheets) Teacher model

Multiple resources (i.e., dictionaries, grammar reference books).














SLO: 31 CCSS: L.11.1.b WIDA ELDS: 2-5 Speaking Writing

Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

Consult references and explain issues of complex and contested usage using multiple resources.

Note: The specified usage varies according to the respective ELP level.

VU: “contested”




Language Objectives

Consult references and explain issues of complex and contested usage using L1, pictures, gestures, or single words or phrases that represent key ideas.

Consult references and explain issues of complex and contested usage using L1, pictures, or phrases in formulaic structures that represent key ideas.

Consult references and explain issues of complex and contested usage using simple sentences with repetitive grammatical structures that represent multiple, related ideas.

Consult references and explain issues of complex and contested usage using complex sentences with a variety of grammatical structures that represent organized ideas.

Consult references and explain issues of complex and contested usage using multiple, complex sentences with a variety of grammatical structures that represent clear and cohesive ideas.

Learning Supports

Multiple resources (i.e., print and digital; bilingual and English dictionaries; grammar reference sheets) Cloze activity L1 support Teacher model

Multiple resources (i.e., print and digital; bilingual and English dictionaries, grammar reference sheets) Sentence starters/frames L1 support Teacher model

Multiple resources (i.e., print and digital; bilingual and English dictionaries, grammar reference sheets) Teacher model

Multiple resources (i.e., print and digital; dictionaries, grammar reference books).

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














SLO: 32 CCSS: L.11.2 WIDA ELDS: 2-5 Writing

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Write to apply standard English mechanics and conventions using technology (i.e., a word processing program) and multiple resources (i.e., a dictionary).

VU: Capitalization, punctuation and spelling

LFC: Sentence structure, capitalization, punctuation



Language Objectives

Write to apply standard English mechanics and conventions in phrases and short sentences with memorized grammatical structures and high-frequency, content-related vocabulary.

Write to apply standard English mechanics and conventions when using formulaic phrases and simple sentences.

Write to apply standard English mechanics and conventions when using simple sentences with repetitive grammatical structures and key, content-based vocabulary.

Write to apply standard English mechanics and conventions when using expanded and some complex sentences with a variety of grammatical structures and some content-based vocabulary.

Write to apply standard English mechanics and conventions when using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Multiple resources (i.e., print and digital; bilingual and English dictionaries; grammar reference sheets) Cloze activity L1 support Teacher model

Multiple resources (i.e., print and digital; bilingual and English dictionaries, grammar reference sheets) Sentence starters/frames L1 support Teacher model



















SLO: 33 CCSS: L.11.2.a WIDA ELDS: 2-5 Writing

Observe hyphenation conventions. Write to apply standard English hyphenation conventions using technology (i.e., a word processing program) and multiple resources (i.e., a dictionary).

VU: Hyphens

LFC: Varies by ELP level



Language Objectives

Write to apply standard English hyphenation conventions when using single words at the phrase level with memorized grammatical structures and high-frequency, content-related vocabulary.

Write to apply standard English hyphenation conventions when using phrases and simple sentence patterns and general, content-based vocabulary.

Write to apply standard English mechanics and conventions when using simple sentences with repetitive grammatical structures and key, content-based vocabulary.

Write to apply standard English hyphenation conventions when using expanded and complex sentences with a variety of grammatical structures and content-based vocabulary.

Write to apply standard English hyphenation conventions using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Multiple resources (i.e., print and digital; bilingual and English dictionaries; grammar reference sheets) L1 support Teacher model

Multiple resources (i.e., print and digital; bilingual and English dictionaries, grammar reference sheets) L1 support Teacher model

















SLO: 34 CCSS: L.11.2.b WIDA ELDS: 2-5 Writing

Spell correctly. Write to apply standard English spelling using technology (i.e., a word processing program) and multiple resources (i.e., a dictionary).

VU: Standard spelling

LFC: Varies by ELP level



Language Objectives

Write to apply standard spelling by producing single words that represent high-frequency, content-related vocabulary.

Write to apply standard spelling by producing phrases and short sentences in formulaic patterns that represent key ideas and general, content-based vocabulary.

Write to apply standard English spelling by producing simple sentences using repetitive structures that represent multiple, related ideas and key, content-based vocabulary.

Write to apply standard English spelling by producing expanded and some complex structures with a variety of grammatical structures that represent organized ideas and content-based vocabulary.

Write to apply standard English spelling by producing multiple, complex sentences using a variety of grammatical structures that represent clear and coherent ideas and precise, content-based vocabulary.

