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ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 1 CCSS: RL.11.1WIDA: 2-5ReadingSpeaking
Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
Read to cite and distinguish explicit, inferential and uncertain evidence using adapted text, T-Charts and L1 support.
VU: Literary evidence, infer, uncertain; content-based, grade-level vocabulary LFC: Modals (would, could, might), compound tenses (would have been), elements of quotationsLC: Varies by ELP level
Language Objectives
Read to cite and distinguish explicit, inferential and uncertain evidence in L1 and/or by matching Phrase Citations from leveled text to visual representations of the text; then categorizing the citations as explicit, inferential or uncertain.
Read to cite and distinguish explicit, inferential and uncertain evidence in L1 and/or by matching phrase and sentence citations from leveled text to visual representations of the text; then categorizing the citations as explicit, inferential or uncertain.
Read to cite and distinguish explicit, inferential, and uncertain evidence using adapted literature.
Read to cite and distinguish explicit, inferential, and uncertain evidence from literature within grade-level band.
Read to cite and distinguish explicit, inferential, and uncertain evidence from grade level literature.
Learning Supports
T- Charts L1 supportPartner workWord and Phrase Citations
T- Charts Phrase and Sentence Citations L1 supportPartner work
T- Charts Word Bank
T- Charts
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS: RL. 11.2WIDA: 2-5ReadingSpeaking
Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
Read to determine and summarize how themes develop to produce a complex account using adapted text, Cornell Notes, visual representations, and L1 support.
VU: Interact, complex, build on, central idea; content-based, grade-level vocabulary
LFC: Subject-verb agreement, clauses
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to determine how themes develop and summarize the text in L1 and/or using leveled text, match word or phrase strips to visual representations of the theme and complete a summary with single words or short phrases in cloze sentences.
Read to determine how themes develop and summarize the text in L1 and/or using leveled text, match phrase or sentence strips to visual representations of the theme and complete a summary with short phrases and Sentence Frame.
Read to determine how themes develop using adapted literature and summarize the text using key vocabulary in simple, related sentences.
Read to determine how themes develop in literature within grade-level band and summarize using key vocabulary in expanded sentences of emerging complexity.
Read to determine how themes develop in grade level literature and summarize of the text using precise vocabulary in multiple, complex sentences.
Learning Supports
Cornell Notes (partially complete)Word/Picture BankWord and Phrase StripsVisualsL1 text and/or SupportCloze sentences
Cornell Notes (partially complete)Word/Picture BankPhrase and Sentence StripsVisualsL1 text and/or SupportSentence Frame
Cornell NotesWord Bank
Cornell Notes
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS: RL.11.2WIDA: 2Reading Speaking
Provide an objective summary of the text. Read and objectively summarize the text using adapted text, Cornell note-taking sheet, visual representations, and L1 support.
VU: Interact, complex, build on, central idea
LFC: Subject-verb agreement, clauses
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read and objectively summarize grade-level text in L1 and/or using leveled text, match word or phrase strips to visual representations of the theme and complete a summary with single words or short phrases in cloze sentences.
Read and objectively summarize grade-level text in L1 and/or using leveled text, match phrase or sentence strips to visual representations of the theme and complete a summary with short phrases and Sentence Frame.
Read and objectively summarize grade-level text using key vocabulary in a series of simple, related sentences.
Read and objectively summarize text within grade-level band using key vocabulary in expanded sentences of emerging complexity.
Read and objectively summarize grade-level text using precise vocabulary in multiple, complex sentences.
Learning Supports
Cornell Notes ( partially complete)Word/Picture BankWord and Phrase StripsVisualsL1 text and/or SupportCloze sentences
Cornell Notes (partially complete)Word/Picture BankPhrase and Sentence StripsVisualsL1 text and/or SupportSentence Frame
Cornell NotesWord Bank
Cornell Notes
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS: RL.11.3WIDA: 2-5Reading Speaking
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Read and analyze the impact of the author’s choices on the development of a drama using Cause and Effect Graphic Organizers, adapted text, and L1 support
VU: Author’s choice; content-based, grade-level vocabulary
LFC: Complex sentences, conditional clauses
LC: 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 the story elements in L1 and/or using a leveled text, use a word or phrase to complete a Graphic Organizers.
Read and analyze the impact of the author’s choices on the development of the story elements in L1 and/or using a leveled text, use a phrase to complete a Graphic Organizers.
Read and analyze the impact of the author’s choices on the development of the story elements in an adapted drama using key vocabulary in simple, related sentences.
Read and analyze the impact of the author’s choices on the development of the story elements in a drama within grade-level band using key vocabulary in expanded sentences with emerging complexity.
Read and analyze the impact of the author’s choices on the development of the story elements in a grade- level drama using precise vocabulary in multiple, complex sentences.
Learning Supports
Cause/effect Graphic Organizers (partial)Word/Picture BankPhrase bankL1 text and/or Support
Cause/effect Graphic Organizers (partial)Word/Picture BankPhrase bankL1 text and/or Support
Cause/effect Graphic OrganizersWord Bank
Cause/effect Graphic Organizers
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS: RL.11.4 WIDA 2-5Reading Speaking
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors.)
Read to understand word and phrase meaning in literature and analyze the impact of word choice using a Figurative Language Chart, online support and student created visual representations of word meanings.
VU: Similes, metaphors, hyperboles; content-based, grade-level vocabulary LFC: Sentence s with figurative language LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to understand word and phrase meaning and analyze the impact of word choice in L1; and/or using leveled text, match words and phrases with their visual representations.
Read to understand word and phrase meaning and analyze the impact of word choice in L1; and/or using leveled text, match words and phrases with their definitions and match word and Phrase Citations to visual representations.
Read to understand word and phrase meaning and analyze the impact of word choices in adapted literature using key vocabulary in a series of simple, related sentences.
Read to understand word and phrase meaning and analyze the impact of word choice in literature within grade-level band using key vocabulary in expanded and some complex sentences.
Read to understand word and phrase meaning and analyze the impact of word choice in grade level literature using precise vocabulary in multiple, complex sentences.
Learning Supports
Online support Figurative Language ChartL1 supportWord citationsVisuals
Online support Figurative Language ChartL1 supportWord and Phrase CitationsVisuals
Online support Figurative Language Chart
Online support Figurative Language Chart
Online support (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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS: RL.11.4 WIDA EDLS: 2-5Reading Speaking
Determine the meaning of words and phrases as they are used in the text.
Read to understand word and phrase meaning in literature using Cognates, context, online support and student created visual representations of word meanings.
VU: Similes, metaphors, hyperboles; content-based, grade-level vocabulary LFC: Sentences with figurative language LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to understand word and phrase meaning in L1; and/or using leveled text, match words and phrases with their visual representations.
Read to understand word and phrase meaning in L1; and/or using leveled text, match words and phrases with their definitions and match word and Phrase Citations to visual representations.
Read to understand word and phrase meaning in adapted literature using key vocabulary in a series of simple, related sentences.
Read to understand word and phrase meaning in literature within grade-level band using key vocabulary in expanded and some complex sentences.
Read to understand word and phrase meaning in grade level literature using precise vocabulary in multiple, complex sentences.
Learning Supports
Online support Figurative Language ChartL1 supportWord citationsVisuals
Online supportFigurative Language ChartL1 supportWord and Phrase CitationsVisuals
Online support Figurative Language Chart
Online support Figurative Language Chart
Online support (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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS: W.11.5 WIDA ELDS: 2Writing
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Write to develop writing through editing using a Checklist for editing.
