ELA Grade 9 - Unit 3 - ELL ScaffoldELA – Grade 9 - Unit 3 - ELL Scaffold Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In

ELA – Grade 9 - Unit 3 - ELL Scaffold

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 1 CCSS: RI.9.1 WIDA ELDS: 2 – 5 Reading Writing

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

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

VU: Cite, textual evidence, explicit, inferential

LFC: Compound tenses, complex sentences

LC: Varies by ELP level

Language Objectives

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

Read to cite and express explicit and inferential evidence in L1, and/or by matching Sentence Citations from leveled text to visual representations of the text.

Read to cite and express explicit and inferential evidence from adapted informational text using simple, related sentences.

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

Read to cite and express explicit and inferential evidence from grade level informational text using multiple, complex sentences.

Learning Supports

T-chart Phrase Citations Native language support Partner Work Word Bank Native Language Texts

T-chart Sentence Citations Native language support Partner Work Phrase Bank Native Language Texts

T-chart Word Bank

T-chart

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/SentenceCitations.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/TChart.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/PhraseCitations.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/NativeLanguageSupports/Nativelanguagesupport.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/PartnerWork.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/WordBank.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/NativeLanguageSupports/NativeLanguageTexts.pdf













SLO: 2 CCSS: RI.9.2 WIDA ELDS: 2 – 5 Reading Speaking

Determine a central idea of a 9th grade text.

Read to identify a central idea of a 9th grade text using a cartoon representation of the text and a web.

VU: Central idea, text

LFC: Compound tenses, elements of quotations


ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to identify a central idea of an informational text in L1, and/or using a leveled text, use a word or phrase to complete web.

Read to identify a central idea of an informational text in L1, and/or using a leveled text, use a phrase to complete a web.

Read to identify a central idea of an adapted informational text using simple, related sentences.

Read to identify a central idea of an informational text at a grade 7-9 text complexity level using expanded sentences with emerging complexity.

Read to identify a central idea of a grade level informational text using multiple, complex sentences.

Learning Supports

Webs Cartoons Triads or Small Groups Word Bank Native language support Native Language Texts

Webs Cartoons Triads or Small Groups Phrase Bank Native language support Native Language Texts

Webs Triads or Small Groups

Webs

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/Webs.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Cartoons.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/InTriadsOrSmallGroups.pdf






http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Cartoons.pdf











SLO: 3 CCSS: RI.9.2 WIDA ELDS: 2 – 5 Reading Speaking

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

Read to analyze how a central idea is developed by specific details using illustrations of the text and Marking the Text.

VU: Determine, analyze, development, central idea

LFC: Modals (would, could, might), compound tenses (would have been)



Language Objectives

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

Read to analyze how a central idea is developed by specific details in L1, and/or using leveled text, match Sentence Citations to visual representations of the central idea.

Read to analyze how a central idea is developed by specific details from adapted informational text using simple, related sentences.

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

Read to analyze how a central idea is developed by specific details from grade-level informational text using multiple, complex sentences.

Learning Supports

Marking the Text Illustrations Native language support Native Language Texts

Marking the Text Sentence Citations Illustrations Native language support Native Language Texts

Marking the Text Illustrations Adapted Text

Marking the Text Illustrations

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/MarkingtheText.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/IllustrationsDiagramsDrawings.pdf











http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/AdaptedText.pdf







Provide an objective summary of the text. Read to summarize the text objectively Sentence Starters and Word Banks.

VU: Objective, subjective,

summary

LFC: Compound tenses, transitional phrases



Language Objectives

Summarize the text in L1, and/or complete a summary using high-frequency, content-related single words.

Summarize the text in L1, and/or complete a summary using phrases and short sentences with formulaic patterns.

Read to objectively summarize an adapted informational text using simple, related sentences.

Read to objectively summarize an informational text at a grade 7-9 text complexity level using expanded sentences with emerging complexity.

Read to objectively summarize a grade-level informational text using multiple, complex sentences.

Learning Supports

Sentence Starters Word/Phrase Bank Visuals Native Language Text Native language support Partner Work

Sentence Starters Word/Phrase Bank Visuals Native Language Text Native language support

Sentence Starters Word Bank

Sentence Starters

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/SentenceStarters.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations.pdf




















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

Read to analyze how an author organizes ideas and events using a graphic organizer (i.e. Cause and Effect graphic organizer) and a word bank of transitional words and phrases.

VU: Series, ideas, events, order




Language Objectives

Read to analyze how an author organizes ideas and events in informational text in L1, and/or using a leveled text, use a high-frequency, content-related word to complete a graphic organizer.

Read to analyze how an author organizes ideas and events in informational text in L1, and/or using a leveled text, use key content-based phrases to complete a graphic organizer.

Read to analyze how an author organizes ideas and events in an adapted informational text using simple, related sentences.

Read to analyze how an author organizes ideas and events in an informational text at a grade 7-9 text complexity level using expanded sentences with emerging complexity.

Read to analyze how an author organizes ideas and events in a grade-level informational text using multiple, complex sentences.

Learning Supports

Cause/effect Graphic Organizer (partial) Word Bank of transitional words and phrases Native Language Text Native language support Partner Work

Cause/effect Graphic Organizer (partial) Phrase Bank Word Bank of transitional words and phrases Native Language Text Native language support

Cause/effect Graphic Organizer Word Bank of transitional words and phrases

Cause/effect Graphic Organizer

Word Bank of transitional words and phrases

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets.pdf





















SLO: 6 CCSS: RI.9.3 WIDA ELDS: 2 – 5 Reading Writing Speaking

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

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

VU: Series, ideas, events, introduce, develop




Language Objectives

Read to analyze the impact of the author’s choices on the introduction and development of an informational text in L1, and/or using a leveled text, use high-frequency, content-related words to complete a graphic organizer.

Read to analyze the impact of the author’s choices on the introduction and development of an informational text in L1, and/or using a leveled text, use key, content-based phrases to complete a graphic organizer.

Read to analyze the impact of the author’s choice on the introduction and development of an adapted informational text using simple, related sentences.

Read to analyze the impact of the author’s choice on the introduction and development of an informational text at a grade 7-9 text complexity level using expanded sentences with emerging complexity.

Read to analyze the impact of the author’s choice on the development of a grade-level, informational text using multiple, complex sentences.

Learning Supports

Cause/effect Graphic Organizer (partial) Word Bank Native Language Text Native language support Partner Work

Cause/effect Graphic Organizer (partial) Phrase Bank Native Language Text Native language support

Cause/effect Graphic Organizer Word Bank






















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

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

VU: Connections, transitional words and phrases

LFC: Compound tenses,

transitional phrases



Language Objectives

Read to analyze how an author connects a series of ideas in an informational text in L1, and/or using a leveled text, use high-frequency, content-related words to complete a graphic organizer.

