ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS:RI.8.1WIDA ELDS: 2-5Reading Speaking

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s).

Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. However, teachers should only cite the specific content used.

Read to cite the most supportive textual evidence from informational text by using Cornell Notes, Marking the Text and Pictures and Photographs.

VU: Cite, explicit, textual evidence, analysis, quote, paraphraseLCF: Subject-verb agreement, past tense, and informational text sentence formsLC: Varies by ELP level

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

Read to cite explicit textual evidence from L1 and / or use leveled informational text and match Phrase Citations from text to visual representations with a Partner work.

Read to cite explicit textual evidence from L1 and / or use leveled informational text and match simple Sentence Citations from text to visual representations with a Partner work.

Read to cite explicit textual evidence from adapted informational text using key content vocabulary in simple related sentences.

Read to cite explicit textual evidence from grade 7-8 complexity level informational text using key, content-based vocabulary in expanded sentences with emerging complexity.

Read to cite explicit evidence from grade level informational text using precise, content-based vocabulary in detailed sentences of varying length and complexity.

Learning Supports

L1 supportWord/Picture WallPictures and PhotographsCornell NotesMarking the Text

L1 supportWord/Picture WallPictures and PhotographsCornell NotesMarking the Text

Cornell NotesWord WallMarking the Text

Cornell Notes Marking the Text

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS:RI.8.1WIDA ELDS: 2-5Reading Speaking

Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s).

Read to cite and analyze what is inferred using Marking the Text, Graphic Organizers and Think Alouds.

VU: Cite, textual evidence, analyze / analysis, quote, paraphrase, implicit, infer / inferenceLFC: Subject-verb agreement, past tense, language of citation LC: Varies by ELP level

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

Read grade level informational text and cite inferential textual evidence in L1 and/or cite inferential textual evidence by matching Phrase Citations from text to visual representations.

Read grade level informational text and cite inferential textual evidence in L1 and/or cite inferential textual evidence by matching simple Sentence Citations from text to visual representations.

Read adapted grade level informational text, and cite inferential textual evidence using key content vocabulary in simple, related sentences.

Read grade 7-8 complexity level informational text to cite inferential textual evidence using key, content-based vocabulary in expanded sentences with emerging complexity.

Read grade level informational text and cite inferential textual evidence using precise, content-based vocabulary in complex sentences of varying length and grammatical structures.

Learning Supports

Graphic Organizers Word/Picture WallL1 supportVisualsMarking the TextThink Alouds

L1 supportCompleted Graphic Organizers Word/Picture WallVisualsMarking the TextThink Alouds

Partially completed Graphic OrganizersThink AloudsMarking the TextWord Wall

Graphic Organizers Marking the Text

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS:RI.8.2WIDA ELDS: 2-5 Reading Speaking

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Read to identify and analyze a theme or central idea of a text using Graphic Organizers, Teacher Modeling and Word Bank.

VU: Central / main, theme / idea, development, supporting ideas / details, analyze / analysis, determine, LCF: Sequencing, adverbs of time and subordinate conjunctionsLC: Varies by ELP level

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

Read informational text to identify and analyze central idea development in L1 and/or by matching Phrase Citations from text to visual representations of supporting ideas.

Read informational text to identify and analyze central idea development in L1 and/or by matching simple Sentence Citations from text to visual representations of supporting ideas.

Read adapted informational text to identify and analyze central idea development by using key, content-based vocabulary in a series of simple, related sentences.

Read grade 7-8 complexity level informational text to identify and analyze central idea development by using key, content-based vocabulary in expanded sentences with emerging complexity.

Read grade-level informational text to identify and analyze central idea development by using precise, content-based vocabulary in multiple, complex sentences of varying length and grammatical structure.

Learning Supports

Leveled textCompleted Graphic OrganizersPhrase CitationsPictures and PhotographsL1 support

Leveled text Completed Graphic OrganizersSentence CitationsPictures and PhotographsL1 support

Graphic OrganizersTeacher ModelingWord Bank

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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS: RI.8.3WIDA ELDS: 2-5 Reading Speaking

Analyze how a text makes connections among and distinctions between individuals, ideas, or events.

Read to analyze connections among and distinctions between individuals, ideas, or events in informational text using T- Charts/Posters , Venn Diagram and peer support.

VU: Connect(ions), distinct(ions), ideas, similarities, differencesLCF: Irregular and regular past tense verbs, comparatives, superlativesLC: Varies by ELP level

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

Read informational text to analyze connections among and distinctions between individuals, ideas, or events in L1 and/or match Phrase Citations to visual representations specific to ideas in the text.

Read informational text to analyze connections among and distinctions between individuals, ideas, or events in L1 and/or match short Sentence Citations to visual representations specific to ideas in the text.

Read adapted informational text to analyze connections among and distinctions between individuals, ideas, or events using key, grade-level vocabulary in a series of simple sentences.

Read grade 7-8 complexity level informational text to analyze connections among and distinctions between individuals, ideas, or events using key, grade-level vocabulary in expanded sentences with emerging complexity.

Read grade-level informational text to analyze connections among and distinctions between individuals, ideas, or events using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Leveled text Completed T- Charts/Posters / Venn DiagramPhrase CitationsVisualsL1 supportWord Bank

Leveled textCompleted T- Charts/Posters / Venn DiagramSentence CitationsVisuals L1 supportWord Bank

T- Charts/Posters / Venn Diagram Partner workWord Bank

T- Charts/Posters / Venn Diagram Small group/ triads

T- Charts/Posters / 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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS: RI.8.4WIDA ELDS: 2-5ReadingSpeaking

Determine the meaning of words and phrases as they are used in an 8th grade text, including figurative, connotative, and technical meanings.

Read to determine the figurative and connotative meaning of words and phrases using Technology and Technological Resources, Charts/Posters and dictionaries.

VU: Figurative, connotative, meanings, , analogies, allusions LCF: Word choice, part of speech, and meaning changes

LC: Varies by ELP level

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

Read to determine the figurative and connotative meaning of words and phrases in L1 and/or read to determine the figurative and connotative meaning of high-frequency words and phrases in leveled texts.

Read to determine the figurative and connotative meaning of words and phrases in L1 and/or read to determine the figurative and connotative meaning of key phrases and idiomatic expressions in leveled informational text.

Read to determine the figurative and connotative meaning of key words and phrases in adapted informational text.

Read to determine the figurative and connotative meaning of words and phrases in informational text within grade 7-8 complexity level band.

Read to determine the figurative and connotative meaning of words and phrases in grade-level informational text.

Learning Supports

Technology and Technological Resources Idiom DictionaryCharts/Posters Word/Picture WallPictures and PhotographsL1 support

Technology and Technological Resources Idiom DictionaryCharts/Posters Word/Picture WallPictures and PhotographsL1 support

Technology and Technological Resources Idiom DictionaryCharts/PostersWord Wall

Technology and Technological Resources Idiom Dictionary

Technology and Technological Resources Idiom 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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language Needed

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 8CCSS: RI.8.4WIDA ELDS:2 – 5 ReadingSpeaking

Analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other 8thgrade texts.

Read to analyze the impact of word choices on meaning and tone through the use of Visuals, Gestures, and Think Alouds.

