ELA – Grade 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS:RL. 4.7WIDA ELDS:2ReadingSpeaking

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Compare and contrast what they “see” and “hear” when reading the text to what they perceive when they listen or watch it through the use of a Venn Diagram.

VU: Compare, contrast, audio, visual, live version, perceive; content-based, grade-level vocabulary

LFC: Comparative and superlative adjectives; conjunctions; adverbs

LC: Varies by ELP level

Language Objectives

Compare and contrast the experience of reading a story versus multi-media version in L1 and/or match single words to Pictures and/or use single words to complete Venn Diagram; and answer yes/no or either/or questions.

Compare and contrast the experience of reading a story versus multi-media version in L1 and/or use short phrases to answer “wh” questions and match images and Pictures to phrases and short sentences; and/or complete Venn Diagram with phrases.

Use key vocabulary in simple, related sentences to compare and contrast the live version to the written version of the text.

Use key vocabulary in expanded and some complex sentences to compare and contrast the live version to the written version of the text.

Use precise vocabulary in multiple, complex sentences to compare and contrast the experience of reading a story versus a multi-media version.

Learning Supports

Venn DiagramWord/Picture WallL1 supportPictures /Photographs Video Clips/FilmsWord Sort Cards

Venn DiagramWord/Picture WallL1 supportPictures /Photographs Video Clips/FilmsSentence Frame

Venn DiagramWord WallSentence Starter

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.

ELA – Grade 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS: RL.4.10; RI 4.10WIDA ELDS:2-5Reading SpeakingListening

Read increasingly complex texts, at the grade 4-5 text complexity band independently and proficiently.

Read to comprehend a variety of text in the grade 3-4 text complexity band using Teacher Support, Think -alouds, L1 support and online resources.

VU: Content-based, grade-level vocabulary

LFC: Specific to text

LC: Varies by ELP level

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

Read to comprehend a variety literature in L1; and/or listen to adapted text or excerpts from grade-level text, read aloud.

Read to comprehend a variety of text in L1; and/or listen to text read aloud using leveled text or excerpts from grade-level text.

Read to comprehend a variety of adapted text in the grade 3-4 text complexity band.

Read to comprehend a variety of text in the grade 3-4 text complexity band.

Read to comprehend a variety of grade level text.

Learning Supports

Online Resources Word/picture BankL1 supportCloze sentencesGraphic OrganizersTeacher SupportThink-aloud

Online Resources Word/picture BankL1 supportSentence FrameGraphic OrganizersTeacher Support Think -aloud

Online Resources Word BankGraphic OrganizersThink -aloud

Online Resources Think-aloud

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS:RI.4.8WIDA ELDS: 2-5ReadingSpeaking

Explain how an author uses reasons and evidence to support particular points in a text.

Analyze text and identify how an author uses reasons and evidence to support textual evidence through the use of a Graphic Organizers and/or marking the text.

VU: Textual evidence; content-based, grade-level vocabulary LFC: Quotations, direct and reported sentence structureLC: Varies by ELP level

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

Analyze text and identify supportive textual evidence in L1 and/or by matching leveled Phrase Citations from texts, to visual representations.

Analyze text and identify supportive textual evidence in L1 and/or by matching Sentence Citations from leveled text, or excerpts from grade-level texts, to visual representations.

Analyze adapted text and identify supportive textual evidence using key vocabulary in simple, related sentences.

Analyze text within the grade-level band and identify supportive textual evidence using key vocabulary in expanded and some complex sentences.

Analyze grade-level text and identify supportive textual evidence using precise vocabulary in multiple, complex sentences.

Learning Supports

Template Partner Work L1 supportPhrase CitationsPictures /Photographs of textWord/Picture Wall

Template Partner Work L1 supportSentence CitationsPictures /Photographs of textWord/Picture Wall

Template Partner Work Word WallBold Faced/Highlighted Words

Bold Faced/Highlighted Words

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:RI.4.9WIDA ELDS:2 - 5 Reading SpeakingWriting

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably

Compare and contrast two texts on the same topic in order to write or speak about the subject knowledgeably by using a Graphic Organizers and L1 support.

VU: Similarities, differences, facts, fiction; content-based, grade-level vocabulary

LFC: Simple, compound and complex sentences, word order and parallelism

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

Language Objectives

Compare and contrast two texts on the same topic with that of another from an informational text in L1 and/or using leveled texts or excerpts from grade-level texts, produce single words and Pictures to complete a Graphic Organizers.

Compare and contrast two texts on the same topic with that of another from an informational text in L1 and/or using a leveled text or excerpts from grade-level texts, produce Pictures and phrases or short sentences to complete a Graphic Organizers.