Read to analyze how an author connects a series of ideas in an informational text in L1, and/or using a leveled text, use key, content-based phrases to complete a graphic organizer.

Read to analyze how an author connects a series of ideas in an adapted informational text using simple, related sentences.

Read to analyze how an author connects a series of ideas in an informational text at a grade 7-9 text complexity level using expanded sentences with emerging complexity.

Read to analyze how an author connects a series of ideas in a grade-level, informational text using multiple, complex sentences.

Learning Supports

Flow Chart Graphic Organizer (partially completed) Word Bank Native language support Visuals Native Language Text Partner Work

Flow Chart Graphic Organizer (partially completed) Phrase Bank Native Language Text Native language support Visuals Partner Work

Flow Chart Graphic Organizer Word Bank

Flow Chart Graphic Organizer


























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

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

VU: Context clues, figurative, connotative, technical

LFC: Sentences with Figurative Language Chart



Language Objectives

Read to determine word and phrase meaning in L1, and/or using a leveled text, create visual representations of high-frequency, content-related word meanings using cognates and schema.

Read to determine word and phrase meaning in L1, and/or using a leveled text, create visual representations of key, content-based phrases using context clues, cognates and schema.

Read to determine key content-based word and phrase meanings in an adapted informational text using context clues, cognates and schema.

Read to determine key content-based word and phrase meanings in an informational text at a grade 7-9 text complexity level using context clues, cognates and schema.

Read to determine precise, content-based word and phrase meanings in grade-level informational text using context clues, cognates and schema.

Learning Supports

Online Resources Figurative Language Chart Word Wall Native language support Student Created Visuals Partner Work

Online Resources Figurative Language Chart Word Wall Native language support Student Created Visuals Partner Work

Online Resources Figurative Language Chart Word Wall Student Created Visuals

Online Resources Figurative Language Chart Word Wall

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/FigurativeLanguageChart.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/OnlineResources.pdf





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/WordWall.pdf






















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

Read to analyze the impact of word choices on meaning and tone using a graphic organizer (i.e. Cause and Effect graphic organizer).

VU: Cumulative, impact, meaning, tone

LFC: Descriptive language



Language Objectives

Read to analyze the impact of the author’s choices on the meaning and tone of an informational text in L1, and/or using a leveled text, identify and restate key words that impact meaning and tone.

Read to analyze the impact of the author’s choices on the meaning and tone of an informational text in L1, and/or using a leveled text, identify key phrases that impact meaning and tone.

Read to analyze the impact of the author’s choice on the meaning and tone of an adapted informational text.

Read to analyze the impact of the author’s choice on the meaning and tone of an informational text at a grade 7-9 text complexity level.

Read to analyze the impact of the author’s choice on the meaning and tone of a grade-level, informational text.

Learning Supports


Cause/effect Graphic Organizer (partial) Phrase Bank Native Language Text Native language support Partner Work

Cause/effect Graphic Organizer Partner Work























SLO: 10 CCSS: RI.9.5 WIDA ELDS: 2 – 5 Reading Writing Speaking

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

Read and analyze how the organization of the text develops and refines an author’s ideas or claims using a Graphic Organizer and Word Bank.

VU: Analyze, claims, developed, refined

LFC: Complex, compound sentences



Language Objectives

Read and analyze how the organization of the text develops and refines an author’s ideas or claims in L1, and/or using a leveled text, use high-frequency, content-related single words in phrase patterns.

Read and analyze how the organization of the text develops and refines an author’s ideas or claims in L1, and/or using a leveled text, use key, content-based phrases in formulaic patterns.

Read and analyze how the organization of the text develops and refines an author’s ideas or claims in an adapted informational text using simple, related sentences.

Read and analyze how the organization of the text develops and refines an author’s ideas or claims in an informational text at a grade 7-9 text complexity level using expanded sentences with emerging complexity.

Read and analyze how the organization of the text develops and refines an author’s ideas or claims in a grade-level, informational text using multiple, complex sentences.

Learning Supports




























SLO: 11 CCSS: RI.9.6 WIDA EDLS: 2 – 5 Reading Writing Speaking

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

Read and identify an author’s point of view or purpose using a graphic organizer (i.e., an author’s purpose chart).

VU: Point of view, purpose

LFC: complex, compound sentences



Language Objectives

Read and identify an author’s point of view in L1, and/or using a leveled text, use high-frequency, content-related words or phrases to complete a graphic organizer.

Read and identify an author’s point of view in L1, and/or using a leveled text, use key, content-based phrases with formulaic patterns.

Read and identify an author’s point of view in an adapted informational text using simple, related sentences.

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

Read and identify an author’s point of view in a grade-level, informational text using multiple, complex sentences.

Learning Supports

Purpose and Audience Planning Chart (partially completed) Word Bank Native Language Text Native language support Partner Work

Purpose and Audience Planning Chart (partially completed) Phrase Bank Native Language Text Native language support Partner Work

Purpose and Audience Planning Chart Partner Work

Author’s Purpose Graphic OrganizerPurpose and Audience Planning Chart

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/PurposeandAudiencePlanningChart.pdf
























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

Read and analyze how an author uses rhetoric to advance his or her point of view using a Graphic Organizer (i.e. cause and effect).

VU: Rhetoric, point of view, purpose, advance




Language Objectives

Read and analyze how an author uses rhetoric to advance his or her point of view in L1, and/or using a leveled text, use high-frequency, content-related words to complete a graphic organizer.

Read and analyze how an author uses rhetoric to advance his or her point of view in L1, and/or using a leveled text, use key content-based phrases to complete a graphic organizer.

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

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

Read and analyze how an author uses rhetoric to advance his or her point of view in a grade-level, informational text using multiple, complex sentences.

Learning Supports



























Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient.

Read and evaluate an author’s argument using a persuasion map Graphic Organizer.

VU: Evaluate, argument, claims, valid, evidence




Language Objectives

Read and evaluate an author’s argument in L1, and/or using a leveled text, identify high-frequency, content-based words to complete a graphic organizer.

Read and evaluate an author’s argument in L1, and/or using a leveled text, identify key, content-based phrases to complete a graphic organizer.

Read and evaluate an author’s argument in an adapted, informational text using simple, related sentences.

Read and evaluate an author’s argument in an informational text at a grade 7-9 text complexity level using expanded sentences with emerging complexity.

Read and evaluate an author’s argument in a grade-level, informational text using multiple, complex sentences.

Learning Supports

Persuasion Map Graphic Organizer (partial) Word Bank Native Language Text Native language support Partner Work

Persuasion Map Graphic Organizer (partial) Phrase Bank Native Language Text Native language support Partner Work

Persuasion Map Graphic Organizer Partner Work

Persuasion Map Graphic Organizer























Identify false statements and fallacious reasoning, when reading informational text(s).

Read and identify false statements and fallacious reasoning using Cornell Notes, Word Bank and Partner Work.

