Student Learning Objective (SLO) - New Jersey€¦ · Web viewVU: Figurative terms and...
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ELA – Grade 8 - Unit 5 – ELL Scaffold 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 Objectiv es Read to cite the most supportive explicit textual evidence in L1 and/or in leveled literature and grade-level excerpts by Read to cite the most supportive explicit textual evidence in L1 and/or in leveled literature and grade-level excerpts by matching Phrase Read to cite the most supportive explicit textual evidence in adapted literature and grade-level excerpts by providing simple Sentence Citations. Use key vocabulary Read to cite the most supportive explicit textual evidence in literature within the grade-level band by providing complete Sentence Citations. Use Read to cite the most supportive explicit textual evidence from grade-level literature by providing multiple Sentence Citations. Use 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.
Transcript of Student Learning Objective (SLO) - New Jersey€¦ · Web viewVU: Figurative terms and...
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS: RL.8.1WIDA ELDS: 2-5Reading 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 typesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to cite the most supportive explicit textual evidence in L1 and/or 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 supportStudy guide (completed)Think-pair-share Partner work Word/Picture WallVisuals
L1 text and/or supportStudy guide (partially completed) Think-pair-share Partner workMentor Phrase CitationsVisuals
Study guide Think-pair-share Partner work Mentor Sentence Citations
Study guidePartner work
Study guide
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS: RL.8.1WIDA ELDS:2-5Reading 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 expressionsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 guideK-I-S ChartVisualsWord/Picture WallPartner workNative Language Texts L1 support
Study guideK-I-S ChartVisualsWord/Picture WallPartner workNative Language TextsL1 support
Study guideK-I-S ChartWord WallPartner work
Study guideK-I-S Chart
Study guideK-I-S Chart
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS: RL.8.2WIDA ELDS: 2Reading WritingSpeakingListening
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 sentencesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 MapCompleted character WebPhrase CitationsVisualsNative Language Texts L1 support
Completed Story MapPartially-completed Character Web Sentence CitationsVisualsNative Language TextsL1 support
Story MapCharacter Web Digital Storytelling
Story MapDigital Storytelling
Story MapDigital Storytelling
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS: RL.8.2WIDA ELDS:2-5Reading WritingSpeaking
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 5Language 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 workVisualsCloze sentencesL1 support and text
Graphic Organizers(main idea and details / summarizing chart )Partner workVisualsSentence FrameL1 text and/or support
Graphic Organizers(main idea and details / summarizing chart)Partner work
Graphic Organizers(main idea and details / summarizing chart)
Graphic Organizers
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS: RL.8.3WIDA ELDS:2Reading Speaking
Analyze how particular lines of dialogue or incidents in a 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 agreementLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Learning Supports
Dramatization with ManipulativesDigital Storytelling Partner workVisualsL1 support and text
Dramatization with ManipulativesDigital Storytelling Partner workVisualsL1 text and/or support
Dramatization with Manipulatives Digital Storytelling Partner work
Digital Storytelling Triads or Small Groups
Digital Storytelling Triads or Small Groups
Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS: RL.8.4WIDA ELDS:2-5Reading 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), moodLCF: Word choice, figurative language, how parts of speech impacts meaningLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to determine and analyze the meaning of figurative and connotative phrases in L1 and/or 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
Multiple Resources Word Bank
Multiple Resources Word Bank
Multiple Resources Idiom Dictionary
Idiom Dictionary
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Word/Picture WallGesturesL1 support
Word/Picture WallVisualsSentence FrameL1 support
Word WallIdiom Dictionary
Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS: RL.8.5WIDA ELDS: 2-5ReadingSpeaking
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
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, styleLFC: Compound and complex sentences
LC: Varies by ELP levelELP 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)
T- Charts / Venn Diagram (partially completed)Word/Picture Wall
T- Charts / Venn Diagram (partially completed)Word Wall
T- Charts / Venn Diagram T- Charts / Venn Diagram
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.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
Word/Picture WallVisualsGesturesL1 support
VisualsSentence FrameL1 support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 8CCSS: RL.8.6 WIDA ELDS:2-5ReadingSpeaking
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 levelELP 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.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Learning Supports
Graphic Organizers (partially completed)Partner workWord/Picture WallGesturesL1 support
Graphic Organizers (partially completed)Partner workWord/Picture WallVisualsSentence FrameL1 support
Graphic Organizers Partner workWord Wall
Graphic Organizers Graphic Organizers
Student Learning Objective (SLO) Language Objective Language NeededSLO: 9CCSS: RL.8.7 WIDA ELDS: 2-5ReadingSpeaking
Analyze the extent to which a filmed or live production of a drama or script stays faithful to or departs from the text, evaluating the choices made by the director or actors.
Read to 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. actorLFC: Tense and aspect, simple, compound and complex sentencesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to 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
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.
