View
1
Download
0
Category
Preview:
Citation preview
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS:RL. 4.7WIDA ELDS:2ReadingSpeaking
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Compare and contrast what they “see” and “hear” when reading the text to what they perceive when they listen or watch it through the use of a Venn Diagram.
VU: Compare, contrast, audio, visual, live version, perceive; content-based, grade-level vocabulary
LFC: Comparative and superlative adjectives; conjunctions; adverbs
LC: Varies by ELP level
Language Objectives
Compare and contrast the experience of reading a story versus multi-media version in L1 and/or match single words to Pictures and/or use single words to complete Venn Diagram; and answer yes/no or either/or questions.
Compare and contrast the experience of reading a story versus multi-media version in L1 and/or use short phrases to answer “wh” questions and match images and Pictures to phrases and short sentences; and/or complete Venn Diagram with phrases.
Use key vocabulary in simple, related sentences to compare and contrast the live version to the written version of the text.
Use key vocabulary in expanded and some complex sentences to compare and contrast the live version to the written version of the text.
Use precise vocabulary in multiple, complex sentences to compare and contrast the experience of reading a story versus a multi-media version.
Learning Supports
Venn DiagramWord/Picture WallL1 supportPictures /Photographs Video Clips/FilmsWord Sort Cards
Venn DiagramWord/Picture WallL1 supportPictures /Photographs Video Clips/FilmsSentence Frame
Venn DiagramWord WallSentence Starter
Venn Diagram
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS: RL.4.10; RI 4.10WIDA ELDS:2-5Reading SpeakingListening
Read increasingly complex texts, at the grade 4-5 text complexity band independently and proficiently.
Read to comprehend a variety of text in the grade 3-4 text complexity band using Teacher Support, Think -alouds, L1 support and online resources.
VU: Content-based, grade-level vocabulary
LFC: Specific to text
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to comprehend a variety literature in L1; and/or listen to adapted text or excerpts from grade-level text, read aloud.
Read to comprehend a variety of text in L1; and/or listen to text read aloud using leveled text or excerpts from grade-level text.
Read to comprehend a variety of adapted text in the grade 3-4 text complexity band.
Read to comprehend a variety of text in the grade 3-4 text complexity band.
Read to comprehend a variety of grade level text.
Learning Supports
Online Resources Word/picture BankL1 supportCloze sentencesGraphic OrganizersTeacher SupportThink-aloud
Online Resources Word/picture BankL1 supportSentence FrameGraphic OrganizersTeacher Support Think -aloud
Online Resources Word BankGraphic OrganizersThink -aloud
Online Resources Think-aloud
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS:RI.4.8WIDA ELDS: 2-5ReadingSpeaking
Explain how an author uses reasons and evidence to support particular points in a text.
Analyze text and identify how an author uses reasons and evidence to support textual evidence through the use of a Graphic Organizers and/or marking the text.
VU: Textual evidence; content-based, grade-level vocabulary LFC: Quotations, direct and reported sentence structureLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Analyze text and identify supportive textual evidence in L1 and/or by matching leveled Phrase Citations from texts, to visual representations.
Analyze text and identify supportive textual evidence in L1 and/or by matching Sentence Citations from leveled text, or excerpts from grade-level texts, to visual representations.
Analyze adapted text and identify supportive textual evidence using key vocabulary in simple, related sentences.
Analyze text within the grade-level band and identify supportive textual evidence using key vocabulary in expanded and some complex sentences.
Analyze grade-level text and identify supportive textual evidence using precise vocabulary in multiple, complex sentences.
Learning Supports
Template Partner Work L1 supportPhrase CitationsPictures /Photographs of textWord/Picture Wall
Template Partner Work L1 supportSentence CitationsPictures /Photographs of textWord/Picture Wall
Template Partner Work Word WallBold Faced/Highlighted Words
Bold Faced/Highlighted Words
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:RI.4.9WIDA ELDS:2 - 5 Reading SpeakingWriting
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Compare and contrast two texts on the same topic in order to write or speak about the subject knowledgeably by using a Graphic Organizers and L1 support.
VU: Similarities, differences, facts, fiction; content-based, grade-level vocabulary
LFC: Simple, compound and complex sentences, word order and parallelism
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Compare and contrast two texts on the same topic with that of another from an informational text in L1 and/or using leveled texts or excerpts from grade-level texts, produce single words and Pictures to complete a Graphic Organizers.
Compare and contrast two texts on the same topic with that of another from an informational text in L1 and/or using a leveled text or excerpts from grade-level texts, produce Pictures and phrases or short sentences to complete a Graphic Organizers.