VU: Word choice, meaning(s), tone, analogies, allusions, figurative, connotativeLCF: Word choice, part of speech

LC: Varies by ELP level

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

Read to analyze the impact of word choices on meaning and tone in L1 and/or choose specific grade-level sentences and analyze word choices by matching words to a picture or gesture that represents tone or meaning.

Read to analyze the impact of word choices on meaning and tone in L1 and/or choose specific grade-level sentences and analyze word choices by matching words/phrases to a picture or gesture that represents tone or meaning.

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

Read to analyze the impact of word choices on meaning and tone in informational text within grade 7-8 complexity level band.

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

Learning Supports

Think AloudsTeacher SupportGesturesWord BankVisualsL1 support

Think AloudsTeacher SupportGesturesWord BankVisualsL1 support

Think AloudsGesturesWord Bank

Think Alouds

Student Learning Objective (SLO) Language Objective Language Needed

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 9CCSS: RI.8.5WIDA ELDS: 2-5 Reading Speaking

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Read to analyze the author’s choice(s) of sentence and paragraph structure(s) to support a key idea within a text using a Word Bank, Teacher Modeling and Graphic Organizers.

VU: Detail, structure, specific, concept

LCF: Past tense verbs, gerunds and infinitives, past participles, past progressiveLC: Varies by ELP level

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

Read to analyze the impact of sentence and paragraph structure(s) to support a key idea in L1 and/or by analyzing a specific phrase within one sentence.

Read to analyze the impact of sentence and paragraph structure(s) to support a key idea in L1 and/or by analyzing a specific sentence within one paragraph.

Read to analyze the impact of sentence and paragraph structure(s) to support a key idea within an adapted text.

Read to analyze the impact of sentence and paragraph structure(s) to support a key idea in a text within grade 7-8 complexity level band.

Read to analyze the impact of sentence and paragraph structure(s) to support a key idea within a grade-level text.

Learning Supports

Completed Graphic OrganizersTeacher ModelingWord BankPhrase CitationsVisualsL1 support

Graphic Organizers Teacher ModelingWord BankSentence CitationsVisuals L1 support

Graphic OrganizersTeacher ModelingWord Bank

Graphic Organizers Graphic Organizers

Student Learning Objective (SLO) Language Objective Language NeededReview 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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 10CCSS: RI.8.6WIDA ELDS: 2 -5Reading Speaking

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

Read to identify and analyze author’s point of view / purpose in text using Visuals, Marking the Text and Graphic Organizers.

VU: Point of view, first person, second person, third person, omniscient, LCF: Comparatives, superlatives

LC: Varies by ELP level

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

Read to identify and analyze author’s point of view or purpose in L1 and/or by matching simple sentence or Phrase Citations to visual representations in leveled texts.

Read to identify and analyze author’s point of view or purpose in L1 and/or match sentence-level citations of author’s viewpoint or purpose to visual representations from in leveled texts.

Read to identify and analyze author’s point of view / purpose in adapted informational text.

Read to identify and analyze author’s point of view or purpose in text within grade 7-8 complexity level band.

Read to identify and analyze author’s point of view or purpose in grade-level text.

Learning Supports

Graphic OrganizersMarking the TextWord BankPhrase CitationsVisualsL1 support

Graphic OrganizersMarking the TextWord BankSentence CitationsVisuals L1 support

Graphic OrganizersMarking the TextWord Bank

Graphic OrganizersMarking the Text

Marking the Text

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language Needed

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 11CCSS: RI.8.6WIDA ELDS: 2-5 Reading Speaking

Analyze how the author acknowledges and responds to conflicting evidence or viewpoints when reading.

Read to identify and analyze how the author acknowledges and responds to conflicting evidence using Think Alouds, Visuals and Graphic Organizers.

VU: Author, acknowledge(s), respond(s), conflicting, evidence LCF: Comparatives, superlatives, conjunctions, comparative adjectivesLC: Varies by ELP level

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

Read to identify and analyze author’s response to conflicting evidence in grade-level text in L1 and/or identify and analyze author’s response to conflicting evidence / viewpoints by matching word- and phrase-level citations to visual representations from leveled texts.

Read to identify and analyze author’s response to conflicting evidence in grade-level text in L1 and/or identify and analyze author’s response to conflicting evidence / viewpoints by matching sentence-level citations of author’s viewpoint to visual representations from leveled texts.

Read to identify and analyze author’s response to conflicting evidence in adapted informational text.

Read to identify and analyze author’s response to conflicting evidence in text within grade 7-8 complexity level band.

Read to identify and analyze author’s response to conflicting evidence in grade-level text.

Learning Supports

Graphic OrganizersThink AloudsWord Bank Phrase CitationsVisualsL1 support

Graphic OrganizersThink AloudsWord Bank Sentence CitationsVisuals L1 support

Graphic OrganizersThink AloudsWord Bank

Graphic Organizers Graphic Organizers

Student Learning Objective (SLO) Language Objective Language Needed

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 12CCSS: RI.8.8WIDA ELDS: 2-5 Reading SpeakingWriting

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

Outline and evaluate the reasoning and evidence presented using Cornell Notes, Visuals, and peer support.

VU: Author, sound reasoning, relevant, sufficient, evidence

LCF: Transitional phrases

LC: Varies by ELP level

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

Outline and evaluate the reasoning and evidence presented in L1 and/or by matching grade-level, word and Phrase Citations to visual representations.

Outline and evaluate the reasoning and evidence presented in L1 and/or by matching grade-level, Sentence Citations to visual representations.

Outline and evaluate the reasoning and evidence presented using key, grade-level vocabulary in multiple, simple sentences.

Outline and evaluate the reasoning and evidence presented using key, grade-level vocabulary in expanded and some complex sentences.

Outline and evaluate the reasoning and evidence presented using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Cornell Notes Small group/ triads Word Bank Word/Phrase CitationsVisuals L1 support

Cornell Notes Small group/ triads Word Bank Sentence CitationsVisuals L1 support

Cornell Notes Small group/ triads Word Bank

Cornell Notes Small group/ triads

Student Learning Objective (SLO) Language Objective Language NeededReview 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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 13CCSS: RI.8.8WIDA ELDS: 2 -5ReadingSpeaking

Recognize when irrelevant evidence is introduced when delineating and evaluating an argument and specific claims in a text.

Read to recognize irrelevant evidence in an argument and specific claims using peer support, Marking the Text and Think Alouds.

VU: Recognize, irrelevant, evidence, arguments, specific claimsLCF: Transitional phrases, embedded clauses

LC: Varies by ELP level

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

Read to recognize irrelevant evidence in an argument in L1 and/or by matching relevant and irrelevant factual Phrase Citations to visual representations from leveled texts.

Read to recognize irrelevant evidence in an argument in L1 and/or by matching relevant and irrelevant factual Sentence Citations to visual representations from leveled texts.

Read to recognize irrelevant evidence in adapted informational text using key, grade-level vocabulary in simple sentences.

Read to recognize irrelevant evidence in an argument using key, grade-level vocabulary in expanded and some complex sentences.

Read to recognize irrelevant evidence in an argument using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Marking the Text Think AloudsPhrase CitationsVisualsL1 supportPartner work

Marking the Text Think AloudsSentence CitationsVisuals L1 supportPartner work

Marking the Text Think AloudsSmall group/ triads

Marking the Text Small group/ triads

Marking the Text

Student Learning Objective (SLO) Language Objective Language NeededReview 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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 14CCSS: RI.8.9WIDA ELDS: 2-5 ReadingSpeaking

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact.