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.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
meaning.Learning Supports
Video Clips/FilmsOutlines for note taking (completed by the teacher)Choice questionsWord/Picture WallVisualsGesturesNative Language Texts
Video Clips/FilmsOutlines for note taking (partially completed)Wh- QuestionsWord/Picture WallVisualsSentence FrameNative Language Texts
Video Clips/FilmsOutlines for note taking (partially completed)
Video Clips/FilmsOutlines for note taking
Video Clips/FilmsOutlines for note taking
Student Learning Objective (SLO) Language Objective Language NeededSLO: 10CCSS: RL.8.9WIDA ELDS: 2ReadingSpeaking
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 textsLFC: Tense and aspect, simple, compound and complex sentencesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
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 BankVisualsGesturesCloze SentencesL1 text and/or support
T- Charts / Venn Diagram (partially completed)Word/ picture BankVisualsSentence FrameL1 text and/or support
T- Charts / Venn Diagram (partially completed)Word Bank
T- Charts / Venn Diagram T- Charts / Venn Diagram
Student Learning Objective (SLO) Language Objective Language NeededSLO: 11CCSS: RL.8.10WIDA ELDS:2-5ReadingWritingSpeaking 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, adverbsLC: Varies by ELP level
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 WallStudy guideVisualsNative Language Texts L1 support
Word/Picture WallStudy guideVisualsNative Language Texts L1 support
Study guide Word Wall
Study guide Study guide
Student Learning Objective (SLO) Language Objective Language NeededSLO: 12CCSS: RI.8.1 WIDA ELDS: 2-5Reading WritingSpeakingListening
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 formsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
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 workWord/Picture WallVisualsMarking the TextGraphic Organizers
L1 text Partner workWord/Picture WallVisualsMarking the TextGraphic Organizers
Partner workGraphic Organizers Marking the TextPartner work
Graphic Organizers Marking the Text
Marking the Text
Student Learning Objective (SLO) Language Objective Language NeededSLO: 13CCSS: RI.8.1 WIDA ELDS:2-5Reading 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 levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
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 supportPartner workCompleted Graphic Organizers Word/Picture WallVisualsMarking the TextPhrase Citations
L1 text and supportPartner workGraphic OrganizersVisualsMarking the TextSentence CitationsWord/Picture Wall
Partner workGraphic Organizers Marking the Text
Graphic OrganizersMarking the Text
Graphic Organizers Marking the Text
Student Learning Objective (SLO) Language Objective Language NeededSLO: 14CCSS: RI.8.2WIDA 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
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
LC: Varies by ELP levelELP 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 supportGraphic Organizers Phrase CitationsPictures /PhotographsWord/Picture WallThink -aloud
L1 text and/or supportGraphic Organizers Sentence CitationsPictures /PhotographsL1 supportWord/Picture WallThink -aloud
Graphic Organizers Think -aloudWord Wall
Graphic Organizers
Student Learning Objective (SLO) Language Objective Language NeededSLO: 15CCSS: RI.8.3WIDA 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
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.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
LC: Varies by ELP levelELP 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 supportCompleted T- Charts / Venn DiagramPhrase CitationsVisualsPartner work
L1 text and/or supportT- Charts / Venn DiagramSentence CitationsVisuals Partner work
Partially completed T-Charts / Venn Diagram Partner work
T- Charts / Venn Diagram Small group / triads
T- Charts / Venn Diagram
Student Learning Objective (SLO) Language Objective Language NeededSLO: 16CCSS: RI.8.4WIDA ELDS: 2-5Reading
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
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Speaking LC: Varies by ELP levelELP 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 ResourcesPicture Dictionary Word/Picture WallPictures / PhotosGesturesL1 text and/or support
Technology and Technological Resources Picture Dictionary Word/Picture WallPictures / PhotosSentence FrameL1 text and/or support
Technology and Technological Resources Idiom DictionaryChartsWord Wall
Technology and Technological Resources Idiom Dictionary
Technology and Technological Resources Idiom Dictionary
Student Learning Objective (SLO) Language Objective Language NeededSLO: 17CCSS: RI.8.4WIDA ELDS: 2-5
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
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.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
ReadingSpeaking
LCF: Word choice, part of speechLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 workVisualsChartsGesturesWord/Picture BankL1 text and/or support
Partner workVisualsChartsGesturesWord/picture BankL1 text and/or support
Partner workVisualsChartsGesturesWord Bank
Triads or Small GroupsCharts
Charts
Student Learning Objective (SLO) Language Objective Language NeededSLO: 18CCSS: RI.8.5WIDA ELDS:
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,
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
2-5 Reading Speaking
conceptLCF: Past tense verbs, gerunds and infinitives, prepositions
LC: Varies by ELP levelELP 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 OrganizersWord/Picture BankPhrase CitationsVisualsTeacher SupportL1 text and/or support
Partially completed Graphic Organizers Sentence CitationsVisuals Teacher supportL1 text and/or support
Graphic Organizers Partner work
Graphic OrganizersPartner work
Graphic Organizers
Student Learning Objective (SLO) Language Objective Language NeededSLO: 19CCSS: RI.8.6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and
Read to identify and analyze how the author acknowledges and responds to conflicting evidence using
VU: Author, acknowledge(s), conflicting, evidence,
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
WIDA ELDS:2-5 Reading WritingSpeakingListening
responds to conflicting evidence or viewpoints. Visuals, Teacher Modeling and T-Charts or Venn Diagram. viewpoints; content-based, grade-level vocabulary LCF: Comparatives, superlatives, comparative adjectivesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 CitationsVisualsL1 text and/or supportTeacher Modeling
Partially completed T- Charts / Venn Diagram Sentence CitationsVisuals L1 text and/or supportTeacher Modeling
T- Charts / Venn Diagram Partner work
T- Charts / Venn Diagram Triads or Small Groups
T- Charts / Venn Diagram
Student Learning Objective (SLO) Language Objective Language NeededSLO: 20 Evaluate the advantages and disadvantages of using Read to compare and contrast the advantages and VU: Advantages,
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
CCSS: RI.8.7WIDA ELDS: 2-5 Reading Speaking
different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
disadvantages of using print vs. multimedia to present a nonfiction topic or idea using a Graphic Organizers, Teacher Modeling, and Think -alouds.