VU: Plan, revise, edit, purpose, audience; content-based, grade-level vocabulary
LFC: Specific to writing task
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to develop writing through editing in L1 and/or by producing selected single words in key phrase patterns.
Write to develop writing through editing in L1 and/or by producing selected vocabulary in key phrases and short sentences.
Write to develop writing through editing by producing key vocabulary in a series of simple, related sentences.
Write to develop writing through editing by producing key vocabulary in expanded and some complex sentences.
Write to develop writing through editing and by producing clear and coherent writing using precise vocabulary in multiple, complex sentences.
Learning Supports Checklist for editingWord/Picture Bank Cloze sentencesVisualsL1 support
Checklist for editingWord/Picture BankSentence FrameVisualsL1 support
Checklist for editingSentence StarterTechnology and Technological Resources
Checklist for editing
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 8CCSS: RL.11.6WIDA EDLS: 2-5Reading Speaking
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Read and analyze literature that requires the reader to distinguish what is directly stated from what is really meant using a Reference Sheet and visual representations of the text.
VU: Satire, sarcasm, irony, understatement, implicit and explicit meanings; content-based, grade-level vocabularyLFC: Sentences with subordinate clauses in compound, complex sentencesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in L1; and/or to develop an understanding of satire, etc. using illustrated, literature, and Teacher Modeling of selected, high-frequency words or phrases denoting satire, sarcasm, etc.
Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in L1; and/or to develop an understanding of satire, etc. using illustrated, literature, and Teacher Modeling of selected phrases denoting satire, sarcasm, etc.
Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in adapted literature using key vocabulary in a series of simple, related sentences.
Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in literature within grade-level band using key vocabulary in expanded and some complex sentences.
Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in grade level literature using precise vocabulary in multiple, complex sentences.
Learning Supports
Reference Sheet(L1)Video Clips and FilmsDramatization with PropsTeacher ModelingL1 support
Reference Sheet (L1)Video Clips and FilmsDramatization with PropsTeacher ModelingL1 support
Reference Sheet Video Clips and FilmsDramatization with Props
Reference Sheet Video Clips and Films
Reference Sheet for definitions and examples of satire, sarcasm, irony, understatement
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 9CCSS: RL.11.7WIDA EDLS: 2-5Reading Speaking
Analyze multiple interpretations of a story, drama, or poem (e.g., Recorded or Live Production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Compare and contrast multiple interpretations of a literary work using a Graphic Organizers (i.e. 3 rings Venn Diagram), L1 support and/or adapted text.
VU: Comparison, contrast; content-based, grade-level vocabularyLFC: Complex sentences, compound verb tenses
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Compare and contrast multiple interpretations of a grade level literary work in L1; and/or use selected words from leveled texts to complete a Graphic Organizers or cloze sentences.
Compare and contrast multiple interpretations of a grade level literary work in L1; and/or use short phrases from leveled texts to complete a Graphic Organizers or Sentence Frame.
Compare and contrast multiple interpretations of an adapted literary work using key vocabulary in a series of simple, related sentences.
Compare and contrast multiple interpretations of a literary work within grade-level band using key vocabulary in expanded sentences with emerging complexity.
Compare and contrast multiple interpretations of a grade level literary work using precise vocabulary in multiple, complex sentences.
Learning Supports
Venn DiagramRecorded or Live ProductionCloze sentencesL1 text and/or supportWord/Picture Bank
Venn DiagramRecorded or Live ProductionSentence FrameL1 text and/or supportWord/Picture Bank
Venn DiagramRecorded or Live ProductionWord Bank
Venn DiagramRecorded or Live Production
Venn DiagramRecorded or Live Production
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 10CCSS: RL.11.10WIDA ELDS: 2-5Reading Speaking
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-12–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Read to comprehend a variety of literature in the grade 9-11 text complexity band using Graphic Organizers, L1 support and online resources.
VU: Specific to text; content-based, grade-level vocabulary
LFC: Specific to text
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to comprehend a variety of literature in L1; and/or selected words and phrases from excerpts of grade-level literature read-aloud.
Read to comprehend a variety of literature in L1; and/or selected phrase and sentence excerpts from grade-level literature read aloud.
Read to comprehend a variety of adapted literature.
Read to comprehend a variety of literature within grade 9-11 text complexity band.
Read to comprehend a variety of grade-level literature.
Learning Supports
Online resourcesGraphic Organizers s Word/picture bankL1 supportCloze sentences
Online resourcesGraphic Organizers s Word/picture bankL1 supportSentence Frame
Online resourcesGraphic Organizers s Word BankTemplate
Online resourcesGraphic Organizers s
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 11CCSS: W.11.3WIDA ELDS: 1-5Writing
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Write to develop real or imagined experiences using sensory vocabulary to provide the reader with a vivid description using a Template, multiple reference materials and Shared Writing.
VU: Sensory, details, vivid, events, setting, characters, thesaurus, synonym, antonym
LFC: Descriptive adjectives, descriptive verbs, descriptive adverbsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to develop real or imagined experiences with sensory language into a multi-paragraph narrative in L1; and/or integrate sensory language by writing word- level captions for pictures and by matching words to pictures.
Write to develop real or imagined experiences with sensory language into a multi-paragraph narrative in L1; and/or write to integrate sensory language into a sentence level narrative by matching descriptive phrases to appropriate pictures.
Write a narrative by developing real or imagined experiences using sensory language and key vocabulary in a series of simple, related sentences.
Write a multi-paragraph narrative by developing real or imagined experiences using sensory language and key vocabulary in expanded sentences with emerging complexity.
Write a multi-paragraph narrative by developing real or imagined experiences using sensory language and precise vocabulary in multiple, complex sentences.
Learning Supports
Multiple reference materials Shared WritingTemplateCloze sentencesL1 support
Visuals
Multiple reference materialsShared WritingTemplateSentence FrameL1 support
Visuals
Multiple reference materials Shared WritingTemplate
Multiple reference materials (thesaurus, dictionary, online 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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 12CCSS: W.11.3.a WIDA ELDS: 2-5Writing
When writing narratives, engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.
Compose well-structured, detailed, and engaging narratives using a Story Map and a word/picture bank.
VU: Elements of plot; content-based, grade-level vocabulary
LFC: Quotation marks, dialogue tags, pronouns, adverbs of time, prepositional phrases LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Compose well-structured, detailed, and engaging narratives in L1 and/or by producing selected single words in key phrase patterns.
Compose well-structured, detailed, and engaging narratives in L1 and/or by producing selected vocabulary in key phrases and short sentences.
Compose well-structured, detailed, and engaging narratives by producing key vocabulary in a series of simple, related sentences.
Compose well-structured, detailed, and engaging narratives by producing key vocabulary in expanded and some complex sentences.
Compose well-structured, detailed, and engaging narratives by producing clear and coherent writing using precise vocabulary in multiple, complex sentences.
Learning Supports
Story Map (partially completed)Charts/PostersCloze SentencesWord/Picture BankVisualsNative Language Support
Story Map (partially completed)Charts/PostersSentence FrameWord/Picture BankVisualsNative Language Support
Story MapWord/Picture BankCharts/Posters
Story Map
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 13CCSS: W.11.3.aWIDA ELDS: 1-5Writing
When writing narratives, create a smooth progression of experiences or events.
Compose a narrative with a smooth progression of events using a Timeline, Story Map and a word/picture bank.