Compare and contrast two adapted texts on the same topic using key vocabulary in simple, related sentences.

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

Compare and contrast two grade-level texts on the same topic with that of another, using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic OrganizersTemplate L1 supportWord/Picture Wall

Graphic OrganizersTemplate L1 supportSentence frameWord/Picture Wall

Graphic OrganizersTemplate Word Wall

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:RF.4.3.aWIDA ELDS: 2Reading Speaking

Use morphology (e.g., roots and affixes) to accurately read unfamiliar multisyllabic words in and out of context.

Apply morphology to decode multisyllabic words using sound/symbol and syllabication Charts and Pictures.

VU: Syllables, sound/symbol, roots and affix; content-based, grade-level vocabulary

LFC: Syllabication rules, LC: Varies by ELP level

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

Apply roots and affix skills to decode selected, high-frequency, multisyllabic (separated by syllable), words.

Apply roots and affix skills to decode selected multisyllabic words.

Apply roots and affix skills to decode key, multisyllabic, words from an adapted text.

Apply roots and affix skills to decode key multisyllabic words from texts within grades 3-4 grade-level band.

Apply roots and affix skills to decode multisyllabic, content-based words from grade-level texts.

Learning Supports

Sound/Symbol Charts Syllabication Charts Word/Picture WallL1 supportTeacher Support

Sound/Symbol Charts Syllabication ChartsWord/Picture WallL1 supportTeacher Support

Sound/Symbol Charts Syllabication ChartsWord Wall

Sound/Symbol Charts Syllabication Charts

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS:RF.4.4.aWIDA ELDS:2 ReadingSpeaking

Read grade-level text with purpose and understanding. Read grade level text with a purpose and comprehension using Graphic Organizers.

VU: Purpose, comprehension; content-based, grade-level vocabulary LFC: Sentence structure at ELP levelLC: Varies by ELP level

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

Read grade level texts, orally explain the purpose and demonstrate comprehension in L1 and/or read or listen to a leveled text and state or repeat the purpose with key words associated with Pictures; demonstrate comprehension by answering yes/no, either/or questions with single words.

Read grade-level texts, orally explain the purpose and demonstrate comprehension in L1 and/or read leveled texts and state the purpose using phrases and short sentences and demonstrate comprehension by answering wh- questions in phrases and with Pictures.

Read adapted grade level texts, orally explain the purpose and demonstrate comprehension by answering questions using key vocabulary in simple, related sentences.

Read texts within the grade-level band, orally explain the purpose and demonstrate comprehension using key vocabulary in expanded and some complex sentences.

Read grade-level texts and orally explain the purpose and demonstrate comprehension using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers (completed)Word/Picture WallL1 supportTeacher SupportPictures/illustrations

Graphic Organizers (semi- completed by teacher)Word/Picture WallL1 supportTeacher Support

Graphic OrganizersTeacher SupportWord Wall

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS: W.4.2.aWIDA: 2-5Writing

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings, illustrations, and multimedia) when useful to aiding comprehension.

Write to produce a coherent written topic sentence to explain a topic clearly, include formatting, graphics, and multimedia to enhance comprehension using a Word Wall and L1 support.

VU: Topic sentence, format, multimedia, Charts, tables; content-based, grade-level vocabulary

LFC: Verb forms, Headings, captions, quotations

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

Language Objectives

Produce clear, coherent, and complex topic sentences in L1 and/or compose single words or phrases from memorized structures; include features to enhance comprehension.

Produce clear, coherent and complex topic sentences in L1 and/or compose phrases and short sentences with formulaic sentence patterns; include features to enhance comprehension.

Produce simple, related topic sentences using key vocabulary with formatting, multimedia and illustrations to enhance comprehension.

Produce organized expanded topic sentences with emerging complexity using key vocabulary in with formatting, multimedia and illustrations to enhance comprehension.

Produce clear, coherent, and complex topic sentences using precise vocabulary with formatting, multimedia and illustrations to enhance comprehension.

Learning Supports

Technological resources L1 supportWord/Picture WallPictures/diagramsCartoons

Technological resources L1 supportWord/Picture WallSentence FramePictures/diagramsCartoons

Technological resources Word WallPictures/diagrams Illustrations/drawings

Technological resources Illustrations/drawings

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 8CCSS: W.4.2.b WIDA ELDS: 2-5Writing

Develop a topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic when writing.

Develop and organize the topic for writing with relevant facts, definitions, concrete details, quotations, or examples by using Graphic Organizers and Shared Writing.

VU: Topic, facts, concrete details; content-based, grade-level vocabulary

LFC: Quotations, citations

LC: Varies by ELP level

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

Develop and organize writing topic with relevant facts, details, or examples in L1 and/or in Pictures, drawings and selected high-frequency, words or phrases that represent key ideas.

