ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 1 CCSS: RL.8.1 WIDA ELDS: 2-5 Reading Speaking

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s).

Read to cite the most supportive explicit textual evidence using adapted text, Mentor Texts (citations), Partner work, study guides.

VU: Explicit, textual evidence, support(ive); content-based, grade-level vocabulary

LFC: Quotation and paraphrasing types

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to cite the most supportive explicit textual evidence in L1 and/or in leveled literature and grade-level excerpts by matching key word citations to visual representations of the text.

Read to cite the most supportive explicit textual evidence in L1 and/or in leveled literature and grade-level excerpts by matching Phrase Citations to visual representations of the text.

Read to cite the most supportive explicit textual evidence in adapted literature and grade-level excerpts by providing simple Sentence Citations. Use key vocabulary in simple, related sentences.

Read to cite the most supportive explicit textual evidence in literature within the grade-level band by providing complete Sentence Citations. Use some key vocabulary in expanded and some complex sentences.

Read to cite the most supportive explicit textual evidence from grade-level literature by providing multiple Sentence Citations. Use precise vocabulary in multiple, complex sentences.

Learning Supports

L1 text and/or support Study guide (completed) Think-pair-share Partner work Word/Picture Wall Visuals

L1 text and/or support Study guide (partially completed) Think-pair-share Partner work Mentor Phrase Citations Visuals

Study guide Think-pair-share Partner work Mentor Sentence Citations

Study guide Partner work

Study guide

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 2 CCSS: RL.8.1 WIDA ELDS: 2-5 Reading Speaking

Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s).

Read to cite the most supportive inferential evidence in literature by using adapted text, study guide, and KIS (Know, Inference and Sources) chart.

VU: Cite, paraphrase, quote, infer(ence), evidence; content-based, grade-level vocabulary

LCF: Dialogue, subtle meanings, idiomatic expressions

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to cite the most supportive inferential evidence in L1 and/or in leveled literature and grade-level excerpts by matching Phrase Citations to visual representations of the text.

Read to cite the most supportive inferential evidence in L1 and/or in leveled literature and grade-level excerpts by matching Sentence Citations to visual representations of the text.

Read to cite the most supportive inferential evidence in adapted literature and grade-level excerpts. Use key vocabulary in simple, related sentences.

Read to cite the most supportive inferential evidence in literature within the grade-level band. Use key vocabulary in expanded sentences of emerging complexity.

Read to cite the most supportive inferential evidence in grade-level literature. Use precise vocabulary in detailed sentences of varying length and complexity.

Learning Supports

Study guide K-I-S Chart Visuals Word/Picture Wall Partner work Native Language Texts L1 support

Study guide K-I-S Chart Visuals Word/Picture Wall Partner work Native Language Texts L1 support

Study guide K-I-S Chart Word Wall Partner work

Study guide K-I-S Chart

Study guide K-I-S Chart

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 3 CCSS: RL.8.2 WIDA ELDS: 2

Reading Writing Speaking Listening

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot.

Read to identify the theme and analyze the development of the character(s), setting, and plot by using multiple resources, Digital Storytelling, a Story Map and a character web.

VU: Theme, central, prose personal narratives, development, characters, setting, and plot; content-based, grade-level vocabulary

LCF: Compound and complex sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read L1 and/or leveled literature to identify the theme by matching key words and Phrase Citations about characters, setting, and plot to visual representations.

Read L1 and/or leveled literature to determine the theme by matching Sentence Citations about characters, setting, and plot to visual representations.

Read adapted literature to identify the theme and analyze the development of the characters, setting, and plot. Use simple, related sentences and key vocabulary.

Read literature within the grade-level band to identify the theme and analyze the development of the characters, setting, and plot. Use key vocabulary in expanded sentences of emerging complexity.

Read grade level literature to identify the theme and analyze the development of characters, setting, and plot over time. Use precise vocabulary in detailed sentences of varying length and complexity.

Learning Supports

Completed Story Map Completed character Web Phrase Citations Visuals Native Language Texts L1 support

Completed Story Map Partially-completed Character Web Sentence Citations Visuals Native Language Texts L1 support

Story Map Character Web Digital Storytelling

Story Map Digital Storytelling

Story Map Digital Storytelling

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 4 CCSS: RL.8.2 WIDA ELDS: 2-5 Reading Writing Speaking

Determine a theme or central idea of a text and provide an objective summary of the text.

Read to identify the theme or central idea in literature and provide an objective summary using adapted texts and Graphic Organizers.

VU: Theme, central idea, objective, summary, summarize; content-based, grade-level vocabulary

LCF: Compound and complex sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read L1 and/or leveled literature to identify the theme or central idea and objectively summarize the text by matching key vocabulary and Phrase Citations to visual representations.

Read L1 and/or leveled literature to identify the theme and objectively summarize the text by matching simple Sentence Citations to visual representations.

Read adapted literature to identify the theme and objectively summarize text orally and in writing with simple, related sentences and key vocabulary.

Read literature within the grade-level band to identify the theme and objectively summarize text orally and in writing using key vocabulary in expanded sentences of emerging complexity.

Read grade-level literature to identify the theme and objectively summarize text orally and in writing using in precise vocabulary in multiple, detailed sentences of varying length and type.

Learning Supports

Graphic Organizers (main idea and details / summarizing chart) Partner work Visuals Cloze sentences L1 support and text

Graphic Organizers (main idea and details / summarizing chart ) Partner work Visuals Sentence Frame L1 text and/or support

Graphic Organizers (main idea and details / summarizing chart) Partner work

Graphic Organizers (main idea and details / summarizing chart)

Graphic Organizers

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 5 CCSS: RL.8.3 WIDA ELDS: 2 Reading Speaking

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Read to analyze how dialogue or story events reveal character traits, action, and decisions in literature using Visuals or manipulatives and / or Digital Storytelling with a partner or in triads.

VU: Dialogue, incidents, reveal, character traits; content-based, grade-level vocabulary

LCF: Using quotations, prepositional phrases, possessive adjectives, subject-verb agreement

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to analyze dialogue or story / drama events in L1 and/or leveled or adapted literature by matching specific words and/or phrases to visual character traits and story events.

Read to analyze dialogue or story events in L1 and/or leveled or adapted literature by matching simple lines of dialogue to visual character traits and story events.

Read to analyze dialogue or story events in adapted literature by dramatizing specific lines of dialogue and explaining verbally their connection(s) to character traits and story events using key vocabulary in simple, related sentences.

Read to analyze dialogue or story events in literature within grade-level band by dramatizing lines of dialogue and explaining verbally how they reveal character traits and story events with key vocabulary in expanded sentences.

Read to analyze dialogue or story events in grade-level literature by dramatizing multiple lines of dialogue and explaining verbally how they reveal character traits and story events with precise vocabulary in complex sentences.

Learning Supports

Dramatization with Manipulatives Digital Storytelling Partner work Visuals L1 support and text

Dramatization with Manipulatives Digital Storytelling Partner work Visuals L1 text and/or support

Dramatization with Manipulatives Digital Storytelling Partner work

Digital Storytelling Triads or Small Groups

Digital Storytelling Triads or Small Groups

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 6 CCSS: RL.8.4 WIDA ELDS: 2-5 Reading Speaking

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Read to determine and analyze the meaning of words and phrases, including figurative and connotative meanings, in literature by looking at word choice and figurative language using multiple resources, and an Idiom Dictionary.

VU: Figurative terms and connotative vocabulary (personification, simile, metaphor, hyperbole), mood

LCF: Word choice, figurative language, how parts of speech impacts meaning

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to determine and analyze the meaning of figurative and connotative phrases in L1 and/or selected figurative words in excerpts from grade-level literature.

Read to determine and analyze the meaning of figurative and connotative phrases and sentences in L1 and/or selected figurative phrases in excerpts from grade-level literature.

Read to determine and analyze the meaning of key figurative and connotative phrases and sentences in adapted literature by using simple, related sentences.

Read to determine and analyze the meaning of figurative and connotative phrases and sentences in literature within the grade-level band using key vocabulary in expanded sentences.

Read to determine and analyze the meaning of figurative and connotative phrases and sentences in grade-level literature using precise vocabulary in multiple, complex sentences.

Learning Supports

Multiple Resources Word Bank Word/Picture Wall Gestures L1 support

Multiple Resources Word Bank Word/Picture Wall Visuals Sentence Frame L1 support

Multiple Resources Word Bank Word Wall Idiom Dictionary

Multiple Resources Idiom Dictionary

Idiom Dictionary

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 7 CCSS: RL.8.5 WIDA ELDS: 2-5 Reading Speaking

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Read to compare and contrast the structure of prose and narrative texts to analyze how they differ in meaning and style using a T-Charts or a Venn Diagram.

VU: Poetic prose, personal narrative, structure, differ, meaning, style

LFC: Compound and complex sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to compare and contrast the structure of prose and narrative texts in L1 and/or leveled prose and narrative texts using Pictures, drawings and selected words in phrase patterns.

Read to compare and contrast the structure of prose and narrative texts in L1 and/or leveled prose and narrative texts using Visuals and selected vocabulary in phrases and short sentences.

Read to compare and contrast the structure of adapted prose and narrative texts to analyze how they differ in meaning and style using key vocabulary in a series of simple, related sentences.

Read to compare and contrast the structure of prose and narrative texts within the grade-level band to analyze how they differ in meaning and style using key vocabulary in expanded and some complex sentences.

Read to compare and contrast the structure of grade level prose and narrative texts to analyze how they differ using precise vocabulary in complete, detailed sentences of varying lengths and types.

Learning Supports

T-Charts / Venn Diagram (partially completed) Word/Picture Wall Visuals Gestures L1 support

T-Charts / Venn Diagram (partially completed) Word/Picture Wall Visuals Sentence Frame L1 support

T-Charts / Venn Diagram (partially completed) Word Wall

T-Charts / Venn Diagram

T-Charts / Venn Diagram

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 8 CCSS: RL.8.6 WIDA ELDS: 2-5 Reading Speaking

Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Read to analyze connections between characters’ points of view and the creation of suspense or humor by using Teacher Modeling and Graphic Organizers.

VU: Dramatic irony, point of view, characterization, foreshadowing, suspense, humor

LFC: First and third person perspective

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to analyze connections between characters’ points of view and the creation of suspense or humor in L1 and/or in leveled text by matching characters’ points of view to Pictures/scenes with selected phrases.

Read to analyze connections between characters’ points of view and the creation of suspense or humor in L1 and/or in leveled text or excerpts from grade-level texts by matching key vocabulary with characters’ points of view.

Read to analyze connections between characters’ points of view and the creation of suspense or humor in adapted text using key vocabulary in a series of simple, related sentences.

Read to analyze connections between characters’ points of view and the creation of suspense or humor in text within the grade-level band using key vocabulary in expanded and some complex sentences.

Read to analyze connections between characters’ points of view and the creation of suspense or humor in grade level text using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers (partially completed) Partner work Word/Picture Wall Gestures L1 support

Graphic Organizers (partially completed) Partner work Word/Picture Wall Visuals Sentence Frame L1 support

Graphic Organizers Partner work Word Wall

Graphic Organizers

Graphic Organizers

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 9 CCSS: RL.8.7 WIDA ELDS: 2-5 Reading Speaking

Analyze the extent to which a filmed or live production of a drama or script stays faithful to or departs from the text, evaluating the choices made by the director or actors.

Read to analyze the choices of a filmed or live production of a story in comparison to the text by viewing video clips and taking notes with an outline.

VU: Differences, similarities; text vs. filmed / live production; author vs. director; character vs. actor

LFC: Tense and aspect, simple, compound and complex sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to analyze the choices of filmed or live production of a story in comparison to the text in L1 and/or in leveled text by matching Pictures with selected vocabulary and answering Choice questions with L1 support.

Read to analyze the choices of filmed or live production of a story in comparison to the text in L1 and/or in a leveled text using selected vocabulary in key phrases and asking wh- questions to clarify meaning.

