ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 1 CCSS: RL.11.1WIDA: 2-5ReadingSpeaking

Cite strong and thorough textual evidence to support analysis of what the text says explicitly.

Read to cite and distinguish explicit, inferential and uncertain evidence using adapted text, T-Charts and L1 support.

VU: Literary evidence, infer, uncertain; content-based, grade-level vocabulary LFC: Modals (would, could, might), compound tenses (would have been), elements of quotationsLC: Varies by ELP level

Language Objectives

Read to cite and distinguish explicit, inferential and uncertain evidence in L1 and/or by matching Phrase Citations from leveled text to visual representations of the text; then categorizing the citations as explicit, inferential or uncertain.

Read to cite and distinguish explicit, inferential and uncertain evidence in L1 and/or by matching phrase and sentence citations from leveled text to visual representations of the text; then categorizing the citations as explicit, inferential or uncertain.

Read to cite and distinguish explicit, inferential, and uncertain evidence using adapted literature.

Read to cite and distinguish explicit, inferential, and uncertain evidence from literature within grade-level band.

Read to cite and distinguish explicit, inferential, and uncertain evidence from grade level literature.

Learning Supports

T- Charts L1 supportPartner workWord and Phrase Citations

T- Charts Phrase and Sentence Citations L1 supportPartner work

T- Charts Word Bank

T- Charts

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS: RL. 11.2WIDA: 2-5ReadingSpeaking

Determine two or more themes or central ideas of a text and analyze their development over the course of the text.

Read to determine and summarize how themes develop to produce a complex account using adapted text, Cornell Notes, visual representations, and L1 support.

VU: Interact, complex, build on, central idea; content-based, grade-level vocabulary

LFC: Subject-verb agreement, clauses

LC: Varies by ELP level

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

Read to determine how themes develop and summarize the text in L1 and/or using leveled text, match word or phrase strips to visual representations of the theme and complete a summary with single words or short phrases in cloze sentences.

Read to determine how themes develop and summarize the text in L1 and/or using leveled text, match phrase or sentence strips to visual representations of the theme and complete a summary with short phrases and Sentence Frame.

Read to determine how themes develop using adapted literature and summarize the text using key vocabulary in simple, related sentences.

Read to determine how themes develop in literature within grade-level band and summarize using key vocabulary in expanded sentences of emerging complexity.

Read to determine how themes develop in grade level literature and summarize of the text using precise vocabulary in multiple, complex sentences.

Learning Supports

Cornell Notes (partially complete)Word/Picture BankWord and Phrase StripsVisualsL1 text and/or SupportCloze sentences

Cornell Notes (partially complete)Word/Picture BankPhrase and Sentence StripsVisualsL1 text and/or SupportSentence Frame

Cornell NotesWord Bank

Cornell Notes

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS: RL.11.2WIDA: 2Reading Speaking

Provide an objective summary of the text. Read and objectively summarize the text using adapted text, Cornell note-taking sheet, visual representations, and L1 support.

VU: Interact, complex, build on, central idea

LFC: Subject-verb agreement, clauses

LC: Varies by ELP level

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

Read and objectively summarize grade-level text in L1 and/or using leveled text, match word or phrase strips to visual representations of the theme and complete a summary with single words or short phrases in cloze sentences.

Read and objectively summarize grade-level text in L1 and/or using leveled text, match phrase or sentence strips to visual representations of the theme and complete a summary with short phrases and Sentence Frame.

Read and objectively summarize grade-level text using key vocabulary in a series of simple, related sentences.

Read and objectively summarize text within grade-level band using key vocabulary in expanded sentences of emerging complexity.

Read and objectively summarize grade-level text using precise vocabulary in multiple, complex sentences.

Learning Supports

Cornell Notes ( partially complete)Word/Picture BankWord and Phrase StripsVisualsL1 text and/or SupportCloze sentences

Cornell Notes (partially complete)Word/Picture BankPhrase and Sentence StripsVisualsL1 text and/or SupportSentence Frame

Cornell NotesWord Bank

Cornell Notes

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS: RL.11.3WIDA: 2-5Reading Speaking

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Read and analyze the impact of the author’s choices on the development of a drama using Cause and Effect Graphic Organizers, adapted text, and L1 support

VU: Author’s choice; content-based, grade-level vocabulary

LFC: Complex sentences, conditional clauses

LC: Varies by ELP level

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

Read and analyze the impact of the author’s choices on the development of the story elements in L1 and/or using a leveled text, use a word or phrase to complete a Graphic Organizers.

Read and analyze the impact of the author’s choices on the development of the story elements in L1 and/or using a leveled text, use a phrase to complete a Graphic Organizers.

Read and analyze the impact of the author’s choices on the development of the story elements in an adapted drama using key vocabulary in simple, related sentences.

Read and analyze the impact of the author’s choices on the development of the story elements in a drama within grade-level band using key vocabulary in expanded sentences with emerging complexity.

Read and analyze the impact of the author’s choices on the development of the story elements in a grade- level drama using precise vocabulary in multiple, complex sentences.

Learning Supports

Cause/effect Graphic Organizers (partial)Word/Picture BankPhrase bankL1 text and/or Support

Cause/effect Graphic Organizers (partial)Word/Picture BankPhrase bankL1 text and/or Support

Cause/effect Graphic OrganizersWord Bank

Cause/effect Graphic Organizers

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS: RL.11.4 WIDA 2-5Reading Speaking

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors.)

Read to understand word and phrase meaning in literature and analyze the impact of word choice using a Figurative Language Chart, online support and student created visual representations of word meanings.

VU: Similes, metaphors, hyperboles; content-based, grade-level vocabulary LFC: Sentence s with figurative language LC: Varies by ELP level

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

Read to understand word and phrase meaning and analyze the impact of word choice in L1; and/or using leveled text, match words and phrases with their visual representations.

Read to understand word and phrase meaning and analyze the impact of word choice in L1; and/or using leveled text, match words and phrases with their definitions and match word and Phrase Citations to visual representations.

Read to understand word and phrase meaning and analyze the impact of word choices in adapted literature using key vocabulary in a series of simple, related sentences.

Read to understand word and phrase meaning and analyze the impact of word choice in literature within grade-level band using key vocabulary in expanded and some complex sentences.

Read to understand word and phrase meaning and analyze the impact of word choice in grade level literature using precise vocabulary in multiple, complex sentences.

Learning Supports

Online support Figurative Language ChartL1 supportWord citationsVisuals

Online support Figurative Language ChartL1 supportWord and Phrase CitationsVisuals

Online support Figurative Language Chart

Online support Figurative Language Chart

Online support (dictionaries, Visuals, figurative language)

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS: RL.11.4 WIDA EDLS: 2-5Reading Speaking

Determine the meaning of words and phrases as they are used in the text.

Read to understand word and phrase meaning in literature using Cognates, context, online support and student created visual representations of word meanings.

VU: Similes, metaphors, hyperboles; content-based, grade-level vocabulary LFC: Sentences with figurative language LC: Varies by ELP level

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

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

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

Read to understand word and phrase meaning in adapted literature using key vocabulary in a series of simple, related sentences.

Read to understand word and phrase meaning in literature within grade-level band using key vocabulary in expanded and some complex sentences.

Read to understand word and phrase meaning in grade level literature using precise vocabulary in multiple, complex sentences.

Learning Supports

Online support Figurative Language ChartL1 supportWord citationsVisuals

Online supportFigurative Language ChartL1 supportWord and Phrase CitationsVisuals

Online support Figurative Language Chart

Online support Figurative Language Chart

Online support (dictionaries, Visuals, figurative language)

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS: W.11.5 WIDA ELDS: 2Writing

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Write to develop writing through editing using a Checklist for editing.