disadvantages, multimedia; content-based, grade-level vocabulary LFC: Tense and aspect, simple, compound and complex sentencesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to 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/FilmsVenn Diagram / T- Charts (completed by the teacher)Choice questionsWord/Picture WallVisualsGesturesL1 Texts/ L1 support
Video Clips/FilmsVenn Diagram / T- Charts (partially completed)Choice questionsVisualsSentence FrameL1 texts/ L1 support
Video Clips/FilmsVenn Diagram / T- Charts Think -aloud
Video Clips/FilmsVenn Diagram / T- Charts
Video Clips/FilmsVenn Diagram / T- Charts
Student Learning Objective (SLO) Language Objective Language Needed
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
SLO: 21CCSS: RI.8.8WIDA 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 phrasesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 CitationsVisualsL1 text and/or supportThink -alouds
Partially Completed T-Charts Cornell Notes Sentence CitationsVisuals L1 text and/or supportThink -alouds
T- Charts Cornell Notes Partner workThink -alouds
T- Charts Cornell Notes
Cornell Notes
Student Learning Objective (SLO) Language Objective Language NeededReview Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
SLO: 22CCSS: RI.8.8WIDA 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 adjectivesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 TextCompleted Graphic OrganizersPhrase CitationsVisualsL1 text and/or support
Marking the Text Partially completed Graphic Organizers s Partner workSentence CitationsVisuals L1 text and/or support
Marking the Text Graphic Organizers s Partner work
Marking the Text Graphic Organizers s
Marking the Text Graphic Organizers s
Student Learning Objective (SLO) Language Objective Language NeededReview Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
SLO: 23CCSS: RI.8.9WIDA 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, superlativesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 CitationsVisualsL1 text and/or support
Partially completed Graphic OrganizersSentence CitationsVisuals L1 text and/or support
Graphic OrganizersVisualsWord WallPartner work
Graphic OrganizersTriads or Small Groups
Graphic Organizers
Student Learning Objective (SLO) Language Objective Language Needed
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
SLO: 24CCSS: RI.8.10WIDA 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 structuresLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 TextWord/Picture WallVisualsL1 text and/or support
Study guide (partially completed) Marking the TextVisualsL1 text and/or supportWord/Picture Wall
Study guideMarking the Text Word Wall
Study guideMarking the Text
Study guideMarking the Text
Student Learning Objective (SLO) Language Objective Language Needed
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
SLO: 25CCSS: W.8.3.aWIDA 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, continuousLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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
TimelineNarrative Writing Diamond (completed)Word/picture WallVisualsCloze sentencesL1 support
TimelineNarrative Writing Diamond (partially completed)Shared WritingWord/Picture WallVisualsSentence StarterL1 support
TimelineNarrative Writing Diamond Shared Writing
TimelineNarrative Writing Diamond
Narrative Writing Diamond
Student Learning Objective (SLO) Language Objective Language Needed
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/SharedWriting.pdf
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
SLO: 26CCSS: 8.3.bWIDA 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 dialogueLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 webMentor Texts Word/Picture WallVisualsGesturesCloze sentencesL1 text and/or support
Story Map (partial)Character webMentor Texts Word/Picture WallVisualsSentence FrameL1 text and/or support
Narrative Writing Diamond Character webMentor Texts Word Wall
Narrative Writing Diamond Character webMentor Texts
Narrative Writing Diamond Mentor Texts
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 27CCSS: W.8.3.c WIDA ELDS: 2Writing
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 clausesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 SheetTeacher ModelingSentence FrameL1 support
Transitional phrase WallReference SheetTeacher ModelingVisualsSentence FrameL1 support
Transitional phrase WallReference SheetTeacher Modeling
Transitional phrase WallReference Sheet
Reference Sheet
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 28CCSS:W.8.3.dWIDA ELDS: 2Writing
When writing narratives, use precise words and phrases, and sensory language to capture the action and convey experiences and events.