VU: Fallacious, reasoning, false, statements




Language Objectives

Read and identify false statements and fallacious reasoning in L1, and/or using a leveled text, identify or restate key, high-frequency words and match to a visual.

Read and identify false statements and fallacious reasoning in L1, and/or using a leveled text, identify key phrases and match to a visual.

Read and identify false statements and fallacious reasoning in an adapted informational text using simple, related sentences.

Read and identify false statements and fallacious reasoning at a grade 7-9 text complexity level using expanded sentences with emerging complexity.

Read and identify false statements and fallacious reasoning in a grade-level, informational text using multiple, complex sentences.

Learning Supports

Cornell Notes (partial) Word Bank Native Language Text Native language support Partner Work Visuals

Cornell Notes (partial) Phrase Bank Native Language Text Native language support Partner Work Visuals Sentence Frames

Cornell Notes Partner Work

Cornell Notes

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/CornellNotes.pdf
















http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/SentenceFrames.pdf







SLO: 15 CCSS: W.9.1 WIDA ELDS: 2 – 5 Writing Speaking

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write to analyze topics using valid and sufficient evidence using a Persuasion Map graphic organizer, Technology and Word Bank.

VU: Argument, claim, valid, sufficient, reasoning, evidence

LFC: Specific to writing task



Language Objectives

Write to analyze topics using valid and sufficient evidence in L1, and/or by using high-frequency, content-related single words in phrase patterns that represent key ideas.

Write to analyze topics using valid and sufficient evidence in L1, and/or by using general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas.

Write to analyze topics using valid and sufficient evidence by using key, content-based vocabulary in simple, related sentences with repetitive grammatical structures.

Write to analyze topics using valid and sufficient evidence by using key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.

Write to analyze topics using valid and sufficient evidence by producing clear and coherent writing using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Persuasion Map Graphic Organizer (partially completed) Cloze sentences Word/picture Bank Technology Visuals Native language support

Persuasion Map Graphic Organizer (partially completed) Sentence Frames Word/picture Bank Technology Visuals Native language support

Persuasion Map Graphic Organizer Sentence Starters Word Bank Technology

Persuasion Map Graphic Organizer

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Technology.pdf

























SLO: 16 CCSS: W.9.1a. WIDA ELDS: 2 – 5 Writing Speaking

When writing arguments, introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims.

Write to distinguish precise claims from alternate or opposing claims using an Essay Template, dictionaries and a partner.

VU: Argument, precise, claim, alternate, opposing

LFC: Specific to task



Language Objectives

Write to distinguish precise claims from alternate or opposing claims in L1, and/or by producing high-frequency, content-related single words with phrase patterns that represent key ideas.

Write to distinguish precise claims from alternate or opposing claims in L1, and/or by producing general, content-based vocabulary in phrases and short sentences using formulaic sentence patterns that represent key ideas.

Write to distinguish precise claims from alternate or opposing claims by producing simple sentences that represent multiple-related ideas using repetitive structures and key, content-based vocabulary.

Write to distinguish precise claims from alternate or opposing claims by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and key, content-based vocabulary.

Write to distinguish precise claims from alternate or opposing claims by producing clear and coherent writing using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Essay Template (partially completed) Cloze sentences Word/picture Bank Technology Visuals Native language support

Essay Template (partially completed) Sentence Frames Word/picture Bank Technology Visuals Native language support

Essay Template Sentence Starters Word Bank Technology

Essay Template

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/EssayTemplate.pdf




















SLO: 17 CCSS: W.9.1a. WIDA ELDS: 2 – 5 Writing Speaking

When writing arguments, create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Write to create and establish clear relationships among ideas, reasons, and evidence using a Persuasion Map graphic organizer and a bank of transitional words and phrases.

VU: Establish, relationships, claims, counterclaims, reason, evidence




Language Objectives

Write to create and establish clear relationships among ideas, reasons, and evidence in L1, and/or by using high-frequency, content-related single words in phrase patterns that represent key ideas.

Write to create and establish clear relationships among ideas, reasons, and evidence in L1, and/or by using general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas.

Write to create and establish clear relationships among ideas, reasons, and evidence by using key, content-based vocabulary in simple, related sentences with repetitive grammatical structures.

Write to create and establish clear relationships among ideas, reasons, and evidence by using key, content-based vocabulary in expanded and some complex structures with a variety of grammatical structures.

Write to create and establish clear relationships among ideas, reasons, and evidence by producing clear and coherent writing using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Persuasion Map Graphic Organizer (partially completed) Word Bank of transitional words Cloze sentences Visuals Native language support

Persuasion Map Graphic Organizer (partially completed) Word Bank of transitional words and phrases Sentence Frames Visuals Native language support

Persuasion Map Graphic Organizer Word Bank of transitional words and phrases Sentence Starters Technology

Persuasion Map Graphic Organizer Word Bank of transitional words and phrases























SLO: 18 CCSS: W.9.1b. WIDA ELDS: 2 – 5 Writing Speaking

When writing arguments, develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audience’s knowledge level and concerns.

Write to develop claims and counterclaims while addressing the audience’s needs using a Persuasion Map graphic organizer and a Purpose and Audience Planning Chart.

VU: Claim, counterclaim, evidence, strength, limitation, anticipate




Language Objectives

Write to develop claims and counterclaims while addressing the audience’s needs in L1, and/or by producing single words that represent ideas using phrase patterns and general, content-related vocabulary.

Write to develop claims and counterclaims while addressing the audience’s needs in L1, and/or by producing phrases and short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary.

Write to develop claims and counterclaims while addressing the audience’s needs by producing simple sentences that represent multiple-related ideas using repetitive structures and key, content-based vocabulary.

Write to develop claims and counterclaims while addressing the audience’s needs by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Write to develop claims and counterclaims while addressing the audience’s needs by producing clear and coherent writing using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Persuasion Map Purpose and Audience Planning Chart (semi-completed) Word Bank Cloze sentences Visuals Native language support

Persuasion Map Purpose and Audience Planning Chart(semi-completed) Word Bank Sentence Frames Visuals Native language support

Persuasion Map Purpose and Audience Planning Chart Sentence Starters Technology

Persuasion Map Purpose and Audience Planning Chart























SLO: 19 CCSS: W.9.1c. WIDA ELDS: 2 – 5 Writing Speaking

When writing arguments, use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Write to create cohesion when writing arguments using a word bank of transitional words and phrases.

VU: Words, phrases, clauses, link, create cohesion




Language Objectives

Write to create cohesion when writing arguments in L1, and/or by using high-frequency, content-related single words in phrase patterns that represent key ideas.

Write to create cohesion when writing arguments in L1, and/or by using general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas.

Write to create cohesion when writing arguments by using key, content-based vocabulary in simple, related sentences with repetitive structures.