Read to analyze choices of an adapted filmed or live production of a story in comparison to the text using key vocabulary in a series of simple, related sentences.

Read to analyze the choices of a filmed or live production of a story in comparison to the text using key vocabulary in expanded and some complex sentences.

Read to analyze the choices of a filmed or live production of a story in comparison to the grade level text using precise vocabulary in multiple, complex sentences.

Learning Supports

Video Clips/Films Outlines for note taking (completed by the teacher) Choice questions Word/Picture Wall Visuals Gestures Native Language Texts

Video Clips/Films Outlines for note taking (partially completed) Wh- Questions Word/Picture Wall Visuals Sentence Frame Native Language Texts

Video Clips/Films Outlines for note taking (partially completed)

Video Clips/Films Outlines for note taking

Video Clips/Films Outlines for note taking

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 10 CCSS: RL.8.9 WIDA ELDS: 2 Reading Speaking

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Read to compare and contrast the themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious texts using a T-Charts or a Venn Diagram and a Word Bank.

VU: Modern, fiction, themes, events, patterns, character types, myths, traditional stories, religious texts

LFC: Tense and aspect, simple, compound and complex sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to compare and contrast the use of themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious texts in L1 and/or in illustrated texts using Pictures and selected vocabulary in phrase patterns.

Read to compare and contrast the themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious texts L1 and/or in leveled texts using Pictures and selected vocabulary and phrases and short sentences.

Read to compare and contrast the themes, patterns of events, or character types in adapted modern fiction from myths, traditional stories, or religious texts using key vocabulary in a series of simple, related sentences.

Read to compare and contrast the themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious texts using key vocabulary in expanded and some complex sentences.

Read to compare and contrast the themes, patterns of events, or character types in grade level modern fiction from myths, traditional stories, or religious texts using precise vocabulary in multiple, complex sentences.

Learning Supports

T-Charts / Venn Diagram (partially completed) Word/Picture Bank Visuals Gestures Cloze Sentences L1 text and/or support

T-Charts / Venn Diagram (partially completed) Word/ picture Bank Visuals Sentence Frame L1 text and/or support

T-Charts / Venn Diagram (partially completed) Word Bank

T-Charts / Venn Diagram

T-Charts / Venn Diagram

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 11 CCSS: RL.8.10 WIDA ELDS: 2-5 Reading Writing Speaking Listening

By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grade 8 text complexity band independently and proficiently.

Read to comprehend literature of increasing complexity level using Visuals and study guide(s).

VU: Literature, comprehension, proficient(ly), independent(ly); content-based, grade-level vocabulary

LFC: Content-related vocabulary and sentence structures, adjectives, adverbs

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to comprehend L1 and/or in leveled literature and grade-level excerpts by matching Visuals to key words and phrases in the text.

Read to comprehend L1 and/or leveled literature and grade-level excerpts by matching Visuals to key words, phrases, and simple sentences in the text.

Read to comprehend adapted literature and grade-level excerpts. Use key vocabulary in a series of simple, related sentences.

Read to comprehend literature within the grade-level band. Use key vocabulary in expanded sentences with emerging complexity.

Read to comprehend grade- level literature proficiently and independently. Use precise vocabulary multiple, complex sentences.

Learning Supports

Word/Picture Wall Study guide Visuals Native Language Texts L1 support

Word/Picture Wall Study guide Visuals Native Language Texts L1 support

Study guide Word Wall

Study guide

Study guide

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 12 CCSS: RI.8.1 WIDA ELDS: 2-5 Reading Writing Speaking Listening

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s).

Read to cite and analyze the most supportive explicit textual evidence from literary nonfiction by using Graphic Organizers and Marking the Text.

VU: Cite, explicit, textual evidence, analysis, quote, paraphrase; content-based, grade-level vocabulary

LFC: Subject-verb agreement, past tense, and informational text sentence forms

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to cite and analyze explicit textual evidence from L1 and / or leveled literary nonfiction and grade-level excerpts by matching simple sentence / Phrase Citations from text to visual representations with a partner.

Read to cite and analyze explicit textual evidence from L1 and / or leveled literary nonfiction and grade-level excerpts by matching simple Sentence Citations from text to visual representations.

Read to cite and analyze explicit textual evidence from adapted literary nonfiction and grade-level excerpts using key vocabulary in a series of simple, related sentences.

Read to cite and analyze explicit textual evidence from nonfiction within the grade level band using key vocabulary in expanded sentences with emerging complexity.

Read to cite and analyze explicit evidence from grade- level literary nonfiction using precise vocabulary in multiple, complex sentences.

Learning Supports

L1 text Partner work Word/Picture Wall Visuals Marking the Text Graphic Organizers

L1 text Partner work Word/Picture Wall Visuals Marking the Text Graphic Organizers

Partner work Graphic Organizers Marking the Text Partner work

Graphic Organizers Marking the Text

Marking the Text

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 13 CCSS: RI.8.1 WIDA ELDS: 2-5 Reading Speaking

Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s).

Read to cite and analyze inferential textual evidence of increasing complexity level using Graphic Organizers and Marking the Text.

VU: Cite, textual evidence, implicit, infer/inference; content-based, grade-level vocabulary

LFC: Subject-verb agreement, language of citation

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to cite and analyze inferential textual evidence from L1 and/or leveled literary nonfiction and grade-level excerpts by matching simple sentence / Phrase Citations to visual representations of the text.

Read to cite and analyze inferential textual evidence from L1 and/or leveled literary nonfiction and grade-level excerpts by matching simple Sentence Citations from text to visual representations.

Read to cite and analyze inferential textual evidence from adapted literary nonfiction and grade-level excerpts using key vocabulary in a series of simple, related sentences.

Read to cite and analyze inferential textual evidence from nonfiction within the grade-level band using key vocabulary in expanded sentences with emerging complexity.

Read to cite and analyze inferential textual evidence from grade-level literary nonfiction using precise vocabulary in multiple, complex sentence.

Learning Supports

L1 text and/or support Partner work Completed Graphic Organizers Word/Picture Wall Visuals Marking the Text Phrase Citations

L1 text and support Partner work Graphic Organizers Visuals Marking the Text Sentence Citations Word/Picture Wall

Partner work Graphic Organizers Marking the Text

Graphic Organizers Marking the Text

Graphic Organizers Marking the Text

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 14 CCSS: RI.8.2 WIDA ELDS: 2-5 Reading Speaking

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Read to identify, analyze, and summarize the development of a theme or central idea over the course of a text using Think -alouds and Graphic Organizerss.

VU: Central theme, development, supporting details, analyze; content-based, grade-level vocabulary

LCF: Sequencing, adverbs of time and subordinate conjunctions, subject and object pronouns

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to identify, analyze, and summarize the theme in L1 and/or leveled literary nonfiction by matching simple sentence / Phrase Citations from text to visual representations of supporting ideas.

Read to identify, analyze, and summarize the theme in L1 and/or leveled literary nonfiction by matching simple Sentence Citations from text to visual representations of supporting ideas.

Read to identify, analyze, and summarize the theme in adapted literary nonfiction by using key vocabulary in a series of simple, related sentences.

Read to identify, analyze, and summarize the theme in nonfiction within the grade-level band by using key vocabulary in expanded sentences with emerging complexity.

Read to identify, analyze, and summarize the theme in grade-level literary nonfiction by using precise vocabulary in multiple, complex sentences.

Learning Supports

L1 text and/or support Graphic Organizers Phrase Citations Pictures /Photographs Word/Picture Wall Think -aloud

L1 text and/or support Graphic Organizers Sentence Citations Pictures /Photographs L1 support Word/Picture Wall Think -aloud

Graphic Organizers Think -aloud Word Wall

Graphic Organizers

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 15 CCSS: RI.8.3 WIDA ELDS: 2-5 Reading Speaking

Analyze how a text makes connections among and distinctions between individuals, ideas, or events.

Read to analyze connections among and distinctions between individuals, ideas, or events in literary nonfiction using Graphic Organizerss and peer support.

VU: Connect(ions), distinct(ions), Content-based, grade-level vocabulary

LCF: Irregular and regular past tense verbs, present progressive verbs

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read literary nonfiction to analyze connections among and distinctions between individuals, ideas, or events in L1 and/or in leveled nonfiction by matching simple sentence/Phrase Citations to visual representations of specific ideas in the text.

Read literary nonfiction to analyze connections among and distinctions between individuals, ideas, or events in L1 and/or leveled nonfiction by matching Sentence Citations to visual representations of specific ideas in the text.

Read adapted nonfiction to analyze connections among and distinctions between individuals, ideas, or events using key vocabulary in a series of simple, related sentences.

Read nonfiction within the grade-level band to analyze connections among and distinctions between individuals, ideas, or events using key vocabulary in expanded sentences of emerging complexity.

Read grade-level literary nonfiction to analyze connections among and distinctions between individuals, ideas, or events using precise vocabulary in multiple, complex sentences.

Learning Supports

L1 text and/or support Completed T-Charts / Venn Diagram Phrase Citations Visuals Partner work

L1 text and/or support T-Charts / Venn Diagram Sentence Citations Visuals Partner work

Partially completed T-Charts / Venn Diagram Partner work

T-Charts / Venn Diagram Small group / triads

T-Charts / Venn Diagram

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 16 CCSS: RI.8.4 WIDA ELDS: 2-5 Reading Speaking

Determine the meaning of words and phrases as they are used in 8th grade text, including figurative, connotative, and technical meanings.

Read to identify the figurative, connotative, and technical meaning of words and phrases in literary nonfiction using picture/idiom dictionaries, Charts, and Technology and Technological Resources and Technological Resources.

VU: Figurative, connotative; content-based, grade-level vocabulary

LCF: Word choice, part of speech, and meaning changes

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to identify the figurative, connotative, and technical meaning of words and phrases in L1 and/or in leveled literary nonfiction and grade-level excerpts by matching word/Phrase Citations to visual representations of specific to ideas in the text.

Read to identify the figurative, connotative, and technical meaning of words and phrases in L1 and/or in leveled literary nonfiction and grade-level excerpts by matching simple sentence/Phrase Citations to visual representations of specific to ideas in the text.

Read to identify the figurative, connotative, and technical meaning of words and phrases in adapted nonfiction and grade-level excerpts using key vocabulary in a series of simple sentences.

Read to identify the figurative, connotative, and technical meaning of words and phrases in nonfiction within the grade-level band using key vocabulary in expanded sentences of emerging complexity.

Read to identify the figurative, connotative, and technical meaning of words and phrases in grade-level literary nonfiction using precise vocabulary in multiple, complex sentences.

Learning Supports

Technology and Technological Resources Picture Dictionary Word/Picture Wall Pictures / Photos Gestures L1 text and/or support

Technology and Technological Resources Picture Dictionary Word/Picture Wall Pictures / Photos Sentence Frame L1 text and/or support

Technology and Technological Resources Idiom Dictionary Charts Word Wall

Technology and Technological Resources Idiom Dictionary

Technology and Technological Resources Idiom Dictionary

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 17 CCSS: RI.8.4 WIDA ELDS: 2-5 Reading Speaking

Analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other 8th grade texts.

Read to analyze the meaning and tone of specific words in analogies and allusions using Visuals, Charts, Word Banks and Partner work.

VU: Word choice, meaning(s), tone, analogies, allusions; content-based, grade-level vocabulary

LCF: Word choice, part of speech

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to analyze the meaning and tone of specific words in analogies and allusions in L1 and/or read to choose words or phrases to match the Pictures of tone and specific meaning.

Read to analyze the meaning and tone of specific words in analogies and allusions in L1 and/or read to choose phrases or sentences to match the Pictures of tone and specific meaning.

Read to analyze the meaning and tone of specific words in analogies and allusions of adapted nonfiction and grade-level excerpts using key vocabulary in a series of simple, related sentences.