Write narratives 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 verbsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 WallVisualsMultiple resourcesPhrase captionsL1 text and/or support
Graphic Organizers VisualsMultiple resourcesSentence captionsL1 text and/or support
Graphic Organizers Mentor Texts Word WallMultiple resources
Graphic Organizers Mentor Texts
Graphic Organizers Mentor Texts
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 29CCSS: W.8.3.eWIDA 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 structuresLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 WallPartner workVisualsCloze sentences L1 support
Story Map (partially completed) Narrative Writing Diamond (partially completed)Word/Picture WallPartner workVisualsSentence FrameL1 support
Story Map Narrative Writing Diamond Word WallPartner work
Story MapNarrative Writing Diamond Partner work
Story MapNarrative Writing Diamond
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 30CCSS: W.8.1.aWIDA 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 phrasesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 TextsPhrase Citations and FramesVisuals L1 text and/or supportTechnology and Technological Resources Word/Picture Bank
Mentor TextsSentence Citations and FramesVisuals L1 text and/or support Technology and Technological Resources Word/Picture Bank
Mentor TextsGraphic Organizers Technology and Technological Resources
Mentor TextsGraphic Organizers Technology and Technological Resources and Technological Resources
Mentor Texts Technology and Technological Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 31CCSS: W.8.1.aWIDA ELDS: 2 - 5Writing
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, evidenceLFC: Sequence / transition words, past perfect and future tense, adverbs of time, prepositional phrasesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 FrameVisuals L1 text and/or support Technology and Technological Resources Word/Picture Bank
Sentence Citations (as Mentor Texts)Sentence FrameVisuals L1 text and/or support Technology and Technological Resources Word/Picture Bank
Mentor Texts Graphic Organizers Technology and Technological Resources
Mentor TextsTechnology and Technological Resources
Mentor Texts Technology and Technological Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 32CCSS: W.8.1.bWIDA 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 wordsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 FrameVisuals L1 text and/or support Technology and Technological Resources Word /picture bankTeacher Modeling and support
Sentence FrameVisuals L1 text and/or support Technology and Technological Resources Word/Picture BankTeacher Modeling and support
Technology and Technological Resources Teacher ModelingWord Bank
Technology and Technological Resources and Technological Resources Teacher Modeling
Technology and Technological Resources and Technological ResourcesTeacher Modeling
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 33CCSS: W.8.1.cWIDA 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 agreementLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 FrameVisuals L1 text and/or support Technology and Technological Resources Word/Picture Bank
Sentence Citations (as Mentor Texts)Sentence FrameVisuals L1 text and/or support Technology and Technological Resources Word/Picture Bank
Mentor TextsGraphic Organizers Technology and Technological Resources Word Bank
Mentor TextsGraphic Organizers Technology and Technological Resources
Mentor Texts Technology and Technological Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 34CCSS: W.8.1.d.eWIDA 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 actionLFC: Elements of formal vs. informal styles, sequence / transition words, past perfect and future tense, adverbs of time, prepositional phrasesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 SentencesVisuals Word/Picture Bank L1 text and/or support Technology and Technological Resources Teacher Support
Sentence Citations and FramesVisuals 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 TextsGraphic Organizers Technology and Technological Resources
Mentor Texts Technology and Technological Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 35CCSS: W.8.4WIDA 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 verbsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 FrameVisuals L1 text and/or support TemplateTechnology and Technological Resources
Sentence Citations (as Mentor Texts) Sentence FrameVisuals L1 text and/or support Technology and Technological ResourcesTemplate
Mentor TextsTemplate (according to writing task, purpose, and audience)RubricTechnology and Technological Resources
Mentor TextsTemplate (according to writing task, purpose, and audience) RubricTechnology and Technological Resources
Mentor TextsTechnology and Technological Resources Rubric
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 36CCSS: W.8.5WIDA 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, feedbackLFC: Narrative, persuasive / argumentative, expository / explanatory, comparative, descriptiveLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write, plan, revise and edit to develop, strengthen, and focus 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 ModelingTechnology and
Technological Resources Partner work Cloze SentencesVisualsL1 supportTemplate
Teacher ModelingTechnology and
Technological Resources Partner work Sentence FrameVisualsL1 supportTemplate
Teacher ModelingTechnology and
Technological Resources Partner work Template
OutlinesTechnology and
Technological Resources Partner work
OutlinesTechnology and Technological
Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 37CCSS: W.8.5WIDA 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 5Language 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 ModelingTechnology and
Technological Resources Partner work Cloze SentencesVisualsL1 supportTemplate
Teacher ModelingTechnology and
Technological Resources Partner work Sentence FrameVisualsL1 supportTemplate
Teacher ModelingTechnology and
Technological Resources Partner work Template
OutlinesTechnology and
Technological Resources Partner work
OutlinesTechnology and
Technological Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 38CCSS: W.8.6WIDA 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 vocabularyLFC: Subject-verb agreement LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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
L1supportTechnology and
Technological Resources VisualsCloze sentences Checklist for publishing RubricPartner work
L1 supportTechnology and
