ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS: RI.9.1WIDA ELDS: 2 – 5ReadingSpeaking

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Read to cite and express explicit and inferential evidence using adapted text and graphic organizers (i.e. T-chart).

VU: Cite, textual evidence, explicit, inferentialLFC: Compound tenses, complex sentences

LC: Varies by ELP level

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

Read to cite and express explicit and inferential evidence in L1 and/or by matching phrase citations from appropriately leveled text to visual representations of the text.

Read to cite and express explicit and inferential evidence in L1 and/or by matching sentence citations from appropriately leveled text to visual representations of the text.

Read to cite and express explicit and inferential evidence from adapted informational text.

Read to cite and express explicit and inferential evidence from informational text at a grade 7-9 text complexity level.

Read to cite and express explicit and inferential evidence from grade level informational text.

Learning Supports

T-chartWord and phrase citations L1 support Partner WorkWord Bank

T-chartPhrase and sentences citations L1 support Partner WorkWord Bank

T-chartWord Bank

T-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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS: RI.9.2WIDA ELDS: 2 – 5Reading Speaking

Determine a central idea of a 9th grade text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details.

Read to analyze how a central idea is developed by specific details using adapted text and visual representations of the text.

VU: Determine, analyze, development, central ideaLFC: Modals (would, could, might), compound tenses (would have been)

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

Language Objectives

Read to analyze how a central idea is developed by specific details in L1 and/or using appropriately leveled text, match word or phrase strips to visual representations of the theme.

Read to analyze how a central idea is developed by specific details in L1 and/or using appropriately leveled text, match phrase or sentence strips to visual representations of the theme.

Read to analyze how a central idea is developed by specific details from adapted informational text.

Read to analyze how a central idea is developed by specific details from informational text at a grade 7-9 text complexity level.

Read to analyze how a central idea is developed by specific details from grade level informational text.

Learning Supports

Cornell note taking sheet ( partially complete)Word BankWord of phrase stripsVisualsNative Language Text L1 support Cloze sentences

Cornell note taking sheet (partially complete)Word BankPhrase or sentence stripsVisualsNative Language Text L1 support Sentence Frames

Cornell note taking sheetWord Bank

Cornell note taking 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS: RI.9.2WIDA ELDS: 2 -5ReadingWritingSpeaking

Provide an objective summary of the text. Read and summarize the text objectively orally and/or in writing using sentence starters.

VU: Objective, subjective, summaryLFC: Compound tenses, transitional phrasesLC: Varies by ELP level

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

Summarize the text in L1 and/or complete a summary of an appropriately leveled text with single words or short phrases in cloze sentences.

Summarize the text in L1 and/or complete a summary of an appropriately leveled text with short phrases and sentence frames.

Read and objectively summarize an adapted informational text using sentence starters.

Read and objectively summarize an informational text at a grade 7-9 text complexity level.

Read and objectively summarize a grade level informational text.

Learning Supports

Sentence StartersWord BankWord of phrase stripsVisualsNative Language Text L1 support Cloze sentences

Sentence StartersWord BankPhrase or sentence stripsVisualsNative Language Text L1 support

Sentence StartersWord Bank

Sentence 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS: RI.9.3WIDA ELDS: 2 – 5ReadingSpeaking

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made and how they are introduced and developed.

Read and analyze the impact of the author’s choice on the development of an informational text using a graphic organizer (i.e. Cause and Effect graphic organizer).

VU: Series, ideas, events, orderLFC: Compound tenses, transitional phrasesLC: Varies by ELP level

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

Read and analyze the impact of the author’s choices on the development of an informational text in L1 and/or using an appropriately leveled text, use a word or phrase to complete a graphic organizer that analyzes the development of ideas.

Read and analyze the impact of the author’s choices on the development of ideas in an informational text in L1 and/or using an appropriately leveled text, use a phrase to complete a graphic organizer that analyzes the development of ideas.

Read and analyze the impact of the author’s choice on the development of ideas in an adapted informational text.

Read and analyze the impact of the author’s choice on the development of ideas in an informational text at a grade 7-9 text complexity level.

Read and analyze the impact of the author’s choice on the development of ideas in a grade level informational text.

Learning Supports

Cause/effect graphic organizer (partial)Word BankPhrase bankNative Language Text L1 support

Cause/effect graphic organizer (partial)Word BankPhrase bankNative Language Text L1 support

Cause/effect graphic organizerWord Bank

Cause/effect graphic organizer

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS: RI.9.3WIDA ELDS: 2 – 5Reading Speaking

Analyze how the author unfolds an analysis or series of ideas or events, including the connections that are drawn between them.

Read and analyze how an author connects a series of ideas using a graphic organizer (i.e., flow chart).

VU: Connections, transitional words and phrases, specific to textLFC: Compound tenses, transitional phrases

LC: Varies by ELP level

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

Read and analyze how an author connects a series of ideas in an informational text in L1 and/or using an appropriately leveled text, use a word or phrase to complete a graphic organizer that analyzes the connection of ideas.

Read and analyze how an author connects a series of ideas in an informational text in L1 and/or using an appropriately leveled text, use a phrase to complete a graphic organizer that analyzes the connection of ideas.

Read and analyze how an author connects a series of ideas in an adapted informational text.

Read and analyze how an author connects a series of ideas in an informational text at a grade 7-9 text complexity level.

Read and analyze how an author connects a series of ideas in a grade level informational text.

Learning Supports

Flow chart graphic organizer (partial)Word BankPhrase bankNative Language Text L1 support

Flow chart graphic organizer (partial)Word BankPhrase bankNative Language Text L1 support

Flow chart graphic organizerWord Bank

Flow chart graphic organizer

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 8CCSS: RI.9.4WIDA ELDS: 2 – 5Reading Speaking

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

Read to determine word and phrase meaning using a figurative language word wall, online support and student created visual representations of word meanings.

VU: Context clues, figurative, connotative, technical

LFC: Sentences with figurative language

LC: Varies by ELP level

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

Read and determine word and phrase meaning in L1; and/or using appropriately leveled text, match words and phrases with their visual representations.

Read and determine word and phrase meaning in L1; and/or using appropriately leveled text, match words and phrases with their definitions and match word and phrase citations to visual representations.

Read and determine word and phrase meaning in an adapted informational text.

Read and determine word and phrase meaning in an informational text at a grade 7-9 text complexity level.