Develop and organize writing topic with relevant facts, details, or examples in L1 and/or using Pictures and phrases/short sentences that represent key ideas using formulaic sentence patterns.

Develop and organize the topic for writing with facts, details and examples using key vocabulary in simple sentences.

Develop and organize the topic for writing with facts, details and examples using key vocabulary in expanded and some complex sentences.

Develop and organize the topic for writing with facts, details and examples using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic OrganizersShared WritingWord/Picture WallL1 supportIllustrationsDrawings

Graphic OrganizersShared WritingWord/Picture WallL1 supportSentence Frame

Graphic OrganizersShared WritingWord Wall

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 9CCSS: W.4.2.c WIDA ELDS: 2 Writing

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Apply specific words and phrases (e.g., another, for example, also, because) to link ideas within and across categories of information, using a Think -aloud, Word Wall and Charts that organizes those specific words and defines WHEN to use them.

VU: Another, for example, also, because; content-based, grade-level vocabulary LFC: Adverbs of time, mannerPlacement of transition words in a sentence, clauseLC: Varies by ELP level

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

Apply specific words to link ideas within and across categories of information using L1 and/or use Pictures, drawings, gestures and selected, high-frequency vocabulary in key phrases.

Apply specific words to link ideas within and across categories of information using L1 and/or use Pictures and selected vocabulary in phrases and short sentences with formulaic structures.

Apply specific words to link ideas within and across categories of information using key vocabulary in a series of simple, related sentences.

Apply specific words to link ideas within and across categories of information using key vocabulary in expanded and some complex sentences.

Apply specific words to link ideas within and across categories of information using precise vocabulary in multiple, complex sentences.

Learning Supports

ChartsWord/Picture WallThink -aloudL1 supportCloze sentences

ChartsWord/picture wallThink -aloudL1 supportSentence Frame

ChartsWord WallThink -aloud

Charts

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 10CCSS: W.4.2.d WIDA ELDS: 2SpeakingWriting

Use precise language and domain-specific vocabulary to inform about or clarify the topic.

Express ideas orally and in writing using precise language and domain specific vocabulary to inform about or explain a topic, by referring to visuals or a Word Wall.

VU: Words appropriate to topic; content-based, grade-level vocabulary LFC: Spoken use of first person singular in past and present. Comparative forms of adjectives to express differencesLC: Varies by ELP level

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

Express ideas orally and in writing using precise language and domain-specific vocabulary to inform about or explain a topic in L1 and/or use Pictures and selected single words from a leveled text or excerpts from a grade-level text.

Express ideas orally and in writing using precise language and domain-specific vocabulary to inform about or explain a topic in L1 and/or use selected vocabulary in key phrases from a leveled text or excerpts from a grade-level text.

Express ideas orally and in writing using general language and key, domain-specific vocabulary to inform about or explain a topic from an adapted text using a series of simple, related sentences.

Express ideas orally and in writing using precise language and key, domain-specific vocabulary to inform about or explain a topic from a text within grade-level band using expanded and some complex sentences.

Express ideas orally and in writing using precise language and domain-specific vocabulary to inform about or explain a topic from a grade-level text using multiple, complex sentences.

Learning Supports

VisualsWord/Picture WallL1 supportCognatesTeacher Support

VisualsWord/Picture WallL1 supportCognatesTeacher Support

VisualsWord Wall

Visuals

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 11CCSS: W.4.2.e WIDA ELDS: 2-5Writing

When writing, present a concluding statement or section related to the information or explanation presented

Write a conclusion statement that follows from the information or explanation presented using a Graphic Organizers, Shared Writing and L1 support.

VU: Conclusion, explanation; content-based, grade-level vocabulary

LFC: Transitional phrases

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

Language Objectives

Write a conclusion statement that follows from the information presented in L1 and/or use Pictures, drawings and selected high-frequency words that represent key ideas.

Write a conclusion statement that follows from the information presented in L1 and/or use selected vocabulary in phrases and short sentences.

Write a conclusion statement that follows from the information presented using key vocabulary in a series of simple, related sentences.

Write a conclusion statement that follows from the information presented using key vocabulary in expanded and some complex sentences.

Write a conclusion statement that follows from the information presented using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic OrganizersShared WritingL1 supportPicturesDrawings

Graphic OrganizersShared WritingL1 supportSentence Frame

Graphic OrganizersShared Writing Sentence Starter

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 12CCSS: W.4.6WIDA ELDS: 2Reading Speaking

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others

Produce and publish writing as well as interact and collaborate with others using technology, including the Internet, a peer and a checklist.