Technological Resources Visuals Sentence FrameChecklist for publishing RubricPartner work
Checklist for publishing RubricTechnology and
Technological Resources Partner work
Checklist for publishing Rubric Technology and
Technological Resources Partner work
Checklist for publishing RubricTechnology and Technological
Resources Partner work
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 39CCSS: W.8.7WIDA 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-generatedLFC: Subject-verb agreement, punctuation marks LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 VisualsPartner workWord/Picture BankQuestion Stem BankGesturesL1 text and/or supportTechnology and
Technological Resources
Graphic Organizers VisualsPartner workWord/Picture BankQuestion Stem BankL1 text and/or supportTechnology and
Technological Resources
Graphic Organizers Partner workWord BankQuestion Stem BankTechnology and
Technological Resources
Graphic Organizers Mentor Texts Partner workTechnology and
Technological Resources
Graphic Organizers Mentor TextsTechnology and
Technological Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 40CCSS: W.8.8WIDA ELDS:2-5 WritingReading
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 databasesLFC:, Document format as per MLA and APA documentation guidelines, mastery of Microsoft Word, Office skillsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 OrganizersMarking the Text Technology and Technological Resources VisualsL1 text / support
Marking the TextTechnology and Technological Resources Partner workGraphic Organizers Visuals
Marking the TextTechnology and Technological Resources Partner workGraphic Organizers
Marking the TextTechnology and Technological Resources
Marking the TextTechnology and Technological Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Teacher Support Sentence FrameL1 support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 41CCSS: W.8.8WIDA 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 databasesLFC: Document format as per MLA and APA documentation guidelines, mastery of Microsoft Word document skillsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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
Graphic Organizers Template (partially completed)Marking the Text Technology and Technological
Graphic Organizers Template Marking the Text Partner work
Graphic Organizers TemplateMarking the TextTechnology and
Marking the TextTechnology and Technological Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Technological Resources VisualsL1 supportTeacher Support
Resources VisualsSentence FrameL1 support
Technology and Technological Resources
Technological Resources
Student Learning Objective (SLO) Language Objective Language NeededSLO: 42CCSS: W.8.9.aWIDA ELDS:2-5 WritingReading
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 5Language 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 TextPartner work
Graphic Organizers (partially completed)Marking the TextWord/Picture Wall
Graphic Organizers Marking the TextPartner work Word Wall
Graphic OrganizersPartner work
Graphic Organizers
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Word/Picture WallVisualsCloze sentencesL1 support
VisualsSentence FrameL1 support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 43CCSS: W.8.9.bWIDA 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 skillsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 WallTechnology and
Graphic Organizers Template (partially completed)Word/Picture Wall
Graphic Organizers Template Partner workTechnology and
Graphic Organizers Technology and Technological Resources
Technology and Technological Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Technological Resources Word/Picture WallVisualsL1 text and support
Technology and Technological Resources VisualsSentence Frame
Technological Resources
Student Learning Objective (SLO) Language Objective Language NeededSLO: 44CCSS: W.8.10WIDA 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 taskLFC: Different structures for different registers and genres
LC: Varies by ELP levelELP 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 WallVisualsCloze sentencesMentor Texts (visual narrative cloze sentences)
Word/Picture WallVisualsSentence StarterMentor 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)
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.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
L1 support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 45CCSS: SL.8.1WIDA ELDS: 1-5 SpeakingListening
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 ideasLFC: First person phrases, contrastive transitions, restate, tone, voiceLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 questionsNotes in L1 & EnglishCue CardsSpecialized Reference Materials Pictures and
Notes in L1 & EnglishCue CardsSpecialized Reference Materials Sentence frame s Pictures and Photographs
Notes Cue Cards Specialized Reference Materials Word Wall
NotesCue CardsSpecialized Reference Materials
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
PhotographsWord/Picture WallL1 support
Word/Picture WallL1 support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 46CCSS: SL.8.1.aWIDA ELDS: 1-5 SpeakingListening
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 5Language 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
Partial Cornell Notes Peer supportWord/Picture Wall
Cornell Notes Word WallPeer support
Cornell Notes Peer support (Partner work / Small group/
Cornell Notes
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.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
VisualsChoice questionsL1 support
VisualsSentence FrameL1 support
triads)
Student Learning Objective (SLO) Language Objective Language NeededSLO: 47CCSS: SL.8.1.bWIDA ELDS: 1 – 5 SpeakingListening 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, rolesLFC: Signal words, action verbs, appropriate language, tone, voiceLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 Dialogue Starters Dialogue Starters Dialogue Starters Checklist Checklist
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Supports Word WallVisuals/GesturesCloze sentencesL1 supportPartner work
Word WallVisualsSentence FrameL1 supportPartner work
ChecklistWord Wall Partner work
Student Learning Objective (SLO) Language Objective Language NeededSLO: 48CCSS: SL.8.1.cWIDA ELDS: 1 – 5 SpeakingListening 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 evidenceLFC: Questions for: clarifications; probing point of view or reasoning; ask for examples; appropriate language, tone, voiceLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak and listen to pose and respond 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 BankPicture and/or Bilingual