VU: Elements of plot; content-based, grade-level vocabulary
LFC: Pronouns, adverbs of time, prepositional phrases
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Compose a narrative with a smooth progression of events in L1 and/or by producing drawings and selected words in key phrase patterns.
Compose a narrative with a smooth progression of events in L1 and/or by producing illustrations and selected vocabulary in key phrases and short sentences.
Compose a narrative with a smooth progression of events by producing key vocabulary in a series of simple, related sentences.
Compose a narrative with a smooth progression of events by producing key vocabulary in expanded and some complex sentences.
Compose a narrative with a smooth progression of events by producing precise vocabulary in multiple, complex sentences.
Learning Supports
Story Map (partially completed)TimelineCharts/PostersCloze SentencesWord/Picture BankVisualsNative Language Support
Story Map (partially completed)TimelineCharts/PostersSentence FrameWord/Picture BankVisualsNative Language Support
Story MapTimelineWord/Picture BankCharts/Posters
Story MapTimeline
Story Map
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 14CCSS: W.11.3.bWIDA ELDS: 2 – 5Writing
When writing narratives, use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Develop experiences, events, and or characters by implementing narrative techniques using a Literary Techniques Reference Sheet Reference Sheet and Charts.
VU: Dialogue, pacing, description, reflection; content-based, grade-level vocabulary
LFC: Various verb forms, descriptive verbs
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Develop experiences, events, and or characters by implementing narrative techniques in L1 and/or use pictures and selected single words in key phrase patterns.
Develop experiences, events, and or characters by implementing narrative techniques in L1 and/or use pictures and selected vocabulary in key phrases and short sentences.
Develop experiences, events, and or characters by implementing narrative techniques using key vocabulary in a series of simple, related sentences.
Develop experiences, events, and or characters by implementing narrative techniques using key vocabulary in expanded and some complex structures.
Develop experiences, events, and or characters by implementing narrative techniques using precise vocabulary in multiple, complex sentences.
Learning Supports
Literary Techniques Reference Sheet Story Map (partially completed)Charts/PostersCloze SentencesWord/Picture BankVisualsNative Language Support
Literary Techniques Reference Sheet Story Map (partially completed)Charts/PostersSentence FrameWord/Picture BankVisualsNative Language Support
Literary Techniques Reference Sheet Reference Sheet Charts/Posters
Literary Techniques Reference Sheet
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 15CCSS: W.11.3.cWIDA ELDS: 2 – 5Writing
When writing narratives, use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
Compose a coherent narrative applying effective plot sequence using a Timeline and a bank of transitional phrases.
VU: Techniques, sequence, coherent; content-based, grade-level vocabulary
LFC: Sentences containing transitional phrases
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Compose a coherent narrative applying effective plot sequence in L1 and/or use pictures, drawings and selected single words in key phrase patterns.
Compose a coherent narrative applying effective plot sequence in L1 and/or use pictures and selected vocabulary in key phrases and short sentences.
Compose a coherent narrative applying effective plot sequence using key vocabulary in simple, related sentences.
Compose a coherent narrative applying effective plot sequence using key vocabulary in expanded and some complex sentences.
Compose a coherent narrative applying effective plot sequence using precise vocabulary in multiple, complex sentences.
Learning Supports
TimelineWord Bank of Transitional Phrases Cloze SentencesWord/Picture BankVisualsNative Language Support
TimelineWord Bank of Transitional Phrases Sentence FrameWord/Picture BankVisualsNative Language Support
TimelineWord Bank of Transitional PhrasesSentence Starter
TimelineWord Bank of Transitional Phrases
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 16CCSS: W.11.3.dWIDA ELDS: 2-5Writing
When writing narratives, use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Write to integrate sensory vocabulary in order to provide the reader with a vivid description using a Reference Sheet and a Word Bank.
VU: Sensory details, vivid; content-based, grade-level vocabularyLFC: Descriptive adjectives, descriptive verbs, descriptive adverbs, varied dialogue tagsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to integrate sensory vocabulary in order to provide the reader with a vivid description in L1 and/or use pictures and selected single words in key phrase patterns.
Write to integrate sensory vocabulary in order to provide the reader with a vivid description in L1 and/or use pictures and selected vocabulary in key phrases and short sentences.
Write to integrate sensory vocabulary in order to provide the reader with a vivid description using key vocabulary in a series of simple, related sentences.
Write to integrate sensory vocabulary in order to provide the reader with a vivid description using key vocabulary in expanded and some complex sentences.
Write to integrate sensory vocabulary in order to provide the reader with a vivid description using precise vocabulary in multiple, complex sentences.
Learning Supports
Reference Sheet Word/picture BankCloze SentencesVisualsNative Language Support
Reference Sheet Word/picture BankSentence FrameVisualsNative Language Support
Reference Sheet Word BankSentence Starter
Reference Sheet Word Bank
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 17CCSS: W.11.3.eWIDA ELDS: 2 – 5 Writing Speaking
When writing narratives, provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Write to conclude a narrative in an effective manner using a think aloud and Shared Writing.
VU: Concluding statement; content-based, grade-level vocabulary
LFC: Specific to writing task
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to conclude a narrative in an effective manner in L1 and/or use pictures and selected single words in key phrase patterns.
Write to conclude a narrative in an effective manner in L1 and/or use pictures and selected vocabulary in key phrases and short sentences.
Write to conclude a narrative in an effective manner using key vocabulary in a series of simple, related sentences.
Write to conclude a narrative in an effective manner using key vocabulary in expanded and some complex sentences.
Write to conclude a narrative in an effective manner using precise vocabulary in multiple, complex sentences.
Learning Supports
Shared WritingCloze sentencesWord/Picture BankVisualsL1 support
Shared WritingSentence FrameWord/Picture BankVisualsL1 support
Shared WritingSentence StarterWord BankTechnology and Technological Resources
Shared Writing
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 18CCSS: W.11.4WIDA ELDS: 2-5Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Produce clear and coherent writing, suitable for task, purpose, and audience using a Graphic Organizers (specific to task and purpose) and Visuals.
VU: Author’s purpose, audience, writing tasks (e.g., narrative, persuasive, research etc)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
Produce clear and coherent writing in L1; and/or use pictures and selected single words in key phrase patterns.
Produce clear and coherent writing in L1; and/or produce an emerging expression of ideas using pictures and selected vocabulary in repetitive phrasal and sentence patterns.
Produce emerging expression of multiple related ideas using key vocabulary in a series of simple sentences.
Produce organized expression of ideas with emerging cohesion using key vocabulary in expanded and some complex sentences.
Produce clear and coherent writing using precise vocabulary in multiple, complex sentences matched to the purpose and task.
Learning Supports
Graphic Organizers – partially completed by teacher (appropriate to task)VisualsL1 supportOnline resources Cloze sentencesWord Bank
Graphic Organizers – partially completed by teacher (appropriate to task)VisualsL1 supportOnline resourcesSentence FrameWord Bank
Graphic Organizers (appropriate to task)Word BankOnline resources
Graphic Organizers (appropriate to task)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. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 19CCSS: W.11.5WIDA ELDS: 2 – 5ReadingWriting
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.
Write to develop writing through editing and addressing purpose and audience using a Checklist for editing and a Purpose and Audience Planning Chart.
VU: Plan, revise, edit, purpose, audience
LFC: Specific to writing task
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to develop writing through editing and addressing purpose and audience in L1 and/or use drawings and selected single words in key phrase patterns.
Write to develop writing through editing and addressing purpose and audience in L1 and/or use pictures and selected vocabulary in phrases and short sentences.