Compare and contrast two adapted texts on the same topic using key vocabulary in simple, related sentences.
Compare and contrast two texts within the grade-level band on the same topic using key vocabulary in expanded and some complex sentences.
Compare and contrast two grade-level texts on the same topic with that of another, using precise vocabulary in multiple, complex sentences.
Learning Supports
Graphic OrganizersTemplate L1 supportWord/Picture Wall
Graphic OrganizersTemplate L1 supportSentence frameWord/Picture Wall
Graphic OrganizersTemplate Word Wall
Graphic Organizers
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:RF.4.3.aWIDA ELDS: 2Reading Speaking
Use morphology (e.g., roots and affixes) to accurately read unfamiliar multisyllabic words in and out of context.
Apply morphology to decode multisyllabic words using sound/symbol and syllabication Charts and Pictures.
VU: Syllables, sound/symbol, roots and affix; content-based, grade-level vocabulary
LFC: Syllabication rules, LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Apply roots and affix skills to decode selected, high-frequency, multisyllabic (separated by syllable), words.
Apply roots and affix skills to decode selected multisyllabic words.
Apply roots and affix skills to decode key, multisyllabic, words from an adapted text.
Apply roots and affix skills to decode key multisyllabic words from texts within grades 3-4 grade-level band.
Apply roots and affix skills to decode multisyllabic, content-based words from grade-level texts.
Learning Supports
Sound/Symbol Charts Syllabication Charts Word/Picture WallL1 supportTeacher Support
Sound/Symbol Charts Syllabication ChartsWord/Picture WallL1 supportTeacher Support
Sound/Symbol Charts Syllabication ChartsWord Wall
Sound/Symbol Charts Syllabication Charts
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS:RF.4.4.aWIDA ELDS:2 ReadingSpeaking
Read grade-level text with purpose and understanding. Read grade level text with a purpose and comprehension using Graphic Organizers.
VU: Purpose, comprehension; content-based, grade-level vocabulary LFC: Sentence structure at ELP levelLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read grade level texts, orally explain the purpose and demonstrate comprehension in L1 and/or read or listen to a leveled text and state or repeat the purpose with key words associated with Pictures; demonstrate comprehension by answering yes/no, either/or questions with single words.
Read grade-level texts, orally explain the purpose and demonstrate comprehension in L1 and/or read leveled texts and state the purpose using phrases and short sentences and demonstrate comprehension by answering wh- questions in phrases and with Pictures.
Read adapted grade level texts, orally explain the purpose and demonstrate comprehension by answering questions using key vocabulary in simple, related sentences.
Read texts within the grade-level band, orally explain the purpose and demonstrate comprehension using key vocabulary in expanded and some complex sentences.
Read grade-level texts and orally explain the purpose and demonstrate comprehension using precise vocabulary in multiple, complex sentences.
Learning Supports
Graphic Organizers (completed)Word/Picture WallL1 supportTeacher SupportPictures/illustrations
Graphic Organizers (semi- completed by teacher)Word/Picture WallL1 supportTeacher Support
Graphic OrganizersTeacher SupportWord Wall
Graphic Organizers
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS: W.4.2.aWIDA: 2-5Writing
Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings, illustrations, and multimedia) when useful to aiding comprehension.
Write to produce a coherent written topic sentence to explain a topic clearly, include formatting, graphics, and multimedia to enhance comprehension using a Word Wall and L1 support.
VU: Topic sentence, format, multimedia, Charts, tables; content-based, grade-level vocabulary
LFC: Verb forms, Headings, captions, quotations
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Produce clear, coherent, and complex topic sentences in L1 and/or compose single words or phrases from memorized structures; include features to enhance comprehension.
Produce clear, coherent and complex topic sentences in L1 and/or compose phrases and short sentences with formulaic sentence patterns; include features to enhance comprehension.
Produce simple, related topic sentences using key vocabulary with formatting, multimedia and illustrations to enhance comprehension.
Produce organized expanded topic sentences with emerging complexity using key vocabulary in with formatting, multimedia and illustrations to enhance comprehension.
Produce clear, coherent, and complex topic sentences using precise vocabulary with formatting, multimedia and illustrations to enhance comprehension.
Learning Supports
Technological resources L1 supportWord/Picture WallPictures/diagramsCartoons
Technological resources L1 supportWord/Picture WallSentence FramePictures/diagramsCartoons
Technological resources Word WallPictures/diagrams Illustrations/drawings
Technological resources Illustrations/drawings
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 8CCSS: W.4.2.b WIDA ELDS: 2-5Writing
Develop a topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic when writing.
Develop and organize the topic for writing with relevant facts, definitions, concrete details, quotations, or examples by using Graphic Organizers and Shared Writing.