Write to create cohesion when writing arguments by using key, content-based vocabulary in expanded and some complex structures with a variety of grammatical structures.

Write to create cohesion when writing arguments by producing clear and coherent writing using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Word Bank of transitional words Cloze sentences Visuals Native language support

Word Bank of transitional words and phrases Sentence Frames Visuals Native language support

Word Bank of transitional words and phrases Sentence Starters Technology

Word Bank of transitional words and phrases
















SLO: 20 CCSS: W.9.1d. WIDA ELDS: 2 – 5 Writing Speaking

When writing arguments, establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Write to establish an objective tone specific to a discipline using Sentence Frames and an Essay Template.

VU: Formal, style, objective, tone, norms, conventions, discipline




Language Objectives

Write to establish an objective tone specific to a discipline in L1, and/or by using high-frequency, content-related single words in phrase patterns or memorized phrases that represent key ideas.

Write to establish an objective tone specific to a discipline in L1, and/or by using general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas.

Write to establish an objective tone specific to a discipline by developing multiple-related ideas using key, content-based vocabulary in simple sentences with repetitive structures.

Write to establish an objective tone specific to a discipline by using key, content-based vocabulary in expanded and some complex structures with a variety of grammatical structures that represent organized ideas.

Write to establish an objective tone specific to a discipline by producing clear and coherent writing using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Essay Template (partially completed) Sentence Frames Cloze sentences Word Bank Technology Visuals Native language support

Essay Template (partially completed) Sentence Frames Word Bank Technology Visuals Native language support

Essay Template Sentence Frames Sentence Starters Word Bank Technology

Essay Template Sentence Frames

























SLO: 21 CCSS: W.9.1e. WIDA ELDS: 2 – 5 Writing Speaking

When writing arguments, provide a concluding statement or section that follows from and supports the argument presented.

Write to conclude an argument in an effective manner using an Essay Template and Sentence Frames.

VU: Concluding statement




Language Objectives

Write to conclude an argument in an effective manner in L1, and/or by using high-frequency, content-related single words in phrase patterns or memorized patterns that represent key ideas.

Write to conclude an argument in an effective manner in L1, and/or by identifying key ideas using general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns.

Write to conclude an argument in an effective manner by producing multiple-related ideas using key, content-based vocabulary in simple sentences with repetitive structures.

Write to conclude an argument in an effective manner by producing organized ideas using key, content-based vocabulary in expanded and some complex structures with a variety of grammatical structures.

Write to conclude an argument in an effective manner by producing clear and coherent writing using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Essay Template (partially completed) Sentence Frames Cloze sentences Word/picture Bank Technology Visuals Native language support

Essay Template (partially completed) Sentence Frames Word/picture Bank Technology Visuals Native language support

Essay Template Sentence Frames Sentence Starters Word Bank Technology

Essay Template Sentence Frames


























Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Write to produce clear writing appropriate to task, purpose, and audience using a Purpose and Audience Planning Chart.

VU: Task, purpose, audience




Language Objectives

Write to produce clear writing appropriate to task, purpose, and audience in L1, and/or by using high-frequency, content-related single words in phrase patterns or memorized patterns that represent key ideas.

Write to produce clear writing appropriate to task, purpose, and audience in L1, and/or by using general, content-based vocabulary in phrases and short sentences using formulaic sentence patterns that represent central ideas.

Write to produce clear writing appropriate to task, purpose, and audience by using key, content-based vocabulary in simple sentences with repetitive structures that represent multiple-related ideas.

Write to produce clear and organized writing appropriate to task, purpose, and audience by using key, content-based vocabulary in expanded and some complex structures with varying grammatical structures.

Write to produce clear and coherent writing appropriate to task, purpose, and audience by using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Purpose and Audience Planning Chart (partially completed) Word Bank Cloze sentences Visuals Native language support

Purpose and Audience Planning Chart (partially completed) Word Bank Sentence Frames Visuals Native language support

Purpose and Audience Planning Chart Sentence Starters Technology

Purpose and Audience Planning Chart























SLO: 23 CCSS: W.9.5 WIDA ELDS: 2 – 5 Writing

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

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




Language Objectives

Write to develop writing through editing and addressing purpose and audience in L1, and/or by producing single words that represent ideas using phrase patterns and general, content-related vocabulary.

Write to develop writing through editing and addressing purpose and audience in L1, and/or by producing phrases and short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary.

Write to develop writing through editing and addressing purpose and audience by producing simple sentences that represent multiple-related ideas using repetitive structures and key, content-based vocabulary.

Write to develop writing through editing and addressing purpose and audience by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Write to develop writing through editing and addressing purpose and audience by producing clear and coherent writing using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Purpose and Audience Planning Chart (partially completed) Checklist for editing Word/picture Bank Cloze sentences Visuals Native language support

Purpose and Audience Planning Chart (partially completed) Checklist for editing Word/picture Bank Sentence Frames Visuals Native language support

Purpose and Audience Planning Chart Checklist for editing Sentence Starters Technology

Purpose and Audience Planning Chart Checklist for editing

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/ChecklistforEditing.pdf




























Use technology, 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 for publishing.

VU: Produce, publish, update




Language Objectives

Write to edit and publish individual and collaborative writing pieces in L1, and/or by producing single words that represent ideas using phrase patterns and general, content-related vocabulary.

Write to edit and publish individual and collaborative writing pieces in L1, and/or by producing phrases and short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary.

Write to edit and publish individual and collaborative writing pieces by producing simple sentences that represent multiple-related ideas using repetitive structures and key, content-based vocabulary.

Write to edit and publish individual and collaborative writing pieces by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Write to edit and publish individual and collaborative writing pieces by producing clear and coherent writing using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Checklist for publishing Word/picture Bank Partner Work Word Bank Native language support

Checklist for publishing Sentences Starters Partner Work Word/picture Bank Native language support

Checklist for publishing Online Resources Partner Work Word Bank

Checklist for publishing Partner Work

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/ChecklistforPublishing.pdf
























SLO: 25 CCSS: W.9.9b. WIDA ELDS: 2 – 5 Writing Reading

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

Write to support analysis with research using a K-W-S Chart and an Essay Template.

VU: Analysis, reflection, research




Language Objectives

Write to support analysis with research in L1, and/or by producing single words that represent ideas using phrase patterns and general, content-related vocabulary.

Write to support analysis with research in L1, and/or by producing phrases and short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary.

Write to support analysis with research by producing simple sentences that represent multiple-related ideas using repetitive structures and key, content-based vocabulary.