VU: Plan, revise, edit, purpose, audience; content-based, grade-level vocabulary

LFC: Specific to writing task

LC: Varies by ELP level

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

Write to develop writing through editing in L1 and/or by producing selected single words in key phrase patterns.

Write to develop writing through editing in L1 and/or by producing selected vocabulary in key phrases and short sentences.

Write to develop writing through editing by producing key vocabulary in a series of simple, related sentences.

Write to develop writing through editing by producing key vocabulary in expanded and some complex sentences.

Write to develop writing through editing and by producing clear and coherent writing using precise vocabulary in multiple, complex sentences.

Learning Supports Checklist for editingWord/Picture Bank Cloze sentencesVisualsL1 support

Checklist for editingWord/Picture BankSentence FrameVisualsL1 support

Checklist for editingSentence StarterTechnology and Technological Resources

Checklist for editing

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 8CCSS: RL.11.6WIDA EDLS: 2-5Reading Speaking

Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Read and analyze literature that requires the reader to distinguish what is directly stated from what is really meant using a Reference Sheet and visual representations of the text.

VU: Satire, sarcasm, irony, understatement, implicit and explicit meanings; content-based, grade-level vocabularyLFC: Sentences with subordinate clauses in compound, complex sentencesLC: Varies by ELP level

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

Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in L1; and/or to develop an understanding of satire, etc. using illustrated, literature, and Teacher Modeling of selected, high-frequency words or phrases denoting satire, sarcasm, etc.

Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in L1; and/or to develop an understanding of satire, etc. using illustrated, literature, and Teacher Modeling of selected phrases denoting satire, sarcasm, etc.

Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in adapted literature using key vocabulary in a series of simple, related sentences.

Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in literature within grade-level band using key vocabulary in expanded and some complex sentences.

Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in grade level literature using precise vocabulary in multiple, complex sentences.

Learning Supports

Reference Sheet(L1)Video Clips and FilmsDramatization with PropsTeacher ModelingL1 support

Reference Sheet (L1)Video Clips and FilmsDramatization with PropsTeacher ModelingL1 support

Reference Sheet Video Clips and FilmsDramatization with Props

Reference Sheet Video Clips and Films

Reference Sheet for definitions and examples of satire, sarcasm, irony, understatement

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 9CCSS: RL.11.7WIDA EDLS: 2-5Reading Speaking

Analyze multiple interpretations of a story, drama, or poem (e.g., Recorded or Live Production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Compare and contrast multiple interpretations of a literary work using a Graphic Organizers (i.e. 3 rings Venn Diagram), L1 support and/or adapted text.

VU: Comparison, contrast; content-based, grade-level vocabularyLFC: Complex sentences, compound verb tenses

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

Language Objectives

Compare and contrast multiple interpretations of a grade level literary work in L1; and/or use selected words from leveled texts to complete a Graphic Organizers or cloze sentences.

Compare and contrast multiple interpretations of a grade level literary work in L1; and/or use short phrases from leveled texts to complete a Graphic Organizers or Sentence Frame.

Compare and contrast multiple interpretations of an adapted literary work using key vocabulary in a series of simple, related sentences.

Compare and contrast multiple interpretations of a literary work within grade-level band using key vocabulary in expanded sentences with emerging complexity.

Compare and contrast multiple interpretations of a grade level literary work using precise vocabulary in multiple, complex sentences.

Learning Supports

Venn DiagramRecorded or Live ProductionCloze sentencesL1 text and/or supportWord/Picture Bank

Venn DiagramRecorded or Live ProductionSentence FrameL1 text and/or supportWord/Picture Bank

Venn DiagramRecorded or Live ProductionWord Bank

Venn DiagramRecorded or Live Production

Venn DiagramRecorded or Live Production

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 10CCSS: RL.11.10WIDA ELDS: 2-5Reading Speaking

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-12–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Read to comprehend a variety of literature in the grade 9-11 text complexity band using Graphic Organizers, L1 support and online resources.

VU: Specific to text; content-based, grade-level vocabulary

LFC: Specific to text

LC: Varies by ELP level

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

Read to comprehend a variety of literature in L1; and/or selected words and phrases from excerpts of grade-level literature read-aloud.

Read to comprehend a variety of literature in L1; and/or selected phrase and sentence excerpts from grade-level literature read aloud.

Read to comprehend a variety of adapted literature.

Read to comprehend a variety of literature within grade 9-11 text complexity band.

Read to comprehend a variety of grade-level literature.

Learning Supports

Online resourcesGraphic Organizers s Word/picture bankL1 supportCloze sentences

Online resourcesGraphic Organizers s Word/picture bankL1 supportSentence Frame

Online resourcesGraphic Organizers s Word BankTemplate

Online resourcesGraphic Organizers s

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 11CCSS: W.11.3WIDA ELDS: 1-5Writing

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Write to develop real or imagined experiences using sensory vocabulary to provide the reader with a vivid description using a Template, multiple reference materials and Shared Writing.

VU: Sensory, details, vivid, events, setting, characters, thesaurus, synonym, antonym

LFC: Descriptive adjectives, descriptive verbs, descriptive adverbsLC: Varies by ELP level

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

Write to develop real or imagined experiences with sensory language into a multi-paragraph narrative in L1; and/or integrate sensory language by writing word- level captions for pictures and by matching words to pictures.

Write to develop real or imagined experiences with sensory language into a multi-paragraph narrative in L1; and/or write to integrate sensory language into a sentence level narrative by matching descriptive phrases to appropriate pictures.

Write a narrative by developing real or imagined experiences using sensory language and key vocabulary in a series of simple, related sentences.

Write a multi-paragraph narrative by developing real or imagined experiences using sensory language and key vocabulary in expanded sentences with emerging complexity.

Write a multi-paragraph narrative by developing real or imagined experiences using sensory language and precise vocabulary in multiple, complex sentences.

Learning Supports

Multiple reference materials Shared WritingTemplateCloze sentencesL1 support

Visuals

Multiple reference materialsShared WritingTemplateSentence FrameL1 support

Visuals

Multiple reference materials Shared WritingTemplate

Multiple reference materials (thesaurus, dictionary, online support)

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 12CCSS: W.11.3.a WIDA ELDS: 2-5Writing

When writing narratives, engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

Compose well-structured, detailed, and engaging narratives using a Story Map and a word/picture bank.

VU: Elements of plot; content-based, grade-level vocabulary

LFC: Quotation marks, dialogue tags, pronouns, adverbs of time, prepositional phrases LC: Varies by ELP level

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

Compose well-structured, detailed, and engaging narratives in L1 and/or by producing selected single words in key phrase patterns.

Compose well-structured, detailed, and engaging narratives in L1 and/or by producing selected vocabulary in key phrases and short sentences.

Compose well-structured, detailed, and engaging narratives by producing key vocabulary in a series of simple, related sentences.

Compose well-structured, detailed, and engaging narratives by producing key vocabulary in expanded and some complex sentences.

Compose well-structured, detailed, and engaging narratives by producing clear and coherent writing using precise vocabulary in multiple, complex sentences.

Learning Supports

Story Map (partially completed)Charts/PostersCloze SentencesWord/Picture BankVisualsNative Language Support

Story Map (partially completed)Charts/PostersSentence FrameWord/Picture BankVisualsNative Language Support

Story MapWord/Picture BankCharts/Posters

Story Map

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 13CCSS: W.11.3.aWIDA ELDS: 1-5Writing

When writing narratives, create a smooth progression of experiences or events.