Read to analyze the meaning and tone of specific words in analogies and allusions of nonfiction within the grade-level band using key vocabulary in expanded and some complex sentences.

Read to analyze the meaning and tone of specific words in analogies and allusions of grade-level text using precise vocabulary in multiple, complex sentences.

Learning Supports

Partner work Visuals Charts Gestures Word/Picture Bank L1 text and/or support

Partner work Visuals Charts Gestures Word/picture Bank L1 text and/or support

Partner work Visuals Charts Gestures Word Bank

Triads or Small Groups Charts

Charts

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 18 CCSS: RI.8.5 WIDA ELDS: 2-5 Reading Speaking

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Read to analyze sentence and paragraph structure(s) to support a key idea using a Word Bank and Graphic Organizerss.

VU: Detail, structure, specific, paragraph, sentence, context, tone, formal, informal, concept

LCF: Past tense verbs, gerunds and infinitives, prepositions

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to analyze sentence and paragraph structure(s) to support a key idea in L1 and/or read a paragraph identify sentence structure to support a key idea by matching Sentence Citations to visual representations.

Read to analyze sentence and paragraph structure(s) to support a key idea in L1 and/or read a paragraph identify sentence structure to support a key idea by matching Sentence Citations to visual representations.

Read to analyze sentence and paragraph structure(s) to support a key idea using key vocabulary in a series of simple, related sentences.

Read to analyze sentence and paragraph structure(s) to support a key idea using key vocabulary in expanded and some complex sentences.

Read to analyze sentence and paragraph structure(s) to support a key idea using precise vocabulary in multiple, complex sentences.

Learning Supports

Completed Graphic Organizers Word/Picture Bank Phrase Citations Visuals Teacher Support L1 text and/or support

Partially completed Graphic Organizers Sentence Citations Visuals Teacher support L1 text and/or support

Graphic Organizers Partner work

Graphic Organizers Partner work

Graphic Organizers

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 19 CCSS: RI.8.6 WIDA ELDS: 2-5 Reading Writing Speaking Listening

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Read to identify and analyze how the author acknowledges and responds to conflicting evidence using Visuals, Teacher Modeling and T-Charts or Venn Diagram.

VU: Author, acknowledge(s), conflicting, evidence, viewpoints; content-based, grade-level vocabulary

LCF: Comparatives, superlatives, comparative adjectives

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read nonfiction to identify and analyze author’s response to conflicting evidence in L1 and/or match simple sentence or Phrase Citations of author’s viewpoint to visual representations.

Read nonfiction to identify and analyze author’s response to conflicting evidence in L1 and/or match sentence-level citations of author’s viewpoint to visual representations.

Read adapted nonfiction to identify and analyze author’s response to conflicting evidence using key vocabulary in a series of simple, related sentences.

Read nonfiction within the grade-level band to identify and analyze author’s response to conflicting evidence using key vocabulary in expanded and some complex sentences.

Read grade-level nonfiction to identify and analyze author’s response to conflicting evidence using precise vocabulary in multiple, complex sentences.

Learning Supports

Completed T-Charts / Venn Diagram Phrase Citations Visuals L1 text and/or support Teacher Modeling

Partially completed T-Charts / Venn Diagram Sentence Citations Visuals L1 text and/or support Teacher Modeling

T-Charts / Venn Diagram Partner work

T-Charts / Venn Diagram Triads or Small Groups

T-Charts / Venn Diagram

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 20 CCSS: RI.8.7 WIDA ELDS: 2-5 Reading Speaking

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Read to compare and contrast the advantages and disadvantages of using print vs. multimedia to present a nonfiction topic or idea using a Graphic Organizers, Teacher Modeling, and Think -alouds.

VU: Advantages, disadvantages, multimedia; content-based, grade-level vocabulary

LFC: Tense and aspect, simple, compound and complex sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to compare and contrast the advantages and disadvantages of using print vs. multimedia to present an idea in L1 and/or by matching Pictures with selected vocabulary and phrases to answer Choice questions.

Read to compare and contrast the advantages and disadvantages of using print vs. multimedia to present an idea in L1 and/or by using selected vocabulary in key phrases and short sentences to answer wh- questions.

Read to compare and contrast the advantages and disadvantages of using print vs. multimedia to present an idea using key vocabulary in a series of simple sentences.

Read to compare and contrast the advantages and disadvantages of using print vs. multimedia to present an idea using key vocabulary in expanded and some complex sentences.

Read to compare and contrast the advantages and disadvantages of using print vs. multimedia to present an idea using precise vocabulary in multiple, complex sentences.

Learning Supports

Video Clips/Films Venn Diagram / T-Charts (completed by the teacher) Choice questions Word/Picture Wall Visuals Gestures L1 Texts/ L1 support

Video Clips/Films Venn Diagram / T-Charts (partially completed) Choice questions Visuals Sentence Frame L1 texts/ L1 support

Video Clips/Films Venn Diagram / T-Charts Think -aloud

Video Clips/Films Venn Diagram / T-Charts

Video Clips/Films Venn Diagram / T-Charts

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 21 CCSS: RI.8.8 WIDA ELDS: 2-5 Reading Speaking

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient.

Read to outline and evaluate the reasoning and relevant evidence provided in the argument using Visuals, Think -alouds, partner support, Cornell Notes and Graphic Organizerss.

VU: Sound reasoning, relevant, evidence, claims; content-based, grade-level vocabulary

LCF: Conjunctions, transitional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read text to outline and evaluate the reasoning and evidence provided in L1 and/or identify the evidence and reasoning in simple Sentence Citations and answer Choice questions.

Read text to outline and evaluate the reasoning and evidence provided in L1 and/or identify the evidence and reasoning in simple Sentence Citations and answer wh- questions.

Read adapted text to outline and evaluate the reasoning and evidence provided using key vocabulary in a series of simple, related sentences.

Read text within the grade-level band to outline and evaluate the reasoning and evidence provided using key vocabulary in expanded and some complex sentences.

Read grade-level text to outline and evaluate the reasoning and evidence provided using precise vocabulary in multiple, complex sentences.

Learning Supports

Completed T-Charts Cornell Notes Phrase Citations Visuals L1 text and/or support Think -alouds

Partially Completed T-Charts Cornell Notes Sentence Citations Visuals L1 text and/or support Think -alouds

T-Charts Cornell Notes Partner work Think -alouds

T-Charts Cornell Notes

Cornell Notes

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 22 CCSS: RI.8.8 WIDA ELDS: 2-5 Reading Speaking

Recognize when irrelevant evidence is introduced when delineating and evaluating an argument and specific claims in a text.

Read to recognize irrelevant evidence in an argument using Visuals, partner support, Marking the Text, and Graphic Organizerss.

VU: Recognize, irrelevant, evidence, arguments; content-based, grade-level vocabulary

LCF: Comparatives, superlatives, pronouns, conjunctions, comparative adjectives

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to recognize irrelevant evidence in L1 and/or in leveled text or grade-level excerpts and match relevant and irrelevant factual Phrase Citations to visual representations by answering Choice questions.

Read to recognize irrelevant evidence in L1 and/or in leveled text or grade-level excerpts and identify relevant and irrelevant factual Sentence Citations to visual representations by answering wh- questions.

Read to recognize irrelevant evidence in adapted text using key vocabulary in a series of simple, related sentences.

Read to recognize irrelevant evidence in text within the grade-level band using key vocabulary in expanded and some complex sentences.

Read to recognize irrelevant evidence in grade-level text using precise vocabulary in multiple, complex sentences.

Learning Supports

Marking the Text Completed Graphic Organizers Phrase Citations Visuals L1 text and/or support

Marking the Text Partially completed Graphic Organizerss Partner work Sentence Citations Visuals L1 text and/or support

Marking the Text Graphic Organizerss Partner work

Marking the Text Graphic Organizerss

Marking the Text Graphic Organizerss

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 23 CCSS: RI.8.9 WIDA ELDS: 2-5 Reading Speaking

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Read to compare and contrast two or more texts on the same topic and identify conflicting information and factual or interpretative differences using Visuals, peer support, and Graphic Organizers.

VU: Analyze, conflicting; content-based, grade-level vocabulary

LCF: Comparatives, superlatives

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to compare and contrast two conflicting texts on the same topic in L1 and/or from leveled texts or excerpts from grade-level texts by matching conflicting word/Phrase Citations to visual representations and answering Choice questions.

Read to compare and contrast two conflicting texts on the same topic in L1 and/or from leveled texts or excerpts from grade-level texts by matching conflicting Sentence Citations to visual representations and answering wh- questions using selected vocabulary.

Read to compare and contrast two conflicting adapted texts on the same topic using key vocabulary in a series of simple, related sentences.

Read to compare and contrast two conflicting texts within the grade- level band on the same topic using key vocabulary in expanded and some complex sentences.

Read to compare and contrast two conflicting grade-level texts on the same topic using precise vocabulary in multiple, complex sentences.

Learning Supports

Completed Graphic Organizers Phrase Citations Visuals L1 text and/or support

Partially completed Graphic Organizers Sentence Citations Visuals L1 text and/or support

Graphic Organizers Visuals Word Wall Partner work

Graphic Organizers Triads or Small Groups

Graphic Organizers

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 24 CCSS: RI.8.10 WIDA ELDS: 2-5 Reading Speaking

By the end of the year, read and comprehend literary nonfiction at the high end of the grade 8 text complexity independently and proficiently.

Demonstrate comprehension of a variety of literary nonfiction in increasing grade-level complexity using Charts, study guide(s), and Marking the Text.

VU: Content-based, grade-level vocabulary

LFC: Content-related vocabulary and sentence structures

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Demonstrate comprehension of literary nonfiction in L1 and/or from leveled texts or grade-level excerpts by matching Visuals to key words, phrases, and simple sentences in the text and using selected vocabulary to answer Choice questions.

Demonstrate comprehension of literary nonfiction in L1 and/or from leveled texts or grade-level excerpts by matching Visuals to key phrases, and simple sentences in the text and using selected vocabulary to answer wh- questions.

Demonstrate comprehension of illustrated, adapted literary nonfiction and grade-level excerpts using key vocabulary in simple, related sentences.

Demonstrate comprehension of literary nonfiction within the grade-level band using key vocabulary in expanded and some complex sentences.

Demonstrate comprehension of grade- level literary nonfiction proficiently and independently using precise vocabulary in multiple, complex sentences.

Learning Supports

Study guide (completed) Marking the Text Word/Picture Wall Visuals L1 text and/or support

Study guide (partially completed) Marking the Text Visuals L1 text and/or support Word/Picture Wall

Study guide Marking the Text Word Wall

Study guide Marking the Text

Study guide Marking the Text

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 25 CCSS: W.8.3.a WIDA ELDS: 2-5 Writing

When writing narratives, develop real or imagined experiences or events using well-structured event sequences; engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Write narratives to develop real or imagined experiences using well-structured event sequences, clearly defined introduction and point of view using a Narrative Writing Diamond, a timeline, and Shared Writing.

VU: Narrator, sequences, point of view; content-based, grade-level vocabulary

LFC: Transitions of sequence, simple past, past perfect, continuous

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write a multi-paragraph narrative with well-structured event sequences, a clearly defined introduction and point of view in L1 and/or write narrative word or phrase captions under visual sequence of events using selected vocabulary.

Write a multi-paragraph narrative with well-structured event sequences, a clearly defined introduction and point of view in L1 and/or write narrative phrase or sentence captions under visual sequence of events using selected vocabulary.

Write a narrative paragraph with well-structured event sequences, a clearly defined introduction and point of view using key in simple, related sentences.

Write a multi-paragraph narrative with well-structured event sequences, a clearly defined introduction and point of view using key vocabulary in expanded and some complex sentences.

Write a multi-paragraph narrative with well-structured event sequences, a clearly defined introduction and point of view using precise vocabulary in complex sentences.