Dialogue StartersPicture and/or Bilingual
Dialogue StartersBilingual dictionary
Dialogue Starters Dialogue Starters
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
dictionaryWord/Picture Wall Visuals/GesturesL1 support
dictionaryWord/Picture Wall VisualsL1 support
Word Wall
Student Learning Objective (SLO) Language Objective Language NeededSLO: 49CCSS: SL.8.1.dWIDA ELDS: 1-5 SpeakingListening
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, evidenceLFC: Affirming Sentence Frame, appropriate language, tone, voiceLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak and listen to evaluate evidence presented to support one’s opinions in L1 and/ or 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 ChecklistVisuals / Gestures
Rubric ChecklistVisuals / Gestures
Rubric ChecklistBilingual dictionary
Rubric Checklist
Rubric Checklist
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.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
Word/Picture BankPicture and/or Bilingual dictionaryL1 support
Word/Picture BankPicture and/or Bilingual dictionaryL1 support
Partner work
Student Learning Objective (SLO) Language Objective Language NeededSLO: 50CCSS: SL.8.2WIDA ELDS: 1 – 5 SpeakingListening 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, formatsLFC: Superlatives, negatives, active and passive voice
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 Video Clips and Films Video Clips and Films Video Clips and Films Video Clips and Films Video Clips and Films
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Supports Question Stem BankChoice questionsWord/Picture WallTeacher SupportVisuals/GesturesL1 supportCue Cards
ChecklistSentence StarterWord/Picture Bank Partner workVisualsL1 supportCue Cards
ChecklistWord BankTriads or Small GroupsDictionaries Cue Cards
ChecklistCue Cards
Checklist
Student Learning Objective (SLO) Language Objective Language NeededSLO: 51CCSS: SL.8.3WIDA ELDS: 1 – 5 SpeakingListening 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 levelELP 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
Word/Picture Bank Partner work
Word Bank Sentence Frame
ChecklistTriads or Small Groups
ChecklistTriads or Small Groups
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Visuals / GesturesChoice questionsL1 supportCue Cards
VisualsQuestion Stem BankL1 supportCue Cards
Partner workCue Cards
Student Learning Objective (SLO) Language Objective Language NeededSLO: 52CCSS: SL.8.4WIDA ELDS: 1-5 Reading SpeakingListening
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 5Language 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
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.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
discussions.Learning Supports
ChecklistCornell Notes (completed)Pictures /Photographs Word/Picture WallL1 support
ChecklistCornell Notes (partially completed)Sentence StarterPictures /Photographs Word/Picture WallL1 support
ChecklistCornell Notes Word Wall
Cornell Notes Cornell Notes
Student Learning Objective (SLO) Language Objective Language NeededSLO: 53CCSS: SL.8.5WIDA ELDS: 1-5 Reading WritingSpeakingListening
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 5Language 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.
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.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
Learning Supports
Technology and Technological Resources
Completed Graphic Organizers (specific to time frame, purpose, task, and audience)Pictures /Photographs Word/Picture WallL1 support
Technology and Technological Resources
Partially completed Graphic Organizers Sentence StarterPictures /Photographs Word/Picture WallL1 support
Technology and Technological Resources
Graphic Organizers Partner workWord wall
Technology and Technological Resources
Graphic Organizers
Technology and Technological Resources
Graphic Organizers
Student Learning Objective (SLO) Language Objective Language NeededSLO: 54CCSS: SL.8.6; L.8.3WIDA ELDS: 1-5 WritingSpeakingListening
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 5Language Objectives
Speak and listen to develop an understanding of formal English in the active voice after looking at single verbs, memorized language patterns, and
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
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.
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.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
common vocabulary in L1 and/or leveled Reference Sheet.
L1 and/or leveled Reference Sheet.
Learning Supports
Reference SheetWord/Picture Wall Visuals/GesturesCloze sentences L1 support
Reference SheetWord/Picture Wall VisualsSentence FrameL1 support
Reference Sheet Word Wall
Reference Sheet Reference Sheet
Student Learning Objective (SLO) Language Objective Language NeededSLO: 55CCSS: L.8.1.aWIDA ELDS: 2 WritingSpeaking
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, infinitivesLFC: Verbals, infinitives, gerunds, participles
LC: Varies by ELP levelELP 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.
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.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
Learning Supports
Mentor TextsGraphic OrganizersWord/Picture WallReference SheetVisuals/ GesturesCloze sentencesL1 support
Mentor TextsGraphic OrganizersWord/Picture WallReference SheetVisualsSentence FrameL1 support
Graphic OrganizersMentor TextsWord WallReference Sheet
Mentor TextsReference Sheet
Mentor TextsReference Sheet
‘
Student Learning Objective (SLO) Language Objective Language NeededSLO: 56CCSS: L.8.1.bWIDA ELDS: 2 WritingSpeaking
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 5Language 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 Pictures Pictures Adapted examples / text Graphic Organizers Graphic Organizers
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
Supports Cloze sentencesL1 supportWord/Picture WallReference SheetTeacher Support
Sentence FrameL1 supportWord/Picture WallReference SheetTeacher Support
Reference SheetWord WallPartner work
Grade 7-8 level mentor text and / or examplesPartner work
Mentor text and / or examples
Student Learning Objective (SLO) Language Objective Language NeededSLO: 57CCSS: L.8.2.aWIDA 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, purposeLFC: Transitional words/phrases, coordinating conjunctions, main/subordinate clausesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to identify where to apply the conventions of standard English punctuation by inserting commas into cloze sentences.