Write to develop writing through editing and addressing purpose and audience using key vocabulary in a series of simple, related sentences.
Write to develop writing through editing and addressing purpose and audience using key vocabulary in expanded and some complex sentences.
Write to develop writing through editing and addressing purpose and audience using precise vocabulary in multiple, complex sentences.
Learning Supports
Purpose and Audience Planning Chart (partially completed)Checklist for editingWord/Picture Bank Cloze sentencesVisualsL1 support
Purpose and Audience Planning Chart(partially completed) Checklist for editingWord/Picture BankSentence FrameVisualsL1 support
Purpose and Audience Planning ChartChecklist for editingSentence StarterTechnology and Technological Resources
Purpose and Audience Planning ChartChecklist for editing
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 20CCSS: W.11.6WIDA ELDS: 2 – 5WritingReading
Use Technology and Technological Resources, including the Internet, to produce, publish, and update individual or shared writing products.
Write to edit and publish individual and collaborative writing pieces using a checklist of steps and a Partner work.
VU: Transitional words, word choice, general, specific and technical language
LFC: Specific to writing task
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to edit and publish individual and collaborative multi-paragraph writing pieces in L1; and/or edit and publish individual and collaborative writing pieces using selected single words in key phrase patterns.
Write to edit and publish individual and collaborative multi-paragraph writing pieces in L1; and/or edit and publish individual and collaborative pieces using selected vocabulary in repetitive phrasal and sentence patterns.
Write to edit and publish individual and collaborative three paragraph writing pieces about multiple related ideas using key vocabulary in simple sentences.
Write to edit and publish individual and collaborative multi-paragraph writing pieces using key vocabulary in expanded and some complex sentences.
Write to edit and publish individual and collaborative multi-paragraph writing pieces using precise vocabulary in multiple, complex sentences.
Learning Supports
Checklist for publishing Phrase bank Peer/Teacher EditingWord/Picture BankL1 support
Checklist for publishingSentence Frame Peer/Teacher EditingWord/Picture BankL1 support
Checklist for publishing Sentence StarterPeer EditingWord Bank
Checklist for publishingPeer Editing
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 21CCSS: W.11.7WIDA ELDS: 2 – 5WritingSpeaking
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Write answers that solve problems based on research using a Template, Question Stem Bank and online resources.
VU: Research, solve, inquiry; content-based, grade-level vocabulary
LFC: Specific to writing task
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write answers that solve problems based on research in L1 and/or use pictures, drawings and selected single words in key phrase patterns.
Write answers that solve problems based on research in L1 and/or use pictures, diagrams and selected vocabulary in key phrases and short sentences.
Write answers that solve problems based on research using key vocabulary in a series of simple, related sentences.
Write answers that solve problems based on research using key vocabulary in expanded and some complex sentences.
Write answers that solve problems based on research using precise vocabulary in multiple, complex sentences.
Learning Supports
TemplateCloze SentencesOnline Resources Word/Picture BankPartner Work Native Language Support
TemplateSentence Frame Online Resources Partner Work Word/picture BankNative Language Support
TemplateCloze SentencesOnline Resources Partner Work Word Bank
TemplateOnline Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 22CCSS: W.11.9.aWIDA ELDS: 2, 4-5WritingReading
Draw evidence from literary texts to support analysis, reflection, and research; apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
Write to cite evidence from literary texts to support analysis and reflection from grade level nonfiction literature using Graphic Organizers, Marking the Text, peer and L1 support.
VU: Transitional words, word choice; content-based, grade-level vocabulary
LFC: Specific to writing task
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to cite evidence from literary texts to support analysis and reflection from nonfiction literature in L1 and/or use selected single words or phrase patterns in grade-level text to demonstrate understanding.
Write to cite evidence from literary texts to support analysis and reflection from nonfiction literature in L1 and/or use selected vocabulary in phrases and short sentences from specific excerpts in grade-level text to demonstrate understanding.
Write to cite evidence from literary texts to support analysis and reflection from adapted nonfiction literature using key vocabulary in a series of simple, related sentences.
Write to cite evidence from literary texts to support analysis and reflection from text within the grade-level band using key vocabulary in expanded and some complex sentences.
Write to cite evidence from literary texts to support analysis and reflection from grade level nonfiction literature using precise vocabulary in multiple, complex sentences.
Learning Supports
Graphic Organizers Peer/Teacher SupportWord/Picture BankL1 supportMarking the Text
Graphic Organizers Sentence FramePeer/Teacher SupportWord/Picture BankL1 support
Graphic Organizers Word BankMarking the Text
Graphic OrganizersMarking the Text
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Marking the Text
Student Learning Objective (SLO) Language Objective Language NeededSLO: 23CCSS: W.11.10WIDA ELDS: 2 – 5WritingSpeaking
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 a Purpose and Audience Planning Chart and Essay Templates specific to task.
VU: Task, purpose, audience; content-based, grade-level vocabulary
LFC: Specific to writing task
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write routinely for specific time frames and for various purposes, tasks and audiences in L1 and/or use Visuals and selected single words in key phrases.
Write routinely for specific time frames and for various purposes, tasks and audiences in L1 and/or use Visuals and selected vocabulary in key phrases and short sentences.
Write routinely for specific time frames and for various purposes, tasks and audiences using key vocabulary in a series of simple, related sentences.
Write routinely for specific time frames and for various purposes, tasks and audiences using key vocabulary in expanded and some complex sentences.
Write routinely for specific time frames and for various purposes, tasks and audiences using precise vocabulary in multiple, complex sentences.
Learning Supports
Purpose and Audience Planning ChartEssay TemplatesPartner Work Sentence FrameWord/picture BankVisuals
Purpose and Audience Planning ChartEssay TemplatesPartner Work Sentence FrameWord/picture BankL1 SupportVisuals
Purpose and Audience Planning ChartEssay TemplatesPartner work Work
Purpose and Audience Planning ChartEssay Templates
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
L1 Support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 24CCSS: SL.11.1WIDA ELDS: 2 – 5ReadingWriting
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse Partner works on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Listen to and exchange ideas based on research findings relevant to the discussion using a Graphic Organizers, notes and Cue Cards.
VU: Refer, stimulate, probe, content-based, grade-level vocabulary
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 grade level discussion and exchange ideas in L1; and/or listen to and participate in a teacher-facilitated discussion using selected single words in key phrase patterns.
Listen to a grade level discussion and exchange ideas in L1; and/or listen to and participate in a teacher facilitated discussion using selected vocabulary in key phrases and sentence patterns.
Listen to a discussion about multiple related concepts and exchange ideas based on research using key vocabulary in a series of simple, related sentences.
Listen to a grade level discussion and exchange ideas based on research using key vocabulary in expanded and some complex sentences.
Listen to a grade level discussion and exchange ideas based on research using precise vocabulary in multiple, complex sentences.
Learning Supports
Graphic Organizers Word/Picture BankNotes in L1 and EnglishCloze sentences
Graphic Organizers Word/Picture BankNotes in L1 and EnglishSentence Frame
Graphic Organizers Word BankNotes
Graphic Organizers
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
L1 support L1 support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 25CCSS: SL.11.1.aWIDA ELDS: 2 – 5ReadingSpeakingWriting
Come to discussions prepared, having read and researched material under study.
Read and write about research material to discuss by using Cornell Notes, Cue Cards and a Template.