VU: Topic, facts, concrete details; content-based, grade-level vocabulary
LFC: Quotations, citations
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Develop and organize writing topic with relevant facts, details, or examples in L1 and/or in Pictures, drawings and selected high-frequency, words or phrases that represent key ideas.
Develop and organize writing topic with relevant facts, details, or examples in L1 and/or using Pictures and phrases/short sentences that represent key ideas using formulaic sentence patterns.
Develop and organize the topic for writing with facts, details and examples using key vocabulary in simple sentences.
Develop and organize the topic for writing with facts, details and examples using key vocabulary in expanded and some complex sentences.
Develop and organize the topic for writing with facts, details and examples using precise vocabulary in multiple, complex sentences.
Learning Supports
Graphic OrganizersShared WritingWord/Picture WallL1 supportIllustrationsDrawings
Graphic OrganizersShared WritingWord/Picture WallL1 supportSentence Frame
Graphic OrganizersShared WritingWord Wall
Graphic Organizers
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 9CCSS: W.4.2.c WIDA ELDS: 2 Writing
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
Apply specific words and phrases (e.g., another, for example, also, because) to link ideas within and across categories of information, using a Think -aloud, Word Wall and Charts that organizes those specific words and defines WHEN to use them.
VU: Another, for example, also, because; content-based, grade-level vocabulary LFC: Adverbs of time, mannerPlacement of transition words in a sentence, clauseLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Apply specific words to link ideas within and across categories of information using L1 and/or use Pictures, drawings, gestures and selected, high-frequency vocabulary in key phrases.
Apply specific words to link ideas within and across categories of information using L1 and/or use Pictures and selected vocabulary in phrases and short sentences with formulaic structures.
Apply specific words to link ideas within and across categories of information using key vocabulary in a series of simple, related sentences.
Apply specific words to link ideas within and across categories of information using key vocabulary in expanded and some complex sentences.
Apply specific words to link ideas within and across categories of information using precise vocabulary in multiple, complex sentences.
Learning Supports
ChartsWord/Picture WallThink -aloudL1 supportCloze sentences
ChartsWord/picture wallThink -aloudL1 supportSentence Frame
ChartsWord WallThink -aloud
Charts
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 10CCSS: W.4.2.d WIDA ELDS: 2SpeakingWriting
Use precise language and domain-specific vocabulary to inform about or clarify the topic.
Express ideas orally and in writing using precise language and domain specific vocabulary to inform about or explain a topic, by referring to visuals or a Word Wall.
VU: Words appropriate to topic; content-based, grade-level vocabulary LFC: Spoken use of first person singular in past and present. Comparative forms of adjectives to express differencesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Express ideas orally and in writing using precise language and domain-specific vocabulary to inform about or explain a topic in L1 and/or use Pictures and selected single words from a leveled text or excerpts from a grade-level text.
Express ideas orally and in writing using precise language and domain-specific vocabulary to inform about or explain a topic in L1 and/or use selected vocabulary in key phrases from a leveled text or excerpts from a grade-level text.
Express ideas orally and in writing using general language and key, domain-specific vocabulary to inform about or explain a topic from an adapted text using a series of simple, related sentences.
Express ideas orally and in writing using precise language and key, domain-specific vocabulary to inform about or explain a topic from a text within grade-level band using expanded and some complex sentences.
Express ideas orally and in writing using precise language and domain-specific vocabulary to inform about or explain a topic from a grade-level text using multiple, complex sentences.
Learning Supports
VisualsWord/Picture WallL1 supportCognatesTeacher Support
VisualsWord/Picture WallL1 supportCognatesTeacher Support
VisualsWord Wall
Visuals
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 11CCSS: W.4.2.e WIDA ELDS: 2-5Writing
When writing, present a concluding statement or section related to the information or explanation presented
Write a conclusion statement that follows from the information or explanation presented using a Graphic Organizers, Shared Writing and L1 support.
VU: Conclusion, explanation; content-based, grade-level vocabulary
LFC: Transitional phrases
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Write a conclusion statement that follows from the information presented in L1 and/or use Pictures, drawings and selected high-frequency words that represent key ideas.
Write a conclusion statement that follows from the information presented in L1 and/or use selected vocabulary in phrases and short sentences.
Write a conclusion statement that follows from the information presented using key vocabulary in a series of simple, related sentences.
Write a conclusion statement that follows from the information presented using key vocabulary in expanded and some complex sentences.
Write a conclusion statement that follows from the information presented using precise vocabulary in multiple, complex sentences.