Compare and contrast two or more texts on the same topic with conflicting information using Think Alouds, Visuals, peer support, and Graphic Organizers.

VU: Analyze, case, factual, fact(s), conflict(-ing), disagree / agree

LCF: Comparative phrases

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

Language Objectives

Compare and contrast factual differences in two conflicting texts on the same topic in L1 and/or by identifying conflicting factual phrase descriptors with visual representations.

Compare and contrast factual differences in two conflicting texts on the same topic in L1 and/or by identifying conflicting factual sentence descriptors with visual representations.

Compare and contrast factual differences in two conflicting texts on the same topic using key, grade-level vocabulary in multiple, simple sentences.

Compare and contrast factual differences in two conflicting texts on the same topic using key, grade-level vocabulary in expanded and some complex sentences.

Compare and contrast factual differences in two conflicting texts on the same topic using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Completed T-Charts / Venn Diagram Think AloudsPartner workPhrase CitationsVisualsL1 support

Completed T-Charts / Venn Diagram Think AloudsPartner workSentence CitationsVisuals L1 support

Partially completed T-Charts / Venn Diagram Small group/ triadsThink Alouds

T-Charts / Venn Diagram Small group/ triadsThink Alouds

T-Charts/ Venn Diagram

Student Learning Objective (SLO) Language Objective Language Needed

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 15CCSS: RI.8.9WIDA ELDS: 2 -5ReadingSpeaking

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of interpretation.

Compare and contrast two or more texts on the same topic and identify differences in interpretation using Visuals, peer support, and Graphic Organizers.

VU: Analyze, topic, case, interpretation,

LFC: Comparatives phrase, embedded clauses

LC: Varies by ELP level

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

Compare and contrast two or more texts on the same topic and identify differences in interpretation in L1 and/or use selected, grade-level vocabulary in phrase-level descriptors and match to Visuals.

Compare and contrast two or more texts on the same topic and identify differences in interpretation in L1 and/or use selected, grade-level vocabulary in sentence-level descriptors and match to Visuals.

Compare and contrast two or more texts on the same topic and identify differences in interpretation using key, grade-level vocabulary in multiple, simple sentences.

Compare and contrast two or more texts on the same topic and identify differences in interpretation using key, grade-level vocabulary in expanded and some complex sentences.

Compare and contrast two or more texts on the same topic and identify differences in interpretation using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Completed T-Charts / Venn Diagram Think AloudsPartner workPhrase CitationsVisualsL1 support

Partially-completed T-Charts / Venn Diagram Think AloudsPartner workSentence CitationsVisuals L1 support

T-Charts / Venn Diagram Small group/ triadsThink Alouds

T-Charts/ Venn Diagram Small group/ triadsThink Alouds

T-Charts / Venn Diagram

Student Learning Objective (SLO) Language Objective Language Needed

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 16CCSS: W.8.1a.WIDA ELDS: 2Writing

Write arguments to introduce and support claims with clear reasons and relevant evidence; acknowledge and distinguish the claim(s) from alternate or opposing claims.

Write an argument introducing and supporting claims through clear and relevant evidence, including alternate claims, using Graphic Organizers(s), Mentor Texts, Technology and Technological Resources, and peer support.

VU: Argumentative, persuasive, claims, evidence, alternate, opposing, counterclaimsLFC: Sequence / transition words, past perfect and future tenseLC: Varies by ELP level

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

Write an argument with clear and relevant evidence, including alternate claims in L1 and/or using selected, grade-level vocabulary in phrases and match to visual representations.

Write an argument with clear and relevant evidence, including alternate claims in L1 and/or using selected, grade-level vocabulary in phrases and short sentences and match to visual representations.

Write an argument with clear and relevant evidence, including alternate claims using key, grade-level vocabulary in multiple, simple sentences.

Write an argument with clear and relevant evidence, including alternate claims using key, grade-level vocabulary in expanded and some complex sentences.

Write an argument with clear and relevant evidence, including alternate claims using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Leveled Mentor TextsGraphic Organizers Technology and Technological Resources Phrase Citations Visuals L1 support Technology and Technological Resources Word Bank

Leveled Mentor TextsGraphic Organizers Technology and Technological Resources Sentence FrameVisuals L1 support Technology and Technological Resources Word Bank

Mentor TextsGraphic OrganizersTechnology and Technological Resources

Mentor TextsGraphic OrganizersTechnology and Technological Resources

Mentor Texts Technology and Technological Resources

Student Learning Objective (SLO) Language Objective Language Needed

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 17CCSS: W.8.1a.WIDA ELDS: 2 - 5 Writing

Organize the reasons and evidence logically when writing arguments.

Write a well-organized argument with logical reasons and evidence using Graphic Organizers(s), Mentor Texts, Technology and Technological Resources, and peer support.

VU: Arguments, logical(ly), organized, reasons, evidence

LFC: Sequence / transition words

LC: Varies by ELP level

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

Write a well-organized argument with logical reasons and evidence L1 and/or using selected, grade-level vocabulary in phrases with matching visual representations.

Write a well-organized argument with logical reasons and evidence L1 and/or using selected, grade-level vocabulary in phrases and short sentences with matching visual representations.

Write a well-organized argument with logical reasons and evidence using key, grade-level vocabulary in multiple, simple sentences.

Write a well-organized argument with logical reasons and evidence using key, grade-level vocabulary in expanded and some complex sentences.

Write a well-organized argument with logical reasons and evidence using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Mentor TextsGraphic OrganizersTechnology and Technological Resources Partner workVisuals L1 support Word Bank

Mentor TextsGraphic OrganizersTechnology and Technological Resources Partner workSentence FrameVisuals L1 support Word Bank

Mentor TextsGraphic OrganizersTechnology and Technological Resources Partner work

Mentor TextsGraphic OrganizersTechnology and Technological Resources

Mentor Texts Technology and Technological Resources

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 18CCSS: W.8.1bWIDA ELDS: 2 – 5 Writing Reading

Write arguments to support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Write an argument with accurate, credible sources using Mentor Texts, Technology and Technological Resources, and peer support.

VU: Arguments, logical(ly), relevant, accurate, credible, sourcesLFC: Sequence / transition words, reference terms

LC: Varies by ELP level

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

Write an argument with accurate, credible sources in L1 and/or use selected grade-level words in memorized phrases.

Write an argument with accurate, credible sources in L1 and/or use selected, grade-level vocabulary in phrases and short sentences.

Write an argument with accurate, credible sources using key, grade-level vocabulary in multiple, simple sentences.

Write an argument with accurate, credible sources using key, grade-level vocabulary in expanded and some complex sentences.

Write an argument with accurate, credible sources using grade-level vocabulary in multiple, complex sentences.

Learning Supports

Mentor TextsTechnology and Technological Resources Partner workVisuals L1 support Word Bank

Mentor TextsTechnology and Technological Resources Partner workSentence FrameVisuals L1 support Word Bank

Mentor TextsTechnology and Technological Resources Partner work

Mentor TextsTechnology and Technological Resources

Technology and Technological Resources

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 19CCSS: W.8.1c.WIDA ELDS: 2 – 5 Writing

When writing arguments, use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Write to create cohesion when writing arguments using a Word Bank of transitional words and phrases, Mentor Texts and Technology and Technological Resources.