Compose a narrative with a smooth progression of events using a Timeline, Story Map and a word/picture bank.

VU: Elements of plot; content-based, grade-level vocabulary

LFC: Pronouns, adverbs of time, prepositional phrases

LC: Varies by ELP level

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

Compose a narrative with a smooth progression of events in L1 and/or by producing drawings and selected words in key phrase patterns.

Compose a narrative with a smooth progression of events in L1 and/or by producing illustrations and selected vocabulary in key phrases and short sentences.

Compose a narrative with a smooth progression of events by producing key vocabulary in a series of simple, related sentences.

Compose a narrative with a smooth progression of events by producing key vocabulary in expanded and some complex sentences.

Compose a narrative with a smooth progression of events by producing precise vocabulary in multiple, complex sentences.

Learning Supports

Story Map (partially completed)TimelineCharts/PostersCloze SentencesWord/Picture BankVisualsNative Language Support

Story Map (partially completed)TimelineCharts/PostersSentence FrameWord/Picture BankVisualsNative Language Support

Story MapTimelineWord/Picture BankCharts/Posters

Story MapTimeline

Story Map

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 14CCSS: W.11.3.bWIDA ELDS: 2 – 5Writing

When writing narratives, use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Develop experiences, events, and or characters by implementing narrative techniques using a Literary Techniques Reference Sheet Reference Sheet and Charts.

VU: Dialogue, pacing, description, reflection; content-based, grade-level vocabulary

LFC: Various verb forms, descriptive verbs

LC: Varies by ELP level

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

Develop experiences, events, and or characters by implementing narrative techniques in L1 and/or use pictures and selected single words in key phrase patterns.

Develop experiences, events, and or characters by implementing narrative techniques in L1 and/or use pictures and selected vocabulary in key phrases and short sentences.

Develop experiences, events, and or characters by implementing narrative techniques using key vocabulary in a series of simple, related sentences.

Develop experiences, events, and or characters by implementing narrative techniques using key vocabulary in expanded and some complex structures.

Develop experiences, events, and or characters by implementing narrative techniques using precise vocabulary in multiple, complex sentences.

Learning Supports

Literary Techniques Reference Sheet Story Map (partially completed)Charts/PostersCloze SentencesWord/Picture BankVisualsNative Language Support

Literary Techniques Reference Sheet Story Map (partially completed)Charts/PostersSentence FrameWord/Picture BankVisualsNative Language Support

Literary Techniques Reference Sheet Reference Sheet Charts/Posters

Literary Techniques Reference Sheet

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 15CCSS: W.11.3.cWIDA ELDS: 2 – 5Writing

When writing narratives, use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Compose a coherent narrative applying effective plot sequence using a Timeline and a bank of transitional phrases.

VU: Techniques, sequence, coherent; content-based, grade-level vocabulary

LFC: Sentences containing transitional phrases

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

Language Objectives

Compose a coherent narrative applying effective plot sequence in L1 and/or use pictures, drawings and selected single words in key phrase patterns.

Compose a coherent narrative applying effective plot sequence in L1 and/or use pictures and selected vocabulary in key phrases and short sentences.

Compose a coherent narrative applying effective plot sequence using key vocabulary in simple, related sentences.

Compose a coherent narrative applying effective plot sequence using key vocabulary in expanded and some complex sentences.

Compose a coherent narrative applying effective plot sequence using precise vocabulary in multiple, complex sentences.

Learning Supports

TimelineWord Bank of Transitional Phrases Cloze SentencesWord/Picture BankVisualsNative Language Support

TimelineWord Bank of Transitional Phrases Sentence FrameWord/Picture BankVisualsNative Language Support

TimelineWord Bank of Transitional PhrasesSentence Starter

TimelineWord Bank of Transitional Phrases

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 16CCSS: W.11.3.dWIDA ELDS: 2-5Writing

When writing narratives, use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Write to integrate sensory vocabulary in order to provide the reader with a vivid description using a Reference Sheet and a Word Bank.

VU: Sensory details, vivid; content-based, grade-level vocabularyLFC: Descriptive adjectives, descriptive verbs, descriptive adverbs, varied dialogue tagsLC: Varies by ELP level

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

Write to integrate sensory vocabulary in order to provide the reader with a vivid description in L1 and/or use pictures and selected single words in key phrase patterns.

Write to integrate sensory vocabulary in order to provide the reader with a vivid description in L1 and/or use pictures and selected vocabulary in key phrases and short sentences.

Write to integrate sensory vocabulary in order to provide the reader with a vivid description using key vocabulary in a series of simple, related sentences.

Write to integrate sensory vocabulary in order to provide the reader with a vivid description using key vocabulary in expanded and some complex sentences.

Write to integrate sensory vocabulary in order to provide the reader with a vivid description using precise vocabulary in multiple, complex sentences.

Learning Supports

Reference Sheet Word/picture BankCloze SentencesVisualsNative Language Support

Reference Sheet Word/picture BankSentence FrameVisualsNative Language Support

Reference Sheet Word BankSentence Starter

Reference Sheet Word Bank

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 17CCSS: W.11.3.eWIDA ELDS: 2 – 5 Writing Speaking

When writing narratives, provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Write to conclude a narrative in an effective manner using a think aloud and Shared Writing.

VU: Concluding statement; content-based, grade-level vocabulary

LFC: Specific to writing task

LC: Varies by ELP level

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

Write to conclude a narrative in an effective manner in L1 and/or use pictures and selected single words in key phrase patterns.

Write to conclude a narrative in an effective manner in L1 and/or use pictures and selected vocabulary in key phrases and short sentences.

Write to conclude a narrative in an effective manner using key vocabulary in a series of simple, related sentences.

Write to conclude a narrative in an effective manner using key vocabulary in expanded and some complex sentences.

Write to conclude a narrative in an effective manner using precise vocabulary in multiple, complex sentences.

Learning Supports

Shared WritingCloze sentencesWord/Picture BankVisualsL1 support

Shared WritingSentence FrameWord/Picture BankVisualsL1 support

Shared WritingSentence StarterWord BankTechnology and Technological Resources

Shared Writing

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 18CCSS: W.11.4WIDA ELDS: 2-5Writing

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

Produce clear and coherent writing, suitable for task, purpose, and audience using a Graphic Organizers (specific to task and purpose) and Visuals.

VU: Author’s purpose, audience, writing tasks (e.g., narrative, persuasive, research etc)LFC: Language conventions and forms will vary depending on selected writing taskLC: Varies by ELP level

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

Produce clear and coherent writing in L1; and/or use pictures and selected single words in key phrase patterns.

Produce clear and coherent writing in L1; and/or produce an emerging expression of ideas using pictures and selected vocabulary in repetitive phrasal and sentence patterns.

Produce emerging expression of multiple related ideas using key vocabulary in a series of simple sentences.

Produce organized expression of ideas with emerging cohesion using key vocabulary in expanded and some complex sentences.

Produce clear and coherent writing using precise vocabulary in multiple, complex sentences matched to the purpose and task.

Learning Supports

Graphic Organizers – partially completed by teacher (appropriate to task)VisualsL1 supportOnline resources Cloze sentencesWord Bank

Graphic Organizers – partially completed by teacher (appropriate to task)VisualsL1 supportOnline resourcesSentence FrameWord Bank

Graphic Organizers (appropriate to task)Word BankOnline resources

Graphic Organizers (appropriate to task)Online resources

Online resources

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 19CCSS: W.11.5WIDA ELDS: 2 – 5ReadingWriting

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

Write to develop writing through editing and addressing purpose and audience using a Checklist for editing and a Purpose and Audience Planning Chart.