Learning Supports
Graphic OrganizersShared WritingL1 supportPicturesDrawings
Graphic OrganizersShared WritingL1 supportSentence Frame
Graphic OrganizersShared Writing Sentence Starter
Graphic Organizers
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 12CCSS: W.4.6WIDA ELDS: 2Reading Speaking
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others
Produce and publish writing as well as interact and collaborate with others using technology, including the Internet, a peer and a checklist.
VU: Collaborate, interact, publish; content-based, grade-level vocabularyLFC: Subject verb agreement, embedded clauses
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Publish written work to apply technology and collaborative skills and using L1 and/or use Pictures, drawings and selected single words.
Publish written work by applying specific technology and collaborative skills using L1 and/or by using selected vocabulary in phrases and short sentences.
Publish written work by applying specific technology and collaborative skills by using key vocabulary in a series of simple, related sentences.
Publish written work by applying specific technology and collaborative skills using key vocabulary in expanded and some complex sentences.
Publish clear and coherent written work by applying specific technology and collaborative skills using precise vocabulary in multiple, complex sentences.
Learning Supports
Checklist for publishingTeacher feedbackTechnology support Template Word/Picture WallVisuals/StoryboardCloze sentencesL1 support
Checklist for publishingTeacher feedbackTechnology support Template Word/Picture WallVisuals/StoryboardSentence frame s L1 support
Checklist for publishingPeer feedback Technology support TemplateWord Wall
Checklist for publishingPeer feedback Technology support
Technology support (i.e., spell check, online thesaurus, grammar check)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 13CCSS: W.4.6WIDA ELDS: 2Reading Speaking Listening
Demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Follow oral directions to practice keyboarding skills using a peer and a Word Wall.
VU: Collaborate, interact, publish; content-based, grade-level vocabulary
LFC: Subject verb agreement, embedded clauses
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Follow complex oral directions to practice keyboarding skills and to type one page in L1 and/or follow a Teacher Model and simple directions to type one page using selected vocabulary in key phrases.
Follow complex oral directions to practice keyboarding skills and to type one page in L1 and/or follow short, oral directions and type one page using selected vocabulary in key phrases and short sentences.
Follow simple, oral directions to practice keyboarding skills and to type one page using key vocabulary in a series of simple related sentences.
Follow expanded oral directions to practice keyboarding skills and to type one page using key vocabulary in some sentences with emerging complexity.
Follow complex oral directions to practice keyboarding skills and to type one page using precise vocabulary in multiple, complex sentences.
Learning Supports
Teacher ModelingTechnology support Template Word/Picture WallCloze sentencesL1 support
Technology supportTemplate Word/Picture WallVisuals/StoryboardSentence frame s L1 support
Peer feedback Technology support (TemplateWord Wall
Peer feedback Technology support
Technology support (i.e., spell check, online thesaurus, grammar check)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 14 CCSS: W.4.7WIDA ELDS: 2 – 5WritingReading
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Write short research projects that build knowledge through investigation using an Essay Template and cloze sentences.
VU: Research, solve, inquiry; content-based, grade-level vocabulary
LFC: Specific to writing task
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write a report based on research in L1 and/or use Pictures, drawings and selected vocabulary in key phrases.
Write a report based on research in L1 and/or use Pictures and selected vocabulary in key phrases and short sentences.
Write a short report based on research using key vocabulary in a series of simple, related sentences.
Write an organized report based on research by producing key vocabulary in expanded and some complex sentences.
Write a clear and coherent report based on research using precise vocabulary in multiple, complex sentences.
Learning Supports
Essay TemplateCloze SentencesWord/picture BankPartner Work Native Language Support
Essay TemplateSentence FrameSentences Starters Partner Work Word/picture BankNative Language Support
Essay TemplateOnline Resources Partner Work Word Bank
Essay Template
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 15CCSS: W.4.8WIDA ELDS: 2Reading SpeakingListening
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Research and take notes using oral, print and digital sources to build a knowledge base using an outline, notes and online resources (translators) as well as bilingual/picture dictionaries for support.
VU: Main idea, supporting details, opposing opinions; content-based, grade-level vocabulary
LFC: Compare and contrast word patterns, conjunctions,
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Research a topic and take notes using oral, print and digital sources to build a knowledge base in L1 and/or use Pictures, drawings and selected, high-frequency words in key phrases.
Research a topic and take notes using oral, print and digital sources to build a knowledge base in L1 and/or use Pictures and selected vocabulary in phrases and short sentences.
Research a topic and take notes using oral, print and digital sources to build a knowledge base. Use key vocabulary in a series of simple, related sentences.
Research a topic and take notes using oral, print and digital sources to build a knowledge base. Use key vocabulary in expanded and some complex sentences.