VU: Refer, stimulate, probe; content-based, grade-level vocabularyLFC: Declarative sentences, interrogatives, prosodic features (e.g., stress)LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read and write about research material to discuss in L1; and/or listen to and participate in a teacher facilitated discussion using selected single words in key phrase patterns.
Read and write about research material to discuss in L1; and/or listen to and participate in a teacher-facilitated discussion using selected vocabulary in repetitive phrases and sentence patterns.
Read and write about research material to discuss using key vocabulary in a series of simple, related sentences.
Read and write about research material to discuss using key vocabulary in expanded and some complex sentences.
Read and write about research material to discuss using precise vocabulary in multiple, complex sentences.
Learning Supports
Cornell NotesTemplateCue CardsWord/Picture BankCloze sentences
Cornell NotesTemplateCue CardsWord/Picture BankSentence Frame
Cornell NotesTemplateCue CardsWord Bank
Cornell Notes
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
L1 support L1 support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 26CCSS: SL.11.1.aWIDA ELDS: 2 – 5ReadingWritingSpeakingListening
Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas.
Read and write explicit evidence from text and research material in order to stimulate a thoughtful, well –reasoned exchange of ideas by using a Graphic Organizers, Cue Cards and notes.
VU: Refer, stimulate, probe; content-based, grade-level vocabulary
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
Read and write explicit evidence from text and research material in order to stimulate a thoughtful, well –reasoned exchange of ideas in L1; and/or listen to and participate in a teacher facilitated discussion using selected single words in key phrase patterns.
Read and write explicit evidence from text and research material in order to stimulate a thoughtful, well –reasoned exchange of ideas in L1; and/or listen to and participate in a teacher facilitated discussion using selected vocabulary in repetitive phrases and sentence patterns.
Read and write explicit evidence from text and research material in order to stimulate a thoughtful, well –reasoned exchange of ideas using key vocabulary in a series of simple, related sentences.
Read and write explicit evidence from text and research material in order to stimulate a thoughtful, well –reasoned exchange of ideas using key vocabulary in expanded and some complex sentences.
Read and write explicit evidence from text and research material in order to stimulate a thoughtful, well –reasoned exchange of ideas using precise vocabulary in multiple, complex sentences.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Learning Supports
Graphic Organizers Cue CardsNotes in L1 & EnglishWord/Picture BankCloze sentencesL1 support
Graphic Organizers Cue CardsNotes in L1 & EnglishWord/Picture BankSentence FrameL1 support
Graphic Organizers Cue CardsNotesWord Bank
Graphic OrganizersNotes
Notes
Student Learning Objective (SLO) Language Objective Language NeededSLO: 27CCSS: SL.11.1.bWIDA ELDS: 1SpeakingListening
Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.
Speak and listen to create goals, deadlines and roles for collaborative discussions using a Reference Sheet of specific discussion rules.
VU: Rules, directions, checklist, speaking rubric; content-based, grade-level vocabulary LFC: Signal verbs, action verbs, appropriate language, tone, voiceLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak and listen to create goals, deadlines and roles for collaborative discussions in L1 and/or use Visuals and selected single words in key phrase patterns.
Speak and listen to create goals, deadlines and roles for collaborative discussions in L1 and/or use Visuals and selected vocabulary in key spoken phrases and short sentences.
Speak and listen to create goals, deadlines and roles for collaborative discussions using key vocabulary in a series of simple, related sentences.
Speak and listen to create goals, deadlines and roles for collaborative discussions using key vocabulary in expanded and some complex sentences.
Speak and listen to create goals, deadlines and roles for collaborative discussions using precise vocabulary in multiple, complex sentences.
Learning Supports
Reference Sheet of specific rules Note Cards
Reference Sheet of specific rules Note Cards
Reference Sheet of specific rules Note Cards
Reference Sheet of specific rules
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Word/Picture WallVisuals GesturesL1 support
Word/Picture Wall VisualsL1 support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 28CCSS: SL.11.1.cWIDA ELDS: 1-5Reading SpeakingListening
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Speak and listen in order to initiate and engage in conversations by posing and responding to questions that probe reasoning and evidence by using Graphic Organizers, questions stems along with peer and L1 support.
VU: Refer, stimulate, probe, specific to topic
LFC: Declarative sentences, interrogatives, specific to topic
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak and listen in order to develop an understanding of initiating and engaging in conversations by posing and responding to questions that probe reasoning and evidence by using L1 and/or use selected single words in key
Speak and listen in order to develop an understanding of initiating and engaging in conversations by posing and responding to questions that probe reasoning and evidence by using L1 and/or use selected vocabulary in key phrases and short
Speak and listen in order to initiate and engage in conversations by posing and responding to questions that probe reasoning and evidence using key vocabulary in a series of simple, related sentences.
Speak and listen in order to initiate and engage in conversations by posing and responding to questions that probe reasoning and evidence using key vocabulary in expanded and some complex sentences.
Speak and listen in order to initiate and engage in conversations by posing and responding to questions that probe reasoning and evidence using precise vocabulary in multiple, complex sentences.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
phrase patterns. sentences.Learning Supports
Graphic Organizers Question Stem BankPartner workWord/Picture BankCloze sentencesL1 support
Graphic Organizers Question Stem BankPartner workWord/Picture BankSentence FrameL1 support
Graphic OrganizersQuestion Stem BankPartner workWord Bank
Graphic Organizers Partner work
Partner work
Student Learning Objective (SLO) Language Objective Language NeededSLO: 29CCSS: SL.11.1.dWIDA ELDS: 1-5Reading SpeakingListening
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Speak and listen in order to respond to diverse perspective by using Graphic Organizers along with peer and L1 support.
VU: Refer, stimulate, probe, content-based, grade-level vocabulary
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
Speak and listen develop an understanding of how to respond to diverse perspective by using L1 and/or use selected single words in key phrase patterns.
Speak and listen to respond to diverse perspective by using L1 and/or use selected vocabulary in key phrases and short sentences.
Speak and listen to respond to diverse perspective using key vocabulary in a series of simple, related sentences.
Speak and listen to respond to diverse perspective using key vocabulary in expanded and some complex sentences.
Speak and listen to respond to diverse perspective using precise vocabulary in multiple, complex sentences.
Learning Graphic Organizers Graphic Organizers Graphic Organizers Graphic Organizers Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Supports Word/Picture BankCloze sentencesL1 support
Word/Picture BankSentence FrameL1 support
Word Bank
Student Learning Objective (SLO) Language Objective Language NeededSLO: 30CCSS: SL.11.2WIDA ELDS: WIDA 1-5Reading SpeakingListening
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Speak and listen to integrate multiple sources of information as a means of making informed decision and solving problems by using Graphic Organizers along with peer and L1 support.
VU: Refer, stimulate, probe, content-based, grade-level vocabularyLFC: Declarative sentences, interrogatives, specific to topicLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak and listen to develop an understanding of integrating multiple sources of information as a means of making informed decision and solving problems by using L1 and/or use
Speak and listen to integrate multiple sources of information as a means of making informed decision and solving problems by using L1 and/or use selected vocabulary in key phrases and short sentences.
Speak and listen to integrate multiple sources of information as a means of making informed decision and solving problems using key vocabulary in a series of simple, related sentences.
Speak and listen to integrate multiple sources of information as a means of making informed decision and solving problems using key vocabulary in expanded and some complex sentences.
Speak and listen to integrate multiple sources of information as a means of making informed decision and solving problems using precise vocabulary in multiple, complex sentences.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
selected single words in key phrase patterns.