Learning Supports

Timeline Narrative Writing Diamond (completed) Word/picture Wall Visuals Cloze sentences L1 support

Timeline Narrative Writing Diamond (partially completed) Shared Writing Word/Picture Wall Visuals Sentence Starter L1 support

Timeline Narrative Writing Diamond Shared Writing

Timeline Narrative Writing Diamond

Narrative Writing Diamond

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 26 CCSS: 8.3.b WIDA ELDS: 2 Writing

Write narratives to develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters.

When writing narratives, use dialogue, pacing and description to develop experiences and characters using a Narrative Writing Diamond, character web, Mentor Texts, and Shared Writing activities.

VU: Narrative techniques, dialogue, pacing, description; content-based, grade-level vocabulary

LFC: Sensory words / phrases, sequence words, punctuation for dialogue

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

When writing narratives, use dialogue, pacing and description to develop experiences and characters in L1 and/or write word and phrase captions or speech bubbles with selected vocabulary.

When writing narratives, use dialogue, pacing and description to develop experiences and characters in L1 and/or write phrase and sentence captions or speech bubbles with selected vocabulary.

When writing narratives, use dialogue, pacing and description to develop experiences and characters using key vocabulary in a series of simple, related sentences.

When writing narratives, use dialogue, pacing and description to develop experiences and characters using key vocabulary in expanded and some complex sentences.

When writing narratives, use dialogue, pacing and description to develop experiences and characters using precise vocabulary in multiple, complex sentences.

Learning Supports

Story Map (completed) Character web Mentor Texts Word/Picture Wall Visuals Gestures Cloze sentences L1 text and/or support

Story Map (partial) Character web Mentor Texts Word/Picture Wall Visuals Sentence Frame L1 text and/or support

Narrative Writing Diamond Character web Mentor Texts Word Wall

Narrative Writing Diamond Character web Mentor Texts

Narrative Writing Diamond Mentor Texts

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 27 CCSS: W.8.3.c WIDA ELDS: 2 Writing

When writing narratives, use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

Write to apply sequential transitional words, phrases, and clauses to signal shifts from one time frame to another, using a Word Wall, a Reference Sheet, and Teacher Modeling.

VU: Sequential, transitional, signal, shifts, narrative; content-based, grade-level vocabulary

LCF: Sequential and transitional words, phrases and clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to apply sequential transitional words, phrases, and clauses in L1 and/or use selected transitional words to complete narrative Sentence Frame with illustrations.

Write to apply sequential transitional words, phrases, and clauses in L1 and/or complete narrative Sentence Frame with selected vocabulary.

Write to apply sequential transitional words, phrases, and clauses using key vocabulary in a series of simple, related sentences.

Write to apply sequential transitional words, phrases, and clauses using key vocabulary in expanded and some complex sentences.

Write to apply sequential transitional words, phrases, and clauses using precise vocabulary in multiple and complex sentences.

Learning Supports

Transitional phrase Wall Reference Sheet Teacher Modeling Sentence Frame L1 support

Transitional phrase Wall Reference Sheet Teacher Modeling Visuals Sentence Frame L1 support

Transitional phrase Wall Reference Sheet Teacher Modeling

Transitional phrase Wall Reference Sheet

Reference Sheet

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 28 CCSS:W.8.3.d WIDA ELDS: 2 Writing

When writing narratives, use precise words and phrases, and sensory language to capture the action and convey experiences and events.

Write narratives with relevant descriptive details and sensory language using a Graphic Organizers, Mentor Texts and multiple resources.

VU: Descriptive details, sensory language; content-based, grade-level vocabulary

LCF: Quotation marks, dialogue tags, descriptive adjectives, nouns, and verbs

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write a multi-paragraph narrative with descriptive details and sensory language in L1 and/or word- and phrase-level narrative captions with selected vocabulary.

Write a multi-paragraph narrative with descriptive details and sensory language in L1 and/or use phrase- and sentence-level narrative captions with selected vocabulary.

Write a narrative paragraph with descriptive details and sensory language using key vocabulary in simple, related sentences.

Write a multi-paragraph narrative with descriptive details and sensory language using key vocabulary in expanded sentences of emerging complexity.

Write a multi-paragraph narrative with descriptive details and sensory language using precise vocabulary in complex sentences.

Learning Supports

Graphic Organizers Word Wall Visuals Multiple resources Phrase captions L1 text and/or support

Graphic Organizers Visuals Multiple resources Sentence captions L1 text and/or support

Graphic Organizers Mentor Texts Word Wall Multiple resources

Graphic Organizers Mentor Texts

Graphic Organizers Mentor Texts

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 29 CCSS: W.8.3.e WIDA ELDS: 2-5 Writing

When writing narratives, provide a conclusion that follows from and reflects on the narrated experiences or events.

Write a conclusion that follows from and reflects on the experiences and events in a narrative story using a Graphic Organizers (i.e., a Story Map or a Narrative Writing Diamond) and Partner work.

VU: Narrative, conclusion, reflect(ion)

LFC: Conclusion sentence and conclusion paragraph structures

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to complete L1 and /or leveled conclusive cloze sentences using vocabulary with illustrations from Word Wall, a Story Map, or a Narrative Writing Diamond with a partner.

Write to complete L1 and/or leveled conclusive Sentence Frame using vocabulary with illustrations from a Word Wall, a Story Map, or a Narrative Writing Diamond with a partner.

Write a conclusion that reflects on the experiences and events in a narrative story using simple sentences with key content-based vocabulary from a Word Wall, a Story Map, or a Narrative Writing Diamond with a partner.

Write a conclusion paragraph that reflects on the experiences and events in a narrative story using complete sentences of emerging complexity with some content-based vocabulary from a Story Map or a Narrative Writing Diamond with a partner.

Write a conclusion paragraph that reflects on the experiences and events in a narrative story using complete, detailed sentences of varying length and type with content-based vocabulary from a Story Map or a Narrative Writing Diamond.

Learning Supports

Story Map (completed) Narrative Writing Diamond (completed) Word/Picture Wall Partner work Visuals Cloze sentences L1 support

Story Map (partially completed) Narrative Writing Diamond (partially completed) Word/Picture Wall Partner work Visuals Sentence Frame L1 support

Story Map Narrative Writing Diamond Word Wall Partner work

Story Map Narrative Writing Diamond Partner work

Story Map Narrative Writing Diamond

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 30 CCSS: W.8.1.a WIDA ELDS: 2-5 Writing

Write arguments to introduce and support claims with clear reasons and relevant evidence; acknowledge and distinguish the claim(s) from alternate or opposing claims.

Write an argument with a clear and relevant introduction, reasons, and evidence, including opposing claims, using Graphic Organizers(s), Mentor Texts, and Technology and Technological Resources and Technological Resources.

VU: Argumentative, counterclaims; content-based, grade-level vocabulary

LFC: Transition words prepositional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write an argument with a clear and relevant introduction, reasons, evidence, and opposing claims in L1 and/or use selected vocabulary and match to visual representations.

Write an argument with a clear and relevant introduction, reasons, evidence, and opposing claims in L1 and/or use selected vocabulary in phrases and short sentences.

Write an argument with a clear and relevant introduction, reasons, evidence, and opposing claims using key vocabulary in a series of simple, related sentences.

Write a multi-paragraph argument with a clear and relevant introduction, reasons, evidence, and opposing claims using key vocabulary in expanded and some complex sentences.

Write a multi-paragraph argument with a clear and relevant introduction, reasons, evidence, and opposing claims using precise vocabulary in complex sentences.

Learning Supports

Mentor Texts Phrase Citations and Frames Visuals L1 text and/or support Technology and Technological Resources Word/Picture Bank

Mentor Texts Sentence Citations and Frames Visuals L1 text and/or support Technology and Technological Resources Word/Picture Bank

Mentor Texts Graphic Organizers Technology and Technological Resources

Mentor Texts Graphic Organizers Technology and Technological Resources and Technological Resources

Mentor Texts Technology and Technological Resources

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 31 CCSS: W.8.1.a WIDA ELDS: 2 - 5 Writing

Organize the reasons and evidence logically when writing arguments.

Write to persuade logically with well-organized supportive reasons and evidence using Graphic Organizers(s), Mentor Texts, and Technology and Technological Resources and Technological Resources.

VU: Arguments, logical(ly), organized, reasons, evidence

LFC: Sequence / transition words, past perfect and future tense, adverbs of time, prepositional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to persuade logically with well-organized supportive reasons and evidence in L1 and/or match words and phrases to visual representations.

Write to persuade logically with well-organized supportive reasons and evidence in L1 and/or use Visuals and selected vocabulary in phrases and short sentences.

Write to persuade logically with well-organized supportive reasons and evidence using key vocabulary in simple, related sentences.

Write to persuade logically with well-organized supportive reasons and evidence using key vocabulary in expanded and some complex sentences.

Write to persuade logically with well-organized supportive reasons and evidence using precise vocabulary in multiple, complex sentences.

Learning Supports

Sentence Citations (as Mentor Texts) Sentence Frame Visuals L1 text and/or support Technology and Technological Resources Word/Picture Bank

Sentence Citations (as Mentor Texts) Sentence Frame Visuals L1 text and/or support Technology and Technological Resources Word/Picture Bank

Mentor Texts Graphic Organizers Technology and Technological Resources

Mentor Texts Technology and Technological Resources

Mentor Texts Technology and Technological Resources

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 32 CCSS: W.8.1.b WIDA ELDS: 2-5 Writing

Write arguments to support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Write an argument and demonstrate an understanding of the topic or text with evidence from accurate, credible sources using Teacher Modeling, Word Banks, and Technology and Technological Resources and Technological Resources.

VU: Accurate, credible sources; content-based, grade-level vocabulary

LFC: Sequence / transition words

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to persuade and demonstrate an understanding of the topic or text with supportive reasons and evidence from accurate, credible in L1 and/or by listing selected words and phrases with sources.

Write to persuade and demonstrate an understanding of the topic or text with supportive reasons and evidence from accurate, credible in L1 and/or by using Visuals and selected vocabulary in key phrases.

Write an argument and demonstrate an understanding of the topic or text with evidence from accurate, credible sources using key vocabulary in simple, related sentences.

Write an argument and demonstrate an understanding of the topic or text with evidence from accurate, credible sources using key vocabulary in expanded and some complex sentences.

Write an argument and demonstrate an understanding of the topic or text with evidence from accurate, credible sources using precise vocabulary in multiple, complex sentences.

Learning Supports

Sentence Frame Visuals L1 text and/or support Technology and Technological Resources Word /picture bank Teacher Modeling and support

Sentence Frame Visuals L1 text and/or support Technology and Technological Resources Word/Picture Bank Teacher Modeling and support

Technology and Technological Resources Teacher Modeling Word Bank

Technology and Technological Resources and Technological Resources Teacher Modeling

Technology and Technological Resources and Technological Resources Teacher Modeling

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 33 CCSS: W.8.1.c WIDA ELDS: 2-5 Writing

When writing arguments, use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Write to persuade by applying vocabulary, phrases, and clauses to clarify relationships and cohesion using Graphic Organizerss, Word Bank, Mentor Texts, and Technology and Technological Resources and Technological Resources.

VU: Arguments, cohesion, clarity, claim(s), counterclaim; content-based, grade-level vocabulary

LFC: Argumentative phrases and clauses, transition words, subject-verb agreement

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to persuade applying vocabulary, phrases, and clauses to clarify relationships and cohesion in L1 and/or using Visuals and lists of selected words in key phrases.

Write to persuade by applying vocabulary, phrases, and clauses to clarify relationships and cohesion in L1 and/or by using Visuals and selected vocabulary in key phrases and short sentences.

Write to persuade by applying vocabulary, phrases, and clauses to clarify relationships and cohesion using key vocabulary in simple, related sentences.

Write to persuade by applying vocabulary, phrases, and clauses to clarify relationships and cohesion using key vocabulary in expanded and some complex sentences.

Write to persuade by applying vocabulary, phrases, and clauses to clarify relationships and cohesion using precise vocabulary in multiple, complex sentences.