Research a topic and take notes using oral, print and digital sources to build a knowledge base. Use precise vocabulary in multiple, complex sentences.
Learning Supports
OutlineMultiple reference materialsTeacher ModelingTeacher SupportNotesL1 support
OutlineMultiple reference materialsTeacher ModelingTeacher SupportNotesL1 support
OutlineMultiple reference materialsTeacher ModelingTeacher SupportNotes
OutlineMultiple reference materialsNotes
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 16CCSS: W.4.9.b WIDA ELDS: 2 - 5Writing Reading
Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
Write to cite evidence from informational texts to explain how an author uses reasons and evidence to support particular points in a text using a Graphic Organizers and marking the text.
VU: Cite evidence, argument; content-based, grade-level vocabulary LFC: Referential phrases, transition wordsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to cite evidence from informational texts to support particular points from L1 texts and/or use Pictures, drawings and selected words in key phrase patterns.
Write to cite evidence from informational texts to support particular points from L1 texts and/or use Pictures and selected vocabulary in phrases and short sentences.
Write to cite evidence from adapted informational texts to support particular points using key vocabulary in a series of simple, related sentences.
Write to cite evidence from informational texts to support particular points using key vocabulary in a series of simple, related sentences.
Write clearly and coherently to cite evidence from informational texts using precise vocabulary in multiple, complex sentences.
Learning Supports
Graphic Organizers (completed)Marking the textWord/Picture WallVisualsCloze sentencesL1 support
Graphic Organizers (partially completed by teacher)Marking the textWord/Picture WallVisualsSentence FrameL1 support
Graphic Organizers (partially completed by teacher)Marking the textTemplateWord Wall
Graphic Organizers
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 17CCSS: W.4.10WIDA ELDS: 2-5Writing
Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific tasks, purposes, and audiences.
Complete writing tasks routinely over extended time frames (research, reflect and revise) for a range of disciplines using Templates, Shared Writing and Word Bank.
VU: Time frame, research, revisions; content-based, grade-level vocabularyLFC: Capitalization, punctuation, various verb formsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences in L1 and/or complete writing using drawings, Pictures and/or selected, high-frequency words and phrases.
Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences in L1 and/or complete writing using drawings and/or selected vocabulary in phrases and short sentences.
Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences using key vocabulary in a series of simple, related sentences.
Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences using key vocabulary in expanded sentences of emerging complexity.
Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences using precise vocabulary in multiple, complex sentences.
Learning Supports
Shared WritingTemplates (completed)Word/Picture BankL1 supportSentence FrameDrawings/Pictures
Shared WritingTemplatesWord/Picture BankL1 supportSentence FrameDrawings
Shared WritingTemplatesWord Bank
Shared Writing
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 18CCSS: W.4.10WIDA ELDS: 2-5Writing
Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Complete writing tasks routinely over short time frames (plan, write) for a range of discipline-specific tasks, purposes and audiences using Templates, Shared Writing and Word Bank.
VU: Plan, time frame; content-based, grade-level vocabularyLFC: Capitalization, punctuation, various verb formsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences in L1 and/or complete writing routinely over short time frames with drawings, Pictures and/or selected, high-frequency words and phrases.
Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences in L1 and/or complete writing routinely over short time frames with drawings and/or selected vocabulary in phrases and short sentences.
Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences using key vocabulary in a series of simple, related sentences.
Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences using key vocabulary in expanded and some complex sentences.
Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences using precise vocabulary in multiple, complex sentences.
Learning Supports
Shared WritingTemplate (completed)Word/Picture BankL1 supportSentence FrameDrawings/Pictures
Shared WritingTemplatesWord/Picture BankL1 supportSentence FrameDrawings
Shared WritingTemplatesWord Bank
Shared Writing
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 19CCSS: SL.4.3WIDA ELDS: 2SpeakingListening
Identify the reasons and evidence a speaker provides to support particular points.
Listen to information and identify the reasons and evidence a speaker provides to support particular points using notes and an outline.
VU: Interpret, identify, explain; content-based, grade-level vocabulary LFC: Present and past tense verbs, dependent and independent clauses LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Listen to presentation of grade-level information and explain the reasons and evidence a speaker provides to support particular points using L1 and/or using Pictures, gestures and selected words in key phrase patterns.
Listen to presentation of grade level information and explain the reasons and evidence a speaker provides to support particular points in L1 and/or use selected vocabulary in key phrases and short sentences.
Listen to presentation of adapted grade level information and explain the reasons and evidence a speaker provides to support particular points using key vocabulary in a series of simple, related sentences.
Listen to presentation of grade level information and explain the reasons and evidence a speaker provides to support particular points using key vocabulary in expanded and some complex sentences.