Learning Supports

Word/picture bank Cloze sentences Lists of key words Word processing program (Technology) Multiple resources (i.e., dictionaries, grammar reference sheets) L1 support

Word/picture bank Sentence starters Word processing program (Technology) Multiple resources (i.e., dictionaries, grammar reference sheets) L1 support

Multiple resources (i.e., dictionaries, grammar reference sheets) Word processing program (Technology) Word bank

Multiple resources (i.e., dictionaries, grammar reference sheets) Word processing program (Technology)























SLO: 35 CCSS: L.11.3 WIDA ELDS: 2 Writing Speaking

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Orally and in writing, apply knowledge of language in different contexts using multiple resource and word banks.

VU: Contexts, connotation

LFC: Various verb forms



Language Objectives

Orally and in writing, apply knowledge of language in different contexts in L1 and/or using single words in phrase patterns that represent key ideas and high-frequency, content-related vocabulary.

Orally and in writing, apply knowledge of language in different contexts in L1 and/or by producing phrases and short sentences in formulaic patterns that represent key ideas and general, content-based vocabulary.

Orally and in writing, apply knowledge of language in different contexts by producing simple sentences with repetitive structures that represent multiple, related ideas and key, content-based vocabulary.

Orally and in writing, apply knowledge of language in different contexts by producing expanded and some complex structures with a variety of grammatical structures that represent organized ideas and content-based vocabulary.

Orally and in writing, apply knowledge of language in different contexts using a variety of grammatical structures that represent clear and coherent ideas and precise, content-based vocabulary.

Learning Supports

Multiple resources (print and digital, bilingual) Word/picture bank Reference sheets L1 support Cloze activities Teacher support

Multiple resources (print and digital, bilingual) Word/picture bank Reference sheets L1 support Sentence frames Teacher support

Multiple resources (print and digital) Word bank Reference sheets

Multiple resources (print and digital)
























SLO: 36 CCSS: L.11.3.a WIDA ELDS: 2 Writing Speaking

Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.

Apply knowledge of how syntax impacts meaning, tone and style in text using think alouds, visual representations and multiple resources.

VU: Syntax

LFC: Various verb forms



Language Objectives

Apply knowledge of how syntax impacts meaning, tone and style in text when speaking and writing high-frequency, single words in memorized grammatical structures.

Apply knowledge of how syntax impacts meaning, tone and style in text when speaking and writing phrases and short sentences in formulaic sentence patterns.

Apply knowledge of how syntax impacts meaning, tone and style in text when speaking and writing in simple, related sentences with repetitive grammatical structures.

Apply knowledge of how syntax impacts meaning, tone and style in text when speaking and writing short, expanded and some complex sentences and a variety of grammatical structures.

Apply knowledge of how syntax impacts meaning, tone and style in text when speaking and writing multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Multiple resources (print and digital, bilingual) Think-alouds Word/picture bank Reference sheets L1 support Cloze activities Teacher support

Multiple resources (print and digital, bilingual) Think-alouds Word/picture bank Reference sheets L1 support Sentence Framers Sentence Starters Teacher support

Multiple resources (print and digital) Think-alouds Word bank Reference sheets































SLO: 37 CCSS: L.11.4 WIDA ELDS: 2 Writing Speaking

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11 reading and content, choosing flexibly from a range of strategies.

Clarify the meaning of unknown words and phrases using multiple resources and a checklist of strategies.

VU: Strategies

LFC: Sentences with unknown words.



Language Objectives

Clarify the meaning of unknown words and phrases in L1 and/or in leveled texts and presentations.

Clarify the meaning of unknown words and phrases in L1 and/or in leveled texts and presentations.

Clarify the meaning of unknown words and phrases in adapted texts and presentations.

Clarify the meaning of unknown words and phrases in texts and presentations at a grade 7-9 text complexity level.

Clarify the meaning of unknown words and phrases in grade level text and presentations.

Learning Supports

Multiple resources (print and digital, bilingual) Checklist of strategies Word/picture bank L1 support Teacher support

Multiple resources (print and digital, bilingual) Checklist of strategies Word/picture bank L1 support Teacher support

Multiple resources (print and digital) Checklist of strategies Word bank























SLO: 38 CCSS: L.11.4.a WIDA ELDS: 2 Writing Speaking

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Identify context clues in order to comprehend unfamiliar vocabulary using a reference sheet and multiple resources.

VU: Context clues

LFC: Sentences with context clues.



Language Objectives

Identify simple context clues in order to comprehend unfamiliar, high-frequency vocabulary within a leveled text.

Identify “near” context clues in order to comprehend unfamiliar, general content vocabulary within a leveled text.

Identify “near and far” context clues in order to comprehend unfamiliar, content-related vocabulary within an adapted text.