Learning Supports
Graphic Organizers Word/Picture BankCloze sentencesL1 supportPartner work
Graphic Organizers Word/Picture BankSentence FrameL1 supportPartner work
Graphic Organizers Word BankPartner work
Graphic OrganizersPartner work
Student Learning Objective (SLO) Language Objective Language NeededSLO: 31CCSS: SL.11.3WIDA ELDS: WIDA 1-5Reading SpeakingListening
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Speak and listen to assess strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric by using Graphic Organizers along with peer and L1 support.
VU: Purpose, audience, task, appropriate, formal, informal, convey, perspective, distinct, alternative, opposingLFC: Past and present tenses, imperative, modals, indirect/direct object, subject/verb agreement, pronouns, retelling, relating, LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak and listen to develop an understanding of assessing strengths and limitations of a speaker’s point of view, reasoning and use of evidence and rhetoric in L1 and/or use
Speak and listen to assess strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric in L1 and/or use selected vocabulary in
Speak and listen to assess strengths and limitations of a speaker’s point of view, reasoning and use of evidence and rhetoric using key vocabulary in
Speak and listen to assess strengths and limitations of a speaker’s point of view, reasoning and use of evidence and rhetoric using key vocabulary in expanded and some
Speak and listen to assess strengths and limitations of a speaker’s point of view, reasoning and use of evidence and rhetoric using precise vocabulary in multiple, complex sentences.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
selected single words in key phrase patterns.
key phrases and short sentences.
a series of simple, related sentences.
complex sentences.
Learning Supports
Graphic Organizers Partner workWord/Picture BankCloze sentencesL1 support
Graphic Organizers Partner workWord/Picture BankSentence FrameL1 support
Graphic Organizers Partner workWord Bank
Graphic Organizers Partner work
Student Learning Objective (SLO) Language Objective Language NeededSLO: 32CCSS: SL.11.4WIDA ELDS: 1-5Reading SpeakingListening
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Present information in a concise formal or informal oral report that has a distinct perspective and addresses opposing perspectives using Technology and Technological Resources, notes and props
VU: Purpose, audience, task, appropriate, formal, informal, convey, perspective, distinct, alternative, opposingLFC: Past and present tenses, imperative, modals, indirect/direct object, subject/verb agreement, pronouns, usage of quotes, LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Present information in a concise formal or informal oral report in L1; and/or use selected single words in key phrase patterns.
Present information in a concise formal or informal oral report in L1; and/or use selected vocabulary in repetitive phrases and sentence patterns.
Present information in a concise formal or informal oral report about multiple related ideas using key vocabulary in a series of simple, related sentences.
Present information in a concise formal or informal oral report using key vocabulary in expanded and some complex sentences.
Present information in a concise formal or informal oral report using precise vocabulary in multiple, complex sentences.
Learning PowerPoint PowerPoint PowerPoint PowerPoint PowerPoint
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Supports Note CardsCloze sentencesVisuals PropsWord/Picture BankL1 support
Note CardsSentence FrameVisualsPropsWord/Picture BankL1 support
Note CardsWord BankPropsSentence Starter
Note CardsProps
Props
Student Learning Objective (SLO) Language Objective Language NeededSLO: 33SL.11.5CCSS: WIDA ELDS:2-5SpeakingListening
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Present information using strategic use of digital media in presentation to enhance understanding by using Technology and Technological Resources, notes, and props
VU: Purpose, audience, task, appropriate, formal, informal, convey, perspective, distinct
LCF: Past and present tenses, modals, subject/verb agreementLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Present information using strategic use of digital media in presentation to enhance understanding in L1 and/or use selected single words in key phrase patterns.
Present information using strategic use of digital media in presentation to enhance understanding in L1 and/or use selected vocabulary in key phrases and short sentences.
Present information using strategic use of digital media in presentation to enhance understanding using key vocabulary in a series of simple, related sentences.
Present information using strategic use of digital media in presentation to enhance understanding using key vocabulary in expanded and some complex sentences.
Present information using strategic use of digital media in presentation to enhance understanding using precise vocabulary in multiple, complex sentences.
Learning Supports
Technology and Technological
Technology and Technological Resources
Technology and Technological Resources
Technology and Technological Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
ResourcesNotes in L1 & EnglishProps Word/Picture BankCloze sentencesL1 support
Notes in L1 & EnglishProps Word/Picture BankSentence FrameL1 support
NotesProps Word Bank
NotesProps
Student Learning Objective (SLO) Language Objective Language NeededSLO: 34CCSS: SL.11.6WIDA ELDS: 2-5Speaking
Adapt speech to a variety of contexts and tasks, demonstrating a 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, Word Bank and props/realia.
VU: Transitional words, formal and informal language, idioms LFC: Past and present tenses, subject/verb agreement
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Adapt speech to a variety of contexts and tasks in L1; and/or use selected single words in key phrase patterns.
Adapt speech to a variety of contexts and tasks in L1; and/or use selected vocabulary in repetitive phrases and sentence patterns.
Adapt speech to a variety of contexts and tasks using key vocabulary in a series of simple, related sentences.
Adapt speech to a variety of contexts and tasks using key vocabulary in expanded and some complex sentences.
Adapt speech to a variety of contexts and tasks using precise vocabulary in multiple, complex sentences.
Learning Supports
Speaking rubricWord/Picture Bank (Phrase)Props/RealiaL1 support
Speaking rubricWord/Picture Bank (Phrase)Props/RealiaL1 supportSentence Frame
Speaking rubric Props/RealiaWord Bank
Speaking rubric specific to task
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Cloze sentences
Student Learning Objective (SLO) Language Objective Language NeededSLO: 35CCSS: L.11.1.aWIDA ELDS: 2-5SpeakingWriting
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: General, specific and technical language pertaining to grammar
LFC: Sentence structure, modals, all verb tenses, grammar and syntax specific to purposeLC: 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 at ELP level 1, using selected single words in phrase patterns.
Write and speak to demonstrate command of standard English grammar at ELP level 2, by using repetitive phrases and sentence patterns and selected vocabulary.
Write and speak to demonstrate command of standard English grammar at ELP level 3, using key vocabulary in a series of simple, related sentences.
Write and speak to demonstrate command of standard English grammar at ELP level 4, using key vocabulary in expanded and some complex sentences.
Write and speak to demonstrate command of standard English grammar using precise vocabulary in multiple, complex sentences.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Learning Supports
Multiple resources (i.e., dictionaries, grammar Reference Sheets)Cloze activityL1 supportTeacher Modeling
Multiple resources (i.e., dictionaries, grammar Reference Sheets)Sentence Starter/framesL1 supportTeacher Modeling
Multiple resources (i.e., dictionaries, grammar Reference Sheets) Teacher Modeling
Multiple resources (i.e., dictionaries, grammar reference books).
Student Learning Objective (SLO) Language Objective Language NeededSLO: 36CCSS: L.11.1.bWIDA ELDS: 2-5Reading SpeakingWriting
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
Consult references to resolve complex usage using multiple resources and Teacher Modeling.
VU: General, specific and technical language pertaining to grammarLFC: Sentence structure, modals, all verb tenses, grammar and syntax specific to purpose
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Consult references to resolve complex usage using selected vocabulary in key phrase patterns
Consult references to resolve complex usage using selected vocabulary in phrases and short sentences.
Consult references to resolve complex usage using key vocabulary in a series of simple, related sentences.
Consult references to resolve complex usage using key vocabulary in expanded and some complex sentences.