VU: Plan, revise, edit, purpose, audience

LFC: Specific to writing task

LC: Varies by ELP level

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

Write to develop writing through editing and addressing purpose and audience in L1 and/or use drawings and selected single words in key phrase patterns.

Write to develop writing through editing and addressing purpose and audience in L1 and/or use pictures and selected vocabulary in phrases and short sentences.

Write to develop writing through editing and addressing purpose and audience using key vocabulary in a series of simple, related sentences.

Write to develop writing through editing and addressing purpose and audience using key vocabulary in expanded and some complex sentences.

Write to develop writing through editing and addressing purpose and audience using precise vocabulary in multiple, complex sentences.

Learning Supports

Purpose and Audience Planning Chart (partially completed)Checklist for editingWord/Picture Bank Cloze sentencesVisualsL1 support

Purpose and Audience Planning Chart(partially completed) Checklist for editingWord/Picture BankSentence FrameVisualsL1 support

Purpose and Audience Planning ChartChecklist for editingSentence StarterTechnology and Technological Resources

Purpose and Audience Planning ChartChecklist for editing

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 20CCSS: W.11.6WIDA ELDS: 2 – 5WritingReading

Use Technology and Technological Resources, including the Internet, to produce, publish, and update individual or shared writing products.

Write to edit and publish individual and collaborative writing pieces using a checklist of steps and a Partner work.

VU: Transitional words, word choice, general, specific and technical language

LFC: Specific to writing task

LC: Varies by ELP level

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

Write to edit and publish individual and collaborative multi-paragraph writing pieces in L1; and/or edit and publish individual and collaborative writing pieces using selected single words in key phrase patterns.

Write to edit and publish individual and collaborative multi-paragraph writing pieces in L1; and/or edit and publish individual and collaborative pieces using selected vocabulary in repetitive phrasal and sentence patterns.

Write to edit and publish individual and collaborative three paragraph writing pieces about multiple related ideas using key vocabulary in simple sentences.

Write to edit and publish individual and collaborative multi-paragraph writing pieces using key vocabulary in expanded and some complex sentences.

Write to edit and publish individual and collaborative multi-paragraph writing pieces using precise vocabulary in multiple, complex sentences.

Learning Supports

Checklist for publishing Phrase bank Peer/Teacher EditingWord/Picture BankL1 support

Checklist for publishingSentence Frame Peer/Teacher EditingWord/Picture BankL1 support

Checklist for publishing Sentence StarterPeer EditingWord Bank

Checklist for publishingPeer Editing

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 21CCSS: W.11.7WIDA ELDS: 2 – 5WritingSpeaking

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Write answers that solve problems based on research using a Template, Question Stem Bank and online resources.

VU: Research, solve, inquiry; content-based, grade-level vocabulary

LFC: Specific to writing task

LC: Varies by ELP level

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

Write answers that solve problems based on research in L1 and/or use pictures, drawings and selected single words in key phrase patterns.

Write answers that solve problems based on research in L1 and/or use pictures, diagrams and selected vocabulary in key phrases and short sentences.

Write answers that solve problems based on research using key vocabulary in a series of simple, related sentences.

Write answers that solve problems based on research using key vocabulary in expanded and some complex sentences.

Write answers that solve problems based on research using precise vocabulary in multiple, complex sentences.

Learning Supports

TemplateCloze SentencesOnline Resources Word/Picture BankPartner Work Native Language Support

TemplateSentence Frame Online Resources Partner Work Word/picture BankNative Language Support

TemplateCloze SentencesOnline Resources Partner Work Word Bank

TemplateOnline Resources

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 22CCSS: W.11.9.aWIDA ELDS: 2, 4-5WritingReading

Draw evidence from literary texts to support analysis, reflection, and research; apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

Write to cite evidence from literary texts to support analysis and reflection from grade level nonfiction literature using Graphic Organizers, Marking the Text, peer and L1 support.

VU: Transitional words, word choice; content-based, grade-level vocabulary

LFC: Specific to writing task

LC: Varies by ELP level

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

Write to cite evidence from literary texts to support analysis and reflection from nonfiction literature in L1 and/or use selected single words or phrase patterns in grade-level text to demonstrate understanding.

Write to cite evidence from literary texts to support analysis and reflection from nonfiction literature in L1 and/or use selected vocabulary in phrases and short sentences from specific excerpts in grade-level text to demonstrate understanding.

Write to cite evidence from literary texts to support analysis and reflection from adapted nonfiction literature using key vocabulary in a series of simple, related sentences.

Write to cite evidence from literary texts to support analysis and reflection from text within the grade-level band using key vocabulary in expanded and some complex sentences.

Write to cite evidence from literary texts to support analysis and reflection from grade level nonfiction literature using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers Peer/Teacher SupportWord/Picture BankL1 supportMarking the Text

Graphic Organizers Sentence FramePeer/Teacher SupportWord/Picture BankL1 support

Graphic Organizers Word BankMarking the Text

Graphic OrganizersMarking the Text

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Marking the Text

Student Learning Objective (SLO) Language Objective Language NeededSLO: 23CCSS: W.11.10WIDA ELDS: 2 – 5WritingSpeaking

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

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

VU: Task, purpose, audience; content-based, grade-level vocabulary

LFC: Specific to writing task

LC: Varies by ELP level

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

Write routinely for specific time frames and for various purposes, tasks and audiences in L1 and/or use Visuals and selected single words in key phrases.

Write routinely for specific time frames and for various purposes, tasks and audiences in L1 and/or use Visuals and selected vocabulary in key phrases and short sentences.

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

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

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

Learning Supports

Purpose and Audience Planning ChartEssay TemplatesPartner Work Sentence FrameWord/picture BankVisuals

Purpose and Audience Planning ChartEssay TemplatesPartner Work Sentence FrameWord/picture BankL1 SupportVisuals

Purpose and Audience Planning ChartEssay TemplatesPartner work Work

Purpose and Audience Planning ChartEssay Templates

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

L1 Support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 24CCSS: SL.11.1WIDA ELDS: 2 – 5ReadingWriting

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse Partner works on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Listen to and exchange ideas based on research findings relevant to the discussion using a Graphic Organizers, notes and Cue Cards.

VU: Refer, stimulate, probe, content-based, grade-level vocabulary

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

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

Listen to a grade level discussion and exchange ideas in L1; and/or listen to and participate in a teacher-facilitated discussion using selected single words in key phrase patterns.

Listen to a grade level discussion and exchange ideas in L1; and/or listen to and participate in a teacher facilitated discussion using selected vocabulary in key phrases and sentence patterns.

Listen to a discussion about multiple related concepts and exchange ideas based on research using key vocabulary in a series of simple, related sentences.

Listen to a grade level discussion and exchange ideas based on research using key vocabulary in expanded and some complex sentences.

Listen to a grade level discussion and exchange ideas based on research using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers Word/Picture BankNotes in L1 and EnglishCloze sentences

Graphic Organizers Word/Picture BankNotes in L1 and EnglishSentence Frame

Graphic Organizers Word BankNotes

Graphic Organizers

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

L1 support L1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 25CCSS: SL.11.1.aWIDA ELDS: 2 – 5ReadingSpeakingWriting

Come to discussions prepared, having read and researched material under study.

Read and write about research material to discuss by using Cornell Notes, Cue Cards and a Template.

VU: Refer, stimulate, probe; content-based, grade-level vocabularyLFC: Declarative sentences, interrogatives, prosodic features (e.g., stress)LC: Varies by ELP level

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

Read and write about research material to discuss in L1; and/or listen to and participate in a teacher facilitated discussion using selected single words in key phrase patterns.