Learning Supports

Sentence Citations (as Mentor Texts) Sentence Frame Visuals L1 text and/or support Technology and Technological Resources Word/Picture Bank

Sentence Citations (as Mentor Texts) Sentence Frame Visuals L1 text and/or support Technology and Technological Resources Word/Picture Bank

Mentor Texts Graphic Organizers Technology and Technological Resources Word Bank

Mentor Texts Graphic Organizers Technology and Technological Resources

Mentor Texts Technology and Technological Resources

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 34 CCSS: W.8.1.d.e WIDA ELDS: 2-5 Writing

When writing arguments, establish and maintain a formal style and provide a concluding statement or section that follows from and supports the argument presented.

When writing arguments, use a formal style and provide a concluding statement using Graphic Organizers(s), Mentor Texts, and Technology and Technological Resources and Technological Resources.

VU: Formal, informal, style, concluding, statement, section, argument(ative), call to action

LFC: Elements of formal vs. informal styles, sequence / transition words, past perfect and future tense, adverbs of time, prepositional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

When writing arguments, use a formal style and provide a concluding statement in L1 and/or choose a concluding statement from Sentence Citations and use Pictures selected words or phrases.

When writing arguments, use a formal style and provide a concluding statement in L1 and/or choose a concluding statement from Sentence Citations and use selected vocabulary in key phrases and short sentences.

When writing arguments, use a formal style and provide a concluding statement with key vocabulary in a series of simple, related sentences.

When writing arguments, use a formal style and provide a concluding statement with key vocabulary in expanded and some complex sentences.

When writing arguments, use a formal style and provide a concluding statement with precise vocabulary in multiple, complex sentences.

Learning Supports

Cloze Sentences Visuals Word/Picture Bank L1 text and/or support Technology and Technological Resources Teacher Support

Sentence Citations and Frames Visuals Word/Picture Bank L1 text and/or support Technology and Technological Resources Teacher Support

Mentor Texts Graphic Organizers Technology and Technological Resources Word Bank

Mentor Texts Graphic Organizers Technology and Technological Resources

Mentor Texts Technology and Technological Resources

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 35 CCSS: W.8.4 WIDA ELDS: 2-5 Writing

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

Write clearly and coherently according to task, purpose, and audience using Template, Mentor Texts, Rubrics, and Technology and Technological Resources and Technological Resources.

VU: Coherent, task, purpose, audience; content based, grade-level vocabulary

LFC: Pronouns, adverbs of time, prepositional phrases, verb forms, descriptive verbs

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write multiple paragraphs clearly and coherently according to task, purpose, and audience in L1 and/or write basic sentences and phrases by matching key words and phrases to visual representations.

Write multiple paragraphs clearly and coherently according to task, purpose, and audience in L1 and/or write simple sentences clearly and coherently according to task, purpose, and audience by using visual representations and selected vocabulary in key phrases and short sentences.

Write multiple sentences clearly and coherently according to task, purpose, and audience using key vocabulary in simple, related sentences.

Write paragraphs clearly and coherently according to task, purpose, and audience using key vocabulary in expanded and some complex sentences.

Write multiple paragraphs clearly and coherently according to task, purpose, and audience using precise vocabulary in complex sentences.

Learning Supports

Sentence Citations (as Mentor Texts) Sentence Frame Visuals L1 text and/or support Template Technology and Technological Resources

Sentence Citations (as Mentor Texts) Sentence Frame Visuals L1 text and/or support Technology and Technological Resources Template

Mentor Texts Template (according to writing task, purpose, and audience) Rubric Technology and Technological Resources

Mentor Texts Template (according to writing task, purpose, and audience) Rubric Technology and Technological Resources

Mentor Texts Technology and Technological Resources Rubric

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 36 CCSS: W.8.5 WIDA ELDS: 2-5 Writing

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose has been addressed.

Write, plan, revise and edit to develop, strengthen, and focus on writing purpose using Technology and Technological Resources, Partner work, and Teacher Modeling.

VU: Pre-write, brainstorm, revise, edit, publish, constructive criticism, feedback

LFC: Narrative, persuasive / argumentative, expository / explanatory, comparative, descriptive

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write, plan, revise and edit to develop, strengthen, and focus the purpose in L1 and/or using drawings and selected vocabulary in phrase patterns.

Write, plan, revise and edit to develop, strengthen, and focus the purpose in L1 and/or using Visuals and selected vocabulary in key phrases and short sentences.

Write, plan, revise and edit to develop, strengthen, and focus the purpose using key vocabulary in a series of simple, related sentences.

Write, plan, revise and edit to develop, strengthen, and focus the purpose using key vocabulary in expanded sentences with emerging complexity.

Write, plan, revise and edit to develop, strengthen, and focus the purpose using precise vocabulary in multiple, complex sentences.

Learning Supports

Teacher Modeling Technology and

Technological Resources Partner work Cloze Sentences Visuals L1 support Template

Teacher Modeling Technology and

Technological Resources Partner work Sentence Frame Visuals L1 support Template

Teacher Modeling Technology and

Technological Resources Partner work Template

Outlines Technology and

Technological Resources Partner work

Outlines Technology and Technological

Resources

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 37 CCSS: W.8.5 WIDA ELDS: 2-5 Writing

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well audience has been addressed.

Write, plan, revise and edit to develop and strengthen own writing to effectively address the audience using Technology and Technological Resources, Partner work, and Teacher Modeling.

VU: Audience, formal, informal; content-based, grade-level vocabulary

LFC: Various sentence types (formal vs. informal)

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write, plan, revise and edit to develop, strengthen, and focus on the audience in L1 and/or using drawings and selected vocabulary in phrase patterns.

Write, plan, revise and edit to develop, strengthen, and focus on the audience in L1 and/or using Visuals and selected vocabulary in key phrases and short sentences.

Write, plan, revise and edit to develop, strengthen, and focus on the audience using key vocabulary in a series of simple, related sentences.

Write, plan, revise and edit to develop, strengthen, and focus on the audience using key vocabulary in expanded sentences with emerging complexity.

Write, plan, revise and edit to develop, strengthen, and focus on the audience using precise vocabulary in multiple, complex sentences.

Learning Supports

Teacher Modeling Technology and

Technological Resources Partner work Cloze Sentences Visuals L1 support Template

Teacher Modeling Technology and

Technological Resources Partner work Sentence Frame Visuals L1 support Template

Teacher Modeling Technology and

Technological Resources Partner work Template

Outlines Technology and

Technological Resources Partner work

Outlines Technology and

Technological Resources

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 38 CCSS: W.8.6 WIDA ELDS: 2-5 Writing

Use Technology and Technological Resources, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Produce and publish written work to present the relationships between information and ideas through Technology and Technological Resources and Technological Resources, Partner work, Checklist and a Rubric.

VU: Technology and Technological Resources, produce, publish, collaborate, font, type, size, Technology and Technological Resources-related terms and vocabulary

LFC: Subject-verb agreement

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Produce and publish written work to present the relationships between information and ideas in L1 and/or using Visuals and selected vocabulary in phrase patterns.

Produce and publish written work to present the relationships between information and ideas in L1 and/or using selected vocabulary in phrases and short sentences.

Produce and publish written work to present the relationships between information and ideas using key vocabulary in a series of simple, related sentences.

Produce and publish written work to present the relationships between information and ideas using key vocabulary in expanded and some complex sentences.

Produce and publish written work to present the relationships between information and ideas using precise vocabulary in multiple, complex sentences.

Learning Supports

L1support Technology and

Technological Resources Visuals Cloze sentences Checklist for publishing Rubric Partner work

L1 support Technology and

Technological Resources Visuals Sentence Frame Checklist for publishing Rubric Partner work

Checklist for publishing Rubric Technology and

Technological Resources Partner work

Checklist for publishing Rubric Technology and

Technological Resources Partner work

Checklist for publishing Rubric Technology and Technological

Resources Partner work

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 39 CCSS: W.8.7 WIDA ELDS: 2-5 Writing

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Write to pose, research, and answer self-generated related questions using Graphic Organizerss, Partner work, a Question Stem Bank or Mentor Texts, and Technology and Technological Resources.

VU: Research, answer, pose, self-generated

LFC: Subject-verb agreement, punctuation marks

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to pose, research, and answer self-generated related questions in L1 and/or answer questions with Visuals and selected vocabulary in phrase patterns.

Write to pose, research, and answer self-generated related questions in L1 and/or answer wh- questions with selected vocabulary in phrases and short sentences.

Write to pose, research, and answer self-generated related questions using key vocabulary in a series of simple, related sentences.

Write to pose, research, and answer self-generated related questions using key vocabulary in expanded and some complex sentences.

Write to pose, research, and answer self-generated related questions using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers Visuals Partner work Word/Picture Bank Question Stem Bank Gestures L1 text and/or support Technology and

Technological Resources

Graphic Organizers Visuals Partner work Word/Picture Bank Question Stem Bank L1 text and/or support Technology and

Technological Resources

Graphic Organizers Partner work Word Bank Question Stem Bank Technology and

Technological Resources

Graphic Organizers Mentor Texts Partner work Technology and

Technological Resources

Graphic Organizers Mentor Texts Technology and

Technological Resources

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 40 CCSS: W.8.8 WIDA ELDS: 2-5 Writing Reading

Gather relevant information from multiple print and digital sources, using search terms effectively and assess the credibility and accuracy of each source.

Identify relevant information from multiple print and digital sources, using search terms effectively and assess the credibility and accuracy of each source using Templates, Graphic Organizers(s), Partner work, Marking the Text, and Technology and Technological Resources and Technological Resources.

VU: Quote, paraphrase, search engines and databases

LFC:, Document format as per MLA and APA documentation guidelines, mastery of Microsoft Word, Office skills

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Identify relevant information from print and digital sources, using search terms effectively and using L1 and key words and phrases to assess the credibility and accuracy of each source.

Identify relevant information from print and digital sources, using search terms effectively and using L1 and/or phrases and short sentences to assess the credibility and accuracy of each source.

Identify relevant information from print and digital sources, using search terms effectively and using simple, related sentences to assess the credibility and accuracy of each source.

Identify relevant information from print and digital sources, using search terms effectively and using expanded and some complex sentences to assess the credibility and accuracy of each source.

Identify relevant information from print and digital sources, using search terms effectively and using multiple, complex sentences to assess the credibility and accuracy of each source.

Learning Supports

Graphic Organizers Marking the Text Technology and Technological Resources Visuals L1 text / support Teacher Support

Marking the Text Technology and Technological Resources Partner work Graphic Organizers Visuals Sentence Frame L1 support

Marking the Text Technology and Technological Resources Partner work Graphic Organizers

Marking the Text Technology and Technological Resources

Marking the Text Technology and Technological Resources

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 41 CCSS: W.8.8 WIDA ELDS: 2-5 Writing

Gather relevant information from multiple print and digital sources and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Write to quote or paraphrase relevant data and conclusions, avoiding plagiarism and citing print and digital sources using Templates, Graphic Organizers(s), Partner work, Marking the Text, and Technology and Technological Resources and Technological Resources.

VU: Citations, plagiarism search engines and databases

LFC: Document format as per MLA and APA documentation guidelines, mastery of Microsoft Word document skills

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to quote or paraphrase relevant data and conclusions, avoiding plagiarism and citing print and digital sources in L1 and/or in a teacher-led activity using selected vocabulary in phrase patterns.

Write to quote or paraphrase relevant data and conclusions, avoiding plagiarism and citing print and digital sources in L1 and/or in a teacher-led activity using selected vocabulary in key phrases and short sentences.

Write to quote or paraphrase relevant data and conclusions, avoiding plagiarism and citing print and digital sources using key vocabulary in a series of simple, related sentences.

Write to quote or paraphrase relevant data and conclusions, avoiding plagiarism and citing print and digital sources using key vocabulary in expanded and some complex sentences.