Read and determine word and phrase meaning in grade level informational text.

Learning Supports

Online Resources (dictionaries, visuals, figurative language, bilingual)Figurative language word wallL1 support Word citationsVisuals

Online Resources (dictionaries, visuals, figurative language, bilingual)Figurative language word wallL1 support Word and phrase citationsVisuals

Online Resources (dictionaries, visuals, figurative language, bilingual)Figurative language word wall

Online Resources (dictionaries, visuals, figurative language)Figurative language word wall

Online Resources (dictionaries, visuals, figurative language)

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 9CCSS: RI.9.4WIDA ELDS: 2 – 5Reading Speaking

Analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Read and analyze the impact of word choices on meaning and tone using a figurative language word wall, online support and student created visual representations of word meanings.

VU: Cumulative, word choice, impact, meaning, toneLFC: Sentences with figurative language

LC: Varies by ELP level

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

Read and analyze the impact of word choices on meaning and tone in L1; and/or using appropriately leveled text, match words and phrases with their visual representations.

Read and analyze the impact of word choices on meaning and tone in L1; and/or using appropriately leveled text, match words and phrases with their definitions and match word and phrase citations to visual representations.

Read and analyze the impact of word choices on meaning and tone in an adapted informational text.

Read to analyze the impact of word choices on meaning and tone in an informational text at a grade 7-9 text complexity level.

Read and analyze the impact of word choices on meaning and tone in grade level informational text.

Learning Supports

Online Resources (dictionaries, visuals, figurative language, bilingual)Figurative language word wallL1 support Word citationsVisuals

Online Resources (dictionaries, visuals, figurative language, bilingual)Figurative language word wallL1 support Word and phrase citationsVisuals

Online Resources (dictionaries, visuals, figurative language, bilingual)Figurative language word wall

Online Resources (dictionaries, visuals, figurative language)Figurative language word wall

Online Resources (dictionaries, visuals, figurative language)

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 10CCSS: RI.9.5WIDA ELDS: 2 – 5Reading Speaking

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, and larger portions of a text (e.g., a section or chapter).

Read and analyze how the organization of the text develops an author’s ideas using an outline.

VU: Analyze, developed, refined

LFC: Complex, compound sentences

LC: Varies by ELP level

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

Read and analyze how the organization of the text develops the author’s ideas in L1 and/or using an appropriately leveled text, use a word or phrase to complete a graphic organizer that develops the author’s ideas.

Read and analyze how the organization of the text develops the author’s ideas in L1 and/or using an appropriately leveled text, use a phrase to complete a graphic organizer that develops the author’s ideas.

Read and analyze how the organization of the text develops the author’s ideas in an adapted informational text.

Read and analyze how the organization of the text develops the author’s ideas in an informational text at a grade 7-9 text complexity level.

Read and analyze how the organization of the text develops the author’s ideas in a grade level informational text.

Learning Supports

Outline (partial)Word BankPhrase bankNative Language Text L1 support

Outline (partial)Word BankPhrase bankNative Language Text L1 support

OutlineWord Bank

Outline

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 11CCSS: RI.9.6WIDA ELDS: 2 – 5 Reading Speaking

Determine an author’s point of view or purpose in a text.

Read and identify an author’s point of view or purpose using an author’s purpose chart.

VU: Point of view, purpose

LFC: Complex, compound sentences

LC: Varies by ELP level

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

Read and identify an author’s point of view in L1 and/or using an appropriately leveled text, use a word or phrase to complete an author’s purpose chart.

Read and identify an author’s point of view in L1 and/or using an appropriately leveled text, use a phrase to complete an author’s purpose chart.

Read and identify an author’s point of view in an adapted informational text.

Read and identify an author’s point of view in an informational text at a grade 7-9 text complexity level.

Read and identify an author’s point of view in a grade level informational text.

Learning Supports

Author’s Purpose Chart (partial)Word BankPhrase bankNative Language Text L1 support

Author’s Purpose Chart (partial)Word BankPhrase bankNative Language Text L1 support

Author’s Purpose Chart Word Bank

Author’s Purpose 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 12CCSS: RI.9.6WIDA ELDS: 2 – 5 ReadingSpeaking

Analyze how an author uses rhetoric to advance a point of view or purpose.

Read and analyze how an author uses rhetoric to advance his or her point of view using a graphic organizer.

VU: Rhetoric, point of view, purpose, advance

LFC: Complex, compound sentences

LC: Varies by ELP level

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

Read and develop an understanding of how an author uses rhetoric to advance his or her point of view in L1 and/or using an appropriately leveled text, use a word or phrase to complete a graphic organizer that analyzes how an author uses rhetoric.

Read and develop an understanding of how an author uses rhetoric to advance his or her point of view in L1 and/or using an appropriately leveled text, use a phrase to complete a graphic organizer that analyzes how an author uses rhetoric.

Read and analyze how an author uses rhetoric to advance his or her point of view in an adapted informational text.

Read and analyze how an author uses rhetoric to advance his or her point of view in an informational text at a grade 7-9 text complexity level.

Read and analyze how an author uses rhetoric to advance his or her point of view in a grade level informational text.

Learning Supports

Graphic Organizer (partial)Word BankPhrase bankNative Language Text

Graphic Organizer (partial)Word BankPhrase bankNative Language Text L1 support

Graphic Organizer Word Bank

Graphic Organizer

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

L1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 13CCSS: W.9.2WIDA ELDS: 2 – 5 Writing

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Write to convey complex ideas clearly and accurately using sentence starters.

VU: Informative, explanatory, convey, complex, effective

LFC: Language conventions and forms will vary depending on selected writing taskLC: Varies by ELP level

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

Write to convey complex ideas clearly and accurately in L1 and/or by producing single words that represent key ideas using phrase patterns and general, content-related vocabulary.

Write to convey complex ideas clearly and accurately in L1 and/or by producing phrase and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Write to convey multiple, related ideas clearly and accurately by producing simple sentences using repetitive structures and key, content-based vocabulary.

Write to convey organized ideas by producing expanded and some complex structures with a variety of grammatical structures and content-based vocabulary.