Identify “near and far” context clues in order to comprehend unfamiliar vocabulary in a text within grades 9-11 complexity levels.

Identify “near and far” context clues in order to comprehend unfamiliar grade level vocabulary.

Learning Supports

Multiple resources (print and digital, bilingual) Reference sheet Word/picture bank L1 support Teacher support


Multiple resources (print and digital) Reference sheet Word bank























SLO: 39 CCSS: L.11.4.b WIDA ELDS: 2 Writing Speaking

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Identify and use morphology in order to comprehend unfamiliar vocabulary using a reference sheet and multiple resources.

VU: Morphology

LFC: Sentences with context clues.



Language Objectives

Identify and use morphology in order to comprehend unfamiliar, high-frequency vocabulary within a leveled text.

Identify and use morphology in order to comprehend unfamiliar, general content vocabulary within a leveled text.

Identify and use morphology in order to comprehend unfamiliar, content-related vocabulary within an adapted text.

Identify and use morphology in order to comprehend unfamiliar vocabulary within a text at grades 9-11 complexity level.

Identify and use morphology in order to comprehend unfamiliar grade level vocabulary.

Learning Supports



Multiple resources (print and digital) Reference sheet Word bank























SLO: 40 CCSS: L.11.4.c.d WIDA ELDS: 2 Reading Speaking

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine, verify, or clarify its precise meaning, its part of speech, its etymology, or its standard

Read reference materials to determine pronunciation, word meaning, part of speech and etymology using multiple resources, peer and L1 support.

VU: Glossary, thesaurus, pronunciation key

LFC: Definition genre



Language Objectives

Read reference materials to determine pronunciation, word meaning, part of speech and etymology of high-frequency, content-related vocabulary.

Read reference materials to determine pronunciation, word meaning, part of speech and etymology of general, content-based vocabulary.

Read reference materials to determine pronunciation, word meaning, part of speech and etymology of key, content-based vocabulary.

Read reference materials to determine pronunciation, word meaning, part of speech and etymology of content-based vocabulary.

Read reference materials to determine pronunciation, word meaning, part of speech and etymology of precise, content-based vocabulary.

Learning Supports

Reference materials (digital and print; dictionaries and thesauruses, bilingual) L1 support/cognates Visuals Leveled text Teacher model

Reference materials (digital and print; dictionaries and thesauruses, bilingual) L1 support/cognates Visuals Leveled text Teacher model

Reference materials (digital and print; dictionaries and thesauruses, bilingual) Partner work

Reference materials (digital and print; dictionaries and thesauruses)

Reference materials (digital and print; dictionaries and thesaurus)



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













SLO: 41 CCSS: L.11.5 WIDA ELDS: 2 Reading Speaking

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Read and discuss the meaning of figures of speech and nuances in words with different shades of meaning using context, visuals and reference materials.

VU: Nuances, figures of speech, connotation

LFC: Sentences with figurative language and words with similar denotations



Language Objectives

Read to determine the meaning of high-frequency figures of speech and nuances in common words with different shades of meaning from leveled texts.

Read and discuss the meaning of common figures of speech and nuances of, content-based words with different shades of meaning from leveled texts.

Read and discuss the meaning of figures of speech and nuances of key, content-based, related words with different shades of meaning from adapted texts.

Read and discuss the meaning of figures of speech and nuances in words with different shades of meaning in the text within grades 9-11 complexity level.

Read and discuss the meaning of figures of speech and nuances in words with different shades of meaning in grade-level texts.

Learning Supports

Reference materials (dictionaries and thesauruses, bilingual) Figures of speech reference sheet Paint strips/shades of meaning L1 support/cognates Visuals

Reference materials (dictionaries and thesauruses, bilingual) Figures of speech reference sheet Paint strips/shades of meaning L1 support/cognates Visuals

Reference materials (dictionaries and thesauruses, bilingual) Figures of speech reference sheet Paint strips/shades of meaning

Reference materials (dictionaries and thesauruses)

Reference materials (dictionaries and thesaurus)













SLO: 42 CCSS: L.11.5b WIDA: 2,3,4,5 Reading Speaking

Analyze nuances in the meaning of words with similar denotations

Read and discuss the nuances in words with different shades of meaning using context, visuals and reference materials.

VU: Nuances, shades of meaning

LFC: Sentences with words with similar denotations



Language Objectives

Read to determine the nuances of high-frequency words with different shades of meaning from leveled texts.

Read and discuss the nuances of general vocabulary words with different shades of meaning from leveled texts.

Read and discuss the nuances of content related words with different shades of meaning from adapted texts.

Read and discuss the nuances in content-based words with different shades of meaning from texts within grade 9-11 complexity level.