VU: Arguments, argumentative words, cohesion, clarityLFC: Argumentative / persuasive phrases, and clausesLC: Varies by ELP level

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

Write to create cohesion when writing arguments in L1 and/or by using selected, grade-level words in key phrase patterns

Write to create cohesion when writing arguments in L1 and/or by using selected, grade-level vocabulary in key phrases and short sentences.

Write to create cohesion when writing arguments by using key, grade-level vocabulary in simple, related sentences.

Write to create cohesion when writing arguments by using key, grade-level vocabulary in expanded and some complex structures.

Write to create cohesion when writing arguments using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Word Bank of transitional words Cloze sentencesVisualsNative language supportTechnologyMentor Texts

Word Bank of transitional words and phrasesSentence FrameVisualsNative language supportTechnologyMentor Texts

Word Bank of transitional words and phrasesSentence startersTechnologyMentor Texts

TechnologyMentor Texts

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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 20CCSS: W.8.1d.e.WIDA ELDS: 2 – 5 WritingReading

When writing arguments establish and maintain a formal style and provide a concluding statement or section that follows from and supports the argument presented.

Write to establish an objective tone and provide a formal concluding statement specific to a discipline using Sentence Frame, an Essay Template and Technology and Technological Resources.

VU: Formal, informal, style, concluding, statement, section, argument(ative), call to actionLFC: Elements of formal vs. informal styles, sequence / transition wordsLC: Varies by ELP level

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

Write to establish an objective tone and provide a formal concluding statement specific to a discipline in L1 and/or use selected, content-related single words in key phrase patterns.

Write to establish an objective tone and provide a formal concluding statement specific to a discipline in L1 and/or by using selected, grade-level vocabulary in key phrases and short sentences.

Write to establish an objective tone and provide a formal concluding statement specific to a discipline using key, grade-level vocabulary in a series of simple sentences.

Write to establish an objective tone and provide a formal concluding statement specific to a discipline by using key, grade-level vocabulary in expanded and some complex structures.

Write to establish an objective tone and provide a formal concluding statement specific to a discipline using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Essay Template (partially completed) Sentence FrameCloze sentencesWord BankTechnologyVisualsNative language support

Essay Template (partially completed) Sentence FrameWord BankTechnologyVisualsNative language support

Essay Template Sentence startersWord BankTechnology

Essay Template 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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 21CCSS: W.8.4WIDA ELDS: 2 – 5 WritingReading

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: Coherent, development, appropriate, task, purpose, audience LFC: Pronouns, adverbs of time, prepositional phrases, verb formsLC: Varies by ELP level

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

Write to produce clear writing appropriate to task, purpose, and audience in L1 and/or by using selected, grade-level words in key phrase patterns.

Write to produce clear writing appropriate to task, purpose, and audience in L1 and/or by using selected, grade-level vocabulary in key phrases and short sentences.

Write to produce clear writing appropriate to task, purpose, and audience by using key, grade-level vocabulary in simple, related sentences.

Write to produce clear and organized writing appropriate to task, purpose, and audience by using key, grade-level vocabulary in expanded and some complex structures.

Write to produce clear and coherent writing appropriate to task, purpose, and audience by using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Purpose and Audience Planning Chart (partially completed)Word Bank Cloze sentencesVisualsNative language support

Purpose and Audience Planning Chart(partially completed) Word BankSentence FrameVisualsNative language support

Purpose and Audience Planning ChartSentence startersTechnology

Purpose and Audience Planning Chart

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. 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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 22-23CCSS: W.8.5WIDA ELDS:2 – 5 WritingReading

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose has been addressed.

Write, plan, revise and edit to develop and strengthen own writing to effectively address the writing purpose using L1, Partner work, and/or Technology and Technological Resources.

VU: Write, plan, develop, strengthen, revise, edit, address, purposeLFC: Various sentence types based on audience and purposeLC: Varies by ELP level

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

Write, plan, revise and edit to develop and strengthen own writing to effectively address the writing purpose in L1 and/or using selected, grade-level words in key phrase patterns.

Write, plan, revise and edit to develop and strengthen own writing to effectively address the writing purpose in L1 and/or using selected, grade-level vocabulary in key phrases and short sentences.

Write, plan, revise and edit to develop and strengthen own writing to effectively address the writing purpose using key grade-level vocabulary in simple, related sentences.

Write, plan, revise and edit to develop and strengthen own writing to effectively address the writing purpose using key, grade-level vocabulary in expanded and some complex sentences.

Write, plan, revise and edit to develop and strengthen own writing to effectively address the writing purpose using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Technology and Technological Resources Word BankVisualsPartner workL1 support

Technology and Technological Resources Sentence FrameWord BankVisualsPartner work

Technology and Technological Resources TemplatePartner workWord Bank

Technology and Technological Resources Partner work

Technology and Technological ResourcesPartner 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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 24CCSS: W.8.6WIDA ELDS:2 – 5 WritingReading

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Produce and publish written work to present the relationships between information and ideas using Technology and Technological Resources, Partner work, Rubric and a Checklist.

VU: Technology, the Internet, produce, publish

LFC: Sentence types, mechanics

LC: Varies by ELP level

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

Produce and publish written work using Technology and Technological Resources with a Partner work to present the relationships between L1 and/or using selected, grade-level words in key phrase patterns.

Produce and publish written work using Technology and Technological Resources with a Partner work to present the relationships between L1 and/or using selected, grade-level vocabulary in key phrases and short sentences.

Produce and publish written work to present the relationships between information and ideas using key, grade-level vocabulary in multiple, simple sentences.

Produce and publish written work to present the relationships between information and ideas using key, grade-level vocabulary in expanded and some complex sentences.

Produce and publish written work to present the relationships between information and ideas using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

L1 supportTechnology and Technological Resources TemplateVisualsChecklist for publishing Rubric

L1 supportTechnology and Technological Resources TemplateVisuals Sentence FrameChecklist for publishing Rubric

Checklist for publishing Technology and Technological

ResourcesTemplatePartner workRubric

Checklist for publishing Technology and

Technological Resources

Rubric

Checklist for publishing Technology and Technological

Resources Rubric

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. 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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 25CCSS: W.8.8WIDA ELDS:2 – 5 WritingReading

Gather relevant information from multiple print and digital sources, using search terms effectively and assess the credibility and accuracy of each source.

Research a content area issue from print and digital sources, assessing the credibility of such sources using technological resource and a Checklist with a Partner work.

VU: Quote, paraphrase, source, search terms, credibility, accuracy LFC: Using search engines and databases, mastery of Microsoft Word, Office, Publisher , document skillsLC: Varies by ELP level

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

Research a content area issue from print and digital sources, assessing the credibility of such sources in L1 and/or using selected grade-level words in key phrase patterns

Research a content area issue from print and digital sources, assessing the credibility of such sources in L1 and/or using selected grade-level vocabulary in key phrases and short sentences.

Research a content area issue from print and digital sources, assessing the credibility of such sources using key, grade-level vocabulary in multiple, simple sentences.

Research a content area issue from print and digital sources, assessing the credibility of such sources using grade-level vocabulary in multiple, complex sentences.

Research a content area issue from print and digital sources, assessing the credibility of such sources using grade-level vocabulary in multiple, complex sentences.