Listen to presentation of grade level information and explain the reasons and evidence a speaker provides to support particular points using precise vocabulary in multiple, complex sentences.
Learning Supports
Outline (completed)NotesWord/picture bank L1 support Cloze sentencesPictures/Visuals
Outline (partially completed)NotesWord/picture bank L1 support Sentence frame s Pictures/Visuals
Outline (partially completed)NotesWord bank
OutlineNotes
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 20CCSS: SL.4.4WIDA ELDS: 1-5Reading Speaking
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes.
Discuss and recount experiences using evidence and descriptive details to support main ideas or themes presented using a speaking rubric / checklist or L1 support.
VU: Retell, summarize, justify, point of view; content-based, grade-level vocabulary LFC: Affirming Sentence Frame, appropriate language, tone, voiceLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Discuss and recount experience with evidence and descriptive details in L1 and/or use gestures, Pictures and selected high-frequency words in phrase patterns or memorized phrases.
Discuss and recount experience with evidence and descriptive details in L1 and/or use selected vocabulary in key phrases and short sentences.
Discuss and recount experience with evidence and descriptive details using key vocabulary in simple, related sentences.
Discuss and recount experience with evidence and descriptive details using key vocabulary in expanded and some complex sentences.
Discuss and recount experiences with descriptive details and evidence presented using precise, vocabulary in clear and coherent, multiple, complex sentences.
Learning Supports
Speaking rubric/checklistSpeaking protocol (memorized single word expressions)Bilingual dictionaryVisuals/ gesturesYes / no questionsL1 supportWord/Picture Wall
Speaking rubric / checklistSpeaking protocol (repetitive phrases)Word/Picture WallBilingual dictionaryVisualsL1 support
Speaking rubric / checklistSpeaking protocol (simple sentences)Word WallBilingual dictionary
Speaking rubric/checklistSpeaking protocol
Speaking rubric/checklist
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 21CCSS: SL.4.4WIDA ELDS:2-5Speaking
Speak clearly at an understandable pace when presenting.
Demonstrate a command of formal English and its conventions when speaking clearly at an understandable pace using a Template, Prompts, notes and visuals.
VU: Formal vs. informal English, content-based, grade-level vocabulary
LFC: Varies by ELP levelLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate a command of formal English and its conventions by using gestures, Pictures and selected vocabulary in key phrase patterns.
Demonstrate a command of formal English and its conventions by using selected vocabulary in key phrases and short sentences.
Demonstrate a command of formal English and its conventions by using key vocabulary in a series of simple, related sentences.
Demonstrate a command of formal English and its conventions by using key vocabulary in expanded and some complex sentences.
Demonstrate a command of formal English and its conventions by using precise vocabulary in multiple, complex sentences.
Learning Supports
Word/Picture WallL1 supportGesturesPictures/VisualsPromptsNotesTemplate
Word/Picture WallL1 supportSentence frame s Pictures/VisualsPromptsNotesTemplate
Word WallTemplatePromptsNotes
TemplateNotes
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 22CCSS: SL.4.5WIDA ELDS: 2-5SpeakingListening
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Enhance an oral presentation by adding audio recordings and visuals using notes and an outline.
VU: Interpret, explain, main idea, theme; content-based, grade-level vocabulary
LFC: Present and past tense verbs, dependent and independent clauses LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Enhance an oral presentation by adding audio recordings and visuals in L1 and/or use selected vocabulary in key phrase patterns.
Enhance an oral presentation by adding audio recordings and visuals in L1 and/or use using selected vocabulary in key phrases and short sentences.
Enhance an oral presentation by adding audio recordings and visuals using key vocabulary in a series of simple, related sentences.
Enhance an oral presentation by adding audio recordings and visuals using key vocabulary in expanded and some complex sentences.
Enhance an oral presentation by adding audio recordings and visuals using precise vocabulary in multiple, complex sentences.
Learning Supports
Outline (completed)NotesWord/picture bank L1 support Cloze sentencesPictures/Visuals
Outline (partially completed)NotesWord/picture bank L1 support Sentence frame s Pictures/Visuals
Outline (partially completed)NotesWord bank
OutlineNotes
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 23CCSS:SL.4.6; L.4.3.c WIDA ELDS: 1-5SpeakingListening
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
Demonstrate a command of formal and informal English and its appropriate usage using Template, Word Wall and a Partner work.
VU: Formal vs. informal English; content-based, grade-level vocabulary
LFC: Varies by ELP level
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate a command of formal and informal English and its appropriate usage by producing selected vocabulary in key phrase patterns.