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

Learning Supports

Sentence StartersVisualsL1 supportOnline Resources (Technology)Cloze sentences

Sentence StartersVisualsL1 supportOnline Resources (Technology)Sentence Frames

Sentence StartersWord BankOnline Resources

Sentence StartersOnline Resources

Online 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Word Bank Word Bank

Student Learning Objective (SLO) Language Objective Language NeededSLO: 14CCSS: W.9.2a.WIDA ELDS: 2 – 5 Writing

Write informative/explanatory texts to introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

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

VU: Introduce, organize, complex, concepts, format

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

LC: Varies by ELP level

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

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

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

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

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

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

Learning Supports

Online Resources (Technology)Reference sheet of correct formattingVisualsL1 support

Online Resources (Technology)Reference sheet of correct formattingVisualsL1 support

Online Resources Reference sheet of correct formattingSentence StartersWord Bank

Online Resources Reference sheet of correct formatting

Online 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Cloze sentencesWord Bank

Sentence FramesWord Bank

Student Learning Objective (SLO) Language Objective Language NeededSLO: 15CCSS: W.9.2b.WIDA ELDS: 2 – 5 Writing

Write informative/explanatory texts to develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Write to develop a topic with well-chosen facts and details appropriate to the audience using sentence starters.

VU: Relevant, sufficient, facts, concrete details

LFC: Language conventions and forms will vary depending on selected writing taskLC: Varies by ELP level

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

Write to develop a topic with well-chosen facts and details appropriate to the audience in L1 and/or by producing single words that represent ideas using phrase patterns and general, content-related vocabulary.

Write to develop a topic with well-chosen facts and details appropriate to the audience in L1 and/or by producing phrase and short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary.

Write to develop a topic with well-chosen facts and details appropriate to the audience by producing simple sentences that represent multiple-related ideas using repetitive structures and key, content-based vocabulary.

Write to develop a topic with well-chosen facts and details appropriate to the audience by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Write to develop a topic with well-chosen facts and details appropriate to the audience by producing clear and coherent writing using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Sentence StartersOnline Resources (Technology)VisualsL1 support

Sentence StartersOnline Resources (Technology)VisualsL1 support

Online Resources Sentence StartersWord Bank

Online Resources Sentence Starters

Online 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Cloze sentencesWord Bank

Sentence FramesWord Bank

Student Learning Objective (SLO) Language Objective Language NeededSLO: 16CCSS: W.9.2c.WIDA ELDS: 2 – 5 Writing

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

Write using transition words and phrases to create cohesion using a word bank of transitional words and phrases.

VU: Transitions, link, cohesion, clarify

LFC: Language conventions and forms will vary depending on selected writing taskLC: Varies by ELP level

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

Write using transition words and phrases to create cohesion in L1 and/or by using single words in phrase patterns with general, content-related vocabulary.

Write using transition words and phrases to create cohesion in L1 and/or by using transitional phrases in formulaic sentence patterns with general, content-based vocabulary.

Write using transition words and phrases to create cohesion using simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Write using transition words and phrases to create cohesion by producing expanded and some complex structures with a variety of grammatical structures and content-based vocabulary.

Write using transition words and phrases to create cohesion by using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Online resources (Technology)Word bank of transitional words and phrasesSentence FramesCloze sentences

Online resources (Technology)Word bank of transitional words and phrasesSentence StartersSentence FramesVisuals

Online resources Word bank of transitional words and phrasesSentence Starters

Online resources Word bank of transitional words and phrases

Online 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

VisualsL1 support

L1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 17CCSS: W.9.2d.WIDA ELDS: 2 – 5 Writing

Write informative/explanatory texts to use precise language and domain-specific vocabulary to manage the complexity of the topic.

Write and apply precise language and domain-specific vocabulary using a word and phrase bank of domain-specific vocabulary.

VU: Precise language, domain-specific vocabulary

LFC: Increasingly complex sentences with increasingly specific meaningsLC: Varies by ELP level

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

Write and apply precise language and domain-specific vocabulary in L1 and/or by producing single words that represent ideas using phrase patterns and general, content-related vocabulary.

Write and apply precise language and domain-specific vocabulary in L1 and/or by producing phrase and short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary.

Write and apply precise language and key domain-specific vocabulary by producing simple sentences that represent multiple, related ideas using repetitive structures.

Write and apply precise language and domain-specific vocabulary by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures.

Write and apply precise language and precise domain-specific vocabulary by using multiple, complex sentences that represent clear and coherent ideas with a variety of grammatical structures.

Learning Supports

Online Resources (Technology)Word bank of general, content-related vocabularySentence FramesVisuals

Online Resources (Technology)Word bank of general, content-based vocabularySentence StartersSentence FramesVisuals

Online Resources Word bank of key, content-based vocabularySentence Starters

Online Resources Word bank of content-specific vocabulary

Online 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

L1 support L1 support

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 18CCSS: W.9.2e.WIDA ELDS: 2 – 5 Writing

Write informative/explanatory texts to establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

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

VU: Formal style, objective tone, norms, conventions

LFC: Language conventions and forms will vary depending on selected writing taskLC: Varies by ELP level

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

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

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

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

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

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

Learning Supports

Online Resources Graphic organizer (specific to time frame, purpose, task, audience)Word bankCloze sentences

Online Resources Graphic organizer (specific to time frame, purpose, task, audience)Word bankSentence framesL1 support

Online Resources Graphic organizer (specific to time frame, purpose, task, and audience)Word bankSentence starters

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

Online 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

L1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 19CCSS: W.9.2f.WIDA ELDS: 2 – 5Writing

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

Write conclusions that support the information presented using sentence frames.

VU: Concluding statement, support, explanation,

LFC: Language conventions and forms will vary depending on selected writing taskLC: Varies by ELP level

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

Write conclusions that support the information or explanation presented in L1 and/or produce single words that represent key ideas using phrase patterns and general, content-related vocabulary.

Write conclusions that support the information or explanation presented in L1 and/or produce phrases and short sentences that represent key conclusions using formulaic sentence patterns and general, content-based vocabulary.

Write conclusions that support the information presented by producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Write conclusions that support the information presented by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Write conclusions that support the information presented by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Online resources Sentence framesL1 supportWord bankCloze sentences

Online resources Sentence framesL1 supportWord bank

Online resources Sentence framesWord bank

Online resources Sentence frames

Online 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 20CCSS: W.9.5WIDA ELDS: 2 – 5 Writing

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Apply the writing process to hone in on specific purpose and audience using a graphic organizer (i.e. an audience and purpose planning chart).