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

Write to support analysis with research by producing clear and coherent writing using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Essay Template and K-W-S Chart (partially completed) Sentence Frames Cloze sentences Word Bank Technology Visuals Native language support

Essay Template and K-W-S Chart (partially completed) Sentence Frames Word Bank Technology Visuals Native language support

Essay Template K-W-S Chart Sentence Starters Technology

Essay Template K-W-S Chart

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/KWSChart.pdf


























SLO: 26 CCSS: W.9.10 WIDA ELDS: 2 – 5 Writing

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

Write routinely for specific time frames and for various purposes, tasks and audiences using a Purpose and Audience Planning Chart and Essay Templates specific to task.

VU: Task, purpose, audience




Language Objectives

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

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

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

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

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

Learning Supports

Purpose and Audience Planning Chart Essay Templates Partner Work Sentence Frames Word/picture Bank Visuals Native language support

Purpose and Audience Planning Chart Essay Templates Partner Work Sentence Frames Word/picture Bank Native language support

Purpose and Audience Planning Chart Essay Templates Partner Work

Purpose and Audience Planning Chart Essay Templates





























SLO: 27 CCSS: SL.9.1 WIDA ELDS: 2 – 5 Speaking Listening

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

Participate in a variety of cooperative discussion settings using a Question Stem Bank.

VU: Collaborative, discussion, clearly, persuasively

LFC: Verbs and verb phrases in questions, prosodic features (e.g., stress)



Language Objectives

Participate in a variety of cooperative discussion settings in L1, and/or by producing key ideas using high-frequency, content-related, single, spoken words in phrase patterns.

Participate in a variety of cooperative discussion settings in L1, and/or by producing key ideas in spoken phrases and short sentences using formulaic sentence patterns and general, content-based vocabulary.

Participate in a variety of cooperative discussion settings by producing multiple-related ideas in simple, spoken sentences with repetitive structures and key, content-based vocabulary.

Participate in a variety of cooperative discussion settings by producing organized ideas using expanded and some complex structures with a variety of grammatical structures and key, content-based vocabulary.

Participate in a variety of cooperative discussion settings by producing clear and coherent speech using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Question Stem Bank Cloze Sentences Word Bank Visuals Native language support

Question Stem Bank Sentence Frames Word Bank Visuals Native language support

Question Stem Bank Sentence Frames

Question Stem Bank

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/QuestionStemBank.pdf
















SLO: 28 CCSS: SL.9.1b. WIDA ELDS: 2 – 5 Speaking Listening

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

Speak and listen to create rules for collaborative discussions using a Reference Sheet of specific discussion rules.

VU: Rules, directions, checklist, speaking rubric

LFC: Signal verbs, action verbs, appropriate language, tone, voice



Language Objectives

Speak and listen to create rules for collaborative discussions in L1, and/or by producing single, spoken words that represent ideas using phrase patterns and general, content-related vocabulary.

Speak and listen to create rules for collaborative discussions in L1, and/or by producing key ideas using general, content-based vocabulary in spoken phrases and short sentences with formulaic sentence patterns.

Speak and listen to create rules for collaborative discussions by producing multiple-related ideas using key, content-based vocabulary in simple, spoken sentences with repetitive structures.

Speak and listen to create rules for collaborative discussions by producing organized ideas using expanded and some complex sentences with a variety of grammatical structures and key, content-based vocabulary.

Speak and listen to create rules for collaborative discussions by producing clear and coherent speech using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Reference Sheet of specific rules Cue Cards Word/Picture Wall Visuals Gestures Native language support

Reference Sheet of specific rules Cue Cards Word/Picture Wall Visuals Native language support

Reference Sheet of specific rules Cue Cards

Reference Sheet of specific rules

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/Referencesheets.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/Cuecards.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf







http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Gestures.pdf


















SLO: 29 CCSS: SL.9.1c. WIDA ELDS: 2 – 5 Speaking Listening

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Compose and respond to questions in order to connect the discussion to broader themes using a Question Stem Bank and Sentence Starters.

VU: Pose, respond, themes, incorporate, clarify, verify




Language Objectives

Compose and respond to questions in order to connect the discussion to broader themes in L1, and/or by producing key ideas using high-frequency, content-related, single, spoken words in phrase patterns.

Compose and respond to questions in order to connect the discussion to broader themes in L1, and/or by producing key ideas using general, content-based vocabulary in spoken phrases and short sentences with formulaic sentence patterns.

Compose and respond to questions in order to connect the discussion to broader themes by producing multiple-related ideas using key, content-based vocabulary in simple, spoken sentences with repetitive structures.

Compose and respond to questions in order to connect the discussion to broader themes by producing organized ideas using key, content-based vocabulary in expanded and some complex structures with a variety of grammatical structures.

Compose and respond to questions in order to connect the discussion to broader themes by producing clear and coherent speech using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Question Stem Bank Sentence Starters Note Cards Word Wall Visuals Gestures Native language support

Question Stem Bank Sentence Starters Note Cards Word Wall Visuals Native language support

Question Stem Bank Sentence Starters Note Cards

Question Stem Bank Sentence Starters






http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/Notecards.pdf

























SLO: 30 CCSS: SL.9.1c. WIDA ELDS: 2 – 5 Speaking Listening

Actively incorporate others into discussions; and clarify, verify, or challenge ideas and conclusions.

Speak and listen to actively engage peers into a discussion using a Question Stem Bank and Sentence Starters.

VU: Clarify, verify, challenge




Language Objectives

Speak and listen to actively engage peers into a discussion in L1, and/or by producing key ideas using high-frequency, content-related, single, spoken words in phrase patterns.

Speak and listen to actively engage peers into a discussion in L1, and/or by producing key ideas using general, content-based vocabulary in spoken phrases and short sentences with formulaic sentence patterns.

Speak and listen to actively engage peers into a discussion by producing multiple-related ideas using key, content-based vocabulary in simple, spoken sentences with repetitive structures.

Speak and listen to actively engage peers into a discussion by producing organized ideas using key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.

Speak and listen to actively engage peers into a discussion by producing clear and coherent speech using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Question Stem Bank Sentence Starters Note Cards Word/Picture Wall Visuals Gestures Native language support

Question Stem Bank Sentence Starters Note Cards Word/Picture Wall Visuals Native language support





































Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Speak and listen to integrate multiple sources of credible information presented in diverse media or formats using a checklist for evaluating sources and Video Clips/Films.

VU: Evaluate, credibility, accuracy, source

LFC: Complex sentences, declarative sentences, prosodic features (e.g., stress)



Language Objectives

Speak and listen to integrate multiple sources of credible information presented in diverse media or formats in L1, and/or by producing single, spoken words that represent ideas using phrase patterns and general, content-related vocabulary.

Speak and listen to integrate multiple sources of credible information presented in diverse media or formats in L1, and/or by producing spoken phrases and short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary.

Speak and listen to integrate multiple sources of credible information presented in diverse media or formats by producing simple, spoken sentences that represent multiple-related ideas using repetitive structures and key, content-based vocabulary.