Consult references to resolve complex usage using precise vocabulary in multiple, complex sentences.
Learning Supports
Multiple resources (i.e., dictionaries, grammar Reference Sheets)
Multiple resources (i.e., dictionaries, grammar Reference Sheets)
Multiple resources (i.e., dictionaries, grammar Reference Sheets)
Multiple resources (i.e., dictionaries, grammar reference books).
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Cloze activityL1 supportTeacher Modeling
Sentence Starter/framesL1 supportTeacher Modeling
Teacher Modeling
Student Learning Objective (SLO) Language Objective Language NeededSLO: 37L.11.2; L.11.2.aCCSS: WIDA ELDS: 2-5WritingReading
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; observe hyphenation conventions when writing.
Write to apply standard English mechanics and conventions to the use of hyphenation conventions and spelling using Technology and Technological Resources (i.e., a word processing program) and multiple resources (i.e., a dictionary).
VU: Capitalization, punctuation and spelling
LFC: Sentence structure, capitalization, punctuation
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to apply standard English mechanics and conventions when using words and phrases.
Write to apply standard English mechanics and conventions when using phrases and sentence patterns.
Write to apply standard English mechanics and conventions when using simple, related sentences.
Write to apply standard English mechanics and conventions when using expanded and some complex sentences.
Write to apply standard English mechanics and conventions when using multiple, complex sentences.
Learning Supports
Word/Picture Bank (Phrase)
Word/Picture Bank (Phrase)Sentence Starter/Frames
Multiple resourcesWord Processing Program
Multiple resourcesWord Processing Program
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Cloze sentencesWord Processing ProgramMultiple resourcesL1 support
Word Processing ProgramMultiple resourcesL1 support
Word Bank
Student Learning Objective (SLO) Language Objective Language NeededSLO: 38CCSS: L.11.2.bWIDA ELDS: 2 – 5ReadingWriting
Spell correctly when writing narratives. Write to apply standard spelling using Technology and Technological Resources (i.e., a word processing program) and multiple resources (i.e., a dictionary).
VU: Capitalization, punctuation and spelling
LFC: Sentence structure, capitalization, punctuation
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to apply standard spelling when using selected, single words and phrases.
Write to apply standard spelling when using selected vocabulary in phrases and sentence patterns.
Write to apply standard spelling when using key vocabulary in a series of simple, related sentences.
Write to apply standard spelling when using key vocabulary in expanded and some complex sentences.
Write to apply standard spelling when using precise vocabulary in multiple, complex sentences.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Learning Supports
Word/Picture Bank (Phrase)Cloze sentencesWord Processing ProgramMultiple ResourcesL1 support
Word/Picture Bank (Phrase)Sentence Starter/FramesWord Processing ProgramMultiple ResourcesL1 support
Multiple ResourcesWord Processing ProgramWord Bank
Multiple ResourcesWord Processing Program
Student Learning Objective (SLO) Language Objective Language NeededSLO: 39L.11.3CCSS: WIDA ELDS: 2 – 5ReadingWriting ListeningSpeaking
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse using think alouds.Apply knowledge of syntax when speaking and writing using visual representations and multiple resources.
VU: Syntax; content-based, grade-level vocabulary
LFC: Sentences with various applications of syntax
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Identify how syntax impacts meaning, tone and style in simple phrases and oral
Identify how syntax impacts meaning, tone and style in simple text and oral discourse. Apply knowledge
Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse.
Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse.
Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
discourse. Apply knowledge of syntax when speaking and writing simple sentences.
of syntax when speaking and writing sentence patterns.
Apply knowledge of syntax when speaking and writing simple, related sentences.
Apply knowledge of syntax when speaking and writing expanded and some complex sentences.
Apply knowledge of syntax when speaking and writing at the level of multiple, complex sentences.
Learning Supports
Multiple Resources Word/Picture BankReference SheetL1 supportCloze activitiesTeacher Support
Multiple Resources Word/Picture BankReference SheetL1 supportSentence Starter/FramesTeacher Support
Multiple Resources Word BanksReference Sheet
Multiple Resources
Student Learning Objective (SLO) Language Objective Language NeededSLO: 40CCSS: L.11.3.aWIDA ELDS: 2 – 5ReadingSpeaking
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.
Apply knowledge of syntax when speaking and writing using visual representations and multiple resources.
VU: Syntax
LFC: Sentences with various applications of syntax
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Apply knowledge of syntax when speaking and writing simple phrases and sentences.
Apply knowledge of syntax when speaking and writing repetitive sentence patterns.
Apply knowledge of syntax when speaking and writing at the level of simple, related sentences.
Apply knowledge of syntax when speaking and writing at the level of expanded and some complex sentences.
Apply knowledge of syntax when speaking and writing at the level of multiple, complex sentences.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Learning Supports
Multiple Resources (print and digital, bilingual)Word/Picture Bank Reference SheetL1 supportCloze activitiesTeacher Support
Multiple Resources (print and digital, bilingual)Word/Picture Bank Reference SheetL1 supportSentence FrameTeacher Support
Multiple Resources (print and digital)
Word BanksReference Sheets
Multiple Resources (print and digital)
Student Learning Objective (SLO) Language Objective Language NeededSLO: 41CCSS: L.11.4WIDA ELDS: 2 – 5Reading and listening
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and content, choosing flexibly from a range of strategies.
Read and listen to clarify the meaning of unknown words and phrases using Cognates, a bilingual dictionary, and a Reference Sheet for context clues.
VU: Multiple-meaning words, phrases, strategies
LFC: Varies by task
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read and listen to clarify the meaning of unknown words and
Read and listen to clarify the meaning of unknown words and phrases in L1
Read and listen to clarify the meaning of unknown words and phrases from adapted
Read and listen to clarify the meaning of unknown words and phrases from
Read and listen to clarify the meaning of unknown words and phrases from grade level
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
phrases in L1 and/or by matching words from leveled text to visual representations of the text.
and/or by matching words from leveled text to visual representations of the text.
text and presentations. text and presentations within the grade-level band.
text and presentations.
Learning Supports
CognatesBilingual DictionaryReference Sheet for Context CluesPartner Work VisualsL1 support
CognatesBilingual DictionaryReference Sheet for Context CluesPartner Work Visuals
CognatesBilingual DictionaryReference Sheet for Context CluesPartner Work
CognatesBilingual DictionaryReference Sheet for Context Clues
Student Learning Objective (SLO) Language Objective Language NeededSLO: 42CCSS: L.11.4.aWIDA ELDS: 2 – 5Reading Speaking
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use context clues and morphology in order to comprehend unfamiliar vocabulary using a Reference Sheet, word families and multiple resources.
VU: Multiple meaning words, academic word list
LFC: Sentences with context clues and words with similar morphological constructions
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Use context clues and morphology in order to comprehend unfamiliar,
Use context clues and morphology in order to comprehend unfamiliar,
Use context clues and morphology in order to comprehend unfamiliar,
Use context clues and morphology in order to comprehend unfamiliar,
Use context clues and morphology in order to comprehend unfamiliar
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
high-frequency vocabulary within a leveled text.
general content vocabulary within a leveled text.
content-related vocabulary within an adapted text.
vocabulary in a text within the grade-level band.
vocabulary within a grade-level text.