Learning Supports

Technology and Technological ResourcesChecklistPartner workL1 supportVisuals

Technology and Technological ResourcesChecklistPartner workL1 supportSentence Frame

Technology and Technological ResourcesChecklistPartner work

Technology and Technological Resources

Technology and Technological Resources

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 26CCSS: W.8.8WIDA ELDS:2 - 5WritingReading

Gather relevant information from multiple print and digital sources and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Write to quote or paraphrase relevant data and conclusions citing print and digital sources without plagiarizing using Sentence Frame, Outline, Marking the Text, and Technology and Technological Resources.

Note: Standards for citing sources vary across cultures. Take this into account when teaching culturally-diverse students about plagiarism.

VU: Quote, paraphrase, data, conclusions, digital, citations, plagiarism LFC: Using search engines and databases, mastery of Microsoft Word, Office, Publisher, sequence and transition wordsLC: Varies by ELP level

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

Write to quote or paraphrase relevant data and conclusions citing print and digital sources without plagiarizing in L1 and/or using selected, grade-level vocabulary in key phrase patterns.

Write to quote or paraphrase relevant data and conclusions citing print and digital sources without plagiarizing in L1 and/or using selected, grade-level vocabulary in key phrases and short sentences.

Write to quote or paraphrase relevant data and conclusions citing print and digital sources without plagiarizing using key, grade-level vocabulary in multiple, simple sentences.

Write to quote or paraphrase relevant data and conclusions citing print and digital sources without plagiarizing, using key, grade-level vocabulary in expanded and some complex sentences.

Write to quote or paraphrase relevant data and conclusions citing print and digital sources without plagiarizing using grade-level vocabulary in multiple, complex sentences.

Learning Supports

OutlineMarking the TextTechnology and Technological Resources Partner workWord/Picture WallVisualsSentence FrameL1 support

OutlineMarking the TextTechnology and Technological Resources Partner workWord/Picture WallVisualsSentence Frame

OutlineMarking the TextTechnology and Technological Resources Partner work

OutlineMarking the TextTechnology and Technological Resources

Marking the TextTechnology and Technological Resources

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 27CCSS: W.8.9b.WIDA ELDS:2 -5 WritingReading

Draw evidence from literary or informational texts to support analysis, reflection, and research; apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and evidence irrelevant and sufficient; recognize when irrelevant evidence is introduced”).

Write to support analytical, reflective, and research-based compositions by citing textual evidence using Graphic Organizers(s), Partner work, and Technology and Technological Resources.

Note: Standards for citing sources vary across cultures. Take this into account when teaching culturally-diverse students about plagiarism.

VU: Support(ive), inform(ative), cite, quote, paraphraseLFC: MLA and APA documentation guidelines, Microsoft Word / Office / Publisher / PowerPoint skillsLC: Varies by ELP level

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

Write to support analytical, reflective, and research-based compositions by citing grade-level textual evidence in L1 and/or using selected grade-level words in key phrase patterns.

Write to support analytical, reflective, and research-based compositions by citing grade-level textual evidence in L1 and/or using selected grade-level vocabulary in key phrases.

Write to support analytical, reflective, and research-based compositions by citing grade-level textual evidence using key vocabulary in a series of simple sentences.

Write to support analytical, reflective, and research-based compositions by citing grade-level textual evidence using key vocabulary expanded and some complex sentences.

Write to support analytical, reflective, and research-based compositions by citing grade-level textual evidence using multiple, complex sentences.

Learning Supports

Graphic Organizers (completed)Word/Picture WallTechnology and Technological Resources VisualsL1 support

Graphic Organizers (partially completed)Word/Picture WallTechnology and Technological Resources VisualsSentence FrameL1 support

Graphic Organizers (partially completed) Partner work Technology and Technological Resources

Graphic Organizers Technology and Technological Resources

Technology and Technological Resources

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 28CCSS: W.8.10WIDA ELDS:2 – 5 WritingReading

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

Write routinely for specific time frames and for various purposes, tasks and audiences using Templates and Checklists.

VU: Personal narrative, journal entry, purpose, writing portfolio, purpose, audience, and taskLFC: Different structures for different registers and genres

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

Language Objectives

Write routinely for specific time frames and for various purposes, tasks and audiences in L1 and/or using selected, grade-level words in key phrase patterns and short sentences.

Write routinely for specific time frames and for various purposes, tasks and audiences in L1 and/or using selected, grade-level vocabulary in key phrases and short sentences.

Write routinely for specific time frames and for various purposes, tasks and audiences using key, grade-level vocabulary in a series of simple sentences.

Write routinely for specific time frames and for various purposes, tasks and audiences using key, grade-level vocabulary in expanded and some complex sentences.

Write routinely for specific time frames and for various purposes, tasks and audiences using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Essay Template Mentor Texts ChecklistWord BankVisualsL1 support

Essay Template Mentor Texts ChecklistWord BankVisualsSentence FrameL1 support

Essay Template Mentor Texts ChecklistWord Bank

Essay Template Essay Template

Student Learning Objective (SLO) Language Objective Language NeededReview 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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 29CCSS: SL.8.1WIDA ELDS:1 – 5 SpeakingListening

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse Partner works on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Speak and listen to participate in a variety of collaborative discussion settings using Cue Cards and Word Walls.

VU: Engage, collaborative discussions, diverse, topics, issues, building on ideasLFC: First person phrases, contrastive transitions, restate, tone, voiceLC: Varies by ELP level

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

Speak and listen to participate in a variety of collaborative discussion settings in L1 and/or using selected, grade-level words in key phrase patterns.

Speak and listen to participate in a variety of collaborative discussion settings in L1 and/or using selected, content-based vocabulary in key phrases and short sentences.

Speak and listen to participate in a variety of collaborative discussions in pairs, using key, content- based vocabulary in a series of simple sentences.

Speak and listen to participate in a variety of collaborative discussion settings using key, content-based vocabulary in expanded and some complex sentences.

Speak and listen to participate in a variety of collaborative discussion settings using precise, content-based vocabulary in multiple, complex sentences.

Learning Supports

Cue CardsPartner workQuestion Stem BankWord/Picture WallVisualsL1 support

Cue CardsPartner workQuestion Stem BankWord/Picture WallVisualsSentence FrameL1 support

Cue CardsPartner workWord Wall

Cue Cards

Student Learning Objective (SLO) Language Objective Language Needed

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 30CCSS: SL.8.1a.WIDA ELDS:2 – 5 SpeakingListening Reading

Come to discussions prepared having read or researched required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Speak and listen to share ideas on a synthesis of research materials relevant to the discussion using Cornell Notes, Cue Cards and a Partner work.

VU: Cite, research, preparation, refer, evidence, probe, reflect, issueLCF: Declarative sentences, interrogatives, prosodic features (e.g., stress)LC: Varies by ELP level

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

Speak and listen to share ideas on a synthesis of research materials relevant to the discussion in L1 and/or using selected, grade-level words in key, phrase patterns.

Speak and listen to share ideas on a synthesis of research materials relevant to the discussion in L1 and/or using selected, grade-level vocabulary in key phrases and short sentences.

Speak and listen to share ideas on a synthesis of research materials relevant to the discussion using key, grade-level vocabulary in multiple, simple sentences.

Speak and listen to share ideas on a synthesis of research materials relevant to the discussion using key, grade-level vocabulary in expanded and some complex sentences.