VU: Collaborate, interact, publish; content-based, grade-level vocabularyLFC: Subject verb agreement, embedded clauses

LC: Varies by ELP level

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

Publish written work to apply technology and collaborative skills and using L1 and/or use Pictures, drawings and selected single words.

Publish written work by applying specific technology and collaborative skills using L1 and/or by using selected vocabulary in phrases and short sentences.

Publish written work by applying specific technology and collaborative skills by using key vocabulary in a series of simple, related sentences.

Publish written work by applying specific technology and collaborative skills using key vocabulary in expanded and some complex sentences.

Publish clear and coherent written work by applying specific technology and collaborative skills using precise vocabulary in multiple, complex sentences.

Learning Supports

Checklist for publishingTeacher feedbackTechnology support Template Word/Picture WallVisuals/StoryboardCloze sentencesL1 support

Checklist for publishingTeacher feedbackTechnology support Template Word/Picture WallVisuals/StoryboardSentence frame s L1 support

Checklist for publishingPeer feedback Technology support TemplateWord Wall

Checklist for publishingPeer feedback Technology support

Technology support (i.e., spell check, online thesaurus, grammar 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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 13CCSS: W.4.6WIDA ELDS: 2Reading Speaking Listening

Demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Follow oral directions to practice keyboarding skills using a peer and a Word Wall.

VU: Collaborate, interact, publish; content-based, grade-level vocabulary

LFC: Subject verb agreement, embedded clauses

LC: Varies by ELP level

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

Follow complex oral directions to practice keyboarding skills and to type one page in L1 and/or follow a Teacher Model and simple directions to type one page using selected vocabulary in key phrases.

Follow complex oral directions to practice keyboarding skills and to type one page in L1 and/or follow short, oral directions and type one page using selected vocabulary in key phrases and short sentences.

Follow simple, oral directions to practice keyboarding skills and to type one page using key vocabulary in a series of simple related sentences.

Follow expanded oral directions to practice keyboarding skills and to type one page using key vocabulary in some sentences with emerging complexity.

Follow complex oral directions to practice keyboarding skills and to type one page using precise vocabulary in multiple, complex sentences.

Learning Supports

Teacher ModelingTechnology support Template Word/Picture WallCloze sentencesL1 support

Technology supportTemplate Word/Picture WallVisuals/StoryboardSentence frame s L1 support

Peer feedback Technology support (TemplateWord Wall

Peer feedback Technology support

Technology support (i.e., spell check, online thesaurus, grammar 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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 14 CCSS: W.4.7WIDA ELDS: 2 – 5WritingReading

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Write short research projects that build knowledge through investigation using an Essay Template and cloze sentences.

VU: Research, solve, inquiry; content-based, grade-level vocabulary

LFC: Specific to writing task

LC: Varies by ELP level

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

Write a report based on research in L1 and/or use Pictures, drawings and selected vocabulary in key phrases.

Write a report based on research in L1 and/or use Pictures and selected vocabulary in key phrases and short sentences.

Write a short report based on research using key vocabulary in a series of simple, related sentences.

Write an organized report based on research by producing key vocabulary in expanded and some complex sentences.

Write a clear and coherent report based on research using precise vocabulary in multiple, complex sentences.

Learning Supports

Essay TemplateCloze SentencesWord/picture BankPartner Work Native Language Support

Essay TemplateSentence FrameSentences Starters Partner Work Word/picture BankNative Language Support

Essay TemplateOnline Resources Partner Work Word Bank

Essay Template

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 15CCSS: W.4.8WIDA ELDS: 2Reading SpeakingListening

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Research and take notes using oral, print and digital sources to build a knowledge base using an outline, notes and online resources (translators) as well as bilingual/picture dictionaries for support.

VU: Main idea, supporting details, opposing opinions; content-based, grade-level vocabulary

LFC: Compare and contrast word patterns, conjunctions,

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

Language Objectives

Research a topic and take notes using oral, print and digital sources to build a knowledge base in L1 and/or use Pictures, drawings and selected, high-frequency words in key phrases.

Research a topic and take notes using oral, print and digital sources to build a knowledge base in L1 and/or use Pictures and selected vocabulary in phrases and short sentences.

Research a topic and take notes using oral, print and digital sources to build a knowledge base. Use key vocabulary in a series of simple, related sentences.

Research a topic and take notes using oral, print and digital sources to build a knowledge base. Use key vocabulary in expanded and some complex sentences.

Research a topic and take notes using oral, print and digital sources to build a knowledge base. Use precise vocabulary in multiple, complex sentences.