Learning Supports
Reference Sheet on context cluesWord families posterMultiple Resources (print and digital, bilingual)L1 supportCognates
Reference Sheet on context cluesWord families posterMultiple Resources (print and digital, bilingual)L1 supportCognates
Reference Sheet on context cluesWord families posterMultiple Resources (print and digital, bilingual)Cognates
Reference Sheet on context cluesMultiple Resources (print and digital, bilingual)
Reference Sheet on context clues
Student Learning Objective (SLO) Language Objective Language NeededSLO: 43CCSS: L.11.4.bWIDA ELDS: 2 – 5Reading WritingSpeaking
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable) when writing and speaking.
Use morphology in order to comprehend unfamiliar vocabulary using a Reference Sheet, word families and multiple resources.
VU: Academic word list; content-based, grade-level vocabulary
LFC: Sentences with context clues and words with similar morphological constructionsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Use morphology to Use morphology to Use morphology to Use morphology to Use morphology to
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Objectives comprehend unfamiliar, high-frequency vocabulary within a leveled text.
comprehend unfamiliar, selected vocabulary within a leveled text.
comprehend unfamiliar, content-related vocabulary within an adapted text.
comprehend unfamiliar vocabulary in text within grade-level band.
comprehend unfamiliar grade level vocabulary.
Learning Supports
Reference Sheet on context cluesWord Families PosterMultiple Resources (print and digital, bilingual)L1 support
Reference Sheet on context cluesWord Families PosterMultiple Resources (print and digital, bilingual)L1 support
Reference Sheet on context cluesWord Families PosterMultiple 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: 44CCSS: L.11.4.c.dWIDA ELDS: 2-5Reading SpeakingWriting
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners.
VU: Specific language, multiple meaning words, synonyms, antonyms, homonyms, affixes, root words
LFC: Sentence structure, modals, all verb tenses, match of language forms, increasing specificity of sentences
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
Listening LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners and in the L1.
Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners and in the L1.
Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners.
Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners.
Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials at grade level
Learning Supports
Reference Materials (dictionaries and thesauruses, bilingual) L1 supportCognatesVisuals
Reference Materials (dictionaries and thesauruses, bilingual) L1 supportCognatesVisuals
Reference Materials (dictionaries and thesauruses, bilingual)
Reference Materials (dictionaries and thesauruses)
Reference Materials (dictionaries and thesaurus)
Student Learning Objective (SLO) Language Objective Language NeededSLO: 45CCSS: L.11.5.aWIDA ELDS: 2 – 5Reading
Demonstrate understanding of figurative language; interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text when writing and speaking.
Read to determine the meaning of figures of speech and nuances in words with different shades of meaning using context, Visuals and reference materials.
VU: Nuances, figures of speech, connotation, hyperbole, paradoxLFC: Sentences with figurative language and words with similar denotations
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
LC: Varies by ELP level ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Read to determine the meaning of high-frequency figures of speech and nuances in common words with different shades of meaning in appropriately leveled texts.
Read to determine the meaning of common figures of speech and nuances in selected vocabulary words with different shades of meaning in appropriately leveled texts.
Read to determine the meaning of figures of speech and nuances in content related words with different shades of meaning in adapted texts.
Read to determine the meaning of figures of speech and nuances in words with different shades of meaning in text within grade-level band.
Read to determine the meaning of figures of speech and nuances in words with different shades of meaning in grade-level texts.
Learning Supports
Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference SheetPaint Strips/Shades of MeaningL1 support/CognatesVisuals
Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference SheetPaint Strips/Shades of MeaningL1 support/CognatesVisuals
Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference SheetPaint Strips/Shades of Meaning
Reference Materials (dictionaries and thesauruses)
Student Learning Objective (SLO) Language Objective Language NeededSLO: 46CCSS: L.11.5.b
Demonstrate understanding word relationships, and nuances in word meanings; analyze nuances in the meaning of words with similar denotations.
Read to determine the meaning of figures of speech and nuances in words with different shades of meaning using context, Visuals and reference materials.
VU: Nuances, figures of speech, connotation, hyperbole, paradox
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
WIDA ELDS: 2,3,4,5Reading Speaking
LFC: Sentences with figurative language and words with similar denotations LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to determine the meaning of high-frequency figures of speech and nuances in common words with different shades of meaning in appropriately leveled texts.
Read to determine the meaning of common figures of speech and nuances in general vocabulary words with different shades of meaning in appropriately leveled texts.
Read to determine the meaning of figures of speech and nuances in content related words with different shades of meaning in adapted texts.
Read to determine the meaning of figures of speech and nuances in words with different shades of meaning in text within grade-level band.
Read to determine the meaning of figures of speech and nuances in words with different shades of meaning in grade-level texts.
Learning Supports
Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference SheetPaint Strips/Shades of MeaningL1 support/CognatesVisuals
Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference SheetPaint Strips/Shades of MeaningL1 support/CognatesVisuals
Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference SheetPaint Strips/Shades of Meaning
Reference Materials (dictionaries and thesauruses)
Reference Materials (dictionaries and thesaurus)
Student Learning Objective (SLO) Language Objective Language NeededSLO: 47CCSS:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
Read and listen in order to speak and write with grade-level general, academic and domain-specific words using
VU: General, academic and domain specific words
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
L.11.6WIDA ELDS: 2,3,4,5Reading Speaking
reading, writing, speaking, and listening at the college and career readiness level.
multiple resources (i.e., thesaurus, dictionaries). LFC: Sentence structure at ELP level
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read and listen in order to speak and write to apply grade level general, academic and selected domain-specific words and phrases by using vocabulary in a matching activity.
Read and listen in order to speak and write to apply grade level general, academic and selected domain-specific words and phrases using Sentence Frame.
Read and listen in order to speak and write with academic and key domain-specific words and phrases with some independence.
Read and listen in order to speak and write with key, academic and domain-specific words and phrases within grade level band at the independent level.
Read and listen in order to speak and write with grade-level general, academic and domain-specific words and phrases using reference materials independently.
Learning Supports
Multiple Resources
(print and digital, thesaurus, dictionaries: bilingual, picture)L1 Support/CognatesVisualsCloze sentencesWord/phrase cards
Multiple Resources (print and digital, thesaurus, dictionaries: bilingual, picture)Sentence Starter/framesL1 Support/CognatesVisuals
Multiple Resources (print and digital, thesaurus, dictionaries, bilingual)
Multiple Resources (print and digital, thesaurus, dictionaries)
Student Learning Objective (SLO) Language Objective Language Needed
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grades 11&12 - Unit 4 - ELL Scaffold
SLO: 48CCSS: L.11.6WIDA ELDS: 2,3,4,5Reading Speaking
Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression using multiple resources (i.e., thesaurus, dictionaries).
VU: Content-based, grade-level vocabulary
LFC: Sentence structure at ELP level
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate some independence in gathering vocabulary knowledge when considering a selected word important to comprehension or expression
Demonstrate some independence in gathering vocabulary knowledge when considering a selected word or phrase important to comprehension or expression.
Demonstrate some independence in gathering vocabulary knowledge when considering a key word or phrase important to comprehension or expression
Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression within grade-level band.
Demonstrate independence in gathering vocabulary knowledge when considering a grade-level word or phrase important to comprehension or expression
Learning Supports
Multiple Resources (print and digital, thesaurus, dictionaries: bilingual, picture)L1 support CognatesVisualsWord/phrase cards
Multiple Resources (print and digital, thesaurus, dictionaries: bilingual, picture)L1 supportCognatesVisuals
Multiple Resources (print and digital, thesaurus, dictionaries, bilingual)
Multiple Resources (print and digital, thesaurus, dictionaries)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.