Speak and listen to integrate multiple sources of credible information presented in diverse media or formats by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

Speak and listen to integrate multiple sources of credible information presented in diverse media or formats by producing clear and coherent speech using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

Learning Supports

Checklist for sources Video Clips/Films Cloze Sentences Note Cards Word/Picture Wall Visuals/Gestures Native language support

Checklist for sources Video Clips/Films Sentence Starters Note Cards Word/Picture Wall Visuals Native language support

Checklist for sources Video Clips/Films Sentence Starters Note Cards

Checklist for sources Video Clips/Films

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/VideosClipsFilms.pdf































Evaluate a speaker’s point of view and reasoning.

Speak and listen to evaluate a speaker’s point of view and reasoning using a Question Stem Bank and Sentence Starters

VU: Speaker, evaluate, point of view, reasoning

LFC: Complex sentences, declarative sentences, prosodic features (e.g., stress), modals, interjections



Language Objectives

Speak and listen to evaluate a speaker’s point of view and reasoning in L1, and/or by producing key ideas using high-frequency, content-related single, spoken words in phrase or memorized patterns.

Speak and listen to evaluate a speaker’s point of view and reasoning in L1, and/or by producing key ideas using general, content-based vocabulary in spoken phrases and short sentences with formulaic sentence patterns.

Speak and listen to evaluate a speaker’s point of view and reasoning by producing multiple, related ideas using key, content-based vocabulary in simple, spoken sentences with repetitive structures.

Speak and listen to evaluate a speaker’s point of view and reasoning by producing organized ideas using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Speak and listen to evaluate a speaker’s point of view and reasoning by producing clear and coherent speech using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Question Stem Bank Sentence Starters Note Cards Word Wall Visuals Gestures Native language support

Question Stem Bank Sentence Starters Note Cards Word Wall Visuals Native language support
































SLO: 33 CCSS: SL.9.4 WIDA ELDS: 2 – 5 Speaking Listening Reading

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning.

Speak and listen to integrate research knowledge into a concise oral presentation using Sentence Starters and Note Cards.

VU: Findings, supporting evidence, concise, logical

LFC: Complex sentences, declarative sentences, prosodic features (e.g., stress), modals



Language Objectives

Speak and listen to integrate research knowledge into a concise oral presentation in L1, and/or by producing key ideas using high-frequency, content-related, single, spoken words in phrase or memorized patterns.

Speak and listen to integrate research knowledge into a concise oral presentation in L1, and/or by producing key ideas using general, content-based vocabulary in spoken phrases and short sentences with formulaic sentence patterns.

Speak and listen to integrate research knowledge into a concise oral presentation by producing multiple, related ideas using key, content-based vocabulary in simple, spoken sentences with repetitive structures.

Speak and listen to integrate research knowledge into a concise oral presentation by producing organized ideas using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Speak and listen to integrate research knowledge into a concise oral presentation by producing clear and coherent speech using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Sentence Starters Note Cards Charts/Posters Word/Picture Wall Visuals Gestures Native language support

Sentence Starters Note Cards Charts/Posters Word/Picture Wall Visuals Native language support

Sentence Starters Note Cards Charts/Posters

Sentence Starters Note Cards





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/ChartsPosters.pdf






























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

Adapt speech to a variety of contexts and tasks by using a checklist specific to the task, Sentence Starters, and Note Cards.

VU: Adapt, speech, context, task

LFC: Complex sentences, prosodic features (e.g., stress), modals, interjections



Language Objectives

Adapt speech to a variety of contexts and tasks in L1, and/or by producing key ideas using high-frequency, content-related single, spoken words in phrase or memorized patterns.

Adapt speech to a variety of contexts and tasks in L1, and/or by producing key ideas using general, content-based vocabulary in spoken phrases and short sentences with formulaic sentence patterns.

Adapt speech to a variety of contexts and tasks by producing multiple-related ideas using key, content-based vocabulary in simple, spoken sentences with repetitive structures.

Adapt speech to a variety of contexts and tasks by producing organized ideas using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Adapt speech to a variety of contexts and tasks by producing clear and coherent speech using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

Checklist specific to task Sentence Starters Note Cards Charts/Posters Word/Picture Wall Cue Cards – situational Gestures Native language support

Checklist specific to task Sentence Starters Note Cards Charts/Posters Word/Picture Wall Cue Cards – situational Native language support

Checklist specific to task Sentence Starters Note Cards Charts/Posters

Checklist specific to task Sentence Starters Note Cards



































SLO: 35 CCSS: L.9.1 WIDA ELDS: 2 – 5 Writing Speaking

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 at the respective ELP level by using multiple resources and Charts/Posters.

VU: Grammar, usage, conventions, standard

LFC: Specific to context and task



Language Objectives

Write and speak to demonstrate command of standard English grammar and usage in L1, and/or by producing key ideas using high-frequency, content-related, single, written and spoken words in phrase patterns.

Write and speak to demonstrate command of standard English grammar and usage in L1, and/or by producing key ideas using general, content-based vocabulary in written and spoken phrases and short sentences with formulaic sentence patterns.

Write and speak to demonstrate command of standard English grammar and usage by producing multiple related ideas using key, content-based vocabulary in simple, written and spoken sentences with repetitive structures.

Write and speak to demonstrate command of standard English grammar and usage by producing organized ideas using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Write and speak to demonstrate command of standard English grammar and usage by producing clear and coherent writing and speech using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Multiple Resources Charts/Posters Sentence Starters Note Cards Word Wall Visuals Gestures Native language support

Multiple Resources Charts/Posters Sentence Starters Note Cards Word Wall Visuals Native language support

Multiple Resources Charts/Posters Sentence Starters Note Cards

Multiple Resources Charts/Posters




























SLO: 36 CCSS: L.9.1b. WIDA ELDS: 2 – 5 Speaking Writing

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

Write and speak to employ various types of clauses in order to add variety using a Reference Sheet of clauses, Sentence Frames, and cloze activities.

VU: Clauses: independent, dependent, noun, relative, adverbial

LFC: Sentences containing various clause types

LC: varies by ELP level


Language Objectives

Write and speak to employ various types of clauses in order to add variety in L1, and/or by producing key ideas using high-frequency, content-related, single, written and spoken words in phrase or memorized patterns.

Write and speak to employ various types of clauses in order to add variety in L1, and/or by producing key ideas using general, content-based vocabulary in written and spoken phrases and short sentences with formulaic sentence patterns.

Write and speak to employ various types of clauses in order to add variety by producing multiple, related ideas using key, content-based vocabulary in simple, written and spoken sentences with repetitive structures.