Learning Supports

OutlineMultiple reference materialsTeacher ModelingTeacher SupportNotesL1 support

OutlineMultiple reference materialsTeacher ModelingTeacher SupportNotesL1 support

OutlineMultiple reference materialsTeacher ModelingTeacher SupportNotes

OutlineMultiple reference materialsNotes

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 16CCSS: W.4.9.b WIDA ELDS: 2 - 5Writing Reading

Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Write to cite evidence from informational texts to explain how an author uses reasons and evidence to support particular points in a text using a Graphic Organizers and marking the text.

VU: Cite evidence, argument; content-based, grade-level vocabulary LFC: Referential phrases, transition wordsLC: Varies by ELP level

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

Write to cite evidence from informational texts to support particular points from L1 texts and/or use Pictures, drawings and selected words in key phrase patterns.

Write to cite evidence from informational texts to support particular points from L1 texts and/or use Pictures and selected vocabulary in phrases and short sentences.

Write to cite evidence from adapted informational texts to support particular points using key vocabulary in a series of simple, related sentences.

Write to cite evidence from informational texts to support particular points using key vocabulary in a series of simple, related sentences.

Write clearly and coherently to cite evidence from informational texts using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers (completed)Marking the textWord/Picture WallVisualsCloze sentencesL1 support

Graphic Organizers (partially completed by teacher)Marking the textWord/Picture WallVisualsSentence FrameL1 support

Graphic Organizers (partially completed by teacher)Marking the textTemplateWord Wall

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 17CCSS: W.4.10WIDA ELDS: 2-5Writing

Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific tasks, purposes, and audiences.

Complete writing tasks routinely over extended time frames (research, reflect and revise) for a range of disciplines using Templates, Shared Writing and Word Bank.

VU: Time frame, research, revisions; content-based, grade-level vocabularyLFC: Capitalization, punctuation, various verb formsLC: Varies by ELP level

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

Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences in L1 and/or complete writing using drawings, Pictures and/or selected, high-frequency words and phrases.

Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences in L1 and/or complete writing using drawings and/or selected vocabulary in phrases and short sentences.

Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences using key vocabulary in a series of simple, related sentences.

Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences using key vocabulary in expanded sentences of emerging complexity.

Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences using precise vocabulary in multiple, complex sentences.

Learning Supports

Shared WritingTemplates (completed)Word/Picture BankL1 supportSentence FrameDrawings/Pictures

Shared WritingTemplatesWord/Picture BankL1 supportSentence FrameDrawings

Shared WritingTemplatesWord Bank

Shared Writing

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 18CCSS: W.4.10WIDA ELDS: 2-5Writing

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

Complete writing tasks routinely over short time frames (plan, write) for a range of discipline-specific tasks, purposes and audiences using Templates, Shared Writing and Word Bank.

VU: Plan, time frame; content-based, grade-level vocabularyLFC: Capitalization, punctuation, various verb formsLC: Varies by ELP level

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

Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences in L1 and/or complete writing routinely over short time frames with drawings, Pictures and/or selected, high-frequency words and phrases.

Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences in L1 and/or complete writing routinely over short time frames with drawings and/or selected vocabulary in phrases and short sentences.

Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences using key vocabulary in a series of simple, related sentences.

Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences using key vocabulary in expanded and some complex sentences.

Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences using precise vocabulary in multiple, complex sentences.

Learning Supports

Shared WritingTemplate (completed)Word/Picture BankL1 supportSentence FrameDrawings/Pictures

Shared WritingTemplatesWord/Picture BankL1 supportSentence FrameDrawings

Shared WritingTemplatesWord Bank

Shared Writing

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 19CCSS: SL.4.3WIDA ELDS: 2SpeakingListening

Identify the reasons and evidence a speaker provides to support particular points.

Listen to information and identify the reasons and evidence a speaker provides to support particular points using notes and an outline.

VU: Interpret, identify, explain; content-based, grade-level vocabulary LFC: Present and past tense verbs, dependent and independent clauses LC: Varies by ELP level

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

Listen to presentation of grade-level information and explain the reasons and evidence a speaker provides to support particular points using L1 and/or using Pictures, gestures and selected words in key phrase patterns.

Listen to presentation of grade level information and explain the reasons and evidence a speaker provides to support particular points in L1 and/or use selected vocabulary in key phrases and short sentences.

Listen to presentation of adapted grade level information and explain the reasons and evidence a speaker provides to support particular points using key vocabulary in a series of simple, related sentences.

Listen to presentation of grade level information and explain the reasons and evidence a speaker provides to support particular points using key vocabulary in expanded and some complex sentences.

Listen to presentation of grade level information and explain the reasons and evidence a speaker provides to support particular points using precise vocabulary in multiple, complex sentences.