VU: Purpose, audience, planning, revising

LFC: Language conventions and forms will vary depending on selected writing taskLC: Varies by ELP level

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

Apply the writing process to hone in on specific purpose and audience in L1 and/or produce single words that represent key ideas using phrase patterns and general, content-related vocabulary.

Apply the writing process to hone in on specific purpose and audience in L1 and/or produce phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Apply the writing process to hone in on specific purpose and audience by producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Apply the writing process to hone in on specific purpose and audience by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Apply the writing process to hone in on specific purpose and audience by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Online resources Graphic organizer (completed audience and purpose planning chart)Word bankL1 support

Online resources Graphic organizer (partially completed audience and purpose planning chart)Word bankL1 supportSentence starters

Online resources Graphic organizer (audience and purpose planning chart)Word bank

Online resources Graphic organizer (audience and purpose planning chart)

Online 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Cloze sentences

Student Learning Objective (SLO) Language Objective Language NeededSLO: 21CCSS: W.9.6WIDA ELDS: 2 – 5Writing

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Write using technology to produce, publish, and collaborate using a checklist of publishing steps.

VU: Technology, Internet, produce, publish, collaborate

LFC: Language conventions and forms will vary depending on selected writing taskLC: Varies by ELP level

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

Write using technology to produce, publish, and collaborate in L1 and/or produce single words that represent key ideas using phrase patterns and general, content-related vocabulary.

Write using technology to produce, publish, and collaborate in L1 and/or produce phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Write using technology to produce, publish, and collaborate by producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Write using technology to produce, publish, and collaborate by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Write using technology to produce, publish, and collaborate by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Checklist of publishing steps Partner workWord bankCloze sentencesL1 support

Checklist of publishing stepsPartner workWord bankSentence framesL1 support

Checklist of publishing steps Online resources Partner workWord bankSentences starters

Checklist of publishing stepsPartner 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 22CCSS: W.9.9b.WIDA ELDS: 2 – 5WritingReading

Draw evidence from informational texts to support analysis, reflection, and research.

Identify evidence, in writing, from informational texts that supports analysis, reflection, and research using a KWL graphic organizer.

VU: Evidence, analysis, reflection, research

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

LC: Varies by ELP level

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

In writing, identify evidence from informational texts that supports analysis, reflection, and research in L1 and/or by producing single words that represent key ideas using phrase patterns and general, content-related vocabulary.

In writing, identify evidence from informational texts that supports analysis, reflection, and research in L1 and/or by producing phrase and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

In writing, identify evidence from informational texts that supports analysis, reflection, and research by producing simple sentences that represent multiple-related ideas using repetitive structures and key, content-based vocabulary.

In writing, identify evidence from informational texts that supports analysis, reflection, and research by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

In writing, identify evidence from informational texts that supports analysis, reflection, and research by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Graphic organizer (partially completed KWL)L1 supportWord bank

Graphic organizer (partially completed KWLSentences starters L1 supportWord bank

Graphic organizer (KWL) Word bankOnline resources

Graphic organizer (KWL)Online resources

Online 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Online resources Cloze sentences

Online resources

Student Learning Objective (SLO) Language Objective Language NeededSLO: 23CCSS: W.9.10WIDA ELDS: 2 – 5 Writing

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

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

VU: Purpose, task, audience

LFC: Specific to writing task

LC: Varies by ELP level

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

Write routinely for specific time frames and for various purposes, tasks and audiences in L1 and/or by producing single words that represent ideas using phrase patterns and general, content-related vocabulary.

Write routinely for specific time frames and for various purposes, tasks and audiences in L1 and/or by producing phrase and short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary.

Write routinely for specific time frames and for various purposes, tasks and audiences by producing simple sentences that represent multiple-related ideas using repetitive structures and key, content-based vocabulary.

Write routinely for specific time frames and for various purposes, tasks and audiences by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Write routinely for specific time frames and for various purposes, tasks and audiences by producing clear and coherent writing using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Online resources Graphic organizer (specific to time frame, purpose, task, audience)L1 supportWord bank

Online resources Graphic organizer (specific to time frame, purpose, task, audience)Sentences starters L1 supportWord Bank

Online resources Graphic organizer (specific to time frame, purpose, task, and audience)Word bank

Online resources Graphic organizer (specific to time frame, purpose, task, and audience)

Online resources

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Cloze sentences

Student Learning Objective (SLO) Language Objective Language NeededSLO: 24CCSS: SL 9.1WIDA ELDS: 1 – 5 SpeakingListening

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 9 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Participate in a variety of cooperative discussion settings using an outline and conversation cue cards.

VU: Collaborate, persuasive

LFC: Declarative sentences, interrogatives, prosodic features (e.g., stress)LC: Varies by ELP level

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

Listen to a discussion and exchange ideas to participate in a variety of discussions in L1 and/or produce single, spoken words that represent key ideas using phrase patterns and general, content-related vocabulary.

Listen to a discussion and exchange ideas to participate in a variety of discussions in L1 and/or produce spoken phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Listen to a discussion and exchange ideas to participate in a variety of discussions by producing simple, spoken sentences that represent multiple-related ideas using repetitive structures and key, content-based vocabulary.

Listen to a grade level discussion and exchange ideas to participate in a variety of discussions by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Listen to a grade level discussion and exchange ideas to participate in a variety of discussions by producing clear and coherent speech using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

OutlinesNotes in L1 & EnglishConversation cue cardsMultiple reference materials (thesaurus, English, & bilingual dictionary , translation)Pictures/Photographs

OutlinesNotes in L1 & EnglishConversation cue cardsMultiple reference materials (thesaurus, English &bilingual dictionary , translation)Sentence frames

OutlinesNotes Conversation cue cardsMultiple reference materials (thesaurus, English and bilingual dictionary, translation)

OutlinesNotesConversation cue cardsMultiple reference materials (thesaurus, dictionary, translation)

Outlines

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Word wall/bankL1 support

Pictures/PhotographsWord wall/bankL1 support

Word wall/bank

Student Learning Objective (SLO) Language Objective Language NeededSLO: 27CCSS: SL.9.1bWIDA ELDS: 1 Speaking Listening

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Speak and listen to peers to create rules for collaborative discussions using a reference sheet of specific discussion rules.