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 sentencesReference Sheet
Sentence Frame Reference Sheet
TemplateReference Sheet
Reference Sheet Checklist
Checklist
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.
http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf
ELA – Grade 8 - Unit 5 – ELL Scaffold
Checklist VisualsL1 support
Checklist VisualsL1 support
Checklist
Student Learning Objective (SLO) Language Objective Language NeededSLO: 58CCSS: L.8.2.aWIDA 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, capitalizationLFC: Common and proper nouns, titles, names, initial capitalization rulesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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 sentencesReference Sheet
Sentence Frame Reference Sheet
Mentor Texts Reference Sheet
Mentor TextsReference Sheet
Mentor Texts
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Checklist VisualsL1 support
Checklist VisualsL1 support
Checklist Partner work
Checklist Triads or Small Groups
Student Learning Objective (SLO) Language Objective Language NeededSLO: 59CCSS: L.8.2.bWIDA 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 5Language 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 bankVisualsL1 support
Sentence FrameWord/picture bankVisualsL1 support
Technology and Technological Resources (i.e. Microsoft Word & spell check)Bilingual dictionary
Technology and Technological Resources (i.e. Microsoft Word & spell check)
Technology and Technological Resources(i.e. Microsoft Word & spell check)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Picture Dictionary Picture Dictionary Reference Sheet / Checklist
Student Learning Objective (SLO) Language Objective Language NeededSLO: 60CCSS: L.8.4WIDA ELDS: 2ReadingWritingSpeakingListening
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. strategiesLFC: Multiple-meaning words, synonyms, antonyms, homonyms LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language 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
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.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
words and basic meanings to Pictures.
Learning Supports
Triads or Small GroupsPicture Dictionary and ThesaurusPictures/GesturesL1 supportVocabulary Cue Cards
Triads or Small GroupsPicture Dictionary ThesaurusPicturesL1 supportVocabulary Cue Cards
Triads or Small GroupsBilingual dictionary and / or thesaurusVocabulary Cue Cards
Triads or Small GroupsDictionary Thesaurus
Triads or Small GroupsDictionary Thesaurus
Student Learning Objective (SLO) Language Objective Language NeededSLO: 61CCSS: L.8.4.aWIDA ELDS: 1-5 Reading WritingSpeakingListening
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 5Language Objectives
Read, write, speak, and listen to identify and define unknown and multiple-meaning words and phrases within L1 and / or leveled text by
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
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
Read, write, speak, and listen to identify and define unknown and multiple-meaning words and phrases through context in grade-level texts.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
matching teacher-selected words and basic phrases to Pictures for context clues in a small group.
matching selected words and phrases to Pictures.
grade-level band.
Learning Supports
Reference Sheet for context clues Picture Dictionary and / or thesaurusPictures/GesturesL1 supportCognates
Reference Sheet for context clues Picture Dictionary ThesaurusPicturesL1 supportCognates
Reference Sheet for context clues Bilingual dictionary ThesaurusCognates
Reference Sheet for context clues ThesaurusCognates
Reference Sheet for context clues
Student Learning Objective (SLO) Language Objective Language NeededSLO: 62CCSS: L.8.4.b WIDA ELDS:1-5ReadingWritingSpeaking Listening
Use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
Read, write, speak, and listen to identify and/or clarify the meaning of unknown and multiple-meaning words and phrases through Greek or Latin affixes and roots 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 5Language Objectives
Read, write, speak, and listen to identify and/or clarify the meaning of unknown and multiple-meaning words by creating a roots and
Read, write, speak, and listen to identify and/or clarify the meaning of unknown and multiple-meaning words by creating a roots and
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
Read, write, speak, and listen to identify and/or clarify the meaning of unknown and multiple-meaning words and phrases by creating a
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
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
affixes poster for L1 and/or with words from a leveled text.
affixes poster in L1 and/or for vocabulary from leveled text.
vocabulary from adapted text.
roots and affixes poster for vocabulary within the grade-level band.
vocabulary.
Learning Supports
Think -aloudRoots and affixes PosterWord/picture WallPictures /Photographs L1 support
Think -aloudRoots and affixes PosterWord/Picture WallPictures /Photographs L1 support
Think -aloudRoots and affixes PosterWord Wall
Think -aloudRoots and affixes Poster
Roots and affixes Poster
Student Learning Objective (SLO) Language Objective Language NeededSLO: 63CCSS: L.8.4.c.dWIDA ELDS:1-5ReadingWritingSpeaking Listening
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech; verify the preliminary determination of the meaning of a word or phrase.
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, pronunciationLFC: Parts of speech, pronunciation
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Identify and define the meaning of unknown and multiple-meaning teacher selected words and parts of speech.
Identify and define the meaning of multiple-meaning, teacher selected words, phrases, and parts of speech. Listen to and
Identify and define the meaning of key, unknown and multiple-meaning words and phrases and parts of speech. Listen to
Identify and define the meaning of key, unknown and multiple-meaning words and phrases and parts of speech. Listen to
Identify and define the meaning of unknown and multiple-meaning words and phrases and parts of speech. Listen to and
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
Listen to and practice the pronunciation of key high-frequency words.
practice the pronunciation of key content-based words.
and practice the pronunciation of key words from adapted grade level texts.
and practice the pronunciation of words from texts within the grade-level band.
practice the pronunciation of words in context from grade-level text.