Read and write about research material to discuss in L1; and/or listen to and participate in a teacher-facilitated discussion using selected vocabulary in repetitive phrases and sentence patterns.

Read and write about research material to discuss using key vocabulary in a series of simple, related sentences.

Read and write about research material to discuss using key vocabulary in expanded and some complex sentences.

Read and write about research material to discuss using precise vocabulary in multiple, complex sentences.

Learning Supports

Cornell NotesTemplateCue CardsWord/Picture BankCloze sentences

Cornell NotesTemplateCue CardsWord/Picture BankSentence Frame

Cornell NotesTemplateCue CardsWord Bank

Cornell Notes

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

L1 support L1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 26CCSS: SL.11.1.aWIDA ELDS: 2 – 5ReadingWritingSpeakingListening

Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas.

Read and write explicit evidence from text and research material in order to stimulate a thoughtful, well –reasoned exchange of ideas by using a Graphic Organizers, Cue Cards and notes.

VU: Refer, stimulate, probe; content-based, grade-level vocabulary

LFC: Declarative sentences, interrogatives, prosodic features (e.g., stress)

LC: Varies by ELP level

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

Read and write explicit evidence from text and research material in order to stimulate a thoughtful, well –reasoned exchange of ideas in L1; and/or listen to and participate in a teacher facilitated discussion using selected single words in key phrase patterns.

Read and write explicit evidence from text and research material in order to stimulate a thoughtful, well –reasoned exchange of ideas in L1; and/or listen to and participate in a teacher facilitated discussion using selected vocabulary in repetitive phrases and sentence patterns.

Read and write explicit evidence from text and research material in order to stimulate a thoughtful, well –reasoned exchange of ideas using key vocabulary in a series of simple, related sentences.

Read and write explicit evidence from text and research material in order to stimulate a thoughtful, well –reasoned exchange of ideas using key vocabulary in expanded and some complex sentences.

Read and write explicit evidence from text and research material in order to stimulate a thoughtful, well –reasoned exchange of ideas using precise vocabulary in multiple, complex sentences.

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Learning Supports

Graphic Organizers Cue CardsNotes in L1 & EnglishWord/Picture BankCloze sentencesL1 support

Graphic Organizers Cue CardsNotes in L1 & EnglishWord/Picture BankSentence FrameL1 support

Graphic Organizers Cue CardsNotesWord Bank

Graphic OrganizersNotes

Notes

Student Learning Objective (SLO) Language Objective Language NeededSLO: 27CCSS: SL.11.1.bWIDA ELDS: 1SpeakingListening

Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.

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

VU: Rules, directions, checklist, speaking rubric; content-based, grade-level vocabulary LFC: Signal verbs, action verbs, appropriate language, tone, voiceLC: Varies by ELP level

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

Speak and listen to create goals, deadlines and roles for collaborative discussions in L1 and/or use Visuals and selected single words in key phrase patterns.

Speak and listen to create goals, deadlines and roles for collaborative discussions in L1 and/or use Visuals and selected vocabulary in key spoken phrases and short sentences.

Speak and listen to create goals, deadlines and roles for collaborative discussions using key vocabulary in a series of simple, related sentences.

Speak and listen to create goals, deadlines and roles for collaborative discussions using key vocabulary in expanded and some complex sentences.

Speak and listen to create goals, deadlines and roles for collaborative discussions using precise vocabulary in multiple, complex sentences.

Learning Supports

Reference Sheet of specific rules Note Cards

Reference Sheet of specific rules Note Cards

Reference Sheet of specific rules Note Cards

Reference Sheet of specific rules

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Word/Picture WallVisuals GesturesL1 support

Word/Picture Wall VisualsL1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 28CCSS: SL.11.1.cWIDA ELDS: 1-5Reading SpeakingListening

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Speak and listen in order to initiate and engage in conversations by posing and responding to questions that probe reasoning and evidence by using Graphic Organizers, questions stems along with peer and L1 support.

VU: Refer, stimulate, probe, specific to topic

LFC: Declarative sentences, interrogatives, specific to topic

LC: Varies by ELP level

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

Speak and listen in order to develop an understanding of initiating and engaging in conversations by posing and responding to questions that probe reasoning and evidence by using L1 and/or use selected single words in key

Speak and listen in order to develop an understanding of initiating and engaging in conversations by posing and responding to questions that probe reasoning and evidence by using L1 and/or use selected vocabulary in key phrases and short

Speak and listen in order to initiate and engage in conversations by posing and responding to questions that probe reasoning and evidence using key vocabulary in a series of simple, related sentences.

Speak and listen in order to initiate and engage in conversations by posing and responding to questions that probe reasoning and evidence using key vocabulary in expanded and some complex sentences.

Speak and listen in order to initiate and engage in conversations by posing and responding to questions that probe reasoning and evidence using precise vocabulary in multiple, complex sentences.

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

phrase patterns. sentences.Learning Supports

Graphic Organizers Question Stem BankPartner workWord/Picture BankCloze sentencesL1 support

Graphic Organizers Question Stem BankPartner workWord/Picture BankSentence FrameL1 support

Graphic OrganizersQuestion Stem BankPartner workWord Bank

Graphic Organizers Partner work

Partner work

Student Learning Objective (SLO) Language Objective Language NeededSLO: 29CCSS: SL.11.1.dWIDA ELDS: 1-5Reading SpeakingListening

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Speak and listen in order to respond to diverse perspective by using Graphic Organizers along with peer and L1 support.

VU: Refer, stimulate, probe, content-based, grade-level vocabulary

LFC: Declarative sentences, interrogatives, prosodic features (e.g., stress)

LC: Varies by ELP level

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

Speak and listen develop an understanding of how to respond to diverse perspective by using L1 and/or use selected single words in key phrase patterns.

Speak and listen to respond to diverse perspective by using L1 and/or use selected vocabulary in key phrases and short sentences.

Speak and listen to respond to diverse perspective using key vocabulary in a series of simple, related sentences.

Speak and listen to respond to diverse perspective using key vocabulary in expanded and some complex sentences.

Speak and listen to respond to diverse perspective using precise vocabulary in multiple, complex sentences.

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Supports Word/Picture BankCloze sentencesL1 support

Word/Picture BankSentence FrameL1 support

Word Bank

Student Learning Objective (SLO) Language Objective Language NeededSLO: 30CCSS: SL.11.2WIDA ELDS: WIDA 1-5Reading SpeakingListening

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Speak and listen to integrate multiple sources of information as a means of making informed decision and solving problems by using Graphic Organizers along with peer and L1 support.

VU: Refer, stimulate, probe, content-based, grade-level vocabularyLFC: Declarative sentences, interrogatives, specific to topicLC: Varies by ELP level

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

Speak and listen to develop an understanding of integrating multiple sources of information as a means of making informed decision and solving problems by using L1 and/or use

Speak and listen to integrate multiple sources of information as a means of making informed decision and solving problems by using L1 and/or use selected vocabulary in key phrases and short sentences.

Speak and listen to integrate multiple sources of information as a means of making informed decision and solving problems using key vocabulary in a series of simple, related sentences.

Speak and listen to integrate multiple sources of information as a means of making informed decision and solving problems using key vocabulary in expanded and some complex sentences.

Speak and listen to integrate multiple sources of information as a means of making informed decision and solving problems using precise vocabulary in multiple, complex sentences.

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

selected single words in key phrase patterns.