Demonstrate a command of formal and informal English and its appropriate usage by producing selected vocabulary in phrases and short sentences.
Demonstrate a command of formal and informal English and its appropriate usage by producing key vocabulary in a series of simple, related sentences.
Demonstrate a command of formal and informal English and its appropriate usage by producing key vocabulary in expanded and some complex sentences.
Demonstrate a command of formal and informal English and its appropriate usage by producing precise vocabulary in multiple, complex sentences.
Learning Supports
Word/Picture WallL1 supportCloze sentencesGesturesPictures/VisualsTemplatePartner work
Word/Picture WallL1 supportSentence frame s Pictures/VisualsTemplatePartner work
Word WallTemplate
Partner work Partner work
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 24CCSS: SL.4.6WIDA ELDS: 2Speaking Listening
Use formal English when appropriate to task and situation.
Demonstrate a command of formal English appropriate to task and situation using a Word Wall, Template and Charts.
VU: Formal; content-based, grade-level vocabulary
LFC: Varies by ELP level
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate a command of formal English appropriate to task and situation by producing selected high-frequency words in phrase or memorized patterns.
Demonstrate a command of formal English appropriate to task and situation by producing selected vocabulary in key phrases and short sentences.
Demonstrate a command of formal English appropriate to task and situation by producing key vocabulary in a series of simple, related sentences.
Demonstrate a command of formal English appropriate to task and situation by producing key vocabulary in expanded sentences with emerging complexity.
Demonstrate a command of formal English appropriate to task and situation by producing precise vocabulary in multiple, complex sentences.
Learning Supports
Word/Picture WallL1 supportGesturesPictures/VisualsTemplateCharts
Word/Picture WallL1 supportPictures/VisualsTemplateCharts
Word WallTemplateCharts
Charts
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 25CCSS: L.4.2.a WIDA ELDS: 2Writing
Demonstrate correct capitalization in writing. Produce a writing piece using correct capitalization in writing through the use of references and Charts.
Note: Capitalization rules vary across languages. Compare and contrast usage across languages (days of the week, months of the year)
VU: Reference materials; content-based, grade-level vocabulary LFC: Capitalization, syntax and punctuation
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Produce a writing piece using precise vocabulary in multiple, complex sentences of varying lengths with correct capitalization in L1 and/or identify selected words that need capitalization.
Produce a writing piece using precise vocabulary in multiple, complex sentences of varying lengths with correct capitalization in L1 and/or produce a writing piece using correct capitalization of selected vocabulary in phrases and short sentences.
Produce a writing piece using key vocabulary in a series of with simple, related sentences using correct capitalization.
Produce a writing piece using key vocabulary in expanded and some complex sentences with correct capitalization.
Produce a writing piece using precise vocabulary in multiple, complex sentences of varying lengths with correct capitalization.
Learning Supports
Bilingual dictionary L1 supportChartsPictures /Photographs
Bilingual dictionary L1 supportChartsPictures /Photographs
Bilingual dictionary Word Wall Charts
Bilingual dictionary
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 26CCSS: L.4.2.dWIDA ELDS: 2-5ReadingWriting
Consult references as needed when spelling Grade 4 words.
Consult reference materials to check spelling of grade 4 words using print and digital, picture and personal dictionaries.
VU: Reference materials; content-based, grade-level vocabulary
LFC: Definition genre
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Consult reference materials to check spelling of high-frequency grade 4 words.
Consult reference materials to check spelling of common grade 4 words.
Consult reference materials to check spelling of familiar grade 4 words.
Consult reference materials to check spelling of key grade 4 words.
Consult reference materials to check spelling of content-based, grade 4 words.
Learning Supports
Reference materials (print and digital; bilingual and English)Word/Picture WallPicture dictionaryPersonal DictionaryL1 support
Reference materials (print and digital; bilingual and English)Word/Picture WallPicture dictionaryPersonal DictionaryL1 support
Reference materials (print and digital; bilingual and English)Word Wall
Reference materials (print and digital)
Reference materials (print and digital)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 27CCSS: L.4.3.a WIDA ELDS: 2-5ReadingWritingSpeaking
Choose words and phrases to convey ideas precisely when writing and speaking.
Demonstrate a command in the choice of words and phrases to convey ideas precisely when writing and speaking using a thesaurus.
VU: Words, phrases in English; content-based, grade-level vocabulary
LFC: Synonyms with intensity of meaning
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate a command in the choice of selected words and phrases to convey ideas by producing single words in phrases or memorized patterns.
Demonstrate a command in the choice of selected words and phrases to convey ideas by producing phrases and short sentences.
Demonstrate a command in the choice of key words and phrases to convey ideas by producing a series of simple, related sentences.