Write to quote or paraphrase relevant data and conclusions, avoiding plagiarism and citing print and digital sources using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers Template (completed) Marking the Text Technology and Technological Resources Visuals L1 support Teacher Support

Graphic Organizers Template (partially completed) Marking the Text Technology and Technological Resources Visuals Sentence Frame L1 support

Graphic Organizers Template Marking the Text Partner work Technology and Technological Resources

Graphic Organizers Template Marking the Text Technology and Technological Resources

Marking the Text Technology and Technological Resources

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 42 CCSS: W.8.9.a WIDA ELDS: 2-5 Writing Reading

Draw evidence from literary texts to support analysis, reflection, and research; apply grade 8 Reading standards to literary nonfiction Apply grade 8 Reading standards to literature.

Write to cite evidence from literary texts to support analysis and reflection using a Graphic Organizers, Marking the Text and Partner work.

VU: Cite, evidence, support, analysis, reflection, quote, paraphrase

LFC: Transitions for comparison and contrast

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to cite evidence from literary texts to support analysis and reflection in L1 and/or use Visuals, Gestures and selected vocabulary in phrase patterns.

Write to cite evidence from literary texts to support analysis and reflection in L1 and/or use Visuals and selected vocabulary in phrases and short sentences.

Write to cite evidence from adapted literary texts to support analysis and reflection from adapted literature using key vocabulary in simple, related sentences.

Write to cite evidence literary texts within the grade-level band to support analysis and reflection using key vocabulary in expanded sentences of emerging complexity.

Write to cite evidence from grade level literary texts to support analysis and reflection using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers (completed) Marking the Text Partner work Word/Picture Wall Visuals Cloze sentences L1 support

Graphic Organizers (partially completed) Marking the Text Word/Picture Wall Visuals Sentence Frame L1 support

Graphic Organizers Marking the Text Partner work Word Wall

Graphic Organizers Partner work

Graphic Organizers

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 43 CCSS: W.8.9.b WIDA ELDS: 2-5 Reading Writing

Draw evidence from informational texts to support analysis, reflection, and research; apply grade 8 Reading standards to literary nonfiction

Write to cite analytical, reflective, and research-based evidence from informational text using Templates, Graphic Organizers(s), Partner work, and Technology and Technological Resources and Technological Resources.

VU: Analysis, reflection, research-based; content-based, grade-level vocabulary

LFC: MLA and APA documentation guidelines, Microsoft Word skills

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to cite analytical, reflective, and research-based evidence from grade-level informational text in L1 and/or leveled or adapted, informational text evidence using Visuals and selected vocabulary in phrase patterns.

Write to cite analytical, reflective, and research-based evidence from grade-level informational text in L1 and/or leveled or adapted informational text evidence using selected vocabulary in key phrases and short sentences.

Write to cite analytical, reflective, and research-based evidence from adapted informational text using key vocabulary in a series of simple, related sentences.

Write to cite analytical, reflective, and research-based evidence from informational text within grade-level band using key vocabulary in expanded and some complex sentences.

Write to cite analytical, reflective, and research-based evidence from grade-level informational text using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers Template (completed) Word Wall Technology and Technological Resources Word/Picture Wall Visuals L1 text and support

Graphic Organizers Template (partially completed) Word/Picture Wall Technology and Technological Resources Visuals Sentence Frame

Graphic Organizers Template Partner work Technology and Technological Resources

Graphic Organizers Technology and Technological Resources

Technology and Technological Resources

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 44 CCSS: W.8.10 WIDA ELDS: 2-5 Reading Writing

Write narratives routinely over extended time frames (time for reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Write narratives routinely over extended and shorter time frames for a specific purpose or audience using Mentor Texts and Templates.

VU: Personal narrative, journal entry, purpose, writing portfolio, specific purpose, audience, and task

LFC: Different structures for different registers and genres

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write L1 narratives routinely for a specific purpose or audience in L1 and/or by writing selected words under Pictures and completing cloze sentences.

Write narratives routinely for a specific purpose or audience in L1 and/or by extending Sentence Starter and Visuals with original ideas.

Write narratives routinely for a specific purpose or audience using key vocabulary in simple, related sentences.

Write narratives routinely for a specific purpose or audience using key vocabulary in expanded and some complex sentences.

Write narratives routinely for a specific purpose or audience by using precise vocabulary in multiple, complex sentences.

Learning Supports

Word/Picture Wall Visuals Cloze sentences Mentor Texts (visual narrative cloze sentences) L1 support

Word/Picture Wall Visuals Sentence Starter Mentor Texts (visual narrative Sentence Starter) L1 support

Template (narrative) Mentor Texts (a narrative paragraph) Word Wall

Template (narrative) Mentor Texts (narrative)

Template (narrative) Mentor Texts (narrative)

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 45 CCSS: SL.8.1 WIDA ELDS: 1-5 Speaking Listening

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their

own clearly.

Participate in a variety of collaborative discussion settings using an outline and Cue Cards.

VU: Engage, collaborative discussions, diverse, topics, issues, building on ideas

LFC: First person phrases, contrastive transitions, restate, tone, voice

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Participate in a variety of collaborative discussions using L1 and/or teacher- led discussion in English using selected single words or by answering Choice questions.

Participate in a variety of collaborative discussions in L1 and/or teacher-led discussions in English using selected vocabulary in key phrases and short sentences.

Participate in a variety of collaborative discussion using key vocabulary in a series of simple, related sentences.

Participate in a variety of collaborative discussion settings using key vocabulary in expanded and some complex sentences.

Participate in a variety of collaborative discussion settings using precise vocabulary in multiple, complex sentences.

Learning Supports

Choice questions Notes in L1 & English Cue Cards Specialized Reference Materials Pictures and Photographs Word/Picture Wall L1 support

Notes in L1 & English Cue Cards Specialized Reference Materials Sentence frames Pictures and Photographs Word/Picture Wall L1 support

Notes

Cue Cards Specialized Reference

Materials

Word Wall

Notes

Cue Cards Specialized Reference Materials

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 46 CCSS: SL.8.1.a WIDA ELDS: 1-5 Speaking Listening

Come to discussions prepared, having read or researched required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Note: When CCSS is SL (Speaking and Listening), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. However, teachers should only cite the specific content used.

Speak and listen to share ideas on a synthesis of research materials relevant to the discussion using Cornell Notes and peer support.

VU: Cite, research, preparation, refer, evidence, probe, reflect, topic, text, issue

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

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to a discussion to further probe and reflect on a previously researched topic in L1 and/or use Visuals and high-frequency single word responses.

Speak and listen to a discussion to further probe and reflect on a previously researched topic in L1 and/or use Visuals and phrases.

Speak and listen to share ideas and probe or reflect on a previously researched topic using key vocabulary in a series of simple, related sentences.

Speak and listen to a grade-level discussion to further probe and reflect on a previously researched topic using key vocabulary in expanded and some complex sentences.

Speak and listen to a grade-level discussion to further probe and reflect on a previously researched topic using precise vocabulary in multiple, complex sentences.

Learning Supports

Completed Cornell Notes Peer support Word/Picture Wall Visuals Choice questions L1 support

Partial Cornell Notes Peer support Word/Picture Wall Visuals Sentence Frame L1 support

Cornell Notes Word Wall Peer support

Cornell Notes Peer support (Partner work / Small group/ triads)

Cornell Notes

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 47 CCSS: SL.8.1.b WIDA ELDS: 1 – 5 Speaking Listening Reading

When participating in collaborative discussions, follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Speak and listen to peers by following guidelines for

collaborative discussions: choosing student roles and

setting goals through negotiated agreement using

Dialogue Starters, Checklist and Partner work.

VU: Rules, collaborative, discussions, decision making, progress, goals, deadlines, roles

LFC: Signal words, action verbs, appropriate language, tone, voice

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to peers by following guidelines for discussion, choosing student roles and setting goals through negotiated agreement in L1 and/or use Pictures, Gestures and high-frequency, words.

Speak and listen to peers by following guidelines for discussion, choosing student roles and setting goals through negotiated agreement in L1 and/or use Visuals and selected in key phrases and short sentences.

Speak and listen to peers by following guidelines for discussion, choosing student roles and setting goals through negotiated agreement using key vocabulary in a series of simple, related sentences.

Speak and listen to peers by following guidelines for discussion, choosing student roles and setting goals through negotiated agreement using key vocabulary in expanded and complex sentences.

Speak and listen to peers by following guidelines for discussion, choosing student roles and setting goals through negotiated agreement using precise vocabulary in multiple, complex sentences.

Learning Supports

Dialogue Starters Word Wall Visuals/Gestures Cloze sentences L1 support Partner work

Dialogue Starters Word Wall Visuals Sentence Frame L1 support Partner work

Dialogue Starters Checklist Word Wall Partner work

Checklist

Checklist

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 48 CCSS: SL.8.1.c WIDA ELDS: 1 – 5 Speaking Listening Reading

Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic using question stems or Dialogue Starters, and dictionaries.

VU: Pose, comments, relevant evidence

LFC: Questions for: clarifications; probing point of view or reasoning; ask for examples; appropriate language, tone, voice

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic in L1 and/or answer Choice questions using selected vocabulary in phrase patterns.

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic in L1 and/or answer questions using selected vocabulary in key phrases and short sentences.

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic by using key vocabulary in a series of simple, related sentences.

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic using key vocabulary in expanded and some complex sentences.

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic using precise vocabulary in multiple, complex sentences.

Learning Supports

Question Stem Bank Picture and/or Bilingual dictionary Word/Picture Wall Visuals/Gestures L1 support

Dialogue Starters Picture and/or Bilingual dictionary Word/Picture Wall Visuals L1 support

Dialogue Starters Bilingual dictionary Word Wall

Dialogue Starters

Dialogue Starters

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 49 CCSS: SL.8.1.d WIDA ELDS: 1-5 Speaking Listening

Acknowledge new information expressed by others and, when warranted, qualify or justify their own views in light of the evidence presented.

Speak and listen to evaluate evidence presented to support one’s opinions using Visuals, Gestures, dictionaries, a Rubric and a Checklist.

VU: Qualify, justify, point of view, opinion, evidence

LFC: Affirming Sentence Frame, appropriate language, tone, voice

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to evaluate evidence presented to support one’s opinions in L1 and/ or by using selected words and phrases in a teacher-led discussion.

Speak and listen to evaluate evidence presented to support one’s opinions in L1 and/or by using repetitive words and/or phrases from a Word Bank and a Picture Dictionary in a teacher-led discussion.

Speak and listen to evaluate evidence presented to support one’s opinions using key vocabulary in simple related sentences.

Speak and listen to evaluate evidence presented to support one’s opinions using key vocabulary in expanded and some complex sentences.

Speak and listen to evaluate evidence presented to support one’s opinions by using precise vocabulary in multiple, complex sentences.

Learning Supports

Rubric Checklist Visuals / Gestures Word/Picture Bank Picture and/or Bilingual dictionary L1 support

Rubric Checklist Visuals / Gestures Word/Picture Bank Picture and/or Bilingual dictionary L1 support

Rubric Checklist Bilingual dictionary Partner work

Rubric Checklist

Rubric Checklist

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 50 CCSS: SL.8.2 WIDA ELDS: 1 – 5 Speaking Listening Reading

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Speak and listen to analyze the purpose of information and evaluate the motives in presentations using Video Clips and Films, Word Bank, Cue Cards and a Checklist.

VU: Point of view, purpose, bias, information v. misinformation, formats

LFC: Superlatives, negatives, active and passive voice

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to analyze the purpose of information and evaluate the motives in L1 and/or by using a Question Stem Bank to answer Choice questions with selected words in simple phrases with Teacher Support.

Speak and listen to analyze the purpose of information and evaluate the motives in L1 and/or use selected words and phrases.

Speak and listen to analyze the purpose of information and evaluate the motives in in Video Clips and Films by using key vocabulary in a series of simple, related sentences.