Speak and listen to share ideas on a synthesis of research materials relevant to the discussion using grade-level vocabulary in multiple, complex sentences.

Learning Supports

Cornell Notes (completed)Cue CardsPartner workWord/Picture WallVisualsQuestion Stem BankL1 support

Cornell Notes (partially completed)Cue CardsPartner workWord/Picture WallVisualsSentence FrameL1 support

Cornell Notes (partially completed)Cue CardsPartner workWord Wall

Cornell Notes Small group/ triads

Cornell Notes Small group/ triads

Student Learning Objective (SLO) Language Objective Language Needed

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 31CCSS: SL.8.1b.WIDA ELDS:1 – 5 SpeakingListening Reading

When participating in collaborative discussions, follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed.

Speak and listen to participate in a variety of collaborative discussions with peers using a Rubric, Checklist and Dialogue Starters.

VU: Rules, collaborative, discussions, decision making, goals, deadlines, rolesLFC: Signal words, action verbs, appropriate language, tone, voiceLC: Varies by ELP level

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

Speak and listen to participate in a variety of collaborative discussions with peers in L1 and/or using selected, grade-level words in key phrase patterns.

Speak and listen to participate in a variety of collaborative discussions with peers in L1 and/or using selected grade-level vocabulary in phrases and short sentences.

Speak and listen to participate in a variety of collaborative discussions with peers using key grade-level vocabulary in simple, related sentences.

Speak and listen to participate in a variety of collaborative discussions with peers using key, grade-level vocabulary in expanded and some complex sentences.

Speak and listen to participate in a variety of collaborative discussions with peers using grade-level vocabulary in multiple, complex sentences.

Learning Supports

Rubric ChecklistDialogue StartersWord/Picture WallVisuals/GesturesCloze sentencesL1 support

Rubric ChecklistDialogue StartersWord/Picture WallVisualsSentence FrameL1 support

Dialogue StartersRubric ChecklistWord Wall

Rubric Checklist

Rubric Checklist

Student Learning Objective (SLO) Language Objective Language Needed

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 32CCSS: SL.8.1c.WIDA ELDS:1 – 5 SpeakingListening Reading

Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic using Question Stem Bank or Dialogue Starters.

VU: Pose, connect, respond, questions, comments, relevant evidence, LFC: Questions for: clarifications; probing point of view or reasoning; ask for examples/evidenceLC: Varies by ELP level

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

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic in L1 and/or using selected, grade-level vocabulary in key phrase patterns.

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic in L1 and using selected, grade-level vocabulary in key phrases and short sentences.

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic using key, grade-level vocabulary in multiple, simple sentences.

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic using key, grade-level vocabulary in expanded and some complex sentences.

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic using grade-level vocabulary in multiple, complex sentences.

Learning Supports

Dialogue StartersQuestion Stem BankWord/Picture WallVisualsL1 support

Dialogue StartersQuestion Stem BankWord/Picture WallVisualsSentence FrameL1 support

Dialogue StartersQuestion Stem BankWord Wall

Dialogue Starters Dialogue Starters

Student Learning Objective (SLO) Language Objective Language Needed

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

SLO: 33CCSS: SL.8.1d.WIDA ELDS:1 – 5 SpeakingListening Reading

Acknowledge new information expressed by others and, when warranted, qualify or justify their own views in light of the evidence presented.

Speak and listen to evaluate evidence presented to support one’s opinions using Visuals, Gestures, a Rubric and a Checklist.

VU: Qualify, justify, point of view, opinion, evidence

LFC: Affirming sentence frame, appropriate language, tone, voiceLC: Varies by ELP level

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

Speak and listen to evaluate evidence presented to support one’s opinions in L1 and/or by using selected, grade-level vocabulary in key phrase patterns.

Speak and listen to evaluate evidence presented to support one’s opinions in L1 and/or by using selected, grade-level vocabulary in key phrases and short sentences.

Speak and listen to evaluate evidence presented to support one’s opinions by using key, grade-level vocabulary in multiple, simple sentences.

Speak and listen to evaluate evidence presented to support one’s opinions by using key, grade-level vocabulary in expanded and some complex sentences.

Speak and listen to evaluate evidence presented to support one’s opinions by using grade-level vocabulary in multiple, complex sentences.

Learning Supports

Rubric ChecklistPartner workVisuals Word BankL1 supportCloze sentence

Rubric ChecklistPartner workVisuals Word BankL1 supportSentence Frame

Rubric ChecklistPartner workWord Bank

RubricChecklistSmall group/ triads

Rubric

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. 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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 34CCSS: SL.8.2.WIDA ELDS:1 – 5 SpeakingListening Reading

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Speak and listen to analyze the purpose of information and evaluate the motives in presentations using video clip(s), Word Bank, and a Checklist.

VU: Purpose, bias, information v. misinformation, diverse, media, formats, motives, political, presentationLFC: Superlatives, negatives, active and passive voice

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

Language Objectives

Speak and listen to analyze the purpose of information and evaluate the motives in presentations in L1 and/or using selected, grade-level words in key phrase patterns.

Speak and listen to analyze the purpose of information and evaluate the motives in presentations in L1 and/or using selected, grade-level vocabulary in key phrases and short sentences.

Speak and listen to analyze the purpose of information and evaluate the motives in presentations using key, grade-level vocabulary in multiple, simple sentences.

Speak and listen to analyze the purpose of information and evaluate the motives in presentations using key, grade-level vocabulary in expanded and some complex sentences.

Speak and listen to analyze the purpose of information and evaluate the motives in presentations using grade-level vocabulary in multiple, complex sentences.

Learning Supports

Video Clips and FilmsChecklistWord BankSmall group/ triadsSentence StarterQuestion Stem BankTeacher led discussionVisualsL1 support

Video Clips and FilmsChecklistWord BankSmall group/ triadsSentence StarterTeacher led discussionVisualsL1 support

Video Clips and FilmsChecklistWord BankSmall group/ triads

Video Clips and Films Video Clips and Films

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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 35CCSS: SL.8.3.WIDA ELDS:1 – 5 SpeakingListening

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Speak and listen to evaluate a speaker’s argument for the soundness of the reasoning and the relevant evidence using a Word Bank, a Checklist, and Teacher Modeling.

VU: Delineate, argument, specific, claims, evaluate, soundness, reasoning, evidenceLFC: Superlatives, negatives, active and passive voiceLC: Varies by ELP level

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

Speak and listen to evaluate a speaker’s argument for the soundness of the reasoning and the relevant evidence speech in L1 and/or using selected, grade-level vocabulary in key phrase patterns and yes/no responses.

Speak and listen to evaluate a speaker’s argument for the soundness of the reasoning and the relevant evidence speech in L1 and/or using selected, grade-level vocabulary in key phrases and short sentences.

Speak and listen to evaluate a speaker’s argument for the soundness of the reasoning and the relevant evidence speech using key, grade-level vocabulary in multiple, simple sentences.

Speak and listen to evaluate a speaker’s argument for the soundness of the reasoning and the relevant evidence speech using key, grade-level vocabulary in expanded and some complex sentences.

Speak and listen to evaluate a speaker’s argument for the soundness of the reasoning and the relevant evidence speech using grade-level vocabulary in multiple, complex sentences.