VU: Rules, directions, checklist, speaking rubric

LFC: Signal verbs, action verbs, appropriate language, tone, voiceLC: Varies by ELP level

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

Listen to a discussion and exchange ideas to create rules in L1 and/or by producing single, spoken words that represent key ideas using phrase patterns and general, content-related vocabulary.

Listen to a discussion and exchange ideas to create rules in L1 and/or produce spoken phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Listen to a discussion and exchange ideas to create rules by producing simple, spoken sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Listen to a grade level discussion and exchange ideas to create rules by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Listen to a grade level discussion and exchange ideas to create rules by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Reference sheet of specific rules Speaking rubric Word WallBilingual dictionaryGesturesSentence frames

Reference sheet of specific rules Speaking rubric Word WallBilingual dictionary VisualsSentence Frames

Reference sheet of specific rules Speaking rubric Word WallBilingual dictionary

Reference sheet of specific rules Speaking 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

L1 support L1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 28CCSS: SL.9.1cWIDA ELDS: 1 – 5 SpeakingListening

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas.

Compose and respond to questions in order to connect the discussion to broader themes using sentence starters and question stems.

VU: Pose, respond, restate/rephrase

LFC: Questions for: clarifications; probing point of view or reasoning; appropriate language, tone, voiceLC: Varies by ELP level

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

Listen to a discussion and exchange ideas to connect the discussion to broader themes in L1 and/or produce single, spoken words that represent key ideas using phrase patterns and general, content-related vocabulary.

Listen to a discussion and exchange ideas to connect the discussion to broader themes in L1 and/or produce spoken phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Listen to a discussion and exchange ideas to connect the discussion to broader themes by producing simple, spoken sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Listen to a grade level discussion and exchange ideas to connect the discussion to broader themes by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Listen to a grade level discussion and exchange ideas to connect the discussion to broader themes by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Sentence startersQuestion stemsVisualsL1 support

Sentence startersQuestion stemsVisualsL1 support

Sentence startersQuestion stemsWord Bank

Sentence startersQuestion stems

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Online Resources (Technology)Word Bank

Online Resources (Technology)Word Bank

Student Learning Objective (SLO) Language Objective Language NeededSLO: 29CCSS: SL.9.1cWIDA ELDS: 1 – 5Speaking Listening

Actively incorporate others into a discussion. Speak and listen to actively engage peers into a discussion using sentences starters and question stems.

VU: Engage, incorporate, peers, discussion

LFC: Complex sentences, declarative sentences, interrogatives, prosodic features (e.g., stress), modals, interjections, specific to topicLC: varies by ELP level

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

Listen to a discussion and exchange ideas to actively engage peers in L1 and/or produce single, spoken words that represent key ideas using phrase patterns and general, content-related vocabulary.

Listen to a discussion and exchange ideas to actively engage peers in L1 and/or produce spoken phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Listen to a discussion and exchange ideas to actively engage peers by producing simple, spoken sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Listen to a grade level discussion and exchange ideas to actively engage peers by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Listen to a grade level discussion and exchange ideas to actively engage peers by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Sentence startersQuestion stemsVisualsL1 supportOnline resources

Sentence startersQuestion stemsVisualsL1 supportOnline resources

Sentence startersQuestion stemsWord bank

Sentence startersQuestion stems

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

(Technology)Word bank

(Technology)Word bank

Student Learning Objective (SLO) Language Objective Language NeededSLO: 30CCSS: SL.9.1cWIDA ELDS: 1 – 5 SpeakingListening

Clarify, verify, or challenge ideas and conclusions during discussions.

Speak and listen to clarify, verify, or challenge ideas and conclusions using a bank of previously rehearsed questions.

VU: Clarify, verify, challenge, conclusions

LFC: Complex sentences, declarative sentences, interrogatives, prosodic features (e.g., stress)LC: Varies by ELP level

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

Listen to a discussion and exchange ideas to challenge ideas and conclusions in L1 and/or produce single, spoken words that represent key ideas using phrase patterns and general, content-related vocabulary.

Listen to a discussion and exchange ideas to challenge ideas and conclusions in L1 and/or produce spoken phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Listen to a discussion and exchange ideas to challenge ideas and conclusions by producing simple, spoken sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Listen to a grade level discussion and exchange ideas to challenge ideas and conclusions by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Listen to a grade level discussion and exchange ideas to challenge ideas and conclusions by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Word bank of previously rehearsed questionsSentence starters

Word bank of previously rehearsed questionsSentence startersQuestion stems

Word bank of previously rehearsed questionsSentence startersQuestion stems

Word bank of previously rehearsed questions

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Question stemsVisualsL1 support

VisualsL1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 31CCSS: SL.9.2WIDA ELDS: 1 – 5 SpeakingListening

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) when speaking.

Listen to multiple media formats and orally integrate information using a graphic organizer (specific to time frame, purpose, task, and audience).

VU: Source of information, integrate

LFC: Complex sentences

LC: Varies by ELP level

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

Listen to a discussion and exchange ideas to integrate multiple sources of information in L1 and/or by producing single, spoken words that represent ideas using phrase patterns and general, content-related vocabulary.

Listen to a discussion and exchange ideas to integrate multiple sources of information in L1 and/or by producing spoken phrases and short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary.

Listen to multiple media formats and orally integrate information by producing simple, spoken sentences that represent multiple-related ideas using repetitive structures and key, content-based vocabulary.

Listen to multiple media formats and orally integrate information by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Listen to multiple media formats and orally integrate information by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Completed graphic organizer (specific to time frame, purpose, task, and audience)Multiple reference

Partially completed graphic organizer (specific to time frame, purpose, task, and audience)Multiple reference

Graphic organizer (specific to time frame, purpose, task, and audience)Partner WorkMultiple reference materials

Graphic organizer (specific to time frame, purpose, task, and audience)Multiple reference

Graphic organizer (specific to time frame, purpose, task, and audience)

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

materials Pictures/PhotographsWord wall/bankL1 support

materialsSentence StartersPictures/PhotographsWord wall/bankL1 support

(thesaurus, English and bilingual dictionary)Word wall/bank

materials (thesaurus, dictionary, translation)

Student Learning Objective (SLO) Language Objective Language NeededSLO: 32CCSS: SL.9.2WIDA ELDS: 1 – 5 SpeakingListening

Evaluate the credibility and accuracy of each source when having discussions.