Speak and listen to analyze the purpose of information and evaluate the motives in in Video Clips and Films by using key vocabulary in expanded and some complex sentences.

Speak and listen to analyze the purpose of information and evaluate the motives in in Video Clips and Films by using precise vocabulary in multiple, complex sentences.

Learning Supports

Video Clips and Films Question Stem Bank Choice questions Word/Picture Wall Teacher Support Visuals/Gestures L1 support Cue Cards

Video Clips and Films Checklist Sentence Starter Word/Picture Bank Partner work Visuals L1 support Cue Cards

Video Clips and Films Checklist Word Bank Triads or Small Groups Dictionaries Cue Cards

Video Clips and Films Checklist Cue Cards

Video Clips and Films Checklist

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 51 CCSS: SL.8.3 WIDA ELDS: 1 – 5 Speaking Listening Reading

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Speak and listen to delineate and evaluate a speaker’s argument and specific claims using a Word Bank, cue card, a Word Bank, and a Checklist with peers.

VU: Delineate, argument, specific, claims, evaluate, content-based, grade-level vocabulary

LFC: Superlatives, negatives

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to delineate and evaluate a speaker’s argument and specific claims in L1 and/or and answer questions with selected vocabulary in key phrases.

Speak and listen to delineate and evaluate a speaker’s argument and specific claims in L1 and/or ask questions from a Question Stem Bank and answer WH-questions.

Speak and listen to delineate and evaluate a speaker’s argument and specific claims using key vocabulary in simple, related sentences.

Speak and listen to delineate and evaluate a speaker’s argument and specific claims using key vocabulary in expanded and some complex sentences.

Speak and listen to delineate and evaluate a speaker’s argument and specific claims using precise vocabulary in multiple, complex sentences.

Learning Supports

Word/Picture Bank Partner work Visuals / Gestures Choice questions L1 support Cue Cards

Word/Picture Bank Partner work Visuals Question Stem Bank L1 support Cue Cards

Word Bank Sentence Frame Partner work Cue Cards

Checklist Triads or Small Groups

Checklist Triads or Small Groups

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 52 CCSS: SL.8.4 WIDA ELDS: 1-5 Reading Speaking Listening

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Speak and listen to present to present claims and findings with appropriate eye contact, volume, and interest using Word Wall, a Checklist and Cornell Notes. Please note: nonverbal cues may differ across cultures and may need to be explicitly taught

VU: Claims, focused, eye contact, volume, interest

LFC: Complex sentences, Interrogatives

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to present claims and findings with appropriate eye contact, volume, and interest in L1 and/or use Visuals and selected vocabulary in key phrases in teacher-led discussions.

Speak and listen to present claims and findings with appropriate eye contact, volume, and interest in L1 and/or use Visuals and selected vocabulary in key phrases.

Speak and listen to present claims and findings with appropriate eye contact, volume, and interest using key vocabulary in a series of simple, related sentences.

Speak and listen to present claims and findings with appropriate eye contact, volume, and interest using key vocabulary in expanded and some complex sentences.

Speak and listen to present claims and findings with appropriate eye contact, volume, and interest using precise vocabulary in multiple, complex sentences.

Learning Supports

Checklist Cornell Notes (completed) Pictures/Photographs Word/Picture Wall L1 support

Checklist Cornell Notes (partially completed) Sentence Starter Pictures/Photographs Word/Picture Wall L1 support

Checklist Cornell Notes Word Wall

Cornell Notes

Cornell Notes

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 53 CCSS: SL.8.5 WIDA ELDS: 1-5 Reading Writing Speaking Listening

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Speak and listen to present information with integrated multimedia and visual support using a Graphic Organizers (specific to time frame, purpose, task, and audience) and Technology and Technological Resources.

VU: Multimedia, visual, display; content-based, grade-level vocabulary

LFC: Complex sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to present information with integrated multimedia and visual support in L1 and/or using Pictures and selected words in phrase patterns.

Speak and listen to present information with integrated multimedia and visual support in L1 and/or using Pictures and selected words in key phrases and short sentences.

Speak and listen to present information with integrated multimedia and visual support using key vocabulary in a series of simple, related sentences.

Speak and listen to present information with integrated multimedia and visual support using key vocabulary in expanded and some complex sentences.

Speak and listen to present information with integrated multimedia and visual support using precise vocabulary in multiple, complex sentences.

Learning Supports

Technology and Technological Resources

Completed Graphic Organizers (specific to time frame, purpose, task, and audience) Pictures/Photographs Word/Picture Wall L1 support

Technology and Technological Resources

Partially completed Graphic Organizers Sentence Starter Pictures/Photographs Word/Picture Wall L1 support

Technology and Technological Resources

Graphic Organizers Partner work Word wall

Technology and Technological Resources

Graphic Organizers

Technology and Technological Resources

Graphic Organizers

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 54 CCSS: SL.8.6; L.8.3 WIDA ELDS: 1-5 Writing Speaking Listening

Adapt speech to a variety of contexts using verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action, expressing uncertainty or describing a state contrary to fact).

Speak and listen to demonstrate command of active and passive voice using a Reference Sheet with examples of formal sentence structures, Charts, and Think -alouds.

VU: Verbs, active/passive voice, conditional / subjunctive, mood, effects

LFC: Verb tenses in active/passive voices, conditional / subjunctive

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to develop an understanding of formal English in the active voice after looking at single verbs, memorized language patterns, and common vocabulary in L1 and/or leveled Reference Sheet.

Speak and listen to develop an understanding of formal English in the active voice in simple sentences with phrases, repetitive patterns, and high frequency vocabulary using L1 and/or leveled Reference Sheet.

Speak and listen to demonstrate command of active and passive voice in a variety of contexts by using key vocabulary in simple, related sentences.

Speak and listen to demonstrate command of active and passive voice in a variety of contexts by using key vocabulary in expanded and some complex sentences.

Speak and listen to demonstrate command of active and passive voice in a variety of contexts by using precise vocabulary in multiple, complex sentences.

Learning Supports

Reference Sheet Word/Picture Wall Visuals/Gestures Cloze sentences L1 support

Reference Sheet Word/Picture Wall Visuals Sentence Frame L1 support

Reference Sheet Word Wall

Reference Sheet Reference Sheet

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 55 CCSS: L.8.1.a WIDA ELDS: 2 Writing Speaking

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Speak and write to demonstrate command of the conventions of standard English grammar and usage of verbals using Mentor Texts and a Reference Sheet.

VU: Function, verbals, gerunds, participles, infinitives

LFC: Verbals, infinitives, gerunds, participles

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and write to fill in cloze sentences by using a Reference Sheet and Visuals to develop an understanding of the conventions of standard English grammar and usage of verbals.

Speak and write to fill in Sentence Frame by using a Reference Sheet and Visuals to develop an understanding of the conventions of standard English grammar and usage of verbals.

Speak and write to demonstrate command of the conventions of standard English grammar and usage of verbals using key vocabulary in simple, related sentences.

Speak and write to demonstrate command of the conventions of standard English grammar and usage of verbals using key vocabulary in expanded and some complex sentences.

Speak and write to demonstrate command of the conventions of standard English grammar and usage of verbals using precise vocabulary in multiple, complex sentences.

Learning Supports

Mentor Texts Graphic Organizers Word/Picture Wall Reference Sheet Visuals/ Gestures Cloze sentences L1 support

Mentor Texts Graphic Organizers Word/Picture Wall Reference Sheet Visuals Sentence Frame L1 support

Graphic Organizers Mentor Texts Word Wall Reference Sheet

Mentor Texts Reference Sheet

Mentor Texts Reference Sheet

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ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 56 CCSS: L.8.1.b WIDA ELDS: 2 Writing Speaking

Form and use verbs in the active and passive voices. Speak and write to form and use verbs in the active and passive voice by transforming active to passive voice using a Reference Sheet, Pictures, Sentence Frame, and / or adapted examples / text. Note: Passive voice is usually not mastered until ELL has reached ELP level 4.

VU: Passive, active, verbs, voice, tense

LFC: Passive and active verbs, passive and present tenses, past and present participles

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and write to form and use verbs in the active and passive voice by matching active verbs to corresponding Pictures.

Speak and write to form and use verbs in the active and passive voice by matching active and passive verbs and their past participles to corresponding Pictures.

Speak and write to form and use verbs in the active and passive voice by describing Pictures in the active and passive voice in simple sentences.

Speak and write to form and use verbs in the active and passive voice by transforming active sentences to passive sentences (and vice versa) using expanded and some complex sentences.

Speak and write to form and use verbs in the active and passive voice using precise vocabulary in multiple, complex sentences.

Learning Supports

Pictures Cloze sentences L1 support Word/Picture Wall Reference Sheet Teacher Support

Pictures Sentence Frame L1 support Word/Picture Wall Reference Sheet Teacher Support

Adapted examples / text Reference Sheet Word Wall Partner work

Graphic Organizers Grade 7-8 level mentor text and / or examples Partner work

Graphic Organizers Mentor text and / or examples

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 57 CCSS: L.8.2.a WIDA ELDS: 2 – 5 Writing

Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Write to identify and apply the conventions of standard English punctuation by producing, editing and revising using Mentor Texts and a Reference Sheet, chart and Checklist.

VU: Punctuation: comma, ellipsis, dash; pause, break, function, purpose

LFC: Transitional words/phrases, coordinating conjunctions, main/subordinate clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to identify where to apply the conventions of standard English punctuation by inserting commas into cloze sentences.

Write to identify the conventions of standard English punctuation by inserting commas and dashes into simple Sentence Frame.

Write to apply the conventions of standard English punctuation in simple sentences.

Write to apply the conventions of standard English punctuation in expanded and some complex sentences.

Write to apply the conventions of standard English punctuation in multiple, complex sentences.

Learning Supports

Cloze sentences Reference Sheet Checklist Visuals L1 support

Sentence Frame Reference Sheet Checklist Visuals L1 support

Template Reference Sheet Checklist

Reference Sheet Checklist

Checklist

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 58 CCSS: L.8.2.a WIDA ELDS: 2 – 5 Reading Writing

Demonstrate command of the conventions of standard English using capitalization, when writing.

Write to identify and apply the usage of the conventions of standard English capitalization by using Mentor Texts, a Reference Sheet and Checklist.

VU: Command, conventions, standard English, capitalization

LFC: Common and proper nouns, titles, names, initial capitalization rules

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to identify the conventions of standard English capitalization from a Reference Sheet by categorizing proper and common nouns in cloze sentences.

Write to identify the conventions of standard English capitalization by editing and revising proper and common nouns in Sentence Frame.

Write to apply the conventions of standard English capitalization in simple, related sentences.

Write to apply the conventions of standard English capitalization in expanded and some complex sentences.

Write to apply the conventions of standard English capitalization in multiple, complex sentences.

Learning Supports

Cloze sentences Reference Sheet Checklist Visuals L1 support

Sentence Frame Reference Sheet Checklist Visuals L1 support

Mentor Texts Reference Sheet Checklist Partner work

Mentor Texts Reference Sheet Checklist Triads or Small Groups

Mentor Texts

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 59 CCSS: L.8.2.b WIDA ELDS: 2 – 5 Reading Writing

Demonstrate command of the conventions of standard English to spell correctly.

Write to apply the conventions of standard English spelling in all content areas by using a Reference Sheet, Checklist, dictionaries, and Technology and Technological Resources.

VU: Command, conventions, standard English, spell(ing)

LFC: Spelling rules and patterns

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to apply the conventions of standard English spelling by sorting vocabulary according to visual themes and spelling rules.

Write to apply the conventions of standard English spelling with selected vocabulary by categorizing words according to visual themes and spelling rules.

Write to apply the conventions of standard English spelling in simple, related sentences.

Write to apply the conventions of standard English spelling in expanded and some complex sentences.

Write to apply the conventions of standard English spelling in multiple, complex sentences.