Learning Supports

ChecklistTeacher ModelingWord Bank Partner workVisualsL1 supportVisuals / GesturesChoice questions

ChecklistTeacher ModelingWord Bank Partner workVisualsL1 support

ChecklistTeacher ModelingWord Bank Partner work

ChecklistSmall group/ triads

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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 36CCSS: SL.8.6; L.8.3WIDA ELDS:1 – 5 SpeakingListening

Adapt speech to a variety of contexts using verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action, expressing uncertainty or describing a state contrary to fact).

Adapt speech to a variety of contexts and tasks by using a Checklist specific to the task, sentence starters, and Note Cards.

VU: Verbs, active/passive voice, conditional / subjunctive, mood, effectsLFC: Verb tenses in active/passive voices, conditional / subjunctiveLC: Varies by ELP level

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

Adapt speech to a variety of contexts and tasks using selected, grade-level vocabulary in key, phrase patterns.

Adapt speech to a variety of contexts and tasks using selected, grade-level vocabulary in key phrases and short sentences.

Adapt speech to a variety of contexts and tasks using key, grade-level vocabulary in multiple, simple sentences.

Adapt speech to a variety of contexts and tasks using key, grade-level vocabulary in expanded and some complex sentences.

Adapt speech to a variety of contexts and tasks using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

ChecklistCloze sentencesNote CardsL1 supportWord Bank

ChecklistSentence FrameNote CardsL1 supportWord Bank

ChecklistSentence StarterNote Cards

Checklist 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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 37CCSS: L.8.1a. WIDA ELDS:2 – 5 SpeakingWriting

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Write and speak to demonstrate command of standard English grammar and usage at the respective ELP level by using multiple resources and Charts/Posters/posters.

VU: Function, verbals, gerunds, participles, infinitivesLFC: Verbals, infinitives, gerunds, participles

LC: Varies by ELP level

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

Write and speak to demonstrate command of standard English grammar and usage in using selected, grade-level words in phrase patterns.

Write and speak to demonstrate command of standard English grammar and usage using selected, grade-level vocabulary in key, phrases and short sentences.

Write and speak to demonstrate command of standard English grammar and usage using key, grade-level vocabulary in simple, written and spoken sentences.

Write and speak to demonstrate command of standard English grammar and usage using key, grade-level vocabulary in expanded sentences with emerging complexity.

Write and speak to demonstrate command of standard English grammar using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Word/Picture WallReference SheetVisuals/ GesturesCloze sentencesL1 supportCharts/Posters

Word/Picture WallReference SheetVisualsSentence FrameL1 supportCharts/Posters

Word WallCharts/PostersReference SheetsMultiple resources

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 38CCSS: L.8.1b. WIDA ELDS:2 - 5SpeakingWriting

Form and use verbs in the active voice. Speak and write to form and use verbs in active voice by using a Reference Sheet, Pictures and Photographs and Sentence Frame.

VU: Verbs, active voice, emphasis, action

LFC: Past and present verb tenses, action verbs, subject/predicateLC: Varies by ELP level

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

Speak and write to form and use verbs in active voice in L1 and using selected, grade-level vocabulary in key phrase patterns.

Speak and write to form and use verbs in active voice in L1 and using selected, grade-level vocabulary in key phrases and short sentences.

Speak and write to form and use verbs in active voice using key, grade-level vocabulary in multiple, simple sentences.

Speak and write to form and use verbs in active voice using key, grade-level vocabulary in expanded and some complex sentences.

Speak and write to form and use verbs in active voice using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Pictures and PhotographsCloze sentencesL1 supportWord/Picture WallReference Sheet

Pictures and PhotographsSentence FrameL1 supportWord/Picture WallReference Sheet

Reference SheetWord Wall

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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 39CCSS: L.8.1b.

WIDA ELDS:2 - 5SpeakingWriting

Form and use verbs in the passive voice. Speak and write to form and use verbs in the passive voice by transforming active to passive voice using a Reference Sheet, Pictures and Photographs and Sentence Frame.

Note: Passive voice is usually not mastered until ELL has reached ELP level 4.

VU: Passive, verbs, voice

LFC: Passive verbs, passive tense, past participles

LC: Varies by ELP level

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

Speak and write to form and use verbs in the passive voice using selected, grade-level vocabulary in phrase patterns.

Speak and write to form and use verbs in the passive voice using selected, grade-level vocabulary in phrase and short sentences.

Speak and write to form and use verbs in the passive voice using key, grade-level vocabulary in simple sentences.

Speak and write to form and use verbs in the passive voice using key, grade-level vocabulary in expanded and some complex sentences.

Speak and write to form and use verbs in the passive voice using grade-level vocabulary in multiple, complex sentences.

Learning Supports

Pictures and PhotographsCloze sentencesL1 supportWord/Picture WallReference Sheet

Pictures and PhotographsSentence FrameL1 supportWord/Picture WallReference Sheet

Reference SheetWord WallPartner work

Graphic OrganizersPartner 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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 40CCSS: L.8.2a. WIDA ELDS:2 – 5 Writing

Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Write to apply the conventions of standard English punctuation to indicate a pause using Mentor Texts, a Reference Sheet and Charts/Posters.

VU: Punctuation: comma, ellipsis, dash, function, purposeLFC: Transitional words/phrases, coordinating conjunctionsLC: Varies by ELP level

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

Write to apply correct usage of commas using selected, grade-level words in key phrase patterns.

Write to apply correct usage of commas using selected, grade-level vocabulary in key phrases and short sentences.

Write to apply correct usage of commas using key, grade-level vocabulary in multiple, simple sentences.

Write to apply correct usage of commas using key, grade-level vocabulary in expanded and some complex sentences.

Write to apply correct usage of commas using precise, grade-level vocabulary in multiple, complex sentences.

Learning Supports

Cloze sentencesMentor TextsReference Sheet VisualsL1 support

Sentence Frame Reference Sheet Charts/PostersReference Sheet VisualsL1 support

Reference Sheet Charts/PostersPartner work

Reference SheetCharts/Posters

Reference SheetCharts/Posters

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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 41CCSS: L.8.2a. WIDA ELDS:2 – 5 ReadingWriting

Demonstrate command of the conventions of standard English using capitalization, when writing.

Write to apply the usage of the conventions of standard English capitalization by using Mentor Texts, a Reference Sheet, and Charts/Posters.

VU: Command, conventions, standard English, capitalizationLFC: Common and proper nouns, titles, names, initial capitalization rulesLC: Varies by ELP level

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

Write to apply the usage of the conventions of standard English capitalization using selected, grade-level words in key, phrase patterns.

Write to apply the usage of the conventions of standard English capitalization in L1 and/or using selected, grade-level vocabulary in key, phrases and short sentences.

Write to apply the usage of the conventions of standard English capitalization using key, grade-level vocabulary in multiple, simple sentences.

Write to apply the usage of the conventions of standard English capitalization using key, grade-level vocabulary in expanded and some complex sentences.

Write to apply the usage of the conventions of standard English capitalization using grade-level vocabulary in multiple, complex sentences.

Learning Supports

Mentor TextsReference Sheet Charts/PostersVisualsL1 support

Mentor TextsReference Sheet Charts/PostersVisualsL1 support

Mentor Texts Reference Sheet Charts/Posters

Mentor TextsReference Sheet

Mentor Texts

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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 42CCSS: L.8.2b. WIDA ELDS:2 – 5 ReadingWriting

Demonstrate command of the conventions of standard English to spell correctly.