Speak and listen to evaluate credibility of sources of information presented in diverse media or formats using a checklist and question prompts.

VU: Credibility

LFC: Complex sentences, Interrogatives

LC: Varies by ELP level

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

Listen to a discussion and evaluate multiple sources of information in L1 and/or produce single, spoken words that represent key ideas using phrase patterns and general, content-related vocabulary.

Listen to a discussion and evaluate multiple sources of information in L1 and/or produce spoken phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Listen to a discussion and evaluate multiple sources of information by producing simple, spoken sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Listen to a grade level discussion and evaluate multiple sources of information by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Listen to a grade level discussion and evaluate multiple sources of information by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

ChecklistQuestion promptsMultiple reference materials Pictures/PhotographsWord wall/bank

ChecklistQuestion promptsMultiple reference materialsSentence StartersPictures/Photographs

ChecklistQuestion promptsMultiple reference materialsWord wall/bank

ChecklistQuestion promptsMultiple 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

L1 support Word wall/bankL1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 33CCSS: SL.9.3WIDA ELDS: 1 – 5 SpeakingListening

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Speak and listen to evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric using a sentence starters and visuals.

VU: Fallacious, exaggeration

LFC: Complex sentences with rhetorical, false statements

LC: Varies by ELP level

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

Listen to a discussion and evaluate a speaker’s reasoning in L1 and/or produce single, spoken words that represent key ideas using phrase patterns and general, content-related vocabulary.

Listen to a discussion and evaluate a speaker’s reasoning in L1 and/or produce spoken phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Listen to a discussion and evaluate a speaker’s reasoning by producing simple, spoken sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Listen to a grade level discussion and evaluate a speaker’s reasoning by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Listen to a grade level discussion and evaluate a speaker’s reasoning by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Sentence startersWord bankPhrase bankVisualsNative language text

Sentence startersWord bankPhrase bankVisualsNative language text

Sentence startersWord bank

Sentence 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

L1 support Cloze sentences

L1 support Sentence frames

Student Learning Objective (SLO) Language Objective Language NeededSLO: 34CCSS: SL.9.4WIDA ELDS: 1 – 5SpeakingListening

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Orally present information concisely and logically that is appropriate to purpose, audience, and task using a graphic organizer and/or chart.

VU: Concisely, logically

LCF: LFC: Concise and logical sentences

LC: Varies by ELP level

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

Orally present information concisely and logically that is appropriate to purpose, audience, and task in L1 and/or produce single, spoken words that represent key ideas using phrase patterns and general, content-related vocabulary.

Orally present information concisely and logically that is appropriate to purpose, audience, and task in L1 and/or produce spoken phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Orally present information concisely and logically that is appropriate to purpose, audience, and task by producing simple, spoken sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Orally present information concisely and logically that is appropriate to purpose, audience, and task by producing expanded and some complex structures with a variety of grammatical structures and content-based vocabulary.

Orally present information concisely and logically that is appropriate to purpose, audience, and task by producing using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Topic, Audience, and Purpose graphic organizer (completed)Word Bank

Topic, Audience, and Purpose graphic organizer (partial)Word Bank

Topic, Audience, and Purpose graphic organizerWord Bank

Topic, Audience, and Purpose graphic organizer

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Phrase bankNative Language Text L1 support

Phrase bankNative Language Text L1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 35CCSS: SL.9.6WIDA ELDS: 1 – 5SpeakingListening

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Adapt speech to a variety of contexts and tasks by using a speaking rubric specific to task.

VU: Transitional words, formal and informal language, idioms and vocabulary specific to context and taskLFC: Past and present tenses, imperative, modals, specific to context and taskLC: Varies by ELP level

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

Adapt speech in L1 and/or produce single, spoken words that represent key ideas that are appropriate to context; using phrase patterns and general, content-related vocabulary.

Adapt speech in L1 and/or produce spoken phrases and short sentences that represent key ideas that are appropriate to context; using formulaic sentence patterns and general, content-based vocabulary.

Adapt speech by producing simple, spoken sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Adapt speech by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Adapt speech by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Speaking rubric Word wallBilingual dictionary

Speaking rubric Word wallBilingual dictionary

Speaking rubric Word wallBilingual dictionary

Speaking 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

VisualsGesturesSentence framesL1 support

VisualsSentence framesL1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 36CCSS: L.9.1WIDA ELDS: 1 – 5WritingSpeaking

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

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

VU: Conventions, usage

LFC: Specific to context and task

LC: Varies by ELP level

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

Write and speak to demonstrate command of standard English grammar by producing single words that represent key ideas using phrase patterns and general, content-related vocabulary.

Write and speak to demonstrate command of standard English grammar by producing phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Write and speak to demonstrate command of standard English grammar by producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

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

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

Learning Supports

Multiple resources (i.e., dictionaries, grammar

Multiple resources (i.e., dictionaries, grammar

Multiple resources (i.e., dictionaries, grammar

Multiple resources (i.e., dictionaries, grammar

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

reference sheets)Teacher model Cloze activityL1 support

reference sheets)Teacher model Sentence starters/framesL1 support

reference sheets) Teacher model

reference books).

Student Learning Objective (SLO) Language Objective Language NeededSLO: 37CCSS: L.9.1b.WIDA ELDS: 2 – 5WritingSpeaking

Use various types of clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Write and speak employing various types of clauses in order to add variety using multiple resources (i.e., dictionaries, grammar reference books).

VU: Clauses: independent, dependent, noun, relative, adverbialLFC: Sentences containing various clause typesLC: Varies by ELP level

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

Write and speak to employ clauses by producing single words that represent key ideas using phrase patterns and general, content-related vocabulary.

Write and speak to employ clauses by producing phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Write and speak to employ clauses by producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Write and speak employing various types of clauses by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Write and speak employing various types of clauses by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Multiple resources (i.e., dictionaries, grammar

Multiple resources (i.e., dictionaries, grammar

Multiple resources (i.e., dictionaries, grammar

Multiple resources (i.e., dictionaries, grammar

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

reference sheets)Cloze activityL1 supportTeacher model

reference sheets)Sentence starters/framesL1 supportTeacher model

reference sheets) Teacher model

reference books).