Learning Supports

Graphic Organizers Word/Picture BankCloze sentencesL1 supportPartner work

Graphic Organizers Word/Picture BankSentence FrameL1 supportPartner work

Graphic Organizers Word BankPartner work

Graphic OrganizersPartner work

Student Learning Objective (SLO) Language Objective Language NeededSLO: 31CCSS: SL.11.3WIDA ELDS: WIDA 1-5Reading SpeakingListening

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Speak and listen to assess strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric by using Graphic Organizers along with peer and L1 support.

VU: Purpose, audience, task, appropriate, formal, informal, convey, perspective, distinct, alternative, opposingLFC: Past and present tenses, imperative, modals, indirect/direct object, subject/verb agreement, pronouns, retelling, relating, LC: Varies by ELP level

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

Speak and listen to develop an understanding of assessing strengths and limitations of a speaker’s point of view, reasoning and use of evidence and rhetoric in L1 and/or use

Speak and listen to assess strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric in L1 and/or use selected vocabulary in

Speak and listen to assess strengths and limitations of a speaker’s point of view, reasoning and use of evidence and rhetoric using key vocabulary in

Speak and listen to assess strengths and limitations of a speaker’s point of view, reasoning and use of evidence and rhetoric using key vocabulary in expanded and some

Speak and listen to assess strengths and limitations of a speaker’s point of view, reasoning and use of evidence and rhetoric using precise vocabulary in multiple, complex sentences.

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

selected single words in key phrase patterns.

key phrases and short sentences.

a series of simple, related sentences.

complex sentences.

Learning Supports

Graphic Organizers Partner workWord/Picture BankCloze sentencesL1 support

Graphic Organizers Partner workWord/Picture BankSentence FrameL1 support

Graphic Organizers Partner workWord Bank

Graphic Organizers Partner work

Student Learning Objective (SLO) Language Objective Language NeededSLO: 32CCSS: SL.11.4WIDA ELDS: 1-5Reading SpeakingListening

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Present information in a concise formal or informal oral report that has a distinct perspective and addresses opposing perspectives using Technology and Technological Resources, notes and props

VU: Purpose, audience, task, appropriate, formal, informal, convey, perspective, distinct, alternative, opposingLFC: Past and present tenses, imperative, modals, indirect/direct object, subject/verb agreement, pronouns, usage of quotes, LC: Varies by ELP level

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

Present information in a concise formal or informal oral report in L1; and/or use selected single words in key phrase patterns.

Present information in a concise formal or informal oral report in L1; and/or use selected vocabulary in repetitive phrases and sentence patterns.

Present information in a concise formal or informal oral report about multiple related ideas using key vocabulary in a series of simple, related sentences.

Present information in a concise formal or informal oral report using key vocabulary in expanded and some complex sentences.

Present information in a concise formal or informal oral report using precise vocabulary in multiple, complex sentences.

Learning PowerPoint PowerPoint PowerPoint PowerPoint PowerPoint

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Supports Note CardsCloze sentencesVisuals PropsWord/Picture BankL1 support

Note CardsSentence FrameVisualsPropsWord/Picture BankL1 support

Note CardsWord BankPropsSentence Starter

Note CardsProps

Props

Student Learning Objective (SLO) Language Objective Language NeededSLO: 33SL.11.5CCSS: WIDA ELDS:2-5SpeakingListening

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Present information using strategic use of digital media in presentation to enhance understanding by using Technology and Technological Resources, notes, and props

VU: Purpose, audience, task, appropriate, formal, informal, convey, perspective, distinct

LCF: Past and present tenses, modals, subject/verb agreementLC: Varies by ELP level

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

Present information using strategic use of digital media in presentation to enhance understanding in L1 and/or use selected single words in key phrase patterns.

Present information using strategic use of digital media in presentation to enhance understanding in L1 and/or use selected vocabulary in key phrases and short sentences.

Present information using strategic use of digital media in presentation to enhance understanding using key vocabulary in a series of simple, related sentences.

Present information using strategic use of digital media in presentation to enhance understanding using key vocabulary in expanded and some complex sentences.

Present information using strategic use of digital media in presentation to enhance understanding using precise vocabulary in multiple, complex sentences.

Learning Supports

Technology and Technological

Technology and Technological Resources

Technology and Technological Resources

Technology and Technological Resources

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

ResourcesNotes in L1 & EnglishProps Word/Picture BankCloze sentencesL1 support

Notes in L1 & EnglishProps Word/Picture BankSentence FrameL1 support

NotesProps Word Bank

NotesProps

Student Learning Objective (SLO) Language Objective Language NeededSLO: 34CCSS: SL.11.6WIDA ELDS: 2-5Speaking

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

Adapt speech to a variety of contexts and tasks by using a speaking rubric specific to task, Word Bank and props/realia.

VU: Transitional words, formal and informal language, idioms LFC: Past and present tenses, subject/verb agreement

LC: Varies by ELP level

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

Adapt speech to a variety of contexts and tasks in L1; and/or use selected single words in key phrase patterns.

Adapt speech to a variety of contexts and tasks in L1; and/or use selected vocabulary in repetitive phrases and sentence patterns.

Adapt speech to a variety of contexts and tasks using key vocabulary in a series of simple, related sentences.

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

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

Learning Supports

Speaking rubricWord/Picture Bank (Phrase)Props/RealiaL1 support

Speaking rubricWord/Picture Bank (Phrase)Props/RealiaL1 supportSentence Frame

Speaking rubric Props/RealiaWord Bank

Speaking rubric specific to task

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Cloze sentences

Student Learning Objective (SLO) Language Objective Language NeededSLO: 35CCSS: L.11.1.aWIDA ELDS: 2-5SpeakingWriting

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

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

VU: General, specific and technical language pertaining to grammar

LFC: Sentence structure, modals, all verb tenses, grammar and syntax specific to purposeLC: Varies by ELP level

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

Write and speak to demonstrate command of standard English grammar at ELP level 1, using selected single words in phrase patterns.

Write and speak to demonstrate command of standard English grammar at ELP level 2, by using repetitive phrases and sentence patterns and selected vocabulary.

Write and speak to demonstrate command of standard English grammar at ELP level 3, using key vocabulary in a series of simple, related sentences.

Write and speak to demonstrate command of standard English grammar at ELP level 4, using key vocabulary in expanded and some complex sentences.

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

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Learning Supports

Multiple resources (i.e., dictionaries, grammar Reference Sheets)Cloze activityL1 supportTeacher Modeling

Multiple resources (i.e., dictionaries, grammar Reference Sheets)Sentence Starter/framesL1 supportTeacher Modeling

Multiple resources (i.e., dictionaries, grammar Reference Sheets) Teacher Modeling

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

Student Learning Objective (SLO) Language Objective Language NeededSLO: 36CCSS: L.11.1.bWIDA ELDS: 2-5Reading SpeakingWriting

Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

Consult references to resolve complex usage using multiple resources and Teacher Modeling.

VU: General, specific and technical language pertaining to grammarLFC: Sentence structure, modals, all verb tenses, grammar and syntax specific to purpose

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

Language Objectives

Consult references to resolve complex usage using selected vocabulary in key phrase patterns

Consult references to resolve complex usage using selected vocabulary in phrases and short sentences.

Consult references to resolve complex usage using key vocabulary in a series of simple, related sentences.

Consult references to resolve complex usage using key vocabulary in expanded and some complex sentences.

Consult references to resolve complex usage using precise vocabulary in multiple, complex sentences.