Learning Supports

Outline (completed)NotesWord/picture bank L1 support Cloze sentencesPictures/Visuals

Outline (partially completed)NotesWord/picture bank L1 support Sentence frame s Pictures/Visuals

Outline (partially completed)NotesWord bank

OutlineNotes

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 20CCSS: SL.4.4WIDA ELDS: 1-5Reading Speaking

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes.

Discuss and recount experiences using evidence and descriptive details to support main ideas or themes presented using a speaking rubric / checklist or L1 support.

VU: Retell, summarize, justify, point of view; content-based, grade-level vocabulary LFC: Affirming Sentence Frame, appropriate language, tone, voiceLC: Varies by ELP level

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

Discuss and recount experience with evidence and descriptive details in L1 and/or use gestures, Pictures and selected high-frequency words in phrase patterns or memorized phrases.

Discuss and recount experience with evidence and descriptive details in L1 and/or use selected vocabulary in key phrases and short sentences.

Discuss and recount experience with evidence and descriptive details using key vocabulary in simple, related sentences.

Discuss and recount experience with evidence and descriptive details using key vocabulary in expanded and some complex sentences.

Discuss and recount experiences with descriptive details and evidence presented using precise, vocabulary in clear and coherent, multiple, complex sentences.

Learning Supports

Speaking rubric/checklistSpeaking protocol (memorized single word expressions)Bilingual dictionaryVisuals/ gesturesYes / no questionsL1 supportWord/Picture Wall

Speaking rubric / checklistSpeaking protocol (repetitive phrases)Word/Picture WallBilingual dictionaryVisualsL1 support

Speaking rubric / checklistSpeaking protocol (simple sentences)Word WallBilingual dictionary

Speaking rubric/checklistSpeaking protocol

Speaking 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.

ELA – Grade 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 21CCSS: SL.4.4WIDA ELDS:2-5Speaking

Speak clearly at an understandable pace when presenting.

Demonstrate a command of formal English and its conventions when speaking clearly at an understandable pace using a Template, Prompts, notes and visuals.

VU: Formal vs. informal English, content-based, grade-level vocabulary

LFC: Varies by ELP levelLC: Varies by ELP level

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

Demonstrate a command of formal English and its conventions by using gestures, Pictures and selected vocabulary in key phrase patterns.

Demonstrate a command of formal English and its conventions by using selected vocabulary in key phrases and short sentences.

Demonstrate a command of formal English and its conventions by using key vocabulary in a series of simple, related sentences.

Demonstrate a command of formal English and its conventions by using key vocabulary in expanded and some complex sentences.

Demonstrate a command of formal English and its conventions by using precise vocabulary in multiple, complex sentences.

Learning Supports

Word/Picture WallL1 supportGesturesPictures/VisualsPromptsNotesTemplate

Word/Picture WallL1 supportSentence frame s Pictures/VisualsPromptsNotesTemplate

Word WallTemplatePromptsNotes

TemplateNotes

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 22CCSS: SL.4.5WIDA ELDS: 2-5SpeakingListening

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Enhance an oral presentation by adding audio recordings and visuals using notes and an outline.

VU: Interpret, explain, main idea, theme; content-based, grade-level vocabulary

LFC: Present and past tense verbs, dependent and independent clauses LC: Varies by ELP level

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

Enhance an oral presentation by adding audio recordings and visuals in L1 and/or use selected vocabulary in key phrase patterns.

Enhance an oral presentation by adding audio recordings and visuals in L1 and/or use using selected vocabulary in key phrases and short sentences.

Enhance an oral presentation by adding audio recordings and visuals using key vocabulary in a series of simple, related sentences.

Enhance an oral presentation by adding audio recordings and visuals using key vocabulary in expanded and some complex sentences.

Enhance an oral presentation by adding audio recordings and visuals using precise vocabulary in multiple, complex sentences.

Learning Supports

Outline (completed)NotesWord/picture bank L1 support Cloze sentencesPictures/Visuals

Outline (partially completed)NotesWord/picture bank L1 support Sentence frame s Pictures/Visuals

Outline (partially completed)NotesWord bank

OutlineNotes

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 23CCSS:SL.4.6; L.4.3.c WIDA ELDS: 1-5SpeakingListening

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Demonstrate a command of formal and informal English and its appropriate usage using Template, Word Wall and a Partner work.

VU: Formal vs. informal English; content-based, grade-level vocabulary

LFC: Varies by ELP level

LC: Varies by ELP level

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

Demonstrate a command of formal and informal English and its appropriate usage by producing selected vocabulary in key phrase patterns.

Demonstrate a command of formal and informal English and its appropriate usage by producing selected vocabulary in phrases and short sentences.

Demonstrate a command of formal and informal English and its appropriate usage by producing key vocabulary in a series of simple, related sentences.