Student Learning Objective (SLO) Language Objective Language NeededSLO: 38CCSS: L.9.2a.WIDA ELDS: 2 – 5Writing

Use a semicolon (and perhaps a conjunctive adverb) to link two more closely related independent clauses.

Write and apply usage of semicolons and conjunctive adverbs to link two independent clauses using multiple resources (i.e., dictionaries, grammar reference books).

VU: Semicolon, conjunctive adverb

LFC: Sentences containing semicolons and conjunctive adverbs

LC: Varies by ELP level

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

Write and apply semicolons and conjunctive adverbs by producing single words that represent key ideas using phrase patterns and general, content-related vocabulary.

Write and apply semicolons and conjunctive adverbs by producing phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Write and apply semicolons and conjunctive adverbs by producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Write and apply semicolons and conjunctive adverbs by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Write and apply semicolons and conjunctive adverbs by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Multiple resources (i.e., dictionaries, grammar

Multiple resources (i.e., dictionaries, grammar

Multiple resources (i.e., dictionaries, grammar

Multiple resources (i.e., dictionaries, grammar

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

reference sheets)Cloze activityL1 supportTeacher model

reference sheets)Sentence starters/framesL1 supportTeacher model

reference sheets) Teacher model

reference books).

Student Learning Objective (SLO) Language Objective Language NeededSLO: 39CCSS: L.9.2b.WIDA ELDS: 2 – 5Writing

Use a colon to introduce a list or quotation. Write and apply usage of a colon to introduce a list or quotation using multiple resources (i.e., dictionaries, grammar reference books).

VU: Colon, list, quotation

LFC: Sentences containing colons

LC: Varies by ELP level

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

Write and apply usage of a colon by producing single words that represent ideas using phrase patterns and general, content-related vocabulary.

Write and apply usage of a colon by producing phrases and short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary.

Write and apply usage of a colon by producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

Write and apply usage of a colon by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

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

Learning Multiple resources (i.e., Multiple resources (i.e., Multiple resources (i.e., Multiple resources (i.e.,

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Supports dictionaries, grammar reference sheets)Cloze activityL1 supportTeacher model Word wall/ bankVisuals

dictionaries, grammar reference sheets)Sentence starters/framesL1 supportTeacher model Word wall/bankVisuals

dictionaries, grammar reference sheets) Teacher model Word wall/bank

dictionaries, grammar reference books).

Student Learning Objective (SLO) Language Objective Language NeededSLO: 40CCSS: L.9.2c.WIDA ELDS: 2 – 5Writing

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

VU: Spelling, standard

LFC: Varies by task

LC: Varies by ELP level

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

Write to apply standard spelling by producing single words that represent key ideas using phrase patterns and general, content-related vocabulary.

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

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

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

Write to apply standard English spelling by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

vocabulary.Learning Supports

Word bankCloze sentencesLists of key wordsWord processing program (Technology)Multiple resources (i.e., dictionaries, grammar reference sheets)L1 support

Word bankSentence startersSentence framesWord processing program (Technology)Multiple resources (i.e., dictionaries, grammar reference sheets)L1 support

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

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

Student Learning Objective (SLO) Language Objective Language NeededSLO: 41CCSS: L.9.3WIDA ELDS: 2 – 5WritingSpeaking

Apply knowledge of language to understand how language functions in different contexts.

Write and speak to apply knowledge of syntax using multiple resources.

VU: Syntax, contexts, functions

LFC: Varies by task

LC: Varies by ELP level

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

Write and speak to apply knowledge of syntax by producing single words that represent key ideas using phrase patterns and general, content-related vocabulary.

Write and speak to apply knowledge of syntax by producing phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Write and speak to apply knowledge of syntax by producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

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

Write and speak to apply knowledge of syntax by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and precise, content-based 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Learning Supports

Multiple resources (print and digital, bilingual)Word bankReference sheetsL1 supportCloze activitiesTeacher support

Multiple resources (print and digital, bilingual)Word bankReference sheetsL1 supportSentence framesSentence startersTeacher support

Multiple resources (print and digital)Word bankReference sheets

Multiple resources (print and digital)

Student Learning Objective (SLO) Language Objective Language NeededSLO: 42CCSS: L.9.3WIDA ELDS: 2 – 5 Writing

Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Write to apply guidelines appropriate to discipline and writing type using technology (i.e., a word processing program) and multiple resources (i.e., a dictionary).

VU: Edit, conforms, guidelines, style, discipline

LFC: Varies by task

LC: Varies by ELP level

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

Write to apply guidelines by producing single words that represent key ideas using phrase patterns and general, content-related vocabulary.

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

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

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

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

Learning Word bank Word bank Multiple resources (i.e., Multiple resources (i.e.,

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Supports Cloze sentencesWord processing program (Technology)Multiple resources (i.e., dictionaries, grammar reference sheets)L1 support

Sentence startersSentence framesWord processing program (Technology)Multiple resources (i.e., dictionaries, grammar reference sheets)L1 support

dictionaries, grammar reference sheets)Word processing program (Technology)Word bank

dictionaries, grammar reference sheets)Word processing program (Technology)

Student Learning Objective (SLO) Language Objective Language NeededSLO: 43CCSS: L.9.3WIDA ELDS: 2 – 5 Reading Listening

Apply knowledge of language to comprehend more fully when reading or listening.

Apply knowledge of language to receptively comprehend information using multiple resources (i.e., a dictionary).

VU: Syntax, multiple meanings, transitional phrasesLFC: Varies by task

LC: varies by ELP level

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

Apply knowledge of language to receptively comprehend information in L1 and/or from appropriately leveled texts and presentations.

Apply knowledge of language to receptively comprehend information in L1 and/or from appropriately leveled texts and presentations.

Apply knowledge of language to receptively comprehend information from adapted texts and presentations.

Apply knowledge of language to receptively comprehend information and presentations at a grade 7-9 text complexity level.

Apply knowledge of language to receptively comprehend information from grade level texts and presentations.

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Learning Supports

Multiple resources (i.e., dictionaries, grammar reference sheets) Word bankL1 supportVisualsNative language text

Multiple resources (i.e., dictionaries, grammar reference sheets) Word bankL1 supportVisualsNative language text

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

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

Student Learning Objective (SLO) Language Objective Language NeededSLO: 44CCSS: L.9.4WIDA ELDS: 2 – 5 Reading Listening

Determine or clarify the meaning of unknown or multiple-meaning words and phrases base on grade 9 reading and content, choosing flexibly from a range of strategies.