Learning Supports
Technology and Technological Resources to listen to pronunciation and record selfVocabulary FrameVisualsSpecialized Reference Materials L1 support
Technology and Technological Resources to listen to pronunciation and record selfVocabulary FrameVisualsSpecialized Reference MaterialsL1 support
Technology and Technological Resources to listen to pronunciation and record selfVocabulary FrameWord WallSpecialized Reference Materials
Technology and Technological Resources to listen to pronunciation and record selfSpecialized Reference Materials
Technology and Technological Resources to listen to pronunciation and record selfSpecialized Reference Materials
Student Learning Objective (SLO) Language Objective Language NeededSLO: 64CCSS: L.8.5.aWIDA ELDS:1-5ReadingWritingSpeaking 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 5Language Objectives
Read, write, speak, and listen to interpret figures of speech in from L1 and/or in
Read, write, speak, and listen to interpret figures of speech in L1 and /or in leveled poems and short
Read, write, speak, and listen to interpret figures of speech in adapted poems and short stories using key vocabulary
Read, write, speak, and listen to interpret figures of speech in poems and short stories within the grade-
Read, write, speak, and listen to interpret figures of speech in grade-level poems and short stories
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
selected sentences from leveled poems and short stories using selected vocabulary in phrase patterns.
stories using selected vocabulary in key phrases and short sentences.
in simple, related sentences. level band using key vocabulary in expanded and some, complex sentences.
using precise vocabulary in multiple, complex sentences.
Learning Supports
Figurative Language Chart (completed) Partner workWord WallNative Language TextL1 supportCognates
Figurative Language Chart (partially completed) Partner workIdiom DictionaryWord WallNative Language Text L1 supportCognates
Figurative Language Chart Partner workIdiom DictionaryBilingual dictionary
Figurative Language ChartPartner workIdiom Dictionary
Figurative Language Chart
Student Learning Objective (SLO) Language Objective Language NeededSLO: 65CCSS: L.8.5.bWIDA ELDS:1-5ReadingWritingSpeaking 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, relationshipsLFC: Sentences with related grade-level words
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to show and apply comprehension of word relationships in L1 and/or word relationships using
Read to show and apply comprehension of word relationships in L1 and/or word relationships using selected vocabulary in key
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-
Read to show and apply comprehension of word relationships in multiple, complex sentences from grade-level text.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
selected vocabulary in phrase patterns.
phrases and short sentences.
level band.
Learning Supports
Picture Dictionaries Vocabulary Flash Cards Vocabulary FrameTechnology and Technological Resources VisualsL1 support
Picture Dictionaries Vocabulary Flash Cards Vocabulary FrameTechnology and Technological Resources VisualsL1 support
Vocabulary Flash CardsVocabulary FrameTechnology and Technological Resources
Technology and Technological Resources
Technology and Technological Resources
Student Learning Objective (SLO) Language Objective Language NeededSLO: 66CCSS: L.8.5.cWIDA ELDS: 1-5WritingSpeaking
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, anonymousLFC: Sentences with words that have nuances in meaningLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Determine the nuances in word meanings and differentiate between connotations of
Determine the nuances in word meanings and differentiate between connotations of words with similar denotations in L1
Determine the nuances in word meanings and differentiate between connotations of words with similar denotations in
Determine the nuances in word meanings and differentiate between connotations of words with similar denotations
Determine the nuances in word meanings and differentiate between connotations of words with similar denotations in grade-
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
words with similar denotations in L1 and/or selected, illustrated vocabulary in phrase patterns.
and/or selected vocabulary words in key phrases and short sentences.
adapted texts. in texts within the grade-level band.
level texts.
Learning Supports
Specialized Reference Materials Partner workText in L1VisualsL1 support
Specialized Reference Materials Partner workVisualsText in L1L1 support
Specialized Reference Materials Partner work
Specialized Reference Materials
Specialized Reference Materials
Student Learning Objective (SLO) Language Objective Language NeededSLO: 67CCSS: L.8.6WIDA ELDS: 1-5ReadingWritingSpeaking Listening
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Read, write, speak, and listen to apply general academic and domain-specific words and phrases 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, expressionLFC: Academic and domain-specific words and phrases embedded sentences LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read, write, speak, and listen to apply general academic and
Read, write, speak, and listen to apply general academic and domain-
Read, write, speak, and listen to apply general academic and key, domain-specific
Read, write, speak, and listen to apply general academic and key
Read, write, speak, and listen to apply general academic and precise domain-specific
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 8 - Unit 5 – ELL Scaffold
domain-specific words in L1 and/or selected, illustrated words in phrase patterns with Visuals.
specific words in L1 and/or selected, illustrated words and phrases in Sentence Frame with Visuals.
words and phrases in simple sentences.
domain-specific words and phrases in texts within the grade-level band.
words and phrases in grade-level sentences.
Learning Supports
Picture Dictionaries Vocabulary Flash Cards Technology and Technological ResourcesCloze sentencesVisualsL1 support
Picture Dictionaries Vocabulary Flash Cards Technology and Technological ResourcesSentence FrameVisualsL1 support
Picture Dictionaries Vocabulary Flash CardsTechnology and Technological Resources
Vocabulary Flash CardsTechnology and Technological Resources
Vocabulary Flash CardsTechnology and Technological Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