Demonstrate a command in the choice of key words and phrases to convey ideas by producing or processing expanded and some complex sentences.
Demonstrate a command in the choice of precise words and phrases to convey ideas by producing multiple, complex sentences.
Learning Supports
ThesaurusDictionaryWord/Picture WallL1 supportCloze sentencesGesturesPictures/Visuals
ThesaurusDictionaryWord/Picture WallL1 supportSentence frame s Pictures/Visuals
ThesaurusDictionaryWord WallTemplate
ThesaurusDictionary
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 28CCSS: L.4.3.b WIDA ELDS: 1-5WritingSpeakingReading
Choose and/or identify punctuation for effect. Choose and/or identify punctuation for effect using written examples and punctuation rules Reference Sheet.
VU: Punctuation: comma, exclamation, dash; pause, breakLFC: Transitional words/phrases, coordinating conjunctions, main/subordinate clausesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Choose and/or identify punctuation for effect by inserting commas, periods and question marks into cloze sentences or phrases.
Choose and/or identify punctuation for effect by inserting commas, periods and question marks into simple Sentence Frame or short sentences.
Choose and/or identify punctuation for effect when using or reading a series of simple, related sentences.
Choose and/or identify punctuation for effect when using or reading expanded and some complex sentences.
Choose and/or identify punctuation for effect when using or reading multiple, complex sentences.
Learning Supports
Cloze sentencesLeveled written examples Reference SheetVisualsL1 support
Sentence Frame Leveled written examples Reference SheetVisualsL1 support
Adapted written examples TemplateReference Sheet
Reference Sheet
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 29CCSS: L.4.4.cWIDA ELDS: 2WritingSpeaking
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Read to determine the pronunciation and determine or clarify the precise meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content using multiple resources.
VU: Pronunciation, meaning; content-based, grade-level vocabulary
LFC: Varies with reading task
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to determine the pronunciation and determine or clarify the meaning of unknown and multiple-meaning words and phrases in L1 and/or of selected words from excerpts of grade-level texts or leveled texts.
Read to determine the pronunciation and determine or clarify the meaning of unknown and multiple-meaning words and phrases in L1 and/or of selected multiple-meaning words from excerpts of grade-level texts.
Read to determine the pronunciation and determine or clarify the meaning of key, unknown and multiple-meaning words and phrases based on excerpts and adaptations of texts within the grade-level band.
Read to determine the pronunciation and determine or clarify the meaning of key, unknown and multiple-meaning words and phrases form texts within the grade-level band.
Read to determine the pronunciation and determine or clarify the precise meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content.
Learning Supports
Multiple resources (i.e., dictionaries, grammar Reference Sheets) Checklist of strategiesWord/picture BankL1 supportVisuals
Multiple resources (i.e., dictionaries, grammar Reference Sheets) Checklist of strategiesWord/picture bankL1 supportVisuals
Multiple resources (i.e., dictionaries, grammar Reference Sheets)Checklist of strategiesWord bank
Multiple resources (i.e., dictionaries, grammar Reference Sheets)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Native language text Native language text
Student Learning Objective (SLO) Language Objective Language NeededSLO: 30CCSS: L.4.6WIDA ELDS: 1-5ReadingSpeakingWritingListening
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and those that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Acquire and apply grade-appropriate general academic and domain-specific words and phrases that are basic to a particular topic using Word Walls, Personal Dictionary and Pictures.
VU: Academic, general, domain-specific
LFC: Embedded clauses
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read and listen to acquire general, academic and domain-specific words and phrases in order to use in writing and speech in L1 and/ or from leveled texts in order to produce these terms in writing and speech to complete cloze sentences or to match with Pictures.
Read and listen to acquire general academic and domain-specific words and phrases in order to use in writing and speech in L1 and/ or from leveled texts in order to produce these terms in writing and speech to complete Sentence Frame with phrases and short sentences.
Read and listen to acquire general, academic and key, domain-specific words and phrases from adapted texts to use in writing and speech using simple, related sentences.
Read and listen to acquire general, academic and key, domain-specific words and phrases from texts within grade-level band in order to produce these terms in writing and speech using expanded and some complex sentences.
Read and listen to acquire grade-appropriate general, academic and precise domain-specific words and phrases in order to produce these terms in clear and coherent writing / speech using multiple, complex sentences.
Learning Supports
L1 text and/or supportBilingual dictionaryPersonal DictionaryPictures
L1 text and/or supportBilingual dictionaryPersonal DictionaryPictures
Word WallPersonal Dictionary
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 4 - Unit 5 – ELL Scaffold
Cloze sentences Sentence Frame
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.
Recommended