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

VU: Multiple-meaning words, phrases, strategies

LFC: Sentences with unknown and multiple meaning words

LC: Varies by ELP level

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

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

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

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

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

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

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Learning Supports

Multiple resources (i.e., dictionaries, grammar reference sheets) Checklist of strategiesWord BankL1 supportVisualsNative language text

Multiple resources (i.e., dictionaries, grammar reference sheets) Checklist of strategiesWord bankL1 supportVisualsNative language text

Multiple resources (i.e., dictionaries, grammar reference sheets)Checklist of strategiesWord bank

Multiple resources (i.e., dictionaries, grammar reference sheets)Checklist of strategies

Student Learning Objective (SLO) Language Objective Language NeededSLO: 45CCSS: L.9.4a.WIDA ELDS: 2 – 5 Reading

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

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

VU: Multiple meaning words, academic word list

LFC: Sentences with context clues

LC: Varies by ELP level

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

Use context clues in order to comprehend unfamiliar, high frequency vocabulary within an appropriately leveled text.

Use context clues in order to comprehend unfamiliar, general content vocabulary within an appropriately leveled text.

Use context clues in order to comprehend unfamiliar, content-related vocabulary within an appropriately leveled text.

Use context clues in order to comprehend unfamiliar vocabulary within a grade 7-9 text complexity level.

Use context clues in order to comprehend unfamiliar 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Learning Supports

Reference sheet on context cluesMultiple resources (print and digital, bilingual)Picture dictionariesL1 supportCognates

Reference sheet on context cluesMultiple resources (print and digital, bilingual)Picture dictionariesL1 supportCognates

Reference sheet on context cluesMultiple resources (print and digital, bilingual)

Reference sheet on context cluesMultiple resources (print and digital)

Multiple resources (print and digital)

Student Learning Objective (SLO) Language Objective Language NeededSLO: 46CCSS: L.9.4c.d.WIDA ELDS: 2 – 5 Reading

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

Read to consult reference materials to find pronunciation, word meaning, part of speech and etymology using multiple resources.

VU: Pronunciation, meaning, part of speech, etymology

LFC: Varies with reading task

LC: Varies by ELP level

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

Consult reference materials in order to comprehend unfamiliar, high frequency vocabulary within an appropriately leveled

Consult reference materials in order to comprehend unfamiliar, general content vocabulary within an appropriately leveled text.

Consult reference materials in order to comprehend unfamiliar, content-related vocabulary within an appropriately leveled text.

Consult reference materials in order to comprehend unfamiliar vocabulary within a grade 7-9 text complexity level.

Consult reference materials in order to comprehend unfamiliar 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

text.Learning Supports

Multiple resources (i.e., dictionaries, grammar reference sheets, bilingual)Picture dictionariesVisualsL1 supportCognates

Multiple resources (i.e., dictionaries, grammar reference sheets, bilingual)Picture dictionariesVisualsL1 supportCognates

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

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

Multiple resources (print and digital)

Student Learning Objective (SLO) Language Objective Language NeededSLO: 47CCSS: L.9.5a WIDA ELDS: 2 – 5 Reading

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

Read to determine the meaning of figures of speech and their role in the text using context, visuals, and reference materials.

VU: Figures of speech, euphemism, oxymoron

LFC: Sentences with figurative language

LC: Varies by ELP level

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

Read to determine the meaning of figures of speech in L1 and/or within an appropriately leveled text.

Read to determine the meaning of figures of speech in L1 and/or within an appropriately leveled text.

Read to determine the meaning of figures of speech within an adapted text.

Read to determine the meaning of figures of speech within a grade 7-9 text complexity level.

Read to determine the meaning of figures of speech in 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Learning Supports

Multiple resources (i.e., dictionaries, grammar reference sheets, bilingual)Picture dictionariesText in L1VisualsL1 support

Multiple resources (i.e., dictionaries, grammar reference sheets, bilingual)Picture dictionariesVisualsText in L1L1 support

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

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

Multiple resources (print and digital)

Student Learning Objective (SLO) Language Objective Language NeededSLO: 48CCSS: L.9.5b.WIDA ELDS: 2 – 5 Reading

Demonstrate understanding of word relationships and nuances in word meanings.

Read to determine the nuances in word meaning using context, visuals, and reference materials.

VU: Word relationships, nuances

LFC: Sentences with words that have nuances in meaning

LC: Varies by ELP level

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

Read to determine the nuances in word meanings in L1 and/or within an appropriately

Read to determine the nuances in word meanings in L1 and/or within an appropriately leveled text.

Read to determine the nuances in word meanings within an appropriately leveled text.

Read to determine the nuances in word meanings within a grade 7-9 text complexity level.

Read to determine the nuances in word meanings in 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

leveled text.

Learning Supports

Multiple resources (i.e., dictionaries, grammar reference sheets, bilingual)Picture dictionariesText in L1VisualsL1 supportCognates

Multiple resources (i.e., dictionaries, grammar reference sheets, bilingual)Picture dictionariesVisualsText in L1L1 supportCognates

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

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

Multiple resources (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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA - Grade 9-10 - Unit 2 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 49CCSS: L.9.5b.WIDA ELDS: 2 – 5 Reading

Analyze nuances in the meaning of words with similar denotations.

Read to analyze the differences in nuances in word meaning using context, visuals, and reference materials.

VU: Word relationships, nuances

LFC: Sentences with words that have nuances in meaning

LC: Varies by ELP level

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

Read to analyze the nuances in word meanings in L1 and/or within an appropriately leveled text.

Read to analyze the nuances in word meanings in L1 and/or within an appropriately leveled text.

Read to analyze the nuances in word meanings within an appropriately leveled text.

Read to analyze the nuances in word meanings within a grade 7-9 text complexity level.

Read to analyze the nuances in word meanings in grade level text.

Learning Supports

Multiple resources (i.e., dictionaries, grammar reference sheets, bilingual)Picture dictionariesText in L1VisualsL1 supportCognates

Multiple resources (i.e., dictionaries, grammar reference sheets, bilingual)Picture dictionariesVisualsText in L1L1 supportCognates

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

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

Multiple resources (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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.