Write to apply the conventions of standard English spelling by using a chart and multiple resources.

VU: Command, conventions, standard English, spell(ing)

LFC: Spelling rules and patterns

LC: Varies by ELP level

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

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

Write to apply standard English spelling when producing phrases and short sentences.

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

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

Write to apply standard English spelling when producing multiple, complex sentences.

Learning Supports

Multiple ResourcesCharts/PostersCloze SentencesWord BankPartner workNative Language Support

Multiple ResourcesCharts/PostersPartner workNative Language Support

Multiple ResourcesCharts/Posters

Multiple Resources

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

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 43CCSS: L.8.4.WIDA ELDS:2 – 5 SpeakingWriting

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

Speak and write to identify and define unknown and multiple-meaning words and phrases by using Cognates, a Bilingual dictionary, and a Reference Sheet for context clue.

VU: Determine, clarify, multiple-meaning, phrases. strategiesLFC: Multiple-meaning words, synonyms, antonyms, homonyms LC: Varies by ELP level

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

Speak and write to identify and define unknown and multiple-meaning words and phrases within L1 and/or identify teacher- selected words and basic meanings and match to visual representations.

Speak and write to identify and define unknown and multiple-meaning words and phrases within L1 and/or by identifying and defining unknown and multiple-meaning common grade-level words.

Speak and write to identify and define unknown and multiple-meaning words and phrases within adapted texts.

Speak and write to identify and define unknown and multiple-meaning words and phrases within the context of grade 7-8 complexity level text.

Speak and write to identify and define unknown and multiple-meaning words and phrases within grade level texts.

Learning Supports

Teacher-selected words and phrasesPicture DictionaryReference Sheet CognatesDictionaries Pictures and Photographs/GesturesL1 support

Teacher-selected words and phrasesPicture DictionaryReference Sheet CognatesDictionaries Pictures and PhotographsL1 support

Reference Sheet CognatesDictionaries

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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 44CCSS: L.8.4a.WIDA ELDS:2 – 5 WritingReading Speaking

Use context (e.g., the overall meaning of a sentence or paragraph; 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 / phrases, context, context cluesLFC: Word functions, positions, and meanings

LC: Varies by ELP level

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

Use context clues in order to comprehend unfamiliar vocabulary in L1 and/or high-frequency, grade-level words.

Use context clues in order to comprehend unfamiliar vocabulary in L1 and/or key grade-level vocabulary.

Use context clues in order to comprehend unfamiliar vocabulary within adapted grade-level texts.

Use context clues in order to comprehend unfamiliar vocabulary within the context of a grade 7-8 complexity level text.

Use context clues in order to comprehend unfamiliar vocabulary within grade-level texts.

Learning Supports

Reference Sheet Bilingual dictionary Cognates Teacher-selected words and phrasesPictures and Photographs L1 support

Reference Sheet Bilingual dictionary Cognates Teacher-selected words and phrasesPicture DictionaryL1 support

Reference Sheet Bilingual dictionary Cognates

Reference Sheet Cognates

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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 45CCSS: L.8.4bWIDA ELDS:2 – 5 WritingSpeaking

Use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

Identify and/or clarify the meaning of unknown and multiple meaning words and phrases through Greek or Latin affixes and roots using Cognates and reference material.

VU: Common, affixes, prefixes, suffixes, roots, clues, word meaning(s), cognateLFC: Affixes, prefixes, suffixes, word functions, cognatesLC: Varies by ELP level

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

Identify and/or clarify the meaning of unknown and multiple-meaning, key, grade-level words and phrases based on leveled, content texts, using common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning.

Identify and/or clarify the meaning of unknown and multiple-meaning words and phrases based in leveled, content texts, using common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning.

Identify and/or clarify the meaning of unknown and multiple-meaning words and phrases based in adapted, grades 7-8, content texts using common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning.

Identify and/or clarify the meaning of unknown and multiple-meaning words and phrases based in grades 7-8, content texts using common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning.

Identify and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 content, using Greek or Latin affixes and roots as clues to the meaning.

Learning Supports

CognatesCharts/PostersWord/Picture WallTeacher selected wordsPictures and Photographs L1 support

CognatesCharts/PostersWord/Picture WallTeacher selected wordsPictures and PhotographsL1 support

CognatesCharts/PostersWord Wall

CognatesCharts/Posters

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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 46CCSS: L.8.4c.d.WIDA ELDS:2 – 5 ReadingSpeaking

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech; verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Identify and define unknown and multiple meaning words and phrases through a range of strategies using a Checklist (Cognates, morphology, context, illustrations) and technology.

Note: ELLs should listen to and practice the pronunciation of words in grade-level text / speech.

VU: Parts of speech, strategies, consult(ation), reference materials, digital, pronunciation

LFC: Parts of speech

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

Language Objectives

Identify and define unknown and multiple meaning grade-level words and phrases in L1 through a range of strategies and/or high-frequency, grade-level words and phrases in English.

Identify and define unknown and multiple meaning grade-level words and phrases in L1 through a range of strategies and/or key, grade-level words and phrases in English.

Identify and define unknown and multiple meaning key, grade-level words and phrases through a range of strategies.

Identify and define unknown and multiple meaning words and phrases within the grade 7-8 complexity level band through a range of strategies.

Identify and define unknown and multiple meaning grade-level words and phrases through a range of strategies.

Learning Supports

Technology to listen to pronunciation and record voiceWord/Picture WallReference materials Checklist Reference materialsTeacher selected words

Technology to listen to pronunciation and record voiceWord/Picture WallReference materials Checklist Reference materialsTeacher selected words and phrases

Technology to listen to pronunciation and record voiceWord WallReference materials Checklist

Technology to listen to pronunciation and record voiceReference materials

Technology to listen to pronunciation and record voice

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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

Student Learning Objective (SLO) Language Objective Language NeededSLO: 47CCSS: L.8.6.WIDA ELDS:2 – 5 ReadingWritingSpeakingListening

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Read, write, speak, and listen to apply general grade-appropriate academic and domain-specific words and phrases and gather vocabulary knowledge for comprehension and expression using multiple resources.

VU: Academic, general, domain-specific, comprehension, expression

LFC: Embedded clauses

LC: Varies by ELP level

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

Read and listen in order to speak and write with grade-level, general, academic and domain-specific words in L1 and/or using high-frequency, words in phrase or memorized patterns.

Read and listen in order to speak and write with grade-level academic and domain-specific words in L1 and/or using general, content-based vocabulary in phrases and short sentences.

Read and listen in order to speak and write with key, grade-level, academic and domain-specific words using content-based vocabulary in simple sentences.

Read and listen in order to speak and write with grade-level, academic and domain-specific words using key vocabulary in expanded sentences with emerging complexity.

Read and listen in order to speak and write with grade-level academic and domain-specific words using precise, vocabulary in multiple, complex sentences.

Learning Supports

Multiple resources (digital and print)Teacher selected wordsCloze sentencesVisualsL1 support

Multiple resources (digital and print)Teacher selected wordsSentence FrameVisualsL1 support

Multiple resources (digital and print)

Multiple resources (digital and print)

Multiple resources (digital and print)

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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 3 - ELL Scaffold UNIT NAME: Reading Information/Writing Argument

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. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.