Demonstrate a command of formal and informal English and its appropriate usage by producing key vocabulary in expanded and some complex sentences.

Demonstrate a command of formal and informal English and its appropriate usage by producing precise vocabulary in multiple, complex sentences.

Learning Supports

Word/Picture WallL1 supportCloze sentencesGesturesPictures/VisualsTemplatePartner work

Word/Picture WallL1 supportSentence frame s Pictures/VisualsTemplatePartner work

Word WallTemplate

Partner work 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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 24CCSS: SL.4.6WIDA ELDS: 2Speaking Listening

Use formal English when appropriate to task and situation.

Demonstrate a command of formal English appropriate to task and situation using a Word Wall, Template and Charts.

VU: Formal; content-based, grade-level vocabulary

LFC: Varies by ELP level

LC: Varies by ELP level

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

Demonstrate a command of formal English appropriate to task and situation by producing selected high-frequency words in phrase or memorized patterns.

Demonstrate a command of formal English appropriate to task and situation by producing selected vocabulary in key phrases and short sentences.

Demonstrate a command of formal English appropriate to task and situation by producing key vocabulary in a series of simple, related sentences.

Demonstrate a command of formal English appropriate to task and situation by producing key vocabulary in expanded sentences with emerging complexity.

Demonstrate a command of formal English appropriate to task and situation by producing precise vocabulary in multiple, complex sentences.

Learning Supports

Word/Picture WallL1 supportGesturesPictures/VisualsTemplateCharts

Word/Picture WallL1 supportPictures/VisualsTemplateCharts

Word WallTemplateCharts

Charts

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 25CCSS: L.4.2.a WIDA ELDS: 2Writing

Demonstrate correct capitalization in writing. Produce a writing piece using correct capitalization in writing through the use of references and Charts.

Note: Capitalization rules vary across languages. Compare and contrast usage across languages (days of the week, months of the year)

VU: Reference materials; content-based, grade-level vocabulary LFC: Capitalization, syntax and punctuation

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

Language Objectives

Produce a writing piece using precise vocabulary in multiple, complex sentences of varying lengths with correct capitalization in L1 and/or identify selected words that need capitalization.

Produce a writing piece using precise vocabulary in multiple, complex sentences of varying lengths with correct capitalization in L1 and/or produce a writing piece using correct capitalization of selected vocabulary in phrases and short sentences.

Produce a writing piece using key vocabulary in a series of with simple, related sentences using correct capitalization.

Produce a writing piece using key vocabulary in expanded and some complex sentences with correct capitalization.

Produce a writing piece using precise vocabulary in multiple, complex sentences of varying lengths with correct capitalization.

Learning Supports

Bilingual dictionary L1 supportChartsPictures /Photographs

Bilingual dictionary L1 supportChartsPictures /Photographs

Bilingual dictionary Word Wall Charts

Bilingual 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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 26CCSS: L.4.2.dWIDA ELDS: 2-5ReadingWriting

Consult references as needed when spelling Grade 4 words.

Consult reference materials to check spelling of grade 4 words using print and digital, picture and personal dictionaries.

VU: Reference materials; content-based, grade-level vocabulary

LFC: Definition genre

LC: Varies by ELP level

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

Consult reference materials to check spelling of high-frequency grade 4 words.

Consult reference materials to check spelling of common grade 4 words.

Consult reference materials to check spelling of familiar grade 4 words.

Consult reference materials to check spelling of key grade 4 words.

Consult reference materials to check spelling of content-based, grade 4 words.

Learning Supports

Reference materials (print and digital; bilingual and English)Word/Picture WallPicture dictionaryPersonal DictionaryL1 support

Reference materials (print and digital; bilingual and English)Word/Picture WallPicture dictionaryPersonal DictionaryL1 support

Reference materials (print and digital; bilingual and English)Word Wall

Reference materials (print and digital)

Reference materials (print and digital)

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 27CCSS: L.4.3.a WIDA ELDS: 2-5ReadingWritingSpeaking

Choose words and phrases to convey ideas precisely when writing and speaking.

Demonstrate a command in the choice of words and phrases to convey ideas precisely when writing and speaking using a thesaurus.

VU: Words, phrases in English; content-based, grade-level vocabulary

LFC: Synonyms with intensity of meaning

LC: Varies by ELP level

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

Demonstrate a command in the choice of selected words and phrases to convey ideas by producing single words in phrases or memorized patterns.

Demonstrate a command in the choice of selected words and phrases to convey ideas by producing phrases and short sentences.

Demonstrate a command in the choice of key words and phrases to convey ideas by producing a series of simple, related sentences.

Demonstrate a command in the choice of key words and phrases to convey ideas by producing or processing expanded and some complex sentences.