Learning Supports

Multiple resources (i.e., dictionaries, grammar Reference Sheets)

Multiple resources (i.e., dictionaries, grammar Reference Sheets)

Multiple resources (i.e., dictionaries, grammar Reference Sheets)

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

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Cloze activityL1 supportTeacher Modeling

Sentence Starter/framesL1 supportTeacher Modeling

Teacher Modeling

Student Learning Objective (SLO) Language Objective Language NeededSLO: 37L.11.2; L.11.2.aCCSS: WIDA ELDS: 2-5WritingReading

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; observe hyphenation conventions when writing.

Write to apply standard English mechanics and conventions to the use of hyphenation conventions and spelling using Technology and Technological Resources (i.e., a word processing program) and multiple resources (i.e., a dictionary).

VU: Capitalization, punctuation and spelling

LFC: Sentence structure, capitalization, punctuation

LC: Varies by ELP level

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

Write to apply standard English mechanics and conventions when using words and phrases.

Write to apply standard English mechanics and conventions when using phrases and sentence patterns.

Write to apply standard English mechanics and conventions when using simple, related sentences.

Write to apply standard English mechanics and conventions when using expanded and some complex sentences.

Write to apply standard English mechanics and conventions when using multiple, complex sentences.

Learning Supports

Word/Picture Bank (Phrase)

Word/Picture Bank (Phrase)Sentence Starter/Frames

Multiple resourcesWord Processing Program

Multiple resourcesWord Processing Program

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Cloze sentencesWord Processing ProgramMultiple resourcesL1 support

Word Processing ProgramMultiple resourcesL1 support

Word Bank

Student Learning Objective (SLO) Language Objective Language NeededSLO: 38CCSS: L.11.2.bWIDA ELDS: 2 – 5ReadingWriting

Spell correctly when writing narratives. Write to apply standard spelling using Technology and Technological Resources (i.e., a word processing program) and multiple resources (i.e., a dictionary).

VU: Capitalization, punctuation and spelling

LFC: Sentence structure, capitalization, punctuation

LC: Varies by ELP level

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

Write to apply standard spelling when using selected, single words and phrases.

Write to apply standard spelling when using selected vocabulary in phrases and sentence patterns.

Write to apply standard spelling when using key vocabulary in a series of simple, related sentences.

Write to apply standard spelling when using key vocabulary in expanded and some complex sentences.

Write to apply standard spelling when using precise vocabulary in multiple, complex sentences.

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Learning Supports

Word/Picture Bank (Phrase)Cloze sentencesWord Processing ProgramMultiple ResourcesL1 support

Word/Picture Bank (Phrase)Sentence Starter/FramesWord Processing ProgramMultiple ResourcesL1 support

Multiple ResourcesWord Processing ProgramWord Bank

Multiple ResourcesWord Processing Program

Student Learning Objective (SLO) Language Objective Language NeededSLO: 39L.11.3CCSS: WIDA ELDS: 2 – 5ReadingWriting ListeningSpeaking

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse using think alouds.Apply knowledge of syntax when speaking and writing using visual representations and multiple resources.

VU: Syntax; content-based, grade-level vocabulary

LFC: Sentences with various applications of syntax

LC: Varies by ELP level

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

Identify how syntax impacts meaning, tone and style in simple phrases and oral

Identify how syntax impacts meaning, tone and style in simple text and oral discourse. Apply knowledge

Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse.

Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse.

Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse.

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

discourse. Apply knowledge of syntax when speaking and writing simple sentences.

of syntax when speaking and writing sentence patterns.

Apply knowledge of syntax when speaking and writing simple, related sentences.

Apply knowledge of syntax when speaking and writing expanded and some complex sentences.

Apply knowledge of syntax when speaking and writing at the level of multiple, complex sentences.

Learning Supports

Multiple Resources Word/Picture BankReference SheetL1 supportCloze activitiesTeacher Support

Multiple Resources Word/Picture BankReference SheetL1 supportSentence Starter/FramesTeacher Support

Multiple Resources Word BanksReference Sheet

Multiple Resources

Student Learning Objective (SLO) Language Objective Language NeededSLO: 40CCSS: L.11.3.aWIDA ELDS: 2 – 5ReadingSpeaking

Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.

Apply knowledge of syntax when speaking and writing using visual representations and multiple resources.

VU: Syntax

LFC: Sentences with various applications of syntax

LC: Varies by ELP level

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

Apply knowledge of syntax when speaking and writing simple phrases and sentences.

Apply knowledge of syntax when speaking and writing repetitive sentence patterns.

Apply knowledge of syntax when speaking and writing at the level of simple, related sentences.

Apply knowledge of syntax when speaking and writing at the level of expanded and some complex sentences.

Apply knowledge of syntax when speaking and writing at the level of multiple, complex sentences.

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Learning Supports

Multiple Resources (print and digital, bilingual)Word/Picture Bank Reference SheetL1 supportCloze activitiesTeacher Support

Multiple Resources (print and digital, bilingual)Word/Picture Bank Reference SheetL1 supportSentence FrameTeacher Support

Multiple Resources (print and digital)

Word BanksReference Sheets

Multiple Resources (print and digital)

Student Learning Objective (SLO) Language Objective Language NeededSLO: 41CCSS: L.11.4WIDA ELDS: 2 – 5Reading and listening

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and content, choosing flexibly from a range of strategies.

Read and listen to clarify the meaning of unknown words and phrases using Cognates, a bilingual dictionary, and a Reference Sheet for context clues.

VU: Multiple-meaning words, phrases, strategies

LFC: Varies by task

LC: Varies by ELP level

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

Read and listen to clarify the meaning of unknown words and

Read and listen to clarify the meaning of unknown words and phrases in L1

Read and listen to clarify the meaning of unknown words and phrases from adapted

Read and listen to clarify the meaning of unknown words and phrases from

Read and listen to clarify the meaning of unknown words and phrases from grade level

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

phrases in L1 and/or by matching words from leveled text to visual representations of the text.

and/or by matching words from leveled text to visual representations of the text.

text and presentations. text and presentations within the grade-level band.

text and presentations.

Learning Supports

CognatesBilingual DictionaryReference Sheet for Context CluesPartner Work VisualsL1 support

CognatesBilingual DictionaryReference Sheet for Context CluesPartner Work Visuals

CognatesBilingual DictionaryReference Sheet for Context CluesPartner Work

CognatesBilingual DictionaryReference Sheet for Context Clues

Student Learning Objective (SLO) Language Objective Language NeededSLO: 42CCSS: L.11.4.aWIDA ELDS: 2 – 5Reading Speaking

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

Use context clues and morphology in order to comprehend unfamiliar vocabulary using a Reference Sheet, word families and multiple resources.

VU: Multiple meaning words, academic word list

LFC: Sentences with context clues and words with similar morphological constructions

LC: Varies by ELP level

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

Use context clues and morphology in order to comprehend unfamiliar,

Use context clues and morphology in order to comprehend unfamiliar,

Use context clues and morphology in order to comprehend unfamiliar,

Use context clues and morphology in order to comprehend unfamiliar,

Use context clues and morphology in order to comprehend unfamiliar

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

high-frequency vocabulary within a leveled text.

general content vocabulary within a leveled text.

content-related vocabulary within an adapted text.

vocabulary in a text within the grade-level band.

vocabulary within a grade-level text.

Learning Supports

Reference Sheet on context cluesWord families posterMultiple Resources (print and digital, bilingual)L1 supportCognates

Reference Sheet on context cluesWord families posterMultiple Resources (print and digital, bilingual)L1 supportCognates

Reference Sheet on context cluesWord families posterMultiple Resources (print and digital, bilingual)Cognates

Reference Sheet on context cluesMultiple Resources (print and digital, bilingual)

Reference Sheet on context clues

Student Learning Objective (SLO) Language Objective Language NeededSLO: 43CCSS: L.11.4.bWIDA ELDS: 2 – 5Reading WritingSpeaking

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable) when writing and speaking.