Learning Supports

Cloze sentences Word/picture bank Visuals L1 support Picture Dictionary

Sentence Frame Word/picture bank Visuals L1 support Picture Dictionary

Technology and Technological Resources (i.e. Microsoft Word & spell check) Bilingual dictionary Reference Sheet / Checklist

Technology and Technological Resources (i.e. Microsoft Word & spell check)

Technology and Technological Resources (i.e. Microsoft Word & spell check)

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 60 CCSS: L.8.4 WIDA ELDS: 2 Reading Writing Speaking Listening

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

Listen, speak, read, and write to identify and define unknown and multiple-meaning words and phrases within the context of specific grade 8 reading and content by using dictionaries and creating Cue Cards in small groups.

VU: Determine, clarify, multiple-meaning, phrases. strategies

LFC: Multiple-meaning words, synonyms, antonyms, homonyms

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and write to identify and define unknown and multiple-meaning words and phrases within L1 and/or from leveled texts by matching selected words and basic meanings to Pictures.

Speak and write to identify and define unknown and multiple-meaning words and phrases within L1 and/or from leveled texts by matching selected words and phrases to definitions and Pictures.

Speak and write to identify and define unknown and multiple-meaning words and phrases within the context of adapted texts.

Speak and write to identify and define unknown and multiple-meaning words and phrases from text within the grade-level band.

Speak and write to identify and define unknown and multiple-meaning words and phrases within the context of grade-level text.

Learning Supports

Triads or Small Groups Picture Dictionary and Thesaurus Pictures/Gestures L1 support Vocabulary Cue Cards

Triads or Small Groups Picture Dictionary Thesaurus Pictures L1 support Vocabulary Cue Cards

Triads or Small Groups Bilingual dictionary and / or thesaurus Vocabulary Cue Cards

Triads or Small Groups Dictionary Thesaurus

Triads or Small Groups Dictionary Thesaurus

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 61 CCSS: L.8.4.a WIDA ELDS: 1-5 Reading Writing Speaking Listening

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

Read, write, speak, and listen to identify and define the meaning of a word or phrase within context using a Reference Sheet for context clues and Cognates.

VU: Multiple meaning words / phrases, context, context clues

LFC: Word functions, positions, and meanings

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read, write, speak, and listen to identify and define unknown and multiple-meaning words and phrases within L1 and / or leveled text by matching teacher-selected words and basic phrases to Pictures for context clues in a small group.

Read, write, speak, and listen to identify and define unknown and multiple-meaning words and phrases using context clues in L1 and/or in leveled text by matching selected words and phrases to Pictures.

Read, write, speak, and listen to identify and define unknown and multiple-meaning words and phrases within the context of adapted text.

Read, write, speak, and listen to identify and define unknown and multiple-meaning words and phrases through context within texts in the grade-level band.

Read, write, speak, and listen to identify and define unknown and multiple-meaning words and phrases through context in grade-level texts.

Learning Supports

Reference Sheet for context clues Picture Dictionary and / or thesaurus Pictures/Gestures L1 support Cognates

Reference Sheet for context clues Picture Dictionary Thesaurus Pictures L1 support Cognates

Reference Sheet for context clues Bilingual dictionary Thesaurus Cognates

Reference Sheet for context clues Thesaurus Cognates

Reference Sheet for context clues

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 62 CCSS: L.8.4.b WIDA ELDS: 1-5 Reading Writing Speaking Listening

Use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

Read, write, speak, and listen to identify and/or clarify the meaning of unknown and multiple-meaning words and phrases through Greek or Latin affixes and roots using Think -alouds and creating a roots and affixes poster and Word Wall.

VU: Affixes, prefixes, suffixes, roots, context clues, cognates

LFC: Affixes, prefixes, suffixes, roots

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read, write, speak, and listen to identify and/or clarify the meaning of unknown and multiple-meaning words by creating a roots and affixes poster for L1 and/or with words from a leveled text.

Read, write, speak, and listen to identify and/or clarify the meaning of unknown and multiple-meaning words by creating a roots and affixes poster in L1 and/or for vocabulary from leveled text.

Read, write, speak, and listen to identify and/or clarify the meaning of unknown and multiple-meaning words and phrases by creating a roots and affixes poster for vocabulary from adapted text.

Read, write, speak, and listen to identify and/or clarify the meaning of unknown and multiple-meaning words and phrases by creating a roots and affixes poster for vocabulary within the grade-level band.

Read, write, speak, and listen to identify and/or clarify the meaning of unknown and multiple-meaning words and phrases creating a roots and affixes poster for grade-level vocabulary.

Learning Supports

Think -aloud Roots and affixes Poster Word/picture Wall Pictures/Photographs L1 support

Think -aloud Roots and affixes Poster Word/Picture Wall Pictures/Photographs L1 support

Think -aloud Roots and affixes Poster Word Wall

Think -aloud Roots and affixes Poster

Roots and affixes Poster

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 63 CCSS: L.8.4.c.d WIDA ELDS: 1-5 Reading Writing Speaking Listening

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

Read, write, speak, and listen to define and pronounce words and phrases by using Vocabulary Frames, specialized reference materials, Technology and Technological Resources.

VU: General and specialized reference materials, print, digital, pronunciation

LFC: Parts of speech, pronunciation

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Identify and define the meaning of unknown and multiple-meaning teacher selected words and parts of speech. Listen to and practice the pronunciation of key high-frequency words.

Identify and define the meaning of multiple-meaning, teacher selected words, phrases, and parts of speech. Listen to and practice the pronunciation of key content-based words.

Identify and define the meaning of key, unknown and multiple-meaning words and phrases and parts of speech. Listen to and practice the pronunciation of key words from adapted grade level texts.

Identify and define the meaning of key, unknown and multiple-meaning words and phrases and parts of speech. Listen to and practice the pronunciation of words from texts within the grade-level band.

Identify and define the meaning of unknown and multiple-meaning words and phrases and parts of speech. Listen to and practice the pronunciation of words in context from grade-level text.

Learning Supports

Technology and Technological Resources to listen to pronunciation and record self Vocabulary Frame Visuals Specialized Reference Materials L1 support

Technology and Technological Resources to listen to pronunciation and record self Vocabulary Frame Visuals Specialized Reference Materials L1 support

Technology and Technological Resources to listen to pronunciation and record self Vocabulary Frame Word Wall Specialized Reference Materials

Technology and Technological Resources to listen to pronunciation and record self Specialized Reference Materials

Technology and Technological Resources to listen to pronunciation and record self Specialized Reference Materials

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 64 CCSS: L.8.5.a WIDA ELDS: 1-5 Reading Writing Speaking Listening

Demonstrate understanding of figurative language; interpret figures of speech (e.g. verbal irony, puns) in context.

Read, write, speak, and listen to interpret figures of speech in context using a Figurative Language Chart and adapted text, and an Idiom Dictionary with a partner.

VU: Context(ual), figurative, connotative, figures of speech, verbal irony, puns

LFC: Compound tenses, embedded clauses, figures of speech

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read, write, speak, and listen to interpret figures of speech in from L1 and/or in selected sentences from leveled poems and short stories using selected vocabulary in phrase patterns.

Read, write, speak, and listen to interpret figures of speech in L1 and /or in leveled poems and short stories using selected vocabulary in key phrases and short sentences.

Read, write, speak, and listen to interpret figures of speech in adapted poems and short stories using key vocabulary in simple, related sentences.

Read, write, speak, and listen to interpret figures of speech in poems and short stories within the grade-level band using key vocabulary in expanded and some, complex sentences.

Read, write, speak, and listen to interpret figures of speech in grade-level poems and short stories using precise vocabulary in multiple, complex sentences.

Learning Supports

Figurative Language Chart (completed) Partner work Word Wall Native Language Text L1 support Cognates

Figurative Language Chart (partially completed) Partner work Idiom Dictionary Word Wall Native Language Text L1 support Cognates

Figurative Language Chart Partner work Idiom Dictionary Bilingual dictionary

Figurative Language Chart Partner work Idiom Dictionary

Figurative Language Chart

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 65 CCSS: L.8.5.b WIDA ELDS: 1-5 Reading Writing Speaking Listening

Demonstrate understanding of word relationships; use the relationship between particular words to better understand each of the words.

Read to show and apply comprehension of word relationships using picture dictionaries, vocabulary flash cards, Vocabulary Frames, and / or Technology and Technological Resources.

VU: Word meanings, nuances, connotations, associations, relationships

LFC: Sentences with related grade-level words

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to show and apply comprehension of word relationships in L1 and/or word relationships using selected vocabulary in phrase patterns.

Read to show and apply comprehension of word relationships in L1 and/or word relationships using selected vocabulary in key phrases and short sentences.

Read to show and apply comprehension of word relationships in simple sentences.

Read to show and apply comprehension of word relationships in expanded and some complex sentences within the grade-level band.

Read to show and apply comprehension of word relationships in multiple, complex sentences from grade-level text.

Learning Supports

Picture Dictionaries Vocabulary Flash Cards Vocabulary Frame Technology and Technological Resources Visuals L1 support

Picture Dictionaries Vocabulary Flash Cards Vocabulary Frame Technology and Technological Resources Visuals L1 support

Vocabulary Flash Cards Vocabulary Frame Technology and Technological Resources

Technology and Technological Resources

Technology and Technological Resources

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 66 CCSS: L.8.5.c WIDA ELDS: 1-5 Writing Speaking

Demonstrate understanding of nuances in word meanings; distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

Determine the nuances in word meanings and differentiate between connotations of words with similar denotations using specialized reference materials.

VU: Word meanings, nuances, connotations, associations, denotations, synonymous, anonymous

LFC: Sentences with words that have nuances in meaning

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Determine the nuances in word meanings and differentiate between connotations of words with similar denotations in L1 and/or selected, illustrated vocabulary in phrase patterns.

Determine the nuances in word meanings and differentiate between connotations of words with similar denotations in L1 and/or selected vocabulary words in key phrases and short sentences.

Determine the nuances in word meanings and differentiate between connotations of words with similar denotations in adapted texts.

Determine the nuances in word meanings and differentiate between connotations of words with similar denotations in texts within the grade-level band.

Determine the nuances in word meanings and differentiate between connotations of words with similar denotations in grade-level texts.

Learning Supports

Specialized Reference Materials Partner work Text in L1 Visuals L1 support

Specialized Reference Materials Partner work Visuals Text in L1 L1 support

Specialized Reference Materials Partner work

Specialized Reference Materials

Specialized Reference Materials

ELA – Grade 8 - Unit 5 – 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 67 CCSS: L.8.6 WIDA ELDS: 1-5 Reading Writing Speaking Listening

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Read, write, speak, and listen to apply general academic and domain-specific words and phrases at increasing complexity level by using Technology and Technological Resources, vocabulary flash cards, and/or picture dictionaries.

VU: Academic, domain-specific words and phrases, comprehension, expression

LFC: Academic and domain-specific words and phrases embedded sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read, write, speak, and listen to apply general academic and domain-specific words in L1 and/or selected, illustrated words in phrase patterns with Visuals.

Read, write, speak, and listen to apply general academic and domain-specific words in L1 and/or selected, illustrated words and phrases in Sentence Frame with Visuals.

Read, write, speak, and listen to apply general academic and key, domain-specific words and phrases in simple sentences.

Read, write, speak, and listen to apply general academic and key domain-specific words and phrases in texts within the grade-level band.

Read, write, speak, and listen to apply general academic and precise domain-specific words and phrases in grade-level sentences.

Learning Supports

Picture Dictionaries Vocabulary Flash Cards Technology and Technological Resources Cloze sentences Visuals L1 support

Picture Dictionaries Vocabulary Flash Cards Technology and Technological Resources Sentence Frame Visuals L1 support

Picture Dictionaries Vocabulary Flash Cards Technology and Technological Resources

Vocabulary Flash Cards Technology and Technological Resources

Vocabulary Flash Cards Technology and Technological Resources