Read and discuss the nuances in precise, content-based words with different shades of meaning from grade-level texts.

Learning Supports

Reference materials (dictionaries and thesauruses, bilingual) Paint strips/shades of meaning L1 support/cognates Visuals Word/picture bank Teacher support

Reference materials (dictionaries and thesauruses, bilingual) Paint strips/shades of meaning L1 support/cognates Visuals Word/picture bank Teacher support

Reference materials (dictionaries and thesauruses, bilingual) Paint strips/shades of meaning Word bank Partner work

Reference materials (dictionaries and thesauruses) Partner work

Reference materials (dictionaries and thesaurus) Partner work



















SLO: 43 CCSS: L.11.5a WIDA ELDS: 2 Reading Speaking

Interpret figures of speech (e.g. hyperbole, paradox) in context and analyze their role in the text.

Read and discuss the meaning of hyperbole and paradox using context, visuals and reference materials.

VU: Hyperbole, paradox

LFC: Sentences with figurative language



Language Objectives

Read and discuss the meaning of high-frequency figures of speech (hyperbole and paradox) from leveled texts.

Read and discuss the meaning of hyperbole and paradox from leveled texts.

Read and discuss the meaning of hyperbole and paradox from adapted texts.

Read and discuss the meaning of hyperbole and paradox from texts within the grade 9-11 complexity level.

Read and discuss the meaning of hyperbole and paradox from grade-level texts.

Learning Supports

Reference materials (dictionaries and thesauruses, bilingual) Figures of speech reference sheet L1 support /cognates Visuals

Reference materials (dictionaries and thesauruses, bilingual) Figures of speech reference sheet L1 support/cognates Visuals

Reference materials (dictionaries and thesauruses, bilingual) Figures of speech reference sheet

Reference materials (dictionaries and thesauruses)

Reference materials (dictionaries and thesaurus)














Acquire and use accurately general academic and domain-specific words and phrased, sufficient for reading, writing, speaking, and listening at the college and career readiness level. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Read and listen in order to speak and write with grade-level general, academic and domain-specific words using multiple resources (i.e., thesaurus, dictionaries).

VU: General, academic and domain specific words

LFC: Sentence structure at ELP level



Language Objectives

Read and listen in order to speak and write to apply appropriately-leveled general, academic and key domain-specific words and phrases with support.

Read and listen in order to speak and write to apply appropriately-leveled general, academic and key domain-specific words and phrases with support.

Read and listen in order to speak and write with appropriately-leveled general, academic and key domain-specific words and phrases with some independence.

Read and listen in order to speak and write with academic and domain-specific words and phrases within grades 9-11 text complexity level independently.

Read and listen in order to speak and write with grade-level, academic and domain-specific words and phrases using reference materials independently.

Learning Supports

Multiple resources (print and digital, thesaurus, dictionaries: bilingual, picture) L1 support/cognates Visuals Cloze sentences Word/picture bank Word cards

Multiple resources (print and digital, thesaurus, dictionaries: bilingual, picture) Sentence Framers Sentence Starters L1 support/cognates Visuals Word/picture bank

Multiple resources (print and digital, thesaurus, dictionaries, bilingual) Word bank

Multiple resources (print and digital, thesaurus, dictionaries)


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






















Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Independently consult reference materials to gain knowledge about vocabulary words using multiple resources (i.e., thesaurus, dictionaries), peer and L1 support.

VU: Independently

LFC: Sentence structure at ELP level



Language Objectives

Consult reference materials to gain knowledge about high-frequency academic and key domain-specific words and phrases with some support.

Consult reference materials to gain knowledge about general, academic and key domain-specific words and phrases with some support.

Consult reference materials to gain knowledge about general, academic and key domain-specific words from adapted texts with some independence.

Independently consult reference materials to gain knowledge content-based vocabulary words from texts within grade 9-11 complexity level.

Independently consult reference materials to gain knowledge about grade-level, content-based vocabulary words.

Learning Supports

Multiple resources (print and digital, thesaurus, dictionaries: bilingual, picture) L1 support/cognates Visuals Teacher support

Multiple resources (print and digital, thesaurus, dictionaries: bilingual, picture) L1 support/cognates Visuals Partner work

Multiple resources (print and digital, thesaurus, dictionaries, bilingual) Partner work

Multiple resources (print and digital, thesaurus, dictionaries)














ELA Grade 11-12 - Unit 2 - ELL Scaffold...ELA – Grade 11-12 - Unit 2 - ELL Scaffold Review Unit...

Documents

Transcript of ELA Grade 11-12 - Unit 2 - ELL Scaffold...ELA – Grade 11-12 - Unit 2 - ELL Scaffold Review Unit...