Use morphology in order to comprehend unfamiliar vocabulary using a Reference Sheet, word families and multiple resources.

VU: Academic word list; content-based, grade-level vocabulary

LFC: Sentences with context clues and words with similar morphological constructionsLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Use morphology to Use morphology to Use morphology to Use morphology to Use morphology to

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Objectives comprehend unfamiliar, high-frequency vocabulary within a leveled text.

comprehend unfamiliar, selected vocabulary within a leveled text.

comprehend unfamiliar, content-related vocabulary within an adapted text.

comprehend unfamiliar vocabulary in text within grade-level band.

comprehend unfamiliar grade level vocabulary.

Learning Supports

Reference Sheet on context cluesWord Families PosterMultiple Resources (print and digital, bilingual)L1 support

Reference Sheet on context cluesWord Families PosterMultiple Resources (print and digital, bilingual)L1 support

Reference Sheet on context cluesWord Families PosterMultiple Resources (print and digital, bilingual)

Reference Sheet on context cluesMultiple Resources (print and digital)

Multiple Resources (print and digital)

Student Learning Objective (SLO) Language Objective Language NeededSLO: 44CCSS: L.11.4.c.dWIDA ELDS: 2-5Reading SpeakingWriting

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners.

VU: Specific language, multiple meaning words, synonyms, antonyms, homonyms, affixes, root words

LFC: Sentence structure, modals, all verb tenses, match of language forms, increasing specificity of sentences

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Listening LC: Varies by ELP level

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

Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners and in the L1.

Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners and in the L1.

Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners.

Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners.

Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials at grade level

Learning Supports

Reference Materials (dictionaries and thesauruses, bilingual) L1 supportCognatesVisuals

Reference Materials (dictionaries and thesauruses, bilingual) L1 supportCognatesVisuals

Reference Materials (dictionaries and thesauruses, bilingual)

Reference Materials (dictionaries and thesauruses)

Reference Materials (dictionaries and thesaurus)

Student Learning Objective (SLO) Language Objective Language NeededSLO: 45CCSS: L.11.5.aWIDA ELDS: 2 – 5Reading

Demonstrate understanding of figurative language; interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text when writing and speaking.

Read to determine the meaning of figures of speech and nuances in words with different shades of meaning using context, Visuals and reference materials.

VU: Nuances, figures of speech, connotation, hyperbole, paradoxLFC: Sentences with figurative language and words with similar denotations

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

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

Language Objectives

Read to determine the meaning of high-frequency figures of speech and nuances in common words with different shades of meaning in appropriately leveled texts.

Read to determine the meaning of common figures of speech and nuances in selected vocabulary words with different shades of meaning in appropriately leveled texts.

Read to determine the meaning of figures of speech and nuances in content related words with different shades of meaning in adapted texts.

Read to determine the meaning of figures of speech and nuances in words with different shades of meaning in text within grade-level band.

Read to determine the meaning of figures of speech and nuances in words with different shades of meaning in grade-level texts.

Learning Supports

Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference SheetPaint Strips/Shades of MeaningL1 support/CognatesVisuals

Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference SheetPaint Strips/Shades of MeaningL1 support/CognatesVisuals

Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference SheetPaint Strips/Shades of Meaning

Reference Materials (dictionaries and thesauruses)

Student Learning Objective (SLO) Language Objective Language NeededSLO: 46CCSS: L.11.5.b

Demonstrate understanding word relationships, and nuances in word meanings; analyze nuances in the meaning of words with similar denotations.

Read to determine the meaning of figures of speech and nuances in words with different shades of meaning using context, Visuals and reference materials.

VU: Nuances, figures of speech, connotation, hyperbole, paradox

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

WIDA ELDS: 2,3,4,5Reading Speaking

LFC: Sentences with figurative language and words with similar denotations LC: Varies by ELP level

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

Read to determine the meaning of high-frequency figures of speech and nuances in common words with different shades of meaning in appropriately leveled texts.

Read to determine the meaning of common figures of speech and nuances in general vocabulary words with different shades of meaning in appropriately leveled texts.

Read to determine the meaning of figures of speech and nuances in content related words with different shades of meaning in adapted texts.

Read to determine the meaning of figures of speech and nuances in words with different shades of meaning in text within grade-level band.

Read to determine the meaning of figures of speech and nuances in words with different shades of meaning in grade-level texts.

Learning Supports

Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference SheetPaint Strips/Shades of MeaningL1 support/CognatesVisuals

Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference SheetPaint Strips/Shades of MeaningL1 support/CognatesVisuals

Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference SheetPaint Strips/Shades of Meaning

Reference Materials (dictionaries and thesauruses)

Reference Materials (dictionaries and thesaurus)

Student Learning Objective (SLO) Language Objective Language NeededSLO: 47CCSS:

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for

Read and listen in order to speak and write with grade-level general, academic and domain-specific words using

VU: General, academic and domain specific words

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

L.11.6WIDA ELDS: 2,3,4,5Reading Speaking

reading, writing, speaking, and listening at the college and career readiness level.

multiple resources (i.e., thesaurus, dictionaries). LFC: Sentence structure at ELP level

LC: Varies by ELP level

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

Read and listen in order to speak and write to apply grade level general, academic and selected domain-specific words and phrases by using vocabulary in a matching activity.

Read and listen in order to speak and write to apply grade level general, academic and selected domain-specific words and phrases using Sentence Frame.

Read and listen in order to speak and write with academic and key domain-specific words and phrases with some independence.

Read and listen in order to speak and write with key, academic and domain-specific words and phrases within grade level band at the independent level.

Read and listen in order to speak and write with grade-level general, academic and domain-specific words and phrases using reference materials independently.

Learning Supports

Multiple Resources

(print and digital, thesaurus, dictionaries: bilingual, picture)L1 Support/CognatesVisualsCloze sentencesWord/phrase cards

Multiple Resources (print and digital, thesaurus, dictionaries: bilingual, picture)Sentence Starter/framesL1 Support/CognatesVisuals

Multiple Resources (print and digital, thesaurus, dictionaries, bilingual)

Multiple Resources (print and digital, thesaurus, dictionaries)

Student Learning Objective (SLO) Language Objective Language Needed

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

ELA – Grades 11&12 - Unit 4 - ELL Scaffold

SLO: 48CCSS: L.11.6WIDA ELDS: 2,3,4,5Reading Speaking

Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression using multiple resources (i.e., thesaurus, dictionaries).

VU: Content-based, grade-level vocabulary

LFC: Sentence structure at ELP level

LC: Varies by ELP level

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

Demonstrate some independence in gathering vocabulary knowledge when considering a selected word important to comprehension or expression

Demonstrate some independence in gathering vocabulary knowledge when considering a selected word or phrase important to comprehension or expression.

Demonstrate some independence in gathering vocabulary knowledge when considering a key word or phrase important to comprehension or expression

Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression within grade-level band.

Demonstrate independence in gathering vocabulary knowledge when considering a grade-level word or phrase important to comprehension or expression

Learning Supports

Multiple Resources (print and digital, thesaurus, dictionaries: bilingual, picture)L1 support CognatesVisualsWord/phrase cards

Multiple Resources (print and digital, thesaurus, dictionaries: bilingual, picture)L1 supportCognatesVisuals

Multiple Resources (print and digital, thesaurus, dictionaries, bilingual)

Multiple Resources (print and digital, thesaurus, dictionaries)

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