Demonstrate a command in the choice of precise words and phrases to convey ideas by producing multiple, complex sentences.

Learning Supports

ThesaurusDictionaryWord/Picture WallL1 supportCloze sentencesGesturesPictures/Visuals

ThesaurusDictionaryWord/Picture WallL1 supportSentence frame s Pictures/Visuals

ThesaurusDictionaryWord WallTemplate

ThesaurusDictionary

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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 28CCSS: L.4.3.b WIDA ELDS: 1-5WritingSpeakingReading

Choose and/or identify punctuation for effect. Choose and/or identify punctuation for effect using written examples and punctuation rules Reference Sheet.

VU: Punctuation: comma, exclamation, dash; pause, breakLFC: Transitional words/phrases, coordinating conjunctions, main/subordinate clausesLC: Varies by ELP level

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

Choose and/or identify punctuation for effect by inserting commas, periods and question marks into cloze sentences or phrases.

Choose and/or identify punctuation for effect by inserting commas, periods and question marks into simple Sentence Frame or short sentences.

Choose and/or identify punctuation for effect when using or reading a series of simple, related sentences.

Choose and/or identify punctuation for effect when using or reading expanded and some complex sentences.

Choose and/or identify punctuation for effect when using or reading multiple, complex sentences.

Learning Supports

Cloze sentencesLeveled written examples Reference SheetVisualsL1 support

Sentence Frame Leveled written examples Reference SheetVisualsL1 support

Adapted written examples TemplateReference 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 4 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 29CCSS: L.4.4.cWIDA ELDS: 2WritingSpeaking

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Read to determine the pronunciation and determine or clarify the precise meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content using multiple resources.

VU: Pronunciation, meaning; content-based, grade-level vocabulary

LFC: Varies with reading task

LC: Varies by ELP level

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

Read to determine the pronunciation and determine or clarify the meaning of unknown and multiple-meaning words and phrases in L1 and/or of selected words from excerpts of grade-level texts or leveled texts.

Read to determine the pronunciation and determine or clarify the meaning of unknown and multiple-meaning words and phrases in L1 and/or of selected multiple-meaning words from excerpts of grade-level texts.

Read to determine the pronunciation and determine or clarify the meaning of key, unknown and multiple-meaning words and phrases based on excerpts and adaptations of texts within the grade-level band.

Read to determine the pronunciation and determine or clarify the meaning of key, unknown and multiple-meaning words and phrases form texts within the grade-level band.

Read to determine the pronunciation and determine or clarify the precise meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content.

Learning Supports

Multiple resources (i.e., dictionaries, grammar Reference Sheets) Checklist of strategiesWord/picture BankL1 supportVisuals

Multiple resources (i.e., dictionaries, grammar Reference Sheets) Checklist of strategiesWord/picture bankL1 supportVisuals

Multiple resources (i.e., dictionaries, grammar Reference Sheets)Checklist of strategiesWord bank

Multiple resources (i.e., dictionaries, grammar Reference Sheets)

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 4 - Unit 5 – ELL Scaffold

Native language text Native language text

Student Learning Objective (SLO) Language Objective Language NeededSLO: 30CCSS: L.4.6WIDA ELDS: 1-5ReadingSpeakingWritingListening

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and those that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Acquire and apply grade-appropriate general academic and domain-specific words and phrases that are basic to a particular topic using Word Walls, Personal Dictionary and Pictures.

VU: Academic, general, domain-specific

LFC: Embedded clauses

LC: Varies by ELP level

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

Read and listen to acquire general, academic and domain-specific words and phrases in order to use in writing and speech in L1 and/ or from leveled texts in order to produce these terms in writing and speech to complete cloze sentences or to match with Pictures.

Read and listen to acquire general academic and domain-specific words and phrases in order to use in writing and speech in L1 and/ or from leveled texts in order to produce these terms in writing and speech to complete Sentence Frame with phrases and short sentences.

Read and listen to acquire general, academic and key, domain-specific words and phrases from adapted texts to use in writing and speech using simple, related sentences.

Read and listen to acquire general, academic and key, domain-specific words and phrases from texts within grade-level band in order to produce these terms in writing and speech using expanded and some complex sentences.

Read and listen to acquire grade-appropriate general, academic and precise domain-specific words and phrases in order to produce these terms in clear and coherent writing / speech using multiple, complex sentences.

Learning Supports

L1 text and/or supportBilingual dictionaryPersonal DictionaryPictures

L1 text and/or supportBilingual dictionaryPersonal DictionaryPictures

Word WallPersonal 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 4 - Unit 5 – ELL Scaffold

Cloze sentences Sentence Frame

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.