Write and speak to employ various types of clauses in order to add variety by producing organized ideas using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Write and speak to employ various types of clauses in order to add variety by producing clear and coherent writing and speech using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Reference Sheet of clauses Cloze sentences Note Cards Charts/Posters Word/Picture Wall Visuals Gestures Native language support

Reference Sheet of clauses Sentence Frames Note Cards Charts/Posters Word/Picture Wall Visuals Native language support

Reference Sheet of clauses Sentence Frames Note Cards Charts/Posters

Reference Sheet of clauses Sentence Frames




































SLO: 37 CCSS: L.9.2a. WIDA ELDS: 2 – 5 Writing

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

Write to apply usage of semicolons and conjunctive adverbs to link two independent clauses using cloze sentences, a Word Bank, and Charts/Posters.

VU: Semicolon, conjunctive adverb

LFC: Sentences containing semicolons and conjunctive adverbs



Language Objectives

Write to apply usage of semicolons and conjunctive adverbs to link two independent clauses in L1, and/or by producing key ideas using high-frequency, content-related, single words in phrase or memorized patterns.

Write to apply usage of semicolons and conjunctive adverbs to link two independent clauses in L1, and/or by producing key ideas using general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns.

Write to apply usage of semicolons and conjunctive adverbs to link two independent clauses by producing multiple, related ideas using key, content-based vocabulary in simple sentences with repetitive structures.

Write to apply usage of semicolons and conjunctive adverbs to link two independent clauses by producing organized ideas using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Write to apply usage of semicolons and conjunctive adverbs to link two independent clauses by producing clear and coherent writing using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Charts/Posters Cloze Sentences Word Bank Partner Work Native language support Native Language Explanations

Charts/Posters Cloze Sentences Word Bank Partner Work Native language support

Charts/Posters Cloze Sentences Word Bank Partner Work

Charts/Posters Cloze Sentences Word Bank







http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/NativeLanguageSupports/NativeLanguageExplanations.pdf














SLO: 38 CCSS: L.9.2b. WIDA ELDS: 2 – 5 Writing

Use a colon to introduce a list or quotation.

Write to apply usage of a colon to introduce a list or quotation using cloze sentences, a Word Bank, and Charts/Posters.

VU: Colon, list, quotation

LFC: Sentences containing colons



Language Objectives

Write to apply usage of a colon to introduce a list or quotation in L1, and/or by producing key ideas using high-frequency, content-related single words in phrase or memorized patterns.

Write to apply usage of a colon to introduce a list or quotation in L1, and/or by producing key ideas using general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns.

Write to apply usage of a colon to introduce a list or quotation by using key, content-based vocabulary in simple, related sentences with repetitive structures.

Write to apply usage of a colon to introduce a list or quotation by using key, content-based vocabulary in organized, expanded sentences with emerging complexity of grammatical structures.

Write to apply usage of a colon to introduce a list or quotation using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Charts/Posters Cloze Sentences Word Bank Partner Work Native language support Native Language Explanations

Charts/Posters Cloze Sentences Word Bank Partner Work Native language support

Charts/Posters Cloze Sentences Word Bank Partner Work

Charts/Posters Cloze Sentences Word Bank





















SLO: 39 CCSS: L.9.2c. WIDA ELDS: 2 – 5 Writing

Spell correctly.

Write to apply standard English spelling using multiple resources.

VU: Spelling, standard

LFC: Varies by task



Language Objectives

Write to apply standard English spelling when producing high-frequency, single words in phrase or memorized patterns.

Write to apply standard English spelling when producing phrases and short sentences with formulaic sentence patterns.

Write to apply standard English spelling when producing simple, related sentences with repetitive structures.

Write to apply standard English spelling when producing expanded sentences with emerging complexity of grammatical structures.

Write to apply standard English spelling when producing multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Multiple Resources Charts/Posters Cloze Sentences Word Bank Partner Work Native language support Native Language Explanations

Multiple Resources Charts/Posters Partner Work Native language support


Multiple Resources













SLO: 40 CCSS: L.9.3 WIDA ELDS: 2 – 5 Writing Speaking

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

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

VU: Syntax, contexts, functions

LFC: Varies by task



Language Objectives

Write and speak to apply knowledge of syntax in L1, and/or by producing high-frequency, single, written and spoken words in phrase and memorized patterns.

Write and speak to apply knowledge of syntax in L1, and/or by producing written and spoken phrases and short sentences with formulaic sentence patterns.

Write and speak to apply knowledge of syntax by producing simple, related, written and spoken sentences with repetitive structures.

Write and speak to apply knowledge of syntax by producing organized ideas using expanded sentences with emerging complexity of grammatical structures.

Write and speak to apply knowledge of syntax by producing clear and coherent writing and speech using multiple, complex sentences with a variety of grammatical structures.

Learning Supports




Multiple Resources














SLO: 41 CCSS: L.9.3 WIDA ELDS: 2 – 5 Writing

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

Write to apply guidelines appropriate to discipline and writing type using multiple resources.

VU: Edit, conforms, guidelines, style, discipline

LFC: Varies by task



Language Objectives

Write to apply guidelines appropriate to discipline and writing type in L1, and/or by producing key ideas using high-frequency, content-related single words in phrase or memorized patterns.

Write to apply guidelines appropriate to discipline and writing type in L1, and/or by producing key ideas using general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns.

Write to apply guidelines appropriate to discipline and writing type by producing multiple, related ideas using key, content-based vocabulary in simple sentences with repetitive structures.

Write to apply guidelines appropriate to discipline and writing type by producing organized ideas using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Write to apply guidelines appropriate to discipline and writing type by producing clear and coherent writing using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports




Multiple Resources













SLO: 42 CCSS: L.9.3 WIDA ELDS: 2 – 5 Reading Listening

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

Read and listen to apply knowledge of language to comprehend more fully using multiple resources and Charts/Posters.

VU: Language

LFC: Varies by task



Language Objectives

Read and listen to apply knowledge of language to comprehend more fully in L1, and/or by matching from leveled text to visual representations of the text.

Read and listen to apply knowledge of language to comprehend more fully in L1, and/or by matching Sentence Citations from leveled text to visual representations of the text.

Read and listen to apply knowledge of language to comprehend more fully from adapted text and presentations.

Read and listen to apply knowledge of language to comprehend more fully from text and presentations at a grade 7-9 text complexity level.

Read and listen to apply knowledge of language to comprehend more fully from grade-level text and presentations.

Learning Supports

Multiple Resources Charts/Posters Cloze Sentences Word Bank Partner Work Native language support Visuals

Multiple Resources Charts/Posters Partner Work Native language support Visuals Sentence Citations

Multiple Resources Charts/Posters Partner Work




















SLO: 43 CCSS: L.9.4 WIDA ELDS: 2 – 5 Reading Listening

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

Read and 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



Language Objectives

Read and clarify the meaning of unknown words and phrases in L1, and/or by matching words from leveled text to visual representations of the text.

Read and clarify the meaning of unknown words and phrases in L1, and/or by matching phrases and short sentences from leveled text to visual representations of the text.

Read and clarify the meaning of unknown words and phrases more fully from adapted text and presentations.

Read and clarify the meaning of unknown words and phrases more fully from text and presentations at a grade 7-9 text complexity level.

Read and clarify the meaning of unknown words and phrases from grade-level text and presentations.

Learning Supports

Cognates Bilingual Dictionary Reference Sheet for Context Clues Partner Work Visuals Word/picture Bank Native language support

Cognates Bilingual Dictionary Reference Sheet for Context Clues Partner Work Visuals Word/picture Bank Native language support

Cognates Bilingual Dictionary Reference Sheet for Context Clues Partner Work

Cognates Bilingual Dictionary Reference Sheet for Context Clues

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/Cognates.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/NativeLanguageSupports/BilingualDictionary.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/ReferenceSheetforContextClues.pdf





























SLO: 44 CCSS: L.9.4a. WIDA ELDS: 2 – 5 Reading

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

Use context clues in order to comprehend unfamiliar vocabulary using Cognates, a Bilingual Dictionary, and a Reference Sheet for Context Clues.

VU: Multiple meaning words, academic word list

LFC: Sentences with context clues



Language Objectives

Use context clues in order to comprehend unfamiliar vocabulary in L1, and/or by matching words from leveled text to visual representations of the text.

Use context clues in order to comprehend unfamiliar vocabulary in L1, and/or by matching words from leveled text to visual representations of the text.

Use context clues in order to comprehend unfamiliar vocabulary from adapted text.

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

Use context clues in order to comprehend unfamiliar vocabulary from grade level text.

Learning Supports

Cognates Bilingual Dictionary Reference Sheet for Context Clues Partner Work Native language support Visuals Word/picture Bank

Cognates Bilingual Dictionary Reference Sheet for Context Clues Partner Work Visuals Word/picture Bank

Cognates Bilingual Dictionary Reference Sheet for Context Clues Partner Work

Cognates Bilingual Dictionary Reference Sheet for Context Clues































SLO: 45 CCSS: L.9.4c.d. WIDA ELDS: 2 – 5 Reading

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

Read to consult reference materials to find pronunciation, word meaning, part of speech and etymology using a bilingual dictionary and technology.

VU: Pronunciation, meaning, part of speech, etymology

LFC: Varies with reading task



Language Objectives

Read to consult reference materials to find pronunciation, word meaning, part of speech and etymology in L1, and/or leveled text.

Read to consult reference materials to find pronunciation, word meaning, part of speech and etymology in L1, and/or leveled text.

Read to consult reference materials to find pronunciation, word meaning, part of speech and etymology from adapted text.

Read to consult reference materials to find pronunciation, word meaning, part of speech and etymology from text at a grade 7-9 text complexity level.

Read to consult reference materials to find pronunciation, word meaning, part of speech and etymology from grade level text.

Learning Supports

Bilingual Dictionary Technology Partner Work Visuals Native Language Explanations

Bilingual Dictionary Technology Partner Work Visuals

Bilingual Dictionary Technology Partner Work

Bilingual Dictionary Technology


















SLO: 46 CCSS: L.9.5 WIDA ELDS: 2 – 5 Reading

Demonstrate understanding of Figurative Language Chart and word relationships in word meanings.

Read to determine the meaning of Figurative Language Chart and word relationships in word meanings using a Figurative Language Chart Word Wall and Visuals.

VU: Figurative Language Chart, word relationships, word meanings

LFC: Varies with reading task



Language Objectives

Read to determine the meaning of Figurative Language Chart and word relationships in word meanings in L1, and/or by matching single words or phrases from leveled text to visual representations of the text.

Read to determine the meaning of Figurative Language Chart and word relationships in word meanings in L1, and/or by matching phrases and short sentences from leveled text to visual representations of the text.

Read to determine the meaning of Figurative Language Chart and word relationships in word meanings from adapted text.

Read to determine the meaning of Figurative Language Chart and word relationships in word meanings from text at a grade 7-9 text complexity level.

Read to determine the meaning of Figurative Language Chart and word relationships in word meanings from grade level text.

Learning Supports

Figurative Language Chart Word/Picture Wall Visuals Partner Work Word Bank Native Language Explanations

Figurative Language Chart Word/Picture Wall Visuals Partner Work Word Bank Bilingual Dictionary

Figurative Language Chart Word Wall Visuals Partner Work

Figurative Language Chart Word Wall Visuals











































SLO: 47 CCSS: L.9.5a. WIDA ELDS: 2 – 5 Reading

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

Read to determine the meaning of figures of speech and their role in the text using a Reference Sheet for Context Clues and Visuals.

VU: Figures of speech, euphemism, oxymoron

LFC: Sentences with Figurative Language Chart



Language Objectives

Read to determine the meaning of figures of speech and their role in an L1, text and/or by matching words from leveled text to visual representations of the text.

Read to determine the meaning of figures of speech and their role in an L1, text and/or by matching words from leveled text to visual representations of the text.

Read to determine the meaning of figures of speech and their role in an adapted text.

Read to determine the meaning of figures of speech and their role in a text at a grade 7-9 text complexity level.

Read to determine the meaning of figures of speech and their role in grade level text.

Learning Supports

Reference Sheet for Context Clues Visuals Partner Work Word/picture Bank Native Language Explanations

Reference Sheet for Context Clues Visuals Partner Work Word/picture Bank Bilingual Dictionary

Reference Sheet for Context Clues Visuals Partner Work

Reference Sheet for Context Clues Visuals



























SLO: 48 CCSS: L.9.6 WIDA ELDS: 2 – 5 All domains

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.

Read and listen in order to speak and write with grade-level general, academic and domain-specific words using a Word Wall and Note Cards.

VU: General, academic and domain specific words

LFC: Sentence structure at ELP level



Language Objectives

Read and listen in order to speak and write with grade-level general, academic and domain-specific words in L1, and/or by producing key ideas using high-frequency, content-related single, written and spoken words with phrase or memorized patterns.

Read and listen in order to speak and write with grade-level general, academic and domain-specific words in L1, and/or by producing key ideas using general, content-based vocabulary in written and spoken phrases and short sentences with formulaic sentence patterns.

Read and listen in order to speak and write with grade-level general, academic and domain-specific words by producing multiple, related ideas using key, content-based vocabulary in simple, written and spoken sentences with repetitive structures.

Read and listen in order to speak and write with grade-level general, academic and domain-specific words by producing organized ideas using content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Read and listen in order to speak and write with grade-level general, academic and domain-specific words by producing clear and coherent writing and speech using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Note Cards Partner Work Cloze Sentences Word/picture Bank Native Language Explanations

Note Cards Partner Work Cloze Sentences Word/picture Bank

Note Cards Partner Work

Note Cards













Documents

ELA Grade 9 - Unit 3 - ELL ScaffoldELA – Grade 9 - Unit 3 - ELL